Educational Assessment最新文献_第9页

Measuring Students' Ability to Engage in Scientific Inquiry: A New Instrument to Assess Data Analysis, Explanation, and Argumentation. 测量学生从事科学探究的能力:一种评估数据分析、解释和论证的新工具。

IF 1.5

Educational Assessment Pub Date : 2020-01-01 Epub Date: 2020-05-07 DOI: 10.1080/10627197.2020.1756253

Kavita L Seeratan, Kevin W McElhaney, Jessica Mislevy, Raymond McGhee, Dylan Conger, Mark C Long

{"title":"Measuring Students' Ability to Engage in Scientific Inquiry: A New Instrument to Assess Data Analysis, Explanation, and Argumentation.","authors":"Kavita L Seeratan, Kevin W McElhaney, Jessica Mislevy, Raymond McGhee, Dylan Conger, Mark C Long","doi":"10.1080/10627197.2020.1756253","DOIUrl":"https://doi.org/10.1080/10627197.2020.1756253","url":null,"abstract":"<p><p>We describe the conceptualization, design, development, validation, and testing of a summative instrument that measures high school students' ability to analyze and evaluate data, construct scientific explanations, and formulate scientific arguments in biology and chemistry disciplinary contexts. Data from 1,405 students were analyzed to evaluate the properties of the instrument. Student measurement separation reliability was 0.71 with items showing satisfactory fit to the Partial Credit Model. The use of the Evidence-Centered Design framework during the design and development process provided a strong foundation for the validity argument. Additional evidence for validation were also gathered. The strengths of the instrument lie in its relatively brief time for administration and a unique approach that integrates science practice and disciplinary knowledge, while simultaneously seeking to decouple their measurement. This research models how to design assessments that align to the National Research Council's framework and informs the design of Next Generation Science Standards-aligned assessments.</p>","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 2","pages":"112-135"},"PeriodicalIF":1.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1756253","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38895806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the Use and Construct Fidelity of Technology-Enhanced Items Employed by K-12 Testing Programs 检验K-12测试项目中技术增强项目的使用和构建保真度

IF 1.5

Educational Assessment Pub Date : 2019-09-27 DOI: 10.1080/10627197.2019.1670055

M. Russell, Sebastian Moncaleano

引用次数: 4

Toward a Teacher Professional Learning Continuum in Assessment for Learning 学习评价中的教师专业学习连续体

IF 1.5

Educational Assessment Pub Date : 2019-09-26 DOI: 10.1080/10627197.2019.1670056

Christopher DeLuca, Allison E. A. Chapman-Chin, D. Klinger

{"title":"Toward a Teacher Professional Learning Continuum in Assessment for Learning","authors":"Christopher DeLuca, Allison E. A. Chapman-Chin, D. Klinger","doi":"10.1080/10627197.2019.1670056","DOIUrl":"https://doi.org/10.1080/10627197.2019.1670056","url":null,"abstract":"ABSTRACT Over the past 15 years, assessment for learning (AfL) has emerged as a key area of teacher practice with policy mandates around the world supporting teachers’ implementation of the underlying components of this pedagogical approach. While procedural and selective implementation of AfL strategies has been observed within research (i.e., implementing the letter of AfL), promoting a spirit of AfL appears far more challenging. There is a critical need to better understand how teachers develop AfL capacity within their practice to effectively cultivate a spirit of AfL in their classrooms. The purpose of this study was to describe a learning continuum for teachers’ implementation of AfL as based on data from 88 teachers. Specifically, interview and observational data were analyzed to describe five developmental stages demarcating shifts in teachers’ conceptual understandings and enacted AfL practices. The resulting learning continuum provides an empirical foundation for responsive teacher education that facilitates teachers’ continued learning toward more meaningful AfL implementation.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"24 1","pages":"267 - 285"},"PeriodicalIF":1.5,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2019.1670056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49272871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Measuring Reading Strategy Use 衡量阅读策略的使用

IF 1.5

Educational Assessment Pub Date : 2019-09-11 DOI: 10.35542/osf.io/f6vu9

D. Arya, Anthony Clairmont, Daniel Katz, A. Maul

引用次数: 3

Does It Matter if Examinee Motivation Is Measured before or after A Low-Stakes Test? A Moderated Mediation Analysis 是在低风险测试之前还是之后衡量考生的动机重要吗？适度调解分析

IF 1.5

Educational Assessment Pub Date : 2019-08-26 DOI: 10.1080/10627197.2019.1645591

Aaron J. Myers, S. Finney

{"title":"Does It Matter if Examinee Motivation Is Measured before or after A Low-Stakes Test? A Moderated Mediation Analysis","authors":"Aaron J. Myers, S. Finney","doi":"10.1080/10627197.2019.1645591","DOIUrl":"https://doi.org/10.1080/10627197.2019.1645591","url":null,"abstract":"ABSTRACT The indirect effect of perceived test importance on test performance via examinee effort is often modeled using importance and effort scores measured after test completion, which does not align with their theoretical temporal ordering. These retrospectively measured scores may be influenced by examinees’ test performance. To investigate the impact of timing of measurement, college students were randomly assigned to one of the three conditions: (a) importance and effort were measured retrospectively, (b) importance and effort were measured retrospectively and importance was measured prospectively, and (c) importance and effort were measured retrospectively and prospectively. The unstandardized indirect effect was invariant across conditions when modeling prospective and retrospective scores. Priming examinees via prospectively measuring importance and effort did not affect the interrelations among performance and retrospective importance and effort (i.e., invariant indirect effect). Priming did lead to higher average test performance. Thus, priming may provide a cheap intervention for increasing test performance.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"26 1","pages":"1 - 19"},"PeriodicalIF":1.5,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2019.1645591","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42896999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Predictive Validity of SES Measures for Student Achievement 社会经济能力量表对学生成绩的预测效度

IF 1.5

Educational Assessment Pub Date : 2019-08-26 DOI: 10.1080/10627197.2019.1645590

Jihyun Lee, Yang Zhang, L. Stankov

引用次数: 17

Do Students Rapidly Guess Repeatedly over Time? A Longitudinal Analysis of Student Test Disengagement, Background, and Attitudes 学生能否随着时间的推移快速地反复猜测?学生考试脱离、背景和态度的纵向分析

IF 1.5

Educational Assessment Pub Date : 2019-08-26 DOI: 10.1080/10627197.2019.1645592

J. Soland, Megan Kuhfeld

引用次数: 9

Intentional Professional Learning Design: Models, Tools, and the Synergies they Produce Supporting Teacher Growth 意向性专业学习设计：支持教师成长的模型、工具及其产生的协同效应

IF 1.5

Educational Assessment Pub Date : 2019-08-01 DOI: 10.1080/10627197.2020.1766961

V. Mills, C. Harrison

{"title":"Intentional Professional Learning Design: Models, Tools, and the Synergies they Produce Supporting Teacher Growth","authors":"V. Mills, C. Harrison","doi":"10.1080/10627197.2020.1766961","DOIUrl":"https://doi.org/10.1080/10627197.2020.1766961","url":null,"abstract":"ABSTRACT The need and desire to understand and adopt formative assessment practices remain high on the agenda at all levels of educational systems around the world. To advance teachers’ use of formative assessment, research attention also needs to be paid to (a) understanding the challenges teachers face when asked to utilize formative assessment practices in subject-specific content areas and (b) to the development of appropriate and sufficiently powerful professional learning designs that can enable change for teachers. To begin addressing these needs, this paper offers a close examination of an intentionally designed professional learning (PL) series to help middle and high school Algebra I teachers understand the formative assessment process and then track and advance their classroom practice. The professional learning design, in this case, is based on a collaborative and formative approach to classroom practice and teacher change with high school mathematics teachers. Together, the PL model and tools provide a formative framework that bridges the theory-practice divide enabling teachers to conceptualize and then plan for, reflect on, and revise the ways in which new formative assessment practices are implemented in their classrooms. Through an analysis of the affordances and constraints of the PL design in practice, this paper provides insights into how discipline-specific professional learning can be better developed and supported throughout the teacher growth process.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"25 1","pages":"331 - 354"},"PeriodicalIF":1.5,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2020.1766961","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49341653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Validity Evidence Supporting Use of Anchoring Vignettes to Measure Teaching Practice 支持使用锚定小片段来衡量教学实践的效度证据

IF 1.5

Educational Assessment Pub Date : 2019-05-27 DOI: 10.1080/10627197.2019.1615374

J. Kaufman, J. Engberg, L. Hamilton, Kun Yuan, H. Hill

{"title":"Validity Evidence Supporting Use of Anchoring Vignettes to Measure Teaching Practice","authors":"J. Kaufman, J. Engberg, L. Hamilton, Kun Yuan, H. Hill","doi":"10.1080/10627197.2019.1615374","DOIUrl":"https://doi.org/10.1080/10627197.2019.1615374","url":null,"abstract":"ABSTRACT High-quality measures of instructional practice are essential for research and evaluation of innovative instructional policies and programs. However, existing measures have generally proven inadequate because of cost and validity issues. This paper addresses two potential drawbacks of survey self-report measures: variation in teachers’ interpretation of response scales and their interpretation of survey questions. To address these drawbacks, researchers tested out use of “anchoring vignettes“ in teacher surveys to capture information about teaching practice, and they gathered validity evidence in regard to their use as a tool for adjusting teachers’ survey self-reports about their instructional practices for research purposes, or potentially to inform professional development. Data from 65 teachers in grades 4-9 responding to our survey suggested that vignette adjustments were reliable and valid for some instructional practices more than others. For some instructional practices, researchers found significant and high correlations between teachers’ adjusted survey self-rating, through use of anchoring vignettes, and previous observation ratings of teachers’ instruction, including ratings from several widely-used observation rubrics. These results suggest that anchoring vignettes may provide an efficient, cost-effective method for gathering data on teachers’ instruction.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"24 1","pages":"155 - 188"},"PeriodicalIF":1.5,"publicationDate":"2019-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2019.1615374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49264339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Patterns of Solution Behavior across Items in Low-Stakes Assessments 低风险评估中项目间的解决方案行为模式

IF 1.5

Educational Assessment Pub Date : 2019-05-26 DOI: 10.1080/10627197.2019.1615373

D. Pastor, Thai Q. Ong, S. Strickman

{"title":"Patterns of Solution Behavior across Items in Low-Stakes Assessments","authors":"D. Pastor, Thai Q. Ong, S. Strickman","doi":"10.1080/10627197.2019.1615373","DOIUrl":"https://doi.org/10.1080/10627197.2019.1615373","url":null,"abstract":"ABSTRACT The trustworthiness of low-stakes assessment results largely depends on examinee effort, which can be measured by the amount of time examinees devote to items using solution behavior (SB) indices. Because SB indices are calculated for each item, they can be used to understand how examinee motivation changes across items within a test. Latent class analysis (LCA) was used with the SB indices from three low-stakes assessments to explore patterns of solution behavior across items. Across tests, the favored models consisted of two classes, with Class 1 characterized by high and consistent solution behavior (>90% of examinees) and Class 2 by lower and less consistent solution behavior (<10% of examinees). Additional analyses provided supportive validity evidence for the two-class solution with notable differences between classes in self-reported effort, test scores, gender composition, and testing context. Although results were generally similar across the three assessments, striking differences were found in the nature of the solution behavior pattern for Class 2 and the ability of item characteristics to explain the pattern. The variability in the results suggests motivational changes across items may be unique to aspects of the testing situation (e.g., content of the assessment) for less motivated examinees.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"24 1","pages":"189 - 212"},"PeriodicalIF":1.5,"publicationDate":"2019-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2019.1615373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44799562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 26