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Dialect and Mathematics Performance in African American Children Who Use AAE: Insights from Explanatory IRT and Error Analysis 使用 AAE 的非裔美国儿童的方言和数学成绩:解释性 IRT 和误差分析的启示
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-31 DOI: 10.1080/10627197.2024.2370787
Katherine T. Rhodes, Julie A. Washington, Sibylla Leon Guerrero
Little is known about mismatches between the language of mathematics testing instruments and the rich linguistic repertoires that African American children develop at home and in the community. The...
人们对数学测试工具的语言与非裔美国儿童在家庭和社区中发展的丰富语言库之间的不匹配知之甚少。这...
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引用次数: 0
Raising the Bar: How Revising an English Language Proficiency Assessment for Initial English Learner Classification Affects Students’ Later Academic Achievements 提高标准:修订英语学习者初始分类的英语语言能力评估如何影响学生以后的学业成绩
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-22 DOI: 10.1080/10627197.2024.2350960
Nami Shin
In 2006–2007, California revised its English language proficiency (ELP) assessment, the California English Language Development Test (CELDT), which resulted in more stringent criteria and higher cu...
2006-2007 年,加利福尼亚州修订了其英语语言能力(ELP)评估,即加利福尼亚州英语语言发展测试(CELDT),从而制定了更严格的标准和更高的分数。
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引用次数: 0
Monitoring Rater Quality in Observational Systems: Issues Due to Unreliable Estimates of Rater Quality 监测观察系统中的评分员质量:评分者质量估计不可靠导致的问题
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-22 DOI: 10.1080/10627197.2024.2354311
Mark White, Matt Ronfeldt
Standardized observation systems seek to reliably measure a specific conceptualization of teaching quality, managing rater error through mechanisms such as certification, calibration, validation, a...
标准化的观察系统旨在可靠地测量教学质量的特定概念,通过认证、校准、验证和其他机制来管理评分者的误差。
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引用次数: 0
Improving the Precision of Classroom Observation Scores Using a Multi-Rater and Multi-Timepoint Item Response Theory Model 利用多评分者和多时间点项目反应理论模型提高课堂观察评分的精确度
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-08 DOI: 10.1080/10627197.2024.2350966
Kelly Edwards, James Soland
Classroom observational protocols, in which raters observe and score the quality of teachers’ instructional practices, are often used to evaluate teachers for consequential purposes despite evidenc...
尽管有证据表明,课堂观察协议(即评分者对教师的教学实践质量进行观察和打分)经常被用于评价教师的后果性目的。
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引用次数: 0
High Stakes Assessments in Primary Schools and Teachers’ Anxiety About Work 小学高风险评估与教师的工作焦虑症
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-07 DOI: 10.1080/10627197.2024.2350961
John Jerrim, Rebecca Allen, Sam Sims
High-stakes assessments are a common feature of many education systems. One argument often made against their use, however, is that they have a negative impact on wellbeing across the education sec...
高风险评估是许多教育系统的共同特征。然而,反对使用这些评估的一个常见理由是,它们会对整个教育系统的福祉产生负面影响。
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引用次数: 0
Decomposing High-School GPA as a Predictor of First-Year GPA 分解高中 GPA 对大一 GPA 的预测作用
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-27 DOI: 10.1080/10627197.2024.2345599
Jeffrey T. Steedle, Jason D. Way
Despite lack of standardization, high school grade-point average (HSGPA) is frequently the best single predictor of first-year postsecondary GPA (FYGPA). This study evaluated the extent to which HS...
尽管缺乏标准化,但高中平均学分绩点(HSGPA)往往是中学后第一年平均学分绩点(FYGPA)的最佳预测指标。本研究评估了高中平均学分绩点(HS...
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引用次数: 0
Use and Usefulness of Assessments to Inform Instruction: Developing a K-12 Classroom Teacher Assessment Practice Measure 评估对教学的影响和作用:制定 K-12 年级课堂教师评估实践衡量标准
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-13 DOI: 10.1080/10627197.2024.2316907
Divya Varier, Marvin G. Powell, Stephanie Dodman, Samantha T. Ives, Elizabeth DeMulder, Jenice L. View
Considerable literature is devoted to teachers’ assessment use to support teaching and learning. The study examined the factor structure of a measure of teachers’ assessment use along the assessmen...
关于教师使用评估来支持教学的文献很多。本研究考察了教师使用评估的因素结构,以及教师使用评估支持教学和学习的情况。
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引用次数: 0
Justice-Oriented, Antiracist Validation: Continuing to Disrupt White Supremacy in Assessment Practices 以正义为导向的反种族主义验证:在评估实践中继续破坏白人至上主义
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-22 DOI: 10.1080/10627197.2023.2285047
Jennifer Randall, Mya Poe, Maria Elena Oliveri, David Slomp
Traditional validation approaches fail to account for the ways oppressive systems (e.g. racism, radical nationalism) impact the test design and development process. To disrupt this legacy of white ...
传统的验证方法不能解释压迫系统(例如种族主义、激进的民族主义)影响测试设计和开发过程的方式。为了打破白人的传统…
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引用次数: 0
Measuring Item Influence for Diagnostic Classification Models 测量项目对诊断分类模型的影响
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-14 DOI: 10.1080/10627197.2023.2244411
D. Jurich, Matthew J. Madison
ABSTRACT Diagnostic classification models (DCMs) are psychometric models that provide probabilistic classifications of examinees on a set of discrete latent attributes. When analyzing or constructing assessments scored by DCMs, understanding how each item influences attribute classifications can clarify the meaning of the measured constructs, facilitate appropriate construct representation, and identify items contributing minimal utility. In cases of short assessments, common in the DCM literature, item influence becomes paramount as individual items can have a disproportionate impact on, or entirely determine, classification. This study proposes four indices to quantify item influence and distinguishes them from other available item and test measures. We use simulation methods to evaluate and provide guidelines for interpreting each index, followed by a real data application to illustrate their use in practice. We discuss theoretical considerations regarding when influence presents a psychometric concern and other practical concerns such as how the indices function when reducing influence imbalance.
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引用次数: 0
English Learners and Constructed-Response Science Test Items Challenges and Opportunities 英语学习者与构式反应科学测试项目的挑战与机遇
IF 1.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-07-07 DOI: 10.1080/10627197.2023.2226387
T. Noble, C. Wells, Ann Rosebery
ABSTRACT This article reports on two quantitative studies of English learners’ (ELs) interactions with constructed-response items from a Grade 5 state science test. Study 1 investigated the relationships between the constructed-response item-level variables of English Reading Demand, English Writing Demand, and Background Knowledge Demand and the performance of ELs vs. non-ELs on those items. English Writing Demand was the strongest predictor of Differential Item Functioning favoring non-ELs over ELs for constructed-response items. In Study 2, we investigated the student-level variable of English language proficiency level and found that lower English language proficiency was related to greatly increased odds of omitting a response to a constructed-response item, even when controlling for science proficiency. These findings challenge the validity of scores on constructed-response test items as measures of ELs’ science proficiency.
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引用次数: 0
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Educational Assessment
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