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Sample records for assessment item format

  1. Formative Assessment in High School Chemistry Teaching: Investigating the Alignment of Teachers' Goals with Their Items

    ERIC Educational Resources Information Center

    Sandlin, Benjamin; Harshman, Jordan; Yezierski, Ellen

    2015-01-01

    A 2011 report by the Department of Education states that understanding how teachers use results from formative assessments to guide their practice is necessary to improve instruction. Chemistry teachers have goals for items in their formative assessments, but the degree of alignment between what is assessed by these items and the teachers' goals…

  2. An Evaluation of Forced-Choice and True-False Item Formats in Personality Assessment.

    ERIC Educational Resources Information Center

    Jackson, Douglas N.; And Others

    In a comparative evaluation of a standard true-false format for personality assessment and a forced-choice format, subjects from college residential units were assigned randomly to respond either to the forced-choice or standard true-false form of the Personality Research Form (PRF). All subjects also rated themselves and the members of their…

  3. An Empirical Investigation of Methods for Assessing Item Fit for Mixed Format Tests

    ERIC Educational Resources Information Center

    Chon, Kyong Hee; Lee, Won-Chan; Ansley, Timothy N.

    2013-01-01

    Empirical information regarding performance of model-fit procedures has been a persistent need in measurement practice. Statistical procedures for evaluating item fit were applied to real test examples that consist of both dichotomously and polytomously scored items. The item fit statistics used in this study included the PARSCALE's G[squared],…

  4. Reliability, validity and efficiency of multiple choice question and patient management problem item formats in assessment of clinical competence.

    PubMed

    Norcini, J J; Swanson, D B; Grosso, L J; Webster, G D

    1985-05-01

    Despite a lack of face validity, there continues to be heavy reliance on objective paper-and-pencil measures of clinical competence. Among these measures, the most common item formats are patient management problems (PMPs) and three types of multiple choice questions (MCQs): one-best-answer (A-types); matching questions (M-types); and multiple true/false questions (X-types). The purpose of this study is to compare the reliability, validity and efficiency of these item formats with particular focus on whether MCQs and PMPs measure different aspects of clinical competence. Analyses revealed reliabilities of 0.72 or better for all item formats; the MCQ formats were most reliable. Similarly, efficiency analyses (reliability per unit of testing time) demonstrated the superiority of MCQs. Evidence for validity obtained through correlations of both programme directors' ratings and criterion group membership with item format scores also favoured MCQs. More important, however, is whether MCQs and PMPs measure the same or different aspects of clinical competence. Regression analyses of the scores on the validity measures (programme directors' ratings and criterion group membership) indicated that MCQs and PMPs seem to be measuring predominantly the same thing. MCQs contribute a small unique variance component over and above PMPs, while PMPs make the smallest unique contribution. As a whole, these results indicate that MCQs are more efficient, reliable and valid than PMPs. PMID:4010571

  5. MIMIC Methods for Assessing Differential Item Functioning in Polytomous Items

    ERIC Educational Resources Information Center

    Wang, Wen-Chung; Shih, Ching-Lin

    2010-01-01

    Three multiple indicators-multiple causes (MIMIC) methods, namely, the standard MIMIC method (M-ST), the MIMIC method with scale purification (M-SP), and the MIMIC method with a pure anchor (M-PA), were developed to assess differential item functioning (DIF) in polytomous items. In a series of simulations, it appeared that all three methods…

  6. Assessing the Impact of Characteristics of the Test, Common-Items, and Examinees on the Preservation of Equity Properties in Mixed-Format Test Equating

    ERIC Educational Resources Information Center

    Wolf, Raffaela

    2013-01-01

    Preservation of equity properties was examined using four equating methods--IRT True Score, IRT Observed Score, Frequency Estimation, and Chained Equipercentile--in a mixed-format test under a common-item nonequivalent groups (CINEG) design. Equating of mixed-format tests under a CINEG design can be influenced by factors such as attributes of the…

  7. Assessing item fit for unidimensional item response theory models using residuals from estimated item response functions.

    PubMed

    Haberman, Shelby J; Sinharay, Sandip; Chon, Kyong Hee

    2013-07-01

    Residual analysis (e.g. Hambleton & Swaminathan, Item response theory: principles and applications, Kluwer Academic, Boston, 1985; Hambleton, Swaminathan, & Rogers, Fundamentals of item response theory, Sage, Newbury Park, 1991) is a popular method to assess fit of item response theory (IRT) models. We suggest a form of residual analysis that may be applied to assess item fit for unidimensional IRT models. The residual analysis consists of a comparison of the maximum-likelihood estimate of the item characteristic curve with an alternative ratio estimate of the item characteristic curve. The large sample distribution of the residual is proved to be standardized normal when the IRT model fits the data. We compare the performance of our suggested residual to the standardized residual of Hambleton et al. (Fundamentals of item response theory, Sage, Newbury Park, 1991) in a detailed simulation study. We then calculate our suggested residuals using data from an operational test. The residuals appear to be useful in assessing the item fit for unidimensional IRT models. PMID:25106393

  8. Formative Assessment

    ERIC Educational Resources Information Center

    Technology & Learning, 2005

    2005-01-01

    In today's climate of high-stakes testing and accountability, educators are challenged to continuously monitor student progress to ensure achievement. This article details how formative assessment helps educators meet this challenge and to ensure achievement. Formative assessment can influence learning and support achievement, allowing teachers…

  9. A Multilevel Assessment of Differential Item Functioning.

    ERIC Educational Resources Information Center

    Shen, Linjun

    A multilevel approach was proposed for the assessment of differential item functioning and compared with the traditional logistic regression approach. Data from the Comprehensive Osteopathic Medical Licensing Examination for 2,300 freshman osteopathic medical students were analyzed. The multilevel approach used three-level hierarchical generalized…

  10. The Fantastic Four of Mathematics Assessment Items

    ERIC Educational Resources Information Center

    Greenlees, Jane

    2011-01-01

    In this article, the author makes reference to four comic book characters to make the point that together they are a formidable team, but on their own they are vulnerable. She examines the four components of mathematics assessment items and the need for implicit instruction within the classroom for student success. Just like the "Fantastic Four"…

  11. Assessing the Item Response Theory with Covariate (IRT-C) Procedure for Ascertaining Differential Item Functioning

    ERIC Educational Resources Information Center

    Tay, Louis; Vermunt, Jeroen K.; Wang, Chun

    2013-01-01

    We evaluate the item response theory with covariates (IRT-C) procedure for assessing differential item functioning (DIF) without preknowledge of anchor items (Tay, Newman, & Vermunt, 2011). This procedure begins with a fully constrained baseline model, and candidate items are tested for uniform and/or nonuniform DIF using the Wald statistic.…

  12. The Psychometric Structure of Items Assessing Autogynephilia.

    PubMed

    Hsu, Kevin J; Rosenthal, A M; Bailey, J Michael

    2015-07-01

    Autogynephilia, or paraphilic sexual arousal in a man to the thought or image of himself as a woman, manifests in a variety of different behaviors and fantasies. We examined the psychometric structure of 22 items assessing five known types of autogynephilia by subjecting them to exploratory factor analysis in a sample of 149 autogynephilic men. Results of oblique factor analyses supported the ability to distinguish five group factors with suitable items. Results of hierarchical factor analyses suggest that the five group factors were strongly underlain by a general factor of autogynephilia. Because the general factor accounted for a much greater amount of the total variance of the 22 items than did the group factors, the types of autogynephilia that a man has seem less important than the degree to which he has autogynephilia. However, the five types of autogynephilia remain conceptually useful because meaningful distinctions were found among them, including differential rates of endorsement and differential ability to predict other relevant variables like gender dysphoria. Factor-derived scales and subscales demonstrated good internal consistency reliabilities, and validity, with large differences found between autogynephilic men and heterosexual male controls. Future research should attempt to replicate our findings, which were mostly exploratory. PMID:25277693

  13. Using Mutual Information for Adaptive Item Comparison and Student Assessment

    ERIC Educational Resources Information Center

    Liu, Chao-Lin

    2005-01-01

    The author analyzes properties of mutual information between dichotomous concepts and test items. The properties generalize some common intuitions about item comparison, and provide principled foundations for designing item-selection heuristics for student assessment in computer-assisted educational systems. The proposed item-selection strategies…

  14. Assessing the Utility of Item Response Theory Models: Differential Item Functioning.

    ERIC Educational Resources Information Center

    Scheuneman, Janice Dowd

    The current status of item response theory (IRT) is discussed. Several IRT methods exist for assessing whether an item is biased. Focus is on methods proposed by L. M. Rudner (1975), F. M. Lord (1977), D. Thissen et al. (1988) and R. L. Linn and D. Harnisch (1981). Rudner suggested a measure of the area lying between the two item characteristic…

  15. Primary Science Assessment Item Setters' Misconceptions Concerning Biological Science Concepts

    ERIC Educational Resources Information Center

    Boo, Hong Kwen

    2007-01-01

    Assessment is an integral and vital part of teaching and learning, providing feedback on progress through the assessment period to both learners and teachers. However, if test items are flawed because of misconceptions held by the question setter, then such test items are invalid as assessment tools. Moreover, such flawed items are also likely to…

  16. Classification Accuracy of Mixed Format Tests: A Bi-Factor Item Response Theory Approach

    PubMed Central

    Wang, Wei; Drasgow, Fritz; Liu, Liwen

    2016-01-01

    Mixed format tests (e.g., a test consisting of multiple-choice [MC] items and constructed response [CR] items) have become increasingly popular. However, the latent structure of item pools consisting of the two formats is still equivocal. Moreover, the implications of this latent structure are unclear: For example, do constructed response items tap reasoning skills that cannot be assessed with multiple choice items? This study explored the dimensionality of mixed format tests by applying bi-factor models to 10 tests of various subjects from the College Board's Advanced Placement (AP) Program and compared the accuracy of scores based on the bi-factor analysis with scores derived from a unidimensional analysis. More importantly, this study focused on a practical and important question—classification accuracy of the overall grade on a mixed format test. Our findings revealed that the degree of multidimensionality resulting from the mixed item format varied from subject to subject, depending on the disattenuated correlation between scores from MC and CR subtests. Moreover, remarkably small decrements in classification accuracy were found for the unidimensional analysis when the disattenuated correlations exceeded 0.90. PMID:26973568

  17. Test item linguistic complexity and assessments for deaf students.

    PubMed

    Cawthon, Stephanie

    2011-01-01

    Linguistic complexity of test items is one test format element that has been studied in the context of struggling readers and their participation in paper-and-pencil tests. The present article presents findings from an exploratory study on the potential relationship between linguistic complexity and test performance for deaf readers. A total of 64 students completed 52 multiple-choice items, 32 in mathematics and 20 in reading. These items were coded for linguistic complexity components of vocabulary, syntax, and discourse. Mathematics items had higher linguistic complexity ratings than reading items, but there were no significant relationships between item linguistic complexity scores and student performance on the test items. The discussion addresses issues related to the subject area, student proficiency levels in the test content, factors to look for in determining a "linguistic complexity effect," and areas for further research in test item development and deaf students. PMID:21941876

  18. Assessing Scientific Reasoning: A Comprehensive Evaluation of Item Features That Affect Item Difficulty

    ERIC Educational Resources Information Center

    Stiller, Jurik; Hartmann, Stefan; Mathesius, Sabrina; Straube, Philipp; Tiemann, Rüdiger; Nordmeier, Volkhard; Krüger, Dirk; Upmeier zu Belzen, Annette

    2016-01-01

    The aim of this study was to improve the criterion-related test score interpretation of a text-based assessment of scientific reasoning competencies in higher education by evaluating factors which systematically affect item difficulty. To provide evidence about the specific demands which test items of various difficulty make on pre-service…

  19. Using Automatic Item Generation to Meet the Increasing Item Demands of High-Stakes Educational and Occupational Assessment

    ERIC Educational Resources Information Center

    Arendasy, Martin E.; Sommer, Markus

    2012-01-01

    The use of new test administration technologies such as computerized adaptive testing in high-stakes educational and occupational assessments demands large item pools. Classic item construction processes and previous approaches to automatic item generation faced the problems of a considerable loss of items after the item calibration phase. In this…

  20. Development and assessment of floor and ceiling items for the PROMIS physical function item bank

    PubMed Central

    2013-01-01

    Introduction Disability and Physical Function (PF) outcome assessment has had limited ability to measure functional status at the floor (very poor functional abilities) or the ceiling (very high functional abilities). We sought to identify, develop and evaluate new floor and ceiling items to enable broader and more precise assessment of PF outcomes for the NIH Patient-Reported-Outcomes Measurement Information System (PROMIS). Methods We conducted two cross-sectional studies using NIH PROMIS item improvement protocols with expert review, participant survey and focus group methods. In Study 1, respondents with low PF abilities evaluated new floor items, and those with high PF abilities evaluated new ceiling items for clarity, importance and relevance. In Study 2, we compared difficulty ratings of new floor items by low functioning respondents and ceiling items by high functioning respondents to reference PROMIS PF-10 items. We used frequencies, percentages, means and standard deviations to analyze the data. Results In Study 1, low (n = 84) and high (n = 90) functioning respondents were mostly White, women, 70 years old, with some college, and disability scores of 0.62 and 0.30. More than 90% of the 31 new floor and 31 new ceiling items were rated as clear, important and relevant, leaving 26 ceiling and 30 floor items for Study 2. Low (n = 246) and high (n = 637) functioning Study 2 respondents were mostly White, women, 70 years old, with some college, and Health Assessment Questionnaire (HAQ) scores of 1.62 and 0.003. Compared to difficulty ratings of reference items, ceiling items were rated to be 10% more to greater than 40% more difficult to do, and floor items were rated to be about 12% to nearly 90% less difficult to do. Conclusions These new floor and ceiling items considerably extend the measurable range of physical function at either extreme. They will help improve instrument performance in populations with broad functional ranges and those concentrated at

  1. Do Images Influence Assessment in Anatomy? Exploring the Effect of Images on Item Difficulty and Item Discrimination

    ERIC Educational Resources Information Center

    Vorstenbosch, Marc A. T. M.; Klaassen, Tim P. F. M.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M.

    2013-01-01

    Anatomists often use images in assessments and examinations. This study aims to investigate the influence of different types of images on item difficulty and item discrimination in written assessments. A total of 210 of 460 students volunteered for an extra assessment in a gross anatomy course. This assessment contained 39 test items grouped in…

  2. Item Feature Effects in Evolution Assessment

    ERIC Educational Resources Information Center

    Nehm, Ross H.; Ha, Minsu

    2011-01-01

    Despite concerted efforts by science educators to understand patterns of evolutionary reasoning in science students and teachers, the vast majority of evolution education studies have failed to carefully consider or control for item feature effects in knowledge measurement. Our study explores whether robust contextualization patterns emerge within…

  3. Constructing Items for Assessing English Writing Skills. Technical Note.

    ERIC Educational Resources Information Center

    Humes, Ann

    Specifying and writing appropriate items for student writing assessments is an exacting task. All too frequently, however, teachers approach this task by reading a skill statement and hurriedly writing a few items with correct answers combined with several distractors. This approach disregards the essentials of isolating a single skill for…

  4. Cooperative Industrial/Vocational Education. Test Items and Assessment Techniques.

    ERIC Educational Resources Information Center

    Smith, Clifton L.; Elias, Julie Whitaker

    This document contains multiple-choice test items and assessment techniques in the form of instructional management plans for Missouri's cooperative industrial-vocational education core curriculum. The test items and techniques are relevant to these 15 occupational duties: (1) career research and planning; (2) computer awareness; (3) employment…

  5. The Effects of Item Preview on Video-Based Multiple-Choice Listening Assessments

    ERIC Educational Resources Information Center

    Koyama, Dennis; Sun, Angela; Ockey, Gary J.

    2016-01-01

    Multiple-choice formats remain a popular design for assessing listening comprehension, yet no consensus has been reached on how multiple-choice formats should be employed. Some researchers argue that test takers must be provided with a preview of the items prior to the input (Buck, 1995; Sherman, 1997); others argue that a preview may decrease the…

  6. Item Response Theory Models for Wording Effects in Mixed-Format Scales

    ERIC Educational Resources Information Center

    Wang, Wen-Chung; Chen, Hui-Fang; Jin, Kuan-Yu

    2015-01-01

    Many scales contain both positively and negatively worded items. Reverse recoding of negatively worded items might not be enough for them to function as positively worded items do. In this study, we commented on the drawbacks of existing approaches to wording effect in mixed-format scales and used bi-factor item response theory (IRT) models to…

  7. Ethnic DIF in Reading Tests with Mixed Item Formats

    ERIC Educational Resources Information Center

    Taylor, Catherine S.; Lee, Yoonsun

    2011-01-01

    This article presents a study of ethnic Differential Item Functioning (DIF) for 4th-, 7th-, and 10th-grade reading items on a state criterion-referenced achievement test. The tests, administered 1997 to 2001, were composed of multiple-choice and constructed-response items. Item performance by focal groups (i.e., students from Asian/Pacific Island,…

  8. The 4-Item Negative Symptom Assessment (NSA-4) Instrument

    PubMed Central

    Morlock, Robert; Coon, Cheryl; van Willigenburg, Arjen; Panagides, John

    2010-01-01

    Objective. To assess the ability of mental health professionals to use the 4-item Negative Symptom Assessment instrument, derived from the Negative Symptom Assessment-16, to rapidly determine the severity of negative symptoms of schizophrenia. Design. Open participation. Setting. Medical education conferences. Participants. Attendees at two international psychiatry conferences. Measurements. Participants read a brief set of the 4-item Negative Symptom Assessment instructions and viewed a videotape of a patient with schizophrenia. Using the 1 to 6 4-item Negative Symptom Assessment severity rating scale, they rated four negative symptom items and the overall global negative symptoms. These ratings were compared with a consensus rating determination using frequency distributions and Chi-square tests for the proportion of participant ratings that were within one point of the expert rating. Results. More than 400 medical professionals (293 physicians, 50% with a European practice, and 55% who reported past utilization of schizophrenia ratings scales) participated. Between 82.1 and 91.1 percent of the 4-items and the global rating determinations by the participants were within one rating point of the consensus expert ratings. The differences between the percentage of participant rating scores that were within one point versus the percentage that were greater than one point different from those by the consensus experts was significant (p<0.0001). Participants rating of negative symptoms using the 4-item Negative Symptom Assessment did not generally differ among the geographic regions of practice, the professional credentialing, or their familiarity with the use of schizophrenia symptom rating instruments. Conclusion. These findings suggest that clinicians from a variety of geographic practices can, after brief training, use the 4-item Negative Symptom Assessment effectively to rapidly assess negative symptoms in patients with schizophrenia. PMID:20805916

  9. Alignment of Content and Effectiveness of Mathematics Assessment Items

    ERIC Educational Resources Information Center

    Kulm, Gerald; Dager Wilson, Linda; Kitchen, Richard

    2005-01-01

    Alignment has taken on increased importance given the current high-stakes nature of assessment. To make well-informed decisions about student learning on the basis of test results, assessment items need to be well aligned with standards. Project 2061 of the American Association for the Advancement of Science (AAAS) has developed a procedure for…

  10. Test Item Linguistic Complexity and Assessments for Deaf Students

    ERIC Educational Resources Information Center

    Cawthon, Stephanie

    2011-01-01

    Linguistic complexity of test items is one test format element that has been studied in the context of struggling readers and their participation in paper-and-pencil tests. The present article presents findings from an exploratory study on the potential relationship between linguistic complexity and test performance for deaf readers. A total of 64…

  11. Formative Assessment Probes

    ERIC Educational Resources Information Center

    Eberle, Francis; Keeley, Page

    2008-01-01

    Formative assessment probes can be effective tools to help teachers build a bridge between students' initial ideas and scientific ones. In this article, the authors describe how using two formative assessment probes can help teachers determine the extent to which students make similar connections between developing a concept of matter and a…

  12. Formative Assessment in Context

    ERIC Educational Resources Information Center

    Oxenford-O'Brian, Julie

    2013-01-01

    This dissertation responds to critical gaps in current research on formative assessment practice which could limit successful implementation of this practice within the K-12 classroom context. The study applies a socio cultural perspective of learning to interpret a cross-case analysis of formative assessment practice occurring during one…

  13. Measurement Properties of Two Innovative Item Formats in a Computer-Based Test

    ERIC Educational Resources Information Center

    Wan, Lei; Henly, George A.

    2012-01-01

    Many innovative item formats have been proposed over the past decade, but little empirical research has been conducted on their measurement properties. This study examines the reliability, efficiency, and construct validity of two innovative item formats--the figural response (FR) and constructed response (CR) formats used in a K-12 computerized…

  14. Exploring Crossing Differential Item Functioning by Gender in Mathematics Assessment

    ERIC Educational Resources Information Center

    Ong, Yoke Mooi; Williams, Julian; Lamprianou, Iasonas

    2015-01-01

    The purpose of this article is to explore crossing differential item functioning (DIF) in a test drawn from a national examination of mathematics for 11-year-old pupils in England. An empirical dataset was analyzed to explore DIF by gender in a mathematics assessment. A two-step process involving the logistic regression (LR) procedure for…

  15. A Framework for Dimensionality Assessment for Multidimensional Item Response Models

    ERIC Educational Resources Information Center

    Svetina, Dubravka; Levy, Roy

    2014-01-01

    A framework is introduced for considering dimensionality assessment procedures for multidimensional item response models. The framework characterizes procedures in terms of their confirmatory or exploratory approach, parametric or nonparametric assumptions, and applicability to dichotomous, polytomous, and missing data. Popular and emerging…

  16. Advanced Marketing Core Curriculum. Test Items and Assessment Techniques.

    ERIC Educational Resources Information Center

    Smith, Clifton L.; And Others

    This document contains duties and tasks, multiple-choice test items, and other assessment techniques for Missouri's advanced marketing core curriculum. The core curriculum begins with a list of 13 suggested textbook resources. Next, nine duties with their associated tasks are given. Under each task appears one or more citations to appropriate…

  17. Fundamentals of Marketing Core Curriculum. Test Items and Assessment Techniques.

    ERIC Educational Resources Information Center

    Smith, Clifton L.; And Others

    This document contains multiple choice test items and assessment techniques for Missouri's fundamentals of marketing core curriculum. The core curriculum is divided into these nine occupational duties: (1) communications in marketing; (2) economics and marketing; (3) employment and advancement; (4) human relations in marketing; (5) marketing…

  18. Goodness-of-Fit Assessment of Item Response Theory Models

    ERIC Educational Resources Information Center

    Maydeu-Olivares, Alberto

    2013-01-01

    The article provides an overview of goodness-of-fit assessment methods for item response theory (IRT) models. It is now possible to obtain accurate "p"-values of the overall fit of the model if bivariate information statistics are used. Several alternative approaches are described. As the validity of inferences drawn on the fitted model…

  19. Assessing the factor structure of a role functioning item bank

    PubMed Central

    Ware, John E.; Bjorner, Jakob B.

    2013-01-01

    Purpose Role functioning (RF) is an important part of health-related quality of life, but is hard to measure due to the wide definition of roles and fluctuations in role participation. This study aims to explore the dimensionality of a newly developed item bank assessing the impact of health on RF. Methods A battery of measures with skip patterns including the new RF bank was completed by 2,500 participants answering only questions on social roles relevant to them. Confirmatory factor analyses were conducted for the participants answering items from all conceptual domains (N = 1193). Conceptually based dimensionality and method effects reflecting positively and negatively worded items were explored in a series of models. Results A bi-factor model (CFI = .93, RMSEA = .08) with one general and four conceptual factors (social, family, occupation, generic) was retained. Positively worded items were excluded from the final solution due to misfit. While a single factor model with methods factors had a poor fit (CFI = .88, RMSEA = .13), high loadings on the general factor in the bi-factor model suggest that the RF bank is sufficiently unidimensional for IRT analysis. Conclusions The bank demonstrated sufficient unidimensionality for IRT-based calibration of all the items on a common metric and development of a computerized adaptive test. PMID:21153710

  20. An Analysis of Sex-Related Differential Item Functioning in Attitude Assessment.

    ERIC Educational Resources Information Center

    Dodeen, Hamzeh; Johanson, George A.

    2003-01-01

    Analyzed and classified items that display sex-related differential item functioning (DIF) in attitude assessment. Analyzed 982 items, from 23 real data sets, that measure attitudes. Found that sex DIF is common in attitude scales: more than 27 percent of items showed DIF related to sex, 15 percent of the items exhibited moderate to large DIF, and…

  1. Item Response Theory with Covariates (IRT-C): Assessing Item Recovery and Differential Item Functioning for the Three-Parameter Logistic Model

    ERIC Educational Resources Information Center

    Tay, Louis; Huang, Qiming; Vermunt, Jeroen K.

    2016-01-01

    In large-scale testing, the use of multigroup approaches is limited for assessing differential item functioning (DIF) across multiple variables as DIF is examined for each variable separately. In contrast, the item response theory with covariate (IRT-C) procedure can be used to examine DIF across multiple variables (covariates) simultaneously. To…

  2. IRT-Estimated Reliability for Tests Containing Mixed Item Formats

    ERIC Educational Resources Information Center

    Shu, Lianghua; Schwarz, Richard D.

    2014-01-01

    As a global measure of precision, item response theory (IRT) estimated reliability is derived for four coefficients (Cronbach's a, Feldt-Raju, stratified a, and marginal reliability). Models with different underlying assumptions concerning test-part similarity are discussed. A detailed computational example is presented for the targeted…

  3. Descriptive Study of High-Stakes Science Assessments: Prevalence, Content, and the Possible Effect of Incorporating Innovative Item Types

    NASA Astrophysics Data System (ADS)

    Keller, Shani Malaika

    Framed by a discussion of the heightened importance of science education in the U.S., this paper describes the prevalence, content, and format of high-stakes science assessments in the U.S. and explores the possibility that differences in assessment format may affect score gaps among student subgroups. An analysis of proficiency rates for 2010-11 high school exit exams in science was inconclusive; however, score gaps among ethnic subgroups on the 2009 grade 12 NAEP science assessment were larger for multiple choice items than for performance-based components. Further, a comparison of subgroup score gaps on the 2009 NAEP science assessment and those on the ACT science subtest suggest that the assessment with more diverse and innovative items resulted in a smaller gap in subgroup test scores. These findings point to the need for greater investigation of the extent to which item type affects subgroup score differences on science assessments.

  4. The Impact of Item Format and Examinee Characteristics on Response Times

    ERIC Educational Resources Information Center

    Hess, Brian J.; Johnston, Mary M.; Lipner, Rebecca S.

    2013-01-01

    Current research on examination response time has focused on tests comprised of traditional multiple-choice items. Consequently, the impact of other innovative or complex item formats on examinee response time is not understood. The present study used multilevel growth modeling to investigate examinee characteristics associated with response time…

  5. Formative Assessment: Simply, No Additives

    ERIC Educational Resources Information Center

    Roskos, Kathleen; Neuman, Susan B.

    2012-01-01

    Among the types of assessment the closest to daily reading instruction is formative assessment. In contrast to summative assessment, which occurs after instruction, formative assessment involves forming judgments frequently in the flow of instruction. Key features of formative assessment include identifying gaps between where students are and…

  6. Computerized Tailored Testing: Structured and Calibrated Item Banks for Summative and Formative Evaluation.

    ERIC Educational Resources Information Center

    Leclercq, Dieudonne

    1980-01-01

    Advancements in educational testing, especially in the computerized construction of tests from item banks, are outlined and explained. It is suggested that these methods open the door to more individualized and more formative type of testing. (MSE)

  7. Primary Science Assessment Item Setters' Misconceptions Concerning the State Changes of Water

    ERIC Educational Resources Information Center

    Boo, Hong Kwen

    2006-01-01

    Assessment is an integral and vital part of teaching and learning, providing feedback on progress through the assessment period to both learners and teachers. However, if test items are flawed because of misconceptions held by the questions setter, then such test items are invalid as assessment tools. Moreover, such flawed items are also likely to…

  8. Missouri Assessment Program (MAP), Spring 2000: Intermediate Science, Released Items, Grade 7.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

    This assessment sample provides information on the Missouri Assessment Program (MAP) for grade 7 science. The sample consists of seven items taken from the test booklet and scoring guides for the seven items. The items assess heat, minerals, graphing, and plant growth. (MM)

  9. Effects of Test Format, Self Concept and Anxiety on Item Response Changing Behaviour

    ERIC Educational Resources Information Center

    Afolabi, E. R. I.

    2007-01-01

    The study examined the effects of item format, self-concept and anxiety on response changing behaviour. Four hundred undergraduate students who offered a counseling psychology course in a Nigerian university participated in the study. Students' answers in multiple--choice and true--false formats of an achievement test were observed for response…

  10. Detection of Gender-Based Differential Item Functioning in a Mathematics Performance Assessment.

    ERIC Educational Resources Information Center

    Wang, Ning; Lane, Suzanne

    This study used three different differential item functioning (DIF) procedures to examine the extent to which items in a mathematics performance assessment functioned differently for matched gender groups. In addition to examining the appropriateness of individual items in terms of DIF with respect to gender, an attempt was made to identify…

  11. Assessing Acquiescence in Binary Responses: IRT-Related Item-Factor-Analytic Procedures

    ERIC Educational Resources Information Center

    Ferrando, Pere J.; Condon, Lorena

    2006-01-01

    This article proposes procedures for assessing acquiescence in a balanced set of binary personality items. These procedures are based on the bidimensional item-factor analysis model, which is an alternative parameterization of the bidimensional 2-parameter normal-ogive item response theory model. First the rationale and general approach are…

  12. Calibration of an Item Bank for the Assessment of Basque Language Knowledge

    ERIC Educational Resources Information Center

    Lopez-Cuadrado, Javier; Perez, Tomas A.; Vadillo, Jose A.; Gutierrez, Julian

    2010-01-01

    The main requisite for a functional computerized adaptive testing system is the need of a calibrated item bank. This text presents the tasks carried out during the calibration of an item bank for assessing knowledge of Basque language. It has been done in terms of the 3-parameter logistic model provided by the item response theory. Besides, this…

  13. Smoothed Standardization Assessment of Testlet Level DIF on a Math Free-Response Item Type.

    ERIC Educational Resources Information Center

    Lyu, C. Felicia; And Others

    A smoothed version of standardization, which merges kernel smoothing with the traditional standardization differential item functioning (DIF) approach, was used to examine DIF for student-produced response (SPR) items on the Scholastic Assessment Test (SAT) I mathematics test at both the item and testlet levels. This nonparametric technique avoids…

  14. Modified Multiple-Choice Items for Alternate Assessments: Reliability, Difficulty, and Differential Boost

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Rodriguez, Michael C.; Bolt, Daniel M.; Elliott, Stephen N.; Beddow, Peter A.; Kurz, Alexander

    2011-01-01

    Federal policy on alternate assessment based on modified academic achievement standards (AA-MAS) inspired this research. Specifically, an experimental study was conducted to determine whether tests composed of modified items would have the same level of reliability as tests composed of original items, and whether these modified items helped reduce…

  15. The DIF-Free-Then-DIF Strategy for the Assessment of Differential Item Functioning

    ERIC Educational Resources Information Center

    Wang, Wen-Chung; Shih, Ching-Lin; Sun, Guo-Wei

    2012-01-01

    The DIF-free-then-DIF (DFTD) strategy consists of two steps: (a) select a set of items that are the most likely to be DIF-free and (b) assess the other items for DIF (differential item functioning) using the designated items as anchors. The rank-based method together with the computer software IRTLRDIF can select a set of DIF-free polytomous items…

  16. Development of the Assessment Items of Debris Flow Using the Delphi Method

    NASA Astrophysics Data System (ADS)

    Byun, Yosep; Seong, Joohyun; Kim, Mingi; Park, Kyunghan; Yoon, Hyungkoo

    2016-04-01

    In recent years in Korea, Typhoon and the localized extreme rainfall caused by the abnormal climate has increased. Accordingly, debris flow is becoming one of the most dangerous natural disaster. This study aimed to develop the assessment items which can be used for conducting damage investigation of debris flow. Delphi method was applied to classify the realms of assessment items. As a result, 29 assessment items which can be classified into 6 groups were determined.

  17. Formative Assessment: A Critical Review

    ERIC Educational Resources Information Center

    Bennett, Randy Elliot

    2011-01-01

    This paper covers six interrelated issues in formative assessment (aka, "assessment for learning"). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under-representation of measurement principles in that…

  18. Formative Assessment Probes: Is It a Rock? Continuous Formative Assessment

    ERIC Educational Resources Information Center

    Keeley, Page

    2013-01-01

    A lesson plan is provided for a formative assessment probe entitled "Is It a Rock?" This probe is designed for teaching elementary school students about rocks through the use of a formative assessment classroom technique (FACT) known as the group Frayer Model. FACT activates students' thinking about a concept and can be used to…

  19. Assessment of health-related quality of life in arthritis: conceptualization and development of five item banks using item response theory

    PubMed Central

    Kopec, Jacek A; Sayre, Eric C; Davis, Aileen M; Badley, Elizabeth M; Abrahamowicz, Michal; Sherlock, Lesley; Williams, J Ivan; Anis, Aslam H; Esdaile, John M

    2006-01-01

    Background Modern psychometric methods based on item response theory (IRT) can be used to develop adaptive measures of health-related quality of life (HRQL). Adaptive assessment requires an item bank for each domain of HRQL. The purpose of this study was to develop item banks for five domains of HRQL relevant to arthritis. Methods About 1,400 items were drawn from published questionnaires or developed from focus groups and individual interviews and classified into 19 domains of HRQL. We selected the following 5 domains relevant to arthritis and related conditions: Daily Activities, Walking, Handling Objects, Pain or Discomfort, and Feelings. Based on conceptual criteria and pilot testing, 219 items were selected for further testing. A questionnaire was mailed to patients from two hospital-based clinics and a stratified random community sample. Dimensionality of the domains was assessed through factor analysis. Items were analyzed with the Generalized Partial Credit Model as implemented in Parscale. We used graphical methods and a chi-square test to assess item fit. Differential item functioning was investigated using logistic regression. Results Data were obtained from 888 individuals with arthritis. The five domains were sufficiently unidimensional for an IRT-based analysis. Thirty-one items were deleted due to lack of fit or differential item functioning. Daily Activities had the narrowest range for the item location parameter (-2.24 to 0.55) and Handling Objects had the widest range (-1.70 to 2.27). The mean (median) slope parameter for the items ranged from 1.15 (1.07) in Feelings to 1.73 (1.75) in Walking. The final item banks are comprised of 31–45 items each. Conclusion We have developed IRT-based item banks to measure HRQL in 5 domains relevant to arthritis. The items in the final item banks provide adequate psychometric information for a wide range of functional levels in each domain. PMID:16749932

  20. Assessment of Differential Item Functioning under Cognitive Diagnosis Models: The DINA Model Example

    ERIC Educational Resources Information Center

    Li, Xiaomin; Wang, Wen-Chung

    2015-01-01

    The assessment of differential item functioning (DIF) is routinely conducted to ensure test fairness and validity. Although many DIF assessment methods have been developed in the context of classical test theory and item response theory, they are not applicable for cognitive diagnosis models (CDMs), as the underlying latent attributes of CDMs are…

  1. New Frontiers in Formative Assessment

    ERIC Educational Resources Information Center

    Noyce, Pendred E., Ed.; Hickey, Daniel T., Ed.

    2011-01-01

    "Formative assessment is a powerful learning tool that is too seldom, too haphazardly, and too ineffectively used in the United States," Pendred E. Noyce writes in the introduction to this volume. "The purpose of this book is to delve into why this is so and how it can be changed." Formative assessment involves constantly monitoring student…

  2. Development and community-based validation of eight item banks to assess mental health.

    PubMed

    Batterham, Philip J; Sunderland, Matthew; Carragher, Natacha; Calear, Alison L

    2016-09-30

    There is a need for precise but brief screening of mental health problems in a range of settings. The development of item banks to assess depression and anxiety has resulted in new adaptive and static screeners that accurately assess severity of symptoms. However, expansion to a wider array of mental health problems is required. The current study developed item banks for eight mental health problems: social anxiety disorder, panic disorder, post-traumatic stress disorder, obsessive-compulsive disorder, adult attention-deficit hyperactivity disorder, drug use, psychosis and suicidality. The item banks were calibrated in a population-based Australian adult sample (N=3175) by administering large item pools (45-75 items) and excluding items on the basis of local dependence or measurement non-invariance. Item Response Theory parameters were estimated for each item bank using a two-parameter graded response model. Each bank consisted of 19-47 items, demonstrating excellent fit and precision across a range of -1 to 3 standard deviations from the mean. No previous study has developed such a broad range of mental health item banks. The calibrated item banks will form the basis of a new system of static and adaptive measures to screen for a broad array of mental health problems in the community. PMID:27500552

  3. Formative Assessment as Mediation

    ERIC Educational Resources Information Center

    De Vos, Mark; Belluigi, Dina Zoe

    2011-01-01

    Whilst principles of validity, reliability and fairness should be central concerns for the assessment of student learning in higher education, simplistic notions of "transparency" and "explicitness" in terms of assessment criteria should be critiqued more rigorously. This article examines the inherent tensions resulting from CRA's links to both…

  4. Formative Assessment: A Cybernetic Viewpoint

    ERIC Educational Resources Information Center

    Roos, Bertil; Hamilton, David

    2005-01-01

    This paper considers alternative assessment, feedback and cybernetics. For more than 30 years, debates about the bi-polarity of formative and summative assessment have served as surrogates for discussions about the workings of the mind, the social implications of assessment and, as important, the role of instruction in the advancement of learning.…

  5. Determining When Single Scoring for Constructed-Response Items Is as Effective as Double Scoring in Mixed-Format Licensure Tests

    ERIC Educational Resources Information Center

    Kim, Sooyeon; Moses, Tim

    2013-01-01

    The major purpose of this study is to assess the conditions under which single scoring for constructed-response (CR) items is as effective as double scoring in the licensure testing context. We used both empirical datasets of five mixed-format licensure tests collected in actual operational settings and simulated datasets that allowed for the…

  6. International Assessment: A Rasch Model and Teachers' Evaluation of TIMSS Science Achievement Items

    ERIC Educational Resources Information Center

    Glynn, Shawn M.

    2012-01-01

    The Trends in International Mathematics and Science Study (TIMSS) is a comparative assessment of the achievement of students in many countries. In the present study, a rigorous independent evaluation was conducted of a representative sample of TIMSS science test items because item quality influences the validity of the scores used to inform…

  7. Classification Consistency and Accuracy for Complex Assessments Using Item Response Theory

    ERIC Educational Resources Information Center

    Lee, Won-Chan

    2010-01-01

    In this article, procedures are described for estimating single-administration classification consistency and accuracy indices for complex assessments using item response theory (IRT). This IRT approach was applied to real test data comprising dichotomous and polytomous items. Several different IRT model combinations were considered. Comparisons…

  8. Assessment of Preference for Edible and Leisure Items in Individuals with Dementia

    ERIC Educational Resources Information Center

    Ortega, Javier Virues; Iwata, Brian A.; Nogales-Gonzalez, Celia; Frades, Belen

    2012-01-01

    We conducted 2 studies on reinforcer preference in patients with dementia. Results of preference assessments yielded differential selections by 14 participants. Unlike prior studies with individuals with intellectual disabilities, all participants showed a noticeable preference for leisure items over edible items. Results of a subsequent analysis…

  9. Using Kernel Equating to Assess Item Order Effects on Test Scores

    ERIC Educational Resources Information Center

    Moses, Tim; Yang, Wen-Ling; Wilson, Christine

    2007-01-01

    This study explored the use of kernel equating for integrating and extending two procedures proposed for assessing item order effects in test forms that have been administered to randomly equivalent groups. When these procedures are used together, they can provide complementary information about the extent to which item order effects impact test…

  10. Applying Unidimensional and Multidimensional Item Response Theory Models in Testlet-Based Reading Assessment

    ERIC Educational Resources Information Center

    Min, Shangchao; He, Lianzhen

    2014-01-01

    This study examined the relative effectiveness of the multidimensional bi-factor model and multidimensional testlet response theory (TRT) model in accommodating local dependence in testlet-based reading assessment with both dichotomously and polytomously scored items. The data used were 14,089 test-takers' item-level responses to the…

  11. Considering the Use of General and Modified Assessment Items in Computerized Adaptive Testing

    ERIC Educational Resources Information Center

    Wyse, Adam E.; Albano, Anthony D.

    2015-01-01

    This article used several data sets from a large-scale state testing program to examine the feasibility of combining general and modified assessment items in computerized adaptive testing (CAT) for different groups of students. Results suggested that several of the assumptions made when employing this type of mixed-item CAT may not be met for…

  12. Assessing the Validity of a Single-Item HIV Risk Stage-of-Change Measure

    ERIC Educational Resources Information Center

    Napper, Lucy E.; Branson, Catherine M.; Fisher, Dennis G.; Reynolds, Grace L.; Wood, Michelle M.

    2008-01-01

    This study examined the validity of a single-item measure of HIV risk stage of change that HIV prevention contractors were required to collect by the California State Office of AIDS. The single-item measure was compared to the more conventional University of Rhode Island Change Assessment (URICA). Participants were members of Los Angeles…

  13. A HO-IRT Based Diagnostic Assessment System with Constructed Response Items

    ERIC Educational Resources Information Center

    Yang, Chih-Wei; Kuo, Bor-Chen; Liao, Chen-Huei

    2011-01-01

    The aim of the present study was to develop an on-line assessment system with constructed response items in the context of elementary mathematics curriculum. The system recorded the problem solving process of constructed response items and transfered the process to response codes for further analyses. An inference mechanism based on artificial…

  14. Fighting bias with statistics: Detecting gender differences in responses to items on a preschool science assessment

    NASA Astrophysics Data System (ADS)

    Greenberg, Ariela Caren

    Differential item functioning (DIF) and differential distractor functioning (DDF) are methods used to screen for item bias (Camilli & Shepard, 1994; Penfield, 2008). Using an applied empirical example, this mixed-methods study examined the congruency and relationship of DIF and DDF methods in screening multiple-choice items. Data for Study I were drawn from item responses of 271 female and 236 male low-income children on a preschool science assessment. Item analyses employed a common statistical approach of the Mantel-Haenszel log-odds ratio (MH-LOR) to detect DIF in dichotomously scored items (Holland & Thayer, 1988), and extended the approach to identify DDF (Penfield, 2008). Findings demonstrated that the using MH-LOR to detect DIF and DDF supported the theoretical relationship that the magnitude and form of DIF and are dependent on the DDF effects, and demonstrated the advantages of studying DIF and DDF in multiple-choice items. A total of 4 items with DIF and DDF and 5 items with only DDF were detected. Study II incorporated an item content review, an important but often overlooked and under-published step of DIF and DDF studies (Camilli & Shepard). Interviews with 25 female and 22 male low-income preschool children and an expert review helped to interpret the DIF and DDF results and their comparison, and determined that a content review process of studied items can reveal reasons for potential item bias that are often congruent with the statistical results. Patterns emerged and are discussed in detail. The quantitative and qualitative analyses were conducted in an applied framework of examining the validity of the preschool science assessment scores for evaluating science programs serving low-income children, however, the techniques can be generalized for use with measures across various disciplines of research.

  15. Influences of Item Content and Format on the Dimensionality of Tests Combining Multiple-Choice and Open-Response Items: An Application of the Poly-DIMTEST Procedure.

    ERIC Educational Resources Information Center

    Perkhounkova, Yelena; Dunbar, Stephen B.

    The DIMTEST statistical procedure was used in a confirmatory manner to explore the dimensionality structures of three kinds of achievement tests: multiple-choice tests, constructed-response tests, and tests combining both formats. The DIMTEST procedure is based on estimating conditional covariances of the responses to the item pairs. The analysis…

  16. Formative Assessment in Dance Education

    ERIC Educational Resources Information Center

    Andrade, Heidi; Lui, Angela; Palma, Maria; Hefferen, Joanna

    2015-01-01

    Feedback is crucial to students' growth as dancers. When used within the framework of formative assessment, or assessment for learning, feedback results in actionable next steps that dancers can use to improve their performances. This article showcases the work of two dance specialists, one elementary and one middle school teacher, who have…

  17. An instrument to assess quality of life in relation to nutrition: item generation, item reduction and initial validation

    PubMed Central

    2010-01-01

    Background It is arguable that modification of diet, given its potential for positive health outcomes, should be widely advocated and adopted. However, food intake, as a basic human need, and its modification may be accompanied by sensations of both pleasure and despondency and may consequently affect to quality of life (QoL). Thus, the feasibility and success of dietary changes will depend, at least partly, on whether potential negative influences on QoL can be avoided. This is of particular importance in the context of dietary intervention studies and in the development of new food products to improve health and well being. Instruments to measure the impact of nutrition on quality of life in the general population, however, are few and far between. Therefore, the aim of this project was to develop an instrument for measuring QoL related to nutrition in the general population. Methods and results We recruited participants from the general population and followed standard methodology for quality of life instrument development (identification of population, item selection, n = 24; item reduction, n = 81; item presentation, n = 12; pretesting of questionnaire and initial validation, n = 2576; construct validation n = 128; and test-retest reliability n = 20). Of 187 initial items, 29 were selected for final presentation. Factor analysis revealed an instrument with 5 domains. The instrument demonstrated good cross-sectional divergent and convergent construct validity when correlated with scores of the 8 domains of the SF-36 (ranging from -0.078 to 0.562, 19 out of 40 tested correlations were statistically significant and 24 correlations were predicted correctly) and good test-retest reliability (intra-class correlation coefficients from 0.71 for symptoms to 0.90). Conclusions We developed and validated an instrument with 29 items across 5 domains to assess quality of life related to nutrition and other aspects of food intake. The instrument demonstrated good face and

  18. DIF Detection and Interpretation in Large-Scale Science Assessments: Informing Item Writing Practices

    ERIC Educational Resources Information Center

    Zenisky, April L.; Hambleton, Ronald K.; Robin, Frederic

    2004-01-01

    Differential item functioning (DIF) analyses are a routine part of the development of large-scale assessments. Less common are studies to understand the potential sources of DIF. The goals of this study were (a) to identify gender DIF in a large-scale science assessment and (b) to look for trends in the DIF and non-DIF items due to content,…

  19. Comparison of Alternate and Original Items on the Montreal Cognitive Assessment

    PubMed Central

    Lebedeva, Elena; Huang, Mei; Koski, Lisa

    2016-01-01

    Background The Montreal Cognitive Assessment (MoCA) is a screening tool for mild cognitive impairment (MCI) in elderly individuals. We hypothesized that measurement error when using the new alternate MoCA versions to monitor change over time could be related to the use of items that are not of comparable difficulty to their corresponding originals of similar content. The objective of this study was to compare the difficulty of the alternate MoCA items to the original ones. Methods Five selected items from alternate versions of the MoCA were included with items from the original MoCA administered adaptively to geriatric outpatients (N = 78). Rasch analysis was used to estimate the difficulty level of the items. Results None of the five items from the alternate versions matched the difficulty level of their corresponding original items. Conclusions This study demonstrates the potential benefits of a Rasch analysis-based approach for selecting items during the process of development of parallel forms. The results suggest that better match of the items from different MoCA forms by their difficulty would result in higher sensitivity to changes in cognitive function over time. PMID:27076861

  20. The Effect of the Multiple-Choice Item Format on the Measurement of Knowledge of Language Structure

    ERIC Educational Resources Information Center

    Currie, Michael; Chiramanee, Thanyapa

    2010-01-01

    Noting the widespread use of multiple-choice items in tests in English language education in Thailand, this study compared their effect against that of constructed-response items. One hundred and fifty-two university undergraduates took a test of English structure first in constructed-response format, and later in three, stem-equivalent…

  1. Ability or Access-Ability: Differential Item Functioning of Items on Alternate Performance-Based Assessment Tests for Students with Visual Impairments

    ERIC Educational Resources Information Center

    Zebehazy, Kim T.; Zigmond, Naomi; Zimmerman, George J.

    2012-01-01

    Introduction: This study investigated differential item functioning (DIF) of test items on Pennsylvania's Alternate System of Assessment (PASA) for students with visual impairments and severe cognitive disabilities and what the reasons for the differences may be. Methods: The Wilcoxon signed ranks test was used to analyze differences in the scores…

  2. An Examination of Differential Item Functioning on the Vanderbilt Assessment of Leadership in Education

    ERIC Educational Resources Information Center

    Polikoff, Morgan S.; May, Henry; Porter, Andrew C.; Elliott, Stephen N.; Goldring, Ellen; Murphy, Joseph

    2009-01-01

    The Vanderbilt Assessment of Leadership in Education is a 360-degree assessment of the effectiveness of principals' learning-centered leadership behaviors. In this report, we present results from a differential item functioning (DIF) study of the assessment. Using data from a national field trial, we searched for evidence of DIF on school level,…

  3. Development and Calibration of an Item Bank for PE Metrics Assessments: Standard 1

    ERIC Educational Resources Information Center

    Zhu, Weimo; Fox, Connie; Park, Youngsik; Fisette, Jennifer L.; Dyson, Ben; Graber, Kim C.; Avery, Marybell; Franck, Marian; Placek, Judith H.; Rink, Judy; Raynes, De

    2011-01-01

    The purpose of this study was to develop and calibrate an assessment system, or bank, using the latest measurement theories and methods to promote valid and reliable student assessment in physical education. Using an anchor-test equating design, a total of 30 items or assessments were administered to 5,021 (2,568 boys and 2,453 girls) students in…

  4. Assessing the Validity of Single-item Life Satisfaction Measures: Results from Three Large Samples

    PubMed Central

    Cheung, Felix; Lucas, Richard E.

    2014-01-01

    Purpose The present paper assessed the validity of single-item life satisfaction measures by comparing single-item measures to the Satisfaction with Life Scale (SWLS) - a more psychometrically established measure. Methods Two large samples from Washington (N=13,064) and Oregon (N=2,277) recruited by the Behavioral Risk Factor Surveillance System (BRFSS) and a representative German sample (N=1,312) recruited by the Germany Socio-Economic Panel (GSOEP) were included in the present analyses. Single-item life satisfaction measures and the SWLS were correlated with theoretically relevant variables, such as demographics, subjective health, domain satisfaction, and affect. The correlations between the two life satisfaction measures and these variables were examined to assess the construct validity of single-item life satisfaction measures. Results Consistent across three samples, single-item life satisfaction measures demonstrated substantial degree of criterion validity with the SWLS (zero-order r = 0.62 – 0.64; disattenuated r = 0.78 – 0.80). Patterns of statistical significance for correlations with theoretically relevant variables were the same across single-item measures and the SWLS. Single-item measures did not produce systematically different correlations compared to the SWLS (average difference = 0.001 – 0.005). The average absolute difference in the magnitudes of the correlations produced by single-item measures and the SWLS were very small (average absolute difference = 0.015 −0.042). Conclusions Single-item life satisfaction measures performed very similarly compared to the multiple-item SWLS. Social scientists would get virtually identical answer to substantive questions regardless of which measure they use. PMID:24890827

  5. A Classification Matrix of Examination Items to Promote Transformative Assessment

    ERIC Educational Resources Information Center

    McMahon, Mark; Garrett, Michael

    2016-01-01

    The ability to assess learning hinges on the quality of the instruments that are used. This paper reports on the first stage of the design of software to assist educators in ensuring assessment questions meet educational outcomes. A review of the literature within the field of instructional psychology was undertaken with a view towards…

  6. Dimensionality Assessment of Ordered Polytomous Items with Parallel Analysis

    ERIC Educational Resources Information Center

    Timmerman, Marieke E.; Lorenzo-Seva, Urbano

    2011-01-01

    Parallel analysis (PA) is an often-recommended approach for assessment of the dimensionality of a variable set. PA is known in different variants, which may yield different dimensionality indications. In this article, the authors considered the most appropriate PA procedure to assess the number of common factors underlying ordered polytomously…

  7. Formative Assessment in Primary Science

    ERIC Educational Resources Information Center

    Loughland, Tony; Kilpatrick, Laetitia

    2015-01-01

    This action learning study in a year three classroom explored the implementation of five formative assessment principles to assist students' understandings of the scientific topic of liquids and solids. These principles were employed to give students a greater opportunity to express their understanding of the concepts. The study found that…

  8. Are Grid-In Response Format Items Usable in Secondary Classrooms?

    ERIC Educational Resources Information Center

    Hombo, Catherine M.; Pashley, Katharine; Jenkins, Frank

    The use of grid-in formats, such as those requiring students to solve problems and fill in bubbles, is common on large-scale standardized assessments, but little is known about the use of this format with a more general population of students than high school students taking college entrance examinations, including those attending public schools…

  9. Gender-Related Differential Item Functioning on a Middle-School Mathematics Performance Assessment.

    ERIC Educational Resources Information Center

    Lane, Suzanne; And Others

    This study examined gender-related differential item functioning (DIF) using a mathematics performance assessment, the QUASAR Cognitive Assessment Instrument (QCAI), administered to middle school students. The QCAI was developed for the Quantitative Understanding: Amplifying Student Achievement and Reading (QUASAR) project, which focuses on…

  10. Using Item Response Theory to Assess Changes in Student Performance Based on Changes in Question Wording

    ERIC Educational Resources Information Center

    Schurmeier, Kimberly D.; Atwood, Charles H.; Shepler, Carrie G.; Lautenschlager, Gary J.

    2010-01-01

    Five years of longitudinal data for general chemistry student assessments at the University of Georgia have been analyzed using item response theory (IRT). Our analysis indicates that minor changes in question wording on exams can make significant differences in student performance on assessment questions. This analysis encompasses data from over…

  11. Assessing Dimensionality of Noncompensatory Multidimensional Item Response Theory with Complex Structures

    ERIC Educational Resources Information Center

    Svetina, Dubravka

    2013-01-01

    The purpose of this study was to investigate the effect of complex structure on dimensionality assessment in noncompensatory multidimensional item response models using dimensionality assessment procedures based on DETECT (dimensionality evaluation to enumerate contributing traits) and NOHARM (normal ogive harmonic analysis robust method). Five…

  12. An Anthropologist among the Psychometricians: Assessment Events, Ethnography, and Differential Item Functioning in the Mongolian Gobi

    ERIC Educational Resources Information Center

    Maddox, Bryan; Zumbo, Bruno D.; Tay-Lim, Brenda; Qu, Demin

    2015-01-01

    This article explores the potential for ethnographic observations to inform the analysis of test item performance. In 2010, a standardized, large-scale adult literacy assessment took place in Mongolia as part of the United Nations Educational, Scientific and Cultural Organization Literacy Assessment and Monitoring Programme (LAMP). In a novel form…

  13. Modeling the World Health Organization Disability Assessment Schedule II using non-parametric item response models.

    PubMed

    Galindo-Garre, Francisca; Hidalgo, María Dolores; Guilera, Georgina; Pino, Oscar; Rojo, J Emilio; Gómez-Benito, Juana

    2015-03-01

    The World Health Organization Disability Assessment Schedule II (WHO-DAS II) is a multidimensional instrument developed for measuring disability. It comprises six domains (getting around, self-care, getting along with others, life activities and participation in society). The main purpose of this paper is the evaluation of the psychometric properties for each domain of the WHO-DAS II with parametric and non-parametric Item Response Theory (IRT) models. A secondary objective is to assess whether the WHO-DAS II items within each domain form a hierarchy of invariantly ordered severity indicators of disability. A sample of 352 patients with a schizophrenia spectrum disorder is used in this study. The 36 items WHO-DAS II was administered during the consultation. Partial Credit and Mokken scale models are used to study the psychometric properties of the questionnaire. The psychometric properties of the WHO-DAS II scale are satisfactory for all the domains. However, we identify a few items that do not discriminate satisfactorily between different levels of disability and cannot be invariantly ordered in the scale. In conclusion the WHO-DAS II can be used to assess overall disability in patients with schizophrenia, but some domains are too general to assess functionality in these patients because they contain items that are not applicable to this pathology. PMID:25524862

  14. Target Rotations and Assessing the Impact of Model Violations on the Parameters of Unidimensional Item Response Theory Models

    ERIC Educational Resources Information Center

    Reise, Steven; Moore, Tyler; Maydeu-Olivares, Alberto

    2011-01-01

    Reise, Cook, and Moore proposed a "comparison modeling" approach to assess the distortion in item parameter estimates when a unidimensional item response theory (IRT) model is imposed on multidimensional data. Central to their approach is the comparison of item slope parameter estimates from a unidimensional IRT model (a restricted model), with…

  15. Investigation of Science Inquiry Items for Use on an Alternate Assessment Based on Modified Achievement Standards Using Cognitive Lab Methodology

    ERIC Educational Resources Information Center

    Dickenson, Tammiee S.; Gilmore, Joanna A.; Price, Karen J.; Bennett, Heather L.

    2013-01-01

    This study evaluated the benefits of item enhancements applied to science-inquiry items for incorporation into an alternate assessment based on modified achievement standards for high school students. Six items were included in the cognitive lab sessions involving both students with and without disabilities. The enhancements (e.g., use of visuals,…

  16. How Do You Know if They're Getting It? Writing Assessment Items that Reveal Student Understanding

    ERIC Educational Resources Information Center

    Taylor, Melanie; Smith, Sean

    2009-01-01

    Through a project funded by the National Science Foundation, Horizon Research has been developing assessment items for students (in the process, compiling item-writing principles from several sources and adding their own). In this article, the authors share what they have learned about writing items that reveal student understanding, including…

  17. Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary

    ERIC Educational Resources Information Center

    Petscher, Yaacov; Mitchell, Alison M.; Foorman, Barbara R.

    2015-01-01

    A growing body of literature suggests that response latency, the amount of time it takes an individual to respond to an item, may be an important factor to consider when using assessment data to estimate the ability of an individual. Considering that tests of passage and list fluency are being adapted to a computer administration format, it is…

  18. Automatic Item Generation of Probability Word Problems

    ERIC Educational Resources Information Center

    Holling, Heinz; Bertling, Jonas P.; Zeuch, Nina

    2009-01-01

    Mathematical word problems represent a common item format for assessing student competencies. Automatic item generation (AIG) is an effective way of constructing many items with predictable difficulties, based on a set of predefined task parameters. The current study presents a framework for the automatic generation of probability word problems…

  19. Differential Item Functioning by Gender on a Large-Scale Science Performance Assessment: A Comparison across Grade Levels.

    ERIC Educational Resources Information Center

    Holweger, Nancy; Taylor, Grace

    The fifth-grade and eighth-grade science items on a state performance assessment were compared for differential item functioning (DIF) due to gender. The grade 5 sample consisted of 8,539 females and 8,029 males and the grade 8 sample consisted of 7,477 females and 7,891 males. A total of 30 fifth grade items and 26 eighth grade items were…

  20. Positive and negative item wording and its influence on the assessment of callous-unemotional traits.

    PubMed

    Ray, James V; Frick, Paul J; Thornton, Laura C; Steinberg, Laurence; Cauffman, Elizabeth

    2016-04-01

    [Correction Notice: An Erratum for this article was reported in Vol 28(4) of Psychological Assessment (see record 2015-33818-001). In the article, the sixth sentence of the second full paragraph in the Data Analyses subsection of the Method section should read "For k response categories, there are k-1 threshold parameters."] This study examined the item functioning of the Inventory of Callous-Unemotional Traits (ICU) in an ethnically diverse sample 1,190 of first-time justice-involved adolescents (mean age = 15.28 years, SD = 1.29). On elimination of 2 items, the total ICU score provided a reliable (internally consistent and stable) and valid (correlated with and predictive of measures of empathy, school conduct problems, delinquency, and aggression) continuous measure of callous and unemotional (CU) traits. A shortened, 10-item version of the total scale, developed from item response theory (IRT) analyses, appeared to show psychometric properties similar to those of the full ICU and, thus, could be used as an abbreviated measure of CU traits. Finally, item analyses and tests of validity suggested that the factor structure of the ICU reported in a large number of past studies could reflect method variance related to the ICU, including equal numbers of positively and negatively worded items. Specifically, positively worded items (i.e., items for which higher ratings are indicative of higher levels of CU traits) were more likely to be rated in the lower response categories, showed higher difficulty levels in IRT analyses (i.e., discriminated best at higher levels of CU traits), and were more highly correlated with measures of antisocial and aggressive behavior. On the basis of these findings, we recommend using the total ICU as a continuous measure of CU traits and do not recommend continued use of the subscale structure that has been reported in multiple past studies. (PsycINFO Database Record PMID:26121386

  1. Psychometrical assessment and item analysis of the General Health Questionnaire in victims of terrorism.

    PubMed

    Delgado-Gomez, David; Lopez-Castroman, Jorge; de Leon-Martinez, Victoria; Baca-Garcia, Enrique; Cabanas-Arrate, Maria Luisa; Sanchez-Gonzalez, Antonio; Aguado, David

    2013-03-01

    There is a need to assess the psychiatric morbidity that appears as a consequence of terrorist attacks. The General Health Questionnaire (GHQ) has been used to this end, but its psychometric properties have never been evaluated in a population affected by terrorism. A sample of 891 participants included 162 direct victims of terrorist attacks and 729 relatives of the victims. All participants were evaluated using the 28-item version of the GHQ (GHQ-28). We examined the reliability and external validity of scores on the scale using Cronbach's alpha and Pearson correlation with the State-Trait Anxiety Inventory (STAI), respectively. The factor structure of the scale was analyzed with varimax rotation. Samejima's (1969) graded response model was used to explore the item properties. The GHQ-28 scores showed good reliability and item-scale correlations. The factor analysis identified 3 factors: anxious-somatic symptoms, social dysfunction, and depression symptoms. All factors showed good correlation with the STAI. Before rotation, the first, second, and third factor explained 44.0%, 6.4%, and 5.0% of the variance, respectively. Varimax rotation redistributed the percentages of variance accounted for to 28.4%, 13.8%, and 13.2%, respectively. Items with the highest loadings in the first factor measured anxiety symptoms, whereas items with the highest loadings in the third factor measured suicide ideation. Samejima's model found that high scores in suicide-related items were associated with severe depression. The factor structure of the GHQ-28 found in this study underscores the preeminence of anxiety symptoms among victims of terrorism and their relatives. Item response analysis identified the most difficult and significant items for each factor. PMID:23205624

  2. PSSA Released Reading Items, 2000-2001. The Pennsylvania System of School Assessment.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg. Bureau of Curriculum and Academic Services.

    This document contains materials directly related to the actual reading test of the Pennsylvania System of School Assessment (PSSA), including the reading rubric, released passages, selected-response questions with answer keys, performance tasks, and scored samples of students' responses to the tasks. All of these items may be duplicated to…

  3. The Use of Loglinear Models for Assessing Differential Item Functioning across Manifest and Latent Examinee Groups.

    ERIC Educational Resources Information Center

    Kelderman, Henk; Macready, George B.

    1990-01-01

    Loglinear latent class models are used to detect differential item functioning (DIF). Likelihood ratio tests for assessing the presence of various types of DIF are described, and these methods are illustrated through the analysis of a "real world" data set. (TJH)

  4. Assessing Model Data Fit of Unidimensional Item Response Theory Models in Simulated Data

    ERIC Educational Resources Information Center

    Kose, Ibrahim Alper

    2014-01-01

    The purpose of this paper is to give an example of how to assess the model-data fit of unidimensional IRT models in simulated data. Also, the present research aims to explain the importance of fit and the consequences of misfit by using simulated data sets. Responses of 1000 examinees to a dichotomously scoring 20 item test were simulated with 25…

  5. Applying Item Response Theory Methods to Design a Learning Progression-Based Science Assessment

    ERIC Educational Resources Information Center

    Chen, Jing

    2012-01-01

    Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1)…

  6. The Value of Item Response Theory in Clinical Assessment: A Review

    ERIC Educational Resources Information Center

    Thomas, Michael L.

    2011-01-01

    Item response theory (IRT) and related latent variable models represent modern psychometric theory, the successor to classical test theory in psychological assessment. Although IRT has become prevalent in the measurement of ability and achievement, its contributions to clinical domains have been less extensive. Applications of IRT to clinical…

  7. Differentials of a State Reading Assessment: Item Functioning, Distractor Functioning, and Omission Frequency for Disability Categories

    ERIC Educational Resources Information Center

    Kato, Kentaro; Moen, Ross E.; Thurlow, Martha L.

    2009-01-01

    Large data sets from a state reading assessment for third and fifth graders were analyzed to examine differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) between students with particular categories of disabilities (speech/language impairments, learning disabilities, and emotional…

  8. Improving the Memory Sections of the Standardized Assessment of Concussion Using Item Analysis

    ERIC Educational Resources Information Center

    McElhiney, Danielle; Kang, Minsoo; Starkey, Chad; Ragan, Brian

    2014-01-01

    The purpose of the study was to improve the immediate and delayed memory sections of the Standardized Assessment of Concussion (SAC) by identifying a list of more psychometrically sound items (words). A total of 200 participants with no history of concussion in the previous six months (aged 19.60 ± 2.20 years; N?=?93 men, N?=?107 women)…

  9. Assessing the Discriminating Power of Item and Test Scores in the Linear Factor-Analysis Model

    ERIC Educational Resources Information Center

    Ferrando, Pere J.

    2012-01-01

    Model-based attempts to rigorously study the broad and imprecise concept of "discriminating power" are scarce, and generally limited to nonlinear models for binary responses. This paper proposes a comprehensive framework for assessing the discriminating power of item and test scores which are analyzed or obtained using Spearman's factor-analytic…

  10. The Matching Criterion Purification for Differential Item Functioning Analyses in a Large-Scale Assessment

    ERIC Educational Resources Information Center

    Lee, HyeSun; Geisinger, Kurt F.

    2016-01-01

    The current study investigated the impact of matching criterion purification on the accuracy of differential item functioning (DIF) detection in large-scale assessments. The three matching approaches for DIF analyses (block-level matching, pooled booklet matching, and equated pooled booklet matching) were employed with the Mantel-Haenszel…

  11. A Study of Item Bias in the Maine Educational Assessment Test.

    ERIC Educational Resources Information Center

    Smith, James Brian

    A study used four statistical item bias analysis strategies to determine the French cross-cultural validity of the Maine Educational Assessment, a standardized test administered in six content areas to students in grades 4, 8, and 11. Analysis was performed on eighth grade pupil performance in test year 1988-89, in the areas of the 100 common…

  12. Assessing the Structure of the GRE General Test Using Confirmatory Multidimensional Item Response Theory.

    ERIC Educational Resources Information Center

    Kingston, Neal M.; McKinley, Robert L.

    Confirmatory multidimensional item response theory (CMIRT) was used to assess the structure of the Graduate Record Examination General Test, about which much information about factorial structure exists, using a sample of 1,001 psychology majors taking the test in 1984 or 1985. Results supported previous findings that, for this population, there…

  13. Randomised Items in Computer-Based Tests: Russian Roulette in Assessment?

    ERIC Educational Resources Information Center

    Marks, Anthony M.; Cronje, Johannes C.

    2008-01-01

    Computer-based assessments are becoming more commonplace, perhaps as a necessity for faculty to cope with large class sizes. These tests often occur in large computer testing venues in which test security may be compromised. In an attempt to limit the likelihood of cheating in such venues, randomised presentation of items is automatically…

  14. Assessing and Testing Interrater Agreement on a Single Target Using Multi-Item Rating Scales.

    ERIC Educational Resources Information Center

    Lindell, Michael K.

    2001-01-01

    Developed an index for assessing interrater agreement with respect to a single target using a multi-item rating scale. The variance of rater mean scale scores is used as the numerator of the agreement index. Studied four variants of a disattenuated agreement index that vary in the random response term used as the denominator. (SLD)

  15. Using a Constructed-Response Instrument to Explore the Effects of Item Position and Item Features on the Assessment of Students' Written Scientific Explanations

    NASA Astrophysics Data System (ADS)

    Federer, Meghan Rector; Nehm, Ross H.; Opfer, John E.; Pearl, Dennis

    2015-08-01

    A large body of work has been devoted to reducing assessment biases that distort inferences about students' science understanding, particularly in multiple-choice instruments (MCI). Constructed-response instruments (CRI), however, have invited much less scrutiny, perhaps because of their reputation for avoiding many of the documented biases of MCIs. In this study we explored whether known biases of MCIs—specifically item sequencing and surface feature effects—were also apparent in a CRI designed to assess students' understanding of evolutionary change using written explanation (Assessment of COntextual Reasoning about Natural Selection [ACORNS]). We used three versions of the ACORNS CRI to investigate different aspects of assessment structure and their corresponding effect on inferences about student understanding. Our results identified several sources of (and solutions to) assessment bias in this practice-focused CRI. First, along the instrument item sequence, items with similar surface features produced greater sequencing effects than sequences of items with dissimilar surface features. Second, a counterbalanced design (i.e., Latin Square) mitigated this bias at the population level of analysis. Third, ACORNS response scores were highly correlated with student verbosity, despite verbosity being an intrinsically trivial aspect of explanation quality. Our results suggest that as assessments in science education shift toward the measurement of scientific practices (e.g., explanation), it is critical that biases inherent in these types of assessments be investigated empirically.

  16. Formative Assessment: Responding to Your Students

    ERIC Educational Resources Information Center

    Tuttle, Harry Grover

    2009-01-01

    This "how-to" book on formative assessment is filled with practical suggestions for teachers who want to use formative assessment in their classrooms. With practical strategies, tools, and examples for teachers of all subjects and grade levels, this book shows you how to use formative assessment to promote successful student learning. Topics…

  17. Successful Student Writing through Formative Assessment

    ERIC Educational Resources Information Center

    Tuttle, Harry Grover

    2010-01-01

    Use formative assessment to dramatically improve your students' writing. In "Successful Student Writing Through Formative Assessment", educator and international speaker Harry G. Tuttle shows you how to guide middle and high school students through the prewriting, writing, and revision processes using formative assessment techniques that work.…

  18. Application of Item Analysis to Assess Multiple-Choice Examinations in the Mississippi Master Cattle Producer Program

    ERIC Educational Resources Information Center

    Parish, Jane A.; Karisch, Brandi B.

    2013-01-01

    Item analysis can serve as a useful tool in improving multiple-choice questions used in Extension programming. It can identify gaps between instruction and assessment. An item analysis of Mississippi Master Cattle Producer program multiple-choice examination responses was performed to determine the difficulty of individual examinations, assess the…

  19. PISA Test Items and School-Based Examinations in Greece: Exploring the Relationship between Global and Local Assessment Discourses

    ERIC Educational Resources Information Center

    Anagnostopoulou, Kyriaki; Hatzinikita, Vassilia; Christidou, Vasilia; Dimopoulos, Kostas

    2013-01-01

    The paper explores the relationship of the global and the local assessment discourses as expressed by Programme for International Student Assessment (PISA) test items and school-based examinations, respectively. To this end, the paper compares PISA test items related to living systems and the context of life, health, and environment, with Greek…

  20. Modeling Local Item Dependence Due to Common Test Format with a Multidimensional Rasch Model

    ERIC Educational Resources Information Center

    Baghaei, Purya; Aryadoust, Vahid

    2015-01-01

    Research shows that test method can exert a significant impact on test takers' performance and thereby contaminate test scores. We argue that common test method can exert the same effect as common stimuli and violate the conditional independence assumption of item response theory models because, in general, subsets of items which have a…

  1. State Assessment Program Item Banks: Model Language for Request for Proposals (RFP) and Contracts

    ERIC Educational Resources Information Center

    Swanson, Leonard C.

    2010-01-01

    This document provides recommendations for request for proposal (RFP) and contract language that state education agencies can use to specify their requirements for access to test item banks. An item bank is a repository for test items and data about those items. Item banks are used by state agency staff to view items and associated data; to…

  2. Policy considerations based on a cost analysis of alternative test formats in large scale science assessments

    NASA Astrophysics Data System (ADS)

    Lawrenz, Frances; Huffman, Douglas; Welch, Wayne

    2000-08-01

    This article compares the costs of four assessment formats: multiple choice, open ended, laboratory station, and full investigation. The amount of time spent preparing the devices, developing scoring consistency for the devices, and scoring the devices was tracked as the devices were developed. These times are presented by individual item and by complete device. Times are also compared as if 1,000 students completed each assessment. Finally, the times are converted into cost estimates by assuming a potential hourly wage. The data show that a multiple choice item costs the least, and that it is approximately 80 times as much for an open ended item, 300 times as much for a content station, and 500 times as much for a full investigation item. The very large discrepancies in costs are used as a basis to raise several policy issues related to the inclusion of alternative assessment formats in large scale science achievement testing.

  3. Formative Assessment: Policy, Perspectives and Practice

    ERIC Educational Resources Information Center

    Clark, Ian

    2011-01-01

    Proponents of formative assessment (FA) assert that students develop a deeper understanding of their learning when the essential components of formative feedback and cultural responsiveness are effectively incorporated as central features of the formative assessment process. Even with growing international agreement among the research community…

  4. Formative Assessment: Guidance for Early Childhood Policymakers

    ERIC Educational Resources Information Center

    Riley-Ayers, Shannon

    2014-01-01

    This policy report provides a guide and framework to early childhood policymakers considering formative assessment. The report defines formative assessment and outlines its process and application in the context of early childhood. The substance of this document is the issues for consideration in the implementation of the formative assessment…

  5. Gender differences in national assessment of educational progress science items: What does i don't know really mean?

    NASA Astrophysics Data System (ADS)

    Linn, Marcia C.; de Benedictis, Tina; Delucchi, Kevin; Harris, Abigail; Stage, Elizabeth

    The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose I don't know rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the I don't know response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the I don't know response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.

  6. APPREND: Formative Assessment Tools for APP

    ERIC Educational Resources Information Center

    Sherborne, Tony

    2009-01-01

    This article discusses how Assessing Pupils' Progress (APP) can be turned into more of a tool for formative assessment. It describes an approach called "APPREND" as a set of APP-based tools for formative assessment. The author provides a glimpse of how APPREND tools can help. (Contains 2 tables.)

  7. Formative and Summative Assessment in the Classroom

    ERIC Educational Resources Information Center

    Dixson, Dante D.; Worrell, Frank C.

    2016-01-01

    In this article, we provide brief overviews of the definitions of formative and summative assessment and a few examples of types of formative and summative assessments that can be used in classroom contexts. We highlight the points that these two types of assessment are complementary and the differences between them are often in the way these…

  8. A Tree-Based Analysis of Items from an Assessment of Basic Mathematics Skills.

    ERIC Educational Resources Information Center

    Sheehan, Kathleen; Mislevy, Robert J.

    The operating characteristics of 114 mathematics pretest items from the Praxis I: Computer Based Test were analyzed in terms of item attributes and test developers' judgments of item difficulty. Item operating characteristics were defined as the difficulty, discrimination, and asymptote parameters of a three parameter logistic item response theory…

  9. Item Difficulty Modeling of Paragraph Comprehension Items

    ERIC Educational Resources Information Center

    Gorin, Joanna S.; Embretson, Susan E.

    2006-01-01

    Recent assessment research joining cognitive psychology and psychometric theory has introduced a new technology, item generation. In algorithmic item generation, items are systematically created based on specific combinations of features that underlie the processing required to correctly solve a problem. Reading comprehension items have been more…

  10. Test-retest reliability, internal item consistency, and concurrent validity of the wheelchair seating discomfort assessment tool.

    PubMed

    Crane, Barbara A; Holm, Margo B; Hobson, Douglas; Cooper, Rory A; Reed, Matthew P; Stadelmeier, Steve

    2005-01-01

    Discomfort is a common problem for wheelchair users. Few researchers have investigated discomfort among wheelchair users or potential solutions for this problem. One of the impediments to quantitative research on wheelchair seating discomfort has been the lack of a reliable method for quantifying seat discomfort. The purpose of this study was to establish the test-retest reliability, internal item consistency, and concurrent validity of a newly developed Wheelchair Seating Discomfort Assessment Tool (WcS-DAT). Thirty full-time, active wheelchair users with intact sensation were asked to use this and other tools in order to rate their levels of discomfort in a test-retest reliability study format. Data from these measures were analyzed in SPSS using an intraclass correlation coefficient (ICC) model (2,k) to measure the test-retest reliability. Cronbach's alpha was used to examine the internal consistency of the items within the WcS-DAT. Concurrent validity with similar measures was analyzed using Pearson product-moment correlations. ICC scores for all analyses were above the established lower bound of .80, indicating a highly stable and reliable tool. In addition, alpha scores indicated good consistency of all items without redundancy. Finally, correlations with similar tools, such as the Chair Evaluation Checklist and the Short Form of the McGill Pain Questionnaire, were significant at the .05 level, and many were significant at the .001 level. These results support the use of the WcS-DAT as a reliable and stable tool for quantifying wheelchair seating discomfort. Its application will enhance the ability to assess and to research this important problem and will provide a means to validate the outcomes of specialized seating interventions for the study population of wheelchairs users. PMID:16392714

  11. [Psychometric properties of the quality of life assessment instrument: 12-item health survey (SF-12)].

    PubMed

    Silveira, Marise Fagundes; Almeida, Júlio César; Freire, Rafael Silveira; Haikal, Desirrê Sant'Ana; Martins, Andrea Eleutério de Barros Lima

    2013-07-01

    This article aims to assess the psychometric properties of the 12-Item Health Survey (SF-12). Data from an epidemiological oral health survey conducted in 2008/2009 in the municipality of Montes Claros, MG were used, consisting of 2157 individuals of both sexes. The relational structure of the SF-12 was assessed by Factor Exploratory Analysis (FEA), the reliability was assessed using Cronbach's alpha coefficient and Pearson's correlation coefficient was adopted in order to assess the correlations between each questionnaire item and the final scores. The validity of the construct was investigated by comparing the physical (PCS) and mental (MCS) component scores of the SF-12 among population subgroups, using the Mann-Whitney and Kruskal-Wallis tests. The PCS and MCS domains presented averages (standard deviation), respectively, equal to 49.6 (9.0) and 51.9 (8.6). Cronbach's alpha coefficient (α= 0.836) presented a high degree of reliability. The relational structure was explained by two latent factors, which explained the 58.36% of the total variance. The psychometric properties of the SF-12 suggest that this is a sensitive tool to assess the different QL levels, is reliable, has satisfactory internal consistence and is fast and easy to use. PMID:23827896

  12. The Development of Multiple-Choice Items Consistent with the AP Chemistry Curriculum Framework to More Accurately Assess Deeper Understanding

    ERIC Educational Resources Information Center

    Domyancich, John M.

    2014-01-01

    Multiple-choice questions are an important part of large-scale summative assessments, such as the advanced placement (AP) chemistry exam. However, past AP chemistry exam items often lacked the ability to test conceptual understanding and higher-order cognitive skills. The redesigned AP chemistry exam shows a distinctive shift in item types toward…

  13. An Item-Level Psychometric Analysis of the Personality Assessment Inventory: Clinical Scales in a Psychiatric Inpatient Unit

    ERIC Educational Resources Information Center

    Siefert, Caleb J.; Sinclair, Samuel J.; Kehl-Fie, Kendra A.; Blais, Mark A.

    2009-01-01

    Multi-item multiscale self-report measures are increasingly used in inpatient assessments. When considering a measure for this setting, it is important to evaluate the psychometric properties of the clinical scales and items to ensure that they are functioning as intended in a highly distressed clinical population. The present study examines scale…

  14. Improving Foreign Language Speaking through Formative Assessment

    ERIC Educational Resources Information Center

    Tuttle, Harry Grover; Tuttle, Alan Robert

    2012-01-01

    Want a quick way to get your students happily conversing more in the target language? This practical book shows you how to use formative assessments to gain immediate and lasting improvement in your students' fluency. You'll learn how to: (1) Imbed the 3-minute formative assessment into every lesson with ease; (2) Engage students in peer formative…

  15. Implementation of Formative Assessment in the Classroom

    ERIC Educational Resources Information Center

    Edman, Elaina; Gilbreth, Stephen G.; Wynn, Sheila

    2010-01-01

    This report details the work defined by a doctoral team looking at the literacy and implementation of formative assessment in classrooms in Southwest Missouri. The mission of this project was to identify the formative assessment literacy levels and the degree of classroom implementation of these strategies in districts and the resulting…

  16. Learning Progressions that Support Formative Assessment Practices

    ERIC Educational Resources Information Center

    Alonzo, Alicia C.

    2011-01-01

    Black, Wilson, and Yao (this issue) lay out a comprehensive vision for the way that learning progressions (or other "road maps") might be used to inform and coordinate formative and summative purposes of assessment. As Black, Wilson, and others have been arguing for over a decade, the effective use of formative assessment has great potential to…

  17. Formative Assessment in the High School IMC

    ERIC Educational Resources Information Center

    Edwards, Valerie A.

    2007-01-01

    In this article, the author discusses how she uses formative assessments of information literacy skills in the high school IMC. As a result of informal observation and conversations with individual students--a form of formative assessment itself--the author learned that students were not using indexes to locate relevant information in nonfiction…

  18. Formative E-Assessment: Practitioner Cases

    ERIC Educational Resources Information Center

    Pachler, Norbert; Daly, Caroline; Mor, Yishay; Mellar, Harvey

    2010-01-01

    This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project "Scoping a vision of formative e-assessment", namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 to January 2009, aimed to identify current…

  19. Harnessing Collaborative Annotations on Online Formative Assessments

    ERIC Educational Resources Information Center

    Lin, Jian-Wei; Lai, Yuan-Cheng

    2013-01-01

    This paper harnesses collaborative annotations by students as learning feedback on online formative assessments to improve the learning achievements of students. Through the developed Web platform, students can conduct formative assessments, collaboratively annotate, and review historical records in a convenient way, while teachers can generate…

  20. Formative Assessment: Not Just Another Test

    ERIC Educational Resources Information Center

    Education Digest: Essential Readings Condensed for Quick Review, 2011

    2011-01-01

    "Many educators think of formative assessment as another kind of test. Instead, it is a process to help instructors understand their students' day-to-day learning and develop appropriate interventions to improve that learning," says Nancy Gerzon, Senior Research Associate at WestEd. "We know from research that effective formative assessment has…

  1. The Political Dilemmas of Formative Assessment

    ERIC Educational Resources Information Center

    Dorn, Sherman

    2010-01-01

    The literature base on using formative assessment for instructional and intervention decisions is formidable, but the history of the practice of formative assessment is spotty. Even with the pressures of high-stakes accountability, its definition is fuzzy, its adoption is inconsistent, and the prognosis for future use is questionable. A historical…

  2. Formative Assessments in a Professional Learning Community

    ERIC Educational Resources Information Center

    Stanley, Todd; Moore, Betsy

    2011-01-01

    The ideas and examples in this book help teachers successfully collaborate to raise student achievement through the use of formative assessments. Here, Todd Stanley and Betsy Moore, educators with over 40 years of combined experience, offer proven formative assessment strategies to teachers in a professional learning community. Contents include:…

  3. A Comparison of Traditional Test Blueprinting and Item Development to Assessment Engineering in a Licensure Context

    ERIC Educational Resources Information Center

    Masters, James S.

    2010-01-01

    With the need for larger and larger banks of items to support adaptive testing and to meet security concerns, large-scale item generation is a requirement for many certification and licensure programs. As part of the mass production of items, it is critical that the difficulty and the discrimination of the items be known without the need for…

  4. Issues, Examples, and Challenges in Formative Assessment.

    ERIC Educational Resources Information Center

    Hunt, Earl; Pellegrino, James W.

    2002-01-01

    Describes new developments in formative assessment and challenges for the educational community. Asserts that many current assessment practices that serve certification and prediction functions well are not well suited for improving learning. Calls for alternative approaches to assessment, rooted in cognitive theories of knowledge and learning,…

  5. Examining Increased Flexibility in Assessment Formats

    ERIC Educational Resources Information Center

    Irwin, Brian; Hepplestone, Stuart

    2012-01-01

    There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process. This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on…

  6. Exploring Formative Assessment as a Tool for Learning: Students' Experiences of Different Methods of Formative Assessment

    ERIC Educational Resources Information Center

    Weurlander, Maria; Soderberg, Magnus; Scheja, Max; Hult, Hakan; Wernerson, Annika

    2012-01-01

    This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were…

  7. [Assessment of the distance between categories in rating scales by using the item response model].

    PubMed

    Wakita, Takafumi

    2004-10-01

    This study aimed to assess the distance between adjacent categories of rating scales. It is common practice to treat ordinal variables as interval-scaled variables in the analysis of rating scales. Strictly speaking, however, ordinal scale data should be treated as such, since there is little reason and assurance that they are equivalent to interval variables. In view of this practice, this study proposes a method to assess the interval of rating scales, and analyzes empirical data in order to examine the results obtained by the method. This method is based upon the generalized partial credit model which is one of item response theory (IRT) models. The experiment was carried out on two data sets that differed only on the verbal phrasing of the rating. Main results of the study were: 1) the difference in item content (positive or negative) affects the width of a neutral category; and 2) the distance between categories differs significantly reflecting the difference in verbal phrasing. PMID:15747553

  8. Formative Assessment: Assessment Is for Self-Regulated Learning

    ERIC Educational Resources Information Center

    Clark, Ian

    2012-01-01

    The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values, theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL…

  9. Formative Assessment at the Crossroads: Conformative, Deformative and Transformative Assessment

    ERIC Educational Resources Information Center

    Torrance, Harry

    2012-01-01

    The theory and practice of formative assessment seems to be at a crossroads, even an impasse. Different theoretical justifications for the development of formative assessment, and different empirical exemplifications, have been apparent for many years. Yet practice, while quite widespread, is often limited in terms of its scope and its utilisation…

  10. Gender, Assessment and Students' Literacy Learning: Implications for Formative Assessment

    ERIC Educational Resources Information Center

    Murphy, Patricia; Ivinson, Gabrielle

    2005-01-01

    Formative assessment is intended to develop students' capacity to learn and increase the effectiveness of teaching. However, the extent to which formative assessment can meet these aims depends on the relationship between its conception and current conceptions of learning. In recent years concern about sex group differences in achievement has led…

  11. Developing an item bank and short forms that assess the impact of asthma on quality of life.

    PubMed

    Stucky, Brian D; Edelen, Maria Orlando; Sherbourne, Cathy D; Eberhart, Nicole K; Lara, Marielena

    2014-02-01

    The present work describes the process of developing an item bank and short forms that measure the impact of asthma on quality of life (QoL) that avoids confounding QoL with asthma symptomatology and functional impairment. Using a diverse national sample of adults with asthma (N = 2032) we conducted exploratory and confirmatory factor analyses, and item response theory and differential item functioning analyses to develop a 65-item unidimensional item bank and separate short form assessments. A psychometric evaluation of the RAND Impact of Asthma on QoL item bank (RAND-IAQL) suggests that though the concept of asthma impact on QoL is multi-faceted, it may be measured as a single underlying construct. The performance of the bank was then evaluated with a real-data simulated computer adaptive test. From the RAND-IAQL item bank we then developed two short forms consisting of 4 and 12 items (reliability = 0.86 and 0.93, respectively). A real-data simulated computer adaptive test suggests that as few as 4-5 items from the bank are needed to obtain highly precise scores. Preliminary validity results indicate that the RAND-IAQL measures distinguish between levels of asthma control. To measure the impact of asthma on QoL, users of these items may choose from two highly reliable short forms, computer adaptive test administration, or content-specific subsets of items from the bank tailored to their specific needs. PMID:24411842

  12. Assessment of the Assessment Tool: Analysis of Items in a Non-MCQ Mathematics Exam

    ERIC Educational Resources Information Center

    Khoshaim, Heba Bakr; Rashid, Saima

    2016-01-01

    Assessment is one of the vital steps in the teaching and learning process. The reported action research examines the effectiveness of an assessment process and inspects the validity of exam questions used for the assessment purpose. The instructors of a college-level mathematics course studied questions used in the final exams during the academic…

  13. Promoting proximal formative assessment with relational discourse

    NASA Astrophysics Data System (ADS)

    Scherr, Rachel E.; Close, Hunter G.; McKagan, Sarah B.

    2012-02-01

    The practice of proximal formative assessment - the continual, responsive attention to students' developing understanding as it is expressed in real time - depends on students' sharing their ideas with instructors and on teachers' attending to them. Rogerian psychology presents an account of the conditions under which proximal formative assessment may be promoted or inhibited: (1) Normal classroom conditions, characterized by evaluation and attention to learning targets, may present threats to students' sense of their own competence and value, causing them to conceal their ideas and reducing the potential for proximal formative assessment. (2) In contrast, discourse patterns characterized by positive anticipation and attention to learner ideas increase the potential for proximal formative assessment and promote self-directed learning. We present an analysis methodology based on these principles and demonstrate its utility for understanding episodes of university physics instruction.

  14. Developing the Theory of Formative Assessment

    ERIC Educational Resources Information Center

    Black, Paul; Wiliam, Dylan

    2009-01-01

    Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative…

  15. Item parameters dissociate between expectation formats: a regression analysis of time-frequency decomposed EEG data

    PubMed Central

    Monsalve, Irene F.; Pérez, Alejandro; Molinaro, Nicola

    2014-01-01

    During language comprehension, semantic contextual information is used to generate expectations about upcoming items. This has been commonly studied through the N400 event-related potential (ERP), as a measure of facilitated lexical retrieval. However, the associative relationships in multi-word expressions (MWE) may enable the generation of a categorical expectation, leading to lexical retrieval before target word onset. Processing of the target word would thus reflect a target-identification mechanism, possibly indexed by a P3 ERP component. However, given their time overlap (200–500 ms post-stimulus onset), differentiating between N400/P3 ERP responses (averaged over multiple linguistically variable trials) is problematic. In the present study, we analyzed EEG data from a previous experiment, which compared ERP responses to highly expected words that were placed either in a MWE or a regular non-fixed compositional context, and to low predictability controls. We focused on oscillatory dynamics and regression analyses, in order to dissociate between the two contexts by modeling the electrophysiological response as a function of item-level parameters. A significant interaction between word position and condition was found in the regression model for power in a theta range (~7–9 Hz), providing evidence for the presence of qualitative differences between conditions. Power levels within this band were lower for MWE than compositional contexts when the target word appeared later on in the sentence, confirming that in the former lexical retrieval would have taken place before word onset. On the other hand, gamma-power (~50–70 Hz) was also modulated by predictability of the item in all conditions, which is interpreted as an index of a similar “matching” sub-step for both types of contexts, binding an expected representation and the external input. PMID:25161630

  16. A Comparison of Three Test Formats to Assess Word Difficulty

    ERIC Educational Resources Information Center

    Culligan, Brent

    2015-01-01

    This study compared three common vocabulary test formats, the Yes/No test, the Vocabulary Knowledge Scale (VKS), and the Vocabulary Levels Test (VLT), as measures of vocabulary difficulty. Vocabulary difficulty was defined as the item difficulty estimated through Item Response Theory (IRT) analysis. Three tests were given to 165 Japanese students,…

  17. Teachers' Self-Assessment of the Effects of Formative and Summative Electronic Portfolios on Professional Development

    ERIC Educational Resources Information Center

    Beck, Robert J.; Livne, Nava L.; Bear, Sharon L.

    2005-01-01

    This study compared the effects of four electronic portfolio curricula on pre-service and beginning teachers' self-ratings of their professional development (n =207), using a 34 item electronic Portfolio Assessment Scale (ePAS). Three formative portfolios, A, C and D, had teacher development as a primary objective and used participants' narrative…

  18. TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items

    ERIC Educational Resources Information Center

    Brese, Falk, Ed.

    2012-01-01

    The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

  19. A Pearson-Type-VII Item Response Model for Assessing Person Fluctuation

    ERIC Educational Resources Information Center

    Ferrando, Pere J.

    2007-01-01

    Using Lumsden's Thurstonian fluctuation model as a starting point, this paper attempts to develop a unidimensional item response theory model intended for binary personality items. Under some additional assumptions, a new model is obtained in which the item characteristic curves are defined by a cumulative Pearson-Type-VII distribution, and the…

  20. Missouri Assessment Program (MAP), Spring 2000: High School Communication Arts, Released Items, Grade 11.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

    This document deals with testing in communication arts for 11th graders in Missouri public schools. The document contains the following items from Session 1 in the Test Booklet: "Thomas Hart Benton: Champion of the American Scene" (Jan Greenberg and Sandra Jordan) (Items 5, 6, and 7); "Rhythms of the River" (Rebecca Christian) (Item 9), a writing…

  1. Sex Differences in Item Functioning in the Comprehensive Inventory of Basic Skills-II Vocabulary Assessments

    ERIC Educational Resources Information Center

    French, Brian F.; Gotch, Chad M.

    2013-01-01

    The Brigance Comprehensive Inventory of Basic Skills-II (CIBS-II) is a diagnostic battery intended for children in grades 1st through 6th. The aim of this study was to test for item invariance, or differential item functioning (DIF), of the CIBS-II across sex in the standardization sample through the use of item response theory DIF detection…

  2. Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

    NASA Astrophysics Data System (ADS)

    Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

    2014-09-01

    A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

  3. Formative Assessment Probes: Representing Microscopic Life

    ERIC Educational Resources Information Center

    Keeley, Page

    2011-01-01

    This column focuses on promoting learning through assessment. The author discusses the formative assessment probe "Pond Water," which reveals how elementary children will often apply what they know about animal structures to newly discovered microscopic organisms, connecting their knowledge of the familiar to the unfamiliar through…

  4. Screencasts: Formative Assessment for Mathematical Thinking

    ERIC Educational Resources Information Center

    Soto, Melissa; Ambrose, Rebecca

    2016-01-01

    Increased attention to reasoning and justification in mathematics classrooms requires the use of more authentic assessment methods. Particularly important are tools that allow teachers and students opportunities to engage in formative assessment practices such as gathering data, interpreting understanding, and revising thinking or instruction.…

  5. Data Collection Design for Equivalent Groups Equating: Using a Matrix Stratification Framework for Mixed-Format Assessment

    ERIC Educational Resources Information Center

    Mbella, Kinge Keka

    2012-01-01

    Mixed-format assessments are increasingly being used in large scale standardized assessments to measure a continuum of skills ranging from basic recall to higher order thinking skills. These assessments are usually comprised of a combination of (a) multiple-choice items which can be efficiently scored, have stable psychometric properties, and…

  6. Developing Parallel Career and Occupational Development Objectives and Exercise (Test) Items in Spanish for Assessment and Evaluation.

    ERIC Educational Resources Information Center

    Muratti, Jose E.; And Others

    A parallel Spanish edition was developed of released objectives and objective-referenced items used in the National Assessment of Educational Progress (NAEP) in the field of Career and Occupational Development (COD). The Spanish edition was designed to assess the identical skills, attitudes, concepts, and knowledge of Spanish-dominant students…

  7. NAEP Validity Studies: Improving the Information Value of Performance Items in Large Scale Assessments. Working Paper No. 2003-08

    ERIC Educational Resources Information Center

    Pearson, P. David; Garavaglia, Diane R.

    2003-01-01

    The purpose of this essay is to explore both what is known and what needs to be learned about the information value of performance items "when they are used in large scale assessments." Within the context of the National Assessment of Educational Progress (NAEP), there is substantial motivation for answering these questions. Over the…

  8. Measuring Teaching Best Practice in the Induction Years: Development and Validation of an Item-Level Assessment

    ERIC Educational Resources Information Center

    Kingsley, Laurie; Romine, William

    2014-01-01

    Schools and teacher induction programs around the world routinely assess teaching best practice to inform accreditation, tenure/promotion, and professional development decisions. Routine assessment is also necessary to ensure that teachers entering the profession get the assistance they need to develop and succeed. We introduce the Item-Level…

  9. Teachers' Use of Test-Item Banks for Student Assessment in North Carolina Secondary Agricultural Education Programs

    ERIC Educational Resources Information Center

    Marshall, Joy Morgan

    2014-01-01

    Higher expectations are on all parties to ensure students successfully perform on standardized tests. Specifically in North Carolina agriculture classes, students are given a CTE Post Assessment to measure knowledge gained and proficiency. Prior to students taking the CTE Post Assessment, teachers have access to a test item bank system that…

  10. Innovative Application of a Multidimensional Item Response Model in Assessing the Influence of Social Desirability on the Pseudo-Relationship between Self-Efficacy and Behavior

    ERIC Educational Resources Information Center

    Watson, Kathy; Baranowski, Tom; Thompson, Debbe; Jago, Russell; Baranowski, Janice; Klesges, Lisa M.

    2006-01-01

    This study examined multidimensional item response theory (MIRT) modeling to assess social desirability (SocD) influences on self-reported physical activity self-efficacy (PASE) and fruit and vegetable self-efficacy (FVSE). The observed sample included 473 Houston-area adolescent males (10-14 years). SocD (nine items), PASE (19 items) and FVSE (21…

  11. The Impact of Varied Discrimination Parameters on Mixed-Format Item Response Theory Model Selection

    ERIC Educational Resources Information Center

    Whittaker, Tiffany A.; Chang, Wanchen; Dodd, Barbara G.

    2013-01-01

    Whittaker, Chang, and Dodd compared the performance of model selection criteria when selecting among mixed-format IRT models and found that the criteria did not perform adequately when selecting the more parameterized models. It was suggested by M. S. Johnson that the problems when selecting the more parameterized models may be because of the low…

  12. Assessing Impact, DIF, and DFF in Accommodated Item Scores: A Comparison of Multilevel Measurement Model Parameterizations

    ERIC Educational Resources Information Center

    Beretvas, S. Natasha; Cawthon, Stephanie W.; Lockhart, L. Leland; Kaye, Alyssa D.

    2012-01-01

    This pedagogical article is intended to explain the similarities and differences between the parameterizations of two multilevel measurement model (MMM) frameworks. The conventional two-level MMM that includes item indicators and models item scores (Level 1) clustered within examinees (Level 2) and the two-level cross-classified MMM (in which item…

  13. Some Issues in Item Response Theory: Dimensionality Assessment and Models for Guessing

    ERIC Educational Resources Information Center

    Smith, Jessalyn

    2009-01-01

    Currently, standardized tests are widely used as a method to measure how well schools and students meet academic standards. As a result, measurement issues have become an increasingly popular topic of study. Unidimensional item response models are used to model latent abilities and specific item characteristics. This class of models makes…

  14. DIFFERENTIAL ITEM FUNCTIONING AT POST ASSESSMENT BETWEEN TREATMENT AND CONTROL GROUPS FROM AN INCREASE IN KNOWLEDGE

    Technology Transfer Automated Retrieval System (TEKTRAN)

    There has been some concern that participation in an intervention and exposure to a measurement instrument can distort subsequent responses to a questionnaire, thereby biasing results. Differential Item Functioning (DIF) analysis with Item Response Modeling (IRM) can test these effects by testing f...

  15. Assessing the Interpretive Component of Criterion-Referenced Test Item Validity.

    ERIC Educational Resources Information Center

    Secolsky, Charles

    Undergraduates responded to an objective test in electronics and classified each item by domain (one of 14 topics covered in their text), and by type of knowledge (definition, fact, principle, or interpretation). These judgments were compared to their instructor's "standard" judgments. From these data, an index of item-domain divergence in…

  16. Efficiently Assessing Negative Cognition in Depression: An Item Response Theory Analysis of the Dysfunctional Attitude Scale

    ERIC Educational Resources Information Center

    Beevers, Christopher G.; Strong, David R.; Meyer, Bjorn; Pilkonis, Paul A.; Miller, Ivan R.

    2007-01-01

    Despite a central role for dysfunctional attitudes in cognitive theories of depression and the widespread use of the Dysfunctional Attitude Scale, form A (DAS-A; A. Weissman, 1979), the psychometric development of the DAS-A has been relatively limited. The authors used nonparametric item response theory methods to examine the DAS-A items and…

  17. An Application of Cognitive Diagnostic Assessment on TIMMS-2007 8th Grade Mathematics Items

    ERIC Educational Resources Information Center

    Toker, Turker; Green, Kathy

    2012-01-01

    The least squares distance method (LSDM) was used in a cognitive diagnostic analysis of TIMSS (Trends in International Mathematics and Science Study) items administered to 4,498 8th-grade students from seven geographical regions of Turkey, extending analysis of attributes from content to process and skill attributes. Logit item positions were…

  18. Comparing Methods of Assessing Differential Item Functioning in a Computerized Adaptive Testing Environment

    ERIC Educational Resources Information Center

    Lei, Pui-Wa; Chen, Shu-Ying; Yu, Lan

    2006-01-01

    Mantel-Haenszel and SIBTEST, which have known difficulty in detecting non-unidirectional differential item functioning (DIF), have been adapted with some success for computerized adaptive testing (CAT). This study adapts logistic regression (LR) and the item-response-theory-likelihood-ratio test (IRT-LRT), capable of detecting both unidirectional…

  19. Demonstrating the Utility of a Multilevel Model in the Assessment of Differential Item Functioning.

    ERIC Educational Resources Information Center

    Pommerich, Mary

    When tests contain few items, observed score may not be an accurate reflection of true score, and the Mantel Haenszel (MH) statistic may perform poorly in detecting differential item functioning. Applications of the MH procedure in such situations require an alternate strategy; one such strategy is to include background variables in the matching…

  20. Formative Assessment Probes: To Hypothesize or Not

    ERIC Educational Resources Information Center

    Keeley, Page

    2010-01-01

    Formative assessment probes are used not only to uncover the ideas students bring to their learning, they can also be used to reveal teachers' common misconceptions. Consider a process widely used in inquiry science--developing hypotheses. In this article, the author features the probe "Is It a Hypothesis?", which serves as an example of how…

  1. Online Formative Assessments with Social Network Awareness

    ERIC Educational Resources Information Center

    Lin, Jian-Wei; Lai, Yuan-Cheng

    2013-01-01

    Social network awareness (SNA) has been used extensively as one of the strategies to increase knowledge sharing and collaboration opportunities. However, most SNA studies either focus on being aware of peer's knowledge context or on social context. This work proposes online formative assessments with SNA, trying to address the problems of online…

  2. A Historical Investigation into Item Formats of ACS Exams and Their Relationships to Science Practices

    ERIC Educational Resources Information Center

    Brandriet, Alexandra; Reed, Jessica J.; Holme, Thomas

    2015-01-01

    The release of the "NRC Framework for K-12 Science Education" and the "Next Generation Science Standards" has important implications for classroom teaching and assessment. Of particular interest is the implementation of science practices in the chemistry classroom, and the definitions established by the NRC makes these…

  3. Using Data Mining to Predict K-12 Students' Performance on Large-Scale Assessment Items Related to Energy

    ERIC Educational Resources Information Center

    Liu, Xiufeng; Ruiz, Miguel E.

    2008-01-01

    This article reports a study on using data mining to predict K-12 students' competence levels on test items related to energy. Data sources are the 1995 Third International Mathematics and Science Study (TIMSS), 1999 TIMSS-Repeat, 2003 Trend in International Mathematics and Science Study (TIMSS), and the National Assessment of Educational…

  4. Examination of the Assumptions and Properties of the Graded Item Response Model: An Example Using a Mathematics Performance Assessment.

    ERIC Educational Resources Information Center

    Lane, Suzanne; And Others

    1995-01-01

    Over 5,000 students participated in a study of the dimensionality and stability of the item parameter estimates of a mathematics performance assessment developed for the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Project. Results demonstrate the test's dimensionality and illustrate ways to examine use of the…

  5. Development of an Item Bank for Assessing Generic Competences in a Higher-Education Institute: A Rasch Modelling Approach

    ERIC Educational Resources Information Center

    Xie, Qin; Zhong, Xiaoling; Wang, Wen-Chung; Lim, Cher Ping

    2014-01-01

    This paper describes the development and validation of an item bank designed for students to assess their own achievements across an undergraduate-degree programme in seven generic competences (i.e., problem-solving skills, critical-thinking skills, creative-thinking skills, ethical decision-making skills, effective communication skills, social…

  6. The Effect of Response Format on the Psychometric Properties of the Narcissistic Personality Inventory: Consequences for Item Meaning and Factor Structure.

    PubMed

    Ackerman, Robert A; Donnellan, M Brent; Roberts, Brent W; Fraley, R Chris

    2016-04-01

    The Narcissistic Personality Inventory (NPI) is currently the most widely used measure of narcissism in social/personality psychology. It is also relatively unique because it uses a forced-choice response format. We investigate the consequences of changing the NPI's response format for item meaning and factor structure. Participants were randomly assigned to one of three conditions: 40 forced-choice items (n = 2,754), 80 single-stimulus dichotomous items (i.e., separate true/false responses for each item; n = 2,275), or 80 single-stimulus rating scale items (i.e., 5-point Likert-type response scales for each item; n = 2,156). Analyses suggested that the "narcissistic" and "nonnarcissistic" response options from the Entitlement and Superiority subscales refer to independent personality dimensions rather than high and low levels of the same attribute. In addition, factor analyses revealed that although the Leadership dimension was evident across formats, dimensions with entitlement and superiority were not as robust. Implications for continued use of the NPI are discussed. PMID:25616401

  7. Assessment formats in dental medicine: An overview

    PubMed Central

    Gerhard-Szep, Susanne; Güntsch, Arndt; Pospiech, Peter; Söhnel, Andreas; Scheutzel, Petra; Wassmann, Torsten; Zahn, Tugba

    2016-01-01

    Aim: At the annual meeting of German dentists in Frankfurt am Main in 2013, the Working Group for the Advancement of Dental Education (AKWLZ) initiated an interdisciplinary working group to address assessments in dental education. This paper presents an overview of the current work being done by this working group, some of whose members are also actively involved in the German Association for Medical Education's (GMA) working group for dental education. The aim is to present a summary of the current state of research on this topic for all those who participate in the design, administration and evaluation of university-specific assessments in dentistry. Method: Based on systematic literature research, the testing scenarios listed in the National Competency-based Catalogue of Learning Objectives (NKLZ) have been compiled and presented in tables according to assessment value. Results: Different assessment scenarios are described briefly in table form addressing validity (V), reliability (R), acceptance (A), cost (C), feasibility (F), and the influence on teaching and learning (EI) as presented in the current literature. Infoboxes were deliberately chosen to allow readers quick access to the information and to facilitate comparisons between the various assessment formats. Following each description is a list summarizing the uses in dental and medical education. Conclusion: This overview provides a summary of competency-based testing formats. It is meant to have a formative effect on dental and medical schools and provide support for developing workplace-based strategies in dental education for learning, teaching and testing in the future. PMID:27579365

  8. A Nonparametric Approach for Assessing Goodness-of-Fit of IRT Models in a Mixed Format Test

    ERIC Educational Resources Information Center

    Liang, Tie; Wells, Craig S.

    2015-01-01

    Investigating the fit of a parametric model plays a vital role in validating an item response theory (IRT) model. An area that has received little attention is the assessment of multiple IRT models used in a mixed-format test. The present study extends the nonparametric approach, proposed by Douglas and Cohen (2001), to assess model fit of three…

  9. PISA Test Items and School-Based Examinations in Greece: Exploring the relationship between global and local assessment discourses

    NASA Astrophysics Data System (ADS)

    Anagnostopoulou, Kyriaki; Hatzinikita, Vassilia; Christidou, Vasilia; Dimopoulos, Kostas

    2013-03-01

    The paper explores the relationship of the global and the local assessment discourses as expressed by Programme for International Student Assessment (PISA) test items and school-based examinations, respectively. To this end, the paper compares PISA test items related to living systems and the context of life, health, and environment, with Greek school-based biology examinations' test items in terms of the nature of their textual construction. This nature is determined by the interplay of the notions of classification (content specialisation) and formality (code specialisation) modulated by both the linguistic and the visual expressive modes. The results of the analysis reveal disparities between assessment discourses promoted at the global and the local level. In particular, while PISA test items convey their scientific message (specialised content and code) principally through their visual mode, the specialised scientific meaning of school-based examinations test is mainly conveyed through their linguistic mode. On the other hand, the linguistic mode of PISA test items is mainly compatible with textual practices of the public domain (non-specialised content and code). Such a mismatch between assessment discourses at local and global level is expected to place Greek students at different discursive positions, promoting different types of knowledge. The expected shift from the epistemic positioning promoted in Greece to the one promoted by PISA could significantly restrict Greek students' ability to infer the PISA discursive context and produce appropriate responses. This factor could provide a meaningful contribution in the discussion of the relatively low achievement of Greek students in PISA scientific literacy assessment.

  10. Assessing Middle and High School Mathematics & Science: Differentiating Formative Assessment

    ERIC Educational Resources Information Center

    Waterman, Sheryn Spencer

    2010-01-01

    For middle and high school teachers of mathematics and science, this book is filled with examples of instructional strategies that address students' readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets. Included are detailed examples of…

  11. A 14-Item Mediterranean Diet Assessment Tool and Obesity Indexes among High-Risk Subjects: The PREDIMED Trial

    PubMed Central

    Martínez-González, Miguel Angel; García-Arellano, Ana; Toledo, Estefanía; Salas-Salvadó, Jordi; Buil-Cosiales, Pilar; Corella, Dolores; Covas, Maria Isabel; Schröder, Helmut; Arós, Fernando; Gómez-Gracia, Enrique; Fiol, Miquel; Ruiz-Gutiérrez, Valentina; Lapetra, José; Lamuela-Raventos, Rosa Maria; Serra-Majem, Lluís; Pintó, Xavier; Muñoz, Miguel Angel; Wärnberg, Julia; Ros, Emilio; Estruch, Ramón

    2012-01-01

    Objective Independently of total caloric intake, a better quality of the diet (for example, conformity to the Mediterranean diet) is associated with lower obesity risk. It is unclear whether a brief dietary assessment tool, instead of full-length comprehensive methods, can also capture this association. In addition to reduced costs, a brief tool has the interesting advantage of allowing immediate feedback to participants in interventional studies. Another relevant question is which individual items of such a brief tool are responsible for this association. We examined these associations using a 14-item tool of adherence to the Mediterranean diet as exposure and body mass index, waist circumference and waist-to-height ratio (WHtR) as outcomes. Design Cross-sectional assessment of all participants in the “PREvención con DIeta MEDiterránea” (PREDIMED) trial. Subjects 7,447 participants (55–80 years, 57% women) free of cardiovascular disease, but with either type 2 diabetes or ≥3 cardiovascular risk factors. Trained dietitians used both a validated 14-item questionnaire and a full-length validated 137-item food frequency questionnaire to assess dietary habits. Trained nurses measured weight, height and waist circumference. Results Strong inverse linear associations between the 14-item tool and all adiposity indexes were found. For a two-point increment in the 14-item score, the multivariable-adjusted differences in WHtR were −0.0066 (95% confidence interval, –0.0088 to −0.0049) for women and –0.0059 (–0.0079 to –0.0038) for men. The multivariable-adjusted odds ratio for a WHtR>0.6 in participants scoring ≥10 points versus ≤7 points was 0.68 (0.57 to 0.80) for women and 0.66 (0.54 to 0.80) for men. High consumption of nuts and low consumption of sweetened/carbonated beverages presented the strongest inverse associations with abdominal obesity. Conclusions A brief 14-item tool was able to capture a strong monotonic inverse association between

  12. Reducing the item number to obtain same-length self-assessment scales: a systematic approach using result of graphical loglinear Rasch modeling.

    PubMed

    Nielsen, Tine; Kreiner, Svend

    2011-01-01

    The Revised Danish Learning Styles Inventory (R-D-LSI) (Nielsen 2005), which is an adaptation of Sternberg-Wagner Thinking Styles Inventory (Sternberg, 1997), comprises 14 subscales, each measuring a separate learning style. Of these 14 subscales, 9 are eight items long and 5 are seven items long. For self-assessment, self-scoring and self-interpretational purposes it is deemed prudent that subscales measuring comparable constructs are of the same item length. Consequently, in order to obtain a self-assessment version of the R-D-LSI with an equal number of items in each subscale, a systematic approach to item reduction based on results of graphical loglinear Rasch modeling (GLLRM) was designed. This approach was then used to reduce the number of items in the subscales of the R-D-LSI which had an item-length of more than seven items, thereby obtaining the Danish Self-Assessment Learning Styles Inventory (D-SA-LSI) comprising 14 subscales each with an item length of seven. The systematic approach to item reduction based on results of GLLRM will be presented and exemplified by its application to the R-D-LSI. PMID:22357154

  13. Review of Formative Assessment Use and Training in Africa

    ERIC Educational Resources Information Center

    Perry, Lindsey

    2013-01-01

    This literature review examines formative assessment education practices currently being utilized in Africa, as well as recent research regarding professional development on such assessments. Two main conclusions about formative assessment use and training, as well as a set of recommendations about teacher training on formative assessment, can be…

  14. Two Prophecy Formulas for Assessing the Reliability of Item Response Theory-Based Ability Estimates

    ERIC Educational Resources Information Center

    Raju, Nambury S.; Oshima, T.C.

    2005-01-01

    Two new prophecy formulas for estimating item response theory (IRT)-based reliability of a shortened or lengthened test are proposed. Some of the relationships between the two formulas, one of which is identical to the well-known Spearman-Brown prophecy formula, are examined and illustrated. The major assumptions underlying these formulas are…

  15. An Assessment of the Nonparametric Approach for Evaluating the Fit of Item Response Models

    ERIC Educational Resources Information Center

    Liang, Tie; Wells, Craig S.; Hambleton, Ronald K.

    2014-01-01

    As item response theory has been more widely applied, investigating the fit of a parametric model becomes an important part of the measurement process. There is a lack of promising solutions to the detection of model misfit in IRT. Douglas and Cohen introduced a general nonparametric approach, RISE (Root Integrated Squared Error), for detecting…

  16. Analysis of Sources of Latent Class Differential Item Functioning in International Assessments

    ERIC Educational Resources Information Center

    Oliveri, Maria Elena; Ercikan, Kadriye; Zumbo, Bruno

    2013-01-01

    In this study, we investigated differential item functioning (DIF) and its sources using a latent class (LC) modeling approach. Potential sources of LC DIF related to instruction and teacher-related variables were investigated using substantive and three statistical approaches: descriptive discriminant function, multinomial logistic regression,…

  17. Investigation of a Nonparametric Procedure for Assessing Goodness-of-Fit in Item Response Theory

    ERIC Educational Resources Information Center

    Wells, Craig S.; Bolt, Daniel M.

    2008-01-01

    Tests of model misfit are often performed to validate the use of a particular model in item response theory. Douglas and Cohen (2001) introduced a general nonparametric approach for detecting misfit under the two-parameter logistic model. However, the statistical properties of their approach, and empirical comparisons to other methods, have not…

  18. Construct and Differential Item Functioning in the Assessment of Prescription Opioid Use Disorders among American Adolescents

    ERIC Educational Resources Information Center

    Wu, Li-Tzy; Ringwalt, Christopher L.; Yang, Chongming; Reeve, Bryce B.; Pan, Jeng-Jong; Blazer, Dan G.

    2009-01-01

    DSM-IV's hierarchical distinction between abuse of and dependence on prescription opioids is not supported since the symptoms of abuse in adolescents are not less severe than dependence. The finding is based on the examination of the DSM-IV criteria for opioid use disorders using item response theory.

  19. A Multidimensional Partial Credit Model with Associated Item and Test Statistics: An Application to Mixed-Format Tests

    ERIC Educational Resources Information Center

    Yao, Lihua; Schwarz, Richard D.

    2006-01-01

    Multidimensional item response theory (IRT) models have been proposed for better understanding the dimensional structure of data or to define diagnostic profiles of student learning. A compensatory multidimensional two-parameter partial credit model (M-2PPC) for constructed-response items is presented that is a generalization of those proposed to…

  20. Item Order, Response Format, and Examinee Sex and Handedness and Performance on a Multiple-Choice Test.

    ERIC Educational Resources Information Center

    Kleinke, David J.

    Four forms of a 36-item adaptation of the Stanford Achievement Test were administered to 484 fourth graders. External factors potentially influencing test performance were examined, namely: (1) item order (easy-to-difficult vs. uniform); (2) response location (left column vs. right column); (3) handedness which may interact with response location;…

  1. Assessing the Feasibility of a Test Item Bank and Assessment Clearinghouse: Strategies to Measure Technical Skill Attainment of Career and Technical Education Participants

    ERIC Educational Resources Information Center

    Derner, Seth; Klein, Steve; Hilber, Don

    2008-01-01

    This report documents strategies that can be used to initiate development of a technical skill test item bank and/or assessment clearinghouse and quantifies the cost of creating and maintaining such a system. It is intended to inform state administrators on the potential uses and benefits of system participation, test developers on the needs and…

  2. Development of a Simple 12-Item Theory-Based Instrument to Assess the Impact of Continuing Professional Development on Clinical Behavioral Intentions

    PubMed Central

    Légaré, France; Borduas, Francine; Freitas, Adriana; Jacques, André; Godin, Gaston; Luconi, Francesca; Grimshaw, Jeremy

    2014-01-01

    Background Decision-makers in organizations providing continuing professional development (CPD) have identified the need for routine assessment of its impact on practice. We sought to develop a theory-based instrument for evaluating the impact of CPD activities on health professionals' clinical behavioral intentions. Methods and Findings Our multipronged study had four phases. 1) We systematically reviewed the literature for instruments that used socio-cognitive theories to assess healthcare professionals' clinically-oriented behavioral intentions and/or behaviors; we extracted items relating to the theoretical constructs of an integrated model of healthcare professionals' behaviors and removed duplicates. 2) A committee of researchers and CPD decision-makers selected a pool of items relevant to CPD. 3) An international group of experts (n = 70) reached consensus on the most relevant items using electronic Delphi surveys. 4) We created a preliminary instrument with the items found most relevant and assessed its factorial validity, internal consistency and reliability (weighted kappa) over a two-week period among 138 physicians attending a CPD activity. Out of 72 potentially relevant instruments, 47 were analyzed. Of the 1218 items extracted from these, 16% were discarded as improperly phrased and 70% discarded as duplicates. Mapping the remaining items onto the constructs of the integrated model of healthcare professionals' behaviors yielded a minimum of 18 and a maximum of 275 items per construct. The partnership committee retained 61 items covering all seven constructs. Two iterations of the Delphi process produced consensus on a provisional 40-item questionnaire. Exploratory factorial analysis following test-retest resulted in a 12-item questionnaire. Cronbach's coefficients for the constructs varied from 0.77 to 0.85. Conclusion A 12-item theory-based instrument for assessing the impact of CPD activities on health professionals' clinical behavioral

  3. Student Perceptions of Formative Assessment in the Chemistry Classroom

    ERIC Educational Resources Information Center

    Haroldson, Rachelle Ann

    2012-01-01

    Research on formative assessment has focused on the ways teachers implement and use formative assessment to check student understanding in order to guide their instruction. This study shifted emphasis away from teachers to look at how students use and perceive formative assessment in the science classroom. Four key strategies of formative…

  4. A Socio-Cultural Theorisation of Formative Assessment

    ERIC Educational Resources Information Center

    Pryor, John; Crossouard, Barbara

    2008-01-01

    Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors' empirical research conducted over eleven years in educational situations ranging from infant schools to postgraduate education to propose a theorisation of formative assessment. Formative assessment is…

  5. Hitting the Reset Button: Using Formative Assessment to Guide Instruction

    ERIC Educational Resources Information Center

    Dirksen, Debra J.

    2011-01-01

    Using formative assessment gives students a second chance to learn material they didn't master the first time around. It lets failure become a learning experience rather than something to fear. Several types of formative assessment are discussed, including how to use summative assessments formatively. (Contains 2 figures.)

  6. Helping Poor Readers Demonstrate Their Science Competence: Item Characteristics Supporting Text-Picture Integration

    ERIC Educational Resources Information Center

    Saß, Steffani; Schütte, Kerstin

    2016-01-01

    Solving test items might require abilities in test-takers other than the construct the test was designed to assess. Item and student characteristics such as item format or reading comprehension can impact the test result. This experiment is based on cognitive theories of text and picture comprehension. It examines whether integration aids, which…

  7. Reducing the Item Number to Obtain Same-Length Self-Assessment Scales: A Systematic Approach Using Result of Graphical Loglinear Rasch Modeling

    ERIC Educational Resources Information Center

    Nielsen, Tine; Kreiner, Svend

    2011-01-01

    The Revised Danish Learning Styles Inventory (R-D-LSI) (Nielsen 2005), which is an adaptation of Sternberg-Wagner Thinking Styles Inventory (Sternberg, 1997), comprises 14 subscales, each measuring a separate learning style. Of these 14 subscales, 9 are eight items long and 5 are seven items long. For self-assessment, self-scoring and…

  8. A Faculty Toolkit for Formative Assessment in Pharmacy Education

    PubMed Central

    Alston, Greg L.; Bird, Eleanora; Buring, Shauna M.; Kelley, Katherine A.; Murphy, Nanci L.; Schlesselman, Lauren S.; Stowe, Cindy D.; Szilagyi, Julianna E.

    2014-01-01

    This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student’s ability to demonstrate achievement of educational outcomes and a faculty member’s ability to become an effective educator. PMID:26056399

  9. Formative Assessment Probes: Is It Melting? Formative Assessment for Teacher Learning

    ERIC Educational Resources Information Center

    Keeley, Page

    2013-01-01

    Formative assessment probes are effective tools for uncovering students' ideas about the various concepts they encounter when learning science. They are used to build a bridge from where the student is in his or her thinking to where he or she needs to be in order to construct and understand the scientific explanation for observed phenomena.…

  10. Development and calibration of an item bank for the assessment of activities of daily living in cardiovascular patients using Rasch analysis

    PubMed Central

    2013-01-01

    Background To develop and calibrate the activities of daily living item bank (ADLib-cardio) as a prerequisite for a Computer-adaptive test (CAT) for the assessment of ADL in patients with cardiovascular diseases (CVD). Methods After pre-testing for relevance and comprehension a pool of 181 ADL items were answered on a five-point Likert scale by 720 CVD patients, who were recruited in fourteen German cardiac rehabilitation centers. To verify that the relationship between the items is due to one factor, a confirmatory factor analysis (CFA) was conducted. A Mokken analysis was computed to examine the double monotonicity (i.e. every item generates an equivalent order of person traits, and every person generates an equivalent order of item difficulties). Finally, a Rasch analysis based on the partial credit model was conducted to test for unidimensionality and to calibrate the item bank. Results Results of CFA and Mokken analysis confirmed a one factor structure and double monotonicity. In Rasch analysis, merging response categories and removing items with misfit, differential item functioning or local response dependency reduced the ADLib-cardio to 33 items. The ADLib-cardio fitted to the Rasch model with a nonsignificant item-trait interaction (chi-square=105.42, df=99; p=0.31). Person-separation reliability was 0.81 and unidimensionality could be verified. Conclusions The ADLib-cardio is the first calibrated, unidimensional item bank that allows for the assessment of ADL in rehabilitation patients with CVD. As such, it provides the basis for the development of a CAT for the assessment of ADL in patients with cardiovascular diseases. Calibrating the ADLib-cardio in other than rehabilitation cardiovascular patient settings would further increase its generalizability. PMID:23914735

  11. Written formative assessment and silence in the classroom

    NASA Astrophysics Data System (ADS)

    Lee Hang, Desmond Mene; Bell, Beverley

    2015-09-01

    In this commentary, we build on Xinying Yin and Gayle Buck's discussion by exploring the cultural practices which are integral to formative assessment, when it is viewed as a sociocultural practice. First we discuss the role of assessment and in particular oral and written formative assessments in both western and Samoan cultures, building on the account of assessment practices in the Chinese culture given by Yin and Buck. Secondly, we document the cultural practice of silence in Samoan classroom's which has lead to the use of written formative assessment as in the Yin and Buck article. We also discuss the use of written formative assessment as a scaffold for teacher development for formative assessment. Finally, we briefly discuss both studies on formative assessment as a sociocultural practice.

  12. A Comparison of Methods for Estimating Conditional Item Score Differences in Differential Item Functioning (DIF) Assessments. Research Report. ETS RR-10-15

    ERIC Educational Resources Information Center

    Moses, Tim; Miao, Jing; Dorans, Neil

    2010-01-01

    This study compared the accuracies of four differential item functioning (DIF) estimation methods, where each method makes use of only one of the following: raw data, logistic regression, loglinear models, or kernel smoothing. The major focus was on the estimation strategies' potential for estimating score-level, conditional DIF. A secondary focus…

  13. Conjoint Community Resiliency Assessment Measure-28/10 items (CCRAM28 and CCRAM10): A self-report tool for assessing community resilience.

    PubMed

    Leykin, Dmitry; Lahad, Mooli; Cohen, Odeya; Goldberg, Avishay; Aharonson-Daniel, Limor

    2013-12-01

    Community resilience is used to describe a community's ability to deal with crises or disruptions. The Conjoint Community Resiliency Assessment Measure (CCRAM) was developed in order to attain an integrated, multidimensional instrument for the measurement of community resiliency. The tool was developed using an inductive, exploratory, sequential mixed methods design. The objective of the present study was to portray and evaluate the CCRAM's psychometric features. A large community sample (N = 1,052) were assessed by the CCRAM tool, and the data was subjected to exploratory and confirmatory factor analysis. A Five factor model (21 items) was obtained, explaining 67.67 % of the variance. This scale was later reduced to 10-item brief instrument. Both scales showed good internal consistency coefficients (α = .92 and α = .85 respectively), and acceptable fit indices to the data. Seven additional items correspond to information requested by leaders, forming the CCRAM28. The CCRAM has been shown to be an acceptable practical tool for assessing community resilience. Both internal and external validity have been demonstrated, as all factors obtained in the factor analytical process, were tightly linked to previous literature on community resilience. The CCRAM facilitates the estimation of an overall community resiliency score but furthermore, it detects the strength of five important constructs of community function following disaster: Leadership, Collective Efficacy, Preparedness, Place Attachment and Social Trust. Consequently, the CCRAM can serve as an aid for community leaders to assess, monitor, and focus actions to enhance and restore community resilience for crisis situations. PMID:24091563

  14. Exploring Elementary Teachers' Implementation of Formative Assessment Practices for Reading

    ERIC Educational Resources Information Center

    Richardson, Irving

    2010-01-01

    The purpose of the study was to determine whether or not elementary classroom teachers' exploration of an integrated theoretical model of formative assessment would change participants' understandings of formative assessment and whether or not participants would apply this newly-acquired knowledge to their classroom assessment practices. After…

  15. Making Room for Formative Assessment Processes: A Multiple Case Study

    ERIC Educational Resources Information Center

    McEntarffer, Robert E.

    2012-01-01

    This qualitative instrumental multiple case study (Stake, 2005) explored how teachers made room for formative assessment processes in their classrooms, and how thinking about assessment changed during those formative assessment experiences. Data were gathered from six teachers over three months and included teacher interviews, student interviews,…

  16. Written Formative Assessment and Silence in the Classroom

    ERIC Educational Resources Information Center

    Lee Hang, Desmond Mene; Bell, Beverley

    2015-01-01

    In this commentary, we build on Xinying Yin and Gayle Buck's discussion by exploring the cultural practices which are integral to formative assessment, when it is viewed as a sociocultural practice. First we discuss the role of assessment and in particular oral and written formative assessments in both western and Samoan cultures, building on the…

  17. The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation

    ERIC Educational Resources Information Center

    Schwabe, Franziska; McElvany, Nele; Trendtel, Matthias

    2015-01-01

    The importance of reading competence for both individuals and society underlines the strong need to understand the gender gap in reading achievement. Beyond mean differences in reading comprehension, research has indicated that girls possess specific advantages on constructed-response items compared with boys of the same reading ability. Moreover,…

  18. The 4-Item Negative Symptom Assessment (NSA-4) Instrument: A Simple Tool for Evaluating Negative Symptoms in Schizophrenia Following Brief Training.

    PubMed

    Alphs, Larry; Morlock, Robert; Coon, Cheryl; van Willigenburg, Arjen; Panagides, John

    2010-07-01

    Objective. To assess the ability of mental health professionals to use the 4-item Negative Symptom Assessment instrument, derived from the Negative Symptom Assessment-16, to rapidly determine the severity of negative symptoms of schizophrenia.Design. Open participation.Setting. Medical education conferences.Participants. Attendees at two international psychiatry conferences.Measurements. Participants read a brief set of the 4-item Negative Symptom Assessment instructions and viewed a videotape of a patient with schizophrenia. Using the 1 to 6 4-item Negative Symptom Assessment severity rating scale, they rated four negative symptom items and the overall global negative symptoms. These ratings were compared with a consensus rating determination using frequency distributions and Chi-square tests for the proportion of participant ratings that were within one point of the expert rating.Results. More than 400 medical professionals (293 physicians, 50% with a European practice, and 55% who reported past utilization of schizophrenia ratings scales) participated. Between 82.1 and 91.1 percent of the 4-items and the global rating determinations by the participants were within one rating point of the consensus expert ratings. The differences between the percentage of participant rating scores that were within one point versus the percentage that were greater than one point different from those by the consensus experts was significant (p<0.0001). Participants rating of negative symptoms using the 4-item Negative Symptom Assessment did not generally differ among the geographic regions of practice, the professional credentialing, or their familiarity with the use of schizophrenia symptom rating instruments.Conclusion. These findings suggest that clinicians from a variety of geographic practices can, after brief training, use the 4-item Negative Symptom Assessment effectively to rapidly assess negative symptoms in patients with schizophrenia. PMID:20805916

  19. Category Scoring Techniques from National Assessment: Applications to Free Response Items from Career and Occupational Development.

    ERIC Educational Resources Information Center

    Phillips, Donald L.

    The Career and Occupational Development (COD) assessment of the National Assessment of Educational Progress (NAEP) was made up of about 70 percent free response exercises requiring hand scoring. This paper describes the techniques used in developing the "scoring guides" for these exercises and summarizes the results of two empirical studies of the…

  20. Exploring Plausible Causes of Differential Item Functioning in the PISA Science Assessment: Language, Curriculum or Culture

    ERIC Educational Resources Information Center

    Huang, Xiaoting; Wilson, Mark; Wang, Lei

    2016-01-01

    In recent years, large-scale international assessments have been increasingly used to evaluate and compare the quality of education across regions and countries. However, measurement variance between different versions of these assessments often posts threats to the validity of such cross-cultural comparisons. In this study, we investigated the…

  1. Virginia Standards of Learning Assessments. End of Course Released Test Items, 1998.

    ERIC Educational Resources Information Center

    Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

    Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that students were required to answer as part of the SOL End-of-Course assessments. These questions are…

  2. Virginia Standards of Learning Assessments. Grade 8 Released Test Items, 1998.

    ERIC Educational Resources Information Center

    Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

    Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 79,000 students in grade 8 were required to answer as part of the SOL assessments. These…

  3. Virginia Standards of Learning Assessments. Grade 3 Released Test Items, 1998.

    ERIC Educational Resources Information Center

    Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

    Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) Assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 83,000 students in grade 3 were required to answer as part of the SOL assessments. These…

  4. Virginia Standards of Learning Assessments. Grade 5 Released Test Items, 1998.

    ERIC Educational Resources Information Center

    Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

    Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 80,000 students in grade 5 were required to answer as part of the SOL assessments. These…

  5. Multilevel Item Response Modeling: Applications to Large-Scale Assessment of Academic Achievement

    ERIC Educational Resources Information Center

    Zheng, Xiaohui

    2009-01-01

    The call for standards-based reform and educational accountability has led to increased attention to large-scale assessments. Over the past two decades, large-scale assessments have been providing policymakers and educators with timely information about student learning and achievement to facilitate their decisions regarding schools, teachers and…

  6. Motivating student learning using a formative assessment journey.

    PubMed

    Evans, Darrell J R; Zeun, Paul; Stanier, Robert A

    2014-03-01

    Providing formative assessment opportunities has been recognised as a significant benefit to student learning. The outcome of any formative assessment should be one that ultimately helps improve student learning through familiarising students with the levels of learning required, informing them about gaps in their learning and providing feedback to guide the direction of learning. This article provides an example of how formative assessments can be developed into a formative assessment journey where a number of different assessments can be offered to students during the course of a module of teaching, thus utilising a spaced-education approach. As well as incorporating the specific drivers of formative assessment, we demonstrate how approaches deemed to be stimulating, interactive and entertaining with the aim of maximising enthusiasm and engagement can be incorporated. We provide an example of a mixed approach to evaluating elements of the assessment journey that focuses student reaction, appraisal of qualitative and quantitative feedback from student questionnaires, focus group analysis and teacher observations. Whilst it is not possible to determine a quantifiable effect of the assessment journey on student learning, usage data and student feedback shows that formative assessment can achieve high engagement and positive response to different assessments. Those assessments incorporating an active learning element and a quiz-based approach appear to be particularly popular. A spaced-education format encourages a building block approach to learning that is continuous in nature rather than focussed on an intense period of study prior to summative examinations. PMID:24111930

  7. Motivating student learning using a formative assessment journey

    PubMed Central

    Evans, Darrell J R; Zeun, Paul; Stanier, Robert A

    2014-01-01

    Providing formative assessment opportunities has been recognised as a significant benefit to student learning. The outcome of any formative assessment should be one that ultimately helps improve student learning through familiarising students with the levels of learning required, informing them about gaps in their learning and providing feedback to guide the direction of learning. This article provides an example of how formative assessments can be developed into a formative assessment journey where a number of different assessments can be offered to students during the course of a module of teaching, thus utilising a spaced-education approach. As well as incorporating the specific drivers of formative assessment, we demonstrate how approaches deemed to be stimulating, interactive and entertaining with the aim of maximising enthusiasm and engagement can be incorporated. We provide an example of a mixed approach to evaluating elements of the assessment journey that focuses student reaction, appraisal of qualitative and quantitative feedback from student questionnaires, focus group analysis and teacher observations. Whilst it is not possible to determine a quantifiable effect of the assessment journey on student learning, usage data and student feedback shows that formative assessment can achieve high engagement and positive response to different assessments. Those assessments incorporating an active learning element and a quiz-based approach appear to be particularly popular. A spaced-education format encourages a building block approach to learning that is continuous in nature rather than focussed on an intense period of study prior to summative examinations. PMID:24111930

  8. A MULTIDIMENSIONAL ASSESSMENT OF THE VALIDITY AND UTILITY OF ALCOHOL USE DISORDER SEVERITY AS DETERMINED BY ITEM RESPONSE THEORY MODELS

    PubMed Central

    Dawson, Deborah A.; Saha, Tulshi D.; Grant, Bridget F.

    2010-01-01

    Background The relative severity of the 11 DSM-IV alcohol use disorder (AUD) criteria are represented by their severity threshold scores, an item response theory (IRT) model parameter inversely proportional to their prevalence. These scores can be used to create a continuous severity measure comprising the total number of criteria endorsed, each weighted by its relative severity. Methods This paper assesses the validity of the severity ranking of the 11 criteria and the overall severity score with respect to known AUD correlates, including alcohol consumption, psychological functioning, family history, antisociality, and early initiation of drinking, in a representative population sample of U.S. past-year drinkers (n=26,946). Results The unadjusted mean values for all validating measures increased steadily with the severity threshold score, except that legal problems, the criterion with the highest score, was associated with lower values than expected. After adjusting for the total number of criteria endorsed, this direct relationship was no longer evident. The overall severity score was no more highly correlated with the validating measures than a simple count of criteria endorsed, nor did the two measures yield different risk curves. This reflects both within-criterion variation in severity and the fact that the number of criteria endorsed and their severity are so highly correlated that severity is essentially redundant. Conclusions Attempts to formulate a scalar measure of AUD will do as well by relying on simple counts of criteria or symptom items as by using scales weighted by IRT measures of severity. PMID:19782481

  9. Development and Standardization of the Diagnostic Adaptive Behavior Scale: Application of Item Response Theory to the Assessment of Adaptive Behavior

    ERIC Educational Resources Information Center

    Tassé, Marc J.; Schalock, Robert L.; Thissen, David; Balboni, Giulia; Bersani, Henry, Jr.; Borthwick-Duffy, Sharon A.; Spreat, Scott; Widaman, Keith F.; Zhang, Dalun; Navas, Patricia

    2016-01-01

    The Diagnostic Adaptive Behavior Scale (DABS) was developed using item response theory (IRT) methods and was constructed to provide the most precise and valid adaptive behavior information at or near the cutoff point of making a decision regarding a diagnosis of intellectual disability. The DABS initial item pool consisted of 260 items. Using IRT…

  10. Formative Assessment in the Visual Arts

    ERIC Educational Resources Information Center

    Andrade, Heidi; Hefferen, Joanna; Palma, Maria

    2014-01-01

    Classroom assessment is a hot topic in K-12 education because of compelling evidence that assessment in the form of feedback is a powerful teaching and learning tool (Hattie & Timperley, 2007). Although formal evaluation has been anathema to many art specialists and teachers (Colwell, 2004), informal assessment in the form of feedback is not.…

  11. Construct Validity in Formative Assessment: Purpose and Practices

    ERIC Educational Resources Information Center

    Rix, Samantha

    2012-01-01

    This paper examines the utilization of construct validity in formative assessment for classroom-based purposes. Construct validity pertains to the notion that interpretations are made by educators who analyze test scores during formative assessment. The purpose of this paper is to note the challenges that educators face when interpreting these…

  12. Formative Assessment Jump-Starts a Middle Grades Differentiation Initiative

    ERIC Educational Resources Information Center

    Doubet, Kristina J.

    2012-01-01

    A rural middle level school had stalled in its third year of a district-wide differentiation initiative. This article describes the way teachers and the leadership team engaged in collaborative practices to put a spotlight on formative assessment. Teachers learned to systematically gather formative assessment data from their students and to use…

  13. Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice

    ERIC Educational Resources Information Center

    Shirley, Melissa L.; Irving, Karen E.

    2015-01-01

    Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to uncover levels of student understanding so that the teacher may change instruction accordingly. Tools…

  14. Revisiting the Impact of Formative Assessment Opportunities on Student Learning

    ERIC Educational Resources Information Center

    Peat, Mary; Franklin, Sue; Devlin, Marcia; Charles, Margaret

    2005-01-01

    This project developed as a result of some inconclusive data from an investigation of whether a relationship existed between the use of formative assessment opportunities and performance, as measured by final grade. We were expecting to show our colleagues and students that use of formative assessment resources had the potential to improve…

  15. Formative Assessment and Teachers' Sensitivity to Student Responses

    ERIC Educational Resources Information Center

    Haug, Berit S.; Ødegaard, Marianne

    2015-01-01

    Formative assessment, and especially feedback, is considered essential to student learning. To provide effective feedback, however, teachers must act upon the information that students reveal during instruction. In this study, we apply a framework of formative assessment to explore how sensitive teachers are to students' thoughts and ideas when…

  16. Psychometric Evaluation of 5- and 4-Item Versions of the LATCH Breastfeeding Assessment Tool during the Initial Postpartum Period among a Multiethnic Population

    PubMed Central

    Htun, Tha Pyai; Lim, Peng Im; Ho-Lim, Sarah

    2016-01-01

    Objectives The aim of this study was to evaluate the internal consistency, structural validity, sensitivity and specificity of the 5- and 4-item versions of the LATCH assessment tool among a multiethnic population in Singapore. Methods The study was a secondary analysis of a subset of data (n = 907) from our previous breastfeeding survey from 2013 to 2014. The internal consistency of the LATCH was examined using Cronbach’s alpha. The structural validity was assessed using an exploratory factor analysis (EFA), and the proposed factors were confirmed by confirmatory factor analysis (CFA) using separate samples. Receiver operating characteristic analysis was used to evaluate the sensitivity and specificity of the LATCH score thresholds for predicting non-exclusive breastfeeding. Results The Cronbach’s alpha values of the 5- and 4-item LATCH assessments were 0.70 and 0.74, respectively. The EFA demonstrated a one-factor structure for the 5- and 4-item LATCH assessments among a randomized split of 334 vaginally delivered women. Two CFA of the 4-item LATCH demonstrated better fit indices of the models compared to the two CFA of the 5-item LATCH among another randomized split of 335 vaginally delivered women and 238 cesarean delivered women. Using cutoffs of 5.5 and 3.5 were recommended when predicting non-exclusive breastfeeding for 5- and 4-item versions of the LATCH assessment among vaginally delivered women (n = 669), with satisfactory sensitivities (94% and 95%), low specificities (0% and 2%), low positive predictive values (25%) and negative predictive values (20% and 47%). A cutoff of 5.5 was recommended to predict non-exclusive breastfeeding for 5- and 4-item versions among cesarean delivered women (n = 238) with satisfactory sensitivities (93% and 98%), low specificities (4% and 9%), low positive predictive values (41%) and negative predictive values (65% and 75%). Therefore, the tool has good sensitivity but poor specificity, positive and negative predictive

  17. Assessing the Dimensionality of Item Response Matrices with Small Sample Sizes and Short Test Lengths.

    ERIC Educational Resources Information Center

    De Champlain, Andre; Gessaroli, Marc E.

    1998-01-01

    Type I error rates and rejection rates for three-dimensionality assessment procedures were studied with data sets simulated to reflect short tests and small samples. Results show that the G-squared difference test (D. Bock, R. Gibbons, and E. Muraki, 1988) suffered from a severely inflated Type I error rate at all conditions simulated. (SLD)

  18. e-GovQual: A Multiple-Item Scale for Assessing e-Government Service Quality

    ERIC Educational Resources Information Center

    Papadomichelaki, Xenia; Mentzas, Gregoris

    2012-01-01

    A critical element in the evolution of governmental services through the internet is the development of sites that better serve the citizens' needs. To deliver superior service quality, we must first understand how citizens perceive and evaluate online. Citizen assessment is built on defining quality, identifying underlying dimensions, and…

  19. Psychometrical Assessment and Item Analysis of the General Health Questionnaire in Victims of Terrorism

    ERIC Educational Resources Information Center

    Delgado-Gomez, David; Lopez-Castroman, Jorge; de Leon-Martinez, Victoria; Baca-Garcia, Enrique; Cabanas-Arrate, Maria Luisa; Sanchez-Gonzalez, Antonio; Aguado, David

    2013-01-01

    There is a need to assess the psychiatric morbidity that appears as a consequence of terrorist attacks. The General Health Questionnaire (GHQ) has been used to this end, but its psychometric properties have never been evaluated in a population affected by terrorism. A sample of 891 participants included 162 direct victims of terrorist attacks and…

  20. Using Systematic Item Selection Methods to Improve Universal Design of Assessments. Policy Directions. Number 18

    ERIC Educational Resources Information Center

    Johnstone, Christopher; Thurlow, Martha; Moore, Michael; Altman, Jason

    2006-01-01

    The No Child Left Behind Act of 2001 (NCLB) and other recent changes in federal legislation have placed greater emphasis on accountability in large-scale testing. Included in this emphasis are regulations that require assessments to be accessible. States are accountable for the success of all students, and tests should be designed in a way that…

  1. Exploring Proficiency-Based vs. Performance-Based Items with Elicited Imitation Assessment

    ERIC Educational Resources Information Center

    Cox, Troy L.; Bown, Jennifer; Burdis, Jacob

    2015-01-01

    This study investigates the effect of proficiency- vs. performance-based elicited imitation (EI) assessment. EI requires test-takers to repeat sentences in the target language. The accuracy at which test-takers are able to repeat sentences highly correlates with test-takers' language proficiency. However, in EI, the factors that render an item…

  2. Test Item Construction and Validation: Developing a Statewide Assessment for Agricultural Science Education

    ERIC Educational Resources Information Center

    Rivera, Jennifer E.

    2011-01-01

    The State of New York Agriculture Science Education secondary program is required to have a certification exam for students to assess their agriculture science education experience as a Regent's requirement towards graduation. This paper focuses on the procedure used to develop and validate two content sub-test questions within a…

  3. A Third-Order Item Response Theory Model for Modeling the Effects of Domains and Subdomains in Large-Scale Educational Assessment Surveys

    ERIC Educational Resources Information Center

    Rijmen, Frank; Jeon, Minjeong; von Davier, Matthias; Rabe-Hesketh, Sophia

    2014-01-01

    Second-order item response theory models have been used for assessments consisting of several domains, such as content areas. We extend the second-order model to a third-order model for assessments that include subdomains nested in domains. Using a graphical model framework, it is shown how the model does not suffer from the curse of…

  4. Informal Formative Assessment: The Role of Instructional Dialogues in Assessing Students' Learning

    ERIC Educational Resources Information Center

    Ruiz-Primo, Maria Araceli

    2011-01-01

    This paper focuses on an unceremonious type of formative assessment--"informal formative assessment"--in which much of what teachers and students do in the classroom can be described as potential assessments that can provide evidence about the students' level of understanding. More specifically, the paper focuses on assessment conversations, or…

  5. Using Concept Cartoons in Formative Assessment: Scaffolding Students' Argumentation

    ERIC Educational Resources Information Center

    Chin, Christine; Teou, Lay-Yen

    2009-01-01

    The purpose of this study was to investigate how concept cartoons, together with other diagnostic and scaffolding tools, could be used in formative assessment, to stimulate talk and argumentation among students in small groups, as part of peer-assessment and self-assessment; and to provide diagnostic feedback about students' misconceptions to the…

  6. Does Computer-Aided Formative Assessment Improve Learning Outcomes?

    ERIC Educational Resources Information Center

    Hannah, John; James, Alex; Williams, Phillipa

    2014-01-01

    Two first-year engineering mathematics courses used computer-aided assessment (CAA) to provide students with opportunities for formative assessment via a series of weekly quizzes. Most students used the assessment until they achieved very high (>90%) quiz scores. Although there is a positive correlation between these quiz marks and the final…

  7. Formative Assessment Probes: How Far Did It Go?

    ERIC Educational Resources Information Center

    Keeley, Page

    2011-01-01

    Assessment serves many purposes in the elementary classroom. Formative assessment, often called assessment for learning, is characterized by its primary purpose--promoting learning. It takes place both formally and informally, is embedded in various stages of an instructional cycle, informs the teacher about appropriate next steps for instruction,…

  8. Assessing reliability and validity of the Arabic language version of the Post-traumatic Diagnostic Scale (PDS) symptom items.

    PubMed

    Norris, Anne E; Aroian, Karen J

    2008-09-30

    Arab immigrant women are vulnerable to post-traumatic stress disorder (PTSD) because of gender, higher probability of being exposed to war-related violence, traditional cultural values, and immigration stressors. A valid and reliable screen is needed to assess PTSD incidence in this population. This study evaluated the reliability and validity of an Arabic language version of the symptom items in Foa et al.'s [Foa, E.B., Cashman, L., Jaycox, L., and Perry, K. 1997. The validation of a self report measure of posttraumatic stress disorder: the Posttraumatic Diagnostic Scale. Psychological Assessment 9(4), 445-451]. Post-traumatic Diagnostic Scale (PDS) in a sample of Arab immigrant women (n=453). Reliability was supported by Cronbach's alpha values for the Arabic language version (0.93) and its subscales (0.77-0.91). Results of group comparisons supported validity: Women who had lived in a refugee camp or emigrated from Iraq - a country where exposure to war and torture is common - were exhibiting depressive symptoms (Center for Epidemiological Studies-Depression Scale (CES-D) score above 18), or reported moderately to severely impaired functioning had significantly higher mean PDS total and symptom subscale scores than women who had not had these experiences or were not exhibiting depressive symptoms. Scores on the PDS and its subscales were also positively correlated with the Profile of Mood States (POMS) depression and anxiety subscales and negatively correlated with the POMS vigor subscale (r=-.29 to-.39). PMID:18718671

  9. Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning

    ERIC Educational Resources Information Center

    Keeley, Page; Tobey, Cheryl Rose

    2011-01-01

    Award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey apply the successful format of Keeley's best-selling "Science Formative Assessment" to mathematics. They provide 75 formative assessment strategies and show teachers how to use them to inform instructional planning and better meet the needs of all students. Research shows…

  10. Determining if Active Learning through a Formative Assessment Process Translates to Better Performance in Summative Assessment

    ERIC Educational Resources Information Center

    Grosas, Aidan Bradley; Raju, Shiwani Rani; Schuett, Burkhardt Siegfried; Chuck, Jo-Anne; Millar, Thomas James

    2016-01-01

    Formative assessment used in a level 2 unit, Immunology, gave outcomes that were both surprising and applicable across disciplines. Four formative tests were given and reviewed during class time. The students' attitudes to formative assessment were evaluated using questionnaires and its effectiveness in closing the gap was measured by the…

  11. Culturally Sensitive Depression Assessment for Chinese American Immigrants: Development of a Comprehensive Measure and a Screening Scale Using an Item Response Approach

    PubMed Central

    Wong, Rose; Wu, Rufina; Guo, Carmen; Lam, Julia K.; Snowden, Lonnie R.

    2011-01-01

    The present mixed methods study developed a comprehensive measure and a screening scale of depression for Chinese American immigrants by combining an emic approach with item response analysis. Clinical participants were immigrants diagnosed by licensed clinicians who worked in the community. Qualitative interviews with clinicians and clinical participants (N = 63) supported the definition of the construct of depression—which guided scale development—and a 47-item pilot scale. Clinical and community participants (N = 227) completed the pilot scale and measures of neurasthenia and acculturative stress, and the Patient Health Questionnaire Depression Module (PHQ-9). A Rasch Partial Credit Model of 42-items—representing psychological, somatic and interpersonal domains of distress—best fit the data. Twenty-three items overlapped with the DSM-IV symptoms of major depression. Twenty-seven items were biased by acculturation-related variables. Nine items appropriate for self-report screening in primary care and community organizations were chosen to form a brief scale. Both measures showed strong reliability and concurrent and convergent validity. The 9-item scale had better content validity than the PHQ-9. Implications regarding the impact of culture for assessment are highlighted. PMID:23504503

  12. Formative Assessment and Feedback: Making Learning Visible

    ERIC Educational Resources Information Center

    Havnes, Anton; Smith, Kari; Dysthe, Olga; Ludvigsen, Kristine

    2012-01-01

    The study explores how assessment information is received and attended to. The research is linked to a 2-year intervention project involving six Norwegian upper secondary schools, and with a particular focus on vocational training and the three core subjects: English, Norwegian and Mathematics. Survey data was collected from five schools,…

  13. Formative Assessment Probes: Teachers as Classroom Researchers

    ERIC Educational Resources Information Center

    Keeley, Page

    2011-01-01

    This column focuses on promoting learning through assessment. In 1999, a group of researchers from Indiana University and Purdue University decided to investigate data about students' ideas in science by inviting National Science Teachers Association members to participate in a research study about children's conceptions of animals. Published in…

  14. Using Out-of-Level Items in Computerized Adaptive Testing

    ERIC Educational Resources Information Center

    Wei, Hua; Lin, Jie

    2015-01-01

    Out-of-level testing refers to the practice of assessing a student with a test that is intended for students at a higher or lower grade level. Although the appropriateness of out-of-level testing for accountability purposes has been questioned by educators and policymakers, incorporating out-of-level items in formative assessments for accurate…

  15. Peer Coaching in Clinical Teaching: Formative Assessment of a Case.

    ERIC Educational Resources Information Center

    Hekelman, Francine P.; And Others

    1994-01-01

    Peer coaching as an approach to faculty development is introduced. A 1.5-year formative assessment of one family physician's teaching practices and beliefs describes the process as a mechanism for improving clinical teaching skills. (SLD)

  16. Using a Constructed-Response Instrument to Explore the Effects of Item Position and Item Features on the Assessment of Students' Written Scientific Explanations

    ERIC Educational Resources Information Center

    Federer, Meghan Rector; Nehm, Ross H.; Opfer, John E.; Pearl, Dennis

    2015-01-01

    A large body of work has been devoted to reducing assessment biases that distort inferences about students' science understanding, particularly in multiple-choice instruments (MCI). Constructed-response instruments (CRI), however, have invited much less scrutiny, perhaps because of their reputation for avoiding many of the documented biases of…

  17. An exploration of student nurses' experiences of formative assessment.

    PubMed

    Duers, Lorraine E; Brown, Norrie

    2009-08-01

    The idea that formative assessment has the potential to prepare students, not only to succeed in summative assessments during the course, but also in the world beyond the classroom [Melland, H., Volden, C., 1998. Classroom assessment: linking teaching and learning. Journal of Nursing Education 37(6), 275-277] fuelled the desire to explore student nurses experiences of being assessed formatively. Focus group discussion, within a UK Higher Education setting, captured the holistic, dynamic and individual experiences student nurses (n=14) have of formative assessment. Ethical approval was obtained. Findings from three separate focus group discussions indicate that lecturers do not use the term "formative assessment" in their communication with the student nurses; student preparation and effort is greater when assessment is for summative purposes; oral feedback is preferable to written feedback which can, at times, be illegible and utilise unfamiliar vocabulary; lecturer comments are regarded as being more valuable than grades; student nurses are not being prepared for the critical feedback associated with peer review and they may, therefore, be vulnerable to the process and outcome of peer review. Thus, the UK centric focus of this small qualitative research study need not detract from its ability to add to the global knowledge base on formative assessment in nursing. PMID:19285761

  18. The science achievement of various subgroups on alternative assessment formats

    NASA Astrophysics Data System (ADS)

    Lawrenz, Frances; Huffman, Douglas; Welch, Wayne

    2001-05-01

    The purpose of this study was to examine the science achievement outcomes for different subgroups of students using different assessment formats. A nationally representative sample of approximately 3,500 ninth grade science students from 13 high schools throughout the United States completed a series of science assessments designed to measure their level of achievement on the national science education standards. All of the schools were using a curriculum designed to meet the standards. The assessments included a multiple-choice test, a written open-ended test, a hands-on lab skills test, and a hands-on full investigation. The results show that the student outcomes on the different assessment formats are more highly correlated for higher achieving students than for lower achieving students. Patterns for different cultural groups also vary by assessment format. There were no differences found for sex. The results support the notion that different assessment formats assess different competencies and that the achievement of students from different subgroups varies by assessment format.

  19. The Hierarchical Rater Model for Rated Test Items and Its Application to Large-Scale Educational Assessment Data.

    ERIC Educational Resources Information Center

    Patz, Richard J.; Junker, Brian W.; Johnson, Matthew S.; Mariano, Louis T.

    2002-01-01

    Discusses the hierarchical rater model (HRM) of R. Patz (1996) and shows how it can be used to scale examinees and items, model aspects of consensus among raters, and model individual rater severity and consistency effects. Also shows how the HRM fits into the generalizability theory framework. Compares the HRM to the conventional item response…

  20. Toward Accessible Assessments: The Promises and Limitations of Test Item Adaptations for Students with Disabilities and English Language Learners

    ERIC Educational Resources Information Center

    Cawthon, Stephanie; Leppo, Rachel; Carr, Therese; Kopriva, Rebecca

    2013-01-01

    When do item adaptations veer from their intent and, instead of increasing access, modify the construct being measured? This study analyzed early elementary student achievement data from a statewide field test containing both standard and adapted science items. Four student groups were included in this analysis: English language learners, students…

  1. Applying Multidimensional Item Response Theory Models in Validating Test Dimensionality: An Example of K-12 Large-Scale Science Assessment

    ERIC Educational Resources Information Center

    Li, Ying; Jiao, Hong; Lissitz, Robert W.

    2012-01-01

    This study investigated the application of multidimensional item response theory (IRT) models to validate test structure and dimensionality. Multiple content areas or domains within a single subject often exist in large-scale achievement tests. Such areas or domains may cause multidimensionality or local item dependence, which both violate the…

  2. Assessing Psychopathy Among Justice Involved Adolescents with the PCL: YV: An Item Response Theory Examination Across Gender

    PubMed Central

    Tsang, Siny; Schmidt, Karen M.; Vincent, Gina M.; Salekin, Randall T.; Moretti, Marlene M.; Odgers, Candice L.

    2014-01-01

    This study used an item response theory (IRT) model and a large adolescent sample of justice involved youth (N = 1,007, 38% female) to examine the item functioning of the Psychopathy Checklist – Youth Version (PCL: YV). Items that were most discriminating (or most sensitive to changes) of the latent trait (thought to be psychopathy) among adolescents included “Glibness/superficial charm”, “Lack of remorse”, and “Need for stimulation”, whereas items that were least discriminating included “Pathological lying”, “Failure to accept responsibility”, and “Lacks goals.” The items “Impulsivity” and “Irresponsibility” were the most likely to be rated high among adolescents, whereas “Parasitic lifestyle”, and “Glibness/superficial charm” were the most likely to be rated low. Evidence of differential item functioning (DIF) on four of the 13 items was found between boys and girls. “Failure to accept responsibility” and “Impulsivity” were endorsed more frequently to describe adolescent girls than boys at similar levels of the latent trait, and vice versa for “Grandiose sense of self-worth” and “Lacks goals.” The DIF findings suggest that four PCL: YV items function differently between boys and girls. PMID:25580672

  3. Documentation of Assessment Instrumentation--The NORC/CRESST 12th Grade Science Assessment, Item Databases, and Test Booklets. Project 2.6: Analytic Models To Monitor Status & Progress of Learning & Performance & Their Antecedents: The School Science Assessment Project.

    ERIC Educational Resources Information Center

    Bock, H. Darrell

    The hardware and software system used to create the National Opinion Research Center/Center for Research on Evaluation, Standards, and Student Testing (NORC/CRESST) item databases and test booklets for the 12th-grade science assessment are described. A general description of the capabilities of the system is given, with some specific information…

  4. Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice

    NASA Astrophysics Data System (ADS)

    Shirley, Melissa L.; Irving, Karen E.

    2015-02-01

    Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to uncover levels of student understanding so that the teacher may change instruction accordingly. Tools that support the implementation of formative assessment strategies are therefore likely to enhance student achievement. Connected classroom technologies (CCTs) include a family of devices that show promise in facilitating formative assessment. By promoting the use of interactive student tasks and providing both teachers and students with rapid and accurate data on student learning, CCT can provide teachers with necessary evidence for making instructional decisions about subsequent lessons. In this study, the experiences of four middle and high school science teachers in their first year of implementing the TI-Navigator™ system, a specific type of CCT, are used to characterize the ways in which CCT supports the goals of effective formative assessment. We present excerpts of participant interviews to demonstrate the alignment of CCT with several main phases of the formative assessment process. CCT was found to support implementation of a variety of instructional tasks that generate evidence of student learning for the teacher. The rapid aggregation and display of student learning evidence provided teachers with robust data on which to base subsequent instructional decisions.

  5. A Comparison between Robust z and 0.3-Logit Difference Procedures in Assessing Stability of Linking Items for the Rasch Model

    ERIC Educational Resources Information Center

    Huynh, Huynh; Rawls, Anita

    2011-01-01

    There are at least two procedures to assess item difficulty stability in the Rasch model: robust z procedure and "0.3 Logit Difference" procedure. The robust z procedure is a variation of the z statistic that reduces dependency on outliers. The "0.3 Logit Difference" procedure is based on experiences in Rasch linking for tests developed by…

  6. Using Item Response Theory to Assess the Flynn Effect in the "National Longitudinal Study of Youth 79 Children and Young Adults" Data

    ERIC Educational Resources Information Center

    Beaujean, A. Alexander; Osterlind, Steven J.

    2008-01-01

    The purpose of this manuscript is to assess the magnitude of the Flynn Effect (i.e., increase in mean IQ scores across time) using Item Response Theory (IRT). Unlike using methods derived from Classical Test Theory, IRT has the capability to determine if the Flynn Effect is due to a genuine increase in intelligence, if it is due to a psychometric…

  7. Innovative application of a multidimensional item response model in assessing the influence of social desirability on the pseudo-relationship between self-efficacy and behavior

    Technology Transfer Automated Retrieval System (TEKTRAN)

    This study examined multidimensional item response theory (MIRT) modeling to assess social desirability (SocD) influences on self-reported physical activity self-efficacy (PASE) and fruit and vegetable self-efficacy (FVSE). The observed sample included 473 Houston-area adolescent males (10–14 years)...

  8. Influence of the Difficulty of the Matching Familiar Figures Test-20 on the Assessment of Reflection-Impulsivity: An Item Analysis

    ERIC Educational Resources Information Center

    Carretero-Dios, Hugo; Macarena, De los Santos-Roig; Buela-Casal, Gualberto

    2008-01-01

    This study is an item analysis of the Matching Familiar Figures Test-20. We examined error scores in the Matching Familiar Figures Test-20 to determine the influence of the difficulty of the test on the assessment of reflection-impulsivity. The sample included 700 participants aged between 6 and 12 years. The results obtained from the corrected…

  9. Differential Item Functioning Comparisons on a Performance-Based Alternate Assessment for Students with Severe Cognitive Impairments, Autism and Orthopedic Impairments

    ERIC Educational Resources Information Center

    Laitusis, Cara Cahalan; Maneckshana, Behroz; Monfils, Lora; Ahlgrim-Delzell, Lynn

    2009-01-01

    The purpose of this study was to examine Differential Item Functioning (DIF) by disability groups on an on-demand performance assessment for students with severe cognitive impairments. Researchers examined the presence of DIF for two comparisons. One comparison involved students with severe cognitive impairments who served as the reference group…

  10. Using Differential Item Functioning to Investigate the Impact of Testing Accommodations on an English-Language Arts Assessment for Students Who Are Blind or Visually Impaired

    ERIC Educational Resources Information Center

    Stone, Elizabeth; Cook, Linda; Cahalan-Laitusis, Cara; Cline, Frederick

    2010-01-01

    This validity study examined differential item functioning (DIF) results on large-scale state standards-based English-language arts assessments at grades 4 and 8 for students without disabilities taking the test under standard conditions and students who are blind or visually impaired taking the test with either a large print or braille form.…

  11. Assessing Understanding of the Concept of Function: A Study Comparing Prospective Secondary Mathematics Teachers' Responses to Multiple-Choice and Constructed-Response Items

    ERIC Educational Resources Information Center

    Feeley, Susan Jane

    2013-01-01

    The purpose of this study was to determine whether multiple-choice and constructed-response items assessed prospective secondary mathematics teachers' understanding of the concept of function. The conceptual framework for the study was the Dreyfus and Eisenberg (1982) Function Block. The theoretical framework was Sierpinska's (1992, 1994)…

  12. Computer-Managed Instruction in the Navy: IV. The Effects of Test Item Format on Learning and Knowledge Retention.

    ERIC Educational Resources Information Center

    Lockhart, Kathleen A.; And Others

    The relative effectiveness of multiple-choice (MC) and constructed-response (CR) test formats in computer-managed instruction (CMI) were compared using four test groups of 30 trainees each who were assigned nonsystematically from the basics course at the Propulsion Engineering School, Great Lakes Naval Training Center. Group A took module tests in…

  13. Developing Formative Teacher Assessment: Knowledge, Practice, and Change

    ERIC Educational Resources Information Center

    Leung, Constant

    2004-01-01

    Classroom-based formative assessment by teachers has received a good deal of renewed scholarly and policy interest. The overall aim of this article is to foreground some of the key constitutive issues in this approach to teacher assessment and to suggest possible ways of conceptualizing key epistemological and empirical questions. This discussion…

  14. An Action Research Study: Engaging in Authentic Formative Assessment

    ERIC Educational Resources Information Center

    Drost, Bryan R.

    2012-01-01

    Effective teaching in the United States over the last decade has been based on student performance on standardized tests (Darling-Hammond, 2010). Many school districts, in attempts to make gains on standardized assessments, have implemented standardized formative assessment procedures that dictate intervention for students not making gains…

  15. Formative Assessment in Year 12 English: A Conceptual Framework

    ERIC Educational Resources Information Center

    Dargusch, Jo

    2010-01-01

    This article reports a research project investigating the formative assessment practices of two teachers of Year 12 English in Queensland. This is a high-stakes year that is focused on summative assessment for certification purposes. In this school-based, externally-moderated, standards-referenced system, however, teachers are also expected to…

  16. A Situative Response to the Conundrum of Formative Assessment

    ERIC Educational Resources Information Center

    Hickey, Daniel T.

    2015-01-01

    While formative assessment is popular, it is difficult to evaluate and improve. In some settings, it may actually reduce disciplinary learning by competing with other more productive activities, making those activities less engaging, and narrowing curricular goals. Situative approaches to educational assessment offer a solution by (a) blurring the…

  17. Developing Formative Assessments for Postgraduate Students in Engineering

    ERIC Educational Resources Information Center

    Burrow, Michael; Evdorides, Harry; Hallam, Barbara; Freer-Hewish, Richard

    2005-01-01

    This paper outlines an approach taken to produce computer-based formative assessments for two modules in a one-year taught MSc programme in Road Management and Engineering. It presents the aims of the assessments, the taxonomy adopted to ensure that the formulation of the questions addressed learning outcomes related to the development of higher…

  18. Exploring Formative Assessment Using Cultural Historical Activity Theory

    ERIC Educational Resources Information Center

    Asghar, Mandy

    2013-01-01

    Formative assessment is a pedagogic practice that has been the subject of much research and debate, as to how it can be used most effectively to deliver enhanced student learning in the higher education setting. Often described as a complex concept it embraces activities that range from facilitating students understanding of assessment standards,…

  19. Assessment of Person Fit for Mixed-Format Tests

    ERIC Educational Resources Information Center

    Sinharay, Sandip

    2015-01-01

    Person-fit assessment may help the researcher to obtain additional information regarding the answering behavior of persons. Although several researchers examined person fit, there is a lack of research on person-fit assessment for mixed-format tests. In this article, the lz statistic and the ?2 statistic, both of which have been used for tests…

  20. Automated Formative Feedback and Summative Assessment Using Individualised Spreadsheet Assignments

    ERIC Educational Resources Information Center

    Blayney, Paul; Freeman, Mark

    2004-01-01

    This paper reports on the effects of automating formative feedback at the student's discretion and automating summative assessment with individualised spreadsheet assignments. Quality learning outcomes are achieved when students adopt deep approaches to learning (Ramsden, 2003). Learning environments designed to align assessment to learning…

  1. The Effects of Write Score Formative Assessment on Student Achievement

    ERIC Educational Resources Information Center

    Fox, Janice M.

    2013-01-01

    In an "ex post facto" causal-comparative research design, this study investigated the effectiveness of a formative writing assessment program, Write Score, on increasing student writing achievement. Tennessee Comprehensive Assessment Program (TCAP) reading language arts and writing scores from 2012 were utilized for this study. The…

  2. A Formative Approach to National Assessments: The Case of Uruguay

    ERIC Educational Resources Information Center

    Ravela, Pedro

    2005-01-01

    The purpose of this article is to present a case of national achievement assessment at the primary level within a formative approach. Many countries experience an increasing obligation to attach high stakes to national assessments, which results in greater pressure on teachers and schools. The author's view is that this kind of approach is…

  3. "Positive and negative item wording and its influence on the Assessment of Callous-Unemotional Traits": Correction to Ray et al. (2015).

    PubMed

    2016-04-01

    Reports an error in "Positive and Negative Item Wording and Its Influence on the Assessment of Callous-Unemotional Traits" by James V. Ray, Paul J. Frick, Laura C. Thornton, Laurence Steinberg and Elizabeth Cauffman (Psychological Assessment, Advanced Online Publication, Jun 29, 2015, np). In the article, the sixth sentence of the second full paragraph in the Data Analyses subsection of the Method section should read "For k response categories, there are k-1 threshold parameters." (The following abstract of the original article appeared in record 2015-28939-001.) This study examined the item functioning of the Inventory of Callous-Unemotional Traits (ICU) in an ethnically diverse sample 1,190 of first-time justice-involved adolescents (mean age = 15.28 years, SD = 1.29). On elimination of 2 items, the total ICU score provided a reliable (internally consistent and stable) and valid (correlated with and predictive of measures of empathy, school conduct problems, delinquency, and aggression) continuous measure of callous and unemotional (CU) traits. A shortened, 10-item version of the total scale, developed from item response theory (IRT) analyses, appeared to show psychometric properties similar to those of the full ICU and, thus, could be used as an abbreviated measure of CU traits. Finally, item analyses and tests of validity suggested that the factor structure of the ICU reported in a large number of past studies could reflect method variance related to the ICU, including equal numbers of positively and negatively worded items. Specifically, positively worded items (i.e., items for which higher ratings are indicative of higher levels of CU traits) were more likely to be rated in the lower response categories, showed higher difficulty levels in IRT analyses (i.e., discriminated best at higher levels of CU traits), and were more highly correlated with measures of antisocial and aggressive behavior. On the basis of these findings, we recommend using the total ICU as

  4. Item Presentation as an Influence on Questionnaire Validity: A Field Experiment.

    ERIC Educational Resources Information Center

    Schriesheim, Chester A.; Denisi, Angelo S.

    1980-01-01

    Two types of questionnaire formats' measuring leadership variables were examined: one with items measuring the same dimensions grouped together and the second with items measuring the same dimensions distributed randomly. The random condition showed superior convergent and discriminant validity, as assessed by multitrait-multimethod and analysis…

  5. Test Less, Assess More: A K-8 Guide to Formative Assessment

    ERIC Educational Resources Information Center

    Brady, Leighangela; McColl, Lisa

    2010-01-01

    Learn assessment strategies that provide you with a real representation of student progress--without the need for excessive tests. In "Test Less, Assess More: A K-8 Guide to Formative Assessment", authors Leighangela Brady and Lisa McColl show you how to turn daily classroom lessons and activities into valuable opportunities for assessment,…

  6. Providing Formative Feedback From a Summative Computer-aided Assessment

    PubMed Central

    Sewell, Robert D. E.

    2007-01-01

    Objectives To examine the effectiveness of providing formative feedback for summative computer-aided assessment. Design Two groups of first-year undergraduate life science students in pharmacy and neuroscience who were studying an e-learning package in a common pharmacology module were presented with a computer-based summative assessment. A sheet with individualized feedback derived from each of the 5 results sections of the assessment was provided to each student. Students were asked via a questionnaire to evaluate the form and method of feedback. Assessment The students were able to reflect on their performance and use the feedback provided to guide their future study or revision. There was no significant difference between the responses from pharmacy and neuroscience students. Students' responses on the questionnaire indicated a generally positive reaction to this form of feedback. Conclusions Findings suggest that additional formative assessment conveyed by this style and method would be appreciated and valued by students. PMID:17533442

  7. Integrating Data-Based Decision Making, Assessment for Learning and Diagnostic Testing in Formative Assessment

    ERIC Educational Resources Information Center

    Van der Kleij, Fabienne M.; Vermeulen, Jorine A.; Schildkamp, Kim; Eggen, Theo J. H .M.

    2015-01-01

    Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based…

  8. Item-Writing Guidelines for Physics

    ERIC Educational Resources Information Center

    Regan, Tom

    2015-01-01

    A teacher learning how to write test questions (test items) will almost certainly encounter item-writing guidelines--lists of item-writing do's and don'ts. Item-writing guidelines usually are presented as applicable across all assessment settings. Table I shows some guidelines that I believe to be generally applicable and two will be briefly…

  9. Elementary teachers'assessment actions and elementary science education: Formative assessment enactment in elementary science

    NASA Astrophysics Data System (ADS)

    Pierson, David Riley

    A comparative case study was conducted of two elementary science teachers' enactment of a formative assessment strategy, known as Reflective Assessment. Qualitative analysis of three data sources addressed the two research questions of the differences in enactment of RA and what those differences look like. This study suggests that differences do exist in how teachers implement formative assessment in the enactment of the same science curricula, though further investigation into this is needed.

  10. An Investigation of Multiple-Response-Option Multiple-Choice Items: Item Performance and Processing Demands.

    ERIC Educational Resources Information Center

    Huntley, Renee M.; Plake, Barbara S.

    The combinational-format item (CFI)--multiple-choice item with combinations of alternatives presented as response choices--was studied to determine whether CFIs were different from regular multiple-choice items in item characteristics or in cognitive processing demands. Three undergraduate Foundations of Education classes (consisting of a total of…

  11. Differential Item Functioning Analysis Using Rasch Item Information Functions

    ERIC Educational Resources Information Center

    Wyse, Adam E.; Mapuranga, Raymond

    2009-01-01

    Differential item functioning (DIF) analysis is a statistical technique used for ensuring the equity and fairness of educational assessments. This study formulates a new DIF analysis method using the information similarity index (ISI). ISI compares item information functions when data fits the Rasch model. Through simulations and an international…

  12. Cross-informant and cross-national equivalence using item-response theory (IRT) linking: A case study using the behavioral assessment for children of African heritage in the United States and Jamaica.

    PubMed

    Lambert, Michael Canute; Ferguson, Gail M; Rowan, George T

    2016-03-01

    Cross-national study of adolescents' psychological adjustment requires measures that permit reliable and valid assessment across informants and nations, but such measures are virtually nonexistent. Item-response-theory-based linking is a promising yet underutilized methodological procedure that permits more accurate assessment across informants and nations. To demonstrate this procedure, the Resilience Scale of the Behavioral Assessment for Children of African Heritage (Lambert et al., 2005) was administered to 250 African American and 294 Jamaican nonreferred adolescents and their caregivers. Multiple items without significant differential item functioning emerged, allowing scale linking across informants and nations. Calibrating item parameters via item response theory linking can permit cross-informant cross-national assessment of youth. (PsycINFO Database Record PMID:26146949

  13. Investigating the Dynamics of Formative Assessment: Relationships between Teacher Knowledge, Assessment Practice and Learning

    ERIC Educational Resources Information Center

    Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Michael

    2015-01-01

    This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers' content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge,…

  14. How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams?

    ERIC Educational Resources Information Center

    Smith, Gary

    2007-01-01

    A retrospective analysis examines the relationships between formative assessments and exam grades in two undergraduate geoscience courses. Pair and group-work grades correlate weakly with individual exam grades. Exam performance correlates to individual, weekly online assessments. Student attendance and use of assessment feedback are also…

  15. Teacher Inquiry into Formative Assessment Practices in Remedial Reading Classrooms

    ERIC Educational Resources Information Center

    Brookhart, Susan M.; Moss, Connie M.; Long, Beverly A.

    2010-01-01

    Six remedial reading teachers in a large, rural school district participated in a form of professional development called Teaching as Intentional Learning, based on an inquiry process. Their topic of inquiry was formative assessment. Professional development comprised both direct instruction and inquiry learning in teachers' own classrooms. This…

  16. Using Formative Assessment and Metacognition to Improve Student Achievement

    ERIC Educational Resources Information Center

    Hudesman, John; Crosby, Sara; Flugman, Bert; Issac, Sharlene; Everson, Howard; Clay, Dorie B.

    2013-01-01

    This paper describes a multistep Enhanced Formative Assessment Program (EFAP) that features a Self-Regulated Learning (SRL) component. The program, which teaches students to become more effective learners, has been applied in a wide range of academic disciplines. In this paper we report on how the EFAP-SRL model can be applied to the area of…

  17. How Does Using Formative Assessment Empower Students in Their Learning?

    ERIC Educational Resources Information Center

    Campos, Jennifer; O'Hern, Joanne

    2007-01-01

    This study was designed to increase student empowerment through the use of formative assessment. The targeted population consisted of first and fifth grade students in the same school. Evidence for the existence of the problem included teacher observation, students' lack of knowledge and skills to complete classroom assignments, and low test…

  18. Intuitive Analysis of Variance-- A Formative Assessment Approach

    ERIC Educational Resources Information Center

    Trumpower, David

    2013-01-01

    This article describes an assessment activity that can show students how much they intuitively understand about statistics, but also alert them to common misunderstandings. How the activity can be used formatively to help improve students' conceptual understanding of analysis of variance is discussed. (Contains 1 figure and 1 table.)

  19. Misunderstood and Neglected? Diagnostic and Formative Assessment Practices of Lecturers

    ERIC Educational Resources Information Center

    Kemp, Sandra; Scaife, Jon

    2012-01-01

    Diagnostic and formative assessment practices have been widely endorsed in the educational research literature. This article reports the findings of a small-scale study which investigated the extent to which these practices have been embraced in classroom teaching. The interview data from six lecturers and six students at a polytechnic in…

  20. Exploratory Evaluation of Audio Email Technology in Formative Assessment Feedback

    ERIC Educational Resources Information Center

    Macgregor, George; Spiers, Alex; Taylor, Chris

    2011-01-01

    Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a…

  1. Formative Assessment--An Optimistic but Incomplete Vision

    ERIC Educational Resources Information Center

    Black, Paul

    2015-01-01

    The preceding articles in this issue describe a diverse range of projects which had in common the aim of implementing or improving the practice of formative assessment, and thereby to secure some of the benefits attributed to it. This article attempts to set up a framework within which each of the different studies may be located and…

  2. Commentary: Evaluating the Validity of Formative and Interim Assessment

    ERIC Educational Resources Information Center

    Shepard, Lorrie A.

    2009-01-01

    In many school districts, the pressure to raise test scores has created overnight celebrity status for formative assessment. Its powers to raise student achievement have been touted, however, without attending to the research on which these claims were based. Sociocultural learning theory provides theoretical grounding for understanding how…

  3. Using Email for Formative Assessment with Professional Doctorate Students

    ERIC Educational Resources Information Center

    Crossouard, Barbara; Pryor, John

    2009-01-01

    This article reports on aspects of a recent research and development project in doctoral education. It focuses on the use of email for tutor's formative assessment within the early stages of a Professional Doctorate in Education (EdD) in an English university. Its case study methodology included participant observation of the programme workshops,…

  4. Formative plus Summative Assessment in Large Undergraduate Courses: Why Both?

    ERIC Educational Resources Information Center

    Glazer, Nirit

    2014-01-01

    One of the main challenges in large undergraduate courses in higher education, especially those with multiple-sections, is to monitor what is going on at the section level and to track the consistency across sections in both instruction and grading. In this paper, it can be argued that a combination of both formative and summative assessment is…

  5. Formative Assessment Design for PDA Integrated Ecology Observation

    ERIC Educational Resources Information Center

    Hung, Pi-Hsia; Lin, Yu-Fen; Hwang, Gwo-Jen

    2010-01-01

    Ubiquitous computing and mobile technologies provide a new perspective for designing innovative outdoor learning experiences. The purpose of this study is to propose a formative assessment design for integrating PDAs into ecology observations. Three learning activities were conducted in this study. An action research approach was applied to…

  6. Exploring Teacher Questioning as a Formative Assessment Strategy

    ERIC Educational Resources Information Center

    Jiang, Yan

    2014-01-01

    This study explored teacher questioning as a formative assessment strategy by examining the practices of teachers of English as a Foreign Language in Chinese tertiary institutions. It investigated how teachers deployed questions to stimulate student thinking, uncover students' current level of learning, and allow responses to inform pedagogic…

  7. A Step-by-Step Study of Formative Assessment

    ERIC Educational Resources Information Center

    Pietsch, Laura

    2013-01-01

    This article presents a guide to the development of formative assessments for school librarians participating in professional learning communities (PLC). It describes librarians' reading of assigned books, meeting with their PLCs, and incorporation of learned strategies in their daily instruction. Central library service readers' regular…

  8. Exploring Formative Assessment. The Professional Learning Community Series

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2009-01-01

    Use this handy guide to get your PLC engaged, energized, and ready to implement formative assessment. Everything you need to organize and run your PLC--including agendas, schedules, handouts, and background readings--is included. With enough materials for seven sessions total, you can focus your PLC on all of the critical issues related to…

  9. Teacher Learning of Technology-Enhanced Formative Assessment

    ERIC Educational Resources Information Center

    Beatty, Ian D.; Feldman, Allan; Leonard, William J.; Gerace, William J.; St. Cyr, Karen; Lee, Hyunju; Harris, Robby

    2008-01-01

    "Technology-Enhanced Formative Assessment" (TEFA) is an innovative pedagogy for teaching secondary school science or mathematics with "classroom response system" technology. "Teacher Learning of TEFA" (TLT) is a five year research project studying teacher change in the context of an intensive, sustained, on-site professional development (PD)…

  10. Checking for Understanding: Formative Assessment Techniques for Your Classroom

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy

    2007-01-01

    If you ever have students who are reluctant to tell you when they don't understand something--or worse, tell you they understand when they really don't--then here's a book that gives you lots of ways to check for understanding. Learn why typical methods to check for understanding are usually ineffective. And explore formative assessment techniques…

  11. Formative Assessment and Writing: A Meta-Analysis

    ERIC Educational Resources Information Center

    Graham, Steve; Hebert, Michael; Harris, Karen R.

    2015-01-01

    To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…

  12. A Critique of Raju and Oshima's Prophecy Formulas for Assessing the Reliability of Item Response Theory-Based Ability Estimates

    ERIC Educational Resources Information Center

    Wang, Wen-Chung

    2008-01-01

    Raju and Oshima (2005) proposed two prophecy formulas based on item response theory in order to predict the reliability of ability estimates for a test after change in its length. The first prophecy formula is equivalent to the classical Spearman-Brown prophecy formula. The second prophecy formula is misleading because of an underlying false…

  13. The Impact of Model Misspecification on Parameter Estimation and Item-Fit Assessment in Log-Linear Diagnostic Classification Models

    ERIC Educational Resources Information Center

    Kunina-Habenicht, Olga; Rupp, Andre A.; Wilhelm, Oliver

    2012-01-01

    Using a complex simulation study we investigated parameter recovery, classification accuracy, and performance of two item-fit statistics for correct and misspecified diagnostic classification models within a log-linear modeling framework. The basic manipulated test design factors included the number of respondents (1,000 vs. 10,000), attributes (3…

  14. An Assessment of Character and Leadership Development Latent Factor Structures through Confirmatory Factor, Item Response Theory, and Latent Class Analyses

    ERIC Educational Resources Information Center

    Higginbotham, David L.

    2013-01-01

    This study leveraged the complementary nature of confirmatory factor (CFA), item response theory (IRT), and latent class (LCA) analyses to strengthen the rigor and sophistication of evaluation of two new measures of the Air Force Academy's "leader of character" definition--the Character Mosaic Virtues (CMV) and the Leadership Mosaic…

  15. Differential Item Functioning Assessment in Cognitive Diagnostic Modeling: Application of the Wald Test to Investigate DIF in the DINA Model

    ERIC Educational Resources Information Center

    Hou, Likun; de la Torre, Jimmy; Nandakumar, Ratna

    2014-01-01

    Analyzing examinees' responses using cognitive diagnostic models (CDMs) has the advantage of providing diagnostic information. To ensure the validity of the results from these models, differential item functioning (DIF) in CDMs needs to be investigated. In this article, the Wald test is proposed to examine DIF in the context of CDMs. This…

  16. The Validity and Reliability of Concept Mapping as an Alternative Science Assessment when Item Response Theory Is Used for Scoring.

    ERIC Educational Resources Information Center

    Liu, Xiufeng

    Problems of validity and reliability of concept mapping are addressed by using item-response theory (IRT) models for scoring. In this study, the overall structure of students' concept maps are defined by the number of links, the number of hierarchies, the number of cross-links, and the number of examples. The study was conducted with 92 students…

  17. A Comparison of Item Fit Statistics for Mixed IRT Models

    ERIC Educational Resources Information Center

    Chon, Kyong Hee; Lee, Won-Chan; Dunbar, Stephen B.

    2010-01-01

    In this study we examined procedures for assessing model-data fit of item response theory (IRT) models for mixed format data. The model fit indices used in this study include PARSCALE's G[superscript 2], Orlando and Thissen's S-X[superscript 2] and S-G[superscript 2], and Stone's chi[superscript 2*] and G[superscript 2*]. To investigate the…

  18. An Investigation of Item Fit Statistics for Mixed IRT Models

    ERIC Educational Resources Information Center

    Chon, Kyong Hee

    2009-01-01

    The purpose of this study was to investigate procedures for assessing model fit of IRT models for mixed format data. In this study, various IRT model combinations were fitted to data containing both dichotomous and polytomous item responses, and the suitability of the chosen model mixtures was evaluated based on a number of model fit procedures.…

  19. Calibration of Polytomous Item Families Using Bayesian Hierarchical Modeling

    ERIC Educational Resources Information Center

    Johnson, Matthew S.; Sinharay, Sandip

    2005-01-01

    For complex educational assessments, there is an increasing use of item families, which are groups of related items. Calibration or scoring in an assessment involving item families requires models that can take into account the dependence structure inherent among the items that belong to the same item family. This article extends earlier works in…

  20. Career and Occupational Development Items.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

    The career and occupational development items contained in this document are part of a kit consisting of four documents which bring together different types of items that measure a number of career and occupational development (COD) objectives developed by the National Assessment of Educational Progress (NAEP). (NAEP--which completed a national…

  1. Agriculture Library of Test Items.

    ERIC Educational Resources Information Center

    Sutherland, Duncan, Ed.

    As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items of value from past tests are made available to teachers for the construction of unit tests, term examinations or as a basis for class discussion. Each collection is reviewed for content validity and reliability. The test…

  2. Quantitative Comparisons of Difficulty, Discrimination and Reliability of Machine-Scored Completion Items and Tests (in the MDT Un-Cued Answer-Bank Format) in Contrast with Statistics from Comparable Multiple Choice Questions: The First Round of Results.

    ERIC Educational Resources Information Center

    Anderson, Paul S.; Hyers, Albert D.

    Three descriptive statistics (difficulty, discrimination, and reliability) of multiple-choice (MC) test items were compared to those of a new (1980s) format of machine-scored questions. The new method, answer-bank multi-digit testing (MDT), uses alphabetized lists of up to 1,000 alternatives and approximates the completion style of assessment…

  3. Using Formative Assessments to Improve Student Learning Outcomes: A Study of the Different Types of Formative Assessments Teachers Use to Drive Instruction and Their Effects on Student Learning

    ERIC Educational Resources Information Center

    Alzina, Amy

    2016-01-01

    Understanding the difference between summative and formative assessments is still unclear for many teachers and principals as well as the effects formative assessments have on student learning outcomes. This quantitative study was conducted to explicitly explore formative assessments as a means to improve student learning outcomes, while examining…

  4. Comparing the Effects of Different Smoothing Algorithms on the Assessment of Dimensionality of Ordered Categorical Items with Parallel Analysis

    PubMed Central

    Debelak, Rudolf; Tran, Ulrich S.

    2016-01-01

    The analysis of polychoric correlations via principal component analysis and exploratory factor analysis are well-known approaches to determine the dimensionality of ordered categorical items. However, the application of these approaches has been considered as critical due to the possible indefiniteness of the polychoric correlation matrix. A possible solution to this problem is the application of smoothing algorithms. This study compared the effects of three smoothing algorithms, based on the Frobenius norm, the adaption of the eigenvalues and eigenvectors, and on minimum-trace factor analysis, on the accuracy of various variations of parallel analysis by the means of a simulation study. We simulated different datasets which varied with respect to the size of the respondent sample, the size of the item set, the underlying factor model, the skewness of the response distributions and the number of response categories in each item. We found that a parallel analysis and principal component analysis of smoothed polychoric and Pearson correlations led to the most accurate results in detecting the number of major factors in simulated datasets when compared to the other methods we investigated. Of the methods used for smoothing polychoric correlation matrices, we recommend the algorithm based on minimum trace factor analysis. PMID:26845032

  5. Body-Efficacy Expectation: Assessment of Beliefs concerning Bodily Coping Capabilities with a Five-Item Scale

    PubMed Central

    Schützler, Lena; Witt, Claudia M.

    2013-01-01

    Background. Expectancies regarding a treatment play an important role in recovery as has been shown in placebo research. The role of expectations regarding the bodily capability to overcome illness is less investigated although in complementary and alternative medicine (CAM) such capability is the target of interventions. We introduced a new construct, body-efficacy expectation, defined as the conviction that one's body is able to deal with health-threatening factors by itself, and developed and validated a scale for its measurement. Methods. The scale was developed following expert recommendations. Using online survey data from 1054 participants an exploratory factor analysis was conducted and psychometric properties of the scale were examined (item characteristics, reliability, and validity). Results. The exploratory factor analysis yielded a one-factor solution explaining 51.96% of total variance (Cronbach's α = 0.77). One of the originally six items was removed due to poor item characteristics. Correlations with several validation measures were in line with the theoretical background of the construct. Most importantly, participants with better general health showed higher body-efficacy expectation than participants with poorer health status. Conclusions. Further studies confirming the factor structure and using clinical samples are recommended. Also, the relations with the appraisal of CAM and CAM use warrant further research. PMID:24312132

  6. Adapting Item Format for Cultural Effects in Translated Tests: Cultural Effects on Construct Validity of the Chinese Versions of the MBTI

    ERIC Educational Resources Information Center

    Osterlind, Steven J.; Miao, Danmin; Sheng, Yanyan; Chia, Rosina C.

    2004-01-01

    This study investigated the interaction between different cultural groups and item type, and the ensuing effect on construct validity for a psychological inventory, the Myers-Briggs Type Indicator (MBTI, Form G). The authors analyzed 94 items from 2 Chinese-translated versions of the MBTI (Form G) for factorial differences among groups of…

  7. Formative Assessment Probes: Is It Made of Parts?: Scaffolding a Formative Assessment Probe

    ERIC Educational Resources Information Center

    Keeley, Page

    2013-01-01

    This column focuses on promoting learning through assessment. This month's issue explores structure and function as it relates to animals and plants. One of the disciplinary core ideas in "A Framework for K-12 Science Education" is LS1.A Structure and Function (NRC 2012). This disciplinary core idea is included in the "Next…

  8. Instructional Topics in Educational Measurement (ITEMS) Module: Using Automated Processes to Generate Test Items

    ERIC Educational Resources Information Center

    Gierl, Mark J.; Lai, Hollis

    2013-01-01

    Changes to the design and development of our educational assessments are resulting in the unprecedented demand for a large and continuous supply of content-specific test items. One way to address this growing demand is with automatic item generation (AIG). AIG is the process of using item models to generate test items with the aid of computer…

  9. How the Collapsing of Categories Impacts the Item Information Function in Polytomous Item Response Theory.

    ERIC Educational Resources Information Center

    Lecointe, Darius A.

    The purpose of this Item Response Theory study was to investigate how the expected reduction in item information, due to the collapsing of response categories in performance assessment data, was affected by varying testing conditions: item difficulty, item discrimination, inter-rater reliability, and direction of collapsing. The investigation used…

  10. Students' Assessment Preferences and Approaches to Learning: Can Formative Assessment Make a Difference?

    ERIC Educational Resources Information Center

    Gijbels, David; Dochy, Filip

    2006-01-01

    The purpose of this paper is to gain insight into the relationships between hands-on experiences with formative assessment, students' assessment preferences and their approaches to learning. The sample consisted of 108 university first-year Bachelor's students studying criminology. Data were obtained using the "Revised two-factor study process…

  11. How to Assess while You Teach Math: Formative Assessment Practices and Lessons, Grades K-2

    ERIC Educational Resources Information Center

    Islas, Dana

    2011-01-01

    "How to Assess While You Teach Math" is the ideal resource for further understanding the process of formative assessment in addition to improving your teaching of mathematics. All lessons are correlated to the Common Core State Standards for Mathematics and Standards for Mathematical Practice. In this multimedia resource, award-winning teacher…

  12. A Case Study of Teacher Personal Practice Assessment Theories and Complexities of Implementing Formative Assessment

    ERIC Educational Resources Information Center

    Box, Cathy; Skoog, Gerald; Dabbs, Jennifer M.

    2015-01-01

    The value and effectiveness of formative assessment in the classroom has gained an increasing amount of attention during the past decade, especially since the publication of seminal work by Black and Wiliam titled "Assessment and Classroom Learning." Since that time, there has been a renewed interest in describing and evaluating teacher…

  13. Technology-Enhanced Formative Assessment of Plant Identification

    NASA Astrophysics Data System (ADS)

    Conejo, Ricardo; Garcia-Viñas, Juan Ignacio; Gastón, Aitor; Barros, Beatriz

    2016-04-01

    Developing plant identification skills is an important part of the curriculum of any botany course in higher education. Frequent practice with dried and fresh plants is necessary to recognize the diversity of forms, states, and details that a species can present. We have developed a web-based assessment system for mobile devices that is able to pose appropriate questions according to the location of the student. A student's location can be obtained using the device position or by scanning a QR code attached to a dried plant sheet in a herbarium or to a fresh plant in an arboretum. The assessment questions are complemented with elaborated feedback that, according to the students' responses, provides indications of possible mistakes and correct answers. Three experiments were designed to measure the effectiveness of the formative assessment using dried and fresh plants. Three questionnaires were used to evaluate the system performance from the students' perspective. The results clearly indicate that formative assessment is objectively effective compared to traditional methods and that the students' attitudes towards the system were very positive.

  14. Methodology for the development and calibration of the SCI-QOL item banks

    PubMed Central

    Tulsky, David S.; Kisala, Pamela A.; Victorson, David; Choi, Seung W.; Gershon, Richard; Heinemann, Allen W.; Cella, David

    2015-01-01

    Objective To develop a comprehensive, psychometrically sound, and conceptually grounded patient reported outcomes (PRO) measurement system for individuals with spinal cord injury (SCI). Methods Individual interviews (n = 44) and focus groups (n = 65 individuals with SCI and n = 42 SCI clinicians) were used to select key domains for inclusion and to develop PRO items. Verbatim items from other cutting-edge measurement systems (i.e. PROMIS, Neuro-QOL) were included to facilitate linkage and cross-population comparison. Items were field tested in a large sample of individuals with traumatic SCI (n = 877). Dimensionality was assessed with confirmatory factor analysis. Local item dependence and differential item functioning were assessed, and items were calibrated using the item response theory (IRT) graded response model. Finally, computer adaptive tests (CATs) and short forms were administered in a new sample (n = 245) to assess test-retest reliability and stability. Participants and Procedures A calibration sample of 877 individuals with traumatic SCI across five SCI Model Systems sites and one Department of Veterans Affairs medical center completed SCI-QOL items in interview format. Results We developed 14 unidimensional calibrated item banks and 3 calibrated scales across physical, emotional, and social health domains. When combined with the five Spinal Cord Injury – Functional Index physical function banks, the final SCI-QOL system consists of 22 IRT-calibrated item banks/scales. Item banks may be administered as CATs or short forms. Scales may be administered in a fixed-length format only. Conclusions The SCI-QOL measurement system provides SCI researchers and clinicians with a comprehensive, relevant and psychometrically robust system for measurement of physical-medical, physical-functional, emotional, and social outcomes. All SCI-QOL instruments are freely available on Assessment CenterSM. PMID:26010963

  15. An NCME Instructional Module on Polytomous Item Response Theory Models

    ERIC Educational Resources Information Center

    Penfield, Randall David

    2014-01-01

    A polytomous item is one for which the responses are scored according to three or more categories. Given the increasing use of polytomous items in assessment practices, item response theory (IRT) models specialized for polytomous items are becoming increasingly common. The purpose of this ITEMS module is to provide an accessible overview of…

  16. Study Protocol on Intentional Distortion in Personality Assessment: Relationship with Test Format, Culture, and Cognitive Ability

    PubMed Central

    Van Geert, Eline; Orhon, Altan; Cioca, Iulia A.; Mamede, Rui; Golušin, Slobodan; Hubená, Barbora; Morillo, Daniel

    2016-01-01

    Self-report personality questionnaires, traditionally offered in a graded-scale format, are widely used in high-stakes contexts such as job selection. However, job applicants may intentionally distort their answers when filling in these questionnaires, undermining the validity of the test results. Forced-choice questionnaires are allegedly more resistant to intentional distortion compared to graded-scale questionnaires, but they generate ipsative data. Ipsativity violates the assumptions of classical test theory, distorting the reliability and construct validity of the scales, and producing interdependencies among the scores. This limitation is overcome in the current study by using the recently developed Thurstonian item response theory model. As online testing in job selection contexts is increasing, the focus will be on the impact of intentional distortion on personality questionnaire data collected online. The present study intends to examine the effect of three different variables on intentional distortion: (a) test format (graded-scale versus forced-choice); (b) culture, as data will be collected in three countries differing in their attitudes toward intentional distortion (the United Kingdom, Serbia, and Turkey); and (c) cognitive ability, as a possible predictor of the ability to choose the more desirable responses. Furthermore, we aim to integrate the findings using a comprehensive model of intentional distortion. In the Anticipated Results section, three main aspects are considered: (a) the limitations of the manipulation, theoretical approach, and analyses employed; (b) practical implications for job selection and for personality assessment in a broader sense; and (c) suggestions for further research. PMID:27445902

  17. Study Protocol on Intentional Distortion in Personality Assessment: Relationship with Test Format, Culture, and Cognitive Ability.

    PubMed

    Van Geert, Eline; Orhon, Altan; Cioca, Iulia A; Mamede, Rui; Golušin, Slobodan; Hubená, Barbora; Morillo, Daniel

    2016-01-01

    Self-report personality questionnaires, traditionally offered in a graded-scale format, are widely used in high-stakes contexts such as job selection. However, job applicants may intentionally distort their answers when filling in these questionnaires, undermining the validity of the test results. Forced-choice questionnaires are allegedly more resistant to intentional distortion compared to graded-scale questionnaires, but they generate ipsative data. Ipsativity violates the assumptions of classical test theory, distorting the reliability and construct validity of the scales, and producing interdependencies among the scores. This limitation is overcome in the current study by using the recently developed Thurstonian item response theory model. As online testing in job selection contexts is increasing, the focus will be on the impact of intentional distortion on personality questionnaire data collected online. The present study intends to examine the effect of three different variables on intentional distortion: (a) test format (graded-scale versus forced-choice); (b) culture, as data will be collected in three countries differing in their attitudes toward intentional distortion (the United Kingdom, Serbia, and Turkey); and (c) cognitive ability, as a possible predictor of the ability to choose the more desirable responses. Furthermore, we aim to integrate the findings using a comprehensive model of intentional distortion. In the Anticipated Results section, three main aspects are considered: (a) the limitations of the manipulation, theoretical approach, and analyses employed; (b) practical implications for job selection and for personality assessment in a broader sense; and PMID:27445902

  18. Computer Equipment Repair Test Item Bank.

    ERIC Educational Resources Information Center

    Reneau, Fred; And Others

    This guide contains 321 test items for use in teaching a course in repairing computer equipment. All test items were reviewed, revised, and validated by incumbent workers and subject matter instructors. Items are provided for assessing student achievement in the following skill areas (with selected skills mentioned in brackets): performing…

  19. Item Selection in Computerized Classification Testing

    ERIC Educational Resources Information Center

    Thompson, Nathan A.

    2009-01-01

    Several alternatives for item selection algorithms based on item response theory in computerized classification testing (CCT) have been suggested, with no conclusive evidence on the substantial superiority of a single method. It is argued that the lack of sizable effect is because some of the methods actually assess items very similarly through…

  20. Computerized Numerical Control Test Item Bank.

    ERIC Educational Resources Information Center

    Reneau, Fred; And Others

    This guide contains 285 test items for use in teaching a course in computerized numerical control. All test items were reviewed, revised, and validated by incumbent workers and subject matter instructors. Items are provided for assessing student achievement in such aspects of programming and planning, setting up, and operating machines with…

  1. Item-Weighted Likelihood Method for Ability Estimation in Tests Composed of Both Dichotomous and Polytomous Items

    ERIC Educational Resources Information Center

    Tao, Jian; Shi, Ning-Zhong; Chang, Hua-Hua

    2012-01-01

    For mixed-type tests composed of both dichotomous and polytomous items, polytomous items often yield more information than dichotomous ones. To reflect the difference between the two types of items, polytomous items are usually pre-assigned with larger weights. We propose an item-weighted likelihood method to better assess examinees' ability…

  2. Assessing the factor structures of the 55- and 22-item versions of the conformity to masculine norms inventory.

    PubMed

    Owen, Jesse

    2011-03-01

    The current study examined the psychometric properties of the abbreviated versions, 55- and 22-items, of the Conformity to Masculine Norms Inventory (CMNI). The authors tested the factor structure for the 11 subscales of the CMNI-55 and the global masculinity factor for the CMNI-55 and the CMNI-22. In a clinical sample of men and women (n=522), the results supported the 11-factor model. Furthermore, the factor structure was invariant for men and women. The higher order model, which tested the utility of the global masculine score, demonstrated marginal fit. The factor structures for the global masculinity score for the CMNI-22 demonstrated poor fit. Collectively, the results suggest that the CMNI-55 is better represented in a multidimensional construct. The subscales' alpha levels and factor loadings were, generally, within acceptable limits. Gender and ethnic mean level differences are also reported. PMID:20483873

  3. Current issues in dietary acrylamide: formation, mitigation and risk assessment.

    PubMed

    Pedreschi, Franco; Mariotti, María Salomé; Granby, Kit

    2014-01-15

    Acrylamide (AA) is known as a neurotoxin in humans and it is classified as a probable human carcinogen by the International Agency of Research on Cancer. AA is produced as by-product of the Maillard reaction in starchy foods processed at high temperatures (>120 °C). This review includes the investigation of AA precursors, mechanisms of AA formation and AA mitigation technologies in potato, cereal and coffee products. Additionally, most relevant issues of AA risk assessment are discussed. New technologies tested from laboratory to industrial scale face, as a major challenge, the reduction of AA content of browned food, while still maintaining its attractive organoleptic properties. Reducing sugars such as glucose and fructose are the major contributors to AA in potato-based products. On the other hand, the limiting substrate of AA formation in cereals and coffee is the free amino acid asparagine. For some products the addition of glycine or asparaginase reduces AA formation during baking. Since, for potatoes, the limiting substrate is reducing sugars, increases in sugar content in potatoes during storage then introduce some difficulties and potentially quite large variations in the AA content of the final product. Sugars in potatoes may be reduced by blanching. Levels of AA in different foods show large variations and no general upper limit is easily applicable, since some formation will always occur. Current policy is that practical measures should be taken voluntarily to reduce AA formation in vulnerable foods since AA is considered a health risk at the concentrations found in foods. PMID:23939985

  4. An Investigation of Saudi English-Major Learners' Perceptions of Formative Assessment Tasks and Their Learning

    ERIC Educational Resources Information Center

    Umer, Muhammad; Omer, Abdul Majeed Attayib

    2015-01-01

    The effect of standardised and summative assessment on teaching and learning has been explored in various settings. Formative assessment or classroom assessment, however, has not captured considerable attention of washback researchers. The prime goal of the inclusion of formative assessment in the assessment regime of a curriculum is to allow…

  5. Developing and evaluating innovative items for the NCLEX: Part 2, item characteristics and cognitive processing.

    PubMed

    Wendt, Anne; Harmes, J Christine

    2009-01-01

    This article is a continuation of the research on the development and evaluation of innovative item formats for the NCLEX examinations that was published in the March/April 2009 edition of Nurse Educator. The authors discuss the innovative item templates and evaluate the statistical characteristics and level of cognitive processing required to answer the examination items. PMID:19412048

  6. Assessing and understanding diversity in galaxy star formation histories

    NASA Astrophysics Data System (ADS)

    Abramson, Louis Evan

    Galaxy star formation histories (SFHs) form a central thread of the cosmological narrative. Assessing and understanding them is therefore a central mission of the study of galaxy evolution. Although an ever-better picture is emerging of the build-up of the stellar mass of the average galaxy over time, the relevance of this track to the growth of individual galaxies is unclear. Largely, this ambiguity is due to the availability of only loose, ensemble-level constraints at any redshift appreciably greater than zero. In this thesis, I outline how these constraints --- principally the cosmic star formation rate density, stellar mass function, and the star formation rate/stellar mass relation --- shape empirically based SFH models, especially in terms of the diversity of paths leading to a given end-state. Along the way, I show that three models propose very different answers to this question, corresponding (largely) to three different interpretations of the scatter in instantaneous galaxy growth rates at fixed stellar mass. I describe how these interpretations affect one's stance on the fundamental importance of so-called galaxy "bimodality" and quenching mechanisms, the influence of environment, and the role starbursts play in galaxy evolution. Ultimately, I conclude that there is insufficient evidence at present to select one interpretation over all others, but suggest that the situation might soon be resolved by upcoming observations that could clearly identify which model (or hybrid) is the most accurate description of galaxy growth.

  7. Formative Assessment and Teachers' Sensitivity to Student Responses

    NASA Astrophysics Data System (ADS)

    Haug, Berit S.; Ødegaard, Marianne

    2015-03-01

    Formative assessment, and especially feedback, is considered essential to student learning. To provide effective feedback, however, teachers must act upon the information that students reveal during instruction. In this study, we apply a framework of formative assessment to explore how sensitive teachers are to students' thoughts and ideas when teaching for conceptual understanding. Six elementary school teachers were interviewed and videotaped as they implemented a curriculum that emphasized the teaching of key science concepts through different modes of learning (doing, reading, writing, and talking). We created four main categories for fostering conceptual understanding: identifying learning goals, eliciting student information, interpreting student information, and acting. Findings indicate that elementary school teachers with low levels of pedagogical content knowledge in science do not always know the key concepts of a scientific idea or how to teach them to increase student learning. Therefore, teachers' interpretation of students' responses and their subsequent actions are not likely to be aligned to the scientific idea the key concepts represent. We suggest that teachers need support to identify the key concepts within the discipline of science. Equally important is to realize that to make meaning, these concepts must be taught in a context and in relation to other words within the discipline.

  8. Connecting Lines of Research on Task Model Variables, Automatic Item Generation, and Learning Progressions in Game-Based Assessment

    ERIC Educational Resources Information Center

    Graf, Edith Aurora

    2014-01-01

    In "How Task Features Impact Evidence from Assessments Embedded in Simulations and Games," Almond, Kim, Velasquez, and Shute have prepared a thought-provoking piece contrasting the roles of task model variables in a traditional assessment of mathematics word problems to their roles in "Newton's Playground," a game designed…

  9. Calibration of Automatically Generated Items Using Bayesian Hierarchical Modeling.

    ERIC Educational Resources Information Center

    Johnson, Matthew S.; Sinharay, Sandip

    For complex educational assessments, there is an increasing use of "item families," which are groups of related items. However, calibration or scoring for such an assessment requires fitting models that take into account the dependence structure inherent among the items that belong to the same item family. C. Glas and W. van der Linden (2001)…

  10. A Refined Item Digraph Analysis of a Proportional Reasoning Test.

    ERIC Educational Resources Information Center

    Bart, William M.; Williams-Morris, Ruth

    1990-01-01

    Refined item digraph analysis (RIDA) is a way of studying diagnostic and prescriptive testing. It permits assessment of a test item's diagnostic value by examining the extent to which the item has properties of ideal items. RIDA is illustrated with the Orange Juice Test, which assesses the proportionality concept. (TJH)

  11. Visual Formative Assessments: The Use of Images to Quickly Assess and Record Student Learning

    ERIC Educational Resources Information Center

    Aylward, Gary

    2010-01-01

    Visual formative assessments (VFAs) allow more free more time for direct instruction. VFA's guide students in using simple images to demonstrate the essential learnings within a unit to themselves and the teacher. VFAs are powerful because they engage students to coalesce their understanding into a concise visual image. (Contains 2 figures.)

  12. Assessing Middle and High School Social Studies & English: Differentiating Formative Assessment

    ERIC Educational Resources Information Center

    Waterman, Sheryn Spencer

    2010-01-01

    For middle and high school teachers of social studies and English, this book is filled with examples of instructional strategies that address students' readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets. Included are detailed examples of…

  13. Incremental and Predictive Utility of Formative Assessment Methods of Reading Comprehension

    ERIC Educational Resources Information Center

    Marcotte, Amanda M.; Hintze, John M.

    2009-01-01

    Formative assessment measures are commonly used in schools to assess reading and to design instruction accordingly. The purpose of this research was to investigate the incremental and concurrent validity of formative assessment measures of reading comprehension. It was hypothesized that formative measures of reading comprehension would contribute…

  14. Feedback as Dialogue: Exploring the Links between Formative Assessment and Social Software in Distance Learning

    ERIC Educational Resources Information Center

    Hatzipanagos, Stylianos; Warburton, Steven

    2009-01-01

    The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment…

  15. Teacher Candidates Exposure to Formative Assessment in Educational Psychology Textbooks: A Content Analysis

    ERIC Educational Resources Information Center

    Wininger, Steven R.; Norman, Antony D.

    2005-01-01

    The purpose of this article is to define formative assessment, outline what is known about the prevalence of formative assessment implementation in the classroom, establish the importance of formative assessment with regards to student motivation and achievement, and present the results of a content analysis of current educational psychology…

  16. Exploring Formative Assessment in Primary School Classrooms: Developing a Framework of Actions and Strategies

    ERIC Educational Resources Information Center

    Antoniou, Panayiotis; James, Mary

    2014-01-01

    The importance of formative assessment in facilitating student learning has been well established in the literature. However, defining and implementing formative assessment in classroom settings is a rather complicated task. The aim of this study is to explore formative assessment, as implemented in primary classrooms in Cyprus, and develop a…

  17. The Differences among Three-, Four-, and Five-Option-Item Formats in the Context of a High-Stakes English-Language Listening Test

    ERIC Educational Resources Information Center

    Lee, HyeSun; Winke, Paula

    2013-01-01

    We adapted three practice College Scholastic Ability Tests (CSAT) of English listening, each with five-option items, to create four- and three-option versions by asking 73 Korean speakers or learners of English to eliminate the least plausible options in two rounds. Two hundred and sixty-four Korean high school English-language learners formed…

  18. Investigating the Population Sensitivity Assumption of Item Response Theory True-Score Equating across Two Subgroups of Examinees and Two Test Formats

    ERIC Educational Resources Information Center

    von Davier, Alina A.; Wilson, Christine

    2008-01-01

    Dorans and Holland (2000) and von Davier, Holland, and Thayer (2003) introduced measures of the degree to which an observed-score equating function is sensitive to the population on which it is computed. This article extends the findings of Dorans and Holland and of von Davier et al. to item response theory (IRT) true-score equating methods that…

  19. Investigation of Student Growth Recovery in a Fixed-Item Linking Procedure with a Fixed-Person Prior Distribution for Mixed-Format Test Data

    ERIC Educational Resources Information Center

    Paek, Insu; Young, Michael J.

    2005-01-01

    When the item response theory (IRT) model uses the marginal maximum likelihood estimation, person parameters are usually treated as random parameters following a certain distribution as a prior distribution to estimate the structural parameters in the model. For example, both PARSCALE (Muraki & Bock, 1999) and BILOG 3 (Mislevy & Bock, 1990) use a…

  20. Calibrating Item Families and Summarizing the Results Using Family Expected Response Functions

    ERIC Educational Resources Information Center

    Sinharay, Sandip; Johnson, Matthew S.; Williamson, David M.

    2003-01-01

    Item families, which are groups of related items, are becoming increasingly popular in complex educational assessments. For example, in automatic item generation (AIG) systems, a test may consist of multiple items generated from each of a number of item models. Item calibration or scoring for such an assessment requires fitting models that can…

  1. Formation and validation of questionnaire to assess Jāṭharāgni

    PubMed Central

    Eswaran, H. T.; Kavita, M. B.; Tripaty, T. B.; Shivakumar

    2015-01-01

    Background: Jāṭharāgni (metabolic fire) is of the prime importance in the maintenance of health as well as causation of diseases. Food which is consumed by the person shares the major responsibility for being healthy or manifestation of diseases. The relation between food and health is mediated by Jāṭharāgni (the metabolic agent in Ayurveda). There are four different states of Jāṭharāgni viz, Mandāgni (mild or weak state of metabolic fire), Viṣamāgni (irregular state of metabolic fire), Tīkṣnāgni (sharp or intense state of metabolic fire), and Samāgni (Normal state of metabolic fire). Samāgni (Normal state of metabolic fire) is said to be the normal State and maintains the health of an individual. All the other states are considered as abnormal. Objectives: To frame and validate a Questionnaire to assess the state of Jāṭharāgni. Materials and Methods: A qualitative research that involved interview method and cluster sampling method. A total of 500 volunteers of either gender in two groups viz., apparently healthy and unhealthy were assessed for their Jāṭharāgni. Questionnaire was framed with 64 items. A total of 14 questions under Viṣamāgni (irregular state of metabolic fire), 13 under Tīkshṇāgni, 13 under Mandāgni and 24 questions under Samāgni were framed. The questionnaire was in optional format with 5 item likert's scale pattern and the validation was done by Cronbach's Alpha for internal consistency. Result: The internal consistency of the questionnaire using Cronbach's Alpha was 0.916. The internal consistency of Viṣamāgni domain was 0.909; Teekshnagni domain was 0.873; Mandāgni domain was 0.894; and Samāgni domain was 0.876. Conclusion: The internal consistency of the questionnaire was 0.909 which is indicative of the excellent internal consistency of questionnaire. The lacuna of tool to assess state of Jāṭharāgni in Ayurveda is filled by this questionnaire. PMID:26283805

  2. The Lived Experience of Formative Assessment Practice in a British University

    ERIC Educational Resources Information Center

    Asghar, Mandy

    2012-01-01

    Higher education institutional assessment policy is dominated by summative assessment regulation, with little emphasis on the role of formative assessment to improve student learning. Yet the challenge for academics is to integrate more formative assessment practice into what many see as already overloaded curricula. It is questionable whether…

  3. Are We There Yet? Using Rubrics to Support Progress toward Proficiency and Model Formative Assessment

    ERIC Educational Resources Information Center

    Kinne, Lenore J.; Hasenbank, Jon F.; Coffey, David

    2014-01-01

    Classroom assessment, especially formative assessment, is one of the most challenging areas for new teachers, so it is imperative that teacher educators model effective classroom assessment practices. This article describes the use of rubrics in formative assessment, to support candidates in their progress toward mastery of course outcomes and to…

  4. 43 CFR 46.315 - How to format an environmental assessment.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 43 Public Lands: Interior 1 2011-10-01 2011-10-01 false How to format an environmental assessment... environmental assessment. (a) An environmental assessment may be prepared in any format useful to facilitate planning, decision-making, and appropriate public participation. (b) An environmental assessment may...

  5. 43 CFR 46.315 - How to format an environmental assessment.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 43 Public Lands: Interior 1 2012-10-01 2011-10-01 true How to format an environmental assessment... environmental assessment. (a) An environmental assessment may be prepared in any format useful to facilitate planning, decision-making, and appropriate public participation. (b) An environmental assessment may...

  6. A Multi-Faceted Formative Assessment Approach: Better Recognising the Learning Needs of Students

    ERIC Educational Resources Information Center

    Jenkins, James O.

    2010-01-01

    Students are increasingly subject to a series of learning pressures that prevent effective engagement in assessment. Thus, the aim of this study was to create a multi-faceted formative assessment approach that better enabled students to engage in the assessment process. A formative assessment approach, consisting of six key initiatives, is…

  7. 43 CFR 46.315 - How to format an environmental assessment.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false How to format an environmental assessment... environmental assessment. (a) An environmental assessment may be prepared in any format useful to facilitate planning, decision-making, and appropriate public participation. (b) An environmental assessment may...

  8. 43 CFR 46.315 - How to format an environmental assessment.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 43 Public Lands: Interior 1 2013-10-01 2013-10-01 false How to format an environmental assessment... environmental assessment. (a) An environmental assessment may be prepared in any format useful to facilitate planning, decision-making, and appropriate public participation. (b) An environmental assessment may...

  9. 43 CFR 46.315 - How to format an environmental assessment.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 43 Public Lands: Interior 1 2014-10-01 2014-10-01 false How to format an environmental assessment... environmental assessment. (a) An environmental assessment may be prepared in any format useful to facilitate planning, decision-making, and appropriate public participation. (b) An environmental assessment may...

  10. Ocular bubble formation as a method of assessing decompression stress.

    PubMed

    Mekjavić, I B; Campbell, D G; Jaki, P; Dovsak, P A

    1998-01-01

    Tear film bubble formation and ultrasound reflectivity of the lens-vitreous humor compartments were monitored following simulated dives in a hyperbaric chamber. the sensitivity of these methods in determining decompression stress was compared with the results of precordial Doppler ultrasound. In addition, the utility of these diagnostic techniques in testing decompression dive profiles was evaluated. Eleven divers completed two series of chamber dives according to the decompression schedule of the Professional Association of Diving Instructors. The first dive series comprised dives to 70 feet of seawater (fsw) for 15, 29, and 40 min. The second series comprised maximum duration no-stop decompression dives to 40 fsw for 140 min, 70 fsw for 40 min, 90 fsw for 25 min, and 120 fsw for 13 min. Before and immediately after each dive, the following measurements were obtained from each subject: eye surface tear film bubble counts with a slit-lamp microscope, lens and vitreous humor reflectivity using A- and B-mode ophthalmic ultrasonic scan, and precordial Doppler ultrasonic detection of venous gas bubbles. Tear film bubble assessment and ocular scanning ultrasound were observed to be more sensitive in detecting decompression stress than the conventional Doppler ultrasonic surveillance of the precordial region. In contrast to precordial Doppler ultrasonic surveillance, which failed to detect any significant changes in circulating bubbles, tear film bubble formation displayed a dose-response relationship with increasing duration of the 70-fsw dives. Reflectivity changes of the lens-vitreous humor interface were not significant until the no-stop decompression limit was reached. In addition, for each of the no-stop decompression limit dives, increases in the average tear film bubble formation and lens-vitreous humor interface reflectivity were similar. Ocular bubble observations may provide a practical and objective ocular bubble index for analyzing existing decompression

  11. Predictability of formation damage: An assessment study and generalized models

    SciTech Connect

    Civan, F.

    1991-01-01

    The project objective is to develop improved generalized predictive models to be used for investigation of reservoir formation damage and control for various fluid and rock conditions and to account for these effects in reservoir simulation. To accomplish its objective the proposed study will first critically study and evaluate the previous modeling efforts and the experimental studies reported in the literature. Then, generalized predictive models will be formulated by combining the previous attempts and by improving and generalizing the modeling approaches to accommodate for a wide variety of conditions encountered in actual field applications. A critical review of the previous work addressing their theoretical basis, assumptions and limitations, and the generalized and improved model developed in this study will be presented in a systematic manner in terms of a standardized definition and nomenclature for direct comparison. Case studies with the generalized model will be presented to demonstrate its capacity and validity. User friendly computer programs implementing the improved modeling approaches will also be supplied. This study will form an assessment of the presently available models and methods for evaluating and predicting formation damage and present improved models. Therefore, it will be an important reference for the petroleum industry. 1 tab.

  12. Validity Evidence for Learning Progression-Based Assessment Items That Fuse Core Disciplinary Ideas and Science Practices

    ERIC Educational Resources Information Center

    Gotwals, Amelia Wenk; Songer, Nancy Butler

    2013-01-01

    This article evaluates a validity argument for the degree to which assessment tasks are able to provide evidence about knowledge that fuses information from a progression of core disciplinary ideas in ecology and a progression for the scientific practice of developing evidence-based explanations. The article describes the interpretive framework…

  13. The Meaning of Goodness-of-Fit Tests: Commentary on "Goodness-of-Fit Assessment of Item Response Theory Models"

    ERIC Educational Resources Information Center

    Thissen, David

    2013-01-01

    In this commentary, David Thissen states that "Goodness-of-fit assessment for IRT models is maturing; it has come a long way from zero." Thissen then references prior works on "goodness of fit" in the index of Lord and Novick's (1968) classic text; Yen (1984); Drasgow, Levine, Tsien, Williams, and Mead (1995); Chen and…

  14. Developing an Array Binary Code Assessment Rubric for Multiple- Choice Questions Using Item Arrays and Binary-Coded Responses

    ERIC Educational Resources Information Center

    Haro, Elizabeth K.; Haro, Luis S.

    2014-01-01

    The multiple-choice question (MCQ) is the foundation of knowledge assessment in K-12, higher education, and standardized entrance exams (including the GRE, MCAT, and DAT). However, standard MCQ exams are limited with respect to the types of questions that can be asked when there are only five choices. MCQs offering additional choices more…

  15. North Star Ambulatory Assessment, 6-minute walk test and timed items in ambulant boys with Duchenne muscular dystrophy.

    PubMed

    Mazzone, Elena; Martinelli, Diego; Berardinelli, Angela; Messina, Sonia; D'Amico, Adele; Vasco, Gessica; Main, Marion; Doglio, Luca; Politano, Luisa; Cavallaro, Filippo; Frosini, Silvia; Bello, Luca; Carlesi, Adelina; Bonetti, Anna Maria; Zucchini, Elisabetta; De Sanctis, Roberto; Scutifero, Marianna; Bianco, Flaviana; Rossi, Francesca; Motta, Maria Chiara; Sacco, Annalisa; Donati, Maria Alice; Mongini, Tiziana; Pini, Antonella; Battini, Roberta; Pegoraro, Elena; Pane, Marika; Pasquini, Elisabetta; Bruno, Claudio; Vita, Giuseppe; de Waure, Chiara; Bertini, Enrico; Mercuri, Eugenio

    2010-11-01

    The North Star Ambulatory Assessment is a functional scale specifically designed for ambulant boys affected by Duchenne muscular dystrophy (DMD). Recently the 6-minute walk test has also been used as an outcome measure in trials in DMD. The aim of our study was to assess a large cohort of ambulant boys affected by DMD using both North Star Assessment and 6-minute walk test. More specifically, we wished to establish the spectrum of findings for each measure and their correlation. This is a prospective multicentric study involving 10 centers. The cohort included 112 ambulant DMD boys of age ranging between 4.10 and 17 years (mean 8.18±2.3 DS). Ninety-one of the 112 were on steroids: 37/91 on intermittent and 54/91 on daily regimen. The scores on the North Star assessment ranged from 6/34 to 34/34. The distance on the 6-minute walk test ranged from 127 to 560.6 m. The time to walk 10 m was between 3 and 15 s. The time to rise from the floor ranged from 1 to 27.5 s. Some patients were unable to rise from the floor. As expected the results changed with age and were overall better in children treated with daily steroids. The North Star assessment had a moderate to good correlation with 6-minute walk test and with timed rising from floor but less with 10 m timed walk/run test. The 6-minute walk test in contrast had better correlation with 10 m timed walk/run test than with timed rising from floor. These findings suggest that a combination of these outcome measures can be effectively used in ambulant DMD boys and will provide information on different aspects of motor function, that may not be captured using a single measure. PMID:20634072

  16. Automated Item Selection Using Item Response Theory.

    ERIC Educational Resources Information Center

    Stocking, Martha L.; And Others

    This paper presents a new heuristic approach to interactive test assembly that is called the successive item replacement algorithm. This approach builds on the work of W. J. van der Linden (1987) and W. J. van der Linden and E. Boekkooi-Timminga (1989) in which methods of mathematical optimization are combined with item response theory to…

  17. Refining Inquiry with Multi-Form Assessment: Formative and summative assessment functions for flexible inquiry

    NASA Astrophysics Data System (ADS)

    Zuiker, Steven; Reid Whitaker, J.

    2014-04-01

    This paper describes the 5E+I/A inquiry model and reports a case study of one curricular enactment by a US fifth-grade classroom. A literature review establishes the model's conceptual adequacy with respect to longstanding research related to both the 5E inquiry model and multiple, incremental innovations of it. As a collective line of research, the review highlights a common emphasis on formative assessment, at times coupled either with differentiated instruction strategies or with activities that target the generalization of learning. The 5E+I/A model contributes a multi-level assessment strategy that balances formative and summative functions of multiple forms of assessment in order to support classroom participation while still attending to individual achievement. The case report documents the enactment of a weeklong 5E+I/A curricular design as a preliminary account of the model's empirical adequacy. A descriptive and analytical narrative illustrates variable ways that multi-level assessment makes student thinking visible and pedagogical decision-making more powerful. In light of both, it also documents productive adaptations to a flexible curricular design and considers future research to advance this collective line of inquiry.

  18. Item-Writing Guidelines for Physics

    NASA Astrophysics Data System (ADS)

    Regan, Tom

    2015-11-01

    A teacher learning how to write test questions (test items) will almost certainly encounter item-writing guidelines—lists of item-writing do's and don'ts. Item-writing guidelines usually are presented as applicable across all assessment settings. Table I shows some guidelines that I believe to be generally applicable and two will be briefly discussed here. The teacher may also encounter some guidelines that are not applicable in all assessment settings, or that can be applied to physics only with care. Two such guidelines, and their limitations, will be discussed as well.

  19. On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers

    ERIC Educational Resources Information Center

    Shavelson, Richard J.; Young, Donald B.; Ayala, Carlos C.; Brandon, Paul R.; Furtak, Erin Marie; Ruiz-Primo, Maria Araceli; Tomita, Miki K.; Yin, Yue

    2008-01-01

    Assessment of and for learning has occupied center stage in education reform, especially with the advent of the No Child Left Behind Federal legislation. This study examined the formative function of assessment--assessment for learning--recognizing that such assessment needs to be aligned, at least in part, with the summative function of…

  20. Interpretations of Formative Assessment in the Teaching of English at Two Chinese Universities: A Sociocultural Perspective

    ERIC Educational Resources Information Center

    Chen, Qiuxian; Kettle, Margaret; Klenowski, Val; May, Lyn

    2013-01-01

    Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative…

  1. "Formative Good, Summative Bad?"--A Review of the Dichotomy in Assessment Literature

    ERIC Educational Resources Information Center

    Lau, Alice Man Sze

    2016-01-01

    The debate between summative and formative assessment is creating a situation that increasingly calls to mind the famous slogan in George Orwell's (1945) "Animal Farm"--"Four legs good, two legs bad". Formative assessment is increasingly being portrayed in the literature as "good" assessment, which tutors should…

  2. Formative Assessment: A Systematic and Artistic Process of Instruction for Supporting School and Lifelong Learning

    ERIC Educational Resources Information Center

    Clark, Ian

    2012-01-01

    Formative assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. If the potential of formative assessment is to be realized, it must transform from a collection of abstract theories and research methodologies and…

  3. Connecting Formative Assessment Research to Practice: An Introductory Guide for Educators

    ERIC Educational Resources Information Center

    Pinchok, Nick; Brandt, W. Christopher

    2009-01-01

    For several years, there have been varying and often conflicting viewpoints and definitions of what formative assessment is--is it a product, is it a process, is it something that can be bought? One source of confusion about this issue has come from products and services sold by curriculum and assessment vendors, touted as "formative assessment."…

  4. Investigating Computer-Based Formative Assessments in a Medical Terminology Course

    ERIC Educational Resources Information Center

    Wilbanks, Jammie T.

    2012-01-01

    Research has been conducted on the effectiveness of formative assessments and on effectively teaching medical terminology; however, research had not been conducted on the use of formative assessments in a medical terminology course. A quantitative study was performed which captured data from a pretest, self-assessment, four module exams, and a…

  5. Using Formative Assessment to Drive Mathematics Instruction in Grades 3-5

    ERIC Educational Resources Information Center

    Oberdorf, Christine; Taylor-Cox, Jennifer

    2012-01-01

    This book provides targeted mathematics instruction for every child. This book combines formative assessment with practical activities to differentiate the elementary classroom. The formative assessments include student work samples at varying levels. The authors: (1) Illustrate the distinction between a "traditional" assessment and an "enhanced"…

  6. Clickers and CATs: Using Learner Response Systems for Formative Assessments in the Classroom

    ERIC Educational Resources Information Center

    Briggs, Charlotte L.; Keyek-Franssen, Deborah

    2010-01-01

    Formative assessment can play a critical role in fostering student success by engaging students in their own learning process, focusing their attention on what really matters, and helping instructors adjust to student learning needs in real time. Classroom assessment techniques (CATs) are a powerful formative assessment tool, and many CATs can be…

  7. Negotiating the Use of Formative Assessment for Learning in an Era of Accountability Testing

    ERIC Educational Resources Information Center

    Yin, Xinying

    2013-01-01

    The purpose of this collaborative action research was to understand how science educators can negotiate the tension between integrating formative assessment (FA) for students' learning and meeting the need for standardized summative assessment (testing) from a critical perspective. Using formative assessment in the era of accountability testing…

  8. Engaging Professionals: Investigating in Service Teachers Use of Formative Classroom Assessment

    ERIC Educational Resources Information Center

    Tariq, Muhammad Arshad

    2013-01-01

    This study examined in-service teachers use of formative classroom assessment (FCA) approach. The research aimed at to achieve following three major objectives: (a) to identify in-service teachers' comprehension of determining the purpose of formative classroom assessment, (b) to investigate teachers' use of process and techniques of assessment in…

  9. Formative Assessment as a Vehicle for Changing Classroom Practice in a Specific Cultural Context

    ERIC Educational Resources Information Center

    Chen, Jingping

    2015-01-01

    In this commentary, I interpret Xinying Yin and Gayle Ann Buck's collaborative action research from a social-cultural perspective. Classroom implementation of formative assessment is viewed as interaction between this assessment method and the local learning culture. I first identify Yin and Buck's definition of the formative assessment, and then…

  10. Commitment, Compliance and Comfort Zones: The Effects of Formative Assessment on Vocational Education Students' Learning Careers

    ERIC Educational Resources Information Center

    Ecclestone, Kathryn

    2007-01-01

    Research evidence that well-executed formative assessment raises achievement and enhances motivation and autonomy has influenced policy and practice in schools and universities in the United Kingdom. Formative assessment is also built into the aims and assessment activities of outcome-based qualifications in post-compulsory education. Behind these…

  11. Using Formative Assessment to Drive Mathematics Instruction in Grades PreK-2

    ERIC Educational Resources Information Center

    Oberdorf, Christine; Taylor-Cox, Jennifer

    2012-01-01

    Provide targeted mathematics instruction for every child. These books combine formative assessment with practical activities to differentiate the elementary classroom. The formative assessments include student work samples at varying levels. The authors: (1) Illustrate the distinction between a "traditional" assessment and an "enhanced"…

  12. 48 CFR 852.214-72 - Alternate item(s).

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 5 2014-10-01 2014-10-01 false Alternate item(s). 852.214... Alternate item(s). As prescribed in 814.201-6(b)(2), insert the following provision: Alternate Item(s) (JAN... .** * Contracting officer will insert an alternate item that is considered acceptable. ** Contracting officer...

  13. 48 CFR 852.214-72 - Alternate item(s).

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false Alternate item(s). 852.214... Alternate item(s). As prescribed in 814.201-6(b)(2), insert the following provision: Alternate Item(s) (JAN... .** * Contracting officer will insert an alternate item that is considered acceptable. ** Contracting officer...

  14. 48 CFR 852.214-72 - Alternate item(s).

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 5 2012-10-01 2012-10-01 false Alternate item(s). 852.214... Alternate item(s). As prescribed in 814.201-6(b)(2), insert the following provision: Alternate Item(s) (JAN... .** * Contracting officer will insert an alternate item that is considered acceptable. ** Contracting officer...

  15. Random Item IRT Models

    ERIC Educational Resources Information Center

    De Boeck, Paul

    2008-01-01

    It is common practice in IRT to consider items as fixed and persons as random. Both, continuous and categorical person parameters are most often random variables, whereas for items only continuous parameters are used and they are commonly of the fixed type, although exceptions occur. It is shown in the present article that random item parameters…

  16. Use of UV-C radiation to disinfect non-critical patient care items: a laboratory assessment of the Nanoclave Cabinet

    PubMed Central

    2012-01-01

    Background The near-patient environment is often heavily contaminated, yet the decontamination of near-patient surfaces and equipment is often poor. The Nanoclave Cabinet produces large amounts of ultraviolet-C (UV-C) radiation (53 W/m2) and is designed to rapidly disinfect individual items of clinical equipment. Controlled laboratory studies were conducted to assess its ability to eradicate a range of potential pathogens including Clostridium difficile spores and Adenovirus from different types of surface. Methods Each test surface was inoculated with known levels of vegetative bacteria (106 cfu/cm2), C. difficile spores (102-106 cfu/cm2) or Adenovirus (109 viral genomes), placed in the Nanoclave Cabinet and exposed for up to 6 minutes to the UV-C light source. Survival of bacterial contaminants was determined via conventional cultivation techniques. Degradation of viral DNA was determined via PCR. Results were compared to the number of colonies or level of DNA recovered from non-exposed control surfaces. Experiments were repeated to incorporate organic soils and to compare the efficacy of the Nanoclave Cabinet to that of antimicrobial wipes. Results After exposing 8 common non-critical patient care items to two 30-second UV-C irradiation cycles, bacterial numbers on 40 of 51 target sites were consistently reduced to below detectable levels (≥ 4.7 log10 reduction). Bacterial load was reduced but still persisted on other sites. Objects that proved difficult to disinfect using the Nanoclave Cabinet (e.g. blood pressure cuff) were also difficult to disinfect using antimicrobial wipes. The efficacy of the Nanoclave Cabinet was not affected by the presence of organic soils. Clostridium difficile spores were more resistant to UV-C irradiation than vegetative bacteria. However, two 60-second irradiation cycles were sufficient to reduce the number of surface-associated spores from 103 cfu/cm2 to below detectable levels. A 3 log10 reduction in detectable Adenovirus DNA

  17. Qualitative Development of the PROMIS® Pediatric Stress Response Item Banks

    PubMed Central

    Gardner, William; Pajer, Kathleen; Riley, Anne W.; Forrest, Christopher B.

    2013-01-01

    Objective To describe the qualitative development of the Patient-Reported Outcome Measurement Information System (PROMIS®) Pediatric Stress Response item banks. Methods Stress response concepts were specified through a literature review and interviews with content experts, children, and parents. A library comprising 2,677 items derived from 71 instruments was developed. Items were classified into conceptual categories; new items were written and redundant items were removed. Items were then revised based on cognitive interviews (n = 39 children), readability analyses, and translatability reviews. Results 2 pediatric Stress Response sub-domains were identified: somatic experiences (43 items) and psychological experiences (64 items). Final item pools cover the full range of children’s stress experiences. Items are comprehensible among children aged ≥8 years and ready for translation. Conclusions Child- and parent-report versions of the item banks assess children’s somatic and psychological states when demands tax their adaptive capabilities. PMID:23124904

  18. Differential Item and Person Functioning in Large-Scale Writing Assessments within the Context of the SAT®. Research Report 2013-6

    ERIC Educational Resources Information Center

    Engelhard, George, Jr.; Wind, Stefanie A.; Kobrin, Jennifer L.; Chajewski, Michael

    2013-01-01

    The purpose of this study is to illustrate the use of explanatory models based on Rasch measurement theory to detect systematic relationships between student and item characteristics and achievement differences using differential item functioning (DIF), differential group functioning (DGF), and differential person functioning (DPF) techniques. The…

  19. Exploring the Utility of Background and Cognitive Variables in Explaining Latent Differential Item Functioning: An Example of the PISA 2009 Reading Assessment

    ERIC Educational Resources Information Center

    Chen, Ying-Fang; Jiao, Hong

    2014-01-01

    Differential item functioning (DIF) may be caused by an interaction of multiple manifest grouping variables or unexplored manifest variables, which cannot be detected by conventional DIF detection methods that are based on a single manifest grouping variable. Such DIF may be detected by a latent approach using the mixture item response theory…

  20. Assessing Goodness of Fit in Item Response Theory with Nonparametric Models: A Comparison of Posterior Probabilities and Kernel-Smoothing Approaches

    ERIC Educational Resources Information Center

    Sueiro, Manuel J.; Abad, Francisco J.

    2011-01-01

    The distance between nonparametric and parametric item characteristic curves has been proposed as an index of goodness of fit in item response theory in the form of a root integrated squared error index. This article proposes to use the posterior distribution of the latent trait as the nonparametric model and compares the performance of an index…

  1. Differential Domain Functioning on the Numeracy Component of the Foundation Skills Assessment: Bringing the Context into Picture by Investigating Sociological/Community Moderated Test and Item Bias.

    ERIC Educational Resources Information Center

    Gelin, Michaela N.; Zumbo, Bruno D.

    This study introduced and demonstrated a new methodology for item and test bias studies: moderated differential item functioning (DIF). This technique expands the DIF methodology to incorporate contextual and sociological variables as moderating effects of the DIF. The study explored differential domain functioning (DDF), so that the focus of…

  2. Using DIF Dissection To Assess Effects of Item Deletion Due to DIF on the Performance of SAT I: Reasoning Test Sub-populations.

    ERIC Educational Resources Information Center

    Zhang, Yanling; Matthews-Lopez, Joy; Dorans, Neil J.

    Statistical procedures for detecting differential item functioning (DIF) are often used to screen items for construct irrelevant variance. Standard DIF detection procedures focus on only one categorical variables at an aggregated group or one-way level, like gender or ethnicity/race. Building on previous work by P. Hu and N. Dorans (1998), N.…

  3. A geochemical assessment of possible lunar ore formation

    NASA Technical Reports Server (NTRS)

    Haskin, Larry A.; Colson, Russell O.; Vaniman, David

    1991-01-01

    The Moon apparently formed without appreciable water or other relatively volatile materials. Interior concentrations of water or other volatile substances appear to be extremely low. On Earth, water is important to the genesis of nearly all types of ores. Thus, some have reasoned that only abundant elements would occur in ore concentrations. The definition and recognition of ores on the Moon challenge the imaginations and the terrestrial perceptions of ore bodies. Lunar ores included solar-wind soaked soils, which contain abundant but dilute H, C, N, and noble gases (including He-3). Oxygen must be mined; soils contain approximately 45 percent (wt). Mainstream processes of rock formation concentrated Si, Mg, Al, Fe, and Ca, and possibly Ti and Cr. The highland surface contains approximately 70 percent (wt) feldspar (mainly CaAl2Si2O8), which can be separated from some highland soils. Small fragments of dunite were collected; dunite may occur in walls and central peaks of some craters. Theoretical extensions of observations of lunar samples suggest that the Moon may have produced ores of trace elements. Some small fragments have trace-element concentrations 10(exp 4) times higher than the lunar average, indicating that effective geochemical separations occurred; processes included fractional crystallization, silicate immiscibility, vaporization and condensation, and sulfide metamorphism. Operations of these processes acting on indigenous materials and on meteoritic material in the regolith could have produced ores. Infalling carbonaceous meteorites and comets have added water and hydrocarbons that may have been cold-trapped. Vesicles in basalts, pyroclastic beads, and reported transient events suggest gag emission from the lunar interior; such gas might concentrate and transport rare elements. Large impacts may disperse ores or produce them through deposition of heat at depth and by vaporization and subsequent condensation. The main problem in assessing lunar

  4. The Use of Criteria-Based Grading Profiles in Formative and Summative Assessment.

    ERIC Educational Resources Information Center

    Milligan, Frank

    1996-01-01

    Grading profiles for formative and summative assessment in a British nursing school were designed with criterion referencing to improve validity and interrater and intercourse reliability. Assessment was conceptualized as an ethical activity that clarifies expectations through specification of criteria. (SK)

  5. Lessons Learned from the Process of Curriculum Developers' and Assessment Developers' Collaboration on the Development of Embedded Formative Assessments

    ERIC Educational Resources Information Center

    Brandon, Paul R.; Young, Donald B.; Shavelson, Richard J.; Jones, Rachael; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Yin, Yue; Tomita, Miki K.; Furtak, Erin Marie

    2008-01-01

    Our project to embed formative student assessments in the Foundational Approaches in Science Teaching curriculum required a close collaboration between curriculum developers at the Curriculum Research & Development Group (CRDG) and assessment developers at the Stanford Educational Assessment Laboratory (SEAL). This was a new endeavor for each…

  6. Exploring the Role of Assessment Tasks to Promote Formative Assessment in Key Stage 3 Geography: Evidence from Twelve Teachers

    ERIC Educational Resources Information Center

    Tiknaz, Yonca; Sutton, Alan

    2006-01-01

    The article focuses on the planning and implementation of interim assessment tasks in Key Stage 3 Geography. This research identifies three key dimensions which impact on the planning of assessment in the medium and long term. These are: teachers' emerging conceptualization of "formative assessment"; the statutory requirements for assessing…

  7. Comparative energy storage assessment item

    NASA Technical Reports Server (NTRS)

    Giudici, B.

    1984-01-01

    This analysis, a Space Station application study, rediscovered Integrated Power and Attitude Control (IPAC) and found the approach to have lower initial and resupply weight and lower initial and resupply cost than either battery/CMG or regenerative fuel cell/CMG systems. Preliminary trade studies were performed comparing (IPAC) with equivalent independent electrochemical power and control moment gyro (CMG) control approaches. Technologies considered to have adequate status for an initial Space Station were: (1) nickel cadmium batteries (NiCd batteries), (2) regenerative fuel cells (RFC), (3) Skylab class CMG's, and (4) state of the art IPAC using metal wheels and ball bearing suspension (SOA-IPAC). An advanced IPAC (ADV-IPAC) employing composite rotor material and magnetic suspension was included in the comparisons to illustrate a possible range of performance and cost of inertial systems. The candidates were compared on the basis of initial weight and cost and on the basis of resupply weight and cost for a 15 year mission. Thus, SOA-IPAC would appear to be an attractive approach for the initial Space Station and possible technology improvements would further the appeal for the initial and/or growth Space Station.

  8. Comparative energy storage assessment item

    SciTech Connect

    Giudici, B.

    1984-11-01

    This analysis, a Space Station application study, rediscovered Integrated Power and Attitude Control (IPAC) and found the approach to have lower initial and resupply weight and lower initial and resupply cost than either battery/CMG or regenerative fuel cell/CMG systems. Preliminary trade studies were performed comparing (IPAC) with equivalent independent electrochemical power and control moment gyro (CMG) control approaches. Technologies considered to have adequate status for an initial Space Station were: (1) nickel cadmium batteries (NiCd batteries), (2) regenerative fuel cells (RFC), (3) Skylab class CMG's, and (4) state of the art IPAC using metal wheels and ball bearing suspension (SOA-IPAC). An advanced IPAC (ADV-IPAC) employing composite rotor material and magnetic suspension was included in the comparisons to illustrate a possible range of performance and cost of inertial systems. The candidates were compared on the basis of initial weight and cost and on the basis of resupply weight and cost for a 15 year mission. Thus, SOA-IPAC would appear to be an attractive approach for the initial Space Station and possible technology improvements would further the appeal for the initial and/or growth Space Station.

  9. Geography: Library of Test Items. Volume II.

    ERIC Educational Resources Information Center

    Kouimanos, John, Ed.

    As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items of value from past tests are made available to teachers for the construction of unit tests, term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The…

  10. Geography Library of Test Items. Volume Six.

    ERIC Educational Resources Information Center

    Kouimanos, John, Ed.

    As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items of value from past tests are made available to teachers for the construction of unit tests, term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The…

  11. Geography Library of Test Items. Volume One.

    ERIC Educational Resources Information Center

    Kouimanos, John, Ed.

    As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items of value from past tests are made available to teachers for the construction of unit tests, term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The…

  12. ENVIRONMENTAL MONITORING AND ASSESSMENT PROGRAM: METHODS FORMAT GUIDANCE

    EPA Science Inventory

    The U.S. Environmental Protection Agency (USEPA) established the Environmental Monitoring and Assessment Program (EMAP) to provide quantitative assessment of the condition of our nation's ecological resources. he Methods Coordination Group is responsible for coordinating methods ...

  13. A New Formative Assessment Technology for Reading and Writing

    ERIC Educational Resources Information Center

    Landauer, Thomas K.; Lochbaum, Karen E.; Dooley, Scott

    2009-01-01

    Advances in assessment technologies are affording teachers and students new ways to efficiently assess and track achievement while also better promoting learning. WriteToLearn is one such technology, a Web-based tool that integrates practice and assessment in reading comprehension with writing about what is learned. Based on the principle of…

  14. Formative Assessment in HL Teaching: Purposes, Procedures, and Practices

    ERIC Educational Resources Information Center

    Carreira, Maria M.

    2012-01-01

    Discussions surrounding assessment in the foreign languages generally focus on the two ends of the teaching/learning process: diagnostic assessment, typically used for placement purposes and administered prior to the start of instruction, and summative assessment, which evaluates learning after instruction for purposes of assigning a grade or…

  15. The Interaction of Assessment Format and Examinees' Perceptions of Control.

    ERIC Educational Resources Information Center

    Parkes, Jay

    2000-01-01

    Data from 77 ninth-grade Spanish students who took an objective test, a performance assessment, and a measure of perceptions of control indicate that control perceptions predict scores on performance assessments, not objective tests. Performance assessments thus reflect motivational variables beyond the constructs being tested. (SK)

  16. The Applicability of Interactive Item Templates in Varied Knowledge Types

    ERIC Educational Resources Information Center

    Koong, Chorng-Shiuh; Wu, Chi-Ying

    2011-01-01

    A well-edited assessment can enhance student's learning motives. Applicability of items, which includes item content and template, plays a crucial role in authoring a good assessment. Templates in discussion contain not only conventional true & false, multiple choice, completion item and short answer but also of those interactive ones. Methods…

  17. Formative Computer-Based Assessment in Higher Education: The Effectiveness of Feedback in Supporting Student Learning

    ERIC Educational Resources Information Center

    Miller, Tess

    2009-01-01

    A formative computer-based assessment (CBA) was one of three instruments used for assessment in a Bachelor of Education course at Queen's University (Ontario, Canada) with an enrolment of approximately 700 students. The formative framework fostered a self-regulated learning environment whereby feedback on the CBA was used to support rather than…

  18. Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

    ERIC Educational Resources Information Center

    Chang, Wen-Chih; Yang, Hsuan-Che; Shih, Timothy K.; Chao, Louis R.

    2009-01-01

    E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning…

  19. Formative Assessment: A Meta-Analysis and a Call for Research

    ERIC Educational Resources Information Center

    Kingston, Neal; Nash, Brooke

    2011-01-01

    An effect size of about 0.70 (or 0.40-0.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K-12 were reviewed. Many of the studies had severely flawed research designs yielding…

  20. Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data

    ERIC Educational Resources Information Center

    Shelton, Angi; Smith, Andrew; Wiebe, Eric; Behrle, Courtney; Sirkin, Ruth; Lester, James

    2016-01-01

    Formative assessment strategies are used to direct instruction by establishing where learners' understanding is, how it is developing, informing teachers and students alike as to how they might get to their next set of goals of conceptual understanding. For the science classroom, one rich source of formative assessment data about scientific…

  1. The Fidelity of Formative Assessment Implementation: Issues of Breadth and Quality

    ERIC Educational Resources Information Center

    Wylie, E. Caroline; Lyon, Christine J.

    2015-01-01

    The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey,…

  2. Student-Generated Reading Questions: Diagnosing Student Thinking with Diverse Formative Assessments

    ERIC Educational Resources Information Center

    Offerdahl, Erika G.; Montplaisir, Lisa

    2014-01-01

    Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or…

  3. Use of Formative Classroom Assessment Techniques in a Project Management Course

    ERIC Educational Resources Information Center

    Purcell, Bernice M.

    2014-01-01

    Formative assessment is considered to be an evaluation technique that informs the instructor of the level of student learning, giving evidence when it may be necessary for the instructor to make a change in delivery based upon the results. Several theories of formative assessment exist, all which propound the importance of feedback to the student.…

  4. Using Video to Examine Formative Assessment Practices as Measures of Expertise for Mathematics and Science Teachers

    ERIC Educational Resources Information Center

    Gotwals, Amelia Wenk; Philhower, Joanne; Cisterna, Dante; Bennett, Steven

    2015-01-01

    Formative assessment practices, including eliciting a broad range of student ideas, noticing the nuances in students' ideas, using these ideas to guide instruction, and promoting student self-regulation of learning are key components of expert teaching. Given the inherent dialogical nature of formative assessment in the classroom, video can…

  5. The Relationship between Formative Assessment and Teachers' Self-Efficacy

    ERIC Educational Resources Information Center

    Eufemia, Francine

    2012-01-01

    This exploratory study sought to examine the relationship between teachers' use of formative assessment and their self-efficacy beliefs. Specifically, this study involved a quantitative analysis of the relationship between teachers' beliefs, knowledge base, and the use of formative assessment to make informed instructional changes and…

  6. Exploring Formative E-Assessment: Using Case Stories and Design Patterns

    ERIC Educational Resources Information Center

    Daly, Caroline; Pachler, Norbert; Mor, Yishay; Mellar, Harvey

    2010-01-01

    This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project…

  7. Does Formative Assessment Improve Student Learning and Performance in Soil Science?

    ERIC Educational Resources Information Center

    Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

    2012-01-01

    Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

  8. Web-Based Quiz-Game-Like Formative Assessment: Development and Evaluation

    ERIC Educational Resources Information Center

    Wang, Tzu-Hua

    2008-01-01

    This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of "Ask-Hint Strategy" turns the Web-based formative assessment into an online quiz game. "Ask-Hint Strategy" is composed of "Prune Strategy" and "Call-in Strategy". "Prune Strategy" removes one incorrect option…

  9. An Investigation into E-Tool Use for Formative Assignment Assessment--Status and Recommendations

    ERIC Educational Resources Information Center

    Heinrich, Eva; Milne, John; Moore, Maurice

    2009-01-01

    This article reports on a comprehensive study, investigating the use of e-tools for formative assignment assessment. The study conducted a large-scale literature review and interviews with 90 academics at five New Zealand tertiary institutions. The focus of the study was on formative assessment provided in assignments, an area in which educational…

  10. Resources to Inform Technical Assistance on Formative Assessment. CEELO FastFacts

    ERIC Educational Resources Information Center

    Connors-Tadros, L.; Schilder, D.

    2013-01-01

    In this "FastFacts," a state requested recommendations about research and practical resources to inform technical assistance conducted with state education staff on formative assessment. The Center on Enhancing Early Learning Outcomes (CEELO) responds by describing what is currently known on this topic. Formative assessment is one key…

  11. Formative Assessment and Academic Achievement in Pre-Graduate Students of Health Sciences

    ERIC Educational Resources Information Center

    Carrillo-de-la-Pena, Maria T.; Bailles, Eva; Caseras, Xavier; Martinez, Alvar; Ortet, Generos; Perez, Jorge

    2009-01-01

    Although educational experts recommend the use of formative assessment, there is a dearth of empirical studies on its impact on academic achievement. In this research the authors analyse to what extent participation and performance in formative assessment are associated with positive academic outcomes of pre-graduate students of health sciences. A…

  12. Integrating formative assessment and participatory research: Building healthier communities in the CHILE Project

    PubMed Central

    Sussman, Andrew L.; Davis, Sally

    2013-01-01

    Background The need to conduct formative assessment to inform the development of interventional studies has been increasingly recognized in community-based health research. While this purpose alone may provide sufficient justification to conduct formative assessment, researchers are also recognizing the importance of such efforts with regard to partnership building. Purpose This article reports a formative assessment process in a large scale randomized controlled trial in New Mexico aimed at preventing obesity in rural American Indian and Hispanic children in Head Start programs. Methods We interviewed Head Start staff and conducted observations to understand the context of food service and physical activity in these sites. We also collected data from other community partners, including grocery store managers and primary care providers, to assess appropriate strategies regarding their engagement in the study. Results Formative assessment findings helped modify the planned intervention while allowing for variation relevant to cultural and Head Start organizational conditions in each community. Rather than view formative assessment only as a planning phase of the research, our experience illustrates the need to conceptualize these activities more broadly. Discussion Integrating formative assessment and participatory research raises the need to address the challenge of ensuring standardization and consistency across varied community settings, the evolving nature of initial formative relationships and the need to build trust in academic/community partnerships. Translation to Health Education Practice In our work with American Indian and Hispanic communities in New Mexico, formative assessment represents a partnership building opportunity. PMID:23745177

  13. Theoretical assessment of bonaccordite formation in pressurized water reactors

    DOE PAGESBeta

    Rak, Zsolt; O'Brien, Chris; Shin, Dongwon; Andersson, Anders David; Stanek, Christopher; Brenner, Donald

    2016-03-04

    The free energy of formation of bonaccordite (Ni2FeBO5) as a function of temperature has been calculated using a technique that combines first principles calculations with experimental free energies of formation of aqueous species. The results suggest that bonaccordite formation from aqueous metal ions (Ni2+ andFe3+) and boric acid is thermodynamically favorable at elevated temperature and pH that have been predicted to exist at the CRUD-clad interface in deposits thicker than 60 μm.

  14. Theoretical assessment of bonaccordite formation in pressurized water reactors

    NASA Astrophysics Data System (ADS)

    Rak, Zs; O'Brien, C. J.; Shin, D.; Andersson, A. D.; Stanek, C. R.; Brenner, D. W.

    2016-06-01

    The free energy of formation of bonaccordite (Ni2FeBO5) as a function of temperature has been calculated using a technique that combines first principles calculations with experimental free energies of formation of aqueous species. The results suggest that bonaccordite formation from aqueous metal ions (Ni2+ andFe3+) and boric acid is thermodynamically favorable at elevated temperature and pH that have been predicted to exist at the CRUD-clad interface in deposits thicker than 60 μm.

  15. Theoretical assessment of bonaccordite formation in pressurized water reactors

    NASA Astrophysics Data System (ADS)

    Rak, Zs; O'Brien, C. J.; Shin, D.; Andersson, A. D.; Stanek, C. R.; Brenner, D. W.

    2016-06-01

    The free energy of formation of bonaccordite (Ni2FeBO5) as a function of temperature has been calculated using a technique that combines first principles calculations with experimental free energies of formation of aqueous species. The results suggest that bonaccordite formation from aqueous metal ions (Ni2+ andFe3+) and boric acid is thermodynamically favorable at elevated temperature and pH that have been predicted to exist at the CRUD-clad interface in deposits thicker than 60 μm.

  16. Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

    NASA Astrophysics Data System (ADS)

    Cisterna Alburquerque, Dante Igor

    This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote

  17. Investigating Gender Differential Item Functioning across Countries and Test Languages for PISA Science Items

    ERIC Educational Resources Information Center

    Le, Luc T.

    2009-01-01

    This study uses PISA cycle 3 field trial data to investigate the relationships between gender differential item functioning (DIF) across countries and test languages for science items and their formats and the four other dimensions defined in PISA framework: focus, context, competency, and scientific knowledge. The data used were collected from 60…

  18. Use of Formative Assessment, Self- and Peer-Assessment in the Classrooms: Some Insights from Recent Language Testing and Assessment (LTA) Research

    ERIC Educational Resources Information Center

    Afitska, Oksana

    2014-01-01

    A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning,…

  19. Boom or Bust? Educators' Perceptions of a Formative Assessment System

    ERIC Educational Resources Information Center

    Jara, Jesus

    2010-01-01

    The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), No Child Left Behind, brought the use of student assessment data to the fore. This mandate-based and sanction-laden legislation ushered in a new era of accountability rooted in the collection, analysis, and use of student assessment data for educational improvements. As…

  20. Technology Enhanced Formative Assessment for 21st Century Learning

    ERIC Educational Resources Information Center

    Spector, J. Michael; Ifenthaler, Dirk; Sampson, Demetrios; Yang, Lan; Mukama, Evode; Warusavitarana, Amali; Dona, Kulari Lokuge; Eichhorn, Koos; Fluck, Andrew; Huang, Ronghuai; Bridges, Susan; Lu, Jiingyan; Ren, Youqun; Gui, Xiaoqing; Deneen, Christopher C.; San Diego, Jonathan; Gibson, David C.

    2016-01-01

    This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the 21st century. The group…

  1. Formative Assessment: What Do Teachers Need to Know and Do?

    ERIC Educational Resources Information Center

    Heritage, Margaret

    2007-01-01

    To many of today's teachers, assessment is synonymous with high-stakes standardized tests. It is often viewed as something in competition with teaching, rather than as an integral part of teaching and learning. In the current accountability environment, assessment is not regarded as a source of information that can be used during instruction.…

  2. Online Formative Assessment in Higher Education: Its Pros and Cons

    ERIC Educational Resources Information Center

    Baleni, Zwelijongile Gaylard

    2015-01-01

    Online and blended learning have become common educational strategy in higher education. Lecturers have to re-theorise certain basic concerns of teaching, learning and assessment in non-traditional environments. These concerns include perceptions such as cogency and trustworthiness of assessment in online environments in relation to serving the…

  3. Formative Assessment Grants: How to Tap into New Federal Dollars

    ERIC Educational Resources Information Center

    Love, Paula

    2007-01-01

    Legislators are now drawing on information from online program assessment rating tools to determine funding allocations for government programs. Clearly, assessment is now a critical factor in education programs and the grants that support these programs. In this article, the author provides some key elements that an institution can implement to…

  4. Formative Assessment in the Digital Age: Blogging with Third Graders

    ERIC Educational Resources Information Center

    Stover, Katie; Yearta, Lindsay; Harris, Caroline

    2016-01-01

    There are numerous benefits of using blogs to discuss reading in the elementary classroom. Teachers can assess reading comprehension for individual students while managing several book clubs in a digital space. The resulting assessment-based data can be used to differentiate instruction. Additionally, students can experience growth as independent,…

  5. Promoting Formative Assessment in Online Teaching and Learning

    ERIC Educational Resources Information Center

    Vonderwell, Selma Koc; Boboc, Marius

    2013-01-01

    Using effective assessment techniques can improve an instructor's understanding of student needs and support learner-centered classrooms. Evaluating student learning takes on a new meaning in online classroom environment where students and instructors do not share physical proximity. According to Garrison (2011), the assessment strategies used to…

  6. Linking pain items from two studies onto a common scale using item response theory.

    PubMed

    Chen, Wen-Hung; Revicki, Dennis A; Lai, Jin-Shei; Cook, Karon F; Amtmann, Dagmar

    2009-10-01

    This study examined two approaches to linking items from two pain surveys to form a single item bank with a common measurement scale. Secondary analysis of two independent surveys: Initiative on Methods, Measurement, and Pain Assessment in Clinical Trials Survey with Main Survey (959 chronic pain patients; 42 pain items) and Pain Module (n=148; 36 pain items), and Center on Outcomes, Research and Education Survey (400 cancer patients; 43 pain items). There were common items included among the three data sets. In the first approach, all items were calibrated to an item response theory (IRT) model simultaneously, and in the second approach, items were calibrated separately and then the scales were transformed to a common metric. The two approaches produced similar linking results across the two sets of pain interference items because there was sufficient number of common items and large enough sample size. For pain intensity, simultaneous calibration yielded more stable results. Separated calibration yielded an unsatisfactory linking result for pain intensity because of a single common item with small sample size. The results suggested that a simultaneous IRT calibration method produces the more stable item parameters across independent samples, and hence, should be recommended for developing comprehensive item banks. Patient-reported health outcome surveys are often limited in sample sizes and the number of items owing to the difficulty of recruitment and the burden to the patients. As a result, the surveys either lack statistical power or are limited in scope. Using IRT methodology, survey data can be pooled to lend strength to each other to expand the scope and to increase the sample sizes. PMID:19577422

  7. Teachers valuation and implementation of formative assessment strategies in elementary science classrooms

    NASA Astrophysics Data System (ADS)

    Jett, Pamela M.

    Formative assessment is frequently used by educators, but when asked to define, responses tend to vary widely. In essence, formative assessment is when teachers and students engage in instructional conversations discussing content information and gathering data about present levels of understanding. This feedback exchanged between teachers and students about knowledge gained is a critical element that provides structure and support to move student learning forward. For teachers who effectively use formative assessment strategies, it is the responsive element of adjusting lesson plans, instruction and assessments to give students multiple avenues to develop deeper understanding and to address student learning needs. For students it is the clarification provided by the teacher to link what was known, to what is known to achieve desired learning. In this study elementary teachers in one school district were surveyed by means of a questionnaire to ascertain their perspectives on value and implementation of formative assessment. Four teachers were selected for intensive observations of science lessons utilizing what each perceived to be formative assessment strategies. This study used a mixed methods approach to analyze data from three sources: a questionnaire, classroom observations and teacher interviews. Factor analysis and confirmatory structural equation modeling were used to determine the validity of the questionnaire about teacher's beliefs and use of formative assessment strategies; SEM also provided underlying structural relationships of formative assessment strategies. Teachers' value of formative assessment strategies strongly correlated with their reported use of same strategies. Regression analysis determined no significant correlation between years of experience and use of formative assessment. Interview analysis of case studies indicated that those who had a more student-focused or constructivist approach to science teaching, were more likely to

  8. Varying properties of in situ heat treatment of a tar sands formation based on assessed viscosities

    DOEpatents

    Karanikas, John Michael; Vinegar, Harold J

    2014-03-04

    A method for treating a tar sands formation includes providing heat to at least part of a hydrocarbon layer in the formation from a plurality of heaters located in the formation. The heat is allowed to transfer from the heaters to at least a portion of the formation. A viscosity of one or more zones of the hydrocarbon layer is assessed. The heating rates in the zones are varied based on the assessed viscosities. The heating rate in a first zone of the formation is greater than the heating rate in a second zone of the formation if the viscosity in the first zone is greater than the viscosity in the second zone. Fluids are produced from the formation through the production wells.

  9. Formative Assessment of Teachers in the Context of an Online Learning Environment

    ERIC Educational Resources Information Center

    Tinoca, Luis; Oliveira, Isolina

    2013-01-01

    This case study looked at how an assessment strategy designed for an online learning environment can support teachers' professional development. More specifically, we intended to evaluate how a particular online assessment design can help the participating in-service teachers to recognize the added value of formative assessment, and promote…

  10. Designing a Formative E-Assessment: Latent Class Analysis of Early Reading Skills

    ERIC Educational Resources Information Center

    Sainsbury, Marian; Benton, Tom

    2011-01-01

    Computer-based testing, or e-assessment, has the potential to deliver immediate results for the benefit of schools. This paper describes a project that aimed to exploit this potential by designing e-assessments where the results were intended for use by teachers in planning the next steps in teaching and learning: low-stakes, formative assessment.…

  11. Formative Assessment Probes: When Is the Next Full Moon? Using K-2 Concept Cartoons

    ERIC Educational Resources Information Center

    Keeley, Page

    2013-01-01

    This column focuses on promoting learning through assessment. This month's issue uses concept cartoons to assess students' ideas about the moon. Concept cartoons, formative assessment tools that reveal students' preconceptions and probe for conceptual understanding, have recently become popular in the United States, with teachers…

  12. Minimum Redundancy Item Analysis

    ERIC Educational Resources Information Center

    Neill, John A.; Jackson, Douglas N.

    1976-01-01

    Illustrates a multivariate approach to item analysis. Previous formulation is extended by investigating techniques simultaneously taking into account scale variance with the goal of reducing the average correlation between scales. Study examines problems in determining optimum values for combinations of item parameters selected for personality…

  13. Health Literacy Assessment Using Talking Touchscreen Technology (Health LiTT): A New Item Response Theory-based Measure of Health Literacy

    PubMed Central

    HAHN, ELIZABETH A.; CHOI, SEUNG W.; GRIFFITH, JAMES W.; YOST, KATHLEEN J.; BAKER, DAVID W.

    2012-01-01

    The importance of health literacy has grown considerably among researchers, clinicians, patients and policymakers. Better instruments and measurement strategies are needed. Our objective was to develop a new health literacy instrument using novel health information technology and modern psychometrics. We designed Health LiTT as a self-administered multimedia touchscreen test based on item response theory (IRT) principles. We enrolled a diverse group of 619 English-speaking primary care patients in clinics for underserved patients. We tested three item types (prose, document, quantitative) that worked well together to reliably measure a single dimension of health literacy. The Health LiTT score meets psychometric standards (reliability of 0.90 or higher) for measurement of individual respondents in the low to middle range. Mean Health LiTT scores were associated with age, race/ethnicity, education, income and prior computer use (p<0.05). We created an IRT-calibrated item bank of 82 items. Standard setting needs to be performed to classify and map items onto the construct and to identify measurement gaps. We are incorporating Health LiTT into an existing online research management tool. This will enable administration of Health LiTT on the same touchscreen used for other patient-reported outcomes, as well as real-time scoring and reporting of health literacy scores. PMID:21951249

  14. The Promise and Reality of Formative Assessment Practice in a Continuous Assessment Scheme: The Case of Trinidad and Tobago

    ERIC Educational Resources Information Center

    De Lisle, Jerome

    2015-01-01

    Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven…

  15. Perspectives and Practices of Elementary Teachers Using an Internet-Based Formative Assessment Tool: The Case of "Assessing Mathematics Concepts"

    ERIC Educational Resources Information Center

    Martin, Christie S.; Polly, Drew; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

    2016-01-01

    This study examined the influence of professional development on elementary school teachers' perceptions of and use of an internet-based formative assessment tool focused on students' number sense skills. Data sources include teacher-participants' pre and post survey, open ended response on post survey, use of the assessment tool and their written…

  16. Using case method to explicitly teach formative assessment in preservice teacher science education

    NASA Astrophysics Data System (ADS)

    Bentz, Amy Elizabeth

    The process of formative assessment improves student understanding; however, the topic of formative assessment in preservice education has been severely neglected. Since a major goal of teacher education is to create reflective teaching professionals, preservice teachers should be provided an opportunity to critically reflect on the use of formative assessment in the classroom. Case method is an instructional methodology that allows learners to engage in and reflect on real-world situations. Case based pedagogy can play an important role in enhancing preservice teachers' ability to reflect on teaching and learning by encouraging alternative ways of thinking about assessment. Although the literature on formative assessment and case methodology are extensive, using case method to explore the formative assessment process is, at best, sparse. The purpose of this study is to answer the following research questions: To what extent does the implementation of formative assessment cases in methods instruction influence preservice elementary science teachers' knowledge of formative assessment? What descriptive characteristics change between the preservice teachers' pre-case and post-case written reflection that would demonstrate learning had occurred? To investigate these questions, preservice teachers in an elementary methods course were asked to reflect on and discuss five cases. Pre/post-case data was analyzed. Results indicate that the preservice teachers modified their ideas to reflect the themes that were represented within the cases and modified their reflections to include specific ideas or examples taken directly from the case discussions. Comparing pre- and post-case reflections, the data supports a noted change in how the preservice teachers interpreted the case content. The preservice teachers began to evaluate the case content, question the lack of formative assessment concepts and strategies within the case, and apply formative assessment concepts and

  17. Technology-Enhanced Formative Assessment of Plant Identification

    ERIC Educational Resources Information Center

    Conejo, Ricardo; Garcia-Viñas, Juan Ignacio; Gastón, Aitor; Barros, Beatriz

    2016-01-01

    Developing plant identification skills is an important part of the curriculum of any botany course in higher education. Frequent practice with dried and fresh plants is necessary to recognize the diversity of forms, states, and details that a species can present. We have developed a web-based assessment system for mobile devices that is able to…

  18. Data Mining: A Systems Approach to Formative Assessment

    ERIC Educational Resources Information Center

    Schmid, Dale

    2012-01-01

    This article describes how using raw data and information from reliable assessments can inform teachers' decisions leading to improved instruction. The primary aim is to use a systems approach to provide evidence of what students know and how they demonstrate mastery. Such evidence can empower teachers to reach all students. The pedagogic…

  19. Supporting Teacher Metacognition about Formative Assessment in Online Writing Environments

    ERIC Educational Resources Information Center

    Woodard, Rebecca; Magnifico, Alecia Marie; McCarthey, Sarah

    2013-01-01

    Rubrics have become popular tools for assessing student writing both in classroom and standardized testing environments. Rubric construction and efficacy, however, is a topic that has been largely sidestepped in the literature and in teacher professional development. Composing an effective rubric--particularly for instructional or formative…

  20. Why Leadership Matters: Empowering Teachers to Implement Formative Assessment

    ERIC Educational Resources Information Center

    Hollingworth, Liz

    2012-01-01

    Purpose: The focus of this research is to understand the role of the district superintendent, the building principal, and the school leadership team of classroom teachers as catalysts for innovation in instruction and classroom assessment. School characteristics and structures designed to specifically support professional learning communities are…

  1. Improving College Instruction: The Formative Assessment of College Teaching (FACT).

    ERIC Educational Resources Information Center

    Herr, Gregory; Cohen, Peter A.

    It is evident that there is an existing need for a process-oriented assessment instrument which can be used to provide instructors with specific diagnostic feedback that can be utilized in the college classroom. The goal of the present study was to develop and validate a multidimensional student rating instrument which would provide such…

  2. Reliability and Validity of Teacher Rating Procedures in the Assessment of Hyperactivity as a Function of Rating Scale Format.

    ERIC Educational Resources Information Center

    Sandoval, Jonathan; Lambert, Nadine M.

    The effects of varying the formats of behavior rating scale items on teacher ratings of student hyperactivity were investigated. Two hundred forty-two teachers were asked to rate a variety of children; some had been identified as hyperactive by physicians, parents, or teachers; some were not considered hyperactive; and others were randomly…

  3. Risk assessment of PCDD/Fs levels in human tissues related to major food items based on chemical analyses and micro-EROD assay.

    PubMed

    Tsang, H L; Wu, S C; Wong, C K C; Leung, C K M; Tao, S; Wong, M H

    2009-10-01

    Nine groups of food items (freshwater fish, marine fish, pork, chicken, chicken eggs, leafy, non-leafy vegetables, rice and flour) and three types of human samples (human milk, maternal serum and cord serum) were collected for the analysis of PCDD/Fs. Results of chemical analysis revealed PCDD/Fs concentrations (pg g(-1) fat) in the following ascending order: pork (0.289 pg g(-1) fat), grass carp (Ctenopharyngodon idellus) (freshwater fish) (0.407), golden thread (Nemipterus virgatus) (marine fish) (0.511), chicken (0.529), mandarin fish (Siniperca kneri) (marine fish) (0.535), chicken egg (0.552), and snubnose pompano (Trachinotus blochii) (marine fish) (1.219). The results of micro-EROD assay showed relatively higher PCDD/Fs levels in fish (2.65 pg g(-1) fat) when compared with pork (0.47), eggs (0.33), chicken (0.13), flour (0.07), vegetables (0.05 pg g(-1) wet wt) and rice (0.05). The estimated average daily intake of PCDD/Fs of 3.51 pg EROD-TEQ/kg bw/day was within the range of WHO Tolerable Daily Intake (1-4 pg WHO-TEQ/kg bw/day) and was higher than the Provisional Tolerable Daily Intake (PMTL) (70 pg for dioxins and dioxin-like PCBs) recommended by the Joint FAO/WHO Expert Committee on Food Additives (JECFA) [Joint FAO/WHO Expert Committee on Food Additives (JECFA), Summary and conclusions of the fifty-seventh meeting, JECFA, 2001.]. Nevertheless, the current findings were significantly lower than the TDI (14 pg WHO-TEQ/kg/bw/day) recommended by the Scientific Committee on Food of the Europe Commission [European Scientific Committee on Food (EU SCF), Opinions on the SCF on the risk assessment of dioxins and dioxin-like PCBs in food, 2000.]. However, it should be noted that micro-EROD assay overestimates the PCDD/Fs levels by 2 to 7 folds which may also amplify the PCDD/Fs levels accordingly. Although the levels of PCDD/Fs obtained from micro-EROD assay were much higher than those obtained by chemical analysis by 2 to 7 folds, it provides a cost-effective and

  4. Perceptions and attitudes of formative assessments in middle-school science classes

    NASA Astrophysics Data System (ADS)

    Chauncey, Penny Denyse

    No Child Left Behind mandates utilizing summative assessment to measure schools' effectiveness. The problem is that summative assessment measures students' knowledge without depth of understanding. The goal of public education, however, is to prepare students to think critically at higher levels. The purpose of this study was to examine any difference between formative assessment incorporated in instruction as opposed to the usual, more summative methods in terms of attitudes and academic achievement of middle-school science students. Maslow's theory emphasizes that individuals must have basic needs met before they can advance to higher levels. Formative assessment enables students to master one level at a time. The research questions focused on whether statistically significant differences existed between classrooms using these two types of assessments on academic tests and an attitude survey. Using a quantitative quasi-experimental control-group design, data were obtained from a sample of 430 middle-school science students in 6 classes. One control and 2 experimental classes were assigned to each teacher. Results of the independent t tests revealed academic achievement was significantly greater for groups that utilized formative assessment. No significant difference in attitudes was noted. Recommendations include incorporating formative assessment results with the summative results. Findings from this study could contribute to positive social change by prompting educational stakeholders to examine local and state policies on curriculum as well as funding based on summative scores alone. Use of formative assessment can lead to improved academic success.

  5. Vegetable parenting practices scale: Item response modeling analyses

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Our objective was to evaluate the psychometric properties of a vegetable parenting practices scale using multidimensional polytomous item response modeling which enables assessing item fit to latent variables and the distributional characteristics of the items in comparison to the respondents. We al...

  6. Can Relevant Grammatical Cues Result in Invalid Test Items?

    ERIC Educational Resources Information Center

    Plake, Barbara S.; Huntley, Renee M.

    1984-01-01

    Two studies examined the effect of making the correct answer of a multiple choice test item grammatically consistent with the item. American College Testing Assessment experimental items were constructed to investigate grammatical compliance to investigate grammatical compliance for plural-singular and vowel-consonant agreement. Results suggest…

  7. Psychological Components of Responses to Interest Inventory Items

    ERIC Educational Resources Information Center

    Thiebaut, Eric

    2013-01-01

    This study tests the relevance of 10 psychological traits that are assumed to exemplify responses to the items of INFORIZON, an occupational interest inventory. To accomplish this goal, the author analyzed the responses to the interest items based on a sample of 824 participants (17-25 years old), with an assessment of the items based on…

  8. Delaware Student Testing Program Item Sampler: Released Items for Social Studies, Grades 8 and 11.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Education, Dover.

    The Delaware Student Testing Program (DSTP) is designed to assess progress toward the Delaware Content Standards. Every year a certain number of items are removed from the test and then selected for public release. This booklet contains multiple-choice and short-answer (constructed response) items released from the 2000 or 2001 administration of…

  9. Interpreting Secondary Students' Performance on a Timed, Multiple-Choice Reading Comprehension Assessment: The Prevalence and Impact of Non-Attempted Items

    ERIC Educational Resources Information Center

    Clemens, Nathan H.; Davis, John L.; Simmons, Leslie E.; Oslund, Eric L.; Simmons, Deborah C.

    2015-01-01

    Standardized measures are often used as an index of students' reading comprehension and scores have important implications, particularly for students who perform below expectations. This study examined secondary-level students' patterns of responding and the prevalence and impact of non-attempted items on a timed, group-administered,…

  10. Analysis of Nonequivalent Assessments across Different Linguistic Groups Using a Mixed Methods Approach: Understanding the Causes of Differential Item Functioning by Cognitive Interviewing

    ERIC Educational Resources Information Center

    Benítez, Isabel; Padilla, José-Luis

    2014-01-01

    Differential item functioning (DIF) can undermine the validity of cross-lingual comparisons. While a lot of efficient statistics for detecting DIF are available, few general findings have been found to explain DIF results. The objective of the article was to study DIF sources by using a mixed method design. The design involves a quantitative phase…

  11. Q-Matrix Construction: Defining the Link between Constructs and Test Items in Large-Scale Reading and Listening Comprehension Assessments

    ERIC Educational Resources Information Center

    Sawaki, Yasuyo; Kim, Hae-Jin; Gentile, Claudia

    2009-01-01

    In cognitive diagnosis a Q-matrix (Tatsuoka, 1983, 1990), which is an incidence matrix that defines the relationships between test items and constructs of interest, has great impact on the nature of performance feedback that can be provided to score users. The purpose of the present study was to identify meaningful skill coding categories that…

  12. Teacher Collective Bargaining in Washington State: Assessing the Internal Validity of Partial Independence Item Response Measures of Contract Restrictiveness. CEDR Working Paper No. 2012 3.0

    ERIC Educational Resources Information Center

    Goldhaber, Dan; Lavery, Lesley; Theobald, Roddy; D'Entremont, Dylan; Fang, Yangru

    2012-01-01

    Recent research (Strunk and Reardon forthcoming) applies Partial Independence Item Response (PIIR) models to teacher bargaining agreements in California to calculate the latent restrictiveness of these contracts. Further research (Strunk and Grissom 2010; Strunk forthcoming) tests the external validity of these estimates. Given that much research…

  13. Using a Theorem by Andersen and the Dichotomous Rasch Model to Assess the Presence of Random Guessing in Multiple Choice Items

    ERIC Educational Resources Information Center

    Andrich, David; Marais, Ida; Humphry, Stephen

    2012-01-01

    Andersen (1995, 2002) proves a theorem relating variances of parameter estimates from samples and subsamples and shows its use as an adjunct to standard statistical analyses. The authors show an application where the theorem is central to the hypothesis tested, namely, whether random guessing to multiple choice items affects their estimates in the…

  14. Assessment of the Effectiveness of the Studio Format in Introductory Undergraduate Biology

    ERIC Educational Resources Information Center

    Montelone, Beth A.; Rintoul, David A.; Williams, Larry G.

    2008-01-01

    Kansas State University converted its introductory biology course, previously taught as an audio-tutorial (A-T), to a studio format in 1997. We share with others information about the process involved and present assessment data for the studio format course that address 1) student exam performance in A-T and studio; 2) student course grades in A-T…

  15. Using Formative and Alternative Assessments to Support Instruction and Measure Student Learning

    ERIC Educational Resources Information Center

    Britton, Tricia

    2011-01-01

    Using formative assessment involves gathering data from students on their progress and comprehension so that instruction can be adjusted to meet their learning needs (Popham 2001; Greenstein 2010). This article describes how the author uses homework, "three quick questions," trivia questions, pretests, and practice tests to formatively assess…

  16. A Beta Item Response Model for Continuous Bounded Responses

    ERIC Educational Resources Information Center

    Noel, Yvonnick; Dauvier, Bruno

    2007-01-01

    An item response model is proposed for the analysis of continuous response formats in an item response theory (IRT) framework. With such formats, respondents are asked to report their response as a mark on a fixed-length graphical segment whose ends are labeled with extreme responses. An interpolation process is proposed as the response mechanism…

  17. Incorporating formative assessment and science content into elementary science methods---A case study

    NASA Astrophysics Data System (ADS)

    Brower, Derek John

    Just as elementary students enter the science classroom with prior knowledge and experiences, so do preservice elementary teachers who enter the science methods classroom. Elementary science methods instructors recognize the challenges associated with preparing teachers for the science classroom. Two of these challenges include overcoming limited science content understanding and a low science teaching efficacy. Based upon research in science misconceptions, conceptual change theory, formative assessment, and science teaching efficacy, this design experiment explored the use of formative assessment in an authentic learning environment to address some of these challenges. As a case study, the goal was to identify two specific topics in science which the preservice teachers did not understand and to model consistent use of formative assessment to guide instruction in those science topics for six weeks. The research questions for this study sought to explore the design of the class while also exploring students' understanding of the science content and their understanding of formative assessment. One specific question was whether the formative data could differentiate between deeply held student misconceptions in science and incomplete science understanding. In addition, data was collected to measure changes in science teaching efficacy as well as preservice teachers' desire to use formative assessment in their own future classrooms. Based upon student interviews and a final content quiz, the participants in this study did show improved science content understanding in the areas of plant food/energy and plate tectonics. The course design implemented a variety of formative assessment tools including formative assessment probes, student science notebooks, student concept maps, a non-graded quiz, and more. The STEBI-B survey identified improved science teaching efficacy among the participants. Student final essays indicated improved understanding of formative assessment

  18. Science Library of Test Items. Volume Seventeen. A Collection of Multiple Choice Test Items Relating Mainly to Biology.

    ERIC Educational Resources Information Center

    New South Wales Dept. of Education, Sydney (Australia).

    As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items are made available to teachers for the construction of unit tests or term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus…

  19. Science Library of Test Items. Volume Twenty. A Collection of Multiple Choice Test Items Relating Mainly to Physics, 1.

    ERIC Educational Resources Information Center

    New South Wales Dept. of Education, Sydney (Australia).

    As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items are made available to teachers for the construction of unit tests or term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus…

  20. Science Library of Test Items. Volume Nineteen. A Collection of Multiple Choice Test Items Relating Mainly to Geology.

    ERIC Educational Resources Information Center

    New South Wales Dept. of Education, Sydney (Australia).

    As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items are made available to teachers for the construction of unit tests or term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The test items meet syllabus…

  1. Guide to good practices for the development of test items

    SciTech Connect

    1997-01-01

    While the methodology used in developing test items can vary significantly, to ensure quality examinations, test items should be developed systematically. Test design and development is discussed in the DOE Guide to Good Practices for Design, Development, and Implementation of Examinations. This guide is intended to be a supplement by providing more detailed guidance on the development of specific test items. This guide addresses the development of written examination test items primarily. However, many of the concepts also apply to oral examinations, both in the classroom and on the job. This guide is intended to be used as guidance for the classroom and laboratory instructor or curriculum developer responsible for the construction of individual test items. This document focuses on written test items, but includes information relative to open-reference (open book) examination test items, as well. These test items have been categorized as short-answer, multiple-choice, or essay. Each test item format is described, examples are provided, and a procedure for development is included. The appendices provide examples for writing test items, a test item development form, and examples of various test item formats.

  2. Item Writer Judgments of Item Difficulty versus Actual Item Difficulty: A Case Study

    ERIC Educational Resources Information Center

    Sydorenko, Tetyana

    2011-01-01

    This study investigates how accurate one item writer can be on item difficulty estimates and whether factors affecting item writer judgments correspond to predictors of actual item difficulty. The items were based on conversational dialogs (presented as videos online) that focus on pragmatic functions. Thirty-five 2nd-, 3rd-, and 4th-year learners…

  3. Teacher Analysis of Student Knowledge (TASK): A Measure of Learning Trajectory-Oriented Formative Assessment

    ERIC Educational Resources Information Center

    Supovitz, Jonathan; Ebby, Caroline B.; Sirinides, Philip

    2013-01-01

    This interactive electronic report provides an overview of an innovative new instrument developed by researchers at the Consortium for Policy Research in Education (CPRE) to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics…

  4. The Effects of Images on Multiple-Choice Questions in Computer-Based Formative Assessment

    ERIC Educational Resources Information Center

    Martín-SanJosé, Juan Fernando; Juan, M.-Carmen; Vivó, Roberto; Abad, Francisco

    2015-01-01

    Current learning and assessment are evolving into digital systems that can be used, stored, and processed online. In this paper, three different types of questionnaires for assessment are presented. All the questionnaires were filled out online on a web-based format. A study was carried out to determine whether the use of images related to each…

  5. Automated Formative Assessment as a Tool to Scaffold Student Documentary Writing

    ERIC Educational Resources Information Center

    Ferster, Bill; Hammond, Thomas C.; Alexander, R. Curby; Lyman, Hunt

    2012-01-01

    The hurried pace of the modern classroom does not permit formative feedback on writing assignments at the frequency or quality recommended by the research literature. One solution for increasing individual feedback to students is to incorporate some form of computer-generated assessment. This study explores the use of automated assessment of…

  6. Differential Improvement in Student Understanding of Mathematical Principles following Formative Assessment Intervention

    ERIC Educational Resources Information Center

    Phelan, Julia; Choi, Kilchan; Vendlinski, Terry; Baker, Eva; Herman, Joan

    2011-01-01

    The authors describe results from a study of a middle school mathematics formative assessment strategy. They employed a randomized, controlled design to address the following question: Does using our strategy improve student performance on assessments of key mathematical ideas relative to a comparison group? Eighty-five teachers and 4,091 students…

  7. The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning

    ERIC Educational Resources Information Center

    Frey, Nancy E.; Fisher, Douglas B.

    2011-01-01

    Students perform poorly on assessments primarily because they don't see the relevance of the content they are expected to master, they think they know the material but really don't, or teachers don't recognize that students aren't learning. Now there's a way you can overcome all of those challenges by using the improved formative assessment system…

  8. Formative Assessment as a Component of the Future English Teacher Training

    ERIC Educational Resources Information Center

    Klimenko, Marina Viktorovna; Sleptsova, Larisa Arkadyevna

    2015-01-01

    The article deals with the problem of the initial stage of the future English teacher training and forming basic professional teaching skills by means of the implementation of formative assessment methods into the process of studying. It reveals the urgent necessity of using a modern and reliable system of assessment as a sound foundation of a…

  9. Formative Assessment: Revisiting the Territory from the Point of View of Teachers

    ERIC Educational Resources Information Center

    Morrissette, Joelle

    2011-01-01

    This research documented the know-how of five elementary-school teachers regarding formative assessment, working from their point of view on the question. Group interviews gave them the opportunity to negotiate their "ways of doing things," by revisiting and elaborating upon assessment episodes that had been previously identified on classroom…

  10. Evaluating the Diagnostic Validity of a Facet-Based Formative Assessment System

    ERIC Educational Resources Information Center

    DeBarger, Angela Haydel; DiBello, Louis; Minstrell, Jim; Feng, Mingyu; Stout, William; Pellegrino, James; Haertel, Geneva; Harris, Christopher; Ructinger, Liliana

    2011-01-01

    This paper describes methods for an alignment study and psychometric analyses of a formative assessment system, Diagnoser Tools for physics. Diagnoser Tools begin with facet clusters as the interpretive framework for designing questions and instructional activities. Thus each question in the diagnostic assessments includes distractors that…

  11. Formative Feedback through Summative Tutorial-Based Assessments: The Relationship to Student Performance

    ERIC Educational Resources Information Center

    Perera, Luckmika; Nguyen, Hoa; Watty, Kim

    2014-01-01

    This paper investigates the effectiveness (measured using assignment and examination performance) of an assessment design incorporating formative feedback through summative tutorial-based assessments to improve student performance, in a second-year Finance course at an Australian university. Data was collected for students who were enrolled in an…

  12. Formative Assessment in Confucian Heritage Culture Classrooms: Activity Theory Analysis of Tensions, Contradictions and Hybrid Practices

    ERIC Educational Resources Information Center

    Thanh Pham, Thi Hong; Renshaw, Peter

    2015-01-01

    Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the "third space", as the core of the third…

  13. Assessment in Finland: A Scholarly Reflection on One Country's Use of Formative, Summative, and Evaluative Practices

    ERIC Educational Resources Information Center

    Hendrickson, Katie A.

    2012-01-01

    Finland's high test scores have prompted international comparisons of educational policy. This article explores the use of assessment in Finland, particularly the intended use of student assessment and evaluation of schools as described in the National Curriculum. This article explores Finnish educational policy through the lens of formative and…

  14. E-Mail-Based Formative Assessment: A Chronicle of Research-Inspired Practice

    ERIC Educational Resources Information Center

    Doige, Carl Anthony

    2012-01-01

    The importance of using systematic formative assessment to guide students toward meaningful learning has gained more recognition in the education community in recent years. This form of assessment is characterized by task-oriented feedback in a low-risk environment, which is believed to promote mastery goal orientation and self-regulated learning.…

  15. A Needs Assessment, Development, and Formative Evaluation of a Health Promotion Smartphone Application for College Students

    ERIC Educational Resources Information Center

    Miller, Tiffany; Chandler, Laura; Mouttapa, Michele

    2015-01-01

    Background: Approximately half of college students who completed the National College Health Assessment 2013 indicated a greater need for health-related information. University-based smartphone applications may help students better access this information. Purpose: This study describes the needs assessment, development, and formative evaluation of…

  16. A Web-Based Formative Assessment Tool for Masters Students: A Pilot Study

    ERIC Educational Resources Information Center

    Costa, Daniel S. J.; Mullan, Barbara A.; Kothe, Emily J.; Butow, Phyllis

    2010-01-01

    The use of web-based learning and assessment tools is growing in tertiary institutions around the world. To date, very few papers have reported the development and evaluation of a web-based formative assessment tool for postgraduate students. The aim of the present paper was to report on the development and evaluation of an online formative…

  17. Supporting Student Learning: The Use of Computer-Based Formative Assessment Modules.

    ERIC Educational Resources Information Center

    Peat, Mary; Franklin, Sue

    2002-01-01

    Describes the development of a variety of computer-based assessment opportunities, both formative and summative, that are available to a large first-year biology class at the University of Sydney (Australia). Discusses online access to weekly quizzes, a mock exam, and special self-assessment modules that are beneficial to student learning.…

  18. Quantitative assessment of computational models for retinotopic map formation.

    PubMed

    Hjorth, J J Johannes; Sterratt, David C; Cutts, Catherine S; Willshaw, David J; Eglen, Stephen J

    2015-06-01

    Molecular and activity-based cues acting together are thought to guide retinal axons to their terminal sites in vertebrate optic tectum or superior colliculus (SC) to form an ordered map of connections. The details of mechanisms involved, and the degree to which they might interact, are still not well understood. We have developed a framework within which existing computational models can be assessed in an unbiased and quantitative manner against a set of experimental data curated from the mouse retinocollicular system. Our framework facilitates comparison between models, testing new models against known phenotypes and simulating new phenotypes in existing models. We have used this framework to assess four representative models that combine Eph/ephrin gradients and/or activity-based mechanisms and competition. Two of the models were updated from their original form to fit into our framework. The models were tested against five different phenotypes: wild type, Isl2-EphA3(ki/ki), Isl2-EphA3(ki/+), ephrin-A2,A3,A5 triple knock-out (TKO), and Math5(-/-) (Atoh7). Two models successfully reproduced the extent of the Math5(-/-) anteromedial projection, but only one of those could account for the collapse point in Isl2-EphA3(ki/+). The models needed a weak anteroposterior gradient in the SC to reproduce the residual order in the ephrin-A2,A3,A5 TKO phenotype, suggesting either an incomplete knock-out or the presence of another guidance molecule. Our article demonstrates the importance of testing retinotopic models against as full a range of phenotypes as possible, and we have made available MATLAB software, we wrote to facilitate this process. PMID:25367067

  19. Quantitative assessment of computational models for retinotopic map formation

    PubMed Central

    Sterratt, David C; Cutts, Catherine S; Willshaw, David J; Eglen, Stephen J

    2014-01-01

    ABSTRACT Molecular and activity‐based cues acting together are thought to guide retinal axons to their terminal sites in vertebrate optic tectum or superior colliculus (SC) to form an ordered map of connections. The details of mechanisms involved, and the degree to which they might interact, are still not well understood. We have developed a framework within which existing computational models can be assessed in an unbiased and quantitative manner against a set of experimental data curated from the mouse retinocollicular system. Our framework facilitates comparison between models, testing new models against known phenotypes and simulating new phenotypes in existing models. We have used this framework to assess four representative models that combine Eph/ephrin gradients and/or activity‐based mechanisms and competition. Two of the models were updated from their original form to fit into our framework. The models were tested against five different phenotypes: wild type, Isl2‐EphA3 ki/ki, Isl2‐EphA3 ki/+, ephrin‐A2,A3,A5 triple knock‐out (TKO), and Math5 −/− (Atoh7). Two models successfully reproduced the extent of the Math5 −/− anteromedial projection, but only one of those could account for the collapse point in Isl2‐EphA3 ki/+. The models needed a weak anteroposterior gradient in the SC to reproduce the residual order in the ephrin‐A2,A3,A5 TKO phenotype, suggesting either an incomplete knock‐out or the presence of another guidance molecule. Our article demonstrates the importance of testing retinotopic models against as full a range of phenotypes as possible, and we have made available MATLAB software, we wrote to facilitate this process. © 2014 Wiley Periodicals, Inc. Develop Neurobiol 75: 641–666, 2015 PMID:25367067

  20. Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry

    NASA Astrophysics Data System (ADS)

    Araceli Ruiz-Primo, Maria; Furtak, Erin Marie

    2007-01-01

    This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (eliciting, recognizing, and using information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual structures, and social processes). We describe the informal assessment practices as ESRU cycles - the teacher Elicits a question; the Student responds; the teacher Recognizes the student's response; and then Uses the information collected to support student learning. By tracking the strategies teachers used in terms of ESRU cycles, we were able to capture differences in assessment practices across the three teachers during the implementation of four investigations of a physical science unit on buoyancy. Furthermore, based on information collected in a three-question embedded assessment administered to assess students' learning, we linked students' level of performance to the teachers' informal assessment practices. We found that the teacher who more frequently used complete ESRU cycles had students with higher performance on the embedded assessment as compared with the other two teachers. We conclude that the ESRU model is a useful way of capturing differences in teachers' informal assessment practices. Furthermore, the study suggests that effective informal formative assessment practices may be associated with student learning in scientific inquiry classrooms.