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Sample records for aligning mathematics assessment

  1. 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…

  2. Alignment Content Analysis of TIMSS and PISA Mathematics and Science Assessments Using the Surveys of Enacted Curriculum Methodology

    ERIC Educational Resources Information Center

    Council of Chief State School Officers, 2009

    2009-01-01

    In Fall 2008, the Council of Chief State School Officers (CCSSO) conducted an alignment content analysis of the 2007 TIMSS Mathematics and Science education assessments for students at grades 4 and 8 and the 2006 PISA Mathematics and Science Literacy assessments for students at age 15 (i.e., TIMSS--Trends in Mathematics and Science Study,…

  3. Aligning Mathematics Assessment Standards: Louisiana and the 2009 National Assessment of Educational Progress (NAEP). REL Technical Brief. REL 2008-No. 009

    ERIC Educational Resources Information Center

    Shapley, Kathy L.; Brite, Jessica

    2008-01-01

    This technical brief examines the current alignment between the Louisiana Educational Assessment Program (LEAP) and Graduation Exit Examination (GEE) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the…

  4. Aligning Mathematics Assessment Standards: New Mexico and the 2009 National Assessment of Educational Progress (NAEP). REL Technical Brief. REL 2008-No. 011

    ERIC Educational Resources Information Center

    Shapley, Kathy L.; Brite, Jessica

    2008-01-01

    This technical brief examines the current alignment between the New Mexico Standards Based Assessment (NMSBA) standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying…

  5. Examining Alignment: National and Local Assessments and the Common Core State Standards in Mathematics

    ERIC Educational Resources Information Center

    Higgins, Ryan M.

    2013-01-01

    In support of the national movement to improve mathematics instruction and assessment, states and districts are looking for the best tools to measure student progress toward proficiency. There is a national dialogue about how to use 8th-grade measurements like ACT EXPLORE and NAEP as predictors of student success and school accountability. This…

  6. Determining Alignment of Expectations and Assessments in Mathematics and Science Education.

    ERIC Educational Resources Information Center

    Webb, Norman L.

    1997-01-01

    Many states and school districts are making concerted efforts to boost student achievement in mathematics and science. This information brief is intended for those who seek to improve student learning by creating coherent systems of expectations and assessments in states and districts. Other potential audiences are those who study reform, make…

  7. Alignment of Idaho State Standards With The Idaho Direct Mathematics Assessment In Grades 4, 6, and 8.

    ERIC Educational Resources Information Center

    Leffler, James

    2004-01-01

    The process used for this alignment was an abbreviated version of the alignment work and models developed by Norman L. Webb (1997, 1999, 2001, and 2002), and used in alignment studies of the Idaho state assessment system. While the full Webb alignment includes four dimensions, this study only considers two of the dimensions -- Depth of Knowledge…

  8. Alignment of Mathematics State-Level Standards and Assessments: The Role of Reviewer Agreement

    ERIC Educational Resources Information Center

    Webb, Noreen M.; Herman, Joan L.; Webb, Norman L.

    2007-01-01

    This article examines the role of reviewer agreement in judgments about alignment between tests and standards. We used case data from three state alignment studies to explore how different approaches to incorporating reviewer agreement changes alignment conclusions. The three case studies showed varying degrees of reviewer agreement about…

  9. Designing Assessment for Mathematics

    ERIC Educational Resources Information Center

    Depka, Eileen

    2007-01-01

    Teaching mathematics in today's world requires practices and procedures integrated with performance tasks that actively involve students. In this second edition of Designing Rubrics for Mathematics, Eileen Depka clarifies the purpose of rubrics in math instruction and illustrates the relationship between assessment, rubrics, and the National…

  10. Aligning Assessments for COSMA Accreditation

    ERIC Educational Resources Information Center

    Laird, Curt; Johnson, Dennis A.; Alderman, Heather

    2015-01-01

    Many higher education sport management programs are currently in the process of seeking accreditation from the Commission on Sport Management Accreditation (COSMA). This article provides a best-practice method for aligning student learning outcomes with a sport management program's mission and goals. Formative and summative assessment procedures…

  11. Assessing Students Beliefs about Mathematics.

    ERIC Educational Resources Information Center

    Spangler, Denise A.

    1992-01-01

    Presents 11 open-ended questions that can be presented to students and teachers at all educational levels in various formats to assess mathematical beliefs. Questions investigate beliefs toward mathematics, the problem-solving process, mathematicians, and mathematical applications. (MDH)

  12. Two Models for Evaluating Alignment of State Standards and Assessments: Competing or Complementary Perspectives?

    ERIC Educational Resources Information Center

    Newton, Jill A.; Kasten, Sarah E.

    2013-01-01

    The release of the Common Core State Standards for Mathematics and their adoption across the United States calls for careful attention to the alignment between mathematics standards and assessments. This study investigates 2 models that measure alignment between standards and assessments, the Surveys of Enacted Curriculum (SEC) and the Webb…

  13. Assessment and Learning of Mathematics.

    ERIC Educational Resources Information Center

    Leder, Gilah C., Ed.

    This book addresses the link between student learning of mathematics, the teaching method adopted in the mathematics classroom, and the assessment procedures used to determine and measure student knowledge. Fifteen chapters address issues that include a review of different models of mathematics learning and assessment practices, three contrasting…

  14. Evaluating Alignment between Curriculum, Assessment, and Instruction

    ERIC Educational Resources Information Center

    Martone, Andrea; Sireci, Stephen G.

    2009-01-01

    The authors (a) discuss the importance of alignment for facilitating proper assessment and instruction, (b) describe the three most common methods for evaluating the alignment between state content standards and assessments, (c) discuss the relative strengths and limitations of these methods, and (d) discuss examples of applications of each…

  15. Using technology in assessing integrated science and mathematics learning

    NASA Astrophysics Data System (ADS)

    Berlin, Donna F.; White, Arthur L.

    1995-03-01

    Drawing from current models, research, and science and mathematics education reform documents, this article first defines and/or delimits three broad domains of education: integrated school science and mathematics, assessment, and technology. Based upon this three-tiered discussion, a list of characteristics is then distilled to guide in the development of assessment for integrated school science and mathematics using technology. Two integrated school science and mathematics activities are provided to illustrate the alignment of instruction and assessment and the systematic integration of technology into both.

  16. A statistical algorithm for assessing cellular alignment.

    PubMed

    Nectow, Alexander R; Gil, Eun Seok; Kaplan, David L; Kilmer, Misha E

    2013-03-01

    Current statistical techniques for analyzing cellular alignment data in the fields of biomaterials and tissue engineering are limited because of heuristic and less quantitative approaches. For example, generally a cutoff degree limit (commonly 20 degrees) is arbitrarily defined within which cells are considered "aligned." The effectiveness of a patterned biomaterial in guiding the alignment of cells, such as neurons, is often critical to predict relationships between the biomaterial design and biological outcomes, both in vitro and in vivo. This becomes particularly important in the case of peripheral neurons, which require precise axon guidance to obtain successful regenerative outcomes. To address this issue, we have developed a protocol for processing cellular alignment data sets, which implicitly determines an "angle of alignment." This was accomplished as follows: cells "aligning" with an underlying, anisotropic scaffold display uniformly distributed angles up to a cutoff point determined by how effective the biomaterial is in aligning cells. Therefore, this fact was then used to determine where an alignment angle data set diverges from a uniform distribution. This was accomplished by measuring the spacing between the collected, increasingly ordered angles and analyzing their underlying distributions using a normalized cumulative periodogram criterion. The proposed protocol offers a novel way to implicitly define cellular alignment, with respect to various anisotropic biomaterials. This method may also offer an alternative to assess cellular alignment, which could offer improved predictive measures related to biological outcomes. Furthermore, the approach described can be used for a broad range of cell types grown on 2D surfaces, but would not be applicable to 3D scaffold systems in the present format.

  17. Student Assessment: Mathematics. ERIC Digest.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse for Junior Colleges, Los Angeles, CA.

    In 1983-84, the Center for the Study of Community Colleges developed and field tested an instrument, the General Academic Assessment (GAA), to assess community college students' knowledge of several liberal arts areas, including mathematics. The GAA was completed by a sample of 8,024 students at four large, urban community college districts. The…

  18. Supporting Assessment in Undergraduate Mathematics

    ERIC Educational Resources Information Center

    Steen, Lynn Arthur, Ed.

    2006-01-01

    This publication contains 29 case studies offering lessons learned during a four year NSF-supported MAA project designed to support mathematicians and mathematics departments in the increasingly important challenge of assessing student learning. Three introductory essays set assessment in broader academic and national contexts; an appendix…

  19. Constructing Aligned Assessments Using Automated Test Construction

    ERIC Educational Resources Information Center

    Porter, Andrew; Polikoff, Morgan S.; Barghaus, Katherine M.; Yang, Rui

    2013-01-01

    We describe an innovative automated test construction algorithm for building aligned achievement tests. By incorporating the algorithm into the test construction process, along with other test construction procedures for building reliable and unbiased assessments, the result is much more valid tests than result from current test construction…

  20. Alignment of Standards and Assessments as an Accountability Criterion.

    ERIC Educational Resources Information Center

    La Marca, Paul M.

    2001-01-01

    Provides an overview of the concept of alignment and the role it plays in assessment and accountability systems. Discusses some methodological issues affecting the study of alignment and explores the relationship between alignment and test score interpretation. Alignment is not only a methodological requirement but also an ethical requirement.…

  1. Factors Associated with Alignment between Teacher Survey Reports and Classroom Observation Ratings of Mathematics Instruction

    ERIC Educational Resources Information Center

    Kaufman, Julia Heath; Stein, Mary Kay; Junker, Brian

    2016-01-01

    We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers' instructional practices between…

  2. Examining the Language Factor in Mathematics Assessments

    ERIC Educational Resources Information Center

    Kan, Adnan; Bulut, Okan

    2015-01-01

    This study investigates whether word problems and mathematically expressed items can be used interchangeably regardless of their linguistic complexities. A sample of sixth grade students was given two forms of a mathematics assessment. The first form included mathematics items with mathematical terms, expressions, and equations whereas the second…

  3. Alignment of Standards and Assessment: A Theoretical and Empirical Study of Methods for Alignment

    ERIC Educational Resources Information Center

    Nasstrom, Gunilla; Henriksson, Widar

    2008-01-01

    Introduction: In a standards-based school-system alignment of policy documents with standards and assessment is important. To be able to evaluate whether schools and students have reached the standards, the assessment should focus on the standards. Different models and methods can be used for measuring alignment, i.e. the correspondence between…

  4. Clinical Assessment in Mathematics: Learning the Craft.

    ERIC Educational Resources Information Center

    Hunting, Robert P.; Doig, Brian A.

    1997-01-01

    Discusses a professional development program called Clinical Approaches to Mathematics Assessment. Argues for the advanced training of mathematics teachers who understand knowledge construction processes of students; can use clinical tools for evaluating a student's unique mathematical "fingerprint"; and can create or adapt problems, tasks, or…

  5. Assessing Higher Order Thinking in Mathematics.

    ERIC Educational Resources Information Center

    Kulm, Gerald, Ed.

    This book explores current theory, research, practice, and policy in the assessment of higher order thinking in mathematics, focusing on the elementary and secondary grades. Current knowledge and research on mathematics learning and testing is synthesized. Examples of innovative test items for classroom use and state assessment programs are…

  6. Assessing Students' Beliefs about Mathematics.

    ERIC Educational Resources Information Center

    Spangler, Denise A.

    1992-01-01

    Presents eleven open-ended questions used to address students' beliefs about mathematics that were culled from a wide variety of mathematics education populations. Each question is followed by a summary of typical responses from those populations that can help teachers plan instruction and structure the classroom environment. (JJK)

  7. Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards

    ERIC Educational Resources Information Center

    Morton, Christopher

    2013-01-01

    Measurement literature supports the utility of alignment models for application with state standards and large-scale assessments. However, the literature is lacking in the application of these models to curriculum-based measures (CBMs) and common core standards. In this study, I investigate the alignment of CBMs and standards, with specific…

  8. Alignathon: a competitive assessment of whole-genome alignment methods

    PubMed Central

    Earl, Dent; Nguyen, Ngan; Hickey, Glenn; Harris, Robert S.; Fitzgerald, Stephen; Beal, Kathryn; Seledtsov, Igor; Molodtsov, Vladimir; Raney, Brian J.; Clawson, Hiram; Kim, Jaebum; Kemena, Carsten; Chang, Jia-Ming; Erb, Ionas; Poliakov, Alexander; Hou, Minmei; Herrero, Javier; Kent, William James; Solovyev, Victor; Darling, Aaron E.; Ma, Jian; Notredame, Cedric; Brudno, Michael; Dubchak, Inna; Haussler, David; Paten, Benedict

    2014-01-01

    Multiple sequence alignments (MSAs) are a prerequisite for a wide variety of evolutionary analyses. Published assessments and benchmark data sets for protein and, to a lesser extent, global nucleotide MSAs are available, but less effort has been made to establish benchmarks in the more general problem of whole-genome alignment (WGA). Using the same model as the successful Assemblathon competitions, we organized a competitive evaluation in which teams submitted their alignments and then assessments were performed collectively after all the submissions were received. Three data sets were used: Two were simulated and based on primate and mammalian phylogenies, and one was comprised of 20 real fly genomes. In total, 35 submissions were assessed, submitted by 10 teams using 12 different alignment pipelines. We found agreement between independent simulation-based and statistical assessments, indicating that there are substantial accuracy differences between contemporary alignment tools. We saw considerable differences in the alignment quality of differently annotated regions and found that few tools aligned the duplications analyzed. We found that many tools worked well at shorter evolutionary distances, but fewer performed competitively at longer distances. We provide all data sets, submissions, and assessment programs for further study and provide, as a resource for future benchmarking, a convenient repository of code and data for reproducing the simulation assessments. PMID:25273068

  9. Teachers' Assessments of Students' Learning of Mathematics

    ERIC Educational Resources Information Center

    Buhagiar, Michael A.; Murphy, Roger

    2008-01-01

    This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students' learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers' knowledge of their…

  10. Self and Peer Assessment of Mathematical Processes

    ERIC Educational Resources Information Center

    Onion, Alice; Javaheri, Elnaz

    2011-01-01

    This article explores using Bowland assessment tasks and Nuffield Applying Mathematical Processes (AMP) activities as part of a scheme of work. The Bowland tasks and Nuffield AMP activities are designed to develop students' mathematical thinking; they are focused on key processes. Unfamiliar demands are made on the students and they are challenged…

  11. The Myth of Objectivity in Mathematics Assessment.

    ERIC Educational Resources Information Center

    Romagnano, Lew

    2001-01-01

    Investigates meaningful assessment to give teachers information on students' understanding of mathematical ideas and how their understanding changes over time. Presents examples collected from a teacher-made quiz, the Advanced Placement calculus test, and the SAT-I Mathematics test. Illustrates both the inherent subjectivity of these methods and…

  12. The Summative Assessment Diet: How We Assess in Mathematics Degrees

    ERIC Educational Resources Information Center

    Iannone, Paola; Simpson, Adrian

    2011-01-01

    Much research and many papers on mathematics pedagogy have discussed assessment and, in particular, the need to provide a varied diet of methods by which students are assessed for the award of their degree. In this article, we explore the mix of assessment methods provided across a range of UK university mathematics departments. We examine the…

  13. Engineering Mathematics Assessment Using "MapleTA"

    ERIC Educational Resources Information Center

    Jones, Ian S.

    2008-01-01

    The assessment of degree level engineering mathematics students using the computer-aided assessment package MapleTA is discussed. Experience of academic and practical issues for both online coursework and examination assessments is presented, hopefully benefiting other academics in this novel area of activity. (Contains 6 figures and 1 table.)

  14. Students' Perceptions of Assessment in Undergraduate Mathematics

    ERIC Educational Resources Information Center

    Iannone, Paola; Simpson, Adrian

    2013-01-01

    A consistent message emerges from research on undergraduate students' perceptions of assessment which describes traditional assessment as detrimental to learning. However this literature has not included students in the pure sciences. Mathematics education literature advocates the introduction of innovative assessment at university. In this…

  15. When Mathematics and Statistics Collide in Assessment Tasks

    ERIC Educational Resources Information Center

    Bargagliotti, Anna; Groth, Randall

    2016-01-01

    Because the disciplines of mathematics and statistics are naturally intertwined, designing assessment questions that disentangle mathematical and statistical reasoning can be challenging. We explore the writing statistics assessment tasks that take into consideration potential mathematical reasoning they may inadvertently activate.

  16. Mathematics Formative Assessment System--Common Core State Standards: A Randomized Field Trial in Kindergarten and First Grade

    ERIC Educational Resources Information Center

    Lang, Laura B.; Schoen, Robert R.; LaVenia, Mark; Oberlin, Maureen

    2014-01-01

    The Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) was awarded a grant by the Florida Department of Education to develop a Mathematics Formative Assessment System (MFAS) aligned with the Common Core State Standards (CCSS). Intended for both teachers and students, formative assessment is a process that…

  17. 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.…

  18. Students' Preferences in Undergraduate Mathematics Assessment

    ERIC Educational Resources Information Center

    Iannone, P.; Simpson, A.

    2015-01-01

    Existing research into students' preferences for assessment methods has been developed from a restricted sample: in particular, the voice of students in the 'hard-pure sciences' has rarely been heard. We conducted a mixed method study to explore mathematics students' preferences of assessment methods. In contrast to the message from the general…

  19. Aligning Assessment with Curriculum and Pedagogy in Applied Information Technology

    ERIC Educational Resources Information Center

    Newhouse, Paul

    2010-01-01

    This paper reports on one part of the first year of a three-year study into the feasibility of using digital technologies to represent the output from practical assessment tasks in senior secondary courses. The aim was to improve the alignment of assessment with pedagogy and curriculum. Students in seven classes studying the "Applied Information…

  20. Improving Mathematical Thinking through Assessment

    ERIC Educational Resources Information Center

    Har, Yeap Ban

    2010-01-01

    National tests, an influential assessment practice in many countries in East Asia, are often blamed as obstacles to good instructional practices. In this paper, the positive impact of assessment, national tests in particular, is discussed using the case of Singapore. The first part of the paper includes an analysis of items from the primary grade…

  1. A Sampler of Mathematics Assessment.

    ERIC Educational Resources Information Center

    Pandey, Tej; Smith, Theodore R., Ed.

    The California Assessment Program (CAP) administers tests to all public school students at certain grade levels, compiles the results, and provides information that allows educators to judge the effectiveness of their programs and make improvements. This sampler describes the types of assessment that CAP proposes to respond to the needed changes…

  2. Aligning an Early Childhood Assessment to State Kindergarten Content Standards: Application of a Nationally Recognized Alignment Framework

    ERIC Educational Resources Information Center

    Roach, Andrew T.; McGrath, Dawn; Wixson, Corinne; Talapatra, Devadrita

    2010-01-01

    This article describes an alignment study conducted to evaluate the alignment between Indiana's Kindergarten content standards and items on the Indiana Standards Tool for Alternate Reporting. Alignment is the extent to which standards and assessments are in agreement, working together to guide educators' efforts to support children's learning and…

  3. Assessment of Motor Learning Through Mathematical Analysis.

    ERIC Educational Resources Information Center

    Bundschuh, Ernest L.; Gooch, Susan J.

    The basic assumption underlying the assessment of motor learning through mathematical analysis is that motor learning behaves exponentially when described as a function of practice time. It is assumed that motor learning will continuously taper off (minimizing errors) with increased practice and eventually approach as asympote. Although many…

  4. 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"…

  5. Aligning Objectives and Assessment in Responsible Conduct of Research Instruction

    PubMed Central

    Antes, Alison L.; DuBois, James M.

    2014-01-01

    Efforts to advance research integrity in light of concerns about misbehavior in research rely heavily on education in the responsible conduct of research (RCR). However, there is limited evidence for the effectiveness of RCR instruction as a remedy. Assessment is essential in RCR education if the research community wishes to expend the effort of instructors, students, and trainees wisely. This article presents key considerations that instructors and course directors must consider in aligning learning objectives with instructional methods and assessment measures, and it provides illustrative examples. Above all, in order for RCR educators to assess outcomes more effectively, they must align assessment to their learning objectives and attend to the validity of the measures used. PMID:25574258

  6. Aligning objectives and assessment in responsible conduct of research instruction.

    PubMed

    Antes, Alison L; DuBois, James M

    2014-12-01

    Efforts to advance research integrity in light of concerns about misbehavior in research rely heavily on education in the responsible conduct of research (RCR). However, there is limited evidence for the effectiveness of RCR instruction as a remedy. Assessment is essential in RCR education if the research community wishes to expend the effort of instructors, students, and trainees wisely. This article presents key considerations that instructors and course directors must consider in aligning learning objectives with instructional methods and assessment measures, and it provides illustrative examples. Above all, in order for RCR educators to assess outcomes more effectively, they must align assessment to their learning objectives and attend to the validity of the measures used.

  7. How Well Do the NSF Funded Elementary Mathematics Curricula Align with the GAISE Report Recommendations?

    ERIC Educational Resources Information Center

    Bargagliotti, Anna E.

    2012-01-01

    Statistics and probability have become an integral part of mathematics education. Therefore it is important to understand whether curricular materials adequately represent statistical ideas. The "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) report (Franklin, Kader, Mewborn, Moreno, Peck, Perry, & Scheaffer, 2007),…

  8. State Standards and State Assessment Systems: A Guide to Alignment. Series on Standards and Assessments.

    ERIC Educational Resources Information Center

    La Marca, Paul M.; Redfield, Doris; Winter, Phoebe C.

    Alignment of content standards, performance standards, and assessments is crucial. This guide contains information to assist states and districts in aligning their assessment systems to their content and performance standards. It includes a review of current literature, both published and fugitive. The research is woven together with a few basic…

  9. The Relationship between Students' Performance on Conventional Standardized Mathematics Assessments and Complex Mathematical Modeling Problems

    ERIC Educational Resources Information Center

    Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S.

    2016-01-01

    Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical…

  10. Bibliography of Assessment Alternatives: Mathematics. Innovative Assessment, Fall 1995 Edition.

    ERIC Educational Resources Information Center

    Northwest Regional Educational Lab., Portland, OR. Test Center.

    This bibliography lists the holdings of the Northwest Regional Educational Laboratory's Test Center in the area of assessment alternatives in mathematics. Annotations describe the instruments or articles and indicate availability. Each entry is coded according to type, purpose, grade levels, content covered, type of tasks, skills assessed, and…

  11. Assessing Mathematics: 1. APU Framework and Modes of Assessment.

    ERIC Educational Resources Information Center

    Foxman, Derek; Mitchell, Peter

    1983-01-01

    The "what" and "how" of the Assessment of Performance Unit surveys of the mathematics performance of 11- and 15-year-olds in England, Wales, and Northern Ireland are explained. The framework and forms of assessment are detailed, and the experience of the testers noted. (MNS)

  12. Mathematics Assessment and Evaluation: Imperatives for Mathematics Educators.

    ERIC Educational Resources Information Center

    Romberg, Thomas A., Ed.

    This books contains papers written on issues related to externally mandated mathematics tests and their influence on school mathematics. Chapter 1 presents an overview of the book, including brief abstracts of each chapter. Chapter 2 presents a summary of the overall problems associated with the need for valid information. Remaining chapters…

  13. All Students Can Learn: Effects of Curriculum Alignment on the Mathematics Achievement of Third-Grade Students.

    ERIC Educational Resources Information Center

    Mitchell, Felicia Moss

    This study involved over 4,000 third grade students in a large (90,000+) suburban-emerging-urban school district. The purpose of the study was to examine the effectiveness of curriculum alignment on student achievement in mathematics as measured by the Iowa Tests of Basic Skills (IOWA) after one year of implementation in the DeKalb County School…

  14. Statistical Association: Alignment of Current U.S. High School Textbooks with the Common Core State Standards for Mathematics

    ERIC Educational Resources Information Center

    Tran, Dung

    2016-01-01

    This study examined the alignment of three selected U.S. high school textbooks series with the Common Core State Standards for Mathematics (CCSSM) regarding the treatment of statistical association. A framework grounded in the literature for inclusion and exclusion of reasoning about association topics was developed, and textbook entries were…

  15. 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…

  16. Rethinking Program Assessment through the Use of Program Alignment Mapping Technique

    ERIC Educational Resources Information Center

    Liu, Min; Wrobbel, Duff; Blankson, Isaac

    2010-01-01

    Curriculum mapping is a well-known assessment tool used to articulate and align a curriculum. The authors present an improved method of curriculum alignment that combines the traditional curriculum mapping with what is often called prerequisite mapping. This improved method of curriculum alignment mapping we label Program Alignment Mapping (PAM)…

  17. Alignment of Standards and Assessments as an Accountability Criterion. ERIC Digest.

    ERIC Educational Resources Information Center

    La Marca, Paul M.

    This digest provides an overview of the concept of alignment and the role it plays in assessment and accountability systems. It also discusses methodological issues affecting the study of alignment and explores the relationship between alignment and test score interpretation. Alignment refers to the degree of match between test content and subject…

  18. Assessing Mathematics 4. Problem Solving: The APU Approach.

    ERIC Educational Resources Information Center

    Foxman, Derek; And Others

    1984-01-01

    Presented are examples of problem-solving items from practical and written mathematics tests. These tests are part of an English survey designed to assess the mathematics achievement of students aged 11 and 15. (JN)

  19. Early Mathematics Assessment: Validation of the Short Form of a Prekindergarten and Kindergarten Mathematics Measure

    ERIC Educational Resources Information Center

    Weiland, Christina; Wolfe, Christopher B.; Hurwitz, Michael D.; Clements, Douglas H.; Sarama, Julie H.; Yoshikawa, Hirokazu

    2012-01-01

    In recent years, there has been increased interest in improving early mathematics curricula and instruction. Subsequently, there has also been a rise in demand for better early mathematics assessments, as most current measures are limited in their content and/or their sensitivity to detect differences in early mathematics development among young…

  20. Reorganizing Freshman Business Mathematics II: Authentic Assessment in Mathematics through Professional Memos

    ERIC Educational Resources Information Center

    Green, Kris; Emerson, Allen

    2008-01-01

    The first part of this two-part paper [see EJ787497] described the development of a new freshman business mathematics (FBM) course at our college. In this paper, we discuss our assessment tool, the business memo, as a venue for students to apply mathematical skills, via mathematical modelling, to realistic business problems. These memos have…

  1. Alignment of Standards, Assessment and Instruction: Implications for English Language Learners in Ohio

    ERIC Educational Resources Information Center

    Mohamud, Abdinur; Fleck, Dan

    2010-01-01

    The purpose of this article is to describe the process and development of English Language Proficiency (ELP) standards and assessment in Ohio and to discuss issues related to alignment. The article addresses the importance of alignment among standards, instruction, and assessment, as well as the effect of alignment on students' academic…

  2. Assessing Understanding through Reading and Writing in Mathematics

    ERIC Educational Resources Information Center

    Adu-Gyamfi, Kwaku; Bosse, Michael J.; Faulconer, Johna

    2010-01-01

    The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. Unfortunately, many students have yet to significantly experience this integrality in their mathematics classrooms despite the power these tools offer teachers for assessing student knowledge. This paper…

  3. Sixth Grade Mathematics. A Needs Assessment Report.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Program Planning and Needs Assessment.

    The Prescriptive Mathematics Inventory (PMI)-Level B and a Pupil identification Form (PID) were administered to 22,055 sixth graders in Texas. Results from the PMI are reported in terms of the percentage of students marking the correct response for each of 209 objectives. Panels of mathematics teachers and of mathematics experts rated 40 of these…

  4. Assessing Affect after Mathematical Problem Solving Tasks: Validating the Chamberlin Affective Instrument for Mathematical Problem Solving

    ERIC Educational Resources Information Center

    Chamberlin, Scott A.; Powers, Robert A.

    2013-01-01

    The focus of the article is the validation of an instrument to assess gifted students' affect after mathematical problem solving tasks. Participants were 225 students identified by their district as gifted in grades four to six. The Chamberlin Affective Instrument for Mathematical Problem Solving was used to assess feelings, emotions, and…

  5. Uncertainty in homology inferences: Assessing and improving genomic sequence alignment

    PubMed Central

    Lunter, Gerton; Rocco, Andrea; Mimouni, Naila; Heger, Andreas; Caldeira, Alexandre; Hein, Jotun

    2008-01-01

    Sequence alignment underpins all of comparative genomics, yet it remains an incompletely solved problem. In particular, the statistical uncertainty within inferred alignments is often disregarded, while parametric or phylogenetic inferences are considered meaningless without confidence estimates. Here, we report on a theoretical and simulation study of pairwise alignments of genomic DNA at human–mouse divergence. We find that >15% of aligned bases are incorrect in existing whole-genome alignments, and we identify three types of alignment error, each leading to systematic biases in all algorithms considered. Careful modeling of the evolutionary process improves alignment quality; however, these improvements are modest compared with the remaining alignment errors, even with exact knowledge of the evolutionary model, emphasizing the need for statistical approaches to account for uncertainty. We develop a new algorithm, Marginalized Posterior Decoding (MPD), which explicitly accounts for uncertainties, is less biased and more accurate than other algorithms we consider, and reduces the proportion of misaligned bases by a third compared with the best existing algorithm. To our knowledge, this is the first nonheuristic algorithm for DNA sequence alignment to show robust improvements over the classic Needleman–Wunsch algorithm. Despite this, considerable uncertainty remains even in the improved alignments. We conclude that a probabilistic treatment is essential, both to improve alignment quality and to quantify the remaining uncertainty. This is becoming increasingly relevant with the growing appreciation of the importance of noncoding DNA, whose study relies heavily on alignments. Alignment errors are inevitable, and should be considered when drawing conclusions from alignments. Software and alignments to assist researchers in doing this are provided at http://genserv.anat.ox.ac.uk/grape/. PMID:18073381

  6. An Assessment Model for Proof Comprehension in Undergraduate Mathematics

    ERIC Educational Resources Information Center

    Mejia-Ramos, Juan Pablo; Fuller, Evan; Weber, Keith; Rhoads, Kathryn; Samkoff, Aron

    2012-01-01

    Although proof comprehension is fundamental in advanced undergraduate mathematics courses, there has been limited research on what it means to understand a mathematical proof at this level and how such understanding can be assessed. In this paper, we address these issues by presenting a multidimensional model for assessing proof comprehension in…

  7. Eighth Grade Assessment of Mathematics and Reading. 1989 Summary Report.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    In February 1989, statewide assessment tests in reading, mathematics, and writing were given to a sample of eighth graders throughout Oregon. The results and analyses of reading and mathematics assessments are presented. Important trends are described based on the analysis of data from 1985, 1987, and 1989. The 1989 information provides the first…

  8. Tests of Alignment among Assessment, Standards, and Instruction Using Generalized Linear Model Regression

    ERIC Educational Resources Information Center

    Fulmer, Gavin W.; Polikoff, Morgan S.

    2014-01-01

    An essential component in school accountability efforts is for assessments to be well-aligned with the standards or curriculum they are intended to measure. However, relatively little prior research has explored methods to determine statistical significance of alignment or misalignment. This study explores analyses of alignment as a special case…

  9. Assessment of a field-aligned ICRF antenna

    SciTech Connect

    Wukitch, S. J.; Brunner, D.; Ennever, P.; Garrett, M. L.; Hubbard, A.; Labombard, B.; Lau, C.; Lin, Y.; Lipschultz, B.; Miller, D.; Ochoukov, R.; Porkolab, M.; Reinke, M. L.; Terry, J. L.

    2014-02-12

    Impurity contamination and localized heat loads associated with ion cyclotron range of frequency (ICRF) antenna operation are among the most challenging issues for ICRF utilization.. Another challenge is maintaining maximum coupled power through plasma variations including edge localized modes (ELMs) and confinement transitions. Here, we report on an experimental assessment of a field aligned (FA) antenna with respect to impurity contamination, impurity sources, RF enhanced heat flux and load tolerance. In addition, we compare the modification of the scrape of layer (SOL) plasma potential of the FA antenna to a conventional, toroidally aligned (TA) antenna, in order to explore the underlying physics governing impurity contamination linked to ICRF heating. The FA antenna is a 4-strap ICRF antenna where the current straps and antenna enclosure sides are perpendicular to and the Faraday screen rods are parallel to the total magnetic field. In principle, alignment with respect to the total magnetic field minimizes integrated E∥ (electric field along a magnetic field line) via symmetry. Consistent with expectations, we observed that the impurity contamination and impurity source at the FA antenna are reduced compared to the TA antenna. In both L and H-mode discharges, the radiated power is 20–30% lower for a FA-antenna heated discharge than a discharge heated with the TA-antennas. Further we observe that the fraction of RF energy deposited upon the antenna is less than 0.4 % of the total injected RF energy in dipole phasing. The total deposited energy increases significantly when the FA antenna is operated in monopole phasing. The FA antenna also exhibits an unexpected load tolerance for ELMs and confinement transitions compared to the TA antennas. However, inconsistent with expectations, we observe RF induced plasma potentials to be nearly identical for FA and TA antennas when operated in dipole phasing. In monopole phasing, the FA antenna has the highest plasma

  10. Assessing Mathematical Problem Solving Using Comparative Judgement

    ERIC Educational Resources Information Center

    Jones, Ian; Swan, Malcolm; Pollitt, Alastair

    2015-01-01

    There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical…

  11. Assessing Students' Conceptions of Reform Mathematics.

    ERIC Educational Resources Information Center

    Star, Jon R.; Hoffmann, Amanda J.

    As the use of National Science Foundation (NSF)-sponsored, reform- oriented mathematics curricula has become more prevalent across the U.S., an increasing number of researchers are attempting to study the "impact" of reform. In particular, mathematics educators are interested in determining whether reforms are having the desired effects on…

  12. Core Skills Assessment to Improve Mathematical Competency

    ERIC Educational Resources Information Center

    Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat

    2013-01-01

    Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these…

  13. How Well Aligned Are Textbooks to the Common Core Standards in Mathematics?

    ERIC Educational Resources Information Center

    Polikoff, Morgan S.

    2015-01-01

    Research has identified a number of problems limiting the implementation of content standards in the classroom. Curriculum materials may be among the most important influences on teachers' instruction. As new standards roll out, there is skepticism about the alignment of "Common Core--aligned" curriculum materials to the standards. This…

  14. The Mathematics Assessment Collaborative: Performance Testing to Improve Instruction

    ERIC Educational Resources Information Center

    Foster, David; Noyce, Pendred

    2004-01-01

    In this article, the authors describe a collaborative effort involving 30 school districts in California's Silicon Valley that are seeking to overcome the ill effects of mandatory high-stakes standardized testing in mathematics. These districts administer, score, and analyze a common set of performance assessments in mathematics in a way that…

  15. 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…

  16. Using Problem Solving to Assess Young Children's Mathematics Knowledge

    ERIC Educational Resources Information Center

    Charlesworth, Rosalind; Leali, Shirley A.

    2012-01-01

    Mathematics problem solving provides a means for obtaining a view of young children's understanding of mathematics as they move through the early childhood concept development sequence. Assessment information can be obtained through observations and interviews as children develop problem solutions. Examples of preschool, kindergarten, and primary…

  17. Assessing the Potential of Mathematics Textbooks to Promote Deep Learning

    ERIC Educational Resources Information Center

    Shield, Malcolm; Dole, Shelley

    2013-01-01

    Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep…

  18. Preschool Mathematics: An Examination of One Program's Alignment with Recommendations from NAEYC and NCTM

    ERIC Educational Resources Information Center

    Johnston, Elisabeth

    2010-01-01

    The purpose of this study was to determine the extent to which a preschool program followed the recommendations outlined by the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) in their joint position statement "Early Childhood Mathematics: Promoting Good Beginnings." Six…

  19. An Alignment Analysis of Washington State's College Readiness Mathematics Standards with Various Local Placement Tests

    ERIC Educational Resources Information Center

    Achieve, Inc., 2006

    2006-01-01

    For the past two years, Achieve, Inc. has worked with the Transition Mathematics Project (TMP), a collaborative project of K-12 schools, community and technical colleges, and baccalaureate institutions within the state of Washington, as it developed mathematics standards that "define the core knowledge and skills expected of students entering…

  20. Assessing Mathematics 5. Attitudes and Sex Differences: Some APU Findings.

    ERIC Educational Resources Information Center

    Joffe, Lynn; Foxman, Derek

    1984-01-01

    From the Assessment of Performance Unit (APU) in Britain, illustrative comments of 11- and 15-year-olds concerning mathematics are presented. Sex differences in attitudes and in test performance are also given. (MNS)

  1. Psychological Perspectives in Assessing Mathematics Learning Needs

    ERIC Educational Resources Information Center

    Augustyniak, Kristine; Murphy, Jacqueline; Phillips, Donna Kester

    2005-01-01

    While the definition of learning disabilities has been the subject of controversy for decades, the current federal classification system identifies three specific areas of deficit: reading, written language, and mathematics and maintains the presumption that the disabilities are a result of a central nervous system dysfunction. In contrast to the…

  2. Core skills assessment to improve mathematical competency

    NASA Astrophysics Data System (ADS)

    Carr, Michael; Bowe, Brian; Fhloinn, Eabhnat Ní

    2013-12-01

    Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a 'module' in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a question bank. Subsequent to the success of this pilot with third-year mechanical engineering students, the project was extended to five different engineering programmes, across three different year-groups. Full results and analysis of this project are presented, including responses to interviews carried out with a selection of the students involved.

  3. Interviewing Students: An Assessment and Learning Opportunity in Mathematics

    ERIC Educational Resources Information Center

    Odafe, Victor

    2012-01-01

    The "Beyond Crossroads" document (American Mathematical Association of Two-Year Colleges, 2006) contains the Standard for Assessment of Student Learning. Its implementation standard requires that faculty use results from assessment to improve instruction. In doing this, each faculty member is expected to employ multiple assessment techniques.…

  4. Reshaping Assessment Practices: Mathematics Assessment under Challenge. Proceedings from the National Conference on Assessment in the Mathematical Sciences (1st, Geelong, Victoria, Australia November 20-24, 1991).

    ERIC Educational Resources Information Center

    Stephens, Max, Ed.; Izard, John, Ed.

    The purpose of the Australian conference on mathematical assessment was to address the challenges to traditional methods of assessment that have resulted as part of the call for reform in the mathematics curriculum. The 28 papers presented were: "Who Assesses Whom and To What Purpose?" (Leone Burton; "Assessment of the Learned Structure in…

  5. Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities

    ERIC Educational Resources Information Center

    Parrish, Polly R.; Stodden, Robert A.

    2009-01-01

    This article presents a classroom teacher's perspective on one of the important requirements of the No Child Left Behind Act of 2001 (NCLB) legislation and aligned language found in the Individuals With Disabilities Education Improvement Act (IDEA 2004)--that of aligning assessment and instructional practices with state academic content standard…

  6. Toolkit for Evaluating Alignment of Instructional and Assessment Materials to the Common Core State Standards

    ERIC Educational Resources Information Center

    Achieve, Inc., 2014

    2014-01-01

    In joint partnership, Achieve, The Council of Chief State School Officers, and Student Achievement Partners have developed a Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to the Common Core State Standards. The Toolkit is a set of interrelated, freely available instruments for evaluating alignment to the CCSS; each…

  7. Toolkit for Evaluating Alignment of Instructional and Assessment Materials to the Common Core State Standards

    ERIC Educational Resources Information Center

    Achieve, Inc., 2014

    2014-01-01

    In joint partnership, Achieve, The Council of Chief State School Officers, and Student Achievement Partners have developed a Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to the Common Core State Standards (CCSS). The Toolkit is a set of interrelated, freely available instruments for evaluating alignment to the…

  8. Narrative assessment: making mathematics learning visible in early childhood settings

    NASA Astrophysics Data System (ADS)

    Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel

    2015-09-01

    Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories—the preferred form of narrative assessment—currently downplay domain knowledge. In this paper, we draw on data from 13 teacher interviews and samples of 18 children's learning stories to examine how mathematics is made visible within learning stories. Despite appreciating that mathematics is embedded in a range of everyday activities within the centres, we found that the nature of a particular activity appeared to influence `how' and `what' the teachers chose to document as mathematics learning. Many of the teachers expressed a preference to document and analyse mathematics learning that occurred within explicit mathematics activities rather than within play that involves mathematics. Our concern is that this restricted documentation of mathematical activity could potentially limit opportunities for mathematics learning both in the centre and home settings.

  9. Mathematics Framework for the 2013 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2012

    2012-01-01

    Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…

  10. Social Representations of High School Students about Mathematics Assessment

    ERIC Educational Resources Information Center

    Martínez-Sierra, Gustavo; Valle-Zequeida, María E.; Miranda-Tirado, Marisa; Dolores-Flores, Crisólogo

    2016-01-01

    The perceptions of students about assessment in mathematics classes have been sparsely investigated. In order to fill this gap, this qualitative study aims to identify the social "representations" (understood as the system of values, ideas, and practices about a social object) of high school students regarding "assessment in…

  11. New Approaches to Assessment in Science and Mathematics.

    ERIC Educational Resources Information Center

    Crow, Tracy, Ed.

    1997-01-01

    This issue of ENC Focus serves as a guide to 29 instructional materials that utilize some form of alternative assessment. These materials focus on mathematics, science, and integrated topics. The products included utilize one or more of the following means of student assessment: (1) portfolios; (2) journals; (3) interviews; (4) surveys; (5)…

  12. Assessment for Learning in English and Mathematics: A Comparison

    ERIC Educational Resources Information Center

    Hodgen, Jeremy; Marshall, Bethan

    2005-01-01

    Research in the area of assessment for learning (AfL) has largely focused on generic approaches and strategies, applicable to teaching and learning in all subject areas. In this article, we address the issue of subject-specific approaches. We examine two lessons, one English and one mathematics, and we discuss the form of assessment for learning…

  13. Dynamic Assessment, Potential Giftedness and Mathematics Achievement in Elementary School

    ERIC Educational Resources Information Center

    Popa, Nicoleta Laura; Pauc, Ramona Loredana

    2015-01-01

    Dynamic assessment is currently discussed in educational literature as one of the most promising practices in stimulating learning among various groups of students, including gifted and potentially gifted students. The present study investigates effects of dynamic assessment on mathematics achievement among elementary school students, with…

  14. A Theory of Classroom Assessment and Teacher Practice in Mathematics.

    ERIC Educational Resources Information Center

    Kulm, Gerald

    The theoretical and practice-based framework is presented for a study that explored the effect of teachers' use of alternative assessment on their mathematics teaching. A model for the impact of alternative assessment on teacher knowledge and classroom teaching processes is proposed, building on work by E. Fennema and M. L. Franke (1992) and P. L.…

  15. Behaviour Assessment in Ontario Mathematics Classrooms

    ERIC Educational Resources Information Center

    Miller, Tess; Klinger, D.; Shulha, L.

    2006-01-01

    Curriculum reform in Ontario secondary schools proposed that the assessment of student achievement be separated into academic achievement and non-academic achievement or the behaviours that can influence academic achievement. The purpose of this study was to explore teachers' assessment practices of non-academic achievement in Ontario' s grade 9…

  16. Assessment of Authentic Performance in School Mathematics. AAAS Press Series on Assessment and Evaluation.

    ERIC Educational Resources Information Center

    Lesh, Richard, Ed.; Lamon, Susan J., Ed.

    This book grew out of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Science Education that focused on assessment issues in mathematics education. The book's 16 chapters focus on clarifying and articulating the goals of assessment and instruction. They are…

  17. 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…

  18. Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers' Knowledge of Students' Mathematical Thinking

    ERIC Educational Resources Information Center

    Norton, Anderson; McCloskey, Andrea; Hudson, Rick A.

    2011-01-01

    In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a child solving mathematical tasks. The prospective teachers build a model of that child's mathematics…

  19. 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…

  20. 1990 National Assessment of Educational Progress in Mathematics: Analysis and Interpretive Remarks of the State of Mathematics Achievement.

    ERIC Educational Resources Information Center

    Pisapia, John; Gross, Ena

    The National Assessment of Educational Progress (NAEP) Report on Mathematics Achievement released on June 6, 1991 confronts educators' professional knowledge regarding mathematics education. In many instances it confirms much of what research has already described, and what many have feared, regarding mathematics education. This analysis provided…

  1. Language, Diversity, and Assessment in Mathematics Learning.

    ERIC Educational Resources Information Center

    Berenson, Sarah B.

    1997-01-01

    Examines the theoretical framework of psychologist Lev Vygotsky with regard to communication tools, cognition, and socio-cultural effects on these tools. Reports the results of several studies of students' word meanings of division by adapting Luria's instruments for alternative assessments. Discusses the implications of socio-cultural diversity,…

  2. Generalizability and Validity of a Mathematics Performance Assessment.

    ERIC Educational Resources Information Center

    Lane, Suzanne; And Others

    1996-01-01

    Evidence from test results of 3,604 sixth and seventh graders is provided for the generalizability and validity of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Cognitive Assessment Instrument, which is designed to measure program outcomes and growth in mathematics. (SLD)

  3. Assessing and Improving the Psychosocial Environment of Mathematics Classrooms.

    ERIC Educational Resources Information Center

    Fraser, Barry J.; And Others

    1989-01-01

    Describes the development and validation of a short form of the My Class Inventory (MCI) assessing classroom psychosocial environment. Reports a case study involving the use of the short form of MCI in attempts to improve a sixth-grade mathematics class. Provides all 25 items of the short version of MCI. (YP)

  4. Assessing Academic Language in an Elementary Mathematics Teacher Licensure Exam

    ERIC Educational Resources Information Center

    Castellano, Katherine E.; Duckor, Brent; Wihardini, Diah; Telléz, Kip; Wilson, Mark

    2016-01-01

    With the adoption by most states of the Common Core State Standards (CCSS) for English language arts and literacy and for mathematics (CCSS Initiative, 2010a, 2010b) comes major changes in public education that will affect instructional practice, curriculum, and assessment across the nation. Heritage, Walqui, and Linquanti (2015) argued that the…

  5. The 1990 British Columbia Mathematics Assessment: Technical Report.

    ERIC Educational Resources Information Center

    Robitaille, David F., Ed.

    This book presents the results of the fourth British Columbia Mathematics Assessment conducted in the spring of 1990. Students in Grades 4, 7, and 10 (approximately 120,000) were asked to provide information about themselves, to express their opinions about school-related experiences, and to demonstrate their ability to do the mathematics…

  6. Assessing Mathematics Automatically Using Computer Algebra and the Internet

    ERIC Educational Resources Information Center

    Sangwin, Chris

    2004-01-01

    This paper reports some recent developments in mathematical computer-aided assessment which employs computer algebra to evaluate students' work using the Internet. Technical and educational issues raised by this use of computer algebra are addressed. Working examples from core calculus and algebra which have been used with first year university…

  7. Students' Views of Oral Performance Assessment in Mathematics: Straddling the "Assessment of" and "Assessment for" Learning Divide

    ERIC Educational Resources Information Center

    Iannone, Paola; Simpson, Adrian

    2015-01-01

    This paper explores the views of a group of students who took an oral performance assessment in a first-year mathematics module. Such assessments are unusual for most subjects in the UK, but particularly within the generally homogenous assessment diet of undergraduate mathematics. The evidence presented here resonates with some, but not all, of…

  8. Comprehensive assessment of automatic structural alignment against a manual standard, the scop classification of proteins.

    PubMed Central

    Gerstein, M.; Levitt, M.

    1998-01-01

    We apply a simple method for aligning protein sequences on the basis of a 3D structure, on a large scale, to the proteins in the scop classification of fold families. This allows us to assess, understand, and improve our automatic method against an objective, manually derived standard, a type of comprehensive evaluation that has not yet been possible for other structural alignment algorithms. Our basic approach directly matches the backbones of two structures, using repeated cycles of dynamic programming and least-squares fitting to determine an alignment minimizing coordinate difference. Because of simplicity, our method can be readily modified to take into account additional features of protein structure such as the orientation of side chains or the location-dependent cost of opening a gap. Our basic method, augmented by such modifications, can find reasonable alignments for all but 1.5% of the known structural similarities in scop, i.e., all but 32 of the 2,107 superfamily pairs. We discuss the specific protein structural features that make these 32 pairs so difficult to align and show how our procedure effectively partitions the relationships in scop into different categories, depending on what aspects of protein structure are involved (e.g., depending on whether or not consideration of side-chain orientation is necessary for proper alignment). We also show how our pairwise alignment procedure can be extended to generate a multiple alignment for a group of related structures. We have compared these alignments in detail with corresponding manual ones culled from the literature. We find good agreement (to within 95% for the core regions), and detailed comparison highlights how particular protein structural features (such as certain strands) are problematical to align, giving somewhat ambiguous results. With these improvements and systematic tests, our procedure should be useful for the development of scop and the future classification of protein folds. PMID

  9. Aligning Assessments with State Curriculum Standards and Teaching Strategies

    ERIC Educational Resources Information Center

    Pemberton, Jane B.; Rademacher, Joyce A.; Tyler-Wood, Tandra; Perez Cereijo, Maria Victoria

    2006-01-01

    This article describes the steps of moving from state curriculum standards for writing to selecting and teaching a writing strategy to designing curriculum-based assessments in writing. The relationship between assessment and instruction is strengthened as educators monitor student progress in the state curriculum standards, make sound…

  10. Integrated three-dimensional digital assessment of accuracy of anterior tooth movement using clear aligners

    PubMed Central

    Zhang, Xiao-Juan; He, Li; Tian, Jie; Bai, Yu-Xing; Li, Song

    2015-01-01

    Objective To assess the accuracy of anterior tooth movement using clear aligners in integrated three-dimensional digital models. Methods Cone-beam computed tomography was performed before and after treatment with clear aligners in 32 patients. Plaster casts were laser-scanned for virtual setup and aligner fabrication. Differences in predicted and achieved root and crown positions of anterior teeth were compared on superimposed maxillofacial digital images and virtual models and analyzed by Student's t-test. Results The mean discrepancies in maxillary and mandibular crown positions were 0.376 ± 0.041 mm and 0.398 ± 0.037 mm, respectively. Maxillary and mandibular root positions differed by 2.062 ± 0.128 mm and 1.941 ± 0.154 mm, respectively. Conclusions Crowns but not roots of anterior teeth can be moved to designated positions using clear aligners, because these appliances cause tooth movement by tilting motion. PMID:26629473

  11. Links for Academic Learning (LAL): A Conceptual Model for Investigating Alignment of Alternate Assessments Based on Alternate Achievement Standards

    ERIC Educational Resources Information Center

    Flowers, Claudia; Wakeman, Shawnee; Browder, Diane M.; Karvonen, Meagan

    2009-01-01

    This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA-AAS) to grade-level content standards and instruction. Although some of the alignment criteria are similar to those used in general education…

  12. Biochemical Visual Literacy with Constructive Alignment: Outcomes, Assessment, and Activities

    ERIC Educational Resources Information Center

    Herraez, Angel; Costa, Manuel Joao

    2013-01-01

    Several contributions in "Biochemistry and Molecular Biology Education" have highlighted the role of visualization tools and the importance of developing students' visual literacy in biochemistry education. In this forum, the authors suggest that more focus is needed on the assessment of student learning, and they advance…

  13. Building Assessment Tools Aligned with Grade-Level Outcomes

    ERIC Educational Resources Information Center

    Martin, Caryl; Horton, Mel L.; Tarr, Susan J.

    2015-01-01

    This article focuses on the development of assessment tools to enhance the acquisition of the grade-level outcomes developed in the K-12 curriculum. Physical education is one of the few educational programs that does not have a multitude of available state and national tests to measure student progress. This distinction has been both a strength…

  14. The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

    PubMed Central

    Holt, Emily A.; Young, Craig; Keetch, Jared; Larsen, Skylar; Mollner, Brayden

    2015-01-01

    Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students’ critical thinking. We assessed students’ higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students’ high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students’ critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning. PMID:26340659

  15. Primary School Teachers’ Assessment Profiles in Mathematics Education

    PubMed Central

    Veldhuis, Michiel; van den Heuvel-Panhuizen, Marja

    2014-01-01

    The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers’ assessment of their students’ understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers’ classroom assessment practice. PMID:24466255

  16. Criticality of Water: Aligning Water and Mineral Resources Assessment.

    PubMed

    Sonderegger, Thomas; Pfister, Stephan; Hellweg, Stefanie

    2015-10-20

    The concept of criticality has been used to assess whether a resource may become a limiting factor to economic activities. It has been primarily applied to nonrenewable resources, in particular to metals. However, renewable resources such as water may also be overused and become a limiting factor. In this paper, we therefore developed a water criticality method that allows for a new, user-oriented assessment of water availability and accessibility. Comparability of criticality across resources is desirable, which is why the presented adaptation of the criticality approach to water is based on a metal criticality method, whose basic structure is maintained. With respect to the necessary adaptations to the water context, a transparent water criticality framework is proposed that may pave the way for future integrated criticality assessment of metals, water, and other resources. Water criticality scores were calculated for 159 countries subdivided into 512 geographic units for the year 2000. Results allow for a detailed analysis of criticality profiles, revealing locally specific characteristics of water criticality. This is useful for the screening of sites and their related water criticality, for indication of water related problems and possible mitigation options and water policies, and for future water scenario analysis.

  17. Criticality of Water: Aligning Water and Mineral Resources Assessment.

    PubMed

    Sonderegger, Thomas; Pfister, Stephan; Hellweg, Stefanie

    2015-10-20

    The concept of criticality has been used to assess whether a resource may become a limiting factor to economic activities. It has been primarily applied to nonrenewable resources, in particular to metals. However, renewable resources such as water may also be overused and become a limiting factor. In this paper, we therefore developed a water criticality method that allows for a new, user-oriented assessment of water availability and accessibility. Comparability of criticality across resources is desirable, which is why the presented adaptation of the criticality approach to water is based on a metal criticality method, whose basic structure is maintained. With respect to the necessary adaptations to the water context, a transparent water criticality framework is proposed that may pave the way for future integrated criticality assessment of metals, water, and other resources. Water criticality scores were calculated for 159 countries subdivided into 512 geographic units for the year 2000. Results allow for a detailed analysis of criticality profiles, revealing locally specific characteristics of water criticality. This is useful for the screening of sites and their related water criticality, for indication of water related problems and possible mitigation options and water policies, and for future water scenario analysis. PMID:26392153

  18. Aligning Science Assessment Standards: New Mexico and the National Assessment of Educational Progress (NAEP). Issues & Answers. REL 2007-No. 021

    ERIC Educational Resources Information Center

    Timms, Michael; Schneider, Steven; Lee, Cindy; Rolfhus, Eric

    2007-01-01

    This policy research document is intended for New Mexico policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might,…

  19. Aligning Science Assessment Standards: Louisiana and the 2009 National Assessment of Educational Progress (NAEP). Issues & Answers. REL 2007-No. 020

    ERIC Educational Resources Information Center

    Timms, Michael; Schneider, Steven; Lee, Cindy; Rolfhus, Eric

    2007-01-01

    This policy research document is intended for Louisiana policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might,…

  20. The use of reflection anisotropy spectroscopy to assess the alignment of collagen

    NASA Astrophysics Data System (ADS)

    Schofield, A. L.; Smith, C. I.; Kearns, V. R.; Martin, D. S.; Farrell, T.; Weightman, P.; Williams, R. L.

    2011-08-01

    The alignment of collagen fibres in tissue has a major influence on their mechanical properties. This study investigated the ability of reflection anisotropy spectroscopy (RAS) to determine the degree of alignment of collagen fibres deposited onto surfaces and secreted by mouse fibroblast cells in vitro. Aligned nanofibres of polytetrafluoroethylene were deposited on glass coverslips using a simple friction transfer method. These linear parallel nanofibres were used as topographical cues to orientate and align L929 fibroblasts and their deposited collagen. The strength of the RAS signal was demonstrated to correlate with the degree of collagen alignment. Immunochemical staining and atomic force microscopy were used to visualize the topography of the fibres and confirm that the RAS signal was as a result of collagen fibres. Collagen deposited onto glass coverslips from a solution that had been subjected to dialysis that caused 'nanofibrillar' collagen to form also resulted in a strong RAS signal whereas collagen adsorbed from a simple solution of collagen in which collagen fibres are not formed resulted in no RAS signal. It was concluded that the RAS signal could be used to determine the degree of alignment of collagen and that this could have a potential application in the assessment of collagen orientation in tissue repair.

  1. Public School Finance Assessment Project Aligned with ELCC Standards

    ERIC Educational Resources Information Center

    Risen, D. Michael

    2008-01-01

    This is a detailed description of an assessment that can be used in a graduate level of study in the area of public school finance. This has been approved by NCATE as meeting all of the stipulated ELCC standards for which it is designed (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3.). This course of…

  2. Infusing Assessment into Mathematics Content Courses for Pre-Service Elementary School Teachers

    ERIC Educational Resources Information Center

    Ma, Xin; Millman, Richard; Wells, Matt

    2008-01-01

    The present study aims to explore the use of assessment in mathematics content courses for future elementary school teachers. Analysis of self assessment data on mathematical understanding and peer assessment data on oral mathematical presentation showed that pre-service teachers had a balanced understanding of procedural knowledge and problem…

  3. Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

    ERIC Educational Resources Information Center

    Platas, Linda M.; Ketterlin-Geller, Leanne R.; Sitabkhan, Yasmin

    2016-01-01

    This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers,…

  4. 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…

  5. Challenges Associated with Curriculum Alignment, Change and Assessment Reforms in Namibia

    ERIC Educational Resources Information Center

    Iipinge, Sakaria M.; Kasanda, Choshi D.

    2013-01-01

    Aligning curriculum change and assessment reforms has been a topic of great concern in Namibia for over the past 23 years. This is because during the pre-colonial period and continuing in post-independence Namibia, national examinations have been used mainly for the certification and selection of learners at Junior and Senior secondary school…

  6. Constructively Aligning Technologies with Learning and Assessment in a Distance Education Master's Programme

    ERIC Educational Resources Information Center

    Rogerson-Revell, Pamela

    2015-01-01

    This paper reports on an action research study investigating the use of online learning activities or "e-tivities" to enhance the learning and assessment experience of students on a distance master's programme. The study suggests that to be successfully integrated in a programme, such activities need to be carefully aligned with learning…

  7. Graduate Students and Field Experience: Aligning Curricular Goals with Multiple Measures of Assessment

    ERIC Educational Resources Information Center

    Ledoux, Michael W.; Thurlow, Richard; McHenry, Nadine; Burns, Michele; Prugh, Elizabeth

    2007-01-01

    Field placements in teacher candidate preparation have long been established as significant and formative for learners. Teacher educators attempt to align course goals with fieldwork and then assess candidate progress. This authentic practice has been highly valued for preservice candidates. For educators in the United States, providing an…

  8. Alternative Assessment Practices of a Classroom Teacher: Alignment with Reform-Based Science Curriculum

    ERIC Educational Resources Information Center

    Serin, Gökhan

    2015-01-01

    The purpose of this study was to explore alignment between reform-based Turkish primary science curriculum and alternative assessment practices of a classroom teacher. Observational case study approach was utilized. A classroom teacher with 32 years of experience and his 31 students participated in the study. The data were collected during one…

  9. Developing PISA-"Like" Mathematics Task with Indonesia Natural and Cultural Heritage as Context to Assess Students Mathematical Literacy

    ERIC Educational Resources Information Center

    Oktiningrum, Wuli; Zulkardi; Hartono, Yusuf

    2016-01-01

    The aim of this research is produce a set of PISA-like mathematics task with Indonesia natural and cultural heritage as context which are valid, practical, to assess students' mathematics literacy. This is design research using type of development research with formative evaluation. A total of 20 students of SMP Negeri 1 Palembang. Beside, 10…

  10. Learning and Assessing Mathematics through Reading and Writing

    ERIC Educational Resources Information Center

    Bosse, Michael J.; Faulconer, Johna

    2008-01-01

    Students learn mathematics more effectively and more deeply when reading and writing is directed at learning mathematics. Although reading and writing in mathematics may necessitate more skills and practice to master, the mathematical learning derived from reading and writing mathematics far outweighs the burden it places on teachers and students.…

  11. Assessing Activity Pattern Similarity with Multidimensional Sequence Alignment based on a Multiobjective Optimization Evolutionary Algorithm

    PubMed Central

    Kwan, Mei-Po; Xiao, Ningchuan; Ding, Guoxiang

    2015-01-01

    Due to the complexity and multidimensional characteristics of human activities, assessing the similarity of human activity patterns and classifying individuals with similar patterns remains highly challenging. This paper presents a new and unique methodology for evaluating the similarity among individual activity patterns. It conceptualizes multidimensional sequence alignment (MDSA) as a multiobjective optimization problem, and solves this problem with an evolutionary algorithm. The study utilizes sequence alignment to code multiple facets of human activities into multidimensional sequences, and to treat similarity assessment as a multiobjective optimization problem that aims to minimize the alignment cost for all dimensions simultaneously. A multiobjective optimization evolutionary algorithm (MOEA) is used to generate a diverse set of optimal or near-optimal alignment solutions. Evolutionary operators are specifically designed for this problem, and a local search method also is incorporated to improve the search ability of the algorithm. We demonstrate the effectiveness of our method by comparing it with a popular existing method called ClustalG using a set of 50 sequences. The results indicate that our method outperforms the existing method for most of our selected cases. The multiobjective evolutionary algorithm presented in this paper provides an effective approach for assessing activity pattern similarity, and a foundation for identifying distinctive groups of individuals with similar activity patterns. PMID:26190858

  12. Assessing effects of technology usage on mathematics learning

    NASA Astrophysics Data System (ADS)

    Lynch, Julianne

    2006-12-01

    Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about when and how they ought to be used continue. An increasing number of studies seek to identify the effects of technology usage on classroom learning, and at a time when governments are calling for `evidence-based' policy development, many studies applying quasi-scientific methodologies to this field of practice are emerging. By analysing a series of conceptual frameworks for assessing the use of computer-based technologies to support school learning, this article emphasises the value of research into the relationship between technical and conceptual aspects of technology use in mathematics education and beyond, and challenges the usefulness of large-scale, quasi-scientific studies that focus on educational inputs and outputs.

  13. Automatic alignment of pre- and post-interventional liver CT images for assessment of radiofrequency ablation

    NASA Astrophysics Data System (ADS)

    Rieder, Christian; Wirtz, Stefan; Strehlow, Jan; Zidowitz, Stephan; Bruners, Philipp; Isfort, Peter; Mahnken, Andreas H.; Peitgen, Heinz-Otto

    2012-02-01

    Image-guided radiofrequency ablation (RFA) is becoming a standard procedure for minimally invasive tumor treatment in clinical practice. To verify the treatment success of the therapy, reliable post-interventional assessment of the ablation zone (coagulation) is essential. Typically, pre- and post-interventional CT images have to be aligned to compare the shape, size, and position of tumor and coagulation zone. In this work, we present an automatic workflow for masking liver tissue, enabling a rigid registration algorithm to perform at least as accurate as experienced medical experts. To minimize the effect of global liver deformations, the registration is computed in a local region of interest around the pre-interventional lesion and post-interventional coagulation necrosis. A registration mask excluding lesions and neighboring organs is calculated to prevent the registration algorithm from matching both lesion shapes instead of the surrounding liver anatomy. As an initial registration step, the centers of gravity from both lesions are aligned automatically. The subsequent rigid registration method is based on the Local Cross Correlation (LCC) similarity measure and Newton-type optimization. To assess the accuracy of our method, 41 RFA cases are registered and compared with the manually aligned cases from four medical experts. Furthermore, the registration results are compared with ground truth transformations based on averaged anatomical landmark pairs. In the evaluation, we show that our method allows to automatic alignment of the data sets with equal accuracy as medical experts, but requiring significancy less time consumption and variability.

  14. Prediction of State Mandated Assessment Mathematics Scores from Computer Based Mathematics and Reading Preview Assessments

    ERIC Educational Resources Information Center

    Costa-Guerra, Boris

    2012-01-01

    The study sought to understand whether MAPs computer based assessment of math and language skills using MAPs reading scores can predict student scores on the NMSBA. A key question was whether or not the prediction can be improved by including student language skill scores. The study explored the effectiveness of computer based preview assessments…

  15. Assessing Science Students' Attitudes to Mathematics: A Case Study on a Modelling Project with Mathematical Software

    ERIC Educational Resources Information Center

    Lim, L. L.; Tso, T. -Y.; Lin, F. L.

    2009-01-01

    This article reports the attitudes of students towards mathematics after they had participated in an applied mathematical modelling project that was part of an Applied Mathematics course. The students were majoring in Earth Science at the National Taiwan Normal University. Twenty-six students took part in the project. It was the first time a…

  16. Achievement of Eighth-Grade Students in Korea on the TIMSS 2011 Assessment: Effects of Confidence in Mathematics and Engagement in Mathematics Lessons

    ERIC Educational Resources Information Center

    House, J. Daniel; Telese, James A.

    2016-01-01

    Research studies have identified several factors related to mathematics achievement of students in Korea. Further, results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that instructional practices and beliefs about mathematics were significantly associated with mathematics achievement of students in…

  17. Caries assessment: establishing mathematical link of clinical and benchtop method

    NASA Astrophysics Data System (ADS)

    Amaechi, Bennett T.

    2009-02-01

    It is well established that the development of new technologies for early detection and quantitative monitoring of dental caries at its early stage could provide health and economic benefits ranging from timely preventive interventions to reduction of the time required for clinical trials of anti-caries agents. However, the new technologies currently used in clinical setting cannot assess and monitor caries using the actual mineral concentration within the lesion, while a laboratory-based microcomputed tomography (MCT) has been shown to possess this capability. Thus we envision the establishment of mathematical equations relating the measurements of each of the clinical technologies to that of MCT will enable the mineral concentration of lesions detected and assessed in clinical practice to be extrapolated from the equation, and this will facilitate preventitive care in dentistry to lower treatment cost. We utilize MCT and the two prominent clinical caries assessment devices (Quantitative Light-induced Fluorescence [QLF] and Diagnodent) to longitudinally monitor the development of caries in a continuous flow mixed-organisms biofilm model (artificial mouth), and then used the collected data to establish mathematical equation relating the measurements of each of the clinical technologies to that of MCT. A linear correlation was observed between the measurements of MicroCT and that of QLF and Diagnodent. Thus mineral density in a carious lesion detected and measured using QLF or Diagnodent can be extrapolated using the developed equation. This highlights the usefulness of MCT for monitoring the progress of an early caries being treated with therapeutic agents in clinical practice or trials.

  18. Phylogenetic simulation of promoter evolution: estimation and modeling of binding site turnover events and assessment of their impact on alignment tools

    PubMed Central

    Huang, Weichun; Nevins, Joseph R; Ohler, Uwe

    2007-01-01

    Background The phenomenon of functional site turnover has important implications for the study of regulatory region evolution, such as for promoter sequence alignments and transcription factor binding site (TFBS) identification. At present, it remains difficult to estimate TFBS turnover rates on real genomic sequences, as reliable mappings of functional sites across related species are often not available. As an alternative, we introduce a flexible new simulation system, Phylogenetic Simulation of Promoter Evolution (PSPE), designed to study functional site turnovers in regulatory sequences. Results Using PSPE, we study replacement turnover rates of different individual TFBSs and simple modules of two sites under neutral evolutionary functional constraints. We find that TFBS replacement turnover can happen rapidly in promoters, and turnover rates vary significantly among different TFBSs and modules. We assess the influence of different constraints such as insertion/deletion rate and translocation distances. Complementing the simulations, we give simple but effective mathematical models for TFBS turnover rate prediction. As one important application of PSPE, we also present a first systematic evaluation of multiple sequence aligners regarding their capability of detecting TFBSs in promoters with site turnovers. Conclusion PSPE allows researchers for the first time to investigate TFBS replacement turnovers in promoters systematically. The assessment of alignment tools points out the limitations of current approaches to identify TFBSs in non-coding sequences, where turnover events of functional sites may happen frequently, and where we are interested in assessing the similarity on the functional level. PSPE is freely available at the authors' website. PMID:17956628

  19. Soft Mathematical Aggregation in Safety Assessment and Decision Analysis

    SciTech Connect

    Cooper, J. Arlin

    1999-06-10

    This paper improves on some of the limitations of conventional safety assessment and decision analysis methods. It develops a top-down mathematical method for expressing imprecise individual metrics as possibilistic or fuzzy numbers and shows how they may be combined (aggregated) into an overall metric, also portraying the inherent uncertainty. Both positively contributing and negatively contributing factors are included. Metrics are weighted according to significance of the attribute and evaluated as to contribution toward the attribute. Aggregation is performed using exponential combination of the metrics, since the accumulating effect of such factors responds less and less to additional factors. This is termed soft mathematical aggregation. Dependence among the contributing factors is accounted for by incorporating subjective metrics on overlap of the factors and by correspondingly reducing the overall contribution of these combinations to the overall aggregation. Decisions corresponding to the meaningfulness of the results are facilitated in several ways. First, the results are compared to a soft threshold provided by a sigmoid function. Second, information is provided on input ''Importance'' and ''Sensitivity,'' in order to know where to place emphasis on controls that may be necessary. Third, trends in inputs and outputs are tracked in order to add important information to the decision process. The methodology has been implemented in software.

  20. Teaching Students What They Already Know? The (Mis)Alignment between Mathematics Instructional Content and Student Knowledge in Kindergarten

    ERIC Educational Resources Information Center

    Engel, Mimi; Claessens, Amy; Finch, Maida A.

    2013-01-01

    Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students' school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast…

  1. What Drives Alignment between Teachers' Survey Self-Reports and Classroom Observations of Standards-Based Mathematics Instruction?

    ERIC Educational Resources Information Center

    Kaufman, Julia; Junker, Brian

    2011-01-01

    Research on whether teachers can give accurate self-reports in surveys about their mathematics instruction is fairly mixed. Some of that research indicates that teachers can provide some general approximation of their mathematics instruction in survey self-reports, while other studies find very little correlation between teachers' survey responses…

  2. Advocacy versus Economics: A Critical Race Analysis of the Proposed National Assessment in Mathematics.

    ERIC Educational Resources Information Center

    Tate, William F., IV

    1993-01-01

    Examines philosophical underpinnings of the proposed national mathematics assessment described in "America 2000," focusing on the tension between economic goals guiding this policy and the creation of the educational conditions required to improve African-American students' mathematics performance. The choice of a voluntary mathematics assessment…

  3. Examining the Relationship between Gender DIF and Language Complexity in Mathematics Assessments

    ERIC Educational Resources Information Center

    Kan, Adnan; Bulut, Okan

    2014-01-01

    This study investigated whether the linguistic complexity of items leads to gender differential item functioning (DIF) on mathematics assessments. Two forms of a mathematics test were developed. The first form consisted of algebra items based on mathematical expressions, terms, and equations. In the second form, the same items were written as word…

  4. Classroom Experience about Cartooning as Assessment in Pre-Service Mathematics Content Course

    ERIC Educational Resources Information Center

    Cho, Hoyun; Osborne, Carolyn; Sanders, Tobie

    2015-01-01

    Elementary Education pre-service teachers are noted for disliking and even fearing mathematics, so a teaching strategy that increases their enjoyment of mathematics learning must be a powerful one, indeed. When the same strategy can also support problem posing and assess mathematical knowledge and reasoning, providing an occasional alternative to…

  5. Assessing the Relation between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance

    ERIC Educational Resources Information Center

    Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.

    2016-01-01

    In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

  6. NAEP 1996 Mathematics State Report for Hawaii. Findings from the National Assessment of Educational Progress.

    ERIC Educational Resources Information Center

    Reese, Clyde M.; Jerry, Laura; Ballator, Nada

    The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…

  7. Teaching, Learning, and Assessment Together: Reflective Assessments for Middle and High School Mathematics and Science

    ERIC Educational Resources Information Center

    Ellis, Arthur K.; Denton, David W.

    2010-01-01

    This book offers easy-to-use classroom strategies for middle and high school Mathematics and Science classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of…

  8. Assessment of Primary 5 Students' Mathematical Modelling Competencies

    ERIC Educational Resources Information Center

    Chan, Chun Ming Eric; Ng, Kit Ee Dawn; Widjaja, Wanty; Seto, Cynthia

    2012-01-01

    Mathematical modelling is increasingly becoming part of an instructional approach deemed to develop students with competencies to function as 21st century learners and problem solvers. As mathematical modelling is a relatively new domain in the Singapore primary school mathematics curriculum, many teachers may not be aware of the learning outcomes…

  9. The assessment of crowding without the need to record arch perimeter. Part I: Arches with acceptable alignment.

    PubMed

    Battagel, J M

    1996-05-01

    A simplified, mathematically determined technique for calculating arch perimeter (the overlap method) is described and its validity in determining an accurate assessment of crowding is tested. Indices, expressed in millimetres of crowding or spacing, were computed for both the whole arch and the labial segment alone. Study casts of 36 individuals with clinically acceptable lower arches were used to validate the method. The degree of crowding or spacing calculated was compared with a "clinical' assessment of each arch, in which the irregularity was measured directly using a steel ruler. Various calculation schemes were tested. Depending on exactly how the overlap was determined, the results varied slightly. Although the arches showed acceptable alignment, it was preferable to include a strategy for normalizing the positions of any rotated teeth before the overlaps were calculated. Repositioning any bucco-lingually displaced teeth into the line of the arch, however, was not useful. For the complete arch good agreement with the clinical assessment was reached on 31 occasions and for the labial segment, all but one appraisals were within 0.5 mm of each other. In the remaining instances (five complete arches and one labial segment), the degree of crowding or spacing was between 0.5 and 1 mm of the clinical assessment. Considering that clinical measurement of minor degrees of crowding and spacing cannot be precise, these results were considered acceptable. The method was easy to use, relying only on the recording of mesio-distal tooth widths and was acceptably reproducible. The technique would therefore appear to provide a valid yet simple research tool with which to record the degree of crowding. Its ability to cope with irregular and crowded arches will be the subject of a subsequent review.

  10. A Longitudinal Assessment of Early Acceleration of Students in Mathematics on Growth in Mathematics Achievement

    ERIC Educational Resources Information Center

    Ma, X.

    2005-01-01

    Early acceleration of students in mathematics (in the form of early access to formal abstract algebra) has been a controversial educational issue. The current study examined the rate of growth in mathematics achievement of accelerated gifted, honors, and regular students across the entire secondary years (Grades 7-12), in comparison to their…

  11. Wisconsin Model Early Learning Standards Alignment with Wisconsin Common Core State Standards for English Language Arts and Mathematics

    ERIC Educational Resources Information Center

    Wisconsin Department of Public Instruction, 2011

    2011-01-01

    Wisconsin's adoption of the Common Core State Standards provides an excellent opportunity for Wisconsin school districts and communities to define expectations from birth through preparation for college and work. By aligning the existing Wisconsin Model Early Learning Standards with the Wisconsin Common Core State Standards, expectations can be…

  12. Assessment of solvent effects: do weak alignment media affect the structure of the solute?

    PubMed

    Shahkhatuni, Astghik A; Shahkhatuni, Aleksan G; Panosyan, Henry A; Sahakyan, Aleksandr B; Byeon, In-Ja L; Gronenborn, Angela M

    2007-07-01

    Alignment media used for measuring residual dipolar couplings, such as solutions of filamentous phages, phospholipid mixtures, polyacrylamide gels and various lyotropic liquid crystalline systems were investigated with respect to solvent effects on molecular structure. Structural parameters of the small rigid model compound 13C-acetonitrile were calculated from dipolar couplings and variations from expectation values were used for assessment of solvent effects. Only minor solvent effects were observed for most of the media employed and the measured structural data are in good agreement with microwave data and theoretical predictions. PMID:17534883

  13. Results and Interpretations of the 1990 through 2000 Mathematics Assessment of the National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    Kloosterman, Peter, Ed.; Lester, Frank K., Jr., Ed.

    2004-01-01

    Often referred to as "The Nation's Report Card," the mathematics assessments of the National Assessment of Educational Progress (NAEP) have come to be regarded by many policymakers as the primary yardstick by which to judge our schools' success in meeting national expectations. This monograph reports and interprets trends in NAEP mathematics data…

  14. An Early Mathematical Patterning Assessment: Identifying Young Australian Indigenous Children's Patterning Skills

    ERIC Educational Resources Information Center

    Papic, Marina

    2015-01-01

    This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to…

  15. The Relationship between Studying Music and Mathematics Performance on the New Jersey High School Proficiency Assessment

    ERIC Educational Resources Information Center

    Prokop, Kristie L.

    2011-01-01

    On assessments such as Trends in International Mathematics and Science Study (TIMSS) (Stigler & Hiebert, 1999) and Program for International Assessment (PISA) ("PISA 2006 Science Competencies for Tomorrow's World", 2007) students in the United States have not been performing as well in mathematics as students in other countries. In order for the…

  16. What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

    ERIC Educational Resources Information Center

    Österholm, Magnus

    2015-01-01

    The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

  17. Testing Technology: Administrating Formative Mathematics Assessments in Kindergarten and First Grade

    ERIC Educational Resources Information Center

    Hill-Cunningham, Pamela Renee

    2012-01-01

    Research was conducted to examine the effectiveness of the use of handheld technology to administer mathematics assessments in kindergarten and 1 st grade classes in North Carolina. This research was a review of secondary data from the first year of implementation of the Mathematics Assessment Pilot Project conducted by the North Carolina…

  18. An Investigation of Assessment and Feedback Practices in Fully Asynchronous Online Undergraduate Mathematics Courses

    ERIC Educational Resources Information Center

    Trenholm, Sven; Alcock, Lara; Robinson, Carol

    2015-01-01

    Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices…

  19. Mitigating the Dangers of a Single Story: Creating Large-Scale Writing Assessments Aligned with Sociocultural Theory

    ERIC Educational Resources Information Center

    Behizadeh, Nadia

    2014-01-01

    The dangers of a single story in current U.S. large-scale writing assessment are that assessment practice does not align with theory and this practice has negative effects on instruction and students. In this article, I analyze the connections or lack of connections among writing theory, writing assessment, and writing instruction, critique the…

  20. Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. Studies in Mathematical Thinking and Learning Series.

    ERIC Educational Resources Information Center

    Artzt, Alice F.; Armour-Thomas, Eleanor

    This activity-oriented book for preservice mathematics teachers who are taking methods courses or who have been student teaching offers a framework for teacher reflection and self- assessment. It supplies detailed observation instruments for observing other teachers, reflective activities, and guidelines and instruments for supervisors. There are…

  1. The Assessment of Mathematical Logic: Abstract Patterns and Familiar Contexts

    ERIC Educational Resources Information Center

    Teppo, Anne R.; Esty, Warren W.; Kirkpatrick, Kay

    2003-01-01

    Undergraduate students' written exams were analyzed from a freshman-level mathematics course that emphasized, among other topics, the study of mathematical logic. Findings indicate that on questions related to the negation of a conditional sentence, students performed much better when given natural-language contexts than they did on questions…

  2. Planning, Teaching and Assessing Mathematics Learning for Real!

    ERIC Educational Resources Information Center

    Youdale, Leonie

    2010-01-01

    As a final year Bachelor of Education student at the University of Tasmania, this author recently participated in an innovative program for improving mathematics learning outcomes for primary school students and the mathematics teaching development of pre-service teachers. As a participant in the program, she was required to plan, teach, and…

  3. Oral Examination in College Mathematics: An Alternative Assessment Technique

    ERIC Educational Resources Information Center

    Odafe, Victor U.

    2006-01-01

    Preparing for an oral examination is an alternative way for students to learn mathematics by working cooperatively in small teams to solve problems. Reformed college mathematics courses are emphasizing the ability to communicate ideas clearly, both orally and in writing. The instructor is able to ask probing questions that are not usually possible…

  4. Enhancing Mathematics by Online Assessments: Two Cases of Remedial Education

    ERIC Educational Resources Information Center

    Brouwer, Natasa; Ekimova, Lilia; Jasinska, Magdalena; van Gastel, Leendert; Virgailaite-Meckauskaite, Egle

    2009-01-01

    There is growing concern in Europe that some students are not well-equipped to start a Bachelor's or Master's programme, especially when the programme has a strong mathematical focus. In particular, attention is drawn to problems with mathematics in the transition from secondary to higher education. Higher education expects a certain level of…

  5. Assessing Attitudes toward Mathematics across Teacher Education Contexts

    ERIC Educational Resources Information Center

    Jong, Cindy; Hodges, Thomas E.

    2015-01-01

    This article reports on the development of attitudes toward mathematics among pre-service elementary teachers (n = 146) in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program. Using a combination of the Rasch Rating Scale Model and traditional parametric analyses, results indicate that…

  6. Redesigning and aligning assessment and evaluation for a federally funded math and science teacher educational program.

    PubMed

    Hardré, Patricia L; Slater, Janis; Nanny, Mark

    2010-11-01

    This paper examines the redesign of evaluation components for a teacher professional development project funded by the National Science Foundation. It focuses on aligning evaluation instrumentation and strategies with program goals, research goals and program evaluation best practices. The study identifies weaknesses in the original (year 1) program evaluation design and implementation, develops strategies and tracks changes for year 2 implementation, and then reports enhancement of findings and recommendations for year 3. It includes lessons learned about assessment and evaluation over the project lifespan, with implications for research and evaluation of a range of related programs. This study functions as a classic illustration of how critical it is to observe first principles of assessment and evaluation for funded programs, the risks that arise when they are ignored, and the benefits that accrue when they are systematically observed.

  7. Alignment and the States: Three Approaches to Aligning the National Assessment of Educational Progress with State Assessments, Other Assessments, and Standards

    ERIC Educational Resources Information Center

    Vockley, Martha; Lang, Vockley

    2009-01-01

    Since 1969, the National Assessment of Educational Progress (NAEP) has been the common yardstick for measuring the progress of students' education over time across the country. Teachers, principals, parents, policymakers, and researchers all use NAEP results to assess progress and develop ways to improve education in America. To make the…

  8. Alignment of Assessment Objectives with Instructional Objectives Using Revised Bloom's Taxonomy--The Case for Food Science and Technology Education

    ERIC Educational Resources Information Center

    Jideani, V. A.; Jideani, I. A.

    2012-01-01

    Nine food science and technology (FST) subjects were assessed for alignment between the learning outcomes and assessment using revised Bloom's taxonomy (RBT) of cognitive knowledge. Conjoint analysis was used to estimate the utilities of the levels of cognitive, knowledge, and the attribute importance (cognitive process and knowledge dimension)…

  9. Field application of moment-based wavefront sensing to in-situ alignment and image quality assessment of astronomical spectrographs: results and analysis of aligning VIRUS unit spectrographs

    NASA Astrophysics Data System (ADS)

    Lee, Hanshin; Hill, Gary J.; Tuttle, Sarah E.; Noyola, Eva; Peterson, Trent; Vattiat, Brian L.

    2014-07-01

    Teague introduced a phase retrieval method that uses the image shape moments. More recently, an independent study arrived at a similar technique, which was then applied to in-situ full-field image-quality evaluation of spectroscopic systems. This moment-based wavefront sensing (MWFS) method relies on the geometric relation between the image shape moments and the geometric wavefront modal coefficients. The MWFS method allows a non-iterative determination of the modal coefficients from focus-modulated images at arbitrary spatial resolutions. The determination of image moments is a direct extension of routine centroid and image size calculation, making its implementation easy. Previous studies showed that the MWFS works well in capturing large low-order modes, and is quite suitable for in-situ alignment diagnostics. At the Astronomical Instrumentation conference in 2012, we presented initial results of the application of the moment-based wavefront sensing to a fiber-fed astronomical spectrograph, called VIRUS (a set of replicated 150 identical integral-field unit spectrographs contained in 75 unit pairs). This initial result shows that the MWFS can provide accurate full-field image-quality assessment for efficiently aligning these 150 spectrographs. Since then, we have assembled more than 24 unit pairs using this technique. In this paper, we detail the technical update/progress made so far for the moment-based wavefront sensing method and the statistical estimates of the before/after alignment aberrations, image-quality, and various efficiency indicators of the unit spectrograph alignment process.

  10. The Teaching and Assessing of Mathematical Problem Solving. Research Agenda for Mathematics Education Series. Volume 3.

    ERIC Educational Resources Information Center

    Charles, Randall I., Ed.; Silver, Edward A., Ed.

    This document contains overviews of current research, insights from teachers and tutors, and considerations of such issues as metacognition, choice of operations, and the testing of problem-solving skills. Papers include: (1) "Historical Perspectives on Problem Solving in the Mathematics Curriculum" (George M. A. Stanic and Jeremy Kilpatrick); (2)…

  11. Estimating Critical Values for Strength of Alignment among Curriculum, Assessments, and Instruction

    ERIC Educational Resources Information Center

    Fulmer, Gavin W.

    2011-01-01

    School accountability decisions based on standardized tests hinge on the degree of alignment of the test with the state's standards documents. Yet, there exist no established criteria for judging strength of alignment. Previous measures of alignment among tests, standards, and teachers' instruction have yielded mixed results that are difficult to…

  12. Estimating Critical Values for Strength of Alignment among Curriculum, Assessments, and Instruction

    ERIC Educational Resources Information Center

    Fulmer, Gavin W.

    2010-01-01

    School accountability decisions based on standardized tests hinge on the degree of alignment of the test with a state's standards. Yet no established criteria were available for judging strength of alignment. Previous studies of alignment among tests, standards, and teachers' instruction have yielded mixed results that are difficult to interpret…

  13. A Study of the Alignment between the NAEP Mathematics Framework and the Common Core State Standards for Mathematics (CCSS-M)

    ERIC Educational Resources Information Center

    Hughes, Gerunda B.; Daro, Phil; Holtzman, Deborah; Middleton, Kyndra

    2013-01-01

    Introduction: For decades, prior to the inception of the Common Core State Standards (CCSS), the National Assessment of Educational Progress (NAEP) was the only vehicle through which states could assess the progress of their students using a common metric. Now, 45 states, 4 U.S. territories, and the District of Columbia have adopted the CCSS to…

  14. Classroom Assessment Practices in English and Mathematics at Years 5, 7, and 9.

    ERIC Educational Resources Information Center

    Dunn, Karyn; Strafford, Ed; Marston, Chris

    This study investigated current classroom assessment practices by surveying teachers in New Zealand at years 5, 7, and 9 on the assessments they use in the areas of English and mathematics, the purposes of the assessment, and the assessments that provide the most useful information. A total of 676 questionnaires were returned from 311 full…

  15. Secondary Students' Perceptions of Assessments in Science, Technology, Engineering, and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Meng, Chew Cheng; Idris, Noraini; Eu, Leong Kwan

    2014-01-01

    The problems of the decreasing enrolment of science students at secondary school level as well as the lagging science and mathematics achievement and literacy of Malaysian secondary students in international assessment studies point to a serious challenge for the government to improve Science, Technology, Engineering and Mathematics (STEM)…

  16. A Review of the Mathematics Assessment of Saddleback College Students through the Matriculation Program.

    ERIC Educational Resources Information Center

    Sworder, Steven

    In 1989, a study was conducted of the mathematics assessment portion of the matriculation process at California's Saddleback College (SC). The two main purposes of the study were to examine student enrollment behavior in recommended mathematics courses as well as to compare the success rates of students who enrolled in the recommended courses with…

  17. Assessing the Quality of the Common Core State Standards for Mathematics

    ERIC Educational Resources Information Center

    Cobb, Paul; Jackson, Kara

    2011-01-01

    The authors comment on Porter, McMaken, Hwang, and Yang's recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improvement over most state mathematics standards by discussing…

  18. Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments

    ERIC Educational Resources Information Center

    Zhang, Danhui; Orrill, Chandra; Campbell, Todd

    2015-01-01

    The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an…

  19. Lecturers' Perspectives on the Use of a Mathematics-Based Computer-Aided Assessment System

    ERIC Educational Resources Information Center

    Broughton, Stephen J.; Robinson, Carol L.; Hernandez-Martinez, Paul

    2013-01-01

    Computer-aided assessment (CAA) has been used at a university with one of the largest mathematics and engineering undergraduate cohorts in the UK for more than ten years. Lecturers teaching mathematics to first year students were asked about their current use of CAA in a questionnaire and in interviews. This article presents the issues that these…

  20. New Opportunities for Encouraging Higher Level Mathematical Learning by Creative Use of Emerging Computer Aided Assessment

    ERIC Educational Resources Information Center

    Sangwin, C. J.

    2003-01-01

    This article defines "higher level mathematical skills" and details an important class: that of "constructing instances" of mathematical objects satisfying certain properties. Comment is made on the frequency of higher level tasks in undergraduate work. We explain how such questions may be assessed "in practice" without the imposition on staff of…

  1. Designing and Developing Assessments of Complex Thinking in Mathematics for the Middle Grades

    ERIC Educational Resources Information Center

    Graf, Edith Aurora; Arieli-Attali, Meirav

    2015-01-01

    Designing an assessment system for complex thinking in mathematics involves decisions at every stage, from how to represent the target competencies to how to interpret evidence from student performances. Beyond learning to solve particular problems in a particular area, learning mathematics with understanding involves comprehending connections…

  2. Comparing Two Versions of Professional Development for Teachers Using Formative Assessment in Networked Mathematics Classrooms

    ERIC Educational Resources Information Center

    Yin, Yue; Olson, Judith; Olson, Melfried; Solvin, Hannah; Brandon, Paul R.

    2015-01-01

    This study compared two versions of professional development (PD) designed for teachers using formative assessment (FA) in mathematics classrooms that were networked with Texas Instruments Navigator (NAV) technology. Thirty-two middle school mathematics teachers were randomly assigned to one of the two groups: FA-then-NAV group and FA-and-NAV…

  3. Understanding Graphicacy: Students' Making Sense of Graphics in Mathematics Assessment Tasks

    ERIC Educational Resources Information Center

    Lowrie, Tom; Diezmann, Carmel M.; Logan, Tracy

    2011-01-01

    The ability to decode graphics is an increasingly important component of mathematics assessment and curricula. This study examined 50, 9- to 10-year-old students (23 male, 27 female), as they solved items from six distinct graphical languages (e.g., maps) that are commonly used to convey mathematical information. The results of the study revealed:…

  4. Theory of grain alignment in molecular clouds

    NASA Technical Reports Server (NTRS)

    Roberge, Wayne G.

    1993-01-01

    Research accomplishments are presented and include the following: (1) mathematical theory of grain alignment; (2) super-paramagnetic alignment of molecular cloud grains; and (3) theory of grain alignment by ambipolar diffusion.

  5. Assessment of murine lung mechanics outcome measures: alignment with those made in asthmatics

    PubMed Central

    Walker, Julia K. L.; Kraft, Monica; Fisher, John T.

    2013-01-01

    Although asthma is characterized as an inflammatory disease, recent reports highlight the importance of pulmonary physiology outcome measures to the clinical assessment of asthma control and risk of asthma exacerbation. Murine models of allergic inflammatory airway disease have been widely used to gain mechanistic insight into the pathogenesis of asthma; however, several aspects of murine models could benefit from improvement. This review focuses on aligning lung mechanics measures made in mice with those made in humans, with an eye toward improving the translational utility of these measures. A brief description of techniques available to measure murine lung mechanics is provided along with a methodological consideration of their utilization. How murine lung mechanics outcome measures relate to pulmonary physiology measures conducted in humans is discussed and we recommend that, like human studies, outcome measures be standardized for murine models of asthma. PMID:23408785

  6. Using the SIS to better align the funding of residential services to assessed support needs.

    PubMed

    Giné, Climent; Font, Josep; Guàrdia-Olmos, Joan; Balcells-Balcells, Anna; Valls, Judit; Carbó-Carreté, Maria

    2014-05-01

    Resource allocation in social services has become an issue of the utmost importance, especially in these times in which budgets are tight. The aim of this study is to explore whether the SIS allows for the identification of groups of individuals presenting ID with different needs for support living in residential services in Catalonia, Spain, and if so whether or not a more efficient and fairer system of funding could be considered in comparison with the ICAP. The results show that the six categories of need for support resulting from this study could form the basis for better alignment the funding for those who live in this type of residence according to their assessed support needs. PMID:24636023

  7. Validation of Scores/Measures from a K-2 Developmental Assessment in Mathematics.

    ERIC Educational Resources Information Center

    Banerji, Madhabi

    1999-01-01

    Studied the psychometric characteristics of a developmental assessment in mathematics composed of 19 performance tasks for students in grades K-3. Reports convergent validity coefficients, internal consistency reliability, interrater reliability, and task orderings. (SLD)

  8. Developing formal mathematical assessment for 4- to 8-year-olds

    NASA Astrophysics Data System (ADS)

    Doig, Brian

    2005-10-01

    The assessment of children in their years before school and their first years of school has been, traditionally, informal. Further, assessment of children's mathematical skills at this level has been infrequent compared to social, emotional and physical assessments. However, there are contexts where reliable, valid, standardised data from assessment in mathematics are required. This paper outlines the development of two assessment tools for mathematics that were originally developed for such contexts. Item Response Theory (IRT) analyses enabled the construction of assessment forms that address the range of abilities of 4- to 8-year-old children, and provided the scales used for constructing formative and summative reports of achievement. A description of the development of the assessment tools and the IRT analysis that provides the reporting formats are presented together with some research uses of the tools.

  9. NAEP 1992 Mathematics State Report for Hawaii. The Trial State Assessment Program.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics (NCES) to shift to standards-based reporting of National…

  10. Technical Report of the NAEP 1992 Trial State Assessment Program in Mathematics.

    ERIC Educational Resources Information Center

    Johnson, Eugene G.; And Others

    The "Nation's Report Card," the National Assessment of Educational Progress (NAEP), is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. This report summarizes some of the sophisticated statistical methodology used in the 1992 Trial State Assessment of Mathematics.…

  11. Mathematics beliefs and achievement of a national sample of Native American students: results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States assessment.

    PubMed

    House, J Daniel

    2009-04-01

    Recent mathematics assessment findings indicate that Native American students tend to score below students of the ethnic majority. Findings suggest that students' beliefs about mathematics are significantly related to achievement outcomes. This study examined relations between self-beliefs and mathematics achievement for a national sample of 130 Grade 8 Native American students from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States sample of (M age = 14.2 yr., SD = 0.5). Multiple regression indicated several significant relations of mathematics beliefs with achievement and accounted for 26.7% of the variance in test scores. Students who earned high test scores tended to hold more positive beliefs about their ability to learn mathematics quickly, while students who earned low scores expressed negative beliefs about their ability to learn new mathematics topics.

  12. RESPONSIVENESS, LANGUAGE, AND ALIGNMENT: REFLECTIONS ON SOME CHALLENGES FOR HEALTH TECHNOLOGY ASSESSMENT.

    PubMed

    Dillon, Andrew

    2015-01-01

    Health systems around the world cope with the challenge of difficult economic times, and the value of health technology assessment (HTA) is increasing. Making the right choices, with limited resources, in the face of increasingly complex technologies requires decisions informed by data and analyses that help us to manage the risks involved. Those who undertake and use HTA can play a greater role in helping decision makers meet these challenges; they need to think how to define innovation and respond to it, how to communicate their analyses, and, critically, how to align their work with the ambitions of their health systems. HTA can become a key health system enabler without compromising its objectivity or independence. It can say that it is too early to determine the value of a new technology when the data simply will not support a safe decision. However, it can also be bold and recommend the managed introduction of new technologies, even when the when the data is immature, provided that the health system understands the risks and there is a plausible case for believing that further research will support the value proposition. The goal for HTA is to be able confidently to do both. PMID:26585703

  13. 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…

  14. The Impact of Web-Based Assessment and Practice on Students' Mathematics Learning Attitudes

    ERIC Educational Resources Information Center

    Nguyen, Diem M.; Hsieh, Yi-Chuan; Allen, G. Donald

    2006-01-01

    This study investigates the effects of web-based assessment and practice on improving middle school students' mathematics learning attitudes. With the use of an experimental design and a combination of quantitative and qualitative methods, the study compared and contrasted the attitude achievement of students, who used the web-based assessment and…

  15. District Results for the 2013 Mathematics and Reading Assessments. Executive Summary

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    NAEP Trial Urban District Assessment (TUDA) results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. The assessments…

  16. The Impact of Indiana's System of Interim Assessments on Mathematics and Reading Achievement

    ERIC Educational Resources Information Center

    Konstantopoulos, Spyros; Miller, Shazia Rafiullah; van der Ploeg, Arie

    2013-01-01

    Interim assessments are increasingly common in U.S. schools. We use high-quality data from a large-scale school-level cluster randomized experiment to examine the impact of two well-known commercial interim assessment programs on mathematics and reading achievement in Indiana. Results indicate that the treatment effects are positive but not…

  17. African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences

    ERIC Educational Resources Information Center

    Noble, Richard, III; Morton, Crystal Hill

    2013-01-01

    This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest…

  18. A Study of STEM Assessments in Engineering, Science, and Mathematics for Elementary and Middle School Students

    ERIC Educational Resources Information Center

    Harwell, Michael; Moreno, Mario; Phillips, Alison; Guzey, S. Selcen; Moore, Tamara J.; Roehrig, Gillian H.

    2015-01-01

    The purpose of this study was to develop, scale, and validate assessments in engineering, science, and mathematics with grade appropriate items that were sensitive to the curriculum developed by teachers. The use of item response theory to assess item functioning was a focus of the study. The work is part of a larger project focused on increasing…

  19. The Influence of Test Mode and Visuospatial Ability on Mathematics Assessment Performance

    ERIC Educational Resources Information Center

    Logan, Tracy

    2015-01-01

    Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment--computer-based (CBT) and pencil-and-paper based (PPT)--and visuospatial ability…

  20. Consumer Math: Selected Results from the First National Assessment of Mathematics.

    ERIC Educational Resources Information Center

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

    This report focused upon mathematical skills needed by the American consumer to function effectively in the marketplace. The nationwide assessment was conducted during the 1972-73 school year by the National Assessment of Educational Progress (NAEP). Respondents at four age levels were included: 9-year-olds, 13-year-olds, 17-year-olds, and young…

  1. Engaging Elementary Students with Mathematical Processes during Assessment: What Opportunities Exist in Tests Accompanying Published Curricula?

    ERIC Educational Resources Information Center

    Hunsader, Patricia D.; Thompson, Denisse R.; Zorin, Barbara

    2013-01-01

    In this paper, we present a framework used to analyze the extent to which assessments (i.e., chapter tests) accompanying three published elementary grades 3-5 curricula in the United States provide students with opportunities to engage with key mathematical processes. The framework uses indicators for five criteria to assess the processes of…

  2. An Early Mathematical Patterning Assessment: identifying young Australian Indigenous children's patterning skills

    NASA Astrophysics Data System (ADS)

    Papic, Marina

    2015-12-01

    This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to 5 years in the year prior to formal school. Two hundred and seventeen assessments indicated that the young low socioeconomic and predominantly Australian Indigenous children in the study group had varied patterning and counting skills. Three percent of the study group was able to consistently copy and draw an ABABAB pattern made with coloured blocks. Fifty percent could count to six by ones and count out six items with 4 % of the total group able to identify six items presented in regular formations without counting. The integration of patterning into early mathematics learning is critical to the abstraction of mathematical ideas and relationships and to the development of mathematical reasoning in young children. By using the insights into the children's thinking that the EMPA tool provides, early childhood educators can better inform mathematics teaching and learning and so help close the persistent gap in numeracy between Indigenous and non-Indigenous children.

  3. Assessment in the Context of Mathematics Instruction Reform: The Design of Assessment in the QUASAR Project.

    ERIC Educational Resources Information Center

    Silver, Edward A.; Lane, Suzanne

    Recent reports on mathematics education reform have focused the attention of educational practitioners and policymakers on new goals for mathematics education and new descriptions of mathematical proficiency. QUASAR is a national project (Quantitative Understanding: Amplifying Student Achievement and Reasoning) designed to improve the mathematics…

  4. Assessing cognitive alignment in different types of dialog by means of a network model.

    PubMed

    Mehler, Alexander; Lücking, Andy; Menke, Peter

    2012-08-01

    We present a network model of dialog lexica, called TiTAN (Two-layer Time-Aligned Network) series. TiTAN series capture the formation and structure of dialog lexica in terms of serialized graph representations. The dynamic update of TiTAN series is driven by the dialog-inherent timing of turn-taking. The model provides a link between neural, connectionist underpinnings of dialog lexica on the one hand and observable symbolic behavior on the other. On the neural side, priming and spreading activation are modeled in terms of TiTAN networking. On the symbolic side, TiTAN series account for cognitive alignment in terms of the structural coupling of the linguistic representations of dialog partners. This structural stance allows us to apply TiTAN in machine learning of data of dialogical alignment. In previous studies, it has been shown that aligned dialogs can be distinguished from non-aligned ones by means of TiTAN -based modeling. Now, we simultaneously apply this model to two types of dialog: task-oriented, experimentally controlled dialogs on the one hand and more spontaneous, direction giving dialogs on the other. We ask whether it is possible to separate aligned dialogs from non-aligned ones in a type-crossing way. Starting from a recent experiment (Mehler, Lücking, & Menke, 2011a), we show that such a type-crossing classification is indeed possible. This hints at a structural fingerprint left by alignment in networks of linguistic items that are routinely co-activated during conversation.

  5. "Poems Look Like a Mathematical Equation": Assessment in Poetry Education

    ERIC Educational Resources Information Center

    Xerri, Daniel

    2016-01-01

    This article considers the influence that assessment exerts on poetry education. By means of research conducted in a post-16 educational context in Malta, it shows that teachers' and students' practices in the poetry lesson are determined by the kind of examinations that candidates sit for. When the mode of assessment is constituted solely by the…

  6. Narrative Assessment: Making Mathematics Learning Visible in Early Childhood Settings

    ERIC Educational Resources Information Center

    Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel

    2015-01-01

    Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories--the preferred form of narrative assessment--currently downplay domain knowledge. In this paper,…

  7. Comparative assessment of forces generated during simulated alignment with self-ligating and conventional brackets.

    PubMed

    Pandis, Nikolaos; Eliades, Theodore; Bourauel, Christoph

    2009-12-01

    The objectives of this study were to comparatively assess the magnitude and direction of forces and moments generated from different bracket systems, during the initial levelling and alignment stage of orthodontic treatment. Three types of brackets were used: Orthos2 (Ormco), Damon2 (Ormco), and In-Ovation R (GAC). The brackets were bonded on resin replicas models of a patient's crowded mandibular arch, and a 0.014 inch Damon archform CuNiTi (Ormco) wire was inserted. The model was mounted on the Orthodontic Measurement and Simulation System (OMSS) and six static measurements were taken at the initial crowded state per bracket for the lateral incisor, canine, and first premolar. A total of 10 repetitions were performed for each measurement, with new brackets and archwires used for each trial. The forces and moments generated were registered directly on the OMSS software and were statistically analyzed using a one-way analysis of variance separately for each dental arch location and force component. Group differences were further analyzed with Tukey's post hoc comparisons test at the 0.05 significance level. The lingually inclined, crowded lateral incisor presented an extrusive and buccal movement and showed the lowest force in the vertical direction, whereas the self-ligating group of brackets generated the highest force in the buccolingual direction. The moments applied by the three bracket systems followed the general trend shown for forces; in the vertical axis, the self-ligating brackets exerted lower forces than their conventional counterpart. This was modified in the buccolingual direction where, in most instances, the self-ligating appliances applied higher moments compared with the conventional bracket. In most cases, the magnitude of forces and moments ranged between 30-70 cN and 2-6 N mm, respectively. However, maximum forces and moments developed at the lateral incisor were almost four times higher than the average. PMID:19349418

  8. Confidence in Mathematics and Algebra Achievement of Eighth-Grade Students in Japan: Findings from the TIMSS 2011 Assessment

    ERIC Educational Resources Information Center

    House, J. Daniel; Telese, James A.

    2014-01-01

    There is continuing interest in the identification of student and instructional factors associated with the mathematics achievement of students in Japan. The Trends in International Mathematics and Science Study (TIMSS) assessments have provided opportunities to examine factors associated with mathematics achievement. The purpose of this study was…

  9. Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention

    ERIC Educational Resources Information Center

    Munter, Charles; Wilhelm, Anne Garrison; Cobb, Paul; Cordray, David S.

    2014-01-01

    This article draws on previously employed methods for conducting fidelity studies and applies them to an evaluation of an unprescribed intervention. We document the process of assessing the fidelity of implementation of the Math Recovery first-grade tutoring program, an unprescribed, diagnostic intervention. We describe how we drew on recent…

  10. Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

    PubMed

    Stotsky, Sandra

    2009-01-01

    To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

  11. A Case Study of the Alignment between Curriculum and Assessment in the New York State Earth Science Standards-Based System

    ERIC Educational Resources Information Center

    Contino, Julie

    2013-01-01

    In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the…

  12. Elementary Mathematics Teacher Preparation in an Era of Reform: The Development and Assessment of Mathematics for Teaching

    ERIC Educational Resources Information Center

    Kajander, Ann

    2010-01-01

    Teachers' understanding of the elementary school mathematics curriculum forms part, but not all, of the newly emerged field of mathematics for teaching, a term that describes the specialised mathematics knowledge of teachers. Pre-service teachers from a one-year teacher preparation program were studied in each of three years, using a…

  13. Sex Differences in Mathematics and Science Achievement: A Meta-Analysis of National Assessment of Educational Progress Assessments

    ERIC Educational Resources Information Center

    Reilly, David; Neumann, David L.; Andrews, Glenda

    2015-01-01

    Gender gaps in the development of mathematical and scientific literacy have important implications for the general public's understanding of scientific issues and for the underrepresentation of women in science, technology, engineering, and math. We subjected data from the National Assessment of Educational Progress to a meta-analysis to examine…

  14. Redesigning and Aligning Assessment and Evaluation for a Federally Funded Math and Science Teacher Educational Program

    ERIC Educational Resources Information Center

    Hardre, Patricia L.; Slater, Janis; Nanny, Mark

    2010-01-01

    This paper examines the redesign of evaluation components for a teacher professional development project funded by the National Science Foundation. It focuses on aligning evaluation instrumentation and strategies with program goals, research goals and program evaluation best practices. The study identifies weaknesses in the original (year 1)…

  15. It Effectiveness and Flexibility versus Strategic Alignment: Assessing the Correlative Effects in Higher Education

    ERIC Educational Resources Information Center

    Burke, Michael F.

    2011-01-01

    Fiscal challenges are forcing institutions of higher education to do more with less, while retaining the quality of service that the institution has established. The net result is that these institutions need to prepare themselves to achieve a sustained competitive advantage. In business, the focus has been on strategic alignment of IT to provide…

  16. Curricula Alignment and Its Impact on End of Course Assessment Scores

    ERIC Educational Resources Information Center

    Burti, Neil, Jr.

    2011-01-01

    The purpose of this mixed methods study was to examine the alignment of the written, enacted, and tested Algebra I curricula in the Cherry Hill (NJ) Public School District. Furthermore, this QUAN-QUAL study sought to determine the impact of course selection (Algebra I, Enriched Algebra) on achievement as measured by the Algebra I End of Course…

  17. An Assessment of Research-Doctorate Programs in the United States: Mathematical & Physical Sciences.

    ERIC Educational Resources Information Center

    Jones, Lyle V., Ed.; And Others

    The quality of doctoral-level chemistry (N=145), computer science (N=58), geoscience (N=91), mathematics (N=115), physics (N=123), and statistics/biostatistics (N=64) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: program size; characteristics of graduates; reputational…

  18. 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…

  19. The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument.

    ERIC Educational Resources Information Center

    Lane, Suzanne

    1993-01-01

    A conceptual framework is presented for the development of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Cognitive Assessment Instrument (QCAI) that focuses on the ability of middle-school students to problem solve, reason, and communicate mathematically. The instrument will provide programatic rather than…

  20. Impact of Student Calculator Use on the 2013 NAEP Twelfth-Grade Mathematics Assessment

    ERIC Educational Resources Information Center

    Klecker, Beverly M.; Klecker, Richard L.

    2014-01-01

    This descriptive research study examined 2013 NAEP 12th-grade mathematics scores by students' use of graphing calculators in math classes and the kind of calculator students used during NAEP assessment. NAEP Data Explorer analysis included two questions from Student Factors: How often do you use these different kinds of calculators in math…

  1. Evaluation and Assessment in Mathematics Education. Science and Technology Education Document Series No. 32.

    ERIC Educational Resources Information Center

    Robitaille, David F.

    This document contains 15 papers selected from 47 papers presented at a theme group of the Sixth International Congress on Mathematical Education. The papers included have been divided into four groups. The first group consists of a survey paper, which discusses the history of assessment and evaluation. The second section consists of six papers…

  2. The Study of Constructed-Response Assessment of Elementary Mathematics Education in Korea

    ERIC Educational Resources Information Center

    Kim, Min Kyeong; Cho, Mi Kyung

    2015-01-01

    Recently, many countries have considered various assessment methods in order to measure multiple ways of students' thinking skills and problem solving ability. Recently, the Ministry of Education, Science and Technology [MOEST] (2009) in Korea revised the mathematics curriculum, which now more focuses on enabling students to explain mathematically…

  3. Mathematics Technical Report: Exercise Volume. National Assessment of Educational Progress. Report No. 04-MA-20.

    ERIC Educational Resources Information Center

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

    Included in Chapter 1 of this report are background information on the 1972-73 mathematics assessment; details of the computational formulas used in reporting results; and explanations of the technical documentation, exercise presentation, documentation pages, scoring guides, and data tables for released and unreleased exercises. The remainder of…

  4. Exploration of the Validity of Gender Differences in Mathematics Assessment Using Differential Bundle Functioning

    ERIC Educational Resources Information Center

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

    2011-01-01

    The aims of this study are (a) to examine the sources of differential functioning by gender via differential bundle functioning (DBF) in mathematics assessment and (b) to use DBF to explore whether the differential functioning displayed is construct-relevant or construct-irrelevant. Three qualitatively different areas, namely curriculum domains,…

  5. An Assessment-for-Learning System in Mathematics for Individuals with Visual Impairments

    ERIC Educational Resources Information Center

    Hansen, Eric G.; Shute, Valerie J.; Landau, Steven

    2010-01-01

    This study examined the usability of an assessment-for-learning (AfL) system that provides audio-tactile graphics for algebra content (geometric sequences) for individuals with visual impairments--two who are blind and two with low vision. It found that the system is generally usable as a mathematics AfL system. (Contains 4 tables.)

  6. Students' Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)

    ERIC Educational Resources Information Center

    Abed, Eman Rasmi; Abu Awwad, Ferial Mohammad

    2016-01-01

    This study aims to investigate the students' learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are…

  7. The Effectiveness of Coursework Assessment in Mathematics Service Courses--Studies at Two Universities.

    ERIC Educational Resources Information Center

    Jackman, Susan; Goldfinch, Judy; Searl, John

    2001-01-01

    Describes the introduction and evaluation of the effectiveness of a single group project given at a new university, and 10 individual tasks at an ancient university, to devise appropriate and relevant assessments for first-year service mathematics courses for science and engineering. Studies the effects of these tasks on attitudes toward…

  8. The Challenge of Formative Assessment in Mathematics Education: Children's Minds, Teachers' Minds

    ERIC Educational Resources Information Center

    Ginsburg, Herbert P.

    2009-01-01

    The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a…

  9. Implementation of Web-Based Dynamic Assessment in Facilitating Junior High School Students to Learn Mathematics

    ERIC Educational Resources Information Center

    Wang, Tzu-Hua

    2011-01-01

    This research adopts the Graduated Prompting Assessment Module of the WATA system (GPAM-WATA) and applies it to the remedial teaching of junior high school mathematics. The theoretical basis of the development of GPAM-WATA is the idea of 'graduated prompt approach' proposed by Campione and Brown (1985; 1987, pp. 92-95). In GPAM-WATA, when…

  10. Construct Validity of Scores on a Developmental Assessment with Mathematical Patterns Tasks.

    ERIC Educational Resources Information Center

    Banerji, Madhabi; Ferron, John

    1998-01-01

    Three analytic approaches were used in a framework of classical test theory to examine the construct validity of a mathematics assessment of 16 constructed response items. Results from 280 elementary school students across four age groups suggest a developmental structure of tasks and subdomains that was generally consistent with the test's…

  11. The School-Tertiary Interface in Mathematics: Teaching Style and Assessment Practice

    ERIC Educational Resources Information Center

    Thomas, Michael O. J.; Klymchuk, Sergiy

    2012-01-01

    Issues arising in the transition from secondary school to tertiary mathematics study are increasingly coming under scrutiny. In this paper, we analyse two practical aspects of the school-tertiary interface: teaching style; and assessment. We present some of the findings arising from a 2-year national project in New Zealand titled "Analysing the…

  12. Students' Use of CAS Calculators--Effects on the Trustworthiness and Fairness of Mathematics Assessments

    ERIC Educational Resources Information Center

    Pantzare, Anna Lind

    2012-01-01

    Calculators with computer algebra systems (CAS) are powerful tools when working with equations and algebraic expressions in mathematics. When calculators are allowed to be used during assessments but are not available or provided to every student, they may cause bias. The CAS calculators may also have an impact on the trustworthiness of results.…

  13. Effective Computer-Aided Assessment of Mathematics; Principles, Practice and Results

    ERIC Educational Resources Information Center

    Greenhow, Martin

    2015-01-01

    This article outlines some key issues for writing effective computer-aided assessment (CAA) questions in subjects with substantial mathematical or statistical content, especially the importance of control of random parameters and the encoding of wrong methods of solution (mal-rules) commonly used by students. The pros and cons of using CAA and…

  14. Computer-Aided Assessment Questions in Engineering Mathematics Using "MapleTA"[R

    ERIC Educational Resources Information Center

    Jones, I. S.

    2008-01-01

    The use of "MapleTA"[R] in the assessment of engineering mathematics at Liverpool John Moores University (JMU) is discussed with particular reference to the design of questions. Key aspects in the formulation and coding of questions are considered. Problems associated with the submission of symbolic answers, the use of randomly generated numbers…

  15. Incorporating Partial Credit in Computer-Aided Assessment of Mathematics in Secondary Education

    ERIC Educational Resources Information Center

    Ashton, Helen S.; Beevers, Cliff E.; Korabinski, Athol A.; Youngson, Martin A.

    2006-01-01

    In a mathematical examination on paper, partial credit is normally awarded for an answer that is not correct, but, nevertheless, contains some of the correct working. Assessment on computer normally marks an incorrect answer wrong and awards no marks. This can lead to discrepancies between marks awarded for the same examination given in the two…

  16. Implementing Computer Algebra Enabled Questions for the Assessment and Learning of Mathematics

    ERIC Educational Resources Information Center

    Sangwin, Christopher J.; Naismith, Laura

    2008-01-01

    We present principles for the design of an online system to support computer algebra enabled questions for use within the teaching and learning of mathematics in higher education. The introduction of a computer algebra system (CAS) into a computer aided assessment (CAA) system affords sophisticated response processing of student provided answers.…

  17. Gender and Achievement--Understanding Gender Differences and Similarities in Mathematics Assessment.

    ERIC Educational Resources Information Center

    Zhang, Liru; Manon, Jon

    The primary objective of this study was to investigate overall patterns of gender differences and similarities of test performance in mathematics. To achieve that objective, observed test scores on the Delaware standards-based assessment were analyzed to examine: (1) gender differences and similarities across grades 3, 5, 8 and 10 over 2 years;…

  18. Using Formative Assessment and Self-Regulated Learning to Help Developmental Mathematics Students Achieve: A Multi-Campus Program

    ERIC Educational Resources Information Center

    Hudesman, John; Crosby, Sara; Ziehmke, Niesha; Everson, Howard; Issac, Sharlene; Flugman, Bert; Zimmerman, Barry; Moylan, Adam

    2014-01-01

    The authors describe an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students enrolled in developmental mathematics courses. Their model includes the use of specially formatted quizzes designed to assess both the students' mathematics and metacognitive…

  19. Computer Aided Assessment of Mathematics for Undergraduates with Specific Learning Difficulties--Issues of Inclusion in Policy and Practice

    ERIC Educational Resources Information Center

    Perkin, Glynis; Beacham, Nigel; Croft, Anthony

    2007-01-01

    This paper opens up a debate about policy and practice in computer-assisted assessment (CAA) of mathematics for undergraduates with specific learning difficulties e.g. dyslexia. Guidelines for designing assessments for such students are emerging and some may be transferable to CAA. Whether mathematics brings with it particular issues is unclear.…

  20. Preoperative assessment of femoral rotation and its relationship with coronal alignment: A magnetic resonance imaging study.

    PubMed

    McDougall, Catherine J; Gallie, Price; Whitehouse, Sarah L

    2016-12-01

    This MRI study explores the individual variation of the rotational axes of the distal femur, and investigate the relationship of this variation with overall coronal alignment in the osteoarthritic knee,The mean surgical epicondylar axis (SEA) was 1.7°, anatomical epicondylar axis (AEA) 5.6° and AP trochlea axis (APA) 94.3° external rotation, compared to the posterior condylar line. Investigating this relationship between different coronal alignment groups, there were statistically significant differences between excessive varus and excessive valgus knees for SEA (0.9:3.0 p < 0.001) and AEA (4.7:7.0 p < 0.001). There was no statistical difference for APA (93.9:95.3 p = 0.238). PMID:27408506

  1. Aligning the NWEA RIT Scale with the Maine Educational Assessments (MEA)

    ERIC Educational Resources Information Center

    Cronin, John

    2004-01-01

    Recently Northwest Evaluation Association (NWEA) completed a project to connect the scale of the MEA with NWEA's RIT scale. Six Maine school systems participated in the study, using test information from a group of over 800 students enrolled in fourth and eighth grade who took both the MEA and NWEA reading and mathematics tests in the spring of…

  2. Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

    PubMed

    Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

    2011-01-01

    This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse. PMID:21965254

  3. Do we need hip-ankle radiographs to assess the coronal alignment and implant position after total knee replacement?

    PubMed Central

    Dargel, Jens; Oppermann, Johannes; Eysel, Peer; Penning, Lenhard

    2016-01-01

    Aims and Objectives: Restoration of the coronal alignment of the knee is known to be one of the major criteria of a successful total knee arthroplasty (TKA). It therefore appears to be mandatory to routinely assess the postoperative limb alignment using hip-ankle radiographs and to identify implants that may be at risk of premature failure. However, there is no clear consensus whether weight-bearing hip-ankle radiographs or rather standardized a-p knee-radiographs should be used to assess implant position and coronal alignment after TKA. It is the aim of the present study to investigate if implant position and the mechanical alignment after TKA can reproducibly be assessed using standardized a-p knee-radiographs or rather if weight-bearing hip-ankle radiographs are needed. Materials and Methods: This study was performed on 100 postoperative weight-bearing hip-ankle radiographs after conventional primary TKA. The true mechanical and anatomical femorotibial angle as well as coronal implant position (MPTA, LDFA) was assessed using the MediCAD software, which served as a control. The hip-ankle radiographs were then digitally cropped to 80%, 60% and 40% of the leg-length. In each cropped radiograph, tibial coronal implant position was assessed by referencing against the visible mid-shaft, whereas femoral implant position was referenced against the visible mid-shaft (anatomical axis) or against a surrogate mechanical axis, which was drawn perpendicular to the distal tangent of the femoral component. Each measurement was performed by three independent observers. The difference between the alignment parameters in the hip-ankle radiographs were statistically compared with the cropped radiographs and the inter-observer correlation coefficient (ICC) was calculated for each parameter. Results: The ICC for inter-observer agreement of measurement of the mechanical femorotibial angle was significantly higher in hip-ankle radiographs (.95) when compared with a radiograph cropped

  4. A magnetically actuated cellular strain assessment tool for quantitative analysis of strain induced cellular reorientation and actin alignment

    NASA Astrophysics Data System (ADS)

    Khademolhosseini, F.; Liu, C.-C.; Lim, C. J.; Chiao, M.

    2016-08-01

    Commercially available cell strain tools, such as pneumatically actuated elastomer substrates, require special culture plates, pumps, and incubator setups. In this work, we present a magnetically actuated cellular strain assessment tool (MACSAT) that can be implemented using off-the-shelf components and conventional incubators. We determine the strain field on the MACSAT elastomer substrate using numerical models and experimental measurements and show that a specific region of the elastomer substrate undergoes a quasi-uniaxial 2D stretch, and that cells confined to this region of the MACSAT elastomer substrate undergo tensile, compressive, or zero axial strain depending on their angle of orientation. Using the MACSAT to apply cyclic strain on endothelial cells, we demonstrate that actin filaments within the cells reorient away from the stretching direction, towards the directions of minimum axial strain. We show that the final actin orientation angles in strained cells are spread over a region of compressive axial strain, confirming previous findings on the existence of a varied pre-tension in the actin filaments of the cytoskeleton. We also demonstrate that strained cells exhibit distinctly different values of actin alignment coherency compared to unstrained cells and therefore propose that this parameter, i.e., the coherency of actin alignment, can be used as a new readout to determine the occurrence/extent of actin alignment in cell strain experiments. The tools and methods demonstrated in this study are simple and accessible and can be easily replicated by other researchers to study the strain response of other adherent cells.

  5. An assessment of the alignment between graduate nursing leadership education and established standards.

    PubMed

    Murphy, Lyn Stankiewicz; Warshawsky, Nora E; Mills, Mary Etta

    2014-10-01

    The increasing complexity of healthcare systems is driving changes in the academic preparation of nurse leaders. The number of doctorate of nursing practice programs has increased. Leaders in the Council on Graduate Education for Administration in Nursing (CGEAN) were interested in learning how graduate nursing leadership programs have responded. An electronic survey was administered to CGEAN members to understand the emphasis of their graduate curricula. Results demonstrate good alignment between academic programs, American Association of College of Nursing essentials, and American Organization of Nurse Executives competencies.

  6. The Mathematics Attitudes and Perceptions Survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students

    NASA Astrophysics Data System (ADS)

    Code, Warren; Merchant, Sandra; Maciejewski, Wes; Thomas, Matthew; Lo, Joseph

    2016-08-01

    One goal of an undergraduate education in mathematics is to help students develop a productive disposition towards mathematics. A way of conceiving of this is as helping mathematical novices transition to more expert-like perceptions of mathematics. This conceptualization creates a need for a way to characterize students' perceptions of mathematics in authentic educational settings. This article presents a survey, the Mathematics Attitudes and Perceptions Survey (MAPS), designed to address this need. We present the development of the MAPS instrument and its validation on a large (N = 3411) set of student data. Results from various MAPS implementations corroborate results from analogous instruments in other STEM disciplines. We present these results and highlight some in particular: MAPS scores correlate with course grades; students tend to move away from expert-like orientations over a semester or year of taking a mathematics course; and interactive-engagement type lectures have less of a negative impact, but no positive impact, on students' overall orientations than traditional lecturing. We include the MAPS instrument in this article and suggest ways in which it may deepen our understanding of undergraduate mathematics education.

  7. Self-Assessment of Employability Skill Outcomes among Undergraduates and Alignment with Academic Ratings

    ERIC Educational Resources Information Center

    Jackson, Denise

    2014-01-01

    Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in…

  8. Wave-optical assessment of alignment tolerances in nano-focusing with ellipsoidal mirror

    NASA Astrophysics Data System (ADS)

    Yumoto, Hirokatsu; Koyama, Takahisa; Matsuyama, Satoshi; Yamauchi, Kazuto; Ohashi, Haruhiko

    2016-01-01

    High-precision ellipsoidal mirrors, which can efficiently focus X-rays to the nanometer dimension with a mirror, have not been realized because of the difficulties in the fabrication process. The purpose of our study was to develop nano-focusing ellipsoidal mirrors in the hard X-ray region. We developed a wave-optical focusing simulator for investigating alignment tolerances in nano-focusing with a designed ellipsoidal mirror, which produce a diffraction-limited focus size of 30 × 35 nm2 in full width at half maximum at an X-ray energy of 7 keV. The simulator can calculate focusing intensity distributions around the focal point under conditions of misalignment. The wave-optical simulator enabled the calculation of interference intensity distributions, which cannot be predicted by the conventional ray-trace method. The alignment conditions with a focal length error of ≲ ±10 µm, incident angle error of ≲ ±0.5 µrad, and in-plane rotation angle error of ≲ ±0.25 µrad must be satisfied for nano-focusing.

  9. Mathematics Instruction and Achievement of Eighth-Grade Students in Korea: Results from the TIMSS 2007 Assessment

    ERIC Educational Resources Information Center

    House, J, Daniel; Telese, James A.

    2013-01-01

    Effective teaching practice for improving student achievement in mathematics is a critical area for instructional design. Further, results from international assessments of mathematics achievement have indicated that students in Korea typically earned test scores higher then international averages. The purpose of this study was to investigate the…

  10. The Interactional Accomplishment of Not Knowing in Elementary School Science and Mathematics: Implications for Classroom Performance Assessment Practices

    ERIC Educational Resources Information Center

    Reis, Giuliano; Barwell, Richard

    2013-01-01

    The day-to-day business of being a science or mathematics teacher involves the continuous assessment of students. This, in turn, is an inherently discursive process. The aim of the present study is to examine some of the specific discursive practices through which science and mathematics knowing is jointly produced through classroom interaction.…

  11. An Assessment of a Social-Cognitive Model of Academic Performance in Mathematics in Argentinean Middle School Students

    ERIC Educational Resources Information Center

    Cupani, Marcos; de Minzi, Maria Cristina Richaud; Perez, Edgardo Raul; Pautassi, Ricardo Marcos

    2010-01-01

    This study tested a set of hypotheses derived from the model of academic achievement in mathematics of the Social Cognitive Career Theory in a sample of Argentinean middle school students. To this aim, 277 students (male and female; age: 13-15 years) were assessed using the following instruments: logical-mathematical self-efficacy scale,…

  12. Assessment of Training Programs for Elementary Mathematics Teachers on Developed Curricula and Attitudes towards Teaching in Najran-Saudi Arabia

    ERIC Educational Resources Information Center

    Aly, Hassan Shawky; Abdulhakeem, Hassan Daker

    2016-01-01

    This study aimed at assessing the training programs for Mathematics teachers at elementary stage on developed Curricula and attitudes toward teaching at Najran educational administration in Saudi Arabia. To achieve this objective, two instruments were developed, one of them measures the opinions of Mathematics teachers about the training programs…

  13. Language matters in demonstrations of understanding in early years mathematics assessment

    NASA Astrophysics Data System (ADS)

    Mushin, Ilana; Gardner, Rod; Munro, Jennifer M.

    2013-09-01

    In classrooms tests, students are regularly required to demonstrate their understanding of mathematical concepts. When children encounter problems in demonstrating such understanding, it is often not clear whether this is because of the language of the teachers' questions and instructions or a genuine non-understanding of the concept itself. This paper uses Conversation Analysis to investigate the role that language plays in Year 1 oral maths assessment in an Australian Indigenous community school. This approach allows us to monitor the very subtle communicative gestures, verbal and non-verbal, that contribute to the trajectory of a particular test task. Here we are able to bring to light a range of ways in which language may interfere with demonstrations of understanding of mathematical concepts. These include particular mathematical words (e.g., size, shape, same), as well as problems with what is being asked in an instruction. We argue that while all children must learn new mathematical language in their early years of schooling, the challenge for the students we have recorded may be compounded by the language differences between the Indigenous variety of language they speak in the community, and the Standard Australian English of the classroom and teachers.

  14. K-12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California's Early Assessment Program

    ERIC Educational Resources Information Center

    Jackson, Jacob; Kurlaender, Michal

    2016-01-01

    State K-12 assessments may soon include measures for college readiness, as California's already do. We seek to understand how California's Early Assessment Program (EAP, designed to assess high school juniors' college readiness in English and math) may have influenced overall school-level college readiness and state accountability outcomes. Using…

  15. Assessing fit, interplay, and scale: Aligning governance and information for improved water management in a changing climate

    NASA Astrophysics Data System (ADS)

    Kirchhoff, C.; Dilling, L.

    2011-12-01

    Water managers have long experienced the challenges of managing water resources in a variable climate. However, climate change has the potential to reshape the experiential landscape by, for example, increasing the intensity and duration of droughts, shifting precipitation timing and amounts, and changing sea levels. Given the uncertainty in evaluating potential climate risks as well as future water availability and water demands, scholars suggest water managers employ more flexible and adaptive science-based management to manage uncertainty (NRC 2009). While such an approach is appropriate, for adaptive science-based management to be effective both governance and information must be concordant across three measures: fit, interplay and scale (Young 2002)(Note 1). Our research relies on interviews of state water managers and related experts (n=50) and documentary analysis in five U.S. states to understand the drivers and constraints to improving water resource planning and decision-making in a changing climate using an assessment of fit, interplay and scale as an evaluative framework. We apply this framework to assess and compare how water managers plan and respond to current or anticipated water resource challenges within each state. We hypothesize that better alignment between the data and management framework and the water resource problem improves water managers' facility to understand (via available, relevant, timely information) and respond appropriately (through institutional response mechanisms). In addition, better alignment between governance mechanisms (between the scope of the problem and identified appropriate responses) improves water management. Moreover, because many of the management challenges analyzed in this study concern present day issues with scarcity brought on by a combination of growth and drought, better alignment of fit, interplay, and scale today will enable and prepare water managers to be more successful in adapting to climate change

  16. Supplemental mathematical formulations, Atmospheric pathway: The Multimedia Environmental Pollutant Assessment System (MEPAS)

    SciTech Connect

    Droppo, J.G.; Buck, J.W.

    1996-03-01

    The Multimedia Environmental Pollutant Assessment System (MEPAS) is an integrated software implementation of physics-based fate and transport models for health and environmental risk assessments of both radioactive and hazardous pollutants. This atmospheric component report is one of a series of formulation reports that document the MEPAS mathematical models. MEPAS is a ``multimedia`` model; pollutant transport is modeled within, through, and between multiple media (air, soil, groundwater, and surface water). The estimated concentrations in the various media are used to compute exposures and impacts to the environment, to maximum individuals, and to populations.

  17. Implementing the Assessment Standards for School Mathematics: The Mathematics Test: A New Role for an Old Friend.

    ERIC Educational Resources Information Center

    Manon, John Rahn

    1995-01-01

    Suggests important roles for the mathematics test: certifying procedural skills, informing instruction, and preparation for sense-making. Offers cautions about the limitations of the teacher-produced test. (MKR)

  18. A magnetically actuated cellular strain assessment tool for quantitative analysis of strain induced cellular reorientation and actin alignment.

    PubMed

    Khademolhosseini, F; Liu, C-C; Lim, C J; Chiao, M

    2016-08-01

    Commercially available cell strain tools, such as pneumatically actuated elastomer substrates, require special culture plates, pumps, and incubator setups. In this work, we present a magnetically actuated cellular strain assessment tool (MACSAT) that can be implemented using off-the-shelf components and conventional incubators. We determine the strain field on the MACSAT elastomer substrate using numerical models and experimental measurements and show that a specific region of the elastomer substrate undergoes a quasi-uniaxial 2D stretch, and that cells confined to this region of the MACSAT elastomer substrate undergo tensile, compressive, or zero axial strain depending on their angle of orientation. Using the MACSAT to apply cyclic strain on endothelial cells, we demonstrate that actin filaments within the cells reorient away from the stretching direction, towards the directions of minimum axial strain. We show that the final actin orientation angles in strained cells are spread over a region of compressive axial strain, confirming previous findings on the existence of a varied pre-tension in the actin filaments of the cytoskeleton. We also demonstrate that strained cells exhibit distinctly different values of actin alignment coherency compared to unstrained cells and therefore propose that this parameter, i.e., the coherency of actin alignment, can be used as a new readout to determine the occurrence/extent of actin alignment in cell strain experiments. The tools and methods demonstrated in this study are simple and accessible and can be easily replicated by other researchers to study the strain response of other adherent cells. PMID:27587150

  19. Horizontal carbon nanotube alignment.

    PubMed

    Cole, Matthew T; Cientanni, Vito; Milne, William I

    2016-09-21

    The production of horizontally aligned carbon nanotubes offers a rapid means of realizing a myriad of self-assembled near-atom-scale technologies - from novel photonic crystals to nanoscale transistors. The ability to reproducibly align anisotropic nanostructures has huge technological value. Here we review the present state-of-the-art in horizontal carbon nanotube alignment. For both in and ex situ approaches, we quantitatively assess the reported linear packing densities alongside the degree of alignment possible for each of these core methodologies. PMID:27546174

  20. Horizontal carbon nanotube alignment.

    PubMed

    Cole, Matthew T; Cientanni, Vito; Milne, William I

    2016-09-21

    The production of horizontally aligned carbon nanotubes offers a rapid means of realizing a myriad of self-assembled near-atom-scale technologies - from novel photonic crystals to nanoscale transistors. The ability to reproducibly align anisotropic nanostructures has huge technological value. Here we review the present state-of-the-art in horizontal carbon nanotube alignment. For both in and ex situ approaches, we quantitatively assess the reported linear packing densities alongside the degree of alignment possible for each of these core methodologies.

  1. Mathematical model for assessment of radiation risk on long space missions.

    PubMed

    Smirnova, O A

    2002-01-01

    A mathematical model is developed which describes the dynamics of radiation-induced mortality in mammalian populations. It relates statistical biometric functions with statistical characteristics and dynamics of an organism's critical system. In the framework of the model the effects of low and very low dose rates of chronic radiation on mice are simulated. Respectively, thrombocytopoietic and granulocytopoietic systems are considered as the critical ones. To calculate the dynamics of these systems, mathematical models are applied, too. In accordance with experimental data, the mortality model reproduces on quantitative level both increased and decreased mortality rates in populations of LAF1 mice, which were chronically exposed, respectively, to low and very low level radiation. All this makes it feasible to use the model as a basis for risk assessments of low level long-term irradiation. PMID:12539778

  2. Learning to Teach: Developing Assessment Skills when Program and Placement Are Aligned

    ERIC Educational Resources Information Center

    Dorfman, Aviva B.; Galluzzo, Gary R.; Meisels, Samuel J.

    2006-01-01

    This study investigates the development of prospective teachers' observation skills and understanding of assessment in two teacher education programs that integrate information about performance assessment in varying degrees into their preparation and field experiences. Focusing on eight student teachers, we used interview data to investigate the…

  3. Alignment of World Language Standards and Assessments: A Multiple Case Study

    ERIC Educational Resources Information Center

    Kaplan, Carolyn Shemwell

    2016-01-01

    Previous research has examined world language classroom-based assessment practices as well as the impact of the Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999) on practice. However, the extent to which K-12 teachers' assessment practices reflect national and state…

  4. School-Based Assessment of ADHD: Purpose, Alignment with Best Practice Guidelines, and Training

    ERIC Educational Resources Information Center

    Ogg, Julia; Fefer, Sarah; Sundman-Wheat, Ashley; McMahan, Melanie; Stewart, Tiffany; Chappel, Ashley; Bateman, Lisa

    2013-01-01

    Youth exhibiting symptoms of attention deficit hyperactivity disorder are frequently referred to school psychologists because of academic, social, and behavioral difficulties that they face. To address these difficulties, evidence-based assessment methods have been outlined for multiple purposes of assessment. The goals of this study were to…

  5. Aligning CASAS Competencies and Assessments to Basic Skills Content Standards. Second Edition

    ERIC Educational Resources Information Center

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2009

    2009-01-01

    Since its inception, the Comprehensive Adult Student Assessment System (CASAS) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully…

  6. Developing High-Quality Assessments that Align with Instructional Video Games. CRESST Report 774

    ERIC Educational Resources Information Center

    Vendlinski, Terry P.; Delacruz, Girlie C.; Buschang, Rebecca E.; Chung, Gregory K. W. K.; Baker, Eva L.

    2010-01-01

    The evaluation of educational interventions requires assessments that consistently (reliably) produce data from which accurate (valid) inferences about the test subjects can be made for some stated purpose. Despite codified definitions of all these terms, there remains vibrant debate about the assessment design process and how measures of…

  7. State Capacity for Leadership: Ensuring Meaningful Higher Education Involvement in State Implementation of New Assessments Aligned with the Common Core State Standards

    ERIC Educational Resources Information Center

    National Center for Higher Education Management Systems (NJ1), 2011

    2011-01-01

    The Common Core State Standards (CCSS) and assessments aligned to them represent a significant milestone in public education reform in the U.S. Developed with consultation from higher education, the rigorous new standards and the assessments now being drafted by two consortia promise to help students reach higher levels of academic achievement and…

  8. The Effect of Peer-Assessment on the Attitudes of Pre-Service Elementary and Middle School Teachers about Writing and Assessing Mathematics

    ERIC Educational Resources Information Center

    Beaver, Cheryl; Beaver, Scott

    2011-01-01

    Through a study conducted in a core Foundations of Mathematics course at Western Oregon University, the authors investigate the thesis that peer-grading helps future elementary and middle school teachers improve their own attitudes about writing and assessing mathematics. Study participants were asked to provide scale responses to a series of…

  9. Students' use of CAS calculators - effects on the trustworthiness and fairness of mathematics assessments

    NASA Astrophysics Data System (ADS)

    Lind Pantzare, Anna

    2012-10-01

    Calculators with computer algebra systems (CAS) are powerful tools when working with equations and algebraic expressions in mathematics. When calculators are allowed to be used during assessments but are not available or provided to every student, they may cause bias. The CAS calculators may also have an impact on the trustworthiness of results. In this study students' use of the CAS calculator in their work with released assessment items from TIMSS Advanced 2008 is studied using two approaches. Eight students familiar with CAS, from two mathematics classes in the 12th form, were video filmed when encouraged to think aloud during their work with the items. In addition, a questionnaire was distributed to all 33 students in the two classes who had been working with a CAS. The main finding is that even if the students are used to working with the CAS calculator, they are not using the calculator to a large extent. The analysis indicates that the difference in performance between the high- and low-achieving students has slightly increased due to the use of the calculator. From a validity perspective one could therefore argue that the CAS calculator is no major threat to the trustworthiness of the assessment. Nevertheless, the result indicates that those students in the study, mainly high achieving, who know how to use the CAS calculator, get an additional advantage. The advantage brings an amount of unfairness into the assessment and could be a threat to the trustworthiness and fairness.

  10. Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards

    ERIC Educational Resources Information Center

    Schoenfeld, Alan H.

    2015-01-01

    Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics. High-stakes testing often drives…

  11. Minnesota Linking Study: A Study of the Alignment of the NWEA RIT Scale with the Minnesota Comprehensive Assessments (MCA) Testing Program

    ERIC Educational Resources Information Center

    Northwest Evaluation Association, 2014

    2014-01-01

    Recently, Northwest Evaluation Association (NWEA) completed a study to connect the scale of the Minnesota Comprehensive Assessments (MCA) Testing Program used for Minnesota's mathematics and reading assessments with NWEA's RIT (Rasch Unit) scale. Information from the state assessments was used in a study to establish performance-level scores on…

  12. Aligning clinical assessment with course elements in prosthodontic dentistry: a South African case.

    PubMed

    Maart, Ronel Deidre; Bitzer, Elias Matthys

    2013-09-01

    Clinical tests were introduced as an additional clinical assessment tool in the prosthodontics curriculum of the fourth-year undergraduate dentistry program at one South African university. This study compared the relationship between the students' performance in the clinical tests and daily clinical grades on the one hand with their theoretical performance on the other. It also explored the perceptions of the academic staff on the validity of clinical tests as an assessment tool. The analysis of the students' test results showed insignificant relationships between their clinical daily grades and their grades for assessing theory. However, clinical assessment via tests is well accepted by the course staff, and they perceived them to be more reliable than daily clinical grades as assessment methods. The findings of the study support other studies that concluded that the daily grades of dental students poorly correlate with their competency exams module. The findings also relate well to the lecturers' views that clinical tests were more reliable as a clinical assessment tool than the students' daily clinical grade. PMID:24002850

  13. Comparison between NAEP and State Mathematics Assessment Results: 2003. Volume 2. Research and Development Report. NCES 2008-475

    ERIC Educational Resources Information Center

    McLaughlin, Don; Bandeira de Mello, Victor; Blankenship, Charles; Chaney, Kassandra; Esra, Phil; Hikawa, Hiro; Rojas, Daniela; William, Paul; Wolman, Michael

    2008-01-01

    In late January through early March of 2003, the National Assessment of Educational Progress (NAEP) grade 4 and 8 reading and mathematics assessments were administered to representative samples of students in approximately 100 public schools in each state. The results of these assessments were announced in November 2003. Each state also carried…

  14. Performance assessments of vertically aligned carbon nanotubes multi-electrode arrays using Cath.a-differentiated (CAD) cells.

    PubMed

    Jeong, Du Won; Jung, Jongjin; Kim, Gook Hwa; Yang, Cheol-Soo; Kim, Ju Jin; Jung, Sang Don; Lee, Jeong-O

    2015-08-21

    In this work, Cath.a-differentiated (CAD) cells were used in place of primary neuronal cells to assess the performance of vertically aligned carbon nanotubes (VACNTs) multi-electrode arrays (MEA). To fabricate high-performance MEA, VACNTs were directly grown on graphene/Pt electrodes via plasma enhanced chemical deposition technique. Here, graphene served as an intermediate layer lowering contact resistance between VACNTs and Pt electrode. In order to lower the electrode impedance and to enhance the cell adhesion, VACNTs-MEAs were treated with UV-ozone for 20 min. Impedance of VACNTs electrode at 1 kHz frequency exhibits a reasonable value (110 kΩ) for extracellular signal recording, and the signal to noise ratio the is good enough to measure low signal amplitude (15.7). Spontaneous firing events from CAD cells were successfully measured with VACNTs MEAs that were also found to be surprisingly robust toward the biological interactions. PMID:26222018

  15. Performance assessments of vertically aligned carbon nanotubes multi-electrode arrays using Cath.a-differentiated (CAD) cells.

    PubMed

    Jeong, Du Won; Jung, Jongjin; Kim, Gook Hwa; Yang, Cheol-Soo; Kim, Ju Jin; Jung, Sang Don; Lee, Jeong-O

    2015-08-21

    In this work, Cath.a-differentiated (CAD) cells were used in place of primary neuronal cells to assess the performance of vertically aligned carbon nanotubes (VACNTs) multi-electrode arrays (MEA). To fabricate high-performance MEA, VACNTs were directly grown on graphene/Pt electrodes via plasma enhanced chemical deposition technique. Here, graphene served as an intermediate layer lowering contact resistance between VACNTs and Pt electrode. In order to lower the electrode impedance and to enhance the cell adhesion, VACNTs-MEAs were treated with UV-ozone for 20 min. Impedance of VACNTs electrode at 1 kHz frequency exhibits a reasonable value (110 kΩ) for extracellular signal recording, and the signal to noise ratio the is good enough to measure low signal amplitude (15.7). Spontaneous firing events from CAD cells were successfully measured with VACNTs MEAs that were also found to be surprisingly robust toward the biological interactions.

  16. Aligning the 3Rs with new paradigms in the safety assessment of chemicals.

    PubMed

    Burden, Natalie; Mahony, Catherine; Müller, Boris P; Terry, Claire; Westmoreland, Carl; Kimber, Ian

    2015-04-01

    There are currently several factors driving a move away from the reliance on in vivo toxicity testing for the purposes of chemical safety assessment. Progress has started to be made in the development and validation of non-animal methods. However, recent advances in the biosciences provide exciting opportunities to accelerate this process and to ensure that the alternative paradigms for hazard identification and risk assessment deliver lasting 3Rs benefits, whilst improving the quality and relevance of safety assessment. The NC3Rs, a UK-based scientific organisation which supports the development and application of novel 3Rs techniques and approaches, held a workshop recently which brought together over 20 international experts in the field of chemical safety assessment. The aim of this workshop was to review the current scientific, technical and regulatory landscapes, and to identify key opportunities towards reaching these goals. Here, we consider areas where further strategic investment will need to be focused if significant impact on 3Rs is to be matched with improved safety science, and why the timing is right for the field to work together towards an environment where we no longer rely on whole animal data for the accurate safety assessment of chemicals.

  17. The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number…

  18. Formative Assessment and Professional Training: Reflections from a Mathematics course in Bioengineering

    NASA Astrophysics Data System (ADS)

    Carrere, C.; Milesi, S.; Lapyckyj, I.; Ravera, E.; Escher, L.; Miyara, A.; Pita, G.; Añino, M.

    2016-04-01

    Bioengineering is currently considered an interdisciplinary professional field which provides solutions to different problems arising in the area of health care. Its strategic importance is widely acknowledged since its developments and proposals could help diminish the level of technological dependence in the sector. The fast pace of innovation in the area of biomedical technology gives rise to permanent reflection on the learning goals and teaching strategies proposed by educators in the different training stages of a bioengineer. In this context, learning assessment appears as a controversial issue which needs to be debated and rethought. This paper describes the reflections of teachers of a Mathematics course within a Bioengineering program around the question, What approach to assessment favors the student’s participation, autonomy and training as a future bioengineer? The investigation was carried out in the framework of a Participatory Research Action project and helped us to redesign assessment activities from a different perspective.

  19. Assessing Mathematical Models of Influenza Infections Using Features of the Immune Response

    PubMed Central

    Dobrovolny, Hana M.; Reddy, Micaela B.; Kamal, Mohamed A.; Rayner, Craig R.; Beauchemin, Catherine A. A.

    2013-01-01

    The role of the host immune response in determining the severity and duration of an influenza infection is still unclear. In order to identify severity factors and more accurately predict the course of an influenza infection within a human host, an understanding of the impact of host factors on the infection process is required. Despite the lack of sufficiently diverse experimental data describing the time course of the various immune response components, published mathematical models were constructed from limited human or animal data using various strategies and simplifying assumptions. To assess the validity of these models, we assemble previously published experimental data of the dynamics and role of cytotoxic T lymphocytes, antibodies, and interferon and determined qualitative key features of their effect that should be captured by mathematical models. We test these existing models by confronting them with experimental data and find that no single model agrees completely with the variety of influenza viral kinetics responses observed experimentally when various immune response components are suppressed. Our analysis highlights the strong and weak points of each mathematical model and highlights areas where additional experimental data could elucidate specific mechanisms, constrain model design, and complete our understanding of the immune response to influenza. PMID:23468916

  20. The influence of test mode and visuospatial ability on mathematics assessment performance

    NASA Astrophysics Data System (ADS)

    Logan, Tracy

    2015-12-01

    Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment—computer-based (CBT) and pencil-and-paper based (PPT)—and visuospatial ability had on students' mathematics test performance. Data from 804 grade 6 Singaporean students were analysed using the knowledge discovery in data design. The results revealed statistically significant differences between performance on CBT and PPT test modes across content areas concerning whole number algebraic patterns and data and chance. However, there were no performance differences for content areas related to spatial arrangements geometric measurement or other number. There were also statistically significant differences in performance between those students who possess higher levels of visuospatial ability compared to those with lower levels across all six content areas. Implications include careful consideration for the comparability of CBT and PPT testing and the need for increased attention to the role of visuospatial reasoning in student's mathematics reasoning.

  1. Convergence or Divergence: Alignment of Standards, Assessment, and Issues of Diversity.

    ERIC Educational Resources Information Center

    Carter, Norvella, Ed.

    In this report, teacher educators scrutinize the relationships between the standards and assessment movement in education and the United States' increasingly multicultural population. The papers include: "Foreword" (Jacqueline Jordan Irvine); (1) "Diversity and Standards: Defining the Issues" (Norvella P. Carter); (2) "Accountability and…

  2. Aligning the NWEA RIT Scale with the Maryland School Assessment (MSA)

    ERIC Educational Resources Information Center

    Bowe, Branin; Cronin, John

    2005-01-01

    Recently NWEA completed a project to connect the scale of the Maryland School Assessment (MSA) with NWEA's RIT scale. One large school system participated in the study, using test information from a group of over 24,000 students enrolled in third, fourth and fifth grade who took both the MSA and NWEA reading tests in the spring of 2005.…

  3. Aligning Instruction and Assessment with Game and Simulation Design. CRESST Report 780

    ERIC Educational Resources Information Center

    Wainess, Richard; Koenig, Alan; Kerr, Deirdre

    2011-01-01

    Effective design of training-related games (games for training and/or assessment) requires synergy between the mechanisms for delivering instructional content and the mechanisms for learning game play and game functionality (Becker, 2006). The learning domain must be embedded as a core game mechanic: that is, the game cannot be advanced or won…

  4. Research and Teaching: Aligning Assessment to Instruction--Collaborative Group Testing in Large- Enrollment Science Classes

    ERIC Educational Resources Information Center

    Siegel, Marcelle; Roberts, Tina M.; Freyermuth, Sharyn K.; Witzig, Stephen B.; Izci, Kemal

    2015-01-01

    The authors describe a collaborative group-testing strategy implemented and studied in undergraduate science classes. This project investigated how the assessment strategy relates to student performance and perceptions about collaboration and focused on two sections of an undergraduate biotechnology course taught in separate semesters.

  5. Towards a Framework for Aligning Learning Outcomes, Academic Literacies and Assessment Criteria

    ERIC Educational Resources Information Center

    Dew, Robert; Goscinski, Andrzej; Coldwell-Neilson, Jo

    2016-01-01

    Although Australian students spend three or more years studying they can seem quite unaware of any of the expected learning outcomes of their course. They are often single unit focused, paying most attention to individual assessment items thus not developing a holistic view of their course. This paper presents a theoretical framework to support…

  6. Mini-review: Assessing the drivers of ship biofouling management--aligning industry and biosecurity goals.

    PubMed

    Davidson, Ian; Scianni, Christopher; Hewitt, Chad; Everett, Richard; Holm, Eric; Tamburri, Mario; Ruiz, Gregory

    2016-01-01

    Biofouling exerts a frictional and cost penalty on ships and is a direct cause of invasion by marine species. These negative consequences provide a unifying purpose for the maritime industry and biosecurity managers to prevent biofouling accumulation and transfer, but important gaps exist between these sectors. This mini-review examines the approach to assessments of ship biofouling among sectors (industry, biosecurity and marine science) and the implications for existing and emerging management of biofouling. The primary distinctions between industry and biosecurity in assessment of vessels biofouling revolve around the resolution of biological information collected and the specific wetted surface areas of primary concern to each sector. The morphological characteristics of biofouling and their effects on propulsion dynamics are of primary concern to industry, with an almost exclusive focus on the vertical sides and flat bottom of hulls and an emphasis on antifouling and operational performance. In contrast, the identity, biogeography, and ecology of translocated organisms is of highest concern to invasion researchers and biosecurity managers and policymakers, especially as it relates to species with known histories of invasion elsewhere. Current management practices often provide adequate, although not complete, provision for hull surfaces, but niche areas are well known to enhance biosecurity risk. As regulations to prevent invasions emerge in this arena, there is a growing opportunity for industry, biosecurity and academic stakeholders to collaborate and harmonize efforts to assess and manage biofouling of ships that should lead to more comprehensive biofouling solutions that promote industry goals while reducing biosecurity risk and greenhouse gas emissions.

  7. Mini-review: Assessing the drivers of ship biofouling management--aligning industry and biosecurity goals.

    PubMed

    Davidson, Ian; Scianni, Christopher; Hewitt, Chad; Everett, Richard; Holm, Eric; Tamburri, Mario; Ruiz, Gregory

    2016-01-01

    Biofouling exerts a frictional and cost penalty on ships and is a direct cause of invasion by marine species. These negative consequences provide a unifying purpose for the maritime industry and biosecurity managers to prevent biofouling accumulation and transfer, but important gaps exist between these sectors. This mini-review examines the approach to assessments of ship biofouling among sectors (industry, biosecurity and marine science) and the implications for existing and emerging management of biofouling. The primary distinctions between industry and biosecurity in assessment of vessels biofouling revolve around the resolution of biological information collected and the specific wetted surface areas of primary concern to each sector. The morphological characteristics of biofouling and their effects on propulsion dynamics are of primary concern to industry, with an almost exclusive focus on the vertical sides and flat bottom of hulls and an emphasis on antifouling and operational performance. In contrast, the identity, biogeography, and ecology of translocated organisms is of highest concern to invasion researchers and biosecurity managers and policymakers, especially as it relates to species with known histories of invasion elsewhere. Current management practices often provide adequate, although not complete, provision for hull surfaces, but niche areas are well known to enhance biosecurity risk. As regulations to prevent invasions emerge in this arena, there is a growing opportunity for industry, biosecurity and academic stakeholders to collaborate and harmonize efforts to assess and manage biofouling of ships that should lead to more comprehensive biofouling solutions that promote industry goals while reducing biosecurity risk and greenhouse gas emissions. PMID:26930397

  8. A Case Study of the Alignment between Curriculum and Assessment in the New York State Earth Science Standards-Based System

    NASA Astrophysics Data System (ADS)

    Contino, Julie

    2013-02-01

    In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the standards. This study reports an analysis of the alignment between the National Science Education Standards (NSES), New York State Physical Setting/Earth Science Core Curriculum (Core Curriculum) and New York State Physical Setting/Earth Science Regents Examination (Regents Exam)—the sources teachers use for creating Earth Science curricula in New York State. The NSES were found to have a 49 % overlap with the Core Curriculum and a 27 % overlap with the Regents Exam. The Core Curriculum and Regents Exam, represented by matrices consisting of performance indicators and cognitive demands, were compared using the Porter Alignment Index. The alignment was 0.35, categorized as slightly aligned, due to the different emphases on cognitive levels. The Core focused on cognitive skills of Understand and Apply while the Regents concentrated more on Apply followed by Understand and Remember. It is suggested that the NSES be revised and the Core updated to include quantifiable emphasis on the major understandings such as percentage of time.

  9. Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers

    ERIC Educational Resources Information Center

    Sagirli, Meryem Özturan

    2014-01-01

    This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…

  10. Assessment of School Factors Related to Academic Achievement in Mathematics among Secondary School Students of Masaba South Sub County, Kenya

    ERIC Educational Resources Information Center

    Onderi, Peter Omae; Okwara, Michael Okello; Raburu, Pam; Barongo, Samson; Mokaya, Evans; Mokogi, Henry; Omae, David

    2015-01-01

    Performance in mathematics in Masaba Sub-County, Kenya has been poor for many years. In 2010 the mean score was 3.2282, while in 2011 it had a mean score of 3.9528 and in 2012 it had a mean of 4.0660 which is far below the maximum mean of 12.00. The purpose of this study was to assess factors related to academic achievement in mathematics in…

  11. Re-evaluating Sustainability Assessment: Aligning the vision and the practice

    SciTech Connect

    Bond, Alan J.; Morrison-Saunders, Angus

    2011-01-15

    Sustainable Development is the core goal of the expanding field of Sustainability Assessment (SA). However, we find that three key areas of debate in relation to SA practice in England and Western Australia can be classified as policy controversies. Through literature review and analysis of documentary evidence we consider the problem of reductionism (breaking down complex processes to simple terms or component parts) as opposed to holism (considering systems as wholes); the issue of contested understandings of the meaning of sustainability (and of the purpose of SA); and the definition of 'inter-generational' in the context of sustainable development and how this is reflected in the timescales considered in SA. We argue that SA practice is based on particular framings of the policy controversies and that the critical role of SA in facilitating deliberation over these controversies needs to be recognised if there is to be a move towards a new deliberative sustainability discourse which can accommodate these different framings.

  12. How Do Other Countries Measure Up to the Mathematics Achievement Levels on the National Assessment of Educational Progress?

    ERIC Educational Resources Information Center

    Hambleton, Ronald K.; Sireci, Stephen G.; Smith, Zachary R.

    2009-01-01

    In this study, we mapped achievement levels from the National Assessment of Educational Progress (NAEP) onto the score scales for selected assessments from the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Achievement (PISA). The mapping was conducted on NAEP, TIMSS, and PISA Mathematics…

  13. Technical Report of the NAEP Mathematics Assessment in Puerto Rico: Focus on Statistical Issues. NCES 2007-462

    ERIC Educational Resources Information Center

    Baxter, G. P.; Ahmed, S.; Sikali, E.; Waits, T.; Sloan, M.; Salvucci, S.

    2007-01-01

    In 2003, a trial National Assessment of Educational Progress (NAEP) mathematics assessment was administered in Spanish to public school students at grades 4 and 8 in Puerto Rico. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. This…

  14. Pre-Service Mathematics Teachers' Views on the Use of Portfolios in Their Education as an Alternative Assessment Method

    ERIC Educational Resources Information Center

    Birgin, Osman

    2011-01-01

    The purpose of this study was to ascertain the views of pre-service mathematics (PSM) teachers on the use of portfolios as an alternative assessment method. This study was conducted with 146 Turkish PSM teachers participating in a semester-long portfolio assessment application. Data were collected with a questionnaire comprising 34 items on a…

  15. Research Committee. New Assessments for New Standards: The Potential Transformation of Mathematics Education and Its Research Implications

    ERIC Educational Resources Information Center

    Tarr, James E.; Walker, Erica N.; Hollebrands, Karen F.; Chval, Kathryn B.; Berry, Robert Q., III; Rasmussen, Chris L.; Konold, Cliff; King, Karen

    2013-01-01

    The current era of common curriculum standards, increased accountability, and rapid expansion of technology within a complex and highly charged political context has influenced changes in assessment practices in mathematics classrooms. This research commentary situates high-stakes assessments in a historical context, discusses recent advances in…

  16. A Comparison of Secondary Principals' Use of Data Systems to Increase Student Achievement in Mathematics as Measured by Standardized Assessments

    ERIC Educational Resources Information Center

    Williams, Joshua

    2011-01-01

    The pressure to meet the demands of "No Child Left Behind" (NCLB) Act coupled with poor results by secondary students on national assessments in mathematics have forced school principals to develop skill sets in the use of data in efforts to increase student performance on standardized assessments. The effective use of data by school principals…

  17. Factors Affecting Student Learning Outcomes: A School-Level Analysis of the 1990 NAEP Mathematics Trial State Assessment.

    ERIC Educational Resources Information Center

    Kim, Lori Yoonkyung

    Data from the 1990 National Assessment of Educational Progress (NAEP) Trial State Assessment (TSA) in mathematics were analyzed to determine what educational factors influence student learning, how these factors influence learning, and how important these factors are to student achievement. NAEP TSA data were collected from more than 100,000…

  18. Promoting Mathematics Teachers' Discourse-Based Assessment Practice in Junior High Schools: An Exploratory Study

    ERIC Educational Resources Information Center

    Chen, Chang-Hua

    2012-01-01

    This study implements a teacher professional development program with an aim toward developing mathematics teachers' discourse-based assessment practice (DAP) and exploring its possible impact on teacher discourse in sessions and in DAP in the classroom. DAP is a type of formative assessment practice which consists of questioning and…

  19. Writing Expectations beyond High School: A Study of the Alignment of the New Jersey High School Proficiency Assessment in Writing and College-Level Expectations

    ERIC Educational Resources Information Center

    Finnegan, Robert J.

    2010-01-01

    Despite recent policy initiatives to ensure high school accountability through state-mandated testing, New Jersey high school graduates may not be prepared for the challenges of college-level writing because the state's high school assessment is not aligned with college-level expectations (Brown & Conley, 2007; Conley, 2003). An ever-growing…

  20. The Impact of Communication and Collaboration between Test Developers and Teachers on a High-Stakes ESL Exam: Aligning External Assessment and Classroom Practices

    ERIC Educational Resources Information Center

    Tan, May; Turner, Carolyn E.

    2015-01-01

    In Quebec the high-stakes Secondary Five ESL exit writing exam developed by the Education Ministry (MELS) is administered and corrected by classroom teachers. In this distinctive situation, the MELS works toward aligning classroom-based assessment (CBA) and the writing exam by making ongoing teacher involvement part of its development and…

  1. Monitoring Children with Reading Disabilities' Response to Phonics Intervention: Are There Differences between Intervention Aligned and General Skill Progress Monitoring Assessments?

    ERIC Educational Resources Information Center

    Olinghouse, Natalie G.; Lambert, Warren; Compton, Donald L.

    2006-01-01

    This study investigated whether 2 different progress monitoring assessments differentially predicted growth in reading skills associated with systematic phonics instruction. Oral reading fluency (ORE) was compared with an intervention aligned word list (IAWL) as predictors of growth in untimed and timed decoding and word identification and text…

  2. Using Formal Embedded Formative Assessments Aligned with a Short-Term Learning Progression to Promote Conceptual Change and Achievement in Science

    ERIC Educational Resources Information Center

    Yin, Yue; Tomita, Miki K.; Shavelson, Richard J.

    2014-01-01

    This study examined the effect of learning progression-aligned formal embedded formative assessment on conceptual change and achievement in middle-school science. Fifty-two sixth graders were randomly assigned to either an experimental group or a control group. Both groups were taught about sinking and floating by the same teacher with identical…

  3. CAATS--Comprehensive Assessments Aligned with Teacher Standards: A Five Step Design Model for Assessing Teachers Validly and Reliably

    ERIC Educational Resources Information Center

    Wilkerson, Judy R.; Lang, William Steve

    2005-01-01

    NCATE (2002) requires the measurement of knowledge, skills, and dispositions as part of its accreditation requirements for teacher education programs (Standard 1) and the use of unit assessment systems to aggregate and analyse data with a view toward program improvement (Standard 2). Data must indicate that candidates meet professional, state, and…

  4. Technical note: A physical phantom for assessment of accuracy of deformable alignment algorithms

    SciTech Connect

    Kashani, Rojano; Hub, Martina; Kessler, Marc L.; Balter, James M.

    2007-07-15

    The purpose of this study was to investigate the feasibility of a simple deformable phantom as a QA tool for testing and validation of deformable image registration algorithms. A diagnostic thoracic imaging phantom with a deformable foam insert was used in this study. Small plastic markers were distributed through the foam to create a lattice with a measurable deformation as the ground truth data for all comparisons. The foam was compressed in the superior-inferior direction using a one-dimensional drive stage pushing a flat 'diaphragm' to create deformations similar to those from inhale and exhale states. Images were acquired at different compressions of the foam and the location of every marker was manually identified on each image volume to establish a known deformation field with a known accuracy. The markers were removed digitally from corresponding images prior to registration. Different image registration algorithms were tested using this method. Repeat measurement of marker positions showed an accuracy of better than 1 mm in identification of the reference marks. Testing the method on several image registration algorithms showed that the system is capable of evaluating errors quantitatively. This phantom is able to quantitatively assess the accuracy of deformable image registration, using a measure of accuracy that is independent of the signals that drive the deformation parameters.

  5. Mathematical aspects of assessing extreme events for the safety of nuclear plants

    NASA Astrophysics Data System (ADS)

    Potempski, Slawomir; Borysiewicz, Mieczyslaw

    2015-04-01

    In the paper the review of mathematical methodologies applied for assessing low frequencies of rare natural events like earthquakes, tsunamis, hurricanes or tornadoes, floods (in particular flash floods and surge storms), lightning, solar flares, etc., will be given in the perspective of the safety assessment of nuclear plants. The statistical methods are usually based on the extreme value theory, which deals with the analysis of extreme deviation from the median (or the mean). In this respect application of various mathematical tools can be useful, like: the extreme value theorem of Fisher-Tippett-Gnedenko leading to possible choices of general extreme value distributions, or the Pickands-Balkema-de Haan theorem for tail fitting, or the methods related to large deviation theory. In the paper the most important stochastic distributions relevant for performing rare events statistical analysis will be presented. This concerns, for example, the analysis of the data with the annual extreme values (maxima - "Annual Maxima Series" or minima), or the peak values, exceeding given thresholds at some periods of interest ("Peak Over Threshold"), or the estimation of the size of exceedance. Despite of the fact that there is a lack of sufficient statistical data directly containing rare events, in some cases it is still possible to extract useful information from existing larger data sets. As an example one can consider some data sets available from the web sites for floods, earthquakes or generally natural hazards. Some aspects of such data sets will be also presented taking into account their usefulness for the practical assessment of risk for nuclear power plants coming from extreme weather conditions.

  6. The Alignment of the easyCBM Middle School Mathematics CCSS Measures to the Common Core State Standards. Technical Report #1208

    ERIC Educational Resources Information Center

    Anderson, Daniel; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald

    2012-01-01

    Within a response to intervention framework, teachers regularly base important instructional decisions on the results of formative assessments. The validity of these decisions depends, in part, upon the validity of the inference of students' skills drawn from the formative assessment. If formative assessment items do not genuinely measure the…

  7. Assessment in Action: Collaborative Action Research Focused on Mathematics and Science Assessments. Reports of Twenty-Three Teacher-Research Projects.

    ERIC Educational Resources Information Center

    Dearn, Ceri; And Others

    The works reported in this book represent a second phase to a 2-day summer conference that focused on assessment in mathematics and science classrooms. This book presents research and findings of a subset of the conference participants who investigated a self-selected aspect of assessment in their educational environments. Action research was the…

  8. The Impact of Birth Month, within Grade Levels, on Student Performance on the Pennsylvania System of School Assessment (PSSA) Mathematics Assessment

    ERIC Educational Resources Information Center

    Speziale, Kerry Maureen

    2011-01-01

    This study determined whether chronological age differences among students in the same grade level affected their respective levels of academic performance on the Pennsylvania System of School Assessment (PSSA) mathematics assessment. The study analyzed the additional independent variables of gender, socioeconomic status, and special education…

  9. SUMO, System performance assessment for a high-level nuclear waste repository: Mathematical models

    SciTech Connect

    Eslinger, P.W.; Miley, T.B.; Engel, D.W.; Chamberlain, P.J. II

    1992-09-01

    Following completion of the preliminary risk assessment of the potential Yucca Mountain Site by Pacific Northwest Laboratory (PNL) in 1988, the Office of Civilian Radioactive Waste Management (OCRWM) of the US Department of Energy (DOE) requested the Performance Assessment Scientific Support (PASS) Program at PNL to develop an integrated system model and computer code that provides performance and risk assessment analysis capabilities for a potential high-level nuclear waste repository. The system model that has been developed addresses the cumulative radionuclide release criteria established by the US Environmental Protection Agency (EPA) and estimates population risks in terms of dose to humans. The system model embodied in the SUMO (System Unsaturated Model) code will also allow benchmarking of other models being developed for the Yucca Mountain Project. The system model has three natural divisions: (1) source term, (2) far-field transport, and (3) dose to humans. This document gives a detailed description of the mathematics of each of these three divisions. Each of the governing equations employed is based on modeling assumptions that are widely accepted within the scientific community.

  10. Dynamic Assessment of Algebraic Learning in Predicting Third Graders’ Development of Mathematical Problem Solving

    PubMed Central

    Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L.

    2008-01-01

    Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting 3rd graders’ development of mathematics problem solving. In the fall, 122 3rd-grade students were assessed on language, nonverbal reasoning, attentive behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) was sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment math skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities. PMID:19884957

  11. Alignment validation

    SciTech Connect

    ALICE; ATLAS; CMS; LHCb; Golling, Tobias

    2008-09-06

    The four experiments, ALICE, ATLAS, CMS and LHCb are currently under constructionat CERN. They will study the products of proton-proton collisions at the Large Hadron Collider. All experiments are equipped with sophisticated tracking systems, unprecedented in size and complexity. Full exploitation of both the inner detector andthe muon system requires an accurate alignment of all detector elements. Alignmentinformation is deduced from dedicated hardware alignment systems and the reconstruction of charged particles. However, the system is degenerate which means the data is insufficient to constrain all alignment degrees of freedom, so the techniques are prone to converging on wrong geometries. This deficiency necessitates validation and monitoring of the alignment. An exhaustive discussion of means to validate is subject to this document, including examples and plans from all four LHC experiments, as well as other high energy experiments.

  12. Using Content-Aligned Assessments to Find Gaps in Understanding of Fundamental Concepts for Weather and Climate

    NASA Astrophysics Data System (ADS)

    Wertheim, J.; Deboer, G. E.

    2009-12-01

    Efforts to assess students’ climate literacy so far have focused mainly on evaluating their understanding of advanced ideas about earth’s complex climate system. It is widely accepted that students, their teachers, and most other adults have persistent misconceptions about climate processes (e.g., the hole in the ozone layer is the main cause of global warming) that preclude them having an accurate understanding of more advanced ideas about the climate. Having established that significant gaps in climate literacy exist even at the college level, it is important to identify where the gaps in understanding of concepts fundamental to climate literacy occur. Here we present results from the most comprehensive assessment of middle and high school students’ understanding of the weather and climate topic to date. Students were given 90 multiple-choice assessment items aligned to various fundamental ideas about weather and climate. Students were also asked to justify their answer choices and to explain why each answer choice was either correct or incorrect. The items were administered to 2063 middle school students and 1006 high school students from 76 schools across the country, sampling a wide range of demographic groups. For the entire set of items, the percent correct for middle school students was 39% and for high school students was 47%. With high school students scoring only 8% better than middle school students overall, and middle school students equaling or outperforming high school students on 20% of the items, it is evident that most high school students do not adequately understand the foundational concepts that climate literacy is built upon, knowledge that is needed if they are going to successfully learn more sophisticated concepts in college. The results from this study are used to validate known misconceptions for middle and high school students, identify new misconceptions, and examine previously reported misconceptions that were not supported by

  13. Curriculum Alignment: Theory to Practice.

    ERIC Educational Resources Information Center

    Leitzel, Thomas C.; Vogler, Daniel E.

    Curriculum alignment is the conscious congruence of three educational elements: curriculum, instruction, and assessment. Alignment is rooted in the belief that instructional plans are established through outcomes-based content goals and the goal of assuring that delivery and assessment are congruent. Platform unity, based on the Principles of…

  14. Life Cycle Assessment of Vehicle Lightweighting: Novel Mathematical Methods to Estimate Use-Phase Fuel Consumption.

    PubMed

    Kim, Hyung Chul; Wallington, Timothy J; Sullivan, John L; Keoleian, Gregory A

    2015-08-18

    Lightweighting is a key strategy to improve vehicle fuel economy. Assessing the life-cycle benefits of lightweighting requires a quantitative description of the use-phase fuel consumption reduction associated with mass reduction. We present novel methods of estimating mass-induced fuel consumption (MIF) and fuel reduction values (FRVs) from fuel economy and dynamometer test data in the U.S. Environmental Protection Agency (EPA) database. In the past, FRVs have been measured using experimental testing. We demonstrate that FRVs can be mathematically derived from coast down coefficients in the EPA vehicle test database avoiding additional testing. MIF and FRVs calculated for 83 different 2013 MY vehicles are in the ranges 0.22-0.43 and 0.15-0.26 L/(100 km 100 kg), respectively, and increase to 0.27-0.53 L/(100 km 100 kg) with powertrain resizing to retain equivalent vehicle performance. We show how use-phase fuel consumption can be estimated using MIF and FRVs in life cycle assessments (LCAs) of vehicle lightweighting from total vehicle and vehicle component perspectives with, and without, powertrain resizing. The mass-induced fuel consumption model is illustrated by estimating lifecycle greenhouse gas (GHG) emission benefits from lightweighting a grille opening reinforcement component using magnesium or carbon fiber composite for 83 different vehicle models. PMID:26168234

  15. Life Cycle Assessment of Vehicle Lightweighting: Novel Mathematical Methods to Estimate Use-Phase Fuel Consumption.

    PubMed

    Kim, Hyung Chul; Wallington, Timothy J; Sullivan, John L; Keoleian, Gregory A

    2015-08-18

    Lightweighting is a key strategy to improve vehicle fuel economy. Assessing the life-cycle benefits of lightweighting requires a quantitative description of the use-phase fuel consumption reduction associated with mass reduction. We present novel methods of estimating mass-induced fuel consumption (MIF) and fuel reduction values (FRVs) from fuel economy and dynamometer test data in the U.S. Environmental Protection Agency (EPA) database. In the past, FRVs have been measured using experimental testing. We demonstrate that FRVs can be mathematically derived from coast down coefficients in the EPA vehicle test database avoiding additional testing. MIF and FRVs calculated for 83 different 2013 MY vehicles are in the ranges 0.22-0.43 and 0.15-0.26 L/(100 km 100 kg), respectively, and increase to 0.27-0.53 L/(100 km 100 kg) with powertrain resizing to retain equivalent vehicle performance. We show how use-phase fuel consumption can be estimated using MIF and FRVs in life cycle assessments (LCAs) of vehicle lightweighting from total vehicle and vehicle component perspectives with, and without, powertrain resizing. The mass-induced fuel consumption model is illustrated by estimating lifecycle greenhouse gas (GHG) emission benefits from lightweighting a grille opening reinforcement component using magnesium or carbon fiber composite for 83 different vehicle models.

  16. 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…

  17. Technical Report of the NAEP Mathematics Assessment in Puerto Rico: Focus on Statistical Issues (NCES 2007-462rev)

    ERIC Educational Resources Information Center

    Baxter, G. P.; Ahmed, S.; Sikali, E.; Waits, T.; Sloan, M.; Salvucci, S.

    2007-01-01

    The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States and its jurisdictions, including Puerto Rico. In 2003, a trial NAEP mathematics assessment was administered in Spanish to public school students at grades 4 and 8 in Puerto Rico. Based on preliminary analyses of…

  18. Teachers' Views on the New Measurement and Assessment Approaches with Regard to Mathematics Curriculum Reform

    ERIC Educational Resources Information Center

    Cansiz Aktas, Meral; Baki, Adnan

    2014-01-01

    The aim of this study is to investigate teachers' views on the new measurement and assessment approaches within the context of secondary school mathematics education reform. With this purpose, the factors which affected the implementation process were determined. The research data were obtained from two teachers via in-depth interviews,…

  19. Meritocracy or Complexity: Problematizing Racial Disparities in Mathematics Assessment within the Context of Curricular Structures, Practices, and Discourse

    ERIC Educational Resources Information Center

    Cobb, Floyd, II; Russell, Nicole M.

    2015-01-01

    Through the examination of a collection of macro factors and explanations for racial disparities in mathematics assessment found in the literature, this article takes up these accounts and problematizes the factors by unpacking the assumptions and exposing complexities. We do this using Critical Race Theory (CRT) to reinterpret and call out…

  20. Exploring the Mathematical Knowledge for Teaching Geometry and Measurement through the Design and Use of Rich Assessment Tasks

    ERIC Educational Resources Information Center

    Steele, Michael D.

    2013-01-01

    While recent national and international assessments have shown mathematical progress being made by US students, little to no gains are evident in the areas of geometry and measurement. These reports also suggest that practicing teachers have traditionally had few opportunities to engage in content learning around topics in geometry and…

  1. The Language Factor in Elementary Mathematics Assessments: Computational Skills and Applied Problem Solving in a Multidimensional IRT Framework

    ERIC Educational Resources Information Center

    Hickendorff, Marian

    2013-01-01

    The results of an exploratory study into measurement of elementary mathematics ability are presented. The focus is on the abilities involved in solving standard computation problems on the one hand and problems presented in a realistic context on the other. The objectives were to assess to what extent these abilities are shared or distinct, and…

  2. Curricular Change Agenda for Failure-Experienced Mathematics Students: Can Success-Promoting Assessment Make a Difference?

    ERIC Educational Resources Information Center

    Tzur, Ron; Movshovitz-Hadar, Nitsa

    1998-01-01

    Whether a success-promoting assessment schema (SPAS) can be designed to have a positive impact on the mathematics learning of failure-experienced students was studied with 200 noncollege-bound students in Israel. Results suggest that the SPAS in conjunction with suitable curricular materials could support student learning by changing student…

  3. Construct Validity of Scores/Measures from a Developmental Assessment in Mathematics Using Classical and Many-Facet Rasch Measurement.

    ERIC Educational Resources Information Center

    Banerji, Madhabi

    2000-01-01

    Validated data from a developmental mathematics assessment using classical and three-faceted Rasch measurement methods. Analysis of field test data for 289 elementary school students suggested that a unidimensional construct was being measured, as defined by Rasch criteria. Discusses limitations in confirming content-related validity of the…

  4. A Longitudinal Study on State Mathematics and Reading Assessments: Comparisons of Growth Models on Students' Achievement Scores

    ERIC Educational Resources Information Center

    Chiu, Pui Chi

    2012-01-01

    This study examines student growth on mathematics and reading assessments across academic years (Spring 2006 through Spring 2009) using three different growth models: hierarchical linear model (HLM), value-added model (VAM), and student growth percentile model (SGP). Comparisons across these three growth models were conducted to investigate the…

  5. Early Mathematics Fluency with CCSSM

    ERIC Educational Resources Information Center

    Matney, Gabriel T.

    2014-01-01

    To develop second-grade students' confidence and ease, this author presents examples of learning tasks (Number of the Day, Word Problem Solving, and Modeling New Mathematical Ideas) that align with Common Core State Standards for Mathematics and that build mathematical fluency to promote students' creative expression of mathematical…

  6. Alignment issues, correlation techniques and their assessment for a visible light imaging-based 3D printer quality control system

    NASA Astrophysics Data System (ADS)

    Straub, Jeremy

    2016-05-01

    Quality control is critical to manufacturing. Frequently, techniques are used to define object conformity bounds, based on historical quality data. This paper considers techniques for bespoke and small batch jobs that are not statistical model based. These techniques also serve jobs where 100% validation is needed due to the mission or safety critical nature of particular parts. One issue with this type of system is alignment discrepancies between the generated model and the physical part. This paper discusses and evaluates techniques for characterizing and correcting alignment issues between the projected and perceived data sets to prevent errors attributable to misalignment.

  7. Alignment fixture

    DOEpatents

    Bell, Grover C.; Gibson, O. Theodore

    1980-01-01

    A part alignment fixture is provided which may be used for precise variable lateral and tilt alignment relative to the fixture base of various shaped parts. The fixture may be used as a part holder for machining or inspection of parts or alignment of parts during assembly and the like. The fixture includes a precisely machined diameter disc-shaped hub adapted to receive the part to be aligned. The hub is nested in a guide plate which is adapted to carry two oppositely disposed pairs of positioning wedges so that the wedges may be reciprocatively positioned by means of respective micrometer screws. The sloping faces of the wedges contact the hub at respective quadrants of the hub periphery. The lateral position of the hub relative to the guide plate is adjusted by positioning the wedges with the associated micrometer screws. The tilt of the part is adjusted relative to a base plate, to which the guide plate is pivotally connected by means of a holding plate. Two pairs of oppositely disposed wedges are mounted for reciprocative lateral positioning by means of separate micrometer screws between flanges of the guide plate and the base plate. Once the wedges are positioned to achieve the proper tilt of the part or hub on which the part is mounted relative to the base plate, the fixture may be bolted to a machining, inspection, or assembly device.

  8. Curriculum Alignment.

    ERIC Educational Resources Information Center

    Crowell, Ronald; Tissot, Paula

    Curriculum alignment (CA) refers to the congruence of all the elements of a school's curriculum: curriculum goals; instructional program--what is taught and the materials used; and tests used to judge outcomes. CA can be a very powerful can be a very powerful factor in improving schools. Although further research is needed on CA, there is…

  9. Assessing pneumococcal meningitis association with viral respiratory infections and antibiotics: insights from statistical and mathematical models.

    PubMed

    Opatowski, Lulla; Varon, Emmanuelle; Dupont, Claire; Temime, Laura; van der Werf, Sylvie; Gutmann, Laurent; Boëlle, Pierre-Yves; Watier, Laurence; Guillemot, Didier

    2013-08-01

    Pneumococcus is an important human pathogen, highly antibiotic resistant and a major cause of bacterial meningitis worldwide. Better prevention requires understanding the drivers of pneumococcal infection incidence and antibiotic susceptibility. Although respiratory viruses (including influenza) have been suggested to influence pneumococcal infections, the underlying mechanisms are still unknown, and viruses are rarely considered when studying pneumococcus epidemiology. Here, we propose a novel mathematical model to examine hypothetical relationships between Streptococcus pneumoniae meningitis incidence (SPMI), acute viral respiratory infections (AVRIs) and antibiotic exposure. French time series of SPMI, AVRI and penicillin consumption over 2001-2004 are analysed and used to assess four distinct virus-bacteria interaction submodels, ascribing the interaction on pneumococcus transmissibility and/or pathogenicity. The statistical analysis reveals strong associations between time series: SPMI increases shortly after AVRI incidence and decreases overall as the antibiotic-prescription rate rises. Model simulations require a combined impact of AVRI on both pneumococcal transmissibility (up to 1.3-fold increase at the population level) and pathogenicity (up to threefold increase) to reproduce the data accurately, along with diminished epidemic fitness of resistant pneumococcal strains causing meningitis (0.97 (0.96-0.97)). Overall, our findings suggest that AVRI and antibiotics strongly influence SPMI trends. Consequently, vaccination protecting against respiratory virus could have unexpected benefits to limit invasive pneumococcal infections.

  10. Assessment Skills: A Case of Mathematics Examination and Its Place in Math-Teacher Development

    ERIC Educational Resources Information Center

    Qudah, Ahmad Hassan

    2016-01-01

    The research aims to reveal the specific way to evaluate learning mathematics, so that we get the "measuring tool" for the achievement of learners in mathematics that reflect their level of understanding by score (mark), which we trust it with high degree. The behavior of the learner can be measured by a professional way to build the…

  11. Project NAME: Native American Mathematics Education. Recommended Lesson Activities with Authentic Assessments.

    ERIC Educational Resources Information Center

    2001

    A project sought to improve mathematics instruction at the Winnebago Public School (WPS) on the Winnebago Indian Reservation (Nebraska) and to provide purposeful interactions between preservice teachers from Wayne State College and Native American children. WPS educators, grades K-6, improved their mathematics instructional ability by attending…

  12. Primary Teachers' Representations of Division: Assessing Mathematical Knowledge that Has Pedagogical Potential

    ERIC Educational Resources Information Center

    Roche, Anne; Clarke, Doug M.

    2013-01-01

    This article reports on a study that was conducted with 378 primary teachers from Catholic schools in Victoria who participated in the first year of a 2-year research and professional learning program in mathematics. One aim of the program was to enhance teacher knowledge in mathematics in its many forms. As part of the larger study, the teachers…

  13. Examining Sources of Gender DIF in Mathematics Assessments Using a Confirmatory Multidimensional Model Approach

    ERIC Educational Resources Information Center

    Mendes-Barnett, Sharon; Ercikan, Kadriye

    2006-01-01

    This study contributes to understanding sources of gender differential item functioning (DIF) on mathematics tests. This study focused on identifying sources of DIF and differential bundle functioning for boys and girls on the British Columbia Principles of Mathematics Exam (Grade 12) using a confirmatory SIBTEST approach based on a…

  14. Primary Trait Analysis to Assess a Learner-Centered, Upper-Level Mathematics Course

    ERIC Educational Resources Information Center

    Alsardary, Salar; Pontiggia, Laura; Hamid, Mohammed; Blumberg, Phyllis

    2011-01-01

    This study presents a primary trait analysis of a learner-centered, discrete mathematics course based on student-to-student instruction. The authors developed a scoring rubric for the primary traits: conceptual knowledge, procedural knowledge, application of understanding, and mathematical communication skills. Eleven students took an exam…

  15. An Analysis of Gender Differences on Performance Assessment in Mathematics--A Follow-Up Study.

    ERIC Educational Resources Information Center

    Zhang, Liru; Wilson, Linda; Manon, Jon

    To add to previous research on gender differences in mathematics ability and achievement, this study was designed to investigate gender differences in problem-solving strategies for two extended constructed-response mathematics questions in grade 3. It is a followup to a study of gender differences on constructed-response and multiple-choice items…

  16. Meeting the Curricular Challenges of Inclusive Assessment: The Role of Alignment, Opportunity to Learn, and Student Engagement

    ERIC Educational Resources Information Center

    Kurz, Alexander; Talapatra, Devadrita; Roach, Andrew T.

    2012-01-01

    Inclusive test-based accountability systems are intended to focus attention on the teaching and learning of important knowledge and skills for students with disabilities. Test score inferences to this end are often based on unverified assumptions of curricular alignment, access, and engagement. Focusing on students with disabilities, we discuss…

  17. ALIGNING JIG

    DOEpatents

    Culver, J.S.; Tunnell, W.C.

    1958-08-01

    A jig or device is described for setting or aligning an opening in one member relative to another member or structure, with a predetermined offset, or it may be used for measuring the amount of offset with which the parts have previously been sct. This jig comprises two blocks rabbeted to each other, with means for securing thc upper block to the lower block. The upper block has fingers for contacting one of the members to be a1igmed, the lower block is designed to ride in grooves within the reference member, and calibration marks are provided to determine the amount of offset. This jig is specially designed to align the collimating slits of a mass spectrometer.

  18. Image alignment

    SciTech Connect

    Dowell, Larry Jonathan

    2014-04-22

    Disclosed is a method and device for aligning at least two digital images. An embodiment may use frequency-domain transforms of small tiles created from each image to identify substantially similar, "distinguishing" features within each of the images, and then align the images together based on the location of the distinguishing features. To accomplish this, an embodiment may create equal sized tile sub-images for each image. A "key" for each tile may be created by performing a frequency-domain transform calculation on each tile. A information-distance difference between each possible pair of tiles on each image may be calculated to identify distinguishing features. From analysis of the information-distance differences of the pairs of tiles, a subset of tiles with high discrimination metrics in relation to other tiles may be located for each image. The subset of distinguishing tiles for each image may then be compared to locate tiles with substantially similar keys and/or information-distance metrics to other tiles of other images. Once similar tiles are located for each image, the images may be aligned in relation to the identified similar tiles.

  19. The Hidden Strand of Mathematical Proficiency: Defining and Assessing for Productive Disposition in Elementary School Teachers' Mathematical Content Knowledge

    ERIC Educational Resources Information Center

    Siegfried, John Zig Michael

    2012-01-01

    Teachers' mathematical content knowledge is one of the most important constructs considered by researchers studying elementary mathematics education (Fennema & Franke, 1992). One component of mathematical content knowledge that is complicated, ill-defined, and oft-ignored is "productive disposition," defined as the…

  20. Pesticide exposure assessment in rice paddies in Europe: a comparative study of existing mathematical models.

    PubMed

    Karpouzas, Dimitrios G; Cervelli, Stefano; Watanabe, Hirozumi; Capri, Ettore; Ferrero, Aldo

    2006-07-01

    A comparative test was undertaken in order to identify the potential of existing mathematical models, including the rice water quality (RICEWQ) 1.6.4v model, the pesticide concentration in paddy field (PCPF-1) model and the surface water and groundwater (SWAGW) model, for calculating pesticide dissipation and exposure in rice paddies in Europe. Previous versions of RICEWQ and PCPF-1 models had been validated under European and Japanese conditions respectively, unlike the SWAGW model which was only recently developed as a tier-2 modelling tool. Two datasets, derived from field dissipation studies undertaken in northern Italy with the herbicides cinosulfuron and pretilachlor, were used for the modelling exercise. All models were parameterized according to field experimentations, as far as possible, considering their individual deficiencies. Models were not calibrated against field data in order to remove bias in the comparison of the results. RICEWQ 1.6.4v provided the highest agreement between measured and predicted pesticide concentrations in both paddy water and paddy soil, with modelling efficiency (EF) values ranging from 0.78 to 0.93. PCPF-1 simulated well the dissipation of herbicides in paddy water, but significantly underestimated the concentrations of pretilachlor, a chemical with high affinity for soil sorption, in paddy soil. SWAGW simulated relatively well the dissipation of both herbicides in paddy water, and especially pretilachlor, but failed to predict closely the pesticide dissipation in paddy soil. Both RICEWQ and SWAGW provided low groundwater (GW) predicted environmental concentrations (PECs), suggesting a low risk of GW contamination for the two herbicides. Overall, this modelling exercise suggested that RICEWQ 1.6.4v is currently the most reliable model for higher-tier exposure assessment in rice paddies in Europe. PCPF-1 and SWAGW showed promising results, but further adjustments are required before these models can be considered as strong

  1. 2013 Mathematics Assessment Report Card: Summary Data Tables with Additional Detail for Average Scores and Achievement Levels for States and Jurisdictions. [Results Appendix. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    This document represents one of three appendices associated with "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451." It includes tabular data relating to the mathematics portion of the Tables of Education Progress at Grade 4 and 8. [For the main…

  2. Defining Mathematics Competency in the Service of Cognitively Based Assessment for Grades 6 through 8. Research Report. ETS RR-09-42

    ERIC Educational Resources Information Center

    Graf, Edith Aurora

    2009-01-01

    This report makes recommendations for the development of middle-school assessment in mathematics, based on a synthesis of scientific findings in cognitive psychology and mathematics education. The focus is on background research, rather than test specifications or example tasks. Readers interested in early development and pilot efforts associated…

  3. Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012

    ERIC Educational Resources Information Center

    Güzeller, Cem Oktay; Eser, Mehmet Taha; Aksu, Gökhan

    2016-01-01

    This study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation…

  4. Relationship between English Language Learners' Proficiency in Reading, Writing, Listening, and Speaking and Proficiency on Maryland School Assessments in Mathematics

    ERIC Educational Resources Information Center

    Johnson, C. Michael

    2013-01-01

    Mathematics proficiency of English language learners (ELLs) on the Maryland School Assessments (MSA) for mathematics continues to lag behind the proficiency level of students who are proficient English speakers. The purpose of this study was to determine if there is a statistically significant relationship between English language learner's…

  5. Alignment Content Analysis of NAEP 2009 Reading Assessment Analysis Based on Method of Surveys of Enacted Curriculum

    ERIC Educational Resources Information Center

    Blank, Rolf K.; Smithson, John

    2010-01-01

    Beginning in summer 2009, the complete set of NAEP student assessment items for grades 4 and 8 Science and Reading 2009 assessments were analyzed for comparison to the National Assessment of Educational Progress (NAEP) Item Specifications which are based on the NAEP Assessment Frameworks for these subjects (National Assessment Governing Board,…

  6. Mathematical and statistical analysis

    NASA Technical Reports Server (NTRS)

    Houston, A. Glen

    1988-01-01

    The goal of the mathematical and statistical analysis component of RICIS is to research, develop, and evaluate mathematical and statistical techniques for aerospace technology applications. Specific research areas of interest include modeling, simulation, experiment design, reliability assessment, and numerical analysis.

  7. Assessing the Effectiveness of a Mathematics-Focused, Instructional Technology Program for Grades 6-8: A 5-Year Trend Analysis of NASA CONNECT(tm) Evaluation Data

    NASA Technical Reports Server (NTRS)

    Glassman, Nanci A.; Perry, Jeannine B.; Giersch, Christopher E.; Lambert, Matthew A.; Pinelli, Thomas E.

    2004-01-01

    NASA CONNECT is a research-, inquiry, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the series over the first five seasons (1998-99 through 2002-03) reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for the grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

  8. Mathematical modeling as a tool to assess microbial community responses to CO2 injection

    NASA Astrophysics Data System (ADS)

    Vilcaez, J.

    2014-12-01

    The issue of subsurface microbial community responses to the injection of CO2 has great importance not only from a risk assessment point of view but also from the perspective of CO2 recycling to CH4. In this sense, the objective of this study is to develop mathematical models to make a quantitative description of the responses of subsurface indigenous microbial communities to the injection of CO2. For this end, TOUGHREACTV1.2 reactive transport simulator with its module ECO2N is used as the modeling framework. The targeted microbial community is composed of fermentative bacteria (Organic matter → Acetate & H2), acetotrophic methanogens (Acetate → Methane & CO2), acetotrophic Sulfate Reducing Bacteria (SRB) (Acetate → H2S & CO2), hydrogenotrophic methanogens (H2 & CO2 → CH4), and hydrogenotrophic SRB (H2 → H2S). Due to the multiple hydrogeological, geochemical and microbiological factors intervening in both the response of subsurface microbial communities to the injection of CO2 and the chemical and physical fate of CO2 itself, at this stage simulations have been performed in batch mode. That means numerical simulations aimed to track changes in CO2 saturation levels, pH, and concentrations of mineral and aqueous phase species over time at selected initial conditions. Numerical simulation results indicate that the activity of microbes associated with methanogenic processes in geological storage sites of CO2 is governed by the level of CO2 saturation in the pore space as well as by the presence of pH buffering minerals such as calcite. With calcite in the mineral phase attenuating drops in pH below inhibitory levels, for instance it is shown that acetotrophic and hydrogenotrophic SRB outcompete acetotrophic and hydrogenotrophic methanogens for acetate and H2, respectively. During the initial stages of the reaction when the pH level is lowest, the higher tolerance of hydrogenotrophic methanogens to acidic pH levels is reflected by a preferential formation of

  9. Incoming Engineering Students' Self-Assessment of Their Mathematical Background

    ERIC Educational Resources Information Center

    Guner, Necdet

    2013-01-01

    The aim of this study was to develop a tool to measure levels of mathematical knowledge gained in high school, as perceived by incoming engineering students. The study included 657 engineering students in the 2011-2012 academic year. Factor analysis was used to obtain a scale consisting of 47 items (Cronbach Alpha coefficient, 0.975). The…

  10. Assessing the Effects of Collaborative Professional Learning: Efficacy Shifts in a Three-Year Mathematics Study

    ERIC Educational Resources Information Center

    Bruce, Catherine D.; Flynn, Tara

    2012-01-01

    Researchers examine the outcomes of professional collaborative inquiry in mathematics on teacher efficacy in a three-year study of teacher professional learning in Canada. The study applies a mixed methods approach involving over 200 teachers and 1000 students as well as case study sites in English and French. The collaborative inquiry-based…

  11. Fish Tanks, Right Angles and Graphs--Assessment of Understanding in Mathematics

    ERIC Educational Resources Information Center

    Ward, Murray

    1976-01-01

    Indicates some of the "first faltering steps" being taken in an attempt to describe something of children's understanding of primary mathematics. Suggests that future evaluations of children's performance need to be based on first-hand experience and valid interpretation of classroom practice. (Editor/RK)

  12. Double Visions: Educational Technology in Standards and Assessments for Science and Mathematics

    ERIC Educational Resources Information Center

    Irving, Karen E.; Bell, Randy L.

    2004-01-01

    For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines the visions offered by current science, mathematics, and educational technology standards for…

  13. Understanding What Counts: Issues of Language, Culture, and Power in Mathematics Instruction and Assessment.

    ERIC Educational Resources Information Center

    Cahnmann, Melisa S.; Hornberger, Nancy H.

    2000-01-01

    Examines mathematics instruction and its relationship to issues of language, culture, and power in a low-income urban elementary school with large numbers of bilingual students. Results of discussions of student work during a summer training institute for university researchers, teachers, and administrators provide suggestions for approaching…

  14. Advanced Mathematics Online: Assessing Particularities in the Online Delivery of a Second Linear Algebra Course

    ERIC Educational Resources Information Center

    Montiel, Mariana; Bhatti, Uzma

    2010-01-01

    This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…

  15. Using a Brier Score Analysis to Assess the Effectiveness of a Mathematics Placement Policy

    ERIC Educational Resources Information Center

    Lesik, Sally A.; Leake, Meg

    2013-01-01

    This article describes how a Brier score analysis can be used as an evaluative tool to estimate the predictive accuracy of a course placement policy that was established based on professional or subjective judgment. The policy being evaluated uses the score received on the mathematics portion of the SAT examination as the primary mechanism to…

  16. 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…

  17. 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…

  18. Assessment and Subsequent Improvement in Mathematical Calculations in the Workshop with the Use of Electric Circuits

    ERIC Educational Resources Information Center

    Marinos, Andreas

    2012-01-01

    In this study, there is an attempt to teach simple mathematical concepts of fractional numbers to Secondary School students in Technical School who, despite their age, had not previously managed to understand these concepts. At the same time, to further the success of this undertaking, we also examined the emotions generated in the students. The…

  19. Robotics: Assessing Its Role in Improving Mathematics Skills for Grades 4 to 5

    ERIC Educational Resources Information Center

    Laughlin, Sara Rose

    2013-01-01

    Inspiring and motivating students to pursue science, technology, engineering, and mathematics education continues to be an important educational focus in the United States. Robotics programs are one strategy developed to accomplish this goal. This causal comparative study focused on investigating whether a causal relationship exists between…

  20. Development of an Instrument to Assess Attitudes toward Science, Technology, Engineering, and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Guzey, S. Selcen; Harwell, Michael; Moore, Tamara

    2014-01-01

    There is a need for more students to be interested in science, technology, engineering, and mathematics (STEM) careers to advance U.S. competitiveness and economic growth. A consensus exists that improving STEM education is necessary for motivating more students to pursue STEM careers. In this study, a survey to measure student (grades 4-6)…

  1. Perspectives Gained from Different Assessment Tasks on Chinese and Australian School Students Learning Mathematics

    ERIC Educational Resources Information Center

    Callingham, Rosemary

    2008-01-01

    Recent international studies have highlighted the success of students from Hong Kong in mathematics and problem-solving, and have begun to suggest some of the factors associated with this success. Other studies have suggested that Hong Kong students are averse to risk-taking, favouring memorisation and imitation in their solution strategies. Year…

  2. The Impact of Online Assessment on Grades in Community College Distance Education Mathematics Courses

    ERIC Educational Resources Information Center

    Yates, Ronald W.; Beaudrie, Brian

    2009-01-01

    This study compared the impact of proctoring on the final course grades of community college students enrolled in distance education mathematics courses. The goal was to determine whether distance education students who are evaluated entirely online, in environments that are not proctored, receive grades that differ from distance education…

  3. Mathematical numeric models for assessing the groundwater pollution from Sanitary landfills

    NASA Astrophysics Data System (ADS)

    Petrov, Vasil; Stoyanov, Nikolay; Sotinev, Petar

    2014-05-01

    Landfills are among the most common sources of pollution in ground water. Their widespread deployment, prolonged usage and the serious damage they cause to all of the elements of the environment are the reasons, which make the study of the problem particularly relevant. Most dangerous of all are the open dumps used until the middle of the twentieth century, from which large amounts of liquid emissions flowed freely (landfill infiltrate). In recent decades, the problem is solved by the construction of sanitary landfills in which they bury waste or solid residue from waste utilization plants. The bottom and the sides of the sanitary landfills are covered with a protective waterproof screen made of clay and polyethylene and the landfill infiltrate is led outside through a drainage system. This method of disposal severely limits any leakage of gas and liquid emissions into the environment and virtually eliminates the possibility of contamination. The main topic in the conducted hydrogeological study was a quantitative assessment of groundwater pollution and the environmental effects of re-landfilling of an old open dump into a new sanitary landfill, following the example of the municipal landfill of Asenovgrad, Bulgaria. The study includes: 1.A set of drilling, geophysical and hydrogeological field and laboratory studies on: -the definition and designation of the spatial limits of the main hydrogeological units; -identification of filtration parameters and migration characteristics of the main hydrogeological units; -clarifying the conditions for the sustentation and drainage of groundwater; -determininng the structure of the filtration field; -identifying and assessing the size and the extent of groundwater contamination from the old open dump . 2.Mathematical numeric models of migration and entry conditions of contaminants below the bottom of the landfill unit, with which the natural protection of the geological environment, the protective effect of the engineering

  4. Mathematical Performance of Students with Disabilities in Middle School Standards-Based and Traditional Curricula

    ERIC Educational Resources Information Center

    Bouck, Emily C.; Kulkarni, Gauri; Johnson, Linley

    2011-01-01

    This study investigated the impact of mathematics curriculum (standards based vs. traditional) on the performance of sixth and seventh grade students with disabilities on multiple-choice and open-ended assessments aligned to one state's number and operations and algebra standards. It also sought to understand factors affecting student performance…

  5. Diagnostic Learning Progressions Framework: Developing an Embedded Formative and Summative Assessment System to Improve Learning Outcomes for Elementary and Middle School Students with Mathematics Learning Disabilities

    ERIC Educational Resources Information Center

    Seeratan, Kavita L.

    2011-01-01

    In collaboration with two other research organizations, the authors integrate principles of the BEAR Assessment System with Universal Design for Learning principles to develop and validate learning progressions and an aligned, universally designed formative and summative classroom assessment system for promoting conceptual understanding of number…

  6. Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations

    ERIC Educational Resources Information Center

    Hebert, Michael A.; Powell, Sarah R.

    2016-01-01

    Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and…

  7. 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…

  8. Mathematical accuracy of Aztec land surveys assessed from records in the Codex Vergara.

    PubMed

    Jorge, María del Carmen; Williams, Barbara J; Garza-Hume, C E; Olvera, Arturo

    2011-09-13

    Land surveying in ancient states is documented not only for Eurasia but also for the Americas, amply attested by two Acolhua-Aztec pictorial manuscripts from the Valley of Mexico. The Codex Vergara and the Códice de Santa María Asunción consist of hundreds of drawings of agricultural fields that uniquely record surface areas as well as perimeter measurements. A previous study of the Codex Vergara examines how Acolhua-Aztecs determined field area by reconstructing their calculation procedures. Here we evaluate the accuracy of their area values using modern mathematics. The findings verify the overall mathematical validity of the codex records. Three-quarters of the areas are within 5% of the maximum possible value, and 85% are within 10%, which compares well with reported errors by Western surveyors that postdate Aztec-Acolhua work by several centuries. PMID:21876138

  9. Mathematical accuracy of Aztec land surveys assessed from records in the Codex Vergara

    PubMed Central

    Williams, Barbara J.; Garza-Hume, C. E.; Olvera, Arturo

    2011-01-01

    Land surveying in ancient states is documented not only for Eurasia but also for the Americas, amply attested by two Acolhua–Aztec pictorial manuscripts from the Valley of Mexico. The Codex Vergara and the Códice de Santa María Asunción consist of hundreds of drawings of agricultural fields that uniquely record surface areas as well as perimeter measurements. A previous study of the Codex Vergara examines how Acolhua–Aztecs determined field area by reconstructing their calculation procedures. Here we evaluate the accuracy of their area values using modern mathematics. The findings verify the overall mathematical validity of the codex records. Three-quarters of the areas are within 5% of the maximum possible value, and 85% are within 10%, which compares well with reported errors by Western surveyors that postdate Aztec–Acolhua work by several centuries. PMID:21876138

  10. Global alignment: Finding rearrangements during alignment

    SciTech Connect

    Brudno, Michael; Malde, Sanket; Poliakov, Alexander; Do, Chuong B.; Couronne, Olivier; Dubchak, Inna; Batzoglou, Serafim

    2003-01-06

    Motivation: To compare entire genomes from different species, biologists increasingly need alignment methods that are efficient enough to handle long sequences, and accurate enough to correctly align the conserved biological features between distant species. The two main classes of pairwise alignments are global alignment, where one string is transformed into the other, and local alignment, where all locations of similarity between the two strings are returned. Global alignments are less prone to demonstrating false homology as each letter of one sequence is constrained to being aligned to only one letter of the other. Local alignments, on the other hand, can cope with rearrangements between non-syntenic, orthologous sequences by identifying similar regions in sequences; this, however, comes at the expense of a higher false positive rate due to the inability of local aligners to take into account overall conservation maps.

  11. Rural Mathematics Educator, 2002.

    ERIC Educational Resources Information Center

    Rural Mathematics Educator, 2002

    2002-01-01

    This document contains the two issues of "Rural Mathematics Educator" published in 2002. This newsletter of the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) includes articles on rural mathematics education, as well as information and descriptions of professional development opportunities for…

  12. Contrasts in Mathematical Challenges in A-Level Mathematics and Further Mathematics, and Undergraduate Mathematics Examinations

    ERIC Educational Resources Information Center

    Darlington, Ellie

    2014-01-01

    This article describes part of a study which investigated the role of questions in students' approaches to learning mathematics at the secondary-tertiary interface, focussing on the enculturation of students at the University of Oxford. Use of the Mathematical Assessment Task Hierarchy taxonomy revealed A-level Mathematics and Further Mathematics…

  13. Applying Mathematical Processes (AMP)

    ERIC Educational Resources Information Center

    Kathotia, Vinay

    2011-01-01

    This article provides insights into the "Applying Mathematical Processes" resources, developed by the Nuffield Foundation. It features Nuffield AMP activities--and related ones from Bowland Maths--that were designed to support the teaching and assessment of key processes in mathematics--representing a situation mathematically, analysing,…

  14. The 2008-2009 Pennsylvania System of School Assessment Handbook for Assessment Coordinators: Writing, Reading and Mathematics, Science

    ERIC Educational Resources Information Center

    Pennsylvania Department of Education, 2010

    2010-01-01

    This handbook describes the responsibilities of district and school assessment coordinators in the administration of the Pennsylvania System of School Assessment (PSSA). This updated guidebook contains the following sections: (1) General Assessment Guidelines for All Assessments; (2) Writing Specific Guidelines; (3) Reading and Mathematics…

  15. Some Aspects of the Technical Quality of Formative Assessments in Middle School Mathematics. CRESST Report 750

    ERIC Educational Resources Information Center

    Phelan, Julia; Kang, Taehoon; Niemi, David N.; Vendlinski, Terry; Choi, Kilchan

    2009-01-01

    While research suggests that formative assessment can be a powerful tool to support teaching and learning, efforts to jump on the formative assessment bandwagon have been more widespread than those to assure the technical quality of the assessments. This report covers initial analyses of data bearing on the quality of formative assessments in…

  16. Differences between clinical "snap-shot" and "real-life" assessments of lumbar spine alignment and motion - What is the "real" lumbar lordosis of a human being?

    PubMed

    Dreischarf, Marcel; Pries, Esther; Bashkuev, Maxim; Putzier, Michael; Schmidt, Hendrik

    2016-03-21

    The individual lumbar lordosis and lumbar motion have been identified to play an important role in pathogenesis of low back pain and are essential references for preoperative planning and postoperative evaluation. The clinical "gold-standard" for measuring lumbar lordosis and its motion are radiological "snap-shots" taken while standing and during upper-body flexion and extension. The extent to which these clinically assessed values characterise lumbar alignment and its motion in daily life merits discussion. A non-invasive measurement-system was employed to measure lumbar lordosis and lumbar motion in 208 volunteers (age: 20-74yrs; ♀/♂: 115/93). For an initial short-term measurement, comparable with the clinical "snap-shot", lumbar lordosis and its motion were assessed while standing and during flexion and extension. Subsequently, volunteers were released to their daily lives while wearing the device, and measurements were performed during the following 24h. The average lumbar lordosis during 24h (8.0°) differed significantly from the standardised measurement while standing (33.3°). Ranges of motion were significantly different throughout the day compared to standing measurements. The influence of the factors age and gender on lordosis and its motion resulted in conflicting results between long- and short-term-measurements. In conclusion, results of short-term examinations differ considerably from the average values during real-life. These findings might be important for surgical planning and increase the awareness of the biomechanical challenges that spinal structures and implants face in real-life. Furthermore, long-term assessments of spinal alignment and motion during daily life can provide valid data on spinal function and can reveal the importance of influential factors. PMID:26900033

  17. Aligning the NWEA RIT Scale with the Nevada Criterion Referenced Assessment and the Iowa Test of Basic Skills

    ERIC Educational Resources Information Center

    Cronin, John; Bowe, Branin

    2004-01-01

    Each year, Nevada students in grades 3, 4, 5, and 7 participate in testing as part of the Nevada assessment program. Students in grades 3 and 5 take the Nevada Criterion Referenced Assessment (Nevada CRT) while students in grades 4 and 7 take the Iowa Test of Basic Skills (ITBS). These tests serve as an important measure of student achievement for…

  18. Content Assessment Aligned to the Common Core State Standards: Improving Validity and Fairness for English Language Learners

    ERIC Educational Resources Information Center

    Chia, Magda Y.

    2014-01-01

    The Smarter Balanced Assessment Consortium (Smarter Balanced) serves over 19 million primary, middle, and high school students from across 26 states and affiliates (Smarter Balanced, n.d). As one of the two Race to the Top (RTT)-funded assessment consortia, Smarter Balanced is responsible for developing formative, interim, and summative…

  19. Relationship of lower extremity alignment during the wall squat and single-leg jump: assessment of single-leg landing using three-dimensional motion analysis

    PubMed Central

    Watanabe, Manabu; Matsumoto, Takaaki; Ono, Susumu; Koseki, Hirohisa; Watarai, Koji

    2016-01-01

    [Purpose] The purpose of this study was to evaluate the relationship between malalignment and lower-extremity injury and to determine the optimal dynamic alignment of the lower extremity with wall squats. [Subjects and Methods] Healthy individuals from one therapy school were enrolled and assigned to a wall squat normal or abnormal group based on their forms during wall squats. The abnormal group was found to be more prone to lower-extremity injury on three-dimensional motion analysis. Eight students from each group were randomly chosen for the study. The effects of single-leg landing movements were assessed using three-dimensional motion analysis. [Results] In the sagittal plane, significant flexion of the hip and knee joints occurred 0.02 and 0.04 seconds after initial foot contact with the ground in the normal and abnormal groups, respectively. In the frontal plane, significant adduction of the hip joint occurred at 0.07 seconds in the abnormal group. [Conclusion] The abnormal group tended to display later flexion of the hip and knee joints and narrower hip, knee, and ankle range of motion than the normal group, suggesting that dynamic alignment of the lower extremity in the abnormal group likely made them susceptible to injury. PMID:27390393

  20. Relationship of lower extremity alignment during the wall squat and single-leg jump: assessment of single-leg landing using three-dimensional motion analysis.

    PubMed

    Watanabe, Manabu; Matsumoto, Takaaki; Ono, Susumu; Koseki, Hirohisa; Watarai, Koji

    2016-06-01

    [Purpose] The purpose of this study was to evaluate the relationship between malalignment and lower-extremity injury and to determine the optimal dynamic alignment of the lower extremity with wall squats. [Subjects and Methods] Healthy individuals from one therapy school were enrolled and assigned to a wall squat normal or abnormal group based on their forms during wall squats. The abnormal group was found to be more prone to lower-extremity injury on three-dimensional motion analysis. Eight students from each group were randomly chosen for the study. The effects of single-leg landing movements were assessed using three-dimensional motion analysis. [Results] In the sagittal plane, significant flexion of the hip and knee joints occurred 0.02 and 0.04 seconds after initial foot contact with the ground in the normal and abnormal groups, respectively. In the frontal plane, significant adduction of the hip joint occurred at 0.07 seconds in the abnormal group. [Conclusion] The abnormal group tended to display later flexion of the hip and knee joints and narrower hip, knee, and ankle range of motion than the normal group, suggesting that dynamic alignment of the lower extremity in the abnormal group likely made them susceptible to injury. PMID:27390393

  1. Sex Differences in Mathematics and Reading Achievement Are Inversely Related: Within- and Across-Nation Assessment of 10 Years of PISA Data

    PubMed Central

    Stoet, Gijsbert; Geary, David C.

    2013-01-01

    We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations’ gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits. PMID:23516422

  2. Sex differences in mathematics and reading achievement are inversely related: within- and across-nation assessment of 10 years of PISA data.

    PubMed

    Stoet, Gijsbert; Geary, David C

    2013-01-01

    We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations' gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits.

  3. K-12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California's Early Assessment Program. Research Brief

    ERIC Educational Resources Information Center

    Kurlaender, Michal; Jackson, Jacob; Howell, Jessica S.

    2012-01-01

    This brief studies California's introduction of the Early Assessment Program to bridge the gap between K-12 educational standards and postsecondary education requirements, similar to the Common Core State Standards movement.

  4. Mathematical model for the assessment of fracture risk associated with osteoporosis

    NASA Astrophysics Data System (ADS)

    Dinis, Jairson; Pereira, Ana I.; Fonseca, Elza M.

    2012-09-01

    Osteoporosis is a skeletal disease characterized by low bone mass. It is considered a worldwide public health problem that affects a large number of people, in particularly for women with more than 50 years old. The occurrence pattern of osteoporosis in a population may be related to several factors, including socio-economic factors such as income, educational attainment, and factors related to lifestyle such as diet and physical activity. These and other aspects have increasingly been identified as determining the occurrence of various diseases, including osteoporosis. This work proposes a mathematical model that provides the level of osteoporosis in the patient. Preliminary numerical results are presented.

  5. A method of ecological and economic risk assessment during the development of the shelf based on mathematical modelling

    NASA Astrophysics Data System (ADS)

    Solovyova, N. V.; Lobkovsky, L. I.

    2015-09-01

    This paper proposes a method of mathematical modelling of ecological risk based on a synthesis of dynamic and probabilistic risk assessment techniques. The probability of assessment of an acceptable probability of an anthropogenic impact to minimize economic costs is proposed. The dependence of an acceptable probability of an anthropogenic impact on the ecological risk is demonstrated with an example calculation. The results of the modelling of the state of a shelf ecosystem based on the dynamic model are used for the calculation as source information. Based on this synthesis, the calculation results bring about the opportunity to balance ecological-economic goals of achieving safe development of the shelf and to satisfy the involuntary necessity to reduce the costs on environmental protection measures, while maintaining the priority of environmental requirements.

  6. Perspectives on the Impact of the 1994 Trial State Assessments: State Assessment Directors, State Mathematics Specialists, and State Reading Specialists.

    ERIC Educational Resources Information Center

    Hartka, Liz; Stancavage, Fran

    This paper is the fourth in a series prepared for the National Academy of Education on the evaluation of the National Assessment of Educational Progress Trial State Assessment (TSA) and the impact of reporting TSA results. This paper provides a perspective on the last of the TSAs, an assessment of fourth-grade reading that was carried out in 44…

  7. The Three Perspectives of Integrating Assessment and Instruction in the Learning of School Mathematics

    ERIC Educational Resources Information Center

    Kesianye, Sesutho Koketso

    2015-01-01

    This paper discusses three different but related perspectives of integrating assessment and instruction from a theoretical perspective. Each of these perspectives is discussed based on the literature to highlight how they may be viewed in the notion of assessment as an integral part of assessment. The theoretical orientations considered here are…

  8. The State of Mathematics Achievement in Florida: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  9. The State of Mathematics Achievement in Connecticut: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  10. The State of Mathematics Achievement in Colorado: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  11. The State of Mathematics Achievement in California: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  12. The State of Mathematics Achievement in Iowa: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  13. The State of Mathematics Achievement in Alabama: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  14. The State of Mathematics Achievement in Arkansas: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  15. The State of Mathematics Achievement in Indiana: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  16. The State of Mathematics Achievement in Illinois: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  17. The State of Mathematics Achievement in Idaho: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  18. The State of Mathematics Achievement in Georgia: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  19. The State of Mathematics Achievement in Delaware: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  20. The State of Mathematics Achievement in Hawaii: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  1. The State of Mathematics Achievement in Arizona: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  2. Quantitative Assessment of Agricultural Runoff and Soil Erosion Using Mathematical Modeling: Applications in the Mediterranean Region

    NASA Astrophysics Data System (ADS)

    Arhonditsis, G.; Giourga, C.; Loumou, A.; Koulouri, M.

    2002-09-01

    Three mathematical models, the runoff curve number equation, the universal soil loss equation, and the mass response functions, were evaluated for predicting nonpoint source nutrient loading from agricultural watersheds of the Mediterranean region. These methodologies were applied to a catchment, the gulf of Gera Basin, that is a typical terrestrial ecosystem of the islands of the Aegean archipelago. The calibration of the model parameters was based on data from experimental plots from which edge-of-field losses of sediment, water runoff, and nutrients were measured. Special emphasis was given to the transport of dissolved and solid-phase nutrients from their sources in the farmers' fields to the outlet of the watershed in order to estimate respective attenuation rates. It was found that nonpoint nutrient loading due to surface losses was high during winter, the contribution being between 50% and 80% of the total annual nutrient losses from the terrestrial ecosystem. The good fit between simulated and experimental data supports the view that these modeling procedures should be considered as reliable and effective methodological tools in Mediterranean areas for evaluating potential control measures, such as management practices for soil and water conservation and changes in land uses, aimed at diminishing soil loss and nutrient delivery to surface waters. Furthermore, the modifications of the general mathematical formulations and the experimental values of the model parameters provided by the study can be used in further application of these methodologies in watersheds with similar characteristics.

  3. Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder.

    PubMed

    Brosnan, Mark; Johnson, Hilary; Grawemeyer, Beate; Chapman, Emma; Antoniadou, Konstantina; Hollinworth, Melissa

    2016-05-01

    Children and adults with autism spectrum disorder have been found to have deficits in metacognition that could impact upon their learning. This study explored metacognitive monitoring in 28 (23 males and 5 females) participants with autism spectrum disorder and 56 (16 males and 40 females) typically developing controls who were being educated at the same level. Participants were asked a series of mathematics questions. Based upon previous research, after each question they were asked two metacognitive questions: (1) whether they thought they had got the answer correct or not (or 'don't know') and (2) whether they meant to get the answer correct or not (or 'don't know'). Participants with autism spectrum disorder were significantly more likely than the typically developing group to erroneously think that they had got an incorrect answer correct. Having made an error, those with autism spectrum disorder were also significantly more likely to report that they had meant to make the error. Different patterns in the types of errors made were also identified between the two groups. Deficits in metacognition were identified for the autism spectrum disorder group in the learning of mathematics. This is consistent with metacognitive research from different contexts and the implications for supporting learning in autism spectrum disorder are discussed.

  4. Quantitative assessment of agricultural runoff and soil erosion using mathematical modeling: applications in the Mediterranean region.

    PubMed

    Arhonditsis, G; Giourga, C; Loumou, A; Koulouri, M

    2002-09-01

    Three mathematical models, the runoff curve number equation, the universal soil loss equation, and the mass response functions, were evaluated for predicting nonpoint source nutrient loading from agricultural watersheds of the Mediterranean region. These methodologies were applied to a catchment, the gulf of Gera Basin, that is a typical terrestrial ecosystem of the islands of the Aegean archipelago. The calibration of the model parameters was based on data from experimental plots from which edge-of-field losses of sediment, water runoff, and nutrients were measured. Special emphasis was given to the transport of dissolved and solid-phase nutrients from their sources in the farmers' fields to the outlet of the watershed in order to estimate respective attenuation rates. It was found that nonpoint nutrient loading due to surface losses was high during winter, the contribution being between 50% and 80% of the total annual nutrient losses from the terrestrial ecosystem. The good fit between simulated and experimental data supports the view that these modeling procedures should be considered as reliable and effective methodological tools in Mediterranean areas for evaluating potential control measures, such as management practices for soil and water conservation and changes in land uses, aimed at diminishing soil loss and nutrient delivery to surface waters. Furthermore, the modifications of the general mathematical formulations and the experimental values of the model parameters provided by the study can be used in further application of these methodologies in watersheds with similar characteristics.

  5. Functional heterogeneity of inferior parietal cortex during mathematical cognition assessed with cytoarchitectonic probability maps.

    PubMed

    Wu, S S; Chang, T T; Majid, A; Caspers, S; Eickhoff, S B; Menon, V

    2009-12-01

    Although the inferior parietal cortex (IPC) has been consistently implicated in mathematical cognition, the functional roles of its subdivisions are poorly understood. We address this problem using probabilistic cytoarchitectonic maps of IPC subdivisions intraparietal sulcus (IPS), angular gyrus (AG), and supramarginal gyrus. We quantified IPC responses relative to task difficulty and individual differences in task proficiency during mental arithmetic (MA) tasks performed with Arabic (MA-A) and Roman (MA-R) numerals. The 2 tasks showed similar levels of activation in 3 distinct IPS areas, hIP1, hIP2, and hIP3, suggesting their obligatory role in MA. Both AG areas, PGa and PGp, were strongly deactivated in both tasks, with stronger deactivations in posterior area PGp. Compared with the more difficult MA-R task, the MA-A task showed greater responses in both AG areas, but this effect was driven by less deactivation in the MA-A task. AG deactivations showed prominent overlap with lateral parietal nodes of the default mode network, suggesting a nonspecific role in MA. In both tasks, greater bilateral AG deactivation was associated with poorer performance. Our findings suggest a close link between IPC structure and function and they provide new evidence for behaviorally salient functional heterogeneity within the IPC during mathematical cognition. PMID:19406903

  6. A Cognition Analysis of QUASAR's Mathematics Performance Assessment Tasks and Their Sensitivity to Measuring Changes in Middle School Students' Thinking and Reasoning.

    ERIC Educational Resources Information Center

    Cai, Jinfa, And Others

    1996-01-01

    Presents a conceptual framework for analyzing students' mathematical understanding, reasoning, problem solving, and communication. Analyses of student responses indicated that the tasks appear to measure the complex thinking and reasoning processes that they were designed to assess. Concludes that the QUASAR assessment tasks can capture changes in…

  7. Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Highlights. NCES 2011-485

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    This report provides a detailed portrait of Hispanic and White academic achievement gaps and how students' performance has changed over time at both the national and state levels. The report presents achievement gaps using reading and mathematics assessment data from the National Assessment of Educational Progress (NAEP) for the 4th- and 8th-grade…

  8. Aligning for Innovation - Alignment Strategy to Drive Innovation

    NASA Technical Reports Server (NTRS)

    Johnson, Hurel; Teltschik, David; Bussey, Horace, Jr.; Moy, James

    2010-01-01

    With the sudden need for innovation that will help the country achieve its long-term space exploration objectives, the question of whether NASA is aligned effectively to drive the innovation that it so desperately needs to take space exploration to the next level should be entertained. Authors such as Robert Kaplan and David North have noted that companies that use a formal system for implementing strategy consistently outperform their peers. They have outlined a six-stage management systems model for implementing strategy, which includes the aligning of the organization towards its objectives. This involves the alignment of the organization from the top down. This presentation will explore the impacts of existing U.S. industrial policy on technological innovation; assess the current NASA organizational alignment and its impacts on driving technological innovation; and finally suggest an alternative approach that may drive the innovation needed to take the world to the next level of space exploration, with NASA truly leading the way.

  9. Testing under the Microscope: How Common Core-Aligned Assessments Place Demands on Time, Technology, and Connectivity

    ERIC Educational Resources Information Center

    Stephens, Wendy

    2014-01-01

    School librarians and other specialists should take note of the new wave of computer-based assessments required by the Common Core State Standards (CCSS), testing that is only now beginning to get off the ground. The new testing necessitates that districts possess the right hardware, install the requisite software, and, in some cases, create…

  10. Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program

    ERIC Educational Resources Information Center

    Dabbagh, Nada; English, Mary

    2015-01-01

    This research examined students' self-reported proficiency in Instructional Design (ID) competencies using IBSTPI and AECT standards in order to assess the extent to which these standards are integrated in a university's graduate ID program. Data were collected from a convenience sample of 34 students who completed Advanced Instructional Design…

  11. Carbon monoxide effects on human ventricle action potential assessed by mathematical simulations

    PubMed Central

    Trenor, Beatriz; Cardona, Karen; Saiz, Javier; Rajamani, Sridharan; Belardinelli, Luiz; Giles, Wayne R.

    2013-01-01

    Carbon monoxide (CO) that is produced in a number of different mammalian tissues is now known to have significant effects on the cardiovascular system. These include: (i) vasodilation, (ii) changes in heart rate and strength of contractions, and (iii) modulation of autonomic nervous system input to both the primary pacemaker and the working myocardium. Excessive CO in the environment is toxic and can initiate or mediate life threatening cardiac rhythm disturbances. Recent reports link these ventricular arrhythmias to an increase in the slowly inactivating, or “late” component of the Na+ current in the mammalian heart. The main goal of this paper is to explore the basis of this pro-arrhythmic capability of CO by incorporating changes in CO-induced ion channel activity with intracellular signaling pathways in the mammalian heart. To do this, a quite well-documented mathematical model of the action potential and intracellular calcium transient in the human ventricular myocyte has been employed. In silico iterations based on this model provide a useful first step in illustrating the cellular electrophysiological consequences of CO that have been reported from mammalian heart experiments. Specifically, when the Grandi et al. model of the human ventricular action potential is utilized, and after the Na+ and Ca2+ currents in a single myocyte are modified based on the experimental literature, early after-depolarization (EAD) rhythm disturbances appear, and important elements of the underlying causes of these EADs are revealed/illustrated. Our modified mathematical model of the human ventricular action potential also provides a convenient digital platform for designing future experimental work and relating these changes in cellular cardiac electrophysiology to emerging clinical and epidemiological data on CO toxicity. PMID:24146650

  12. 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…

  13. Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework

    ERIC Educational Resources Information Center

    An, Shuhua; Wu, Zhonghe

    2012-01-01

    This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…

  14. Assessing Measures of Mathematical Knowledge for Teaching: A Validity Argument Approach

    ERIC Educational Resources Information Center

    Schilling, Stephen G.; Hill, Heather C.

    2007-01-01

    In assessing the utility of a test, two issues stand out: whether it provides information of interest to test consumers, and whether scores generated by the test assist in making good decisions. Validity addresses these two issues, making an assessment of test validity the single most important product provided by test developers. Unfortunately,…

  15. Online Peer Assessment in an Inservice Science and Mathematics Teacher Education Course

    ERIC Educational Resources Information Center

    Wen, Meichun Lydia; Tsai, Chin-Chung

    2008-01-01

    Online or web-based peer assessment is a valuable and effective way to help the learner to examine his or her learning progress, and teachers need to be familiar with the practice before they use it in their classrooms. Therefore, the purpose of our study was to design an online peer assessment activity for 37 inservice science and mathematics…

  16. 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…

  17. Design Decisions in Developing Learning Trajectories-Based Assessments in Mathematics: A Case Study

    ERIC Educational Resources Information Center

    Penuel, William R.; Confrey, Jere; Maloney, Alan; Rupp, André A.

    2014-01-01

    This article analyzes the design decisions of a team developing diagnostic assessments for a learning trajectory focused on rational number reasoning. The analysis focuses on the design rationale for key decisions about how to develop the cognitive assessments and related validity arguments within a fluid state and national policy context. The…

  18. Risk assessment as rhetorical practice: The ironic mathematics behind terrorism, banking, and public policy.

    PubMed

    Danisch, Robert

    2013-02-01

    The twin problems of possible terrorist attacks and a global economic recession have been, and continue to be, critical components of contemporary political culture. At the center of both problems is the assessment of future risk. To calculate the probability that a loan will default or to estimate the likelihood of an act of bioterrorism crippling an American city is to engage in the quantitative science of risk assessment. The process of risk assessment is an attempt to rationalize the uncertainty and contingency of the future. In this essay, I read risk assessments made by the Department of Homeland Security and by major banks during the recent financial collapse as examples of rhetorical practice. As such, I show the rhetorical form and function of risk assessments in order to determine the effect that they have on contemporary political culture. PMID:23833027

  19. Have Basic Mathematical Skills Grown Obsolete in the Computer Age: Assessing Basic Mathematical Skills and Forecasting Performance in a Business Statistics Course

    ERIC Educational Resources Information Center

    Noser, Thomas C.; Tanner, John R.; Shah, Situl

    2008-01-01

    The purpose of this study was to measure the comprehension of basic mathematical skills of students enrolled in statistics classes at a large regional university, and to determine if the scores earned on a basic math skills test are useful in forecasting student performance in these statistics classes, and to determine if students' basic math…

  20. The Mathematics of a Successful Deconvolution: A Quantitative Assessment of Mixture-Based Combinatorial Libraries Screened Against Two Formylpeptide Receptors

    PubMed Central

    Santos, Radleigh G.; Appel, Jon R.; Giulianotti, Marc A.; Edwards, Bruce S.; Sklar, Larry A.; Houghten, Richard A.; Pinilla, Clemencia

    2014-01-01

    In the past 20 years, synthetic combinatorial methods have fundamentally advanced the ability to synthesize and screen large numbers of compounds for drug discovery and basic research. Mixture-based libraries and positional scanning deconvolution combine two approaches for the rapid identification of specific scaffolds and active ligands. Here we present a quantitative assessment of the screening of 32 positional scanning libraries in the identification of highly specific and selective ligands for two formylpeptide receptors. We also compare and contrast two mixture-based library approaches using a mathematical model to facilitate the selection of active scaffolds and libraries to be pursued for further evaluation. The flexibility demonstrated in the differently formatted mixture-based libraries allows for their screening in a wide range of assays. PMID:23722730

  1. The Development and Initial Assessment of Reach out and Read plus Mathematics for Use in Primary Care Paediatrics

    ERIC Educational Resources Information Center

    Jones, V. Faye; Brown, Elizabeth Todd; Molfese, Victoria; Ferguson, Melissa C.; Jacobi-Vessels, Jill; Bertsch, Carey; Abraham, Tanya; Davis, Deborah Winders

    2015-01-01

    Objective: Children from low-income families are often not well-prepared for kindergarten entry, especially in mathematical skills. Caregivers may lack the knowledge and confidence to teach early mathematical skills. The purpose of this study was to develop a parent-child activities-based mathematics learning programme and test its acceptability…

  2. The History of Mathematics and Mathematical Education

    ERIC Educational Resources Information Center

    Grattan-Guinness, I.

    1977-01-01

    Answers to questions which were asked after the author's various lectures in Australia are gathered here. Topics touched upon include "new" mathematics, unknown constants and free variables, propositional functions, linear algebra, arithmetic and geometry, and student assessment. (MN)

  3. SYMBIOSIS: development, implementation, and assessment of a model curriculum across biology and mathematics at the introductory level.

    PubMed

    Depelteau, Audrey M; Joplin, Karl H; Govett, Aimee; Miller, Hugh A; Seier, Edith

    2010-01-01

    "It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power." Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen's books and programs, see (www.alancohen.com.) With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology-math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU's approach to implementing the SYMBIOSIS curriculum. PMID:20810967

  4. Theoretical assessment of feasibility to sequence DNA through interlayer electronic tunneling transport at aligned nanopores in bilayer graphene

    PubMed Central

    Prasongkit, Jariyanee; Feliciano, Gustavo T.; Rocha, Alexandre R.; He, Yuhui; Osotchan, Tanakorn; Ahuja, Rajeev; Scheicher, Ralph H.

    2015-01-01

    Fast, cost effective, single-shot DNA sequencing could be the prelude of a new era in genetics. As DNA encodes the information for the production of proteins in all known living beings on Earth, determining the nucleobase sequences is the first and necessary step in that direction. Graphene-based nanopore devices hold great promise for next-generation DNA sequencing. In this work, we develop a novel approach for sequencing DNA using bilayer graphene to read the interlayer conductance through the layers in the presence of target nucleobases. Classical molecular dynamics simulations of DNA translocation through the pore were performed to trace the nucleobase trajectories and evaluate the interaction between the nucleobases and the nanopore. This interaction stabilizes the bases in different orientations, resulting in smaller fluctuations of the nucleobases inside the pore. We assessed the performance of a bilayer graphene nanopore setup for the purpose of DNA sequencing by employing density functional theory and non-equilibrium Green’s function method to investigate the interlayer conductance of nucleobases coupling simultaneously to the top and bottom graphene layers. The obtained conductance is significantly affected by the presence of DNA in the bilayer graphene nanopore, allowing us to analyze DNA sequences. PMID:26634811

  5. Theoretical assessment of feasibility to sequence DNA through interlayer electronic tunneling transport at aligned nanopores in bilayer graphene.

    PubMed

    Prasongkit, Jariyanee; Feliciano, Gustavo T; Rocha, Alexandre R; He, Yuhui; Osotchan, Tanakorn; Ahuja, Rajeev; Scheicher, Ralph H

    2015-12-04

    Fast, cost effective, single-shot DNA sequencing could be the prelude of a new era in genetics. As DNA encodes the information for the production of proteins in all known living beings on Earth, determining the nucleobase sequences is the first and necessary step in that direction. Graphene-based nanopore devices hold great promise for next-generation DNA sequencing. In this work, we develop a novel approach for sequencing DNA using bilayer graphene to read the interlayer conductance through the layers in the presence of target nucleobases. Classical molecular dynamics simulations of DNA translocation through the pore were performed to trace the nucleobase trajectories and evaluate the interaction between the nucleobases and the nanopore. This interaction stabilizes the bases in different orientations, resulting in smaller fluctuations of the nucleobases inside the pore. We assessed the performance of a bilayer graphene nanopore setup for the purpose of DNA sequencing by employing density functional theory and non-equilibrium Green's function method to investigate the interlayer conductance of nucleobases coupling simultaneously to the top and bottom graphene layers. The obtained conductance is significantly affected by the presence of DNA in the bilayer graphene nanopore, allowing us to analyze DNA sequences.

  6. Theoretical assessment of feasibility to sequence DNA through interlayer electronic tunneling transport at aligned nanopores in bilayer graphene.

    PubMed

    Prasongkit, Jariyanee; Feliciano, Gustavo T; Rocha, Alexandre R; He, Yuhui; Osotchan, Tanakorn; Ahuja, Rajeev; Scheicher, Ralph H

    2015-01-01

    Fast, cost effective, single-shot DNA sequencing could be the prelude of a new era in genetics. As DNA encodes the information for the production of proteins in all known living beings on Earth, determining the nucleobase sequences is the first and necessary step in that direction. Graphene-based nanopore devices hold great promise for next-generation DNA sequencing. In this work, we develop a novel approach for sequencing DNA using bilayer graphene to read the interlayer conductance through the layers in the presence of target nucleobases. Classical molecular dynamics simulations of DNA translocation through the pore were performed to trace the nucleobase trajectories and evaluate the interaction between the nucleobases and the nanopore. This interaction stabilizes the bases in different orientations, resulting in smaller fluctuations of the nucleobases inside the pore. We assessed the performance of a bilayer graphene nanopore setup for the purpose of DNA sequencing by employing density functional theory and non-equilibrium Green's function method to investigate the interlayer conductance of nucleobases coupling simultaneously to the top and bottom graphene layers. The obtained conductance is significantly affected by the presence of DNA in the bilayer graphene nanopore, allowing us to analyze DNA sequences. PMID:26634811

  7. Making Instruction and Assessment Responsive to Diverse Students' Progress: Group-Administered Dynamic Assessment in Teaching Mathematics

    ERIC Educational Resources Information Center

    Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J.; Grigorenko, Elena L.

    2011-01-01

    This study entailed a 3 (instructional intervention) x 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control…

  8. Navigating Dilemmas in Transforming Assessment Practices: Experiences of Mathematics Teachers in Ontario, Canada

    ERIC Educational Resources Information Center

    Suurtamm, Christine; Koch, Martha J.

    2014-01-01

    Current thinking encourages teachers to incorporate a range of assessment practices that are responsive to student thinking and promote student learning. At the same time, teachers are situated in a landscape of accountability, where they are often seen as technicians who implement prescribed curriculum, policies, and procedures with success…

  9. Mathematics Assessment Accommodations: Implications of Differential Boost for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Lindstrom, Jennifer H.

    2010-01-01

    The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly,…

  10. Testing the Limits: The Purposes and Effects of Additional, External Elementary Mathematics Assessment

    ERIC Educational Resources Information Center

    Lombardi, Karen Ann

    2011-01-01

    This mixed-methods case study focuses on the third through fifth grade classrooms at a public elementary school in a Midwestern urban school district where the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessment is being implemented. According to the school district, the goals of these tests are: to show…

  11. Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

    ERIC Educational Resources Information Center

    Wilhelm, Anne Garrison; Kim, Sungyeun

    2015-01-01

    One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

  12. Children, Mathematics, and Videotape: Using Multimodal Analysis to Bring Bodies into Early Childhood Assessment Interviews

    ERIC Educational Resources Information Center

    Parks, Amy Noelle; Schmeichel, Mardi

    2014-01-01

    Despite the increased use of video for data collection, most research using assessment interviews in early childhood education relies solely upon the analysis of linguistic data, ignoring children's bodies. This trend is particularly troubling in studies of marginalized children because transcripts limited to language can make it difficult to…

  13. Policy and the Standards Debate: Mapping Changes in Assessment in Mathematics

    ERIC Educational Resources Information Center

    Lerman, Stephen; Adler, Jill

    2016-01-01

    The influences on governments for policy changes in schools range across many agencies, including the political party in power. When policies change, the sources of these influences are not always clear. The project whose work is presented in this special issue examines what these changes look like in terms of the differences in assessment tasks…

  14. Sample Tasks from the PISA 2000 Assessment: Reading, Mathematical and Scientific Literacy.

    ERIC Educational Resources Information Center

    Tamassia, Claudia; Schleicher, Andreas

    In response to the need for internationally comparable student achievement data, the Organisation for Economic Cooperation and Development (OECD) launched the Programme for International Student Assessment (PISA). PISA represents a commitment by the members of OECD to monitor the outcomes of education systems in terms of student achievement. This…

  15. PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science

    ERIC Educational Resources Information Center

    Schleicher, Andreas; Zimmer, Karin; Evans, Juliet; Clements, Niccolina

    2009-01-01

    In response to the need for cross-nationally comparable evidence on student performance, the Organisation for Economic Co-operation and Development (OECD) launched the OECD Programme for International Student Assessment (PISA) in 1997. PISA represents a commitment by governments to monitor the outcomes of education systems through measuring…

  16. Assessment in a Common Core Era: Revolutionary or Evolutionary?

    ERIC Educational Resources Information Center

    Dimacali, Allen M.

    2012-01-01

    In conjunction with the adoption and subsequent implementation of the "Common Core State Standards for Mathematics" (CCSSM), state-led consortia are developing next-generation assessments aligned to the CCSSM. This paper discusses the progress and plans of two main coalitions of states--the Partnership for Assessment of Readiness for…

  17. Mathematics Underground

    ERIC Educational Resources Information Center

    Luther, Kenneth H.

    2012-01-01

    Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

  18. Comparison of Virginia's 2009 Mathematics Standards of Learning with the Common Core State Standards for Mathematics

    ERIC Educational Resources Information Center

    Virginia Department of Education, 2011

    2011-01-01

    This first draft of the "Comparison of Virginia's 2009 Mathematics Standards of Learning (SOL) with the Common Core State Standards (CCSS) for Mathematics" provides a side-by-side overview demonstrating how the 2009 Mathematics SOL are aligned to the CCSS. The comparison was made using Virginia's complete standards program for supporting teaching…

  19. Using Content-Aligned Assessments to Identify Weaknesses in Students' Understanding of Fundamental Weather and Climate Ideas

    NASA Astrophysics Data System (ADS)

    Wertheim, J.; Willard, S.

    2011-12-01

    There is growing interest in ensuring that citizens understand weather and climate sufficiently to make informed decisions, and these topics are gaining increased attention in K-12 education. The National Research Council recently released A Framework for K-12 Science Education with the expectation that U.S. 12th graders must have a sophisticated knowledge of climate change, including the role of deep time, variability, and computer modeling in the prediction of climate impacts on the planet and human activity. This requirement demands that students extend their understanding of climate change to the past and future, but it is important to recognize that many students know little about prerequisite ideas, such as daily and annual weather and climate processes, and this problem must be addressed prior to introducing the complexities of the climate system. In order to diagnose weaknesses in students' foundational understanding of the complex climate system, we primarily assessed a middle school (MS)-level understanding of the core elements of the system, in addition to a high school (HS)-level understanding of seasons. We described grade appropriate, coherent, functioning conceptual models for each targeted idea, and decomposed them into explicit learning goals. We then applied Project 2061's rigorous item development procedure to produce 235 high-quality, misconception-based multiple choice test items. These items were tested with a national sample of approximately 20,000 students, grades 6-12, in two phases (Spring 2010 & 2011). Here we report results from the second phase, including items targeting knowledge about convection, daily and annual air temperature patterns, factors that influence air temperature, and seasons. Overall, HS students outperformed MS students on these items by an average of only 3% (MS:31% correct; HS:34% correct). These data show a few strong misconceptions (e.g., 47% of students think that the North Pole is always angled toward the Sun

  20. Online Assessment: A Study of the Development and Implementation of a Formative Online Diagnostic Tool in a College Developmental Mathematics Course

    ERIC Educational Resources Information Center

    Kadhi, Tau

    2004-01-01

    This paper addresses instrumentation design and an ongoing study of an online formative assessment instrument and its effects in pre-college (developmental/remedial) mathematics courses. The use of facet theory and instructional technologies are harmonized to construct and scale an online instrument designed to document student procedures while…

  1. The Performance Levels and Associated Cut Scores on the Pennsylvania System of School Assessment Mathematics and Reading Tests: A Critical Analysis.

    ERIC Educational Resources Information Center

    Zwerling, Harris L.

    In the context of controversy over the use of high stakes testing, the Pennsylvania State Education Association (PSEA) asked for an evaluation of the performance levels and cut score of the Pennsylvania System of School Assessment (PSSA) mathematics and reading tests. While awaiting technical documentation from the Pennsylvania Department of…

  2. How Would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENS) in Secondary Education Sector

    ERIC Educational Resources Information Center

    Nwabude, Aaron A. R.

    2012-01-01

    This paper is a pilot study that investigates how the use of virtual learning environment can enhance or support assessment "for" learning mathematics by the KS4 students with special education needs in school sector, and then reports the finding. A virtual learning environment is an electronic system that can provide online interaction…

  3. The Effect of Performance Assessment-Driven Instruction on the Attitude and Achievement of Senior High School Students in Mathematics in Cape Coast Metropolis, Ghana

    ERIC Educational Resources Information Center

    Arhin, Ato Kwamina

    2015-01-01

    The study was a quasi-experimental research project conducted to investigate the effect of performance assessment-driven instructions on the attitude and achievement in mathematics of senior high school students in Ghana at Ghana National College in Cape Coast. Two Form 1 science classes were used for the study and were assigned as experimental…

  4. How Does the Hawaii High School Assessment Measure Up? A Comparison of the 2005 Grade 10 Hawaii State Assessment in Reading and Mathematics with High School Graduation Exams from Other States

    ERIC Educational Resources Information Center

    Achieve, Inc., 2007

    2007-01-01

    At the request of the Hawaii Department of Education, Achieve conducted a study of Hawaii's 2005 grade 10 State Assessment in reading and mathematics. The study compared the content, rigor and passing (meets proficiency) scores on Hawaii's assessment with those of the six states that participated in Achieve's earlier study, "Do Graduation Tests…

  5. Mathematical Models of Localized Muscle Fatigue: Sensitivity Analysis and Assessment of Two Occupationally-Relevant Models

    PubMed Central

    Rashedi, Ehsan; Nussbaum, Maury A.

    2015-01-01

    Muscle fatigue models (MFM) have broad potential application if they can accurately predict muscle capacity and/or endurance time during the execution of diverse tasks. As an initial step toward facilitating improved MFMs, we assessed the sensitivity of selected existing models to their inherent parameters, specifically that model the fatigue and recovery processes, and the accuracy of model predictions. These evaluations were completed for both prolonged and intermittent isometric contractions, and were based on model predictions of endurance times. Based on a recent review of the literature, four MFMs were initially chosen, from which a preliminary assessment led to two of these being considered for more comprehensive evaluation. Both models had a higher sensitivity to their fatigue parameter. Predictions of both models were also more sensitive to the alteration of their parameters in conditions involving lower to moderate levels of effort, though such conditions may be of most practical, contemporary interest or relevance. Although both models yielded accurate predictions of endurance times during prolonged contractions, their predictive ability was inferior for more complex (intermittent) conditions. When optimizing model parameters for different loading conditions, the recovery parameter showed considerably larger variability, which might be related to the inability of these MFMs in simulating the recovery process under different loading conditions. It is argued that such models may benefit in future work from improving their representation of recovery process, particularly how this process differs across loading conditions. PMID:26656741

  6. Interdisciplinary Collaborative Mathematics: Standards Correlation Guide

    ERIC Educational Resources Information Center

    Chiatula, Victoria Oliaku

    2015-01-01

    This guide outlines teacher preparation, professional association, and Common Core State Standards aligned to an "interdisciplinary collaborative mathematics" approach using Junior Achievement educational programs within a Math Methods course to train pre-service elementary teachers to teach math.

  7. 2013 Mathematics Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    This document represents one of three appendices associated with "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451." It includes tabular data relating to the mathematics portion of the National Assessment of Education Progress at Grade 4 and 8. [For…

  8. Pairwise alignment of protein interaction networks.

    PubMed

    Koyutürk, Mehmet; Kim, Yohan; Topkara, Umut; Subramaniam, Shankar; Szpankowski, Wojciech; Grama, Ananth

    2006-03-01

    With an ever-increasing amount of available data on protein-protein interaction (PPI) networks and research revealing that these networks evolve at a modular level, discovery of conserved patterns in these networks becomes an important problem. Although available data on protein-protein interactions is currently limited, recently developed algorithms have been shown to convey novel biological insights through employment of elegant mathematical models. The main challenge in aligning PPI networks is to define a graph theoretical measure of similarity between graph structures that captures underlying biological phenomena accurately. In this respect, modeling of conservation and divergence of interactions, as well as the interpretation of resulting alignments, are important design parameters. In this paper, we develop a framework for comprehensive alignment of PPI networks, which is inspired by duplication/divergence models that focus on understanding the evolution of protein interactions. We propose a mathematical model that extends the concepts of match, mismatch, and gap in sequence alignment to that of match, mismatch, and duplication in network alignment and evaluates similarity between graph structures through a scoring function that accounts for evolutionary events. By relying on evolutionary models, the proposed framework facilitates interpretation of resulting alignments in terms of not only conservation but also divergence of modularity in PPI networks. Furthermore, as in the case of sequence alignment, our model allows flexibility in adjusting parameters to quantify underlying evolutionary relationships. Based on the proposed model, we formulate PPI network alignment as an optimization problem and present fast algorithms to solve this problem. Detailed experimental results from an implementation of the proposed framework show that our algorithm is able to discover conserved interaction patterns very effectively, in terms of both accuracies and computational

  9. Instructional Alignment under No Child Left Behind

    ERIC Educational Resources Information Center

    Polikoff, Morgan S.

    2012-01-01

    The alignment of instruction with the content of standards and assessments is the key mediating variable separating the policy of standards-based reform (SBR) from the outcome of improved student achievement. Few studies have investigated SBR's effects on instructional alignment, and most have serious methodological limitations. This research uses…

  10. MAVID multiple alignment server.

    PubMed

    Bray, Nicolas; Pachter, Lior

    2003-07-01

    MAVID is a multiple alignment program suitable for many large genomic regions. The MAVID web server allows biomedical researchers to quickly obtain multiple alignments for genomic sequences and to subsequently analyse the alignments for conserved regions. MAVID has been successfully used for the alignment of closely related species such as primates and also for the alignment of more distant organisms such as human and fugu. The server is fast, capable of aligning hundreds of kilobases in less than a minute. The multiple alignment is used to build a phylogenetic tree for the sequences, which is subsequently used as a basis for identifying conserved regions in the alignment. The server can be accessed at http://baboon.math.berkeley.edu/mavid/.

  11. Nearest Alignment Space Termination

    2006-07-13

    Near Alignment Space Termination (NAST) is the Greengenes algorithm that matches up submitted sequences with the Greengenes database to look for similarities and align the submitted sequences based on those similarities.

  12. The Alignment of easyCBM[R] Math Measures to Curriculum Standards. Technical Report #1002

    ERIC Educational Resources Information Center

    Nese, Joseph F. T.; Lai, Cheng-Fei; Anderson, Daniel; Park, Bitnara Jasmine; Tindal, Gerald; Alonzo, Julie

    2010-01-01

    The purpose of this study was to examine the alignment of the easyCBM[R] mathematics benchmark and progress monitoring measures to the National Council of Teachers of Mathematics "Curriculum Focal Points" (NCTM, 2006). Based on Webb's alignment model (1997, 2002), we collected expert judgments on individual math items across a sampling of forms…

  13. Transformation and alignment in similarity.

    PubMed

    Hodgetts, Carl J; Hahn, Ulrike; Chater, Nick

    2009-10-01

    This paper contrasts two structural accounts of psychological similarity: structural alignment (SA) and Representational Distortion (RD). SA proposes that similarity is determined by how readily the structures of two objects can be brought into alignment; RD measures similarity by the complexity of the transformation that "distorts" one representation into the other. We assess RD by defining a simple coding scheme of psychological transformations for the experimental materials. In two experiments, this "concrete" version of RD provides compelling fits of the data and compares favourably with SA. Finally, stepping back from particular models, we argue that perceptual theory suggests that transformations and alignment processes should generally be viewed as complementary, in contrast to the current distinction in the literature. PMID:19720370

  14. Analysis of Diffusion-Controlled Dissolution from Polydisperse Collections of Drug Particles with an Assessed Mathematical Model.

    PubMed

    Wang, Yanxing; Abrahamsson, Bertil; Lindfors, Lennart; Brasseur, James G

    2015-09-01

    We introduce a "hierarchical" modeling strategy designed to be systematically extensible to increase the detail of dissolution predictions from polydisperse collections of drug particles and to be placed on firm mathematical and physical foundations with diffusion-dominated dissolution at its core to predict dissolution and the evolution of particle size distribution. We assess the model with experimental data and demonstrate higher accuracy by treating the polydisperse nature of dissolution. A level in the hierarchy is applied to study elements of diffusion-driven dissolution, in particular the role of particle-size distribution width with varying dose level and the influences of "confinement" on the process of dissolution. Confinement influences surface molecular flux, directly by the increase in bulk concentration and indirectly by the relative volume of particles to container. We find that the dissolution process can be broadly categorized within three "regimes" defined by the ratio of total concentration Ctot to solubility CS . Sink conditions apply in the first regime, when C tot /CS<∼0.1. When C tot /CS>∼5 (regime 3) dissolution is dominated by confinement and normalized saturation time follows a simple power law relationship. Regime 2 is characterized by a "saturation singularity" where dissolution is sensitive to both initial particle size distribution and confinement. PMID:25989144

  15. Factors that Affect Science and Mathematics Teachers' Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System

    NASA Astrophysics Data System (ADS)

    Lee, Hyunju; Feldman, Allan; Beatty, Ian D.

    2012-10-01

    The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers' initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to understand the general process of how teachers adopt TEFA. We identified ten main hindering factors reported by teachers, and found that time limitations and question development difficulties are reported as the most problematic. In this paper we provide five vignettes of teachers' initial implementation experiences, illustrating different courses that TEFA adoption can follow. We classify our ten factors into four groups: contextual factors that directly hinder teachers' attempts to implement TEFA (extrinsic type I); circumstances that affect teachers' teaching in general (extrinsic type 0); gaps that teachers have in the knowledge and skills they need to adopt TEFA (intrinsic type I); and ways of being a teacher that describe teachers' deeper perspectives and beliefs, which may be consonant or dissonant with TEFA (intrinsic type II). Finally, we identify four general categories that describe the teachers' initial TEFA implementation.

  16. Analysis of Diffusion-Controlled Dissolution from Polydisperse Collections of Drug Particles with an Assessed Mathematical Model.

    PubMed

    Wang, Yanxing; Abrahamsson, Bertil; Lindfors, Lennart; Brasseur, James G

    2015-09-01

    We introduce a "hierarchical" modeling strategy designed to be systematically extensible to increase the detail of dissolution predictions from polydisperse collections of drug particles and to be placed on firm mathematical and physical foundations with diffusion-dominated dissolution at its core to predict dissolution and the evolution of particle size distribution. We assess the model with experimental data and demonstrate higher accuracy by treating the polydisperse nature of dissolution. A level in the hierarchy is applied to study elements of diffusion-driven dissolution, in particular the role of particle-size distribution width with varying dose level and the influences of "confinement" on the process of dissolution. Confinement influences surface molecular flux, directly by the increase in bulk concentration and indirectly by the relative volume of particles to container. We find that the dissolution process can be broadly categorized within three "regimes" defined by the ratio of total concentration Ctot to solubility CS . Sink conditions apply in the first regime, when C tot /CS<∼0.1. When C tot /CS>∼5 (regime 3) dissolution is dominated by confinement and normalized saturation time follows a simple power law relationship. Regime 2 is characterized by a "saturation singularity" where dissolution is sensitive to both initial particle size distribution and confinement.

  17. Georgia Criterion-Referenced Tests Objectives and Assessment Characteristics for Sixth Grade Mathematics and Reading Tests (Second Edition).

    ERIC Educational Resources Information Center

    Georgia State Dept. of Education, Atlanta. Office of Planning and Development.

    Examples are given of criterion-referenced test items in mathematics and reading used at the sixth grade level in Georgia. Three skill areas are identified for mathematics: concept identification, component operations, and problem solving. Tests measure students' ability to: (1) recognize whole numbers, fractions, and decimals; (2) identify…

  18. A Study of Special Education Teachers' TPACK Development in Mathematics and Science through Assessment of Lesson Plans

    ERIC Educational Resources Information Center

    Lyublinskaya, Irina; Tournaki, Nelly

    2014-01-01

    Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one course. This course introduces a variety of strategies and techniques for using instructional…

  19. Development of an Instrument to Assess and Deliberate on the Integration of Mathematics into Student-Centered Science Learning

    ERIC Educational Resources Information Center

    Judson, Eugene

    2013-01-01

    It has long been noted in research literature that there does not exist a shared definition of integration of science and mathematics. Classifying a particular set of integration practices by one of many labels has limited value. Moving past the definition debate, this study describes the development and testing of the Mathematics Integrated into…

  20. Elementary-School Mathematics Instruction and Achievement of Fourth-Grade Students in Japan: Findings from the TIMSS 2007 Assessment

    ERIC Educational Resources Information Center

    House, J. Daniel

    2009-01-01

    Research findings indicate that specific instructional strategies, such as the use of real-world examples and independent learning activities, are positively related to mathematics achievement. This study was designed to investigate relationships between classroom instructional strategies and mathematics achievement of elementary-school students…

  1. Effect of Digital Portfolio Assessment on Mathematics Attitudes and Self-Perceptions of Sixth- through Eighth-Grade Students

    ERIC Educational Resources Information Center

    Reynolds, Betty Gulin

    2010-01-01

    The purpose of this study was to determine to what extent digital portfolios would affect mathematics achievement, attitudes, and self-perceptions of themselves as mathematics learners of sixth-, seventh-, and eighth-grade students. The study analyzed the effect of digital portfolios on the students' performance on the Iowa Test of Basic Skills.…

  2. Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability

    ERIC Educational Resources Information Center

    Rattanatumma, Tawachai; Puncreobutr, Vichian

    2016-01-01

    The objective of this study was to compare the effectiveness of teaching methods in improving Mathematics Learning Achievement and Problem solving ability of students at an international college. This is a Quasi-Experimental Research which was done the study with the first year students who have registered to study Mathematics subject at St.…

  3. Mathematics, Anyone?

    ERIC Educational Resources Information Center

    Reys, Robert; Reys, Rustin

    2011-01-01

    In their dual roles as mathematics teachers and tennis coaches, the authors have worked with tennis players who have never thought about how a knowledge of mathematics might help them become "better" tennis players. They have also worked with many mathematics students who have never considered how much mathematics is associated with tennis. This…

  4. Mathematics Education for Students with Learning Disabilities: Theory to Practice.

    ERIC Educational Resources Information Center

    Rivera, Diane Pedrotty, Ed.

    This book addresses teaching mathematics to students with learning disabilities, including characteristics and assessment of mathematics learning disabilities, mathematics programming and interventions, and teacher preparation. Chapters include: (1) "Mathematics Education and Students with Learning Disabilities: Instruction" (Diane Pedrotty…

  5. Girder Alignment Plan

    SciTech Connect

    Wolf, Zackary; Ruland, Robert; LeCocq, Catherine; Lundahl, Eric; Levashov, Yurii; Reese, Ed; Rago, Carl; Poling, Ben; Schafer, Donald; Nuhn, Heinz-Dieter; Wienands, Uli; /SLAC

    2010-11-18

    The girders for the LCLS undulator system contain components which must be aligned with high accuracy relative to each other. The alignment is one of the last steps before the girders go into the tunnel, so the alignment must be done efficiently, on a tight schedule. This note documents the alignment plan which includes efficiency and high accuracy. The motivation for girder alignment involves the following considerations. Using beam based alignment, the girder position will be adjusted until the beam goes through the center of the quadrupole and beam finder wire. For the machine to work properly, the undulator axis must be on this line and the center of the undulator beam pipe must be on this line. The physics reasons for the undulator axis and undulator beam pipe axis to be centered on the beam are different, but the alignment tolerance for both are similar. In addition, the beam position monitor must be centered on the beam to preserve its calibration. Thus, the undulator, undulator beam pipe, quadrupole, beam finder wire, and beam position monitor axes must all be aligned to a common line. All relative alignments are equally important, not just, for example, between quadrupole and undulator. We begin by making the common axis the nominal beam axis in the girder coordinate system. All components will be initially aligned to this axis. A more accurate alignment will then position the components relative to each other, without incorporating the girder itself.

  6. Interstellar Dust Grain Alignment

    NASA Astrophysics Data System (ADS)

    Andersson, B.-G.; Lazarian, A.; Vaillancourt, John E.

    2015-08-01

    Interstellar polarization at optical-to-infrared wavelengths is known to arise from asymmetric dust grains aligned with the magnetic field. This effect provides a potentially powerful probe of magnetic field structure and strength if the details of the grain alignment can be reliably understood. Theory and observations have recently converged on a quantitative, predictive description of interstellar grain alignment based on radiative processes. The development of a general, analytical model for this radiative alignment torque (RAT) theory has allowed specific, testable predictions for realistic interstellar conditions. We outline the theoretical and observational arguments in favor of RAT alignment, as well as reasons the "classical" paramagnetic alignment mechanism is unlikely to work, except possibly for the very smallest grains. With further detailed characterization of the RAT mechanism, grain alignment and polarimetry promise to not only better constrain the interstellar magnetic field but also provide new information on the dust characteristics.

  7. Learning Mathematics in High School Courses beyond Mathematics: Combating the Need for Post-Secondary Remediation in Mathematics

    ERIC Educational Resources Information Center

    Young, R. Brent; Hodge, Angie; Edwards, M. Craig; Leising, James G.

    2012-01-01

    The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematics concepts than those students who…

  8. Technology Alignment and Portfolio Prioritization (TAPP)

    NASA Technical Reports Server (NTRS)

    Funaro, Gregory V.; Alexander, Reginald A.

    2015-01-01

    Technology Alignment and Portfolio Prioritization (TAPP) is a method being developed by the Advanced Concepts Office, at NASA Marshall Space Flight Center. The TAPP method expands on current technology assessment methods by incorporating the technological structure underlying technology development, e.g., organizational structures and resources, institutional policy and strategy, and the factors that motivate technological change. This paper discusses the methods ACO is currently developing to better perform technology assessments while taking into consideration Strategic Alignment, Technology Forecasting, and Long Term Planning.

  9. Learning to Write about Mathematics

    ERIC Educational Resources Information Center

    Parker, Renee; Breyfogle, M. Lynn

    2011-01-01

    Beginning in third grade, Pennsylvania students are required to take the Pennsylvania State Standardized Assessment (PSSA), which presents multiple-choice mathematics questions and open-ended mathematics problems. Consistent with the Communication Standard of the National Council of Teachers of Mathematics, while solving the open-ended problems,…

  10. Probabilistic sequence alignment of stratigraphic records

    NASA Astrophysics Data System (ADS)

    Lin, Luan; Khider, Deborah; Lisiecki, Lorraine E.; Lawrence, Charles E.

    2014-10-01

    The assessment of age uncertainty in stratigraphically aligned records is a pressing need in paleoceanographic research. The alignment of ocean sediment cores is used to develop mutually consistent age models for climate proxies and is often based on the δ18O of calcite from benthic foraminifera, which records a global ice volume and deep water temperature signal. To date, δ18O alignment has been performed by manual, qualitative comparison or by deterministic algorithms. Here we present a hidden Markov model (HMM) probabilistic algorithm to find 95% confidence bands for δ18O alignment. This model considers the probability of every possible alignment based on its fit to the δ18O data and transition probabilities for sedimentation rate changes obtained from radiocarbon-based estimates for 37 cores. Uncertainty is assessed using a stochastic back trace recursion to sample alignments in exact proportion to their probability. We applied the algorithm to align 35 late Pleistocene records to a global benthic δ18O stack and found that the mean width of 95% confidence intervals varies between 3 and 23 kyr depending on the resolution and noisiness of the record's δ18O signal. Confidence bands within individual cores also vary greatly, ranging from ~0 to >40 kyr. These alignment uncertainty estimates will allow researchers to examine the robustness of their conclusions, including the statistical evaluation of lead-lag relationships between events observed in different cores.

  11. New Attitude Sensor Alignment Calibration Algorithms

    NASA Technical Reports Server (NTRS)

    Hashmall, Joseph A.; Sedlak, Joseph E.; Harman, Richard (Technical Monitor)

    2002-01-01

    Accurate spacecraft attitudes may only be obtained if the primary attitude sensors are well calibrated. Launch shock, relaxation of gravitational stresses and similar effects often produce large enough alignment shifts so that on-orbit alignment calibration is necessary if attitude accuracy requirements are to be met. A variety of attitude sensor alignment algorithms have been developed to meet the need for on-orbit calibration. Two new algorithms are presented here: ALICAL and ALIQUEST. Each of these has advantages in particular circumstances. ALICAL is an attitude independent algorithm that uses near simultaneous measurements from two or more sensors to produce accurate sensor alignments. For each set of simultaneous observations the attitude is overdetermined. The information content of the extra degrees of freedom can be combined over numerous sets to provide the sensor alignments. ALIQUEST is an attitude dependent algorithm that combines sensor and attitude data into a loss function that has the same mathematical form as the Wahba problem. Alignments can then be determined using any of the algorithms (such as the QUEST quaternion estimator) that have been developed to solve the Wahba problem for attitude. Results from the use of these methods on active missions are presented.

  12. Mathematical modeling of positron emission tomography (PET) data to assess radiofluoride transport in living plants following petiolar administration

    DOE PAGES

    Converse, Alexander K.; Ahlers, Elizabeth O.; Bryan, Tom W.; Hetue, Jackson D.; Lake, Katherine A.; Ellison, Paul A.; Engle, Jonathan W.; Barnhart, Todd E.; Nickles, Robert J.; Williams, Paul H.; et al

    2015-03-15

    Background: Ion transport is a fundamental physiological process that can be studied non-invasively in living plants with radiotracer imaging methods. Fluoride is a known phytotoxic pollutant and understanding its transport in plants after leaf absorption is of interest to those in agricultural areas near industrial sources of airborne fluoride. Here we report the novel use of a commercial, high-resolution, animal positron emission tomography (PET) scanner to trace a bolus of [¹⁸F]fluoride administered via bisected petioles of Brassica oleracea, an established model species, to simulate whole plant uptake of atmospheric fluoride. This methodology allows for the first time mathematical compartmental modelingmore » of fluoride transport in the living plant. Radiotracer kinetics in the stem were described with a single-parameter free- and trapped-compartment model and mean arrival times at different stem positions were calculated from the free-compartment time-activity curves. Results: After initiation of administration at the bisected leaf stalk, [¹⁸F] radioactivity climbed for approximately 10 minutes followed by rapid washout from the stem and equilibration within leaves. Kinetic modeling of transport in the stem yielded a trapping rate of 1.5 +/- 0.3%/min (mean +/- s.d., n = 3), velocity of 2.2 +/- 1.1 cm/min, and trapping fraction of 0.8 +/- 0.5%/cm. Conclusion: Quantitative assessment of physiologically meaningful transport parameters of fluoride in living plants is possible using standard positron emission tomography in combination with petiolar radiotracer administration. Movement of free fluoride was observed to be consistent with bulk flow in xylem, namely a rapid and linear change in position with respect to time. Trapping, likely in the apoplast, was observed. Future applications of the methods described here include studies of transport of other ions and molecules of interest in plant physiology.« less

  13. Mathematical modeling of positron emission tomography (PET) data to assess radiofluoride transport in living plants following petiolar administration

    SciTech Connect

    Converse, Alexander K.; Ahlers, Elizabeth O.; Bryan, Tom W.; Hetue, Jackson D.; Lake, Katherine A.; Ellison, Paul A.; Engle, Jonathan W.; Barnhart, Todd E.; Nickles, Robert J.; Williams, Paul H.; DeJesus, Onofre T.

    2015-03-15

    Background: Ion transport is a fundamental physiological process that can be studied non-invasively in living plants with radiotracer imaging methods. Fluoride is a known phytotoxic pollutant and understanding its transport in plants after leaf absorption is of interest to those in agricultural areas near industrial sources of airborne fluoride. Here we report the novel use of a commercial, high-resolution, animal positron emission tomography (PET) scanner to trace a bolus of [¹⁸F]fluoride administered via bisected petioles of Brassica oleracea, an established model species, to simulate whole plant uptake of atmospheric fluoride. This methodology allows for the first time mathematical compartmental modeling of fluoride transport in the living plant. Radiotracer kinetics in the stem were described with a single-parameter free- and trapped-compartment model and mean arrival times at different stem positions were calculated from the free-compartment time-activity curves. Results: After initiation of administration at the bisected leaf stalk, [¹⁸F] radioactivity climbed for approximately 10 minutes followed by rapid washout from the stem and equilibration within leaves. Kinetic modeling of transport in the stem yielded a trapping rate of 1.5 +/- 0.3%/min (mean +/- s.d., n = 3), velocity of 2.2 +/- 1.1 cm/min, and trapping fraction of 0.8 +/- 0.5%/cm. Conclusion: Quantitative assessment of physiologically meaningful transport parameters of fluoride in living plants is possible using standard positron emission tomography in combination with petiolar radiotracer administration. Movement of free fluoride was observed to be consistent with bulk flow in xylem, namely a rapid and linear change in position with respect to time. Trapping, likely in the apoplast, was observed. Future applications of the methods described here include studies of transport of other ions and molecules of interest in plant physiology.

  14. Refining Methods for Estimating Critical Values for an Alignment Index

    ERIC Educational Resources Information Center

    Polikoff, Morgan S.; Fulmer, Gavin W.

    2013-01-01

    The alignment among standards, assessments, and teachers' instruction is an essential element of standards-based educational reforms. The Surveys of Enacted Curriculum (SEC) is the only common tool that can be used to measure the alignment among all three of these sources (Martone & Sireci, 2009). Prior SEC alignment work has been limited…

  15. Orthodontics and Aligners

    MedlinePlus

    ... Repairing Chipped Teeth Teeth Whitening Tooth-Colored Fillings Orthodontics and Aligners Straighten teeth for a healthier smile. Orthodontics When consumers think about orthodontics, braces are the ...

  16. Tidal alignment of galaxies

    NASA Astrophysics Data System (ADS)

    Blazek, Jonathan; Vlah, Zvonimir; Seljak, Uroš

    2015-08-01

    We develop an analytic model for galaxy intrinsic alignments (IA) based on the theory of tidal alignment. We calculate all relevant nonlinear corrections at one-loop order, including effects from nonlinear density evolution, galaxy biasing, and source density weighting. Contributions from density weighting are found to be particularly important and lead to bias dependence of the IA amplitude, even on large scales. This effect may be responsible for much of the luminosity dependence in IA observations. The increase in IA amplitude for more highly biased galaxies reflects their locations in regions with large tidal fields. We also consider the impact of smoothing the tidal field on halo scales. We compare the performance of this consistent nonlinear model in describing the observed alignment of luminous red galaxies with the linear model as well as the frequently used "nonlinear alignment model," finding a significant improvement on small and intermediate scales. We also show that the cross-correlation between density and IA (the "GI" term) can be effectively separated into source alignment and source clustering, and we accurately model the observed alignment down to the one-halo regime using the tidal field from the fully nonlinear halo-matter cross correlation. Inside the one-halo regime, the average alignment of galaxies with density tracers no longer follows the tidal alignment prediction, likely reflecting nonlinear processes that must be considered when modeling IA on these scales. Finally, we discuss tidal alignment in the context of cosmic shear measurements.

  17. Alignability of Optical Interconnects

    NASA Astrophysics Data System (ADS)

    Beech, Russell Scott

    With the continuing drive towards higher speed, density, and functionality in electronics, electrical interconnects become inadequate. Due to optics' high speed and bandwidth, freedom from capacitive loading effects, and freedom from crosstalk, optical interconnects can meet more stringent interconnect requirements. But, an optical interconnect requires additional components, such as an optical source and detector, lenses, holographic elements, etc. Fabrication and assembly of an optical interconnect requires precise alignment of these components. The successful development and deployment of optical interconnects depend on how easily the interconnect components can be aligned and/or how tolerant the interconnect is to misalignments. In this thesis, a method of quantitatively specifying the relative difficulty of properly aligning an optical interconnect is described. Ways of using this theory of alignment to obtain design and packaging guidelines for optical interconnects are examined. The measure of the ease with which an optical interconnect can be aligned, called the alignability, uses the efficiency of power transfer as a measure of alignment quality. The alignability is related to interconnect package design through the overall cost measure, which depends upon various physical parameters of the interconnect, such as the cost of the components and the time required for fabrication and alignment. Through a mutual dependence on detector size, the relationship between an interconnect's alignability and its bandwidth, signal-to-noise ratio, and bit-error -rate is examined. The results indicate that a range of device sizes exists for which given performance threshold values are satisfied. Next, the alignability of integrated planar-optic backplanes is analyzed in detail. The resulting data show that the alignability can be optimized by varying the substrate thickness or the angle of reflection. By including the effects of crosstalk, in a multi-channel backplane, the

  18. Mathematical Geology.

    ERIC Educational Resources Information Center

    Jones, Thomas A.

    1983-01-01

    Mathematical techniques used to solve geological problems are briefly discussed (including comments on use of geostatistics). Highlights of conferences/meetings and conference papers in mathematical geology are also provided. (JN)

  19. Un estudio de evaluacion educativa manipulativos en el aprendizaje de las matematicas con estudiantes hispanos adquiriendo ingles academico como segunda lengua (A Study of the Use of Manipulatives in the Assessment of Mathematics Instruction with ESL Hispanic Students).

    ERIC Educational Resources Information Center

    Lara-Alecio, Rafael; Parker, Richard; Aviles, Claudia; Mason, Samantha; Irby, Beverly J.

    1998-01-01

    As an alternative form of mathematics assessment for use with limited-English-proficient students, 14 mathematics tasks using manipulatives were administered to 45 Hispanic students in grades 1-3 and readministered 2-3 weeks later. Test reliability and validity, task difficulty, and the relationship among test subscales across grades were…

  20. District Support Systems for the Alignment of Curriculum, Instruction, and Assessment: Can We Predict Student Achievement in Reading and Writing for School Turnaround?

    ERIC Educational Resources Information Center

    Abbott, Laura Lynn Tanner

    2014-01-01

    The purpose of this quantitative non-experimental predictive study was to determine if CIA alignment factors and related district support systems are associated with student achievement to enable the turnaround of schools in crisis. This study aimed to utilize the District Snapshot Tool to determine if the district systems that support CIA…

  1. The number of reduced alignments between two DNA sequences

    PubMed Central

    2014-01-01

    Background In this study we consider DNA sequences as mathematical strings. Total and reduced alignments between two DNA sequences have been considered in the literature to measure their similarity. Results for explicit representations of some alignments have been already obtained. Results We present exact, explicit and computable formulas for the number of different possible alignments between two DNA sequences and a new formula for a class of reduced alignments. Conclusions A unified approach for a wide class of alignments between two DNA sequences has been provided. The formula is computable and, if complemented by software development, will provide a deeper insight into the theory of sequence alignment and give rise to new comparison methods. AMS Subject Classification Primary 92B05, 33C20, secondary 39A14, 65Q30 PMID:24684679

  2. Mathematics anxiety and mathematics achievement

    NASA Astrophysics Data System (ADS)

    Sherman, Brian F.; Wither (Post.), David P.

    2003-09-01

    This paper is a distillation of the major result from the 1998 Ph.D. thesis of the late David Wither. It details a longitudinal study over five years of the relationship between mathematics anxiety and mathematics achievement. It starts from the already well documented negative correlation between the two, and seeks to establish one of the three hypotheses—that mathematics anxiety causes an impairment of mathematics achievement; that lack of mathematics achievement causes mathematics anxiety; or that there is a third underlying cause of the two.

  3. Rainforest Mathematics

    ERIC Educational Resources Information Center

    Kilpatrick, Jeremy

    2014-01-01

    This paper addresses the contested way that ethnomathematics has sometimes been received by mathematicians and others and what that disagreement might suggest about issues in mathematics education; namely, (a) the relation of ethnomathematics to academic mathematics; (b) recent efforts to reform secondary school mathematics so that it prepares…

  4. Comparison of Analytical Mathematical Approaches for Identifying Key Nuclear Magnetic Resonance Spectroscopy Biomarkers in the Diagnosis and Assessment of Clinical Change of Diseases

    PubMed Central

    Nikas, Jason B.; Keene, C. Dirk; Low, Walter C.

    2010-01-01

    Nuclear magnetic resonance (NMR) spectroscopy is a rapidly emerging technology that can be used to assess tissue metabolic profile in the living animal. At the present time, no approach has been developed 1) to systematically identify profiles of key chemical alterations that can be used as biomarkers to diagnose diseases and to monitor disease progression; and 2) to assess mathematically the diagnostic power of potential biomarkers. To address this issue, we have evaluated mathematical approaches that employ receiver operating characteristic (ROC) curve analysis, linear discriminant analysis, and logistic regression analysis to systematically identify key biomarkers from NMR spectra that have excellent diagnostic power and can be used accurately for disease diagnosis and monitoring. To validate our mathematical approaches, we studied the striatal concentrations of 17 metabolites of 13 R6/ 2 transgenic mice with Huntington's disease, as well as those of 17 wild-type (WT) mice, which were obtained via in vivo proton NMR spectroscopy (9.4 Tesla). We developed diagnostic biomarker models and clinical change assessment models based on our three aforementioned mathematical approaches, and we tested all of them, first, with the 30 original mice and, then, with 31 unknown mice. Their prediction results were compared with genotyping—the gold standard. All models correctly diagnosed all of the 30 original mice (17 WT and 13 R6/2) and all of the 31 unknown mice (20 WT and 11 R6/2), with a positive likelihood ratio approximating infinity [1/0 (→ ∞)], and with a negative likelihood ratio equal to zero [0/1 = 0]. PMID:20878778

  5. Hole-Aligning Tool

    NASA Technical Reports Server (NTRS)

    Collins, Frank A.; Saude, Frank; Sep, Martin J.

    1996-01-01

    Tool designed for use in aligning holes in plates or other structural members to be joined by bolt through holes. Holes aligned without exerting forces perpendicular to planes of holes. Tool features screw-driven-wedge design similar to (but simpler than) that of some automotive exhaust-pipe-expanding tools.

  6. Mathematical Modeling and Pure Mathematics

    ERIC Educational Resources Information Center

    Usiskin, Zalman

    2015-01-01

    Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics. The purpose of this article is to illustrate how the mathematical modeling that is present in everyday situations can be naturally embedded in…

  7. Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial

    ERIC Educational Resources Information Center

    Logue, A. W.; Watanabe-Rose, Mari; Douglas, Daniel

    2016-01-01

    Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these…

  8. Problem Solving and Immigrant Student Mathematics and Science Achievement: Multination Findings from the Programme for International Student Assessment (PISA)

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Liem, Gregory A. D.; Mok, Magdalena M. C.; Xu, Jacob

    2012-01-01

    The present study investigates problem-solving skill alongside more widely recognized settlement and sociodemographic factors in first-generation (1G) and second-generation (2G) immigrant students' science and mathematics achievement. A total of 113,767 students (ages 15-16 years) from 17 countries were drawn from the 2003 Programme for…

  9. Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

    ERIC Educational Resources Information Center

    Pierce, Kristin B.

    2013-01-01

    A quasi experimental study tested a contextual teaching and learning (CTL) model for integrating reading and mathematics competencies through 13 introductory Career and Technical Education (CTE) courses. Volunteer CTE Lead Teachers with assistance from academic teachers, developed integrated units. The purpose of this study was to determine…

  10. Factors that Influence Eighth Grade African American and White Students' Mathematics Scores on the Missouri Assessment Program

    ERIC Educational Resources Information Center

    Grana, David P.

    2010-01-01

    The disparity in academic achievement between African American and White students in all levels of education has been one of the critical issues in education. The purpose of this study was to determine the influence of school, community, and family on African American and White students' on the 8 th grade mathematics scores on the Missouri…

  11. Algebra Rules Object Boxes as an Authentic Assessment Task of Preservice Elementary Teacher Learning in a Mathematics Methods Course

    ERIC Educational Resources Information Center

    Rule, Audrey C.; Hallagan, Jean E.

    2007-01-01

    The purpose of this study was to describe elementary preservice teachers' difficulties with understanding algebraic generalizations that were set in an authentic context. Fifty-eight preservice teachers enrolled in an elementary mathematics methods course participated in the study. These students explored and practiced with authentic, hands-on…

  12. SYMBIOSIS: Development, Implementation, and Assessment of a Model Curriculum across Biology and Mathematics at the Introductory Level

    ERIC Educational Resources Information Center

    Depelteau, Audrey M.; Joplin, Karl H.; Govett, Aimee; Miller, Hugh A., III; Seier, Edith

    2010-01-01

    With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology-math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18…

  13. Assessing Teacher Change in Facilitating Mathematizing in Urban Middle Schools: Results of an Effective Professional Development Program

    ERIC Educational Resources Information Center

    Tarlow, Lynn D.

    2014-01-01

    This study documents the change in teaching practices of a group of mathematics teachers in urban middle schools as they participated in a program of professional development to promote standards-based learning environments. The teachers made a shift in their classroom practice from a traditional, didactic lecture approach towards a role of…

  14. Testing Expert-Based versus Student-Based Cognitive Models for a Grade 3 Diagnostic Mathematics Assessment

    ERIC Educational Resources Information Center

    Roduta Roberts, Mary; Alves, Cecilia B.; Chu, Man-Wai; Thompson, Margaret; Bahry, Louise M.; Gotzmann, Andrea

    2014-01-01

    The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The…

  15. GIFT (Good Ideas for Teaching): Mathematics.

    ERIC Educational Resources Information Center

    Alabama Univ., Tuscaloosa.

    This mathematics handbook is designed for Adult Basic Education (ABE) teachers in order to strengthen their teaching skills in mathematics. Sections include: ABE mathematics scope and sequence charts, characteristics of the adult learners, explanations of math terminology, symbols, tables of measures, and an ABE mathematics assessment instrument…

  16. Precision alignment device

    DOEpatents

    Jones, Nelson E.

    1990-01-01

    Apparatus for providing automatic alignment of beam devices having an associated structure for directing, collimating, focusing, reflecting, or otherwise modifying the main beam. A reference laser is attached to the structure enclosing the main beam producing apparatus and produces a reference beam substantially parallel to the main beam. Detector modules containing optical switching devices and optical detectors are positioned in the path of the reference beam and are effective to produce an electrical output indicative of the alignment of the main beam. This electrical output drives servomotor operated adjustment screws to adjust the position of elements of the structure associated with the main beam to maintain alignment of the main beam.

  17. Precision alignment device

    DOEpatents

    Jones, N.E.

    1988-03-10

    Apparatus for providing automatic alignment of beam devices having an associated structure for directing, collimating, focusing, reflecting, or otherwise modifying the main beam. A reference laser is attached to the structure enclosing the main beam producing apparatus and produces a reference beam substantially parallel to the main beam. Detector modules containing optical switching devices and optical detectors are positioned in the path of the reference beam and are effective to produce an electrical output indicative of the alignment of the main beam. This electrical output drives servomotor operated adjustment screws to adjust the position of elements of the structure associated with the main beam to maintain alignment of the main beam. 5 figs.

  18. Galaxy Alignments: An Overview

    NASA Astrophysics Data System (ADS)

    Joachimi, Benjamin; Cacciato, Marcello; Kitching, Thomas D.; Leonard, Adrienne; Mandelbaum, Rachel; Schäfer, Björn Malte; Sifón, Cristóbal; Hoekstra, Henk; Kiessling, Alina; Kirk, Donnacha; Rassat, Anais

    2015-11-01

    The alignments between galaxies, their underlying matter structures, and the cosmic web constitute vital ingredients for a comprehensive understanding of gravity, the nature of matter, and structure formation in the Universe. We provide an overview on the state of the art in the study of these alignment processes and their observational signatures, aimed at a non-specialist audience. The development of the field over the past one hundred years is briefly reviewed. We also discuss the impact of galaxy alignments on measurements of weak gravitational lensing, and discuss avenues for making theoretical and observational progress over the coming decade.

  19. Radiative Grain Alignment

    NASA Astrophysics Data System (ADS)

    Andersson, B. G.

    2015-12-01

    Polarization due to aligned dust grains was discovered in the interstellar medium more than 60 years ago. A quantitative, observationally well tested theory of the phenomenon has finally emerged in the last decade, promising not only an improved understanding of interstellar magnetic fields, but new tools for studying the dust environments and grain characteristics. This Radiative Alignment Torque (RAT) theory also has many potential applications in solar system physics, including for comet dust characteristics. I will review the main aspects of the theory and the observational tests performed to date, as well as some of the new possibilities for using polarization as a tool to study dust and its environment, with RAT alignment.

  20. Hybrid vehicle motor alignment

    DOEpatents

    Levin, Michael Benjamin

    2001-07-03

    A rotor of an electric motor for a motor vehicle is aligned to an axis of rotation for a crankshaft of an internal combustion engine having an internal combustion engine and an electric motor. A locator is provided on the crankshaft, a piloting tool is located radially by the first locator to the crankshaft. A stator of the electric motor is aligned to a second locator provided on the piloting tool. The stator is secured to the engine block. The rotor is aligned to the crankshaft and secured thereto.