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Sample records for assessment item format

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

    ERIC Educational Resources Information Center

    Sandlin, Benjamin; Harshman, Jordan; Yezierski, Ellen

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Jackson, Douglas N.; And Others

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Wang, Wen-Chung; Shih, Ching-Lin

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Wolf, Raffaela

    2013-01-01

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

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

    PubMed

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

    2013-07-01

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

  7. 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"…

  8. A Multilevel Assessment of Differential Item Functioning.

    ERIC Educational Resources Information Center

    Shen, Linjun

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  10. The Effects of Instruction for Three Mathematics Item Formats

    ERIC Educational Resources Information Center

    Evans, Franklin R.; Pike, Lewis W.

    1973-01-01

    Article is addressed to the differential susceptibility of Quantitative Comparisons, Data Sufficiency, and Regular Mathematics aptitude test items to an intensive program of short term instruction. Of secondary interest is the relative susceptibility of geometry and nongeometry items within these three formats. (Author/RK)

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

    ERIC Educational Resources Information Center

    Scheuneman, Janice Dowd

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

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

    ERIC Educational Resources Information Center

    Boo, Hong Kwen

    2007-01-01

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

  13. The Impact of Equating Method and Format Representation of Common Items on the Adequacy of Mixed-Format Test Equating Using Nonequivalent Groups

    ERIC Educational Resources Information Center

    Hagge, Sarah Lynn

    2010-01-01

    Mixed-format tests containing both multiple-choice and constructed-response items are widely used on educational tests. Such tests combine the broad content coverage and efficient scoring of multiple-choice items with the assessment of higher-order thinking skills thought to be provided by constructed-response items. However, the combination of…

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

    PubMed Central

    Wang, Wei; Drasgow, Fritz; Liu, Liwen

    2016-01-01

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

  15. Assessment of Differential Item Functioning in Testlet-Based Items Using the Rasch Testlet Model

    ERIC Educational Resources Information Center

    Wang, Wen-Chung; Wilson, Mark

    2005-01-01

    This study presents a procedure for detecting differential item functioning (DIF) for dichotomous and polytomous items in testlet-based tests, whereby DIF is taken into account by adding DIF parameters into the Rasch testlet model. Simulations were conducted to assess recovery of the DIF and other parameters. Two independent variables, test type…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  17. Applying Item Response Theory methods to design a learning progression-based science assessment

    NASA Astrophysics Data System (ADS)

    Chen, Jing

    Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1) how to use items in different formats to classify students into levels on the learning progression, (2) how to design a test to give good information about students' progress through the learning progression of a particular construct and (3) what characteristics of test items support their use for assessing students' levels. Data used for this study were collected from 1500 elementary and secondary school students during 2009--2010. The written assessment was developed in several formats such as the Constructed Response (CR) items, Ordered Multiple Choice (OMC) and Multiple True or False (MTF) items. The followings are the main findings from this study. The OMC, MTF and CR items might measure different components of the construct. A single construct explained most of the variance in students' performances. However, additional dimensions in terms of item format can explain certain amount of the variance in student performance. So additional dimensions need to be considered when we want to capture the differences in students' performances on different types of items targeting the understanding of the same underlying progression. Items in each item format need to be improved in certain ways to classify students more accurately into the learning progression levels. This study establishes some general steps that can be followed to design other learning progression-based tests as well. For example, first, the boundaries between levels on the IRT scale can be defined by using the means of the item thresholds across a set of good items. Second, items in multiple formats can be selected to achieve the information criterion at all

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

    ERIC Educational Resources Information Center

    Arendasy, Martin E.; Sommer, Markus

    2012-01-01

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

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

    PubMed Central

    2013-01-01

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

  20. Item Feature Effects in Evolution Assessment

    ERIC Educational Resources Information Center

    Nehm, Ross H.; Ha, Minsu

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Smith, Clifton L.; Elias, Julie Whitaker

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

  3. Mixed-Format Test Score Equating: Effect of Item-Type Multidimensionality, Length and Composition of Common-Item Set, and Group Ability Difference

    ERIC Educational Resources Information Center

    Wang, Wei

    2013-01-01

    Mixed-format tests containing both multiple-choice (MC) items and constructed-response (CR) items are now widely used in many testing programs. Mixed-format tests often are considered to be superior to tests containing only MC items although the use of multiple item formats leads to measurement challenges in the context of equating conducted under…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  5. Ethnic DIF in Reading Tests with Mixed Item Formats

    ERIC Educational Resources Information Center

    Taylor, Catherine S.; Lee, Yoonsun

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  7. The Impact of Test Dimensionality, Common-Item Set Format, and Scale Linking Methods on Mixed-Format Test Equating

    ERIC Educational Resources Information Center

    Öztürk-Gübes, Nese; Kelecioglu, Hülya

    2016-01-01

    The purpose of this study was to examine the impact of dimensionality, common-item set format, and different scale linking methods on preserving equity property with mixed-format test equating. Item response theory (IRT) true-score equating (TSE) and IRT observed-score equating (OSE) methods were used under common-item nonequivalent groups design.…

  8. Classroom Test Writing: Effects of Item Format on Test Quality.

    ERIC Educational Resources Information Center

    Torabi-Parizi, Rosa; Campbell, Noma Jo

    1982-01-01

    Investigates the effects of varying the placement of blanks and the number of options available in multiple-choice items on the reliability of fifth-grade students' scores. Results indicate that scores on three-choice item tests were not less reliable than scores on four-choice item tests. A similar finding was found regarding the placement of…

  9. Alignment of Content and Effectiveness of Mathematics Assessment Items

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  10. Test Item Linguistic Complexity and Assessments for Deaf Students

    ERIC Educational Resources Information Center

    Cawthon, Stephanie

    2011-01-01

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

  11. Formative Assessment Probes

    ERIC Educational Resources Information Center

    Eberle, Francis; Keeley, Page

    2008-01-01

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

  12. 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…

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

    ERIC Educational Resources Information Center

    Svetina, Dubravka; Levy, Roy

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Maydeu-Olivares, Alberto

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Smith, Clifton L.; And Others

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

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

    ERIC Educational Resources Information Center

    Smith, Clifton L.; And Others

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

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

    PubMed Central

    Ware, John E.; Bjorner, Jakob B.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Shu, Lianghua; Schwarz, Richard D.

    2014-01-01

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

  20. Relation of field independence and test-item format to student performance on written piagetian tests

    NASA Astrophysics Data System (ADS)

    Ló; Pez-Rupérez, F.; Palacios, C.; Sanchez, J.

    In this study we have investigated the relationship between the field-dependence-independence (FDI) dimension as measured by the Group Embedded Figures Test (GEFT) and subject performance on the Longeot test, a pencil-and-paper Piagetian test, through the open or closed format of its items. The sample consisted of 141 high school students. Correlation and variance analysis show that the FDI dimension and GEFT correlate significantly on only those items on the Longeot test that require formal reasoning. The effect of open- or closed-item format is found exclusively for formal items; only the open format discriminates significantly (at the 0.01 level) between the field-dependent and -independent subjects performing on this type of item. Some implications of these results for science education are discussed.

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Keller, Shani Malaika

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

  3. Formative Assessment: Simply, No Additives

    ERIC Educational Resources Information Center

    Roskos, Kathleen; Neuman, Susan B.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Boo, Hong Kwen

    2006-01-01

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

  6. Rasch Based Analysis of Oral Presentation Assessment for Item Banking.

    ERIC Educational Resources Information Center

    Nakamura, Yuji

    The Rasch Model is an item response theory, one parameter model developed that states that the probability of a correct response is a function of the difficulty of the item and the ability of the candidate. Item banking is useful for language testing. The Rasch Model provides estimates of item difficulties that are meaningful, irrespective of…

  7. Assessing and Explaining Differential Item Functioning Using Logistic Mixed Models

    ERIC Educational Resources Information Center

    Van den Noortgate, Wim; De Boeck, Paul

    2005-01-01

    Although differential item functioning (DIF) theory traditionally focuses on the behavior of individual items in two (or a few) specific groups, in educational measurement contexts, it is often plausible to regard the set of items as a random sample from a broader category. This article presents logistic mixed models that can be used to model…

  8. Influence of Item Direction on Student Responses in Attitude Assessment.

    ERIC Educational Resources Information Center

    Campbell, Noma Jo; Grissom, Stephen

    To investigate the effects of wording in attitude test items, a five-point Likert-type rating scale was administered to 173 undergraduate education majors. The test measured attitudes toward college and self, and contained 38 positively-worded items. Thirty-eight negatively-worded items were also written to parallel the positive statements.…

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

    ERIC Educational Resources Information Center

    Afolabi, E. R. I.

    2007-01-01

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

  10. A Comparison of Equating/Linking Using the Stocking-Lord Method and Concurrent Calibration with Mixed-Format Tests in the Non-Equivalent Groups Common-Item Design under IRT

    ERIC Educational Resources Information Center

    Tian, Feng

    2011-01-01

    There has been a steady increase in the use of mixed-format tests, that is, tests consisting of both multiple-choice items and constructed-response items in both classroom and large-scale assessments. This calls for appropriate equating methods for such tests. As Item Response Theory (IRT) has rapidly become mainstream as the theoretical basis for…

  11. Methods for Assessing Item, Step, and Threshold Invariance in Polytomous Items Following the Partial Credit Model

    ERIC Educational Resources Information Center

    Penfield, Randall D.; Myers, Nicholas D.; Wolfe, Edward W.

    2008-01-01

    Measurement invariance in the partial credit model (PCM) can be conceptualized in several different but compatible ways. In this article the authors distinguish between three forms of measurement invariance in the PCM: step invariance, item invariance, and threshold invariance. Approaches for modeling these three forms of invariance are proposed,…

  12. 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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  14. Developing a Taxonomy of Item Model Types to Promote Assessment Engineering

    ERIC Educational Resources Information Center

    Gierl, Mark J.; Zhou, Jiawen; Alves, Cecila

    2008-01-01

    An item model serves as an explicit representation of the variables in an assessment task. An item model includes the "stem", "options", and "auxiliary information". The "stem" is the part of an item which formulates context, content, and/or the question the examinee is required to answer. The "options" contain the alternative answers with one…

  15. Missouri Assessment Program (MAP), Spring 2000: High School Health/Physical Education, Released Items, Grade 9.

    ERIC Educational Resources Information Center

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

    This document presents 10 released items from the Health/Physical Education Missouri Assessment Program (MAP) test given in the spring of 2000 to ninth graders. Items from the test sessions include: selected-response (multiple choice), constructed-response, and a performance event. The selected-response items consist of individual questions…

  16. Missouri Assessment Program (MAP), Spring 2000: Elementary Health/Physical Education, Released Items, Grade 5.

    ERIC Educational Resources Information Center

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

    This document presents 10 released items from the Health/Physical Education Missouri Assessment Program (MAP) test given in the spring of 2000 to fifth graders. Items from the test sessions include: selected-response (multiple choice), constructed-response, and a performance event. The selected-response items consist of individual questions…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Lyu, C. Felicia; And Others

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

  19. Analysing Item Position Effects due to Test Booklet Design within Large-Scale Assessment

    ERIC Educational Resources Information Center

    Hohensinn, Christine; Kubinger, Klaus D.; Reif, Manuel; Schleicher, Eva; Khorramdel, Lale

    2011-01-01

    For large-scale assessments, usually booklet designs administering the same item at different positions within a booklet are used. Therefore, the occurrence of position effects influencing the difficulty of the item is a crucial issue. Not taking learning or fatigue effects into account would result in a bias of estimated item difficulty. The…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2016-04-01

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

  2. Formative Assessment: A Critical Review

    ERIC Educational Resources Information Center

    Bennett, Randy Elliot

    2011-01-01

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

  3. Classification of Risk Status in ADHD Screening: A Comparison of Symptom Item Formats on Behavior Checklists.

    ERIC Educational Resources Information Center

    Hall, John D.; Ashley, Donna M.; Bramlett, Ronald K.; Murphy, John J.

    This report presents a study that examined the effects of symptom item formats on estimates of risk status across alternative attention deficit hyperactivity disorder (ADHD) behavior checklists for 38 referred children. The mean age of the children was 7 years 9 months. The study focused on ADHD risk as measured by two behavior checklists which…

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

    ERIC Educational Resources Information Center

    Keeley, Page

    2013-01-01

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

  5. Weighted Association Rule Mining for Item Groups with Different Properties and Risk Assessment for Networked Systems

    NASA Astrophysics Data System (ADS)

    Kim, Jungja; Ceong, Heetaek; Won, Yonggwan

    In market-basket analysis, weighted association rule (WAR) discovery can mine the rules that include more beneficial information by reflecting item importance for special products. In the point-of-sale database, each transaction is composed of items with similar properties, and item weights are pre-defined and fixed by a factor such as the profit. However, when items are divided into more than one group and the item importance must be measured independently for each group, traditional weighted association rule discovery cannot be used. To solve this problem, we propose a new weighted association rule mining methodology. The items should be first divided into subgroups according to their properties, and the item importance, i.e. item weight, is defined or calculated only with the items included in the subgroup. Then, transaction weight is measured by appropriately summing the item weights from each subgroup, and the weighted support is computed as the fraction of the transaction weights that contains the candidate items relative to the weight of all transactions. As an example, our proposed methodology is applied to assess the vulnerability to threats of computer systems that provide networked services. Our algorithm provides both quantitative risk-level values and qualitative risk rules for the security assessment of networked computer systems using WAR discovery. Also, it can be widely used for new applications with many data sets in which the data items are distinctly separated.

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

    ERIC Educational Resources Information Center

    Li, Xiaomin; Wang, Wen-Chung

    2015-01-01

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

  7. Putting Interoperability to the Test: Building a Large Reusable Assessment Item Bank

    ERIC Educational Resources Information Center

    Sclater, Niall; MacDonald, Mary

    2004-01-01

    The COLA project has been developing a large bank of assessment items for units across the Scottish further education curriculum since May 2003. These will be made available to learners mainly via colleges' virtual learning environments (VLEs). Many people have been involved in the development of the COLA assessment item bank to ensure a high…

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

    PubMed

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

    2016-09-30

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

  9. Formative Assessment using Computer-Aided Assessment.

    ERIC Educational Resources Information Center

    Lawson, Duncan

    1999-01-01

    Describes how computer-aided assessment can provide a means of preserving formative assessment within the curriculum at a fraction of the time-cost involved with written work. Illustrates a variety of computer-aided assessment styles. (Author/ASK)

  10. Formative Assessment as Mediation

    ERIC Educational Resources Information Center

    De Vos, Mark; Belluigi, Dina Zoe

    2011-01-01

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

  11. Formative Assessment: A Cybernetic Viewpoint

    ERIC Educational Resources Information Center

    Roos, Bertil; Hamilton, David

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Kim, Sooyeon; Moses, Tim

    2013-01-01

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

  13. A Multidimensional Scaling Approach to Dimensionality Assessment for Measurement Instruments Modeled by Multidimensional Item Response Theory

    ERIC Educational Resources Information Center

    Toro, Maritsa

    2011-01-01

    The statistical assessment of dimensionality provides evidence of the underlying constructs measured by a survey or test instrument. This study focuses on educational measurement, specifically tests comprised of items described as multidimensional. That is, items that require examinee proficiency in multiple content areas and/or multiple cognitive…

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

    ERIC Educational Resources Information Center

    Min, Shangchao; He, Lianzhen

    2014-01-01

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

  15. Methodologies for Investigating Item- and Test-Level Measurement Equivalence in International Large-Scale Assessments

    ERIC Educational Resources Information Center

    Oliveri, Maria Elena; Olson, Brent F.; Ercikan, Kadriye; Zumbo, Bruno D.

    2012-01-01

    In this study, the Canadian English and French versions of the Problem-Solving Measure of the Programme for International Student Assessment 2003 were examined to investigate their degree of measurement comparability at the item- and test-levels. Three methods of differential item functioning (DIF) were compared: parametric and nonparametric item…

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

    ERIC Educational Resources Information Center

    Wyse, Adam E.; Albano, Anthony D.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  1. A Comparative Analysis of Two Order Analytic Techniques: Assessing Item Hierarchies in Real and Simulated Data.

    ERIC Educational Resources Information Center

    Chevalaz, Gerard M.; Tatsuoka, Kikumi K.

    Two order theoretic techniques were presented and compared. Ordering theory of Krus and Bart (1974) and an extended Takeya's item relational structure analysis (IRS) by Tatsuoka and Tatsuoka (1981) were used to extract the hierarchical item structure from three datasets. Directed graphs were constructed and both methods were assessed as to how…

  2. Modification of Multiple-Choice Assessment Items Based on Student Feedback

    NASA Astrophysics Data System (ADS)

    Regan, Thomas J.

    2006-12-01

    Project 2061 is creating assessment items targeting the learning goals recommended by AAAS?s Benchmarks for Science Literacy (1993) and the NRC?s National Science Education Standards (1996).). One of our topics is force and motion at the middle grades level. Our item development process includes pilot testing and student interviews. We will describe how this feedback is used to modify the items. Examples will include modifications to vocabulary, context, and distractors. In addition we will describe the use of this feedback to modify item design tools.

  3. Formative Assessment in Dance Education

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    PubMed Central

    2010-01-01

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

  5. A New Method for Assessing the Statistical Significance in the Differential Functioning of Items and Tests (DFIT) Framework

    ERIC Educational Resources Information Center

    Oshima, T. C.; Raju, Nambury S.; Nanda, Alice O.

    2006-01-01

    A new item parameter replication method is proposed for assessing the statistical significance of the noncompensatory differential item functioning (NCDIF) index associated with the differential functioning of items and tests framework. In this new method, a cutoff score for each item is determined by obtaining a (1-alpha ) percentile rank score…

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

    PubMed Central

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

    2016-01-01

    A growing body of literature suggests that response latency, the amount of time it takes an individual to respond to an item, may be an important factor to consider when using assessment data to estimate the ability of an individual. Considering that tests of passage and list fluency are being adapted to a computer administration format, it is possible that accounting for individual differences in response times may be an increasingly feasible option to strengthen the precision of individual scores. The present research evaluated the differential reliability of scores when using classical test theory and item response theory as compared to a conditional item response model which includes response time as an item parameter. Results indicated that the precision of student ability scores increased by an average of 5 % when using the conditional item response model, with greater improvements for those who were average or high ability. Implications for measurement models of speeded assessments are discussed. PMID:27721568

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    PubMed Central

    Cheung, Felix; Lucas, Richard E.

    2014-01-01

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

  11. Dimensionality Assessment of Ordered Polytomous Items with Parallel Analysis

    ERIC Educational Resources Information Center

    Timmerman, Marieke E.; Lorenzo-Seva, Urbano

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    McMahon, Mark; Garrett, Michael

    2016-01-01

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

  13. Formative Assessment in Primary Science

    ERIC Educational Resources Information Center

    Loughland, Tony; Kilpatrick, Laetitia

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

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

  15. Gender DIF in Reading and Mathematics Tests with Mixed Item Formats

    ERIC Educational Resources Information Center

    Taylor, Catherine S.; Lee, Yoonsun

    2012-01-01

    This was a study of differential item functioning (DIF) for grades 4, 7, and 10 reading and mathematics items from state criterion-referenced tests. The tests were composed of multiple-choice and constructed-response items. Gender DIF was investigated using POLYSIBTEST and a Rasch procedure. The Rasch procedure flagged more items for DIF than did…

  16. 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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  18. A Comparison of Methods for Assessing Dimensionality for Use in Item Response Theory.

    ERIC Educational Resources Information Center

    De Ayala, R. J.; Hertzog, Melody A.

    This study was undertaken to compare non-metric multidimensional scaling (MDS) and factor analysis (FA) as means of assessing dimensionality in relation to item response theory (IRT). FA assesses correlation matrices, while MDS performs an analysis of proximity measures. Seven data sets were generated; each differed from the others with respect to…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Svetina, Dubravka

    2013-01-01

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

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

    PubMed

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

    2015-03-01

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

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

    PubMed

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

    2015-03-01

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

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

    ERIC Educational Resources Information Center

    Taylor, Melanie; Smith, Sean

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    PubMed

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

    2013-03-01

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

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

    ERIC Educational Resources Information Center

    Holweger, Nancy; Taylor, Grace

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

  9. Automatic Item Generation of Probability Word Problems

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  10. Student Think Aloud Reflections on Comprehensible and Readable Assessment Items: Perspectives on What Does and Does Not Make an Item Readable. Technical Report 48

    ERIC Educational Resources Information Center

    Johnstone, Christopher; Liu, Kristi; Altman, Jason; Thurlow, Martha

    2007-01-01

    This document reports on research related to large-scale assessments for students with learning disabilities in the area of reading. As part of a process of making assessments more universally designed the authors examined the role of "readable and comprehensible" test items (Thompson, Johnstone, & Thurlow, 2002). In this research, they used think…

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

    ERIC Educational Resources Information Center

    Kose, Ibrahim Alper

    2014-01-01

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

  12. High-Dimensional Explanatory Random Item Effects Models for Rater-Mediated Assessments

    ERIC Educational Resources Information Center

    Kelcey, Ben; Wang, Shanshan; Cox, Kyle

    2016-01-01

    Valid and reliable measurement of unobserved latent variables is essential to understanding and improving education. A common and persistent approach to assessing latent constructs in education is the use of rater inferential judgment. The purpose of this study is to develop high-dimensional explanatory random item effects models designed for…

  13. Assessment of High School Students' Understanding of DSM-IV-MR-J Items

    ERIC Educational Resources Information Center

    Pelletier, Amelie; Ladouceur, Robert; Fortin, Josee-Melanie; Ferland, Francine

    2004-01-01

    The current study examines the understanding of the DSM-IV-MR-J items to assess pathological gambling among adolescents aged 12 to 15, and explores its accuracy. The DSM-IV-MR-J was first administered in the classroom. Participants were assigned to either an experimental or a control group. Participants in the first group were asked to explain the…

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

    ERIC Educational Resources Information Center

    Marks, Anthony M.; Cronje, Johannes C.

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Kingston, Neal M.; McKinley, Robert L.

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

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

    ERIC Educational Resources Information Center

    Thomas, Michael L.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Chen, Jing

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Lee, HyeSun; Geisinger, Kurt F.

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    De Champlain, Andre; Gessaroli, Marc E.

    The use of indices and statistics based on nonlinear factor analysis (NLFA) has become increasingly popular as a means of assessing the dimensionality of an item response matrix. Although the indices and statistics currently available to the practitioner have been shown to be useful and accurate in many testing situations, few studies have…

  3. Successful Student Writing through Formative Assessment

    ERIC Educational Resources Information Center

    Tuttle, Harry Grover

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Parish, Jane A.; Karisch, Brandi B.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Baghaei, Purya; Aryadoust, Vahid

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Swanson, Leonard C.

    2010-01-01

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

  8. Formative Assessment: Policy, Perspectives and Practice

    ERIC Educational Resources Information Center

    Clark, Ian

    2011-01-01

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

  9. Formative Assessment: Guidance for Early Childhood Policymakers

    ERIC Educational Resources Information Center

    Riley-Ayers, Shannon

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

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

  11. Assessment of the quality and applicability of an e-portfolio capstone assessment item within a bachelor of midwifery program.

    PubMed

    Baird, Kathleen; Gamble, Jenny; Sidebotham, Mary

    2016-09-01

    Education programs leading to professional licencing need to ensure assessments throughout the program are constructively aligned and mapped to the specific professional expectations. Within the final year of an undergraduate degree, a student is required to transform and prepare for professional practice. Establishing assessment items that are authentic and able to reflect this transformation is a challenge for universities. This paper both describes the considerations around the design of a capstone assessment and evaluates, from an academics perspective, the quality and applicability of an e-portfolio as a capstone assessment item for undergraduate courses leading to a professional qualification. The e-portfolio was seen to meet nine quality indicators for assessment. Academics evaluated the e-portfolio as an authentic assessment item that would engage the students and provide them with a platform for ongoing professional development and lifelong learning. The processes of reflection on strengths, weaknesses, opportunities and threats, comparison of clinical experiences with national statistics, preparation of professional philosophy and development of a curriculum vitae, whilst recognised as comprehensive and challenging were seen as highly valuable to the student transforming into the profession.

  12. Assessment of the quality and applicability of an e-portfolio capstone assessment item within a bachelor of midwifery program.

    PubMed

    Baird, Kathleen; Gamble, Jenny; Sidebotham, Mary

    2016-09-01

    Education programs leading to professional licencing need to ensure assessments throughout the program are constructively aligned and mapped to the specific professional expectations. Within the final year of an undergraduate degree, a student is required to transform and prepare for professional practice. Establishing assessment items that are authentic and able to reflect this transformation is a challenge for universities. This paper both describes the considerations around the design of a capstone assessment and evaluates, from an academics perspective, the quality and applicability of an e-portfolio as a capstone assessment item for undergraduate courses leading to a professional qualification. The e-portfolio was seen to meet nine quality indicators for assessment. Academics evaluated the e-portfolio as an authentic assessment item that would engage the students and provide them with a platform for ongoing professional development and lifelong learning. The processes of reflection on strengths, weaknesses, opportunities and threats, comparison of clinical experiences with national statistics, preparation of professional philosophy and development of a curriculum vitae, whilst recognised as comprehensive and challenging were seen as highly valuable to the student transforming into the profession. PMID:27428798

  13. Formative and Summative Assessment in the Classroom

    ERIC Educational Resources Information Center

    Dixson, Dante D.; Worrell, Frank C.

    2016-01-01

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

  14. Elementary Teacher Use of Formative Assessment

    ERIC Educational Resources Information Center

    Cotton, Donna McLamb

    2013-01-01

    This dissertation was designed to examine elementary teacher use of formative assessment and the impact formative assessment may have on student achievement as measured by benchmark assessments. The study was conducted in a school district in northwestern North Carolina. The teachers in this study have had NCFALCON training in the use of formative…

  15. 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…

  16. Item Difficulty Modeling of Paragraph Comprehension Items

    ERIC Educational Resources Information Center

    Gorin, Joanna S.; Embretson, Susan E.

    2006-01-01

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

  17. Exploring Individual and Item Factors that Affect Assessment Validity for Diverse Learners: Results from a Large-Scale Cognitive Lab

    ERIC Educational Resources Information Center

    Winter, Phoebe C.; Kopriva, Rebecca J.; Chen, Chen-Su; Emick, Jessica E.

    2006-01-01

    A cognitive lab technique (n=156) was used to investigate interactions between individual factors and item factors presumed to affect assessment validity for diverse students, including English language learners. Findings support the concept of "access"--an interaction between specific construct-irrelevant item features and individual…

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

    ERIC Educational Resources Information Center

    Domyancich, John M.

    2014-01-01

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

  19. On the displacement of leisure items by food during multiple-stimulus preference assessments.

    PubMed

    Bojak, S L; Carr, J E

    1999-01-01

    Previous studies have demonstrated that when food and leisure stimuli are combined in multiple-stimulus preference assessments, individuals typically select food more often, although the leisure stimuli also have known reinforcing properties. The purpose of the current study was to replicate this effect and determine its durability by examining the effect after mealtimes. Four adults who had been diagnosed with severe mental retardation were given three initial multiple-stimulus (without replacement) preference assessments (i.e., food, leisure stimuli, and combined). All participants selected food items as the most preferred stimuli in the combined assessments. Combined assessments were then administered immediately before and after the evening meal for each participant for 1 week. The results showed similar data both before and after mealtimes. PMID:10641304

  20. Formative Assessment Probes: With a Purpose

    ERIC Educational Resources Information Center

    Keeley, Page

    2011-01-01

    The first thing that comes to mind for many teachers when they think of assessment is testing, quizzes, performance tasks, and other summative forms used for grading purposes. Such assessment practices represent only a fraction of the kinds of assessment that occur on an ongoing basis in an effective science classroom. Formative assessment is a…

  1. Test Industry Split over "Formative" Assessment

    ERIC Educational Resources Information Center

    Cech, Scott J.

    2008-01-01

    There's a war of sorts going on within the normally staid assessment industry, and it's a war over the definition of a type of assessment that many educators understand in only a sketchy fashion. Formative assessments, also known as "classroom assessments," are in some ways easier to define by what they are not. They're not like the long,…

  2. Improving Foreign Language Speaking through Formative Assessment

    ERIC Educational Resources Information Center

    Tuttle, Harry Grover; Tuttle, Alan Robert

    2012-01-01

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

  3. Formative E-Assessment: Practitioner Cases

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  4. Formative Assessments in a Professional Learning Community

    ERIC Educational Resources Information Center

    Stanley, Todd; Moore, Betsy

    2011-01-01

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

  5. The Political Dilemmas of Formative Assessment

    ERIC Educational Resources Information Center

    Dorn, Sherman

    2010-01-01

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

  6. Formative Assessment in the High School IMC

    ERIC Educational Resources Information Center

    Edwards, Valerie A.

    2007-01-01

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

  7. Learning Progressions that Support Formative Assessment Practices

    ERIC Educational Resources Information Center

    Alonzo, Alicia C.

    2011-01-01

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

  8. The Dimensional Assessment of Personality Psychopathology Basic Questionnaire: shortened versions item analysis.

    PubMed

    Aluja, Anton; Blanch, Àngel; Blanco, Eduardo; Martí-Guiu, Maite; Balada, Ferran

    2014-01-01

    This study has been designed to evaluate and replicate the psychometric properties of the Dimensional Assessment of Personality Psychopathology-Basic Questionnaire (DAPP-BQ) and the DAPP-BQ short form (DAPP-SF) in a large Spanish general population sample. Additionally, we have generated a reduced form called DAPP-90, using a strategy based on a structural equation modeling (SEM) methodology in two independent samples, a calibration and a validation sample. The DAPP-90 scales obtained a more satisfactory fit on SEM adjustment values (average: TLI > .97 and RMSEA < .04) respect to full DAPP-BQ and the 136-item version. According to the factorial congruency coefficients, the DAPP-90 obtains a similar structure to the DAPP-BQ and the DAPP-SF. The DAPP-90 internal consistency is acceptable, with a Cronbach's alpha mean of .75. We did not find any differences in the pattern of relations between the two DAPP-BQ shortened versions and the SCL-90-R factors. The new 90-items version is especially useful when it is difficult to use the long version for diverse reasons, such as the assessment of patients in hospital consultation or in brief psychological assessments.

  9. Applying Item Response Theory Methods to Examine the Impact of Different Response Formats

    ERIC Educational Resources Information Center

    Hohensinn, Christine; Kubinger, Klaus D.

    2011-01-01

    In aptitude and achievement tests, different response formats are usually used. A fundamental distinction must be made between the class of multiple-choice formats and the constructed response formats. Previous studies have examined the impact of different response formats applying traditional statistical approaches, but these influences can also…

  10. An Investigation of Explanation Multiple-Choice Items in Science Assessment

    ERIC Educational Resources Information Center

    Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C.

    2011-01-01

    Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group…

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

    ERIC Educational Resources Information Center

    Masters, James S.

    2010-01-01

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

  12. Examining Increased Flexibility in Assessment Formats

    ERIC Educational Resources Information Center

    Irwin, Brian; Hepplestone, Stuart

    2012-01-01

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

  13. Assessment Is for Learning: Formative Assessment and Positive Learning Interactions

    ERIC Educational Resources Information Center

    Clark, Ian

    2008-01-01

    Wherever the challenge of promoting effective learning exists in our classrooms there also exists the opportunity for better formative assessment. The time has passed when educational policy makers should support practitioners and embrace the preponderance of relatively recent research which recommends formative assessment interventions in the…

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

    ERIC Educational Resources Information Center

    Clark, Ian

    2012-01-01

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

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

    PubMed

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

    2014-02-01

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

  16. 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…

  17. Promoting proximal formative assessment with relational discourse

    NASA Astrophysics Data System (ADS)

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

    2012-02-01

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

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

    PubMed Central

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Culligan, Brent

    2015-01-01

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

  20. Missouri Assessment Program (MAP), Spring 1999: High School Communication Arts, Released Items, Grade 11.

    ERIC Educational Resources Information Center

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

    This document deals with testing in communication arts for 11th graders in Missouri public schools. The document contains the following items from the Test Booklet: "Two Words" (Isabel Allende) (Session 1, Items 5, 6, and 7); "Gumshoes Turn to Internet for Spadework" (Nicole Gaouette) (Session 1, Item 5); a writing prompt; and a writer's…

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

    ERIC Educational Resources Information Center

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

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

  2. Missouri Assessment Program (MAP), Spring 2000: Intermediate Communication Arts, Released Items, Grade 7.

    ERIC Educational Resources Information Center

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

    This document deals with testing in intermediate communication arts for seventh graders in Missouri public schools. The document contains the following items from the Session 1 Test Booklet: "Swimming in Snow" (Diana C. Conway) (Items 1, 2, and 5); "Discovery" (Marion Dane Bauer) (Item 13); writing prompt; and a writer's checklist. It also…

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

    ERIC Educational Resources Information Center

    French, Brian F.; Gotch, Chad M.

    2013-01-01

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

  4. 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…

  5. Development of a Self-Report Physical Function Instrument for Disability Assessment: Item Pool Construction and Factor Analysis

    PubMed Central

    McDonough, Christine M.; Jette, Alan M.; Ni, Pengsheng; Bogusz, Kara; Marfeo, Elizabeth E; Brandt, Diane E; Chan, Leighton; Meterko, Mark; Haley, Stephen M.; Rasch, Elizabeth K.

    2014-01-01

    Objectives To build a comprehensive item pool representing work-relevant physical functioning and to test the factor structure of the item pool. These developmental steps represent initial outcomes of a broader project to develop instruments for the assessment of function within the context of Social Security Administration (SSA) disability programs. Design Comprehensive literature review; gap analysis; item generation with expert panel input; stakeholder interviews; cognitive interviews; cross-sectional survey administration; and exploratory and confirmatory factor analyses to assess item pool structure. Setting In-person and semi-structured interviews; internet and telephone surveys. Participants A sample of 1,017 SSA claimants, and a normative sample of 999 adults from the US general population. Interventions Not Applicable. Main Outcome Measure Model fit statistics Results The final item pool consisted of 139 items. Within the claimant sample 58.7% were white; 31.8% were black; 46.6% were female; and the mean age was 49.7 years. Initial factor analyses revealed a 4-factor solution which included more items and allowed separate characterization of: 1) Changing and Maintaining Body Position, 2) Whole Body Mobility, 3) Upper Body Function and 4) Upper Extremity Fine Motor. The final 4-factor model included 91 items. Confirmatory factor analyses for the 4-factor models for the claimant and the normative samples demonstrated very good fit. Fit statistics for claimant and normative samples respectively were: Comparative Fit Index = 0.93 and 0.98; Tucker-Lewis Index = 0.92 and 0.98; Root Mean Square Error Approximation = 0.05 and 0.04. Conclusions The factor structure of the Physical Function item pool closely resembled the hypothesized content model. The four scales relevant to work activities offer promise for providing reliable information about claimant physical functioning relevant to work disability. PMID:23542402

  6. The Missing Disciplinary Substance of Formative Assessment

    ERIC Educational Resources Information Center

    Coffey, Janet E.; Hammer, David; Levin, Daniel M.; Grant, Terrance

    2011-01-01

    We raise concerns about the current state of research and development in formative assessment, specifically to argue that in its concentration on "strategies for the teacher", the literature overlooks the "disciplinary substance" of what teachers and students assess. Our argument requires analysis of specific instances in the literature, and so we…

  7. Formative Assessment Probes: Representing Microscopic Life

    ERIC Educational Resources Information Center

    Keeley, Page

    2011-01-01

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

  8. 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.…

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

    NASA Astrophysics Data System (ADS)

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

    2014-09-01

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

  10. The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments.

    PubMed

    Tarrant, Marie; Knierim, Aimee; Hayes, Sasha K; Ware, James

    2006-12-01

    Multiple-choice questions are a common assessment method in nursing examinations. Few nurse educators, however, have formal preparation in constructing multiple-choice questions. Consequently, questions used in baccalaureate nursing assessments often contain item-writing flaws, or violations to accepted item-writing guidelines. In one nursing department, 2770 MCQs were collected from tests and examinations administered over a five-year period from 2001 to 2005. Questions were evaluated for 19 frequently occurring item-writing flaws, for cognitive level, for question source, and for the distribution of correct answers. Results show that almost half (46.2%) of the questions contained violations of item-writing guidelines and over 90% were written at low cognitive levels. Only a small proportion of questions were teacher generated (14.1%), while 36.2% were taken from testbanks and almost half (49.4%) had no source identified. MCQs written at a lower cognitive level were significantly more likely to contain item-writing flaws. While there was no relationship between the source of the question and item-writing flaws, teacher-generated questions were more likely to be written at higher cognitive levels (p<0.001). Correct answers were evenly distributed across all four options and no bias was noted in the placement of correct options. Further training in item-writing is recommended for all faculty members who are responsible for developing tests. Pre-test review and quality assessment is also recommended to reduce the occurrence of item-writing flaws and to improve the quality of test questions.

  11. The frequency of item writing flaws in multiple-choice questions used in high stakes nursing assessments.

    PubMed

    Tarrant, Marie; Knierim, Aimee; Hayes, Sasha K; Ware, James

    2006-12-01

    Multiple-choice questions are a common assessment method in nursing examinations. Few nurse educators, however, have formal preparation in constructing multiple-choice questions. Consequently, questions used in baccalaureate nursing assessments often contain item-writing flaws, or violations to accepted item-writing guidelines. In one nursing department, 2770 MCQs were collected from tests and examinations administered over a five-year period from 2001 to 2005. Questions were evaluated for 19 frequently occurring item-writing flaws, for cognitive level, for question source, and for the distribution of correct answers. Results show that almost half (46.2%) of the questions contained violations of item-writing guidelines and over 90% were written at low cognitive levels. Only a small proportion of questions were teacher generated (14.1%), while 36.2% were taken from testbanks and almost half (49.4%) had no source identified. MCQs written at a lower cognitive level were significantly more likely to contain item-writing flaws. While there was no relationship between the source of the question and item-writing flaws, teachergenerated questions were more likely to be written at higher cognitive levels (p<0.001). Correct answers were evenly distributed across all four options and no bias was noted in the placement of correct options. Further training in item-writing is recommended for all faculty members who are responsible for developing tests. Pre-test review and quality assessment is also recommended to reduce the occurrence of item-writing flaws and to improve the quality of test questions.

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

    ERIC Educational Resources Information Center

    Marshall, Joy Morgan

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Kingsley, Laurie; Romine, William

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Muratti, Jose E.; And Others

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

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

    ERIC Educational Resources Information Center

    Pearson, P. David; Garavaglia, Diane R.

    2003-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  17. Using Distractor-Driven Standards-Based Multiple-Choice Assessments and Rasch Modeling to Investigate Hierarchies of Chemistry Misconceptions and Detect Structural Problems with Individual Items

    ERIC Educational Resources Information Center

    Herrmann-Abell, Cari F.; DeBoer, George E.

    2011-01-01

    Distractor-driven multiple-choice assessment items and Rasch modeling were used as diagnostic tools to investigate students' understanding of middle school chemistry ideas. Ninety-one items were developed according to a procedure that ensured content alignment to the targeted standards and construct validity. The items were administered to 13360…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  19. Dimensionality Assessment Using the Full-Information Item Bifactor Analysis for Graded Response Data: An Illustration with the State Metacognitive Inventory

    ERIC Educational Resources Information Center

    Immekus, Jason C.; Imbrie, P. K.

    2008-01-01

    Dimensionality assessment using the full-information item bifactor model for graded response data is provided. The model applies to data in which each item relates to a general factor and one group factor. Specifically, alternative model specification within item response theory (IRT) is shown to test a scale's factor structure. For illustrative…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  1. Item and order memory for novel visual patterns assessed by two-choice recognition.

    PubMed

    Avons, S E; Ward, Geoff; Melling, Lindsay

    2004-07-01

    Five experiments examined item and order memory for short lists of novel visual patterns. Memory was tested either by an item recognition test, choosing between a target and a similar foil (Experiments 1, 3a, and 4), or by a relative recency decision between two patterns that occupied adjacent list positions (Experiments 2, 3b, and 5). For both item recognition and relative recency tasks, accuracy was in most cases constant across serial positions, except for a recency advantage that was usually restricted to the most recent item or recency decision. Only a small and marginally significant effect of list length was observed for item recognition. Relative recency was more sensitive to list length and fell to near-chance levels with lists of eight items. We conclude that for these materials, prerecency item recognition depends on stable, context-free descriptions of items. Relative recency judgements are sensitive to list properties, but fail to show evidence of primacy or extended recency that are observed when other techniques are used to study serial order memory. We discuss the results in relation to four current models of serial order memory that embody different assumptions in the way that serial order is represented.

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

    ERIC Educational Resources Information Center

    Smith, Jessalyn

    2009-01-01

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

  3. An Algorithmic Approach to Assessing Behavior Potential: Comparison With Item Forms and Hierarchical Technologies.

    ERIC Educational Resources Information Center

    Durnin, John H.; Scandura, Joseph M.

    For individualized or computer assisted instruction, norm referenced testing is inadequate to determine each individual's mastery on specific kinds of tasks. Hively's item forms and Ferguson's stratified item forms, both based on observable characteristics of the problems, and Scandura's algorithmic technology, positing that persons use rules to…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  5. 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…

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  7. Challenging Formative Assessment: Disciplinary Spaces and Identities

    ERIC Educational Resources Information Center

    Pryor, John; Crossouard, Barbara

    2010-01-01

    What if knowledge is a form of doing, an engagement between a knowing subject and what is known? What if learning is a contextualised performance involving students engaging with prospective and current social identities, and therefore an ontological as well as an epistemological accomplishment? What then becomes of formative assessment within…

  8. Online Formative Assessments with Social Network Awareness

    ERIC Educational Resources Information Center

    Lin, Jian-Wei; Lai, Yuan-Cheng

    2013-01-01

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

  9. Teacher Learning of Technology Enhanced Formative Assessment

    ERIC Educational Resources Information Center

    Feldman, Allan; Capobianco, Brenda M.

    2008-01-01

    This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The…

  10. Resolving the Formative Assessment Catch-22

    ERIC Educational Resources Information Center

    Waters, John K.

    2012-01-01

    There are few challenges in K-12 education quite as problematic as formative assessment. This process, through which teachers evaluate how well their students are learning while they are teaching them, is almost universally regarded as a best practice. And yet, as researchers Neil T. Heffernan and Kenneth R. Koedinger so eloquently expressed it in…

  11. Maximizing the Effective Use of Formative Assessments

    ERIC Educational Resources Information Center

    Riddell, Nancy B.

    2016-01-01

    In the current age of accountability, teachers must be able to produce tangible evidence of students' concept mastery. This article focuses on implementation of formative assessments before, during, and after instruction in order to maximize teachers' ability to effectively monitor student achievement. Suggested strategies are included to help…

  12. Formative Assessment Probes: To Hypothesize or Not

    ERIC Educational Resources Information Center

    Keeley, Page

    2010-01-01

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

  13. Assessing the Straightforwardly-Worded Brief Fear of Negative Evaluation Scale for Differential Item Functioning Across Gender and Ethnicity

    PubMed Central

    Levinson, Cheri A.; Woods, Carol M.; Rodebaugh, Thomas L.; Weeks, Justin W.; Brown, Patrick J.; Heimberg, Richard G.; Menatti, Andrew R.; Blanco, Carlos; Schneier, Franklin; Liebowitz, Michael

    2016-01-01

    The Brief Fear of Negative Evaluation Scale (BFNE; Leary Personality and Social Psychology Bulletin, 9, 371–375, 1983) assesses fear and worry about receiving negative evaluation from others. Rodebaugh et al. Psychological Assessment, 16, 169–181, (2004) found that the BFNE is composed of a reverse-worded factor (BFNE-R) and straightforwardly-worded factor (BFNE-S). Further, they found the BFNE-S to have better psychometric properties and provide more information than the BFNE-R. Currently there is a lack of research regarding the measurement invariance of the BFNE-S across gender and ethnicity with respect to item thresholds. The present study uses item response theory (IRT) to test the BFNE-S for differential item functioning (DIF) related to gender and ethnicity (White, Asian, and Black). Six data sets consisting of clinical, community, and undergraduate participants were utilized (N=2,109). The factor structure of the BFNE-S was confirmed using categorical confirmatory factor analysis, IRT model assumptions were tested, and the BFNE-S was evaluated for DIF. Item nine demonstrated significant non-uniform DIF between White and Black participants. No other items showed significant uniform or non-uniform DIF across gender or ethnicity. Results suggest the BFNE-S can be used reliably with men and women and Asian and White participants. More research is needed to understand the implications of using the BFNE-S with Black participants. PMID:27642228

  14. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Liu, Xiufeng; Ruiz, Miguel E.

    2008-01-01

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

  17. Assessment formats in dental medicine: An overview

    PubMed Central

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

    2016-01-01

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

  18. Formative Assessment Probes: Big and Small Seeds. Linking Formative Assessment Probes to the Scientific Practices

    ERIC Educational Resources Information Center

    Keeley, Page

    2016-01-01

    This column focuses on promoting learning through assessment. Formative assessment probes are designed to uncover students' ideas about objects, events, and processes in the natural world. This assessment information is then used throughout instruction to move students toward an understanding of the scientific ideas behind the probes. During the…

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

    NASA Astrophysics Data System (ADS)

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

    2013-03-01

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

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

    ERIC Educational Resources Information Center

    Liang, Tie; Wells, Craig S.

    2015-01-01

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

  1. A new ten-item questionnaire for assessing sensitive skin: the Sensitive Scale-10.

    PubMed

    Misery, Laurent; Jean-Decoster, Catherine; Mery, Sophie; Georgescu, Victor; Sibaud, Vincent

    2014-11-01

    Sensitive skin is common but until now there has been no scale for measuring its severity. The Sensitive Scale is a new scale with a 14-item and a 10-item version that was tested in 11 countries in different languages on 2,966 participants. The aim of this study was to validate the pertinence of using the Sensitive Scale to measure the severity of sensitive skin. The internal consistency was high. Correlations with the dry skin type, higher age, female gender, fair phototypes and Dermatology Life Quality Index were found. Using the 10-item version appeared to be preferable because it was quicker and easier to complete, with the same internal consistency and the 4 items that were excluded were very rarely observed in patients. The mean initial scores were around 44/140 and 37/100. The use of a cream for sensitive skin showed the pertinence of the scale before and after treatment.

  2. 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…

  3. A comparison of item response theory-based methods for examining differential item functioning in object naming test by language of assessment among older Latinos

    PubMed Central

    Yang, Frances M.; Heslin, Kevin C.; Mehta, Kala M.; Yang, Cheng-Wu; Ocepek-Welikson, Katja; Kleinman, Marjorie; Morales, Leo S.; Hays, Ron D.; Stewart, Anita L.; Mungas, Dan; Jones, Richard N.; Teresi, Jeanne A.

    2012-01-01

    Object naming tests are commonly included in neuropsychological test batteries. Differential item functioning (DIF) in these tests due to cultural and language differences may compromise the validity of cognitive measures in diverse populations. We evaluated 26 object naming items for DIF due to Spanish and English language translations among Latinos (n=1,159), mean age of 70.5 years old (Standard Deviation (SD)±7.2), using the following four item response theory-based approaches: Mplus/Multiple Indicator, Multiple Causes (Mplus/MIMIC; Muthén & Muthén, 1998–2011), Item Response Theory Likelihood Ratio Differential Item Functioning (IRTLRDIF/MULTILOG; Thissen, 1991, 2001), difwithpar/Parscale (Crane, Gibbons, Jolley, & van Belle, 2006; Muraki & Bock, 2003), and Differential Functioning of Items and Tests/MULTILOG (DFIT/MULTILOG; Flowers, Oshima, & Raju, 1999; Thissen, 1991). Overall, there was moderate to near perfect agreement across methods. Fourteen items were found to exhibit DIF and 5 items observed consistently across all methods, which were more likely to be answered correctly by individuals tested in Spanish after controlling for overall ability. PMID:23471423

  4. Review of Formative Assessment Use and Training in Africa

    ERIC Educational Resources Information Center

    Perry, Lindsey

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  6. Identifying Undifferentiating Response Sets and Assessing Their Effects on the Measurement of Items.

    ERIC Educational Resources Information Center

    Schulz, E. Matthew; Sun, Anji

    Undifferentiating response sets, defined as "overuse" of any category of a Likert scale, were identified using a combination of simple criteria, such as whether a single-category response set involved more than four items, and statistical criteria based on D. Andrich's (1978) measurement model for Likert scales (the Rating Scale model). Data were…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  8. Missouri Assessment Program, Spring 2002: Social Studies, Grade 8. Released Items [and] Scoring Guide.

    ERIC Educational Resources Information Center

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

    This booklet contains sample items from the Missouri social studies test for eighth graders. The first sample is based on a speech delivered by Elizabeth Cady Stanton in the mid-1880s, which proposed a new approach to raising girls. Students are directed to use their own knowledge and the speech excerpt to do three activities. The second sample…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Wells, Craig S.; Bolt, Daniel M.

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Yao, Lihua; Schwarz, Richard D.

    2006-01-01

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

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

    PubMed Central

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

    2014-01-01

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

  14. A Socio-Cultural Theorisation of Formative Assessment

    ERIC Educational Resources Information Center

    Pryor, John; Crossouard, Barbara

    2008-01-01

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

  15. Valuing a More Rigorous Review of Formative Assessment's Effectiveness

    ERIC Educational Resources Information Center

    Apthorp, Helen; Klute, Mary; Petrites, Tony; Harlacher, Jason; Real, Marianne

    2016-01-01

    Prior reviews of evidence for the impact of formative assessment on student achievement suggest widely different estimates of formative assessment's effectiveness, ranging from 0.40 and 0.70 standard deviations in one review. The purpose of this study is to describe variability in the effectiveness of formative assessment for promoting student…

  16. Student Perceptions of Formative Assessment in the Chemistry Classroom

    ERIC Educational Resources Information Center

    Haroldson, Rachelle Ann

    2012-01-01

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

  17. Making Formative Assessment Work: Effective Practice in the Primary Classroom

    ERIC Educational Resources Information Center

    Hall, Kathy; Burke, Winnifred

    2004-01-01

    This book explains and exemplifies formative assessment in practice. Drawing on incidents and case studies from primary classrooms, it describes and analyses how teachers use formative assessment to promote learning. It argues the case for formative assessment with reference to sociocultural perspectives on learning and it examines this in the…

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

    ERIC Educational Resources Information Center

    Nielsen, Tine; Kreiner, Svend

    2011-01-01

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

  19. Improving Content Assessment for English Language Learners: Studies of the Linguistic Modification of Test Items. Research Report. ETS RR-14-23

    ERIC Educational Resources Information Center

    Young, John W.; King, Teresa C.; Hauck, Maurice Cogan; Ginsburgh, Mitchell; Kotloff, Lauren; Cabrera, Julio; Cavalie, Carlos

    2014-01-01

    This article describes two research studies conducted on the linguistic modification of test items from K-12 content assessments. In the first study, 120 linguistically modified test items in mathematics and science taken by fourth and sixth graders were found to have a wide range of outcomes for English language learners (ELLs) and non-ELLs, with…

  20. A Faculty Toolkit for Formative Assessment in Pharmacy Education.

    PubMed

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

    2014-11-15

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

  1. A Faculty Toolkit for Formative Assessment in Pharmacy Education.

    PubMed

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

    2014-11-15

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

  2. A Faculty Toolkit for Formative Assessment in Pharmacy Education

    PubMed Central

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Saß, Steffani; Schütte, Kerstin

    2016-01-01

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

  4. Formative Assessment Probes: Talk Moves. A Formative Assessment Strategy for Fostering Productive Probe Discussions

    ERIC Educational Resources Information Center

    Keeley, Page

    2016-01-01

    Formative assessment probes can be used to foster productive science discussions in which students make their thinking visible to themselves, their peers, and the teacher. During these discussions, there is an exchange between the teacher and students that encourages exploratory thinking, supports careful listening to others' ideas, asks for…

  5. Formative Assessment Probes: Constructing Cl-Ev-R Explanations to Formative Assessment Probes

    ERIC Educational Resources Information Center

    Keeley, Page

    2015-01-01

    A distinguishing feature of all the formative assessment probes in the "Uncovering Student Ideas" series is that each probe has two parts: (1) a selected answer choice that usually mirrors the research on commonly held ideas students have about concepts or phenomena; and (2) an explanation that supports their answer choice. It is this…

  6. Structuring Classroom Discourse Using Formative Assessment Rubrics

    NASA Astrophysics Data System (ADS)

    Brookes, David T.; Lin, Yuhfen

    2010-10-01

    There has been substantial attention paid to students' abilities to engage in a scientific discussion and think critically in a science class. But what constitutes critical thinking in physics? We will discuss a view that critical thinking involves participants (students) becoming increasingly involved in a specialized form of argument that has fixed epistemic rules, but whose rules are seldom made explicit within the physics community that uses them. We will then discuss one method of making the epistemic rules of physics explicit for students by using formative assessment rubrics. We will provide some examples of how these rubrics can be implemented in a physics class and how students were able to transfer critical thinking abilities beyond the physics classroom.

  7. Implementing Formative Assessment: Student Teachers' Experiences on Placements

    ERIC Educational Resources Information Center

    Cowan, Elaine M.

    2009-01-01

    Drawing on the principles of formative assessment identified by the Assessment Reform Group in England, Assessment is for Learning was a major Scottish initiative to improve children's learning. This paper surveys the implementation of formative assessment strategies during school placements by three cohorts of final-year Bachelor of Education…

  8. A Multiple-Item Scale for Assessing E-Government Service Quality

    NASA Astrophysics Data System (ADS)

    Papadomichelaki, Xenia; Mentzas, Gregoris

    A critical element in the evolution of e-governmental services is the development of sites that better serve the citizens’ needs. To deliver superior service quality, we must first understand how citizens perceive and evaluate online citizen service. This involves defining what e-government service quality is, identifying its underlying dimensions, and determining how it can be conceptualized and measured. In this article we conceptualise an e-government service quality model (e-GovQual) and then we develop, refine, validate, confirm and test a multiple-item scale for measuring e-government service quality for public administration sites where citizens seek either information or services.

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

    ERIC Educational Resources Information Center

    Moses, Tim; Miao, Jing; Dorans, Neil

    2010-01-01

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

  10. Written formative assessment and silence in the classroom

    NASA Astrophysics Data System (ADS)

    Lee Hang, Desmond Mene; Bell, Beverley

    2015-09-01

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

  11. Can a single-item measure assess physical load at work? An analysis from the GAZEL cohort

    PubMed Central

    Sabbath, Erika L.; Goldberg, Marcel; Wu, Qiong; Descatha, Alexis

    2012-01-01

    Objective Assessment of workplace physical load is highly resource-intensive. This study tested whether a single-item measure asking individuals about perceived physical strain (PPS) at work was an acceptable proxy for physical load. Methods The study was conducted in a subset of GAZEL cohort (n=2612) undergoing assessment of exposure to 38 occupational biomechanical constraints (representing eight domains) in 1994. Test-retest reliability analyses compared PPS in 1994 and 1995. Validity analyses compared PPS in 1994 to concurrent strains assessed in the more extensive measure. Results The measure showed adequate test-retest reliability. Within and across domains of physical load, linear relationships (p<0.0001) existed between n exposures and PPS. Domains considered more strenuous (carrying loads, pulling objects) showed the highest PPS. Conclusions PPS approximates physical load in absence of detailed measures. PPS could be used in non-occupational epidemiologic studies. PMID:22481211

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

    ERIC Educational Resources Information Center

    Schwabe, Franziska; McElvany, Nele; Trendtel, Matthias

    2015-01-01

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

  13. Written Formative Assessment and Silence in the Classroom

    ERIC Educational Resources Information Center

    Lee Hang, Desmond Mene; Bell, Beverley

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Huang, Xiaoting; Wilson, Mark; Wang, Lei

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Phillips, Donald L.

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

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

    ERIC Educational Resources Information Center

    Zheng, Xiaohui

    2009-01-01

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

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

    PubMed

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

    2010-07-01

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

  2. Formative Assessment Probes: Mountaintop Fossil: A Puzzling Phenomenon

    ERIC Educational Resources Information Center

    Keeley, Page

    2015-01-01

    This column focuses on promoting learning through assessment. This month's issue describes using formative assessment probes to uncover several ways of thinking about the puzzling discovery of a marine fossil on top of a mountain.

  3. Formative Assessment Probes: Is It Erosion or Weathering?

    ERIC Educational Resources Information Center

    Keeley, Page

    2016-01-01

    This column focuses on promoting learning through assessment. The formative assessment probe in this month's issue can be used as an initial elicitation before students are introduced to the formal concepts of weathering and erosion.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Papadomichelaki, Xenia; Mentzas, Gregoris

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    De Champlain, Andre; Gessaroli, Marc E.

    1998-01-01

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

  10. Formative Assessment in the Visual Arts

    ERIC Educational Resources Information Center

    Andrade, Heidi; Hefferen, Joanna; Palma, Maria

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Doubet, Kristina J.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Shirley, Melissa L.; Irving, Karen E.

    2015-01-01

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

  14. Formative Assessment and Teachers' Sensitivity to Student Responses

    ERIC Educational Resources Information Center

    Haug, Berit S.; Ødegaard, Marianne

    2015-01-01

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

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

    PubMed Central

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

    2016-01-01

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

  16. 41 CFR 302-7.21 - If my HHG shipment includes an item for which a weight additive is assessed by the HHG carrier (e...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 41 Public Contracts and Property Management 4 2014-07-01 2014-07-01 false If my HHG shipment includes an item for which a weight additive is assessed by the HHG carrier (e.g., boat, trailer... is assessed by the HHG carrier (e.g., boat, trailer, ultralight vehicle), am I responsible...

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Hannah, John; James, Alex; Williams, Phillipa

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Keeley, Page

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  1. 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…

  2. Formative Assessment Probes: Teachers as Classroom Researchers

    ERIC Educational Resources Information Center

    Keeley, Page

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    PubMed Central

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Lawrenz, Frances; Huffman, Douglas; Welch, Wayne

    2001-05-01

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

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

    ERIC Educational Resources Information Center

    Lockhart, Kathleen A.; And Others

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

  9. Assessing reprogramming by chimera formation and tetraploid complementation.

    PubMed

    Li, Xin; Xia, Bao-long; Li, Wei; Zhou, Qi

    2015-01-01

    Pluripotent stem cells can be evaluated by pluripotent markers expression, embryoid body aggregation, teratoma formation, chimera contribution and even more, tetraploid complementation. Whether iPS cells in general are functionally equivalent to normal ESCs is difficult to establish. Here, we present the detailed procedure for chimera formation and tetraploid complementation, the most stringent criterion, to assessing pluripotency.

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

    ERIC Educational Resources Information Center

    Wei, Hua; Lin, Jie

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Bock, H. Darrell

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

  12. Structured Assessment of Violence Risk in Schizophrenia and Other Psychiatric Disorders: A Systematic Review of the Validity, Reliability, and Item Content of 10 Available Instruments

    PubMed Central

    Singh, Jay P.; Serper, Mark; Reinharth, Jonathan; Fazel, Seena

    2011-01-01

    Objectives: To undertake a systematic review on structured violence risk assessment tools in individuals with schizophrenia. Methods: A systematic search was conducted from 1990 to 2011 to identify violence risk assessment tools and studies examining their predictive validity. Item content of the identified instruments was analyzed, and areas under the curve (AUC) from the studies were extracted. In addition, an 11-item checklist was developed to assess the utility and psychometric properties of these tools. Results: Ten risk assessment tools designed to predict community violence in psychiatric patients were identified, but only 2 studies reporting predictive validity estimates in patients with schizophrenia were found (median AUC = 0.69; interquartile range = 0.60–0.77). When inclusion criteria was broadened to include studies measuring accuracy for any diagnostic group, mixed evidence of predictive validity was found, with median AUCs ranging from 0.62 to 0.85 depending on the population. Item content included mostly clinical, sociodemographic, and criminal history factors. As only 1 tool included a neurobiological item, a structured review of brain-based and cognitive risk factors for violence was included, and 3 clusters (neurocognitive ability, neurocognitive awareness, and attitudinal cognition) were identified. Conclusions: While a number of violence risk assessment tools exist that can be used to predict the likelihood of community violence in psychiatric patients, there is currently little direct evidence for their utility in individuals with schizophrenia. In addition, there is large variation in item content between instruments, and further research is necessary to determine whether the inclusion of alternative factors could improve risk assessment. PMID:21860036

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

    NASA Astrophysics Data System (ADS)

    Shirley, Melissa L.; Irving, Karen E.

    2015-02-01

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

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

    Technology Transfer Automated Retrieval System (TEKTRAN)

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

  15. 41 CFR 302-7.21 - If my HHG shipment includes an item for which a weight additive is assessed by the HHG carrier (e...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 41 Public Contracts and Property Management 4 2012-07-01 2012-07-01 false If my HHG shipment includes an item for which a weight additive is assessed by the HHG carrier (e.g., boat, trailer... Management Federal Travel Regulation System RELOCATION ALLOWANCES TRANSPORTATION AND STORAGE OF PROPERTY...

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  18. 41 CFR 302-7.21 - If my HHG shipment includes an item for which a weight additive is assessed by the HHG carrier (e...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 41 Public Contracts and Property Management 4 2013-07-01 2012-07-01 true If my HHG shipment includes an item for which a weight additive is assessed by the HHG carrier (e.g., boat, trailer... Management Federal Travel Regulation System RELOCATION ALLOWANCES TRANSPORTATION AND STORAGE OF PROPERTY...

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

    ERIC Educational Resources Information Center

    Huynh, Huynh; Rawls, Anita

    2011-01-01

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

  20. Assessing consumer program needs: advantages of a brief unstructured format.

    PubMed

    Blankertz, Laura; Hazem, Denis

    2002-08-01

    To be empowered, consumers must provide feedback on services so that modifications can be made. The most frequently used method to attain such information is consumer satisfaction measures. However, often the measures are not useful because they have a strong positive response bias or because they do not contain items that reflect consumer needs. An alternative brief unstructured assessment was piloted with individuals served by four Community Treatment Teams in Delaware. The high number of needs expressed suggests that further work should be done in this area.

  1. Validation of a 4-item Negative Symptom Assessment (NSA-4): a short, practical clinical tool for the assessment of negative symptoms in schizophrenia.

    PubMed

    Alphs, Larry; Morlock, Robert; Coon, Cheryl; Cazorla, Pilar; Szegedi, Armin; Panagides, John

    2011-06-01

    The 16-item Negative Symptom Assessment (NSA-16) scale is a validated tool for evaluating negative symptoms of schizophrenia. The psychometric properties and predictive power of a four-item version (NSA-4) were compared with the NSA-16. Baseline data from 561 patients with predominant negative symptoms of schizophrenia who participated in two identically designed clinical trials were evaluated. Ordered logistic regression analysis of ratings using NSA-4 and NSA-16 were compared with ratings using several other standard tools to determine predictive validity and construct validity. Internal consistency and test--retest reliability were also analyzed. NSA-16 and NSA-4 scores were both predictive of scores on the NSA global rating (odds ratio = 0.83-0.86) and the Clinical Global Impressions--Severity scale (odds ratio = 0.91-0.93). NSA-16 and NSA-4 showed high correlation with each other (Pearson r = 0.85), similar high correlation with other measures of negative symptoms (demonstrating convergent validity), and lesser correlations with measures of other forms of psychopathology (demonstrating divergent validity). NSA-16 and NSA-4 both showed acceptable internal consistency (Cronbach α, 0.85 and 0.64, respectively) and test--retest reliability (intraclass correlation coefficient, 0.87 and 0.82). This study demonstrates that NSA-4 offers accuracy comparable to the NSA-16 in rating negative symptoms in patients with schizophrenia.

  2. Action Items

    ERIC Educational Resources Information Center

    Baker, Mark; Keane, Brian

    2009-01-01

    Maximizing school resources and managing a shrinking budget--these are two important items affected when a building's roofing system does not perform properly. Rather than acting in haste, school and university administrators should do what every teacher tells a student prior to answering any question: think through the research and studies to…

  3. Ethyl carbamate: analytical methodology, occurrence, formation, biological activity and risk assessment.

    PubMed

    Zimmerli, B; Schlatter, J

    1991-01-01

    Ethyl carbamate (EC) is a genotoxic compound in vitro and in vivo, it binds covalently to DNA and is an animal carcinogen. Today, EC is mainly found as a natural trace constituent in different alcoholic beverages and in fermented food items. Data on analytical methodology and the levels of EC in different food items are summarized and the daily burden of humans is estimated. Under normal dietary habits excluding alcoholic beverages, the unavoidable daily intake is 10-20 ng/kg b.w. On the basis of the evaluation of all toxicity data and its mode of action a conventional risk assessment of EC indicates that this level represents a negligible lifetime cancer risk (less than 0.0001%). Individual habits may greatly enhance the risk. Regular drinking of table wine (500 ml/day) would increase the risk up to 5 times, regular drinking of stone-fruit distillates (20-40 ml/day) would raise the calculated hypothetical tumor risk to near 0.01%. Human exposure to carcinogenic compounds should be as low as reasonably achievable. In order to take reliable measures to reduce EC levels in beverages and foods, it is crucial to know the mode of its formation. For its natural formation the presence of ethanol is absolutely required. In stone-fruit distillates hydrogen cyanide together with photochemically active substances are crucial to form EC. The main part of EC is formed after the distillation involving photochemical reactions. In wine (and probably bread) significant EC formation seems to depend on heat treatment. While in distillates hydrogen cyanide is the most important single precursor, in wine different carbamyl compounds, mainly urea, seem to be involved in EC formation. Despite this apparent difference a common EC formation pathway is discussed for all alcoholic beverages by assuming cyanic-/isocyanic acid as an important ultimate reactant with ethanol. Some ideas are presented as to the possible course of future work.

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

    ERIC Educational Resources Information Center

    Fox, Janice M.

    2013-01-01

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

  5. Exploring Formative Assessment Using Cultural Historical Activity Theory

    ERIC Educational Resources Information Center

    Asghar, Mandy

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Ravela, Pedro

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Blayney, Paul; Freeman, Mark

    2004-01-01

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

  8. Developing Formative Assessments for Postgraduate Students in Engineering

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  9. Assessment of Person Fit for Mixed-Format Tests

    ERIC Educational Resources Information Center

    Sinharay, Sandip

    2015-01-01

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

  10. A Situative Response to the Conundrum of Formative Assessment

    ERIC Educational Resources Information Center

    Hickey, Daniel T.

    2015-01-01

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

  11. Rating Scale Items: A Brief Review of Nomenclature, Components, and Formatting to Inform the Development of Direct Behavior Rating (DBR)

    ERIC Educational Resources Information Center

    Christ, Theodore J.; Boice, Christina

    2009-01-01

    Ratings scales are a common component of many multisource, multimethod frameworks for socioemotional and behavior assessment of children. There is a modest literature base to support the use of attitudinal, behavioral, and personality rating scales. Much of that historic literature focuses on the characteristics and interpretations of specific…

  12. Assessment Orientation in Formative Assessment of Learning to Teach

    ERIC Educational Resources Information Center

    Tillema, Harm H.; Smith, Kari

    2009-01-01

    How mentors in their role as assessors appraise practice teaching lessons may strongly influence their student teachers' learning of how to teach. It can be contended that an assessment for learning (AfL) perspective on process and criteria of appraisal will support a shared valuation of student teachers' practice teaching and acceptance of…

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

    ERIC Educational Resources Information Center

    Brady, Leighangela; McColl, Lisa

    2010-01-01

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

  14. Evidence of student ideas in the validation of middle school forces and motion assessment items: Using interviews to confirm student idea use

    NASA Astrophysics Data System (ADS)

    Ochsendorf, Robert J.

    This study explored the extent to which seven paper and pencil assessment items judged by experts to be aligned with forces and motion ideas actually measure those concepts for middle school students. To accomplish this, the study compared students' individual responses under paper and pencil and interview conditions while considering an elaborated model of a target science idea assessed by the items. The study sought to confirm the inferences provided by a written science assessment instrument by comparing them to alternative inferences based on student interview data. Participants in the study were a diverse sample of 14 middle school students. Each student completed the written assessment instrument and then participated in an interview designed to confirm student idea use. All interview transcripts were coded for idea use and the results from coded data were then compared to students' performance on the written posttest. The study concludes that in most cases, the two sets of assessment evidence were in agreement and that the items provide valid inferences about students' actual understanding of the target ideas. The study also concludes that on a few occasions the written posttest overestimated students' performances when compared to data collected during the interviews. The study presents additional student ideas regarding forces and motion that have been previously undocumented in the literature. Conclusions and implications are discussed.

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

    PubMed Central

    Sewell, Robert D. E.

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  17. Item-Writing Guidelines for Physics

    ERIC Educational Resources Information Center

    Regan, Tom

    2015-01-01

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

  18. Elements of proximal formative assessment in learners' discourse about energy

    NASA Astrophysics Data System (ADS)

    Harrer, Benedikt W.; Scherr, Rachel E.; Wittmann, Michael C.; Close, Hunter G.; Frank, Brian W.

    2012-02-01

    Proximal formative assessment, the just-in-time elicitation of students' ideas that informs ongoing instruction, is usually associated with the instructor in a formal classroom setting. However, the elicitation, assessment, and subsequent instruction that characterize proximal formative assessment are also seen in discourse among peers. We present a case in which secondary teachers in a professional development course at SPU are discussing energy flow in refrigerators. In this episode, a peer is invited to share her thinking (elicitation). Her idea that refrigerators move heat from a relatively cold compartment to a hotter environment is inappropriately judged as incorrect (assessment). The "instruction" (peer explanation) that follows is based on the second law of thermodynamics, and acts as corrective rather than collaborative.

  19. Distractor Similarity and Item-Stem Structure: Effects on Item Difficulty

    ERIC Educational Resources Information Center

    Ascalon, M. Evelina; Meyers, Lawrence S.; Davis, Bruce W.; Smits, Niels

    2007-01-01

    This article examined two item-writing guidelines: the format of the item stem and homogeneity of the answer set. Answering the call of Haladyna, Downing, and Rodriguez (2002) for empirical tests of item writing guidelines and extending the work of Smith and Smith (1988) on differential use of item characteristics, a mock multiple-choice driver's…

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

    PubMed

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

    2006-12-01

    This study examined multidimensional item response theory (MIRT) modeling to assess social desirability (SocD) influences on self-reported physical activity self-efficacy (PASE) and fruit and vegetable self-efficacy (FVSE). The observed sample included 473 Houston-area adolescent males (10-14 years). SocD (nine items), PASE (19 items) and FVSE (21 items) were measured with previously validated self-report instruments containing Likert-type responses. Physical activity was objectively measured using the Computer Science Application Incorporated/Manufacturing Technology Incorporated (CSA/MTI) accelerometer. Total fruit, juice and vegetable consumption was measured with a food frequency questionnaire. Correlations between self-efficacy and behaviors were minimal, regardless of controlling for SocD. However, in a simulated sample derived to demonstrate the utility of MIRT when relationships exist, the pseudo-relationships between self-efficacy and behaviors were substantially weaker after controlling for SocD. MIRT provided disattenuated correlations between SocD and self-efficacy, thereby providing more precise estimates of the real influence of SocD on the relationship between self-efficacy and behavior. However, as shown in the observed sample, more research is needed to understand the influence of SocD on the relationship between self-efficacy and behaviors for different populations and for different degrees of SocD response bias.

  1. Gender-Based Differential Item Performance in Mathematics Achievement Items.

    ERIC Educational Resources Information Center

    Doolittle, Allen E.

    A procedure for the detection of differential item performance (DIP) is used to investigate the relationships between characteristics of mathematics achievement items and gender differences in performance. Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test (ACTM).…

  2. Differential Item Functioning Analysis Using Rasch Item Information Functions

    ERIC Educational Resources Information Center

    Wyse, Adam E.; Mapuranga, Raymond

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Smith, Gary

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Wang, Wen-Chung

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Higginbotham, David L.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  9. Formative Assessment Design for PDA Integrated Ecology Observation

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  10. Formative Assessment and Writing: A Meta-Analysis

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Pietsch, Laura

    2013-01-01

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

  12. Exploring Formative Assessment. The Professional Learning Community Series

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2009-01-01

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

  13. Using Email for Formative Assessment with Professional Doctorate Students

    ERIC Educational Resources Information Center

    Crossouard, Barbara; Pryor, John

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Trumpower, David

    2013-01-01

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

  16. Teacher Learning of Technology-Enhanced Formative Assessment

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  17. Using Formative Assessment and Metacognition to Improve Student Achievement

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  18. Exploring Teacher Questioning as a Formative Assessment Strategy

    ERIC Educational Resources Information Center

    Jiang, Yan

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Chon, Kyong Hee

    2009-01-01

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

  1. Agriculture Library of Test Items.

    ERIC Educational Resources Information Center

    Sutherland, Duncan, Ed.

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

  2. Career and Occupational Development Items.

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Anderson, Paul S.; Hyers, Albert D.

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

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

    ERIC Educational Resources Information Center

    Alzina, Amy

    2016-01-01

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

  5. The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment

    NASA Astrophysics Data System (ADS)

    Drechsel, Barbara; Carstensen, Claus; Prenzel, Manfred

    2011-01-01

    This paper focuses interest in science as one of the attitudinal aspects of scientific literacy. Large-scale data from the Programme for International Student Assessment (PISA) 2006 are analysed in order to describe student interest more precisely. So far the analyses have provided a general indicator of interest, aggregated over all contexts and contents in the science test. With its innovative approach PISA embeds interest items within the cognitive test unit and its contents and contexts. The main difference from conventional interest measures is that in most questionnaires, a relatively small number of interest items cover broad fields of contents and contexts. The science units represent a number of systematically differentiated scientific contexts and contents. The units' stimulus texts allow for concrete descriptions of relevant content aspects, applications, and contexts. In the analyses, multidimensional item response models are applied in order to disentangle student interest. The results indicate that multidimensional models fit the data. A two-dimensional model separating interest into two different knowledge of science dimensions described in the PISA science framework is further analysed with respect to gender, performance differences, and country. The findings give a comprehensive description of students' interest in science. The paper deals with methodological problems and describes requirements of the test construction for further assessments. The results are discussed with regard to their significance for science education.

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

    PubMed

    Debelak, Rudolf; Tran, Ulrich S

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Keeley, Page

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Gierl, Mark J.; Lai, Hollis

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Gijbels, David; Dochy, Filip

    2006-01-01

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

  12. Technology-Enhanced Formative Assessment of Plant Identification

    NASA Astrophysics Data System (ADS)

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

    2016-04-01

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

  13. 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…

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

    PubMed Central

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Penfield, Randall David

    2014-01-01

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

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

    PubMed

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

    2016-01-01

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

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

    PubMed Central

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

    2016-01-01

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

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

    PubMed

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

    2016-01-01

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

  19. Item Selection in Computerized Classification Testing

    ERIC Educational Resources Information Center

    Thompson, Nathan A.

    2009-01-01

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

  20. Computer Equipment Repair Test Item Bank.

    ERIC Educational Resources Information Center

    Reneau, Fred; And Others

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    PubMed

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

    2014-01-15

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

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

    ERIC Educational Resources Information Center

    Umer, Muhammad; Omer, Abdul Majeed Attayib

    2015-01-01

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

  4. Assessing and understanding diversity in galaxy star formation histories

    NASA Astrophysics Data System (ADS)

    Abramson, Louis Evan

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

  5. Formative Assessment and Teachers' Sensitivity to Student Responses

    NASA Astrophysics Data System (ADS)

    Haug, Berit S.; Ødegaard, Marianne

    2015-03-01

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

  6. Effective training design: use of theory and formative assessment.

    PubMed

    Diker, Ann; Cunningham-Sabo, Leslie; Bachman, Kari; Stacey, Jane E; Walters, Lynn M; Wells, Linda

    2012-07-01

    Effective nutrition education training should be guided by sound theory that specifically addresses behavior change. A 3-hour training was developed using diffusion of innovations (DOI) and social cognitive theories and formative assessment. Essential training components included interactive learning techniques and curriculum lesson practice. Descriptive statistics were used to analyze training satisfaction, paired samples t tests determined pre- to posttraining differences, and Pearson correlations and stepwise multiple regression were conducted to explore predictors of future curriculum use. Paraprofessional nutrition educators (NEs) and their supervisors rated the training high in acceptability, benefit, and clarity. NEs and supervisors improved knowledge about teaching the curriculum (t = 5.12, p < .01 and t = 8.31, p < .01, respectively), confidence (t = 3.93, p < .01 and t = 3.62, p < .01, respectively), motivation (t = 3.71, p < .01 and t = 2.63, p < .05, respectively), and information (t = 7.17, p < .01 and t = 4.15, p < .01, respectively) to teach the curriculum. The DOI attributes of relative advantage and trialability were correlated with intended future curriculum use by NEs (r = .577, p = .002 and r = .418, p = .027, respectively). Relative advantage was correlated with intended use by supervisors (r = .502, p = .040). These results underscore the importance of using both theory and formative assessment for successful training development.

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

    ERIC Educational Resources Information Center

    Graf, Edith Aurora

    2014-01-01

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

  8. Readability and Item Difficulty of the Texas Assessment of Knowledge and Skills Fifth-Grade Science Tests

    ERIC Educational Resources Information Center

    Thomas, Conn; Carpenter, Clint

    2008-01-01

    The development of the Texas Assessment of Knowledge and Skills test involves input from educators across the state. The development process attempts to create an assessment that reflects the skills and content understanding of students at the tested grade level. This study attempts to determine other factors that can affect student performance on…

  9. Repositioning Formative Assessment from an Educational Assessment Perspective: A Response to Dunn & Mulvenon (2009)

    ERIC Educational Resources Information Center

    Filsecker, Michael; Kerres, Michael

    2012-01-01

    Within the recognized tensions between statewide testing and the process of teaching and learning, formative assessment's potential for improving student learning and for shedding light "inside the black box," has received increased attention from scholars in different countries. In their critical review, Dunn & Mulvenon (2009) pointed out the…

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

    ERIC Educational Resources Information Center

    Aylward, Gary

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Antoniou, Panayiotis; James, Mary

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Wininger, Steven R.; Norman, Antony D.

    2005-01-01

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

  13. "Straitjacket" or "Springboard for Sustainable Learning"? The Implications of Formative Assessment Practices in Vocational Learning Cultures

    ERIC Educational Resources Information Center

    Davies, Jenifer; Ecclestone, Kathryn

    2008-01-01

    In contrast to theoretical and empirical insights from research into formative assessment in compulsory schooling, understanding the relationship between formative assessment, motivation and learning in vocational education has been a topic neglected by researchers. The Improving Formative Assessment project (IFA) addresses this gap, using a…

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

    ERIC Educational Resources Information Center

    Hatzipanagos, Stylianos; Warburton, Steven

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Bart, William M.; Williams-Morris, Ruth

    1990-01-01

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

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

    ERIC Educational Resources Information Center

    Lee, HyeSun; Winke, Paula

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    von Davier, Alina A.; Wilson, Christine

    2008-01-01

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

  18. Assessing whether parents and children perceive the meaning of the items in the PedsQLTM 4.0 quality of life instrument consistently: a differential item functioning analysis.

    PubMed

    Jafari, Peyman; Bagheri, Zahra; Hashemi, Seyyedeh Zahra; Shalileh, Keivan

    2013-09-01

    Limited studies have examined the effect of differential item functioning (DIF) on comparing health related quality of life (HRQoL) scores across child self-reports and parent proxy-reports. This study aims to determine whether parents and children respond differently to the items in the Persian version of the PedsQoLTM 4.0 measure. The PedsQLTM 4.0 Generic Core Scales was completed by 938 child-parent dyads. The graded response model (GRM) was used to detect DIF between parents and children. The IRT analyses were conducted using IRTPRO 2.1.On the whole, our findings showed that 50% (4 out of 8) of the items in the physical subscale and 40% (2 out of 5) in both emotional and school subscales were flagged with DIF. Among the DIF items, 62.5% (5 out of 8) were uniform and the remaining 37.5% (3 out of 8) were non-uniform. Parents and children interpret certain items of the PedsQLTM 4.0 in a different ways, except for the social subscale. Hence, we should be cautious about using parent proxy-report as a substitute for a child's ratings.

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

    ERIC Educational Resources Information Center

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

    2003-01-01

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

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

    PubMed

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

    1998-01-01

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

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

    ERIC Educational Resources Information Center

    Thissen, David

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Gotwals, Amelia Wenk; Songer, Nancy Butler

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Haro, Elizabeth K.; Haro, Luis S.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Jenkins, James O.

    2010-01-01

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

  5. Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

    ERIC Educational Resources Information Center

    Izci, Kemal

    2016-01-01

    Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

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

    PubMed

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

    2010-11-01

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

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

    PubMed

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

    2010-11-01

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

  8. Automated Item Selection Using Item Response Theory.

    ERIC Educational Resources Information Center

    Stocking, Martha L.; And Others

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

  9. [Brazilian version of the Non-communicative Patient's Pain Assessment Instrument (NOPPAIN): conceptual, item, and semantic equivalence].

    PubMed

    Araujo, Raquel Soares De; Pereira, Lilian Varanda

    2012-10-01

    The evaluation and measurement of pain in individuals with dementia and unable to communicate verbally has been a challenging experience. The Non-communicative Patient's Pain Assessment Instrument (NOPPAIN) is an instrument that evaluates this phenomenon by observing behaviors that express pain. Considering the lack of instruments for this purpose in Brazil, the current study was designed to translate the NOPPAIN instrument into Brazilian Portuguese and culturally adapt it to the Brazilian reality. This was a methodological study, with Guillemin et al. as the theoretical reference. The study included four steps: translation; obtaining a consensus version; back-translation; and evaluation of the translation and back-translation by an expert panel. In this initial approach, the NOPPAIN-Br showed semantic equivalence to the original instrument and is now available in Brazilian Portuguese for further validation.

  10. Refining Inquiry with Multi-Form Assessment: Formative and summative assessment functions for flexible inquiry

    NASA Astrophysics Data System (ADS)

    Zuiker, Steven; Reid Whitaker, J.

    2014-04-01

    This paper describes the 5E+I/A inquiry model and reports a case study of one curricular enactment by a US fifth-grade classroom. A literature review establishes the model's conceptual adequacy with respect to longstanding research related to both the 5E inquiry model and multiple, incremental innovations of it. As a collective line of research, the review highlights a common emphasis on formative assessment, at times coupled either with differentiated instruction strategies or with activities that target the generalization of learning. The 5E+I/A model contributes a multi-level assessment strategy that balances formative and summative functions of multiple forms of assessment in order to support classroom participation while still attending to individual achievement. The case report documents the enactment of a weeklong 5E+I/A curricular design as a preliminary account of the model's empirical adequacy. A descriptive and analytical narrative illustrates variable ways that multi-level assessment makes student thinking visible and pedagogical decision-making more powerful. In light of both, it also documents productive adaptations to a flexible curricular design and considers future research to advance this collective line of inquiry.

  11. Negotiating the Use of Formative Assessment for Learning in an Era of Accountability Testing

    ERIC Educational Resources Information Center

    Yin, Xinying

    2013-01-01

    The purpose of this collaborative action research was to understand how science educators can negotiate the tension between integrating formative assessment (FA) for students' learning and meeting the need for standardized summative assessment (testing) from a critical perspective. Using formative assessment in the era of accountability testing…

  12. Clickers and CATs: Using Learner Response Systems for Formative Assessments in the Classroom

    ERIC Educational Resources Information Center

    Briggs, Charlotte L.; Keyek-Franssen, Deborah

    2010-01-01

    Formative assessment can play a critical role in fostering student success by engaging students in their own learning process, focusing their attention on what really matters, and helping instructors adjust to student learning needs in real time. Classroom assessment techniques (CATs) are a powerful formative assessment tool, and many CATs can be…

  13. Engaging Professionals: Investigating in Service Teachers Use of Formative Classroom Assessment

    ERIC Educational Resources Information Center

    Tariq, Muhammad Arshad

    2013-01-01

    This study examined in-service teachers use of formative classroom assessment (FCA) approach. The research aimed at to achieve following three major objectives: (a) to identify in-service teachers' comprehension of determining the purpose of formative classroom assessment, (b) to investigate teachers' use of process and techniques of assessment in…

  14. Formative Assessment as a Vehicle for Changing Classroom Practice in a Specific Cultural Context

    ERIC Educational Resources Information Center

    Chen, Jingping

    2015-01-01

    In this commentary, I interpret Xinying Yin and Gayle Ann Buck's collaborative action research from a social-cultural perspective. Classroom implementation of formative assessment is viewed as interaction between this assessment method and the local learning culture. I first identify Yin and Buck's definition of the formative assessment, and then…

  15. Formative Assessment: A Systematic and Artistic Process of Instruction for Supporting School and Lifelong Learning

    ERIC Educational Resources Information Center

    Clark, Ian

    2012-01-01

    Formative assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. If the potential of formative assessment is to be realized, it must transform from a collection of abstract theories and research methodologies and…

  16. Connecting Formative Assessment Research to Practice: An Introductory Guide for Educators

    ERIC Educational Resources Information Center

    Pinchok, Nick; Brandt, W. Christopher

    2009-01-01

    For several years, there have been varying and often conflicting viewpoints and definitions of what formative assessment is--is it a product, is it a process, is it something that can be bought? One source of confusion about this issue has come from products and services sold by curriculum and assessment vendors, touted as "formative assessment."…

  17. "Formative Good, Summative Bad?"--A Review of the Dichotomy in Assessment Literature

    ERIC Educational Resources Information Center

    Lau, Alice Man Sze

    2016-01-01

    The debate between summative and formative assessment is creating a situation that increasingly calls to mind the famous slogan in George Orwell's (1945) "Animal Farm"--"Four legs good, two legs bad". Formative assessment is increasingly being portrayed in the literature as "good" assessment, which tutors should…

  18. Commitment, Compliance and Comfort Zones: The Effects of Formative Assessment on Vocational Education Students' Learning Careers

    ERIC Educational Resources Information Center

    Ecclestone, Kathryn

    2007-01-01

    Research evidence that well-executed formative assessment raises achievement and enhances motivation and autonomy has influenced policy and practice in schools and universities in the United Kingdom. Formative assessment is also built into the aims and assessment activities of outcome-based qualifications in post-compulsory education. Behind these…

  19. Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design

    NASA Astrophysics Data System (ADS)

    Heredia, Sara C.; Furtak, Erin Marie; Morrison, Deb; Renga, Ian Parker

    2016-09-01

    Formative assessment has been recognized as an essential element of effective classroom practice; as a result, teachers are increasingly required to create formative assessments for their classrooms. This study examines data drawn from a long-term, site-based professional development program that supported a department of biology teachers in the iterative design and enactment of common formative assessment tools. We analyze teacher conversations to understand how teachers collaborated to design formative assessments. Results indicate that when teachers attended to problems of practice related to teaching evolution, increased transparency in their talk helped build consensus about the design of formative assessment tools. These results highlight the importance of encouraging transparency in teacher dialog when they are engaged in collaborative design of formative assessments.

  20. Comparing Item Characteristic Curves.

    ERIC Educational Resources Information Center

    Rosenbaum, Paul R.

    1987-01-01

    This paper develops and applies three nonparametric comparisons of the shapes of two item characteristic surfaces: (1) proportional latent odds; (2) uniform relative difficulty; and (3) item sensitivity. A method is presented for comparing the relative shapes of two item characteristic curves in two examinee populations who were administered an…

  1. Random Item IRT Models

    ERIC Educational Resources Information Center

    De Boeck, Paul

    2008-01-01

    It is common practice in IRT to consider items as fixed and persons as random. Both, continuous and categorical person parameters are most often random variables, whereas for items only continuous parameters are used and they are commonly of the fixed type, although exceptions occur. It is shown in the present article that random item parameters…

  2. Differential Item and Person Functioning in Large-Scale Writing Assessments within the Context of the SAT®. Research Report 2013-6

    ERIC Educational Resources Information Center

    Engelhard, George, Jr.; Wind, Stefanie A.; Kobrin, Jennifer L.; Chajewski, Michael

    2013-01-01

    The purpose of this study is to illustrate the use of explanatory models based on Rasch measurement theory to detect systematic relationships between student and item characteristics and achievement differences using differential item functioning (DIF), differential group functioning (DGF), and differential person functioning (DPF) techniques. The…

  3. Using DIF Dissection To Assess Effects of Item Deletion Due to DIF on the Performance of SAT I: Reasoning Test Sub-populations.

    ERIC Educational Resources Information Center

    Zhang, Yanling; Matthews-Lopez, Joy; Dorans, Neil J.

    Statistical procedures for detecting differential item functioning (DIF) are often used to screen items for construct irrelevant variance. Standard DIF detection procedures focus on only one categorical variables at an aggregated group or one-way level, like gender or ethnicity/race. Building on previous work by P. Hu and N. Dorans (1998), N.…

  4. Assessing Goodness of Fit in Item Response Theory with Nonparametric Models: A Comparison of Posterior Probabilities and Kernel-Smoothing Approaches

    ERIC Educational Resources Information Center

    Sueiro, Manuel J.; Abad, Francisco J.

    2011-01-01

    The distance between nonparametric and parametric item characteristic curves has been proposed as an index of goodness of fit in item response theory in the form of a root integrated squared error index. This article proposes to use the posterior distribution of the latent trait as the nonparametric model and compares the performance of an index…

  5. Exploring the Utility of Background and Cognitive Variables in Explaining Latent Differential Item Functioning: An Example of the PISA 2009 Reading Assessment

    ERIC Educational Resources Information Center

    Chen, Ying-Fang; Jiao, Hong

    2014-01-01

    Differential item functioning (DIF) may be caused by an interaction of multiple manifest grouping variables or unexplored manifest variables, which cannot be detected by conventional DIF detection methods that are based on a single manifest grouping variable. Such DIF may be detected by a latent approach using the mixture item response theory…

  6. A geochemical assessment of possible lunar ore formation

    NASA Technical Reports Server (NTRS)

    Haskin, Larry A.; Colson, Russell O.; Vaniman, David

    1991-01-01

    The Moon apparently formed without appreciable water or other relatively volatile materials. Interior concentrations of water or other volatile substances appear to be extremely low. On Earth, water is important to the genesis of nearly all types of ores. Thus, some have reasoned that only abundant elements would occur in ore concentrations. The definition and recognition of ores on the Moon challenge the imaginations and the terrestrial perceptions of ore bodies. Lunar ores included solar-wind soaked soils, which contain abundant but dilute H, C, N, and noble gases (including He-3). Oxygen must be mined; soils contain approximately 45 percent (wt). Mainstream processes of rock formation concentrated Si, Mg, Al, Fe, and Ca, and possibly Ti and Cr. The highland surface contains approximately 70 percent (wt) feldspar (mainly CaAl2Si2O8), which can be separated from some highland soils. Small fragments of dunite were collected; dunite may occur in walls and central peaks of some craters. Theoretical extensions of observations of lunar samples suggest that the Moon may have produced ores of trace elements. Some small fragments have trace-element concentrations 10(exp 4) times higher than the lunar average, indicating that effective geochemical separations occurred; processes included fractional crystallization, silicate immiscibility, vaporization and condensation, and sulfide metamorphism. Operations of these processes acting on indigenous materials and on meteoritic material in the regolith could have produced ores. Infalling carbonaceous meteorites and comets have added water and hydrocarbons that may have been cold-trapped. Vesicles in basalts, pyroclastic beads, and reported transient events suggest gag emission from the lunar interior; such gas might concentrate and transport rare elements. Large impacts may disperse ores or produce them through deposition of heat at depth and by vaporization and subsequent condensation. The main problem in assessing lunar

  7. Qualitative Development of the PROMIS® Pediatric Stress Response Item Banks

    PubMed Central

    Gardner, William; Pajer, Kathleen; Riley, Anne W.; Forrest, Christopher B.

    2013-01-01

    Objective To describe the qualitative development of the Patient-Reported Outcome Measurement Information System (PROMIS®) Pediatric Stress Response item banks. Methods Stress response concepts were specified through a literature review and interviews with content experts, children, and parents. A library comprising 2,677 items derived from 71 instruments was developed. Items were classified into conceptual categories; new items were written and redundant items were removed. Items were then revised based on cognitive interviews (n = 39 children), readability analyses, and translatability reviews. Results 2 pediatric Stress Response sub-domains were identified: somatic experiences (43 items) and psychological experiences (64 items). Final item pools cover the full range of children’s stress experiences. Items are comprehensible among children aged ≥8 years and ready for translation. Conclusions Child- and parent-report versions of the item banks assess children’s somatic and psychological states when demands tax their adaptive capabilities. PMID:23124904

  8. Comparative energy storage assessment item

    NASA Technical Reports Server (NTRS)

    Giudici, B.

    1984-01-01

    This analysis, a Space Station application study, rediscovered Integrated Power and Attitude Control (IPAC) and found the approach to have lower initial and resupply weight and lower initial and resupply cost than either battery/CMG or regenerative fuel cell/CMG systems. Preliminary trade studies were performed comparing (IPAC) with equivalent independent electrochemical power and control moment gyro (CMG) control approaches. Technologies considered to have adequate status for an initial Space Station were: (1) nickel cadmium batteries (NiCd batteries), (2) regenerative fuel cells (RFC), (3) Skylab class CMG's, and (4) state of the art IPAC using metal wheels and ball bearing suspension (SOA-IPAC). An advanced IPAC (ADV-IPAC) employing composite rotor material and magnetic suspension was included in the comparisons to illustrate a possible range of performance and cost of inertial systems. The candidates were compared on the basis of initial weight and cost and on the basis of resupply weight and cost for a 15 year mission. Thus, SOA-IPAC would appear to be an attractive approach for the initial Space Station and possible technology improvements would further the appeal for the initial and/or growth Space Station.

  9. Lessons Learned from the Process of Curriculum Developers' and Assessment Developers' Collaboration on the Development of Embedded Formative Assessments

    ERIC Educational Resources Information Center

    Brandon, Paul R.; Young, Donald B.; Shavelson, Richard J.; Jones, Rachael; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Yin, Yue; Tomita, Miki K.; Furtak, Erin Marie

    2008-01-01

    Our project to embed formative student assessments in the Foundational Approaches in Science Teaching curriculum required a close collaboration between curriculum developers at the Curriculum Research & Development Group (CRDG) and assessment developers at the Stanford Educational Assessment Laboratory (SEAL). This was a new endeavor for each…

  10. Geography: Library of Test Items. Volume II.

    ERIC Educational Resources Information Center

    Kouimanos, John, Ed.

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

  11. Geography Library of Test Items. Volume One.

    ERIC Educational Resources Information Center

    Kouimanos, John, Ed.

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

  12. Geography Library of Test Items. Volume Six.

    ERIC Educational Resources Information Center

    Kouimanos, John, Ed.

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

  13. Theoretical assessment of bonaccordite formation in pressurized water reactors

    DOE PAGES

    Rak, Zsolt; O'Brien, Chris; Shin, Dongwon; Andersson, Anders David; Stanek, Christopher; Brenner, Donald

    2016-03-04

    The free energy of formation of bonaccordite (Ni2FeBO5) as a function of temperature has been calculated using a technique that combines first principles calculations with experimental free energies of formation of aqueous species. The results suggest that bonaccordite formation from aqueous metal ions (Ni2+ andFe3+) and boric acid is thermodynamically favorable at elevated temperature and pH that have been predicted to exist at the CRUD-clad interface in deposits thicker than 60 μm.

  14. Theoretical assessment of bonaccordite formation in pressurized water reactors

    NASA Astrophysics Data System (ADS)

    Rak, Zs; O'Brien, C. J.; Shin, D.; Andersson, A. D.; Stanek, C. R.; Brenner, D. W.

    2016-06-01

    The free energy of formation of bonaccordite (Ni2FeBO5) as a function of temperature has been calculated using a technique that combines first principles calculations with experimental free energies of formation of aqueous species. The results suggest that bonaccordite formation from aqueous metal ions (Ni2+ andFe3+) and boric acid is thermodynamically favorable at elevated temperature and pH that have been predicted to exist at the CRUD-clad interface in deposits thicker than 60 μm.

  15. Formative Assessment in HL Teaching: Purposes, Procedures, and Practices

    ERIC Educational Resources Information Center

    Carreira, Maria M.

    2012-01-01

    Discussions surrounding assessment in the foreign languages generally focus on the two ends of the teaching/learning process: diagnostic assessment, typically used for placement purposes and administered prior to the start of instruction, and summative assessment, which evaluates learning after instruction for purposes of assigning a grade or…

  16. Classroom Currency as a Means of Formative Feedback, Reflection, and Assessment in the World Language Classroom

    ERIC Educational Resources Information Center

    Bachelor, Jeremy W.; Bachelor, Robin Barnard

    2016-01-01

    This study examines the formative aspects of teaching in the World Language community college classroom: formative feedback, reflection, and assessment, and then recommends a new educational technique that applies the aforementioned formative elements into the classroom. To this end, in the fall semester of 2015, three sections of Spanish I at the…

  17. The Fidelity of Formative Assessment Implementation: Issues of Breadth and Quality

    ERIC Educational Resources Information Center

    Wylie, E. Caroline; Lyon, Christine J.

    2015-01-01

    The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey,…

  18. Teachers and Testing: An Investigation into Teachers' Perceptions of Formative Assessment

    ERIC Educational Resources Information Center

    Sach, Elizabeth

    2012-01-01

    Research conducted within the past decade contributes much to an understanding of the role and potential value of formative assessment in learning. As an Advisory Teacher within a local authority, the researcher was interested to find out how teachers actually perceive formative assessment. This study therefore set out to investigate the range and…

  19. Resources to Inform Technical Assistance on Formative Assessment. CEELO FastFacts

    ERIC Educational Resources Information Center

    Connors-Tadros, L.; Schilder, D.

    2013-01-01

    In this "FastFacts," a state requested recommendations about research and practical resources to inform technical assistance conducted with state education staff on formative assessment. The Center on Enhancing Early Learning Outcomes (CEELO) responds by describing what is currently known on this topic. Formative assessment is one key…

  20. The Relationship between Formative Assessment and Teachers' Self-Efficacy

    ERIC Educational Resources Information Center

    Eufemia, Francine

    2012-01-01

    This exploratory study sought to examine the relationship between teachers' use of formative assessment and their self-efficacy beliefs. Specifically, this study involved a quantitative analysis of the relationship between teachers' beliefs, knowledge base, and the use of formative assessment to make informed instructional changes and…

  1. Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms

    ERIC Educational Resources Information Center

    Hondrich, Annika Lena; Hertel, Silke; Adl-Amini, Katja; Klieme, Eckhard

    2016-01-01

    The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers' implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between…

  2. Web-Based Quiz-Game-Like Formative Assessment: Development and Evaluation

    ERIC Educational Resources Information Center

    Wang, Tzu-Hua

    2008-01-01

    This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of "Ask-Hint Strategy" turns the Web-based formative assessment into an online quiz game. "Ask-Hint Strategy" is composed of "Prune Strategy" and "Call-in Strategy". "Prune Strategy" removes one incorrect option…

  3. Exploring Formative E-Assessment: Using Case Stories and Design Patterns

    ERIC Educational Resources Information Center

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

    2010-01-01

    This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project…

  4. Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data

    ERIC Educational Resources Information Center

    Shelton, Angi; Smith, Andrew; Wiebe, Eric; Behrle, Courtney; Sirkin, Ruth; Lester, James

    2016-01-01

    Formative assessment strategies are used to direct instruction by establishing where learners' understanding is, how it is developing, informing teachers and students alike as to how they might get to their next set of goals of conceptual understanding. For the science classroom, one rich source of formative assessment data about scientific…

  5. An Investigation into E-Tool Use for Formative Assignment Assessment--Status and Recommendations

    ERIC Educational Resources Information Center

    Heinrich, Eva; Milne, John; Moore, Maurice

    2009-01-01

    This article reports on a comprehensive study, investigating the use of e-tools for formative assignment assessment. The study conducted a large-scale literature review and interviews with 90 academics at five New Zealand tertiary institutions. The focus of the study was on formative assessment provided in assignments, an area in which educational…

  6. Does Formative Assessment Improve Student Learning and Performance in Soil Science?

    ERIC Educational Resources Information Center

    Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

    2012-01-01

    Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

  7. Understanding Secondary Teachers' Formative Assessment Practices and Their Relationship to Student Motivation

    ERIC Educational Resources Information Center

    McMillan, James H.; Cohen, Jessye; Abrams, Lisa; Cauley, Kathleen; Pannozzo, Gina; Hearn, Jessica

    2010-01-01

    The purpose of this study was to describe secondary teachers' formative assessment practices and to examine the relationship of these practices to student motivation. The sample included 3,242 students and 161 grade 6-12 teachers. Teachers and students completed self-report questionnaires that focused on both formative assessment and motivation…

  8. Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

    ERIC Educational Resources Information Center

    Chang, Wen-Chih; Yang, Hsuan-Che; Shih, Timothy K.; Chao, Louis R.

    2009-01-01

    E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning…

  9. Teachers' Perception of Handheld Response Systems as a Tool for Formative Assessment in High School Classrooms

    ERIC Educational Resources Information Center

    Chevalier, Jon

    2011-01-01

    While research supports that formative assessment can improve student learning, it is rarely used and difficult to implement. The purpose of this qualitative case study was to investigate the use of student handheld response systems (SRS) as a tool for formative assessment in high school classes as well as teachers' attitudes towards this…

  10. Informal Formative Assessment of Students' Understanding of Scientific Inquiry. CSE Report 639

    ERIC Educational Resources Information Center

    Ruiz-Primo, Maria Araceli; Furtak, Erin Marie

    2004-01-01

    This paper provides information on an exploratory study about informal formative assessment practices in three science classrooms implementing a physical science curriculum focusing in buoyancy. We provide a framework for examining these practices based on three components of formative assessment (eliciting, recognizing and using information) and…

  11. Exploring Teachers' Informal Formative Assessment Practices and Students' Understanding in the Context of Scientific Inquiry

    ERIC Educational Resources Information Center

    Ruiz-Primo, Maria Araceli; Furtak, Erin Marie

    2007-01-01

    This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (eliciting, recognizing, and using information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual…

  12. Use of Formative Classroom Assessment Techniques in a Project Management Course

    ERIC Educational Resources Information Center

    Purcell, Bernice M.

    2014-01-01

    Formative assessment is considered to be an evaluation technique that informs the instructor of the level of student learning, giving evidence when it may be necessary for the instructor to make a change in delivery based upon the results. Several theories of formative assessment exist, all which propound the importance of feedback to the student.…

  13. Formative Assessment: A Meta-Analysis and a Call for Research

    ERIC Educational Resources Information Center

    Kingston, Neal; Nash, Brooke

    2011-01-01

    An effect size of about 0.70 (or 0.40-0.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K-12 were reviewed. Many of the studies had severely flawed research designs yielding…

  14. On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change

    ERIC Educational Resources Information Center

    Yin, Yue; Shavelson, Richard J.; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Brandon, Paul R.; Furtak, Erin Marie; Tomita, Miki K.; Young, Donald B.

    2008-01-01

    Formative assessment was hypothesized to have a beneficial impact on students' science achievement and conceptual change, either directly or indirectly by enhancing motivation. We designed and embedded formatives assessments within an inquiry science unit. Twelve middle-school science teachers with their students were randomly assigned either to…

  15. Exploring Pre-Service Science Teachers' Pedagogical Capacity for Formative Assessment through Analyses of Student Answers

    ERIC Educational Resources Information Center

    Aydeniz, Mehmet; Dogan, Alev

    2016-01-01

    Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers' pedagogical capacity for formative assessment. Sample: This…

  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. Formative Assessment and Academic Achievement in Pre-Graduate Students of Health Sciences

    ERIC Educational Resources Information Center

    Carrillo-de-la-Pena, Maria T.; Bailles, Eva; Caseras, Xavier; Martinez, Alvar; Ortet, Generos; Perez, Jorge

    2009-01-01

    Although educational experts recommend the use of formative assessment, there is a dearth of empirical studies on its impact on academic achievement. In this research the authors analyse to what extent participation and performance in formative assessment are associated with positive academic outcomes of pre-graduate students of health sciences. A…

  18. Student-Generated Reading Questions: Diagnosing Student Thinking with Diverse Formative Assessments

    ERIC Educational Resources Information Center

    Offerdahl, Erika G.; Montplaisir, Lisa

    2014-01-01

    Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or…

  19. Integrating formative assessment and participatory research: Building healthier communities in the CHILE Project

    PubMed Central

    Sussman, Andrew L.; Davis, Sally

    2013-01-01

    Background The need to conduct formative assessment to inform the development of interventional studies has been increasingly recognized in community-based health research. While this purpose alone may provide sufficient justification to conduct formative assessment, researchers are also recognizing the importance of such efforts with regard to partnership building. Purpose This article reports a formative assessment process in a large scale randomized controlled trial in New Mexico aimed at preventing obesity in rural American Indian and Hispanic children in Head Start programs. Methods We interviewed Head Start staff and conducted observations to understand the context of food service and physical activity in these sites. We also collected data from other community partners, including grocery store managers and primary care providers, to assess appropriate strategies regarding their engagement in the study. Results Formative assessment findings helped modify the planned intervention while allowing for variation relevant to cultural and Head Start organizational conditions in each community. Rather than view formative assessment only as a planning phase of the research, our experience illustrates the need to conceptualize these activities more broadly. Discussion Integrating formative assessment and participatory research raises the need to address the challenge of ensuring standardization and consistency across varied community settings, the evolving nature of initial formative relationships and the need to build trust in academic/community partnerships. Translation to Health Education Practice In our work with American Indian and Hispanic communities in New Mexico, formative assessment represents a partnership building opportunity. PMID:23745177

  20. The Applicability of Interactive Item Templates in Varied Knowledge Types

    ERIC Educational Resources Information Center

    Koong, Chorng-Shiuh; Wu, Chi-Ying

    2011-01-01

    A well-edited assessment can enhance student's learning motives. Applicability of items, which includes item content and template, plays a crucial role in authoring a good assessment. Templates in discussion contain not only conventional true & false, multiple choice, completion item and short answer but also of those interactive ones. Methods…

  1. The Relationship between Item Parameters and Item Fit

    ERIC Educational Resources Information Center

    Dodeen, Hamzeh

    2004-01-01

    The effect of item parameters (discrimination, difficulty, and level of guessing) on the item-fit statistic was investigated using simulated dichotomous data. Nine tests were simulated using 1,000 persons, 50 items, three levels of item discrimination, three levels of item difficulty, and three levels of guessing. The item fit was estimated using…

  2. 48 CFR 852.214-72 - Alternate item(s).

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 48 Federal Acquisition Regulations System 5 2011-10-01 2011-10-01 false Alternate item(s). 852.214-72 Section 852.214-72 Federal Acquisition Regulations System DEPARTMENT OF VETERANS AFFAIRS CLAUSES... Alternate item(s). As prescribed in 814.201-6(b)(2), insert the following provision: Alternate Item(s)...

  3. MBBS student perceptions about physiology subject teaching and objective structured practical examination based formative assessment for improving competencies.

    PubMed

    Lakshmipathy, K

    2015-09-01

    The objectives of the present study were to 1) assess student attitudes to physiology, 2) evaluate student opinions about the influence of an objective structured practical examination (OSPE) on competence, and 3) assess the validity and reliability of an indigenously designed feedback questionnaire. A structured questionnaire containing 16 item statements, 8 items on an Osgood's 5-point semantic differential scale and 8 items on a Likert's 5-point scale, was used. Options were assigned scores of 1-5 according to weightage. For Osgood's semantic differential scale items, a χ(2)-test was done to analyze student attitudes toward the subject. For Likert scale items, mean score and SD were calculated to analyze student opinions of the OSPE. Item validity was assessed by item analysis, and reliability was assessed by calculating Crohnbach's α. The subject as a whole was interesting to 82% of the students (n = 135). The theory was interesting to 75% of the students (n = 132) but complex to 42% (n = 118). The practical was interesting to 93% of the students (n = 134); 76% of the students (n = 104) felt that the practical was simple, whereas 4% felt it was complex. The OSPE was interesting to 79% of the students (n = 131); 57% of the students (n = 116) felt it was simple, whereas 24% found it complex. Components of the subject, intricateness, and student interests were strongly associated. Students chose options on a higher weight scale, favoring the OSPE. Items were found to be valid and reliable. In conclusion, the subject of physiology was interesting but not simple to understand. Student interests varied with the components of the subject, and the components of the subject had varied intricateness. Students were in favor of the OSPE for assessment. The questionnaire used for the study was valid and reliable.

  4. Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

    NASA Astrophysics Data System (ADS)

    Cisterna Alburquerque, Dante Igor

    This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote

  5. Use of Formative Assessment, Self- and Peer-Assessment in the Classrooms: Some Insights from Recent Language Testing and Assessment (LTA) Research

    ERIC Educational Resources Information Center

    Afitska, Oksana

    2014-01-01

    A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning,…

  6. Formative Assessment in the Digital Age: Blogging with Third Graders

    ERIC Educational Resources Information Center

    Stover, Katie; Yearta, Lindsay; Harris, Caroline

    2016-01-01

    There are numerous benefits of using blogs to discuss reading in the elementary classroom. Teachers can assess reading comprehension for individual students while managing several book clubs in a digital space. The resulting assessment-based data can be used to differentiate instruction. Additionally, students can experience growth as independent,…

  7. Boom or Bust? Educators' Perceptions of a Formative Assessment System

    ERIC Educational Resources Information Center

    Jara, Jesus

    2010-01-01

    The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), No Child Left Behind, brought the use of student assessment data to the fore. This mandate-based and sanction-laden legislation ushered in a new era of accountability rooted in the collection, analysis, and use of student assessment data for educational improvements. As…

  8. Technology Enhanced Formative Assessment for 21st Century Learning

    ERIC Educational Resources Information Center

    Spector, J. Michael; Ifenthaler, Dirk; Sampson, Demetrios; Yang, Lan; Mukama, Evode; Warusavitarana, Amali; Dona, Kulari Lokuge; Eichhorn, Koos; Fluck, Andrew; Huang, Ronghuai; Bridges, Susan; Lu, Jiingyan; Ren, Youqun; Gui, Xiaoqing; Deneen, Christopher C.; San Diego, Jonathan; Gibson, David C.

    2016-01-01

    This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the 21st century. The group…

  9. Varying properties of in situ heat treatment of a tar sands formation based on assessed viscosities

    DOEpatents

    Karanikas, John Michael; Vinegar, Harold J

    2014-03-04

    A method for treating a tar sands formation includes providing heat to at least part of a hydrocarbon layer in the formation from a plurality of heaters located in the formation. The heat is allowed to transfer from the heaters to at least a portion of the formation. A viscosity of one or more zones of the hydrocarbon layer is assessed. The heating rates in the zones are varied based on the assessed viscosities. The heating rate in a first zone of the formation is greater than the heating rate in a second zone of the formation if the viscosity in the first zone is greater than the viscosity in the second zone. Fluids are produced from the formation through the production wells.

  10. Health Literacy Assessment Using Talking Touchscreen Technology (Health LiTT): A New Item Response Theory-based Measure of Health Literacy

    PubMed Central

    HAHN, ELIZABETH A.; CHOI, SEUNG W.; GRIFFITH, JAMES W.; YOST, KATHLEEN J.; BAKER, DAVID W.

    2012-01-01

    The importance of health literacy has grown considerably among researchers, clinicians, patients and policymakers. Better instruments and measurement strategies are needed. Our objective was to develop a new health literacy instrument using novel health information technology and modern psychometrics. We designed Health LiTT as a self-administered multimedia touchscreen test based on item response theory (IRT) principles. We enrolled a diverse group of 619 English-speaking primary care patients in clinics for underserved patients. We tested three item types (prose, document, quantitative) that worked well together to reliably measure a single dimension of health literacy. The Health LiTT score meets psychometric standards (reliability of 0.90 or higher) for measurement of individual respondents in the low to middle range. Mean Health LiTT scores were associated with age, race/ethnicity, education, income and prior computer use (p<0.05). We created an IRT-calibrated item bank of 82 items. Standard setting needs to be performed to classify and map items onto the construct and to identify measurement gaps. We are incorporating Health LiTT into an existing online research management tool. This will enable administration of Health LiTT on the same touchscreen used for other patient-reported outcomes, as well as real-time scoring and reporting of health literacy scores. PMID:21951249

  11. Formative Assessment Probes: When Is the Next Full Moon? Using K-2 Concept Cartoons

    ERIC Educational Resources Information Center

    Keeley, Page

    2013-01-01

    This column focuses on promoting learning through assessment. This month's issue uses concept cartoons to assess students' ideas about the moon. Concept cartoons, formative assessment tools that reveal students' preconceptions and probe for conceptual understanding, have recently become popular in the United States, with teachers…

  12. The Nature and Impact of Teachers' Formative Assessment Practices. CSE Technical Report 703

    ERIC Educational Resources Information Center

    Herman, Joan L.; Osmundson, Ellen; Ayala, Carlos; Schneider, Stephen; Timms, Mike

    2006-01-01

    Theory and research suggest the critical role that formative assessment can play in student learning. The use of assessment in guiding instruction has long been advocated: Through the assessment of students' needs and the monitoring of student progress, learning sequences can be appropriately designed, instruction adjusted during the course of…

  13. Bookmark locations and item response model selection in the presence of local item dependence.

    PubMed

    Skaggs, Gary

    2007-01-01

    The bookmark standard setting procedure is a popular method for setting performance standards on state assessment programs. This study reanalyzed data from an application of the bookmark procedure to a passage-based test that used the Rasch model to create the item ordered booklet. Several problems were noted in this implementation of the bookmark procedure, including disagreement among the SMEs about the correct order of items in the bookmark booklet, performance level descriptions of the passing standard being based on passage difficulty as well as item difficulty, and the presence of local item dependence within reading passages. Bookmark item locations were recalculated for the IRT three-parameter model and the multidimensional bifactor model. The results showed that the order of item locations was very similar for all three models when items of high difficulty and low discrimination were excluded. However, the items whose positions were the most discrepant between models were not the items that the SMEs disagreed about the most in the original standard setting. The choice of latent trait model did not address problems of item order disagreement. Implications for the use of the bookmark method in the presence of local item dependence are discussed.

  14. 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…

  15. The Promise and Reality of Formative Assessment Practice in a Continuous Assessment Scheme: The Case of Trinidad and Tobago

    ERIC Educational Resources Information Center

    De Lisle, Jerome

    2015-01-01

    Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven…

  16. Using case method to explicitly teach formative assessment in preservice teacher science education

    NASA Astrophysics Data System (ADS)

    Bentz, Amy Elizabeth

    The process of formative assessment improves student understanding; however, the topic of formative assessment in preservice education has been severely neglected. Since a major goal of teacher education is to create reflective teaching professionals, preservice teachers should be provided an opportunity to critically reflect on the use of formative assessment in the classroom. Case method is an instructional methodology that allows learners to engage in and reflect on real-world situations. Case based pedagogy can play an important role in enhancing preservice teachers' ability to reflect on teaching and learning by encouraging alternative ways of thinking about assessment. Although the literature on formative assessment and case methodology are extensive, using case method to explore the formative assessment process is, at best, sparse. The purpose of this study is to answer the following research questions: To what extent does the implementation of formative assessment cases in methods instruction influence preservice elementary science teachers' knowledge of formative assessment? What descriptive characteristics change between the preservice teachers' pre-case and post-case written reflection that would demonstrate learning had occurred? To investigate these questions, preservice teachers in an elementary methods course were asked to reflect on and discuss five cases. Pre/post-case data was analyzed. Results indicate that the preservice teachers modified their ideas to reflect the themes that were represented within the cases and modified their reflections to include specific ideas or examples taken directly from the case discussions. Comparing pre- and post-case reflections, the data supports a noted change in how the preservice teachers interpreted the case content. The preservice teachers began to evaluate the case content, question the lack of formative assessment concepts and strategies within the case, and apply formative assessment concepts and

  17. Data Mining: A Systems Approach to Formative Assessment

    ERIC Educational Resources Information Center

    Schmid, Dale

    2012-01-01

    This article describes how using raw data and information from reliable assessments can inform teachers' decisions leading to improved instruction. The primary aim is to use a systems approach to provide evidence of what students know and how they demonstrate mastery. Such evidence can empower teachers to reach all students. The pedagogic…

  18. Technology-Enhanced Formative Assessment of Plant Identification

    ERIC Educational Resources Information Center

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

    2016-01-01

    Developing plant identification skills is an important part of the curriculum of any botany course in higher education. Frequent practice with dried and fresh plants is necessary to recognize the diversity of forms, states, and details that a species can present. We have developed a web-based assessment system for mobile devices that is able to…

  19. Supporting Teacher Metacognition about Formative Assessment in Online Writing Environments

    ERIC Educational Resources Information Center

    Woodard, Rebecca; Magnifico, Alecia Marie; McCarthey, Sarah

    2013-01-01

    Rubrics have become popular tools for assessing student writing both in classroom and standardized testing environments. Rubric construction and efficacy, however, is a topic that has been largely sidestepped in the literature and in teacher professional development. Composing an effective rubric--particularly for instructional or formative…

  20. Risk assessment of PCDD/Fs levels in human tissues related to major food items based on chemical analyses and micro-EROD assay.

    PubMed

    Tsang, H L; Wu, S C; Wong, C K C; Leung, C K M; Tao, S; Wong, M H

    2009-10-01

    Nine groups of food items (freshwater fish, marine fish, pork, chicken, chicken eggs, leafy, non-leafy vegetables, rice and flour) and three types of human samples (human milk, maternal serum and cord serum) were collected for the analysis of PCDD/Fs. Results of chemical analysis revealed PCDD/Fs concentrations (pg g(-1) fat) in the following ascending order: pork (0.289 pg g(-1) fat), grass carp (Ctenopharyngodon idellus) (freshwater fish) (0.407), golden thread (Nemipterus virgatus) (marine fish) (0.511), chicken (0.529), mandarin fish (Siniperca kneri) (marine fish) (0.535), chicken egg (0.552), and snubnose pompano (Trachinotus blochii) (marine fish) (1.219). The results of micro-EROD assay showed relatively higher PCDD/Fs levels in fish (2.65 pg g(-1) fat) when compared with pork (0.47), eggs (0.33), chicken (0.13), flour (0.07), vegetables (0.05 pg g(-1) wet wt) and rice (0.05). The estimated average daily intake of PCDD/Fs of 3.51 pg EROD-TEQ/kg bw/day was within the range of WHO Tolerable Daily Intake (1-4 pg WHO-TEQ/kg bw/day) and was higher than the Provisional Tolerable Daily Intake (PMTL) (70 pg for dioxins and dioxin-like PCBs) recommended by the Joint FAO/WHO Expert Committee on Food Additives (JECFA) [Joint FAO/WHO Expert Committee on Food Additives (JECFA), Summary and conclusions of the fifty-seventh meeting, JECFA, 2001.]. Nevertheless, the current findings were significantly lower than the TDI (14 pg WHO-TEQ/kg/bw/day) recommended by the Scientific Committee on Food of the Europe Commission [European Scientific Committee on Food (EU SCF), Opinions on the SCF on the risk assessment of dioxins and dioxin-like PCBs in food, 2000.]. However, it should be noted that micro-EROD assay overestimates the PCDD/Fs levels by 2 to 7 folds which may also amplify the PCDD/Fs levels accordingly. Although the levels of PCDD/Fs obtained from micro-EROD assay were much higher than those obtained by chemical analysis by 2 to 7 folds, it provides a cost-effective and

  1. Perceptions and attitudes of formative assessments in middle-school science classes

    NASA Astrophysics Data System (ADS)

    Chauncey, Penny Denyse

    No Child Left Behind mandates utilizing summative assessment to measure schools' effectiveness. The problem is that summative assessment measures students' knowledge without depth of understanding. The goal of public education, however, is to prepare students to think critically at higher levels. The purpose of this study was to examine any difference between formative assessment incorporated in instruction as opposed to the usual, more summative methods in terms of attitudes and academic achievement of middle-school science students. Maslow's theory emphasizes that individuals must have basic needs met before they can advance to higher levels. Formative assessment enables students to master one level at a time. The research questions focused on whether statistically significant differences existed between classrooms using these two types of assessments on academic tests and an attitude survey. Using a quantitative quasi-experimental control-group design, data were obtained from a sample of 430 middle-school science students in 6 classes. One control and 2 experimental classes were assigned to each teacher. Results of the independent t tests revealed academic achievement was significantly greater for groups that utilized formative assessment. No significant difference in attitudes was noted. Recommendations include incorporating formative assessment results with the summative results. Findings from this study could contribute to positive social change by prompting educational stakeholders to examine local and state policies on curriculum as well as funding based on summative scores alone. Use of formative assessment can lead to improved academic success.

  2. Reliability and Validity of Teacher Rating Procedures in the Assessment of Hyperactivity as a Function of Rating Scale Format.

    ERIC Educational Resources Information Center

    Sandoval, Jonathan; Lambert, Nadine M.

    The effects of varying the formats of behavior rating scale items on teacher ratings of student hyperactivity were investigated. Two hundred forty-two teachers were asked to rate a variety of children; some had been identified as hyperactive by physicians, parents, or teachers; some were not considered hyperactive; and others were randomly…

  3. Differential Item Functioning Assessment in Cognitive Diagnostic Modeling: Applying the Wald Test to Investigate DIF in the Generalized DINA Model Framework

    ERIC Educational Resources Information Center

    Hou, Likun

    2013-01-01

    Analyzing examinees' responses using cognitive diagnostic models (CDMs) have the advantages of providing richer diagnostic information. To ensure the validity of the results from these models, differential item functioning (DIF) in CDMs needs to be investigated. In this dissertation, the model-based DIF detection method, Wald-CDM procedure is…

  4. Using Psychometric Technology in Educational Assessment: The Case of a Schema-Based Isomorphic Approach to the Automatic Generation of Quantitative Reasoning Items

    ERIC Educational Resources Information Center

    Arendasy, Martin; Sommer, Markus

    2007-01-01

    This article deals with the investigation of the psychometric quality and constructs validity of algebra word problems generated by means of a schema-based version of the automatic min-max approach. Based on review of the research literature in algebra word problem solving and automatic item generation this new approach is introduced as a…

  5. Q-Matrix Construction: Defining the Link between Constructs and Test Items in Large-Scale Reading and Listening Comprehension Assessments

    ERIC Educational Resources Information Center

    Sawaki, Yasuyo; Kim, Hae-Jin; Gentile, Claudia

    2009-01-01

    In cognitive diagnosis a Q-matrix (Tatsuoka, 1983, 1990), which is an incidence matrix that defines the relationships between test items and constructs of interest, has great impact on the nature of performance feedback that can be provided to score users. The purpose of the present study was to identify meaningful skill coding categories that…

  6. Development of the PROMIS® Social Motivations for Smoking Item Banks

    PubMed Central

    Shadel, William G.; Edelen, Maria Orlando; Stucky, Brian D.; Kuhfeld, Megan; Hansen, Mark; Cai, Li

    2014-01-01

    Introduction: Smoking behavior is influenced by social motivations such as the expected social benefits of smoking and the social cues that induce craving. This paper describes development of the PROMIS® Social Motivations for Smoking item banks, which will serve to standardize assessment of these social motivations among daily and nondaily smokers. Methods: Daily (N = 4,201) and nondaily (N =1,183) smokers completed an online survey. Item factor analyses, item response theory analyses, and differential item functioning analyses were conducted to identify a unidimensional set of items for each group. Short forms (SFs) and computer adaptive tests (CATs) were evaluated as tools for more efficiently assessing this construct. Results: A total of 15 items were included in the item banks (9 items common to daily and nondaily smokers, 3 unique to daily, 3 unique to nondaily). Scores based on full item banks are highly reliable (reliability = 0.90–0.91). Additionally, the item banks are strongly unidimensional and perform similarly across gender, age, and race/ethnicity groups. A fixed SF for use with both daily and nondaily smokers consists of 4 items (reliability = 0.80). Results from simulated CATs showed that, on average, fewer than 5 items are needed to assess this construct with adequate precision using the item banks. Conclusions: A new set of items has been identified for assessing the social motivations for smoking in a reliable, standardized manner for daily and nondaily smokers. In addition to using the full item banks, efficient assessment can be achieved by using SFs, employing CATs, or selecting items tailored to specific research or clinical purposes. PMID:25118231

  7. Using Formative and Alternative Assessments to Support Instruction and Measure Student Learning

    ERIC Educational Resources Information Center

    Britton, Tricia

    2011-01-01

    Using formative assessment involves gathering data from students on their progress and comprehension so that instruction can be adjusted to meet their learning needs (Popham 2001; Greenstein 2010). This article describes how the author uses homework, "three quick questions," trivia questions, pretests, and practice tests to formatively assess…

  8. Detecting Differential Item Functioning of Polytomous Items for an Ideal Point Response Process

    ERIC Educational Resources Information Center

    Wang, Wei; Tay, Louis; Drasgow, Fritz

    2013-01-01

    There has been growing use of ideal point models to develop scales measuring important psychological constructs. For meaningful comparisons across groups, it is important to identify items on such scales that exhibit differential item functioning (DIF). In this study, the authors examined several methods for assessing DIF on polytomous items…

  9. Accommodations and Item-Level Analyses Using Mixture Differential Item Functioning Models

    ERIC Educational Resources Information Center

    Scarpati, Stanley E.; Wells, Craig S.; Lewis, Christine; Jirka, Stephen

    2011-01-01

    The purpose of this study was to use differential item functioning (DIF) and latent mixture model analyses to explore factors that explain performance differences on a large-scale mathematics assessment between examinees allowed to use a calculator or who were afforded item presentation accommodations versus those who did not receive the same…

  10. Psychological Components of Responses to Interest Inventory Items

    ERIC Educational Resources Information Center

    Thiebaut, Eric

    2013-01-01

    This study tests the relevance of 10 psychological traits that are assumed to exemplify responses to the items of INFORIZON, an occupational interest inventory. To accomplish this goal, the author analyzed the responses to the interest items based on a sample of 824 participants (17-25 years old), with an assessment of the items based on…

  11. Vegetable parenting practices scale: Item response modeling analyses

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Our objective was to evaluate the psychometric properties of a vegetable parenting practices scale using multidimensional polytomous item response modeling which enables assessing item fit to latent variables and the distributional characteristics of the items in comparison to the respondents. We al...

  12. Incorporating formative assessment and science content into elementary science methods---A case study

    NASA Astrophysics Data System (ADS)

    Brower, Derek John

    Just as elementary students enter the science classroom with prior knowledge and experiences, so do preservice elementary teachers who enter the science methods classroom. Elementary science methods instructors recognize the challenges associated with preparing teachers for the science classroom. Two of these challenges include overcoming limited science content understanding and a low science teaching efficacy. Based upon research in science misconceptions, conceptual change theory, formative assessment, and science teaching efficacy, this design experiment explored the use of formative assessment in an authentic learning environment to address some of these challenges. As a case study, the goal was to identify two specific topics in science which the preservice teachers did not understand and to model consistent use of formative assessment to guide instruction in those science topics for six weeks. The research questions for this study sought to explore the design of the class while also exploring students' understanding of the science content and their understanding of formative assessment. One specific question was whether the formative data could differentiate between deeply held student misconceptions in science and incomplete science understanding. In addition, data was collected to measure changes in science teaching efficacy as well as preservice teachers' desire to use formative assessment in their own future classrooms. Based upon student interviews and a final content quiz, the participants in this study did show improved science content understanding in the areas of plant food/energy and plate tectonics. The course design implemented a variety of formative assessment tools including formative assessment probes, student science notebooks, student concept maps, a non-graded quiz, and more. The STEBI-B survey identified improved science teaching efficacy among the participants. Student final essays indicated improved understanding of formative assessment

  13. Guide to good practices for the development of test items

    SciTech Connect

    1997-01-01

    While the methodology used in developing test items can vary significantly, to ensure quality examinations, test items should be developed systematically. Test design and development is discussed in the DOE Guide to Good Practices for Design, Development, and Implementation of Examinations. This guide is intended to be a supplement by providing more detailed guidance on the development of specific test items. This guide addresses the development of written examination test items primarily. However, many of the concepts also apply to oral examinations, both in the classroom and on the job. This guide is intended to be used as guidance for the classroom and laboratory instructor or curriculum developer responsible for the construction of individual test items. This document focuses on written test items, but includes information relative to open-reference (open book) examination test items, as well. These test items have been categorized as short-answer, multiple-choice, or essay. Each test item format is described, examples are provided, and a procedure for development is included. The appendices provide examples for writing test items, a test item development form, and examples of various test item formats.

  14. Science Library of Test Items. Volume Twenty. A Collection of Multiple Choice Test Items Relating Mainly to Physics, 1.

    ERIC Educational Resources Information Center

    New South Wales Dept. of Education, Sydney (Australia).

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

  15. Science Library of Test Items. Volume Nineteen. A Collection of Multiple Choice Test Items Relating Mainly to Geology.

    ERIC Educational Resources Information Center

    New South Wales Dept. of Education, Sydney (Australia).

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

  16. Science Library of Test Items. Volume Eighteen. A Collection of Multiple Choice Test Items Relating Mainly to Chemistry.

    ERIC Educational Resources Information Center

    New South Wales Dept. of Education, Sydney (Australia).

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

  17. Item response theory for measurement validity

    PubMed Central

    YANG, Frances M.; KAO, Solon T.

    2014-01-01

    Summary Item response theory (IRT) is an important method of assessing the validity of measurement scales that is underutilized in the field of psychiatry. IRT describes the relationship between a latent trait (e.g., the construct that the scale proposes to assess), the properties of the items in the scale, and respondents’ answers to the individual items. This paper introduces the basic premise, assumptions, and methods of IRT. To help explain these concepts we generate a hypothetical scale using three items from a modified, binary (yes/no) response version of the Center for Epidemiological Studies-Depression scale that was administered to 19,399 respondents. We first conducted a factor analysis to confirm the unidimensionality of the three items and then proceeded with Mplus software to construct the 2-Parameter Logic (2-PL) IRT model of the data, a method which allows for estimates of both item discrimination and item difficulty. The utility of this information both for clinical purposes and for scale construction purposes is discussed. PMID:25114494

  18. Item Writer Judgments of Item Difficulty versus Actual Item Difficulty: A Case Study

    ERIC Educational Resources Information Center

    Sydorenko, Tetyana

    2011-01-01

    This study investigates how accurate one item writer can be on item difficulty estimates and whether factors affecting item writer judgments correspond to predictors of actual item difficulty. The items were based on conversational dialogs (presented as videos online) that focus on pragmatic functions. Thirty-five 2nd-, 3rd-, and 4th-year learners…

  19. Quantitative assessment of computational models for retinotopic map formation

    PubMed Central

    Sterratt, David C; Cutts, Catherine S; Willshaw, David J; Eglen, Stephen J

    2014-01-01

    ABSTRACT Molecular and activity‐based cues acting together are thought to guide retinal axons to their terminal sites in vertebrate optic tectum or superior colliculus (SC) to form an ordered map of connections. The details of mechanisms involved, and the degree to which they might interact, are still not well understood. We have developed a framework within which existing computational models can be assessed in an unbiased and quantitative manner against a set of experimental data curated from the mouse retinocollicular system. Our framework facilitates comparison between models, testing new models against known phenotypes and simulating new phenotypes in existing models. We have used this framework to assess four representative models that combine Eph/ephrin gradients and/or activity‐based mechanisms and competition. Two of the models were updated from their original form to fit into our framework. The models were tested against five different phenotypes: wild type, Isl2‐EphA3 ki/ki, Isl2‐EphA3 ki/+, ephrin‐A2,A3,A5 triple knock‐out (TKO), and Math5 −/− (Atoh7). Two models successfully reproduced the extent of the Math5 −/− anteromedial projection, but only one of those could account for the collapse point in Isl2‐EphA3 ki/+. The models needed a weak anteroposterior gradient in the SC to reproduce the residual order in the ephrin‐A2,A3,A5 TKO phenotype, suggesting either an incomplete knock‐out or the presence of another guidance molecule. Our article demonstrates the importance of testing retinotopic models against as full a range of phenotypes as possible, and we have made available MATLAB software, we wrote to facilitate this process. © 2014 Wiley Periodicals, Inc. Develop Neurobiol 75: 641–666, 2015 PMID:25367067

  20. Limitations of student-driven formative assessment in a clinical clerkship. A randomised controlled trial

    PubMed Central

    Palmer, Edward J; Devitt, Peter G

    2008-01-01

    Background Teachers strive to motivate their students to be self-directed learners. One of the methods used is to provide online formative assessment material. The concept of formative assessment and use of these processes is heavily promoted, despite limited evidence as to their efficacy. Methods Fourth year medical students, in their first year of clinical work were divided into four groups. In addition to the usual clinical material, three of the groups were provided with some form of supplementary learning material. For two groups, this was provided as online formative assessment. The amount of time students spent on the supplementary material was measured, their opinion on learning methods was surveyed, and their performance in summative exams at the end of their surgical attachments was measured. Results The performance of students was independent of any educational intervention imposed by this study. Despite its ready availability and promotion, student use of the online formative tools was poor. Conclusion Formative learning is an ideal not necessarily embraced by students. If formative assessment is to work students need to be encouraged to participate, probably by implementing some form of summative assessment. PMID:18471324

  1. The Effects of Images on Multiple-Choice Questions in Computer-Based Formative Assessment

    ERIC Educational Resources Information Center

    Martín-SanJosé, Juan Fernando; Juan, M.-Carmen; Vivó, Roberto; Abad, Francisco

    2015-01-01

    Current learning and assessment are evolving into digital systems that can be used, stored, and processed online. In this paper, three different types of questionnaires for assessment are presented. All the questionnaires were filled out online on a web-based format. A study was carried out to determine whether the use of images related to each…

  2. Evaluating the Diagnostic Validity of a Facet-Based Formative Assessment System

    ERIC Educational Resources Information Center

    DeBarger, Angela Haydel; DiBello, Louis; Minstrell, Jim; Feng, Mingyu; Stout, William; Pellegrino, James; Haertel, Geneva; Harris, Christopher; Ructinger, Liliana

    2011-01-01

    This paper describes methods for an alignment study and psychometric analyses of a formative assessment system, Diagnoser Tools for physics. Diagnoser Tools begin with facet clusters as the interpretive framework for designing questions and instructional activities. Thus each question in the diagnostic assessments includes distractors that…

  3. A Needs Assessment, Development, and Formative Evaluation of a Health Promotion Smartphone Application for College Students

    ERIC Educational Resources Information Center

    Miller, Tiffany; Chandler, Laura; Mouttapa, Michele

    2015-01-01

    Background: Approximately half of college students who completed the National College Health Assessment 2013 indicated a greater need for health-related information. University-based smartphone applications may help students better access this information. Purpose: This study describes the needs assessment, development, and formative evaluation of…

  4. Formative Assessment in Confucian Heritage Culture Classrooms: Activity Theory Analysis of Tensions, Contradictions and Hybrid Practices

    ERIC Educational Resources Information Center

    Thanh Pham, Thi Hong; Renshaw, Peter

    2015-01-01

    Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the "third space", as the core of the third…

  5. Teacher Analysis of Student Knowledge (TASK): A Measure of Learning Trajectory-Oriented Formative Assessment

    ERIC Educational Resources Information Center

    Supovitz, Jonathan; Ebby, Caroline B.; Sirinides, Philip

    2013-01-01

    This interactive electronic report provides an overview of an innovative new instrument developed by researchers at the Consortium for Policy Research in Education (CPRE) to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics…

  6. Learning Awareness: Constructing Formative Assessment in the Classroom, in the School and across Schools

    ERIC Educational Resources Information Center

    Blanchard, John

    2008-01-01

    This article gives details of the Portsmouth Learning Community Assessment for Learning (AfL) project from 2002 to 2007. A context of research is given and a reframing of formative assessment suggested. Qualitative, positive effects are indicated resulting from teachers' collaborative action research and learners' involvement in classroom…

  7. Supporting Student Learning: The Use of Computer-Based Formative Assessment Modules.

    ERIC Educational Resources Information Center

    Peat, Mary; Franklin, Sue

    2002-01-01

    Describes the development of a variety of computer-based assessment opportunities, both formative and summative, that are available to a large first-year biology class at the University of Sydney (Australia). Discusses online access to weekly quizzes, a mock exam, and special self-assessment modules that are beneficial to student learning.…

  8. A Web-Based Formative Assessment Tool for Masters Students: A Pilot Study

    ERIC Educational Resources Information Center

    Costa, Daniel S. J.; Mullan, Barbara A.; Kothe, Emily J.; Butow, Phyllis

    2010-01-01

    The use of web-based learning and assessment tools is growing in tertiary institutions around the world. To date, very few papers have reported the development and evaluation of a web-based formative assessment tool for postgraduate students. The aim of the present paper was to report on the development and evaluation of an online formative…

  9. Assessment in Finland: A Scholarly Reflection on One Country's Use of Formative, Summative, and Evaluative Practices

    ERIC Educational Resources Information Center

    Hendrickson, Katie A.

    2012-01-01

    Finland's high test scores have prompted international comparisons of educational policy. This article explores the use of assessment in Finland, particularly the intended use of student assessment and evaluation of schools as described in the National Curriculum. This article explores Finnish educational policy through the lens of formative and…

  10. Teacher Agency within the Context of Formative Teacher Assessment: An In-Depth Analysis

    ERIC Educational Resources Information Center

    Verberg, Christel P. M.; Tigelaar, Dineke E. H.; van Veen, Klaas; Verloop, Nico

    2016-01-01

    Teachers' agency has an effect on their own learning process at the workplace. In this study we explored the extent to which teachers participating in a formative teacher assessment procedure developed a sense of agency. We investigated not only whether teachers participating in a such an assessment procedure experienced agency and thus felt in…

  11. Automated Formative Assessment as a Tool to Scaffold Student Documentary Writing

    ERIC Educational Resources Information Center

    Ferster, Bill; Hammond, Thomas C.; Alexander, R. Curby; Lyman, Hunt

    2012-01-01

    The hurried pace of the modern classroom does not permit formative feedback on writing assignments at the frequency or quality recommended by the research literature. One solution for increasing individual feedback to students is to incorporate some form of computer-generated assessment. This study explores the use of automated assessment of…

  12. Formative Assessment as a Component of the Future English Teacher Training

    ERIC Educational Resources Information Center

    Klimenko, Marina Viktorovna; Sleptsova, Larisa Arkadyevna

    2015-01-01

    The article deals with the problem of the initial stage of the future English teacher training and forming basic professional teaching skills by means of the implementation of formative assessment methods into the process of studying. It reveals the urgent necessity of using a modern and reliable system of assessment as a sound foundation of a…

  13. E-Mail-Based Formative Assessment: A Chronicle of Research-Inspired Practice

    ERIC Educational Resources Information Center

    Doige, Carl Anthony

    2012-01-01

    The importance of using systematic formative assessment to guide students toward meaningful learning has gained more recognition in the education community in recent years. This form of assessment is characterized by task-oriented feedback in a low-risk environment, which is believed to promote mastery goal orientation and self-regulated learning.…

  14. Effective Formative E-Assessment of Student Learning: A Study on a Statistics Course

    ERIC Educational Resources Information Center

    Hodgson, Paula; Pang, Marco Y. C.

    2012-01-01

    The process of formative assessment in universities has the potential to engage students in reflection and to take greater ownership of their learning. We report on a study involving 104 students taking a statistics course in a degree programme in rehabilitation science in Hong Kong. The assessment strategy was redesigned to include a weekly…

  15. Formative Feedback through Summative Tutorial-Based Assessments: The Relationship to Student Performance

    ERIC Educational Resources Information Center

    Perera, Luckmika; Nguyen, Hoa; Watty, Kim

    2014-01-01

    This paper investigates the effectiveness (measured using assignment and examination performance) of an assessment design incorporating formative feedback through summative tutorial-based assessments to improve student performance, in a second-year Finance course at an Australian university. Data was collected for students who were enrolled in an…

  16. A Model of Formative Task-Based Language Assessment for Chinese as a Foreign Language

    ERIC Educational Resources Information Center

    Ke, Chuanren

    2006-01-01

    This article presents a model of formative task-based language assessment implemented in the Chinese language program at the University of Iowa. The model was conceptualized from both empirical evidence, namely previous research done by other team members and me, and assessment theory, namely task-based learning and testing. Our formative…

  17. Formative assessment as a vehicle for changing classroom practice in a specific cultural context

    NASA Astrophysics Data System (ADS)

    Chen, Jingping

    2015-09-01

    In this commentary, I interpret Xinying Yin and Gayle Ann Buck's collaborative action research from a social-cultural perspective. Classroom implementation of formative assessment is viewed as interaction between this assessment method and the local learning culture. I first identify Yin and Buck's definition of the formative assessment, and then analyze the role of formative assessment in the change of local learning culture. Based on the practice of Yin and Buck I emphasize the significance of their "bottom up" strategy to the teachers' epistemological change. I believe that this strategy may provide practicable solutions to current Chinese educational problems as well as a means for science educators to shift toward systematic professional development.

  18. The Role of Item Models in Automatic Item Generation

    ERIC Educational Resources Information Center

    Gierl, Mark J.; Lai, Hollis

    2012-01-01

    Automatic item generation represents a relatively new but rapidly evolving research area where cognitive and psychometric theories are used to produce tests that include items generated using computer technology. Automatic item generation requires two steps. First, test development specialists create item models, which are comparable to templates…

  19. Australian Item Bank Program: Handbook for Science Item Bank.

    ERIC Educational Resources Information Center

    Australian Council for Educational Research, Hawthorn.

    This handbook is designed to assist teachers in using the Science Item Bank to construct diagnostic tests and end-of-course achievement tests. The item bank consists of over 2,800 multiple-choice items, and teachers are encouraged to supplement this source of test items with other forms of test questions. Key answers to these questions are arrived…

  20. Item Information and Discrimination Functions for Trinary PCM Items.

    ERIC Educational Resources Information Center

    Akkermans, Wies; Muraki, Eiji

    1997-01-01

    For trinary partial credit items, the shape of the item information and item discrimination functions is examined in relation to the item parameters. Conditions under which these functions are unimodal and bimodal are discussed, and the locations and values of maxima are derived. Practical relevance of the results is discussed. (SLD)

  1. A Historical Perspective of Testing and Assessment Including the Impact of Summative and Formative Assessment on Student Achievement

    ERIC Educational Resources Information Center

    Brink, Carole Sanger

    2011-01-01

    In 2007, Georgia developed a comprehensive framework to define what students need to know. One component of this framework emphasizes the use of both formative and summative assessments as part of an integral and specific component of the teachers. performance evaluation. Georgia administers the Criterion-Referenced Competency Test (CRCT) to every…

  2. Item Specifications, Science Grade 6. Blue Prints for Testing Minimum Performance Test.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    These item specifications were developed as a part of the Arkansas "Minimum Performance Testing Program" (MPT). There is one item specification for each instructional objective included in the MPT. The purpose of an item specification is to provide an overview of the general content and format of test items used to measure an instructional…

  3. Item Specifications, Mathematics Grade 6. Blue Prints for Testing Minimum Performance Test.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    These item specifications were developed as a part of the Arkansas "Minimum Performance Testing Program" (MPT). There is one item specification for each instructional objective included in the MPT. The purpose of an item specification is to provide an overview of the general content and format of test items used to measure an instructional…

  4. Item Specifications, Mathematics Grade 3. Blue Prints for Testing Minimum Performance Test.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    These item specifications were developed as a part of the Arkansas "Minimum Performance Testing Program" (MPT). There is one item specification for each instructional objective included in the MPT. The purpose of an item specification is to provide an overview of the general content and format of test items used to measure an instructional…

  5. Item Specifications, Science Grade 8. Blue Prints for Testing Minimum Performance Test.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    These item specifications were developed as a part of the Arkansas "Minimum Performance Testing Program" (MPT). There is one item specification for each instructional objective included in the MPT. The purpose of an item specification is to provide an overview of the general content and format of test items used to measure an instructional…

  6. Item Specifications, Mathematics Grade 8. Blue Prints for Testing Minimum Performance Test.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    These item specifications were developed as a part of the Arkansas "Minimum Performance Testing Program" (MPT). There is one item specification for each instructional objective included in the MPT. The purpose of an item specification is to provide an overview of the general content and format of test items used to measure an instructional…

  7. Methodology for Developing and Evaluating the PROMIS® Smoking Item Banks

    PubMed Central

    Cai, Li; Stucky, Brian D.; Tucker, Joan S.; Shadel, William G.; Edelen, Maria Orlando

    2014-01-01

    Introduction: This article describes the procedures used in the PROMIS® Smoking Initiative for the development and evaluation of item banks, short forms (SFs), and computerized adaptive tests (CATs) for the assessment of 6 constructs related to cigarette smoking: nicotine dependence, coping expectancies, emotional and sensory expectancies, health expectancies, psychosocial expectancies, and social motivations for smoking. Methods: Analyses were conducted using response data from a large national sample of smokers. Items related to each construct were subjected to extensive item factor analyses and evaluation of differential item functioning (DIF). Final item banks were calibrated, and SF assessments were developed for each construct. The performance of the SFs and the potential use of the item banks for CAT administration were examined through simulation study. Results: Item selection based on dimensionality assessment and DIF analyses produced item banks that were essentially unidimensional in structure and free of bias. Simulation studies demonstrated that the constructs could be accurately measured with a relatively small number of carefully selected items, either through fixed SFs or CAT-based assessment. Illustrative results are presented, and subsequent articles provide detailed discussion of each item bank in turn. Conclusions: The development of the PROMIS smoking item banks provides researchers with new tools for measuring smoking-related constructs. The use of the calibrated item banks and suggested SF assessments will enhance the quality of score estimates, thus advancing smoking research. Moreover, the methods used in the current study, including innovative approaches to item selection and SF construction, may have general relevance to item bank development and evaluation. PMID:23943843

  8. Examining the role of reciprocity within the formative assessment process alongside prospective teachers

    NASA Astrophysics Data System (ADS)

    Kaftan, Juliann M.

    This self-study examines the role of reciprocity within the formative assessment process in order to explore preservice teacher understandings of the complexities of the teaching/learning/assessment process. I study myself in relation to my practice in order to provide an account of how my knowledge of teaching is lived out in practice. Through the various chapters, I give the reader glimpses of my background and the particular situations that draw out theory/practice relations. The conceptual framework gives the reader an idea of the assumptions that frame my thinking. In particular, I articulate knowledge as experiential and perception as multi-layered. Self-study methodology enables a sharing of my professional history in relation to my practice by making the interaction of theory/practice relations transparent. The chapters on formative assessment and the depth of reciprocity share my knowledge in action as seen through the course design, materials used, social interactions, temporality of the daily schedule and pivotal moments. There is a recognition of the importance played by noticing the details and being open to the unexpected during these pivotal moments. Interaction, complexity and growth are seen as pervasive qualities that permeate the reciprocity of formative assessment when it is used to promote embodied understandings. What emerges by studying the dynamics of reciprocity is the range of depth of understanding that is encountered and allowed by various students. A pedagogy of embodiment is revealed as being connected with the role of reciprocity in formative assessment. When formative assessment is used as a process to expose student thinking and foster interaction, the complexity of the teaching/learning/assessment interaction is brought to light. Students who actively attempt to give meaning to and make sense of this complexity, through the reciprocity of formative assessment, come to embody a new, lived understanding of the teaching/learning/assessment

  9. Item Banking with Embedded Standards

    ERIC Educational Resources Information Center

    MacCann, Robert G.; Stanley, Gordon

    2009-01-01

    An item banking method that does not use Item Response Theory (IRT) is described. This method provides a comparable grading system across schools that would be suitable for low-stakes testing. It uses the Angoff standard-setting method to obtain item ratings that are stored with each item. An example of such a grading system is given, showing how…

  10. Item Bank Development for a Revised Pediatric Evaluation of Disability Inventory (PEDI)

    PubMed Central

    Dumas, Helene M.; Fragala-Pinkham, Maria A.; Haley, Stephen M.; Coster, Wendy J.; Kramer, Jessica M.; Kao, Ying-Chia; Moed, Richard

    2013-01-01

    The Pediatric Evaluation of Disability Inventory (PEDI) is a useful clinical and research assessment but it has limitations in content, age range and efficiency. The purpose of this article is to describe the process used to develop the item bank for a new computerized adaptive test version of the PEDI (PEDI-CAT). An expanded item set and response scales were reviewed by clinician experts and examined at parent and clinician focus groups. Eleven parents participated in 32 cognitive interviews to examine content, format, and comprehension of items and responses. A revised set of self-care (n=76), mobility (n=78; walking aids n=13; wheelchair n=14) and social function (n=64) items with pictures and a 4-point ‘Difficulty’ scale were developed. Also, the PEDI’s Caregiver Assistance Scale was replaced by a ‘Responsibility Scale’ with 53 items. The new PEDI-CAT item bank covers a broader range of functional activities for children of all ages and abilities. PMID:20608855

  11. Development of the PROMIS® Coping Expectancies of Smoking Item Banks

    PubMed Central

    Edelen, Maria Orlando; Tucker, Joan S.; Stucky, Brian D.; Hansen, Mark; Cai, Li

    2014-01-01

    Objective: Smoking is a coping strategy for many smokers who then have difficulty finding new ways to cope with negative affect when they quit. This paper describes analyses conducted to develop and evaluate item banks for assessing the coping expectancies of smoking for daily and nondaily smokers. Methods: Using data from a large sample of daily (N = 4,201) and nondaily (N = 1,183) smokers, we conducted a series of item factor analyses, item response theory analyses, and differential item functioning (DIF) analyses (according to gender, age, and ethnicity) to arrive at a unidimensional set of items for daily and nondaily smokers. We also evaluated performance of short forms (SFs) and computer adaptive tests (CATs) for assessing coping expectancies of smoking. Results: For both daily and nondaily smokers, the unidimensional Coping Expectancies item banks (21 items) are relatively DIF free and are highly reliable (0.96 and 0.97, respectively). A common 4-item SF for daily and nondaily smokers also showed good reliability (0.85). Adaptive tests required an average of 4.3 and 3.7 items for simulated daily and nondaily respondents, respectively, and achieved reliabilities of 0.91 for both when the maximum test length was 10 items. Conclusions: This research provides a new set of items that can be used to reliably assess coping expectancies of smoking, through a SF, CAT, or a tailored set selected for a specific research purpose. PMID:25118227

  12. Reading Current Events Items.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    People who live in a democracy should be well informed of local, state, national, and international happenings. Students should become curious about news items and relate current happenings to the personal self. They must possess skills in word recognition and in diverse kinds of comprehension since reading is an important way to glean current…

  13. A Simulation Study to Assess the Effect of the Number of Response Categories on the Power of Ordinal Logistic Regression for Differential Item Functioning Analysis in Rating Scales

    PubMed Central

    Allahyari, Elahe; Jafari, Peyman; Bagheri, Zahra

    2016-01-01

    Objective. The present study uses simulated data to find what the optimal number of response categories is to achieve adequate power in ordinal logistic regression (OLR) model for differential item functioning (DIF) analysis in psychometric research. Methods. A hypothetical ten-item quality of life scale with three, four, and five response categories was simulated. The power and type I error rates of OLR model for detecting uniform DIF were investigated under different combinations of ability distribution (θ), sample size, sample size ratio, and the magnitude of uniform DIF across reference and focal groups. Results. When θ was distributed identically in the reference and focal groups, increasing the number of response categories from 3 to 5 resulted in an increase of approximately 8% in power of OLR model for detecting uniform DIF. The power of OLR was less than 0.36 when ability distribution in the reference and focal groups was highly skewed to the left and right, respectively. Conclusions. The clearest conclusion from this research is that the minimum number of response categories for DIF analysis using OLR is five. However, the impact of the number of response categories in detecting DIF was lower than might be expected. PMID:27403207

  14. Development of the PROMIS® Health Expectancies of Smoking Item Banks

    PubMed Central

    Tucker, Joan S.; Shadel, William G.; Stucky, Brian D.; Cerully, Jennifer; Li, Zhen; Hansen, Mark; Cai, Li

    2014-01-01

    Introduction: Smokers’ health-related outcome expectancies are associated with a number of important constructs in smoking research, yet there are no measures currently available that focus exclusively on this domain. This paper describes the development and evaluation of item banks for assessing the health expectancies of smoking. Methods: Using data from a sample of daily (N = 4,201) and nondaily (N = 1,183) smokers, we conducted a series of item factor analyses, item response theory analyses, and differential item functioning analyses (according to gender, age, and race/ethnicity) to arrive at a unidimensional set of health expectancies items for daily and nondaily smokers. We also evaluated the performance of short forms (SFs) and computer adaptive tests (CATs) to efficiently assess health expectancies. Results: A total of 24 items were included in the Health Expectancies item banks; 13 items are common across daily and nondaily smokers, 6 are unique to daily, and 5 are unique to nondaily. For both daily and nondaily smokers, the Health Expectancies item banks are unidimensional, reliable (reliability = 0.95 and 0.96, respectively), and perform similarly across gender, age, and race/ethnicity groups. A SF common to daily and nondaily smokers consists of 6 items (reliability = 0.87). Results from simulated CATs showed that health expectancies can be assessed with good precision with an average of 5–6 items adaptively selected from the item banks. Conclusions: Health expectancies of smoking can be assessed on the basis of these item banks via SFs, CATs, or through a tailored set of items selected for a specific research purpose. PMID:25118229

  15. Development of the PROMIS® Nicotine Dependence Item Banks

    PubMed Central

    Edelen, Maria Orlando; Tucker, Joan S.; Stucky, Brian D.; Hansen, Mark; Cai, Li

    2014-01-01

    Introduction: Nicotine dependence is a core construct important for understanding cigarette smoking and smoking cessation behavior. This article describes analyses conducted to develop and evaluate item banks for assessing nicotine dependence among daily and nondaily smokers. Methods: Using data from a sample of daily (N = 4,201) and nondaily (N =1,183) smokers, we conducted a series of item factor analyses, item response theory analyses, and differential item functioning analyses (according to gender, age, and race/ethnicity) to arrive at a unidimensional set of nicotine dependence items for daily and nondaily smokers. We also evaluated performance of short forms (SFs) and computer adaptive tests (CATs) to efficiently assess dependence. Results: A total of 32 items were included in the Nicotine Dependence item banks; 22 items are common across daily and nondaily smokers, 5 are unique to daily smokers, and 5 are unique to nondaily smokers. For both daily and nondaily smokers, the Nicotine Dependence item banks are strongly unidimensional, highly reliable (reliability = 0.97 and 0.97, respectively), and perform similarly across gender, age, and race/ethnicity groups. SFs common to daily and nondaily smokers consist of 8 and 4 items (reliability = 0.91 and 0.81, respectively). Results from simulated CATs showed that dependence can be assessed with very good precision for most respondents using fewer than 6 items adaptively selected from the item banks. Conclusions: Nicotine dependence on cigarettes can be assessed on the basis of these item banks via one of the SFs, by using CATs, or through a tailored set of items selected for a specific research purpose. PMID:25118226

  16. Examining Differential Item Functions of Different Item Ordered Test Forms According to Item Difficulty Levels

    ERIC Educational Resources Information Center

    Çokluk, Ömay; Gül, Emrah; Dogan-Gül, Çilem

    2016-01-01

    The study aims to examine whether differential item function is displayed in three different test forms that have item orders of random and sequential versions (easy-to-hard and hard-to-easy), based on Classical Test Theory (CTT) and Item Response Theory (IRT) methods and bearing item difficulty levels in mind. In the correlational research, the…

  17. Balancing Formative and Summative Science Assessment Practices: Year One of the GenScope Assessment Project.

    ERIC Educational Resources Information Center

    Hickey, Daniel T.; Kruger, Ann Cale; Fredrick, Laura D.; Schafer, Nancy Jo; Kindfield, Ann C. H.

    This paper describes the GenScope Assessment Project, a project that is exploring ways of using multimedia computers to teach complex science content, refining sociocultural views of assessment and motivation, and considering different ways of reconciling the differences between these newer views and prior behavioral and cognitive views. The…

  18. The Effects of Internet-Based Formative and Summative Assessment on Test Anxiety, Perceptions of Threat, and Achievement.

    ERIC Educational Resources Information Center

    Cassady, Jerrell C.; Budenz-Anders, Judey; Pavlechko, Gary; Mock, Wayne

    This study evaluated the instructional benefits and barriers related to the use of online formative and summative assessment tools. Data were collected from samples of undergraduate students in different semesters to allow for differential use of summative assessment (paper versus online delivery). Formative assessment was manipulated by providing…

  19. Demonstrating Support for the Formative and Summative Assessment Paradigm in a School-Based Intensive Mental Health Program

    ERIC Educational Resources Information Center

    Puddy, Richard W.; Boles, Richard E.; Dreyer, Meredith L.; Maikranz, Julie; Roberts, Michael C.; Vernberg, Eric M.

    2008-01-01

    We illustrate the use of formative and summative assessment in evaluating a therapeutic classroom program for children with serious emotional disturbances. Information was analyzed based on data gathered for clinical decision-making during treatment (formative assessment) and measurement of outcomes at discharge (summative assessment) from a…

  20. Description of a food parenting practice item bank

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Several recent reviews have highlighted the large number of instruments currently available to assess food parenting practices (FPP). In order to foster development of instruments that assess behaviorally significant FPP domains with appropriate items, an item bank of FPP is being developed, populat...