Qualitative Case Study Guidelines

DTIC Science & Technology

2013-11-01

Introduction to Sociological Methods. 2nd ed. New York, McGraw-Hill 14. Denzin , N. K. and Lincoln , Y. S. (2011) The SAGE Handbook of Qualitative...The Art of Science. In: Denzin , N. K. and Lincoln , Y. S. (eds.) Handbook of Qualitative Research. Thousand Oaks, Sage 19. GAO (1990) Case Study...Rinehart & Winston 39. Stake, R. E. (1994) Case Studies. In: Denzin , N. K. and Lincoln , Y. S. (eds.) Handbook of Qualitative Research. Thousand Oaks, Sage

Examining a Public Montessori School's Response to the Pressures of High-Stakes Accountability

ERIC Educational Resources Information Center

Block, Corrie Rebecca

2015-01-01

A public Montessori school is expected to demonstrate high student scores on standardized assessments to succeed in the current school accountability era. A problem for a public Montessori elementary school is how to make sense of the school's high-stakes assessment scores in terms of Montessori's unique educational approach. This case study…

A Case Study in Classroom Management and School Involvement: Designing an Art Room for Effective Learning

ERIC Educational Resources Information Center

Broome, Jeffrey L.

2013-01-01

The purpose of this research project is to investigate the design of classroom environments through the lens of a uniquely selected art educator. More specifically, the purpose is to use case study methodology (Stake, 1995) to characterize the resulting instructional experiences for an art educator who had the unique opportunity to collaborate…

A Case Study of Career Emegency Medical Technicians: Factors That Influenced Their Decision to Stay

ERIC Educational Resources Information Center

Miller, Denine V.

2013-01-01

This case study (Stake, 1995) examined the perceptions of long-term Emergency Medical Technicians (EMTs) to identify factors influencing their decision to remain employed as EMTs for the duration of a career. EMT retention plans frequently utilize data from either employee exit interviews or workers with intent to leave, and since privacy law…

Fundamental Concerns in High-Stakes Language Testing: The Case of the College English Test

ERIC Educational Resources Information Center

Jin, Yan

2011-01-01

The College English Test (CET) is an English language test designed for educational purposes, administered on a very large scale, and used for making high-stakes decisions. This paper discusses the key issues facing the CET during the course of its development in the past two decades. It argues that the most fundamental and critical concerns of…

Social Studies, Social Justice: W(h)ither the Social Studies in High-Stakes Testing?

ERIC Educational Resources Information Center

Au, Wayne

2009-01-01

High-stakes, standardized tests have become ubiquitous in public education in the United States. Teachers across the country are feeling the intensified pressures from high-stakes testing policies and are responding to these pressures by teaching to the tests in varying ways (Renter et al., 2006). Given the hegemony of high-stakes testing in…

The Survival of Arts Education in the NCLB Era: A Case Study of One K-8th Grade Arts-Focused Charter School in a California Program Improvement School District

ERIC Educational Resources Information Center

Kratochvil, Kathie R.

2009-01-01

This research study presents one in-depth case study that investigates the successes, challenges, and processes of developing and enacting arts education programming at the elementary school level given the time limitations and other constraints associated with the high stakes testing environment that currently characterizes many of California's…

Re-Fitting for a Different Purpose: A Case Study of Item Writer Practices in Adapting Source Texts for a Test of Academic Reading

ERIC Educational Resources Information Center

Green, Anthony; Hawkey, Roger

2012-01-01

The important yet under-researched role of item writers in the selection and adaptation of texts for high-stakes reading tests is investigated through a case study involving a group of trained item writers working on the International English Language Testing System (IELTS). In the first phase of the study, participants were invited to reflect in…

Moral Bargain Hunters Purchase Moral Righteousness When it is Cheap: Within-Individual Effect of Stake Size in Economic Games.

PubMed

Yamagishi, Toshio; Li, Yang; Matsumoto, Yoshie; Kiyonari, Toko

2016-06-14

Despite the repeatedly raised criticism that findings in economic games are specific to situations involving trivial incentives, most studies that have examined the stake-size effect have failed to find a strong effect. Using three prisoner's dilemma experiments, involving 479 non-student residents of suburban Tokyo and 162 students, we show here that stake size strongly affects a player's cooperation choices in prisoner's dilemma games when stake size is manipulated within each individual such that each player faces different stake sizes. Participants cooperated at a higher rate when stakes were lower than when they were higher, regardless of the absolute stake size. These findings suggest that participants were 'moral bargain hunters' who purchased moral righteousness at a low price when they were provided with a 'price list' of prosocial behaviours. In addition, the moral bargain hunters who cooperated at a lower stake but not at a higher stake did not cooperate in a single-stake one-shot game.

Primary Teachers' Experiences Relating to the Administration Processes of High-Stakes Testing: The Case of Mathematics Annual National Assessments

ERIC Educational Resources Information Center

Graven, Mellony; Venkat, Hamsa

2014-01-01

In this paper we highlight teacher experiences of the administration of high-stakes testing, in particular, of the 2012 Annual National Assessments (ANAs). The exploration is based on data gathered across two primary numeracy teacher development projects in the Eastern Cape and Gauteng in the form of open-ended questionnaires designed to elicit…

Teaching Literacy through Social Studies under No Child Left Behind

ERIC Educational Resources Information Center

Pace, Judy

2012-01-01

High stakes accountability has intensified the marginalization of social studies in public schools. A popular response to the dilemma between raising achievement in English Language Arts and preserving social studies is to integrate the two subjects. This qualitative case study analyzes instruction in a fifth grade urban classroom where the…

Conflicting Expertise and Uncertainty: Quality Assurance in High-Level Radioactive Waste Management.

ERIC Educational Resources Information Center

Fitzgerald, Michael R.; McCabe, Amy Snyder

1991-01-01

Dynamics of a large, expensive, and controversial surface and underground evaluation of a radioactive waste management program at the Yucca Mountain power plant are reviewed. The use of private contractors in the quality assurance study complicates the evaluation. This case study illustrates high stakes evaluation problems. (SLD)

Social Support for Online Learning: Perspectives of Nursing Students

ERIC Educational Resources Information Center

Munich, Kim

2014-01-01

The purpose of this study was to identify supports beyond the educator that contributed to undergraduate and graduate nursing students' ability and motivation to learn online. Case study methodology similar to Stake (2000) was bounded or contained by undergraduate and graduate online courses. Twenty-nine undergraduate and graduate nursing…

Moral Bargain Hunters Purchase Moral Righteousness When it is Cheap: Within-Individual Effect of Stake Size in Economic Games

PubMed Central

Yamagishi, Toshio; Li, Yang; Matsumoto, Yoshie; Kiyonari, Toko

2016-01-01

Despite the repeatedly raised criticism that findings in economic games are specific to situations involving trivial incentives, most studies that have examined the stake-size effect have failed to find a strong effect. Using three prisoner’s dilemma experiments, involving 479 non-student residents of suburban Tokyo and 162 students, we show here that stake size strongly affects a player’s cooperation choices in prisoner’s dilemma games when stake size is manipulated within each individual such that each player faces different stake sizes. Participants cooperated at a higher rate when stakes were lower than when they were higher, regardless of the absolute stake size. These findings suggest that participants were ‘moral bargain hunters’ who purchased moral righteousness at a low price when they were provided with a ‘price list’ of prosocial behaviours. In addition, the moral bargain hunters who cooperated at a lower stake but not at a higher stake did not cooperate in a single-stake one-shot game. PMID:27296466

Leadership Tenets of Military Veterans Working as School Administrators

ERIC Educational Resources Information Center

Bolles, Elliot; Patrizio, Kami

2016-01-01

This study investigates the leadership tenets informing veterans' work as school leaders. Drawing on 15 interviews and surveys with military veterans working as educational leaders, the study relies on Stake's (2006) case study method to substantiate assertions that veterans: 1) come into education without the support of a transitional program, 2)…

Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement.

PubMed

Simzar, Rahila M; Martinez, Marcela; Rutherford, Teomara; Domina, Thurston; Conley, AnneMarie M

2015-04-01

This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students' motivation and test performance differs based on the stakes of the exam. Students' math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students' math self-efficacy was more strongly related to achievement on the low-stakes exam. Students' motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes.

Raising the stakes: How students’ motivation for mathematics associates with high- and low-stakes test achievement☆

PubMed Central

Simzar, Rahila M.; Martinez, Marcela; Rutherford, Teomara; Domina, Thurston; Conley, AnneMarie M.

2016-01-01

This study uses data from an urban school district to examine the relation between students’ motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students’ motivation and test performance differs based on the stakes of the exam. Students’ math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students’ math self-efficacy was more strongly related to achievement on the low-stakes exam. Students’ motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes. PMID:27840563

Student Learning and Engagement in the Context of Curriculum Integration

ERIC Educational Resources Information Center

Brinegar, Kathleen; Bishop, Penny A.

2011-01-01

Although curriculum integration has a long history of myriad models, rarely have those stakeholders most connected to the practice--the students--been consulted about the efficacy of the approach. This study applied a longitudinal, intrinsic case study approach (Stake, 2000) to examine middle school students' perceptions of learning and engagement…

Study Abroad as Professional Development: Voices of In-Service Spanish Teachers

ERIC Educational Resources Information Center

Jochum, Christopher J.; Rawlings, Jared R.; Tejada, Ana María

2015-01-01

The purpose of this qualitative inquiry was to understand how four in-service Spanish teachers interpreted their participation in a summer study abroad program and how the experience contributed to their ongoing professional development and language proficiency. Using a multiple case design (Simons, 2009; Stake, 2005; Yin, 2009), the researchers…

Back on Track: Approaches to Managing Highly Disruptive School Classes

ERIC Educational Resources Information Center

Vaaland, Grete S.

2017-01-01

Teaching and learning are at stake when classrooms become highly disruptive and pupils ignore the teacher's instructions and leadership. Re-establishing teacher authority in a highly disruptive school class is an understudied area. This instrumental multiple case study aimed to reveal concepts and conceptual frameworks that are suitable for…

Urban Sanctuary Schools for Diverse Populations: Examining Curricular Expectations and School Effectiveness for Student Learning

ERIC Educational Resources Information Center

Liou, Daniel D.; Marsh, Tyson E. J.; Antrop-González, René

2017-01-01

This ethnographic case study problematizes the current high stakes accountability efforts that have led many school leaders to inadvertently maintain a school environment in which deficit perspectives and low academic expectations in the classroom persist. Drawing from an urban sanctuary school framework, this study works to center the voices of…

Lost Opportunities to Learn: The Effects of Education Policy on Primary Language Instruction for English Learners

ERIC Educational Resources Information Center

Olson, Kate

2007-01-01

This study examines the implications that state educational policies, such as high-stakes testing in English and Proposition 227, have on teaching and learning in primary language instruction for English learners in California. Utilizing cultural-historical activity theory of learning and development, this qualitative case study uncovers the…

Family Literacy and Digital Literacies: A Redefined Approach to Examining Social Practices of an African-American Family

ERIC Educational Resources Information Center

Lewis, Tisha Y.

2009-01-01

This dissertation examines the digital literacy practices of an urban African-American family. Using an ethnographic case study approach (Stake, 2000), this qualitative study explores the multiple ways a mother (Larnee) and son (Gerard) interacted with digital literacies in the home. Situated within the framework of sociocultural traditions from…

Test Anxiety Associated with High-Stakes Testing among Elementary School Children: Prevalence, Predictors, and Relationship to Student Performance

ERIC Educational Resources Information Center

Segool, Natasha Katherine

2009-01-01

The current study explored differences in test anxiety on high-stakes standardized achievement testing and classroom testing among elementary school children. This is the first study to directly examine differences in student test anxiety across two testing conditions with different stakes among young children. Three hundred and thirty-five…

Auditing for Score Inflation Using Self-Monitoring Assessments: Findings from Three Pilot Studies

ERIC Educational Resources Information Center

Koretz, Daniel; Jennings, Jennifer L.; Ng, Hui Leng; Yu, Carol; Braslow, David; Langi, Meredith

2016-01-01

Test-based accountability often produces score inflation. Most studies have evaluated inflation by comparing trends on a high-stakes test and a lower stakes audit test. However, Koretz and Beguin (2010) noted weaknesses of audit tests and suggested self-monitoring assessments (SMAs), which incorporate audit items into high-stakes tests. This…

Heightened Test Anxiety among Young Children: Elementary School Students' Anxious Responses to High-Stakes Testing

ERIC Educational Resources Information Center

Segool, Natasha K.; Carlson, John S.; Goforth, Anisa N.; von der Embse, Nathan; Barterian, Justin A.

2013-01-01

This study explored differences in test anxiety on high-stakes standardized achievement testing and low-stakes testing among elementary school children. This is the first study to directly examine differences in young students' reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred…

Negotiating the terrain of high-stakes accountability in science teaching

NASA Astrophysics Data System (ADS)

Aronson, Isaak

Teachers interact with their students on behalf of the entire educational system. The aim of this study is to explore how biology teachers understand and construct their practice in a high-stakes accountability environment that is likely to be riddled with tensions. By critically questioning the technical paradigms of accountability this study challenges the fundamental assumptions of accountability. Such a critical approach may help teachers develop empowerment strategies that can free them from the de-skilling effects of the educational accountability system. This interpretive case study of a high-school in Maryland is grounded in three streams of research literature: quality science instruction based on scientific inquiry, the effects of educational accountability on the curriculum, and the influence of policy on classroom practice with a specific focus on how teachers balance competing tensions. This study theoretically occurs at the intersection of educational accountability and pedagogy. In terms of data collection, I conduct two interviews with all six biology teachers in the school. I observe each teacher for at least fifteen class periods. I review high-stakes accountability policy documents from the federal, state, and district levels of the education system. Three themes emerge from the research. The first theme, "re-defining science teaching," captures how deeply accountability structures have penetrated the science curriculum. The second theme, "the pressure mounts," explores how high-stakes accountability in science has increased the stress placed on teachers. The third theme, "teaching-in-between," explores how teachers compromise between accountability mandates and their own understandings of quality teaching. Together, the three themes shed light on the current high-stakes climate in which teachers currently work. This study's findings inform the myriad paradoxes at all levels of the educational system. As Congress and advocacy groups battle over the reauthorization of No Child Left Behind, they may not pay adequate attention to all the inconsistencies. Educators and researchers must take a critical look at accountability policies. Accountability should promote optimism, responsibility, job satisfaction, avenues for developing pedagogical expertise, and collaboration between teachers and administrators. Only then is it likely to improve educational opportunities for all students.

The effect of $1, $5 and $10 stakes in an online dictator game.

PubMed

Raihani, Nichola J; Mace, Ruth; Lamba, Shakti

2013-01-01

The decision rules underpinning human cooperative behaviour are often investigated under laboratory conditions using monetary incentives. A major concern with this approach is that stake size may bias subjects' decisions. This concern is particularly acute in online studies, where stakes are often far lower than those used in laboratory or field settings. We address this concern by conducting a Dictator Game using Amazon Mechanical Turk. In this two-player game, one player (the dictator) determines the division of an endowment between himself and the other player. We recruited subjects from India and the USA to play an online Dictator Game. Dictators received endowments of $1, $5 or $10. We collected two batches of data over two consecutive years. We found that players from India were less generous when playing with a $10 stake. By contrast, the effect of stake size among players from the USA was very small. This study indicates that the effects of stake size on decision making in economic games may vary across populations.

Examining Professional Development and Teacher's Learning about Literacy Instruction

ERIC Educational Resources Information Center

Maxwell, Melanie

2017-01-01

The purpose of this qualitative case study (Merriam, 1988; Stake, 1994) was to understand how teacher perceptions of their knowledge, practice and students' knowledge change in a professional development learning opportunity that is based on their background knowledge in literacy instruction and what is determined to be their zone of proximal…

Getting Assessment Right at the Classroom Level: Using Formative Assessment for Decision Making

ERIC Educational Resources Information Center

Curry, Katherine A.; Mwavita, Mwarumba; Holter, Alexandra; Harris, Ed

2016-01-01

Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide,…

Curriculum Making as Novice Professional Development: Practical Risk Taking as Learning in High-Stakes Times

ERIC Educational Resources Information Center

Clayton, Christine D.

2007-01-01

This qualitative case study presents three novices in urban schools who enacted curricular projects as participants in a university-based professional development program. This experience created an opportunity for practical risk taking, enabling them to consider the consequences of curricular choices in personal terms. Such professional…

Examining the Role of the Principal: Case Study of a High-Poverty, High-Performing Rural Elementary School

ERIC Educational Resources Information Center

Coleman, Howard D.

2013-01-01

Since the inception of high-stakes standardized testing, schools have been labeled as either succeeding or failing based on student standardized assessment performance. If students perform adequately, the building principal receives acknowledgement for being an effective instructional leader. Conversely, if students perform poorly, the principal…

Middle-School Teachers' Enacted Beliefs: Negotiating the Nonnegotiables of High-Stakes Accountability Policies

ERIC Educational Resources Information Center

Howard, Christy Maranda; Miller, Samuel

2017-01-01

The purpose of case study was to examine the beliefs and practices of a successful teacher in a high poverty middle school. Specifically, the study examined the role of teacher beliefs and how these beliefs were enacted in a middle school classroom. This article, part of a larger study, focuses on 1 teacher in order to more thoroughly probe and…

Stereotype Threat, Inquiring about Test Takers' Race and Gender, and Performance on Low-Stakes Tests in a Large-Scale Assessment. Research Report. ETS RR-15-02

ERIC Educational Resources Information Center

Stricker, Lawrence J.; Rock, Donald A.; Bridgeman, Brent

2015-01-01

This study explores stereotype threat on low-stakes tests used in a large-scale assessment, math and reading tests in the Education Longitudinal Study of 2002 (ELS). Issues identified in laboratory research (though not observed in studies of high-stakes tests) were assessed: whether inquiring about their race and gender is related to the…

How does high stakes testing influence teachers' classroom instruction?: Institutional pressures and classroom instruction

NASA Astrophysics Data System (ADS)

Yamashita, Mika Yoder

2011-12-01

This study examined how a total of eight math and science elementary school teachers changed their classroom instruction in response to high stakes and low stakes testing in one school district. The district introduced new assessment in the school year of 2005--06 to meet the requirement set forth by the No Child Left Behind Act (NCLB)---that the assessment should be aligned with the state academic standards. I conducted interviews with teachers and school administrators at two elementary schools, district officials, and a representative of a non-profit organization during the school year 2007--08 to examine how the new assessment introduced in 2005--06 had shaped classroom instruction. Concepts from New Institutional Theory and cognitive approaches to policy implementation guided the design of this study. This study focused on how materials and activities associated with high stakes testing promoted ideas about good instruction, and how these ideas were carried to teachers. The study examined how teachers received messages about instruction and how they responded to the messages. The study found that high stakes testing influenced teachers' classroom instruction more than low stakes testing; however, the instructional changes teachers made in response to state testing was at the content level. The teachers' instructional strategies did not change. The teachers' instructional changes varied with the degree of implementation of existing math curriculum and with the degree of support they received in understanding the meaning of assessment results. The study concluded that, among the six teachers I studied, high stakes testing was not a sufficient intervention for changing teachers' instructional strategies. The study also addressed the challenges of aligning instructional messages across assessment, standards, and curriculum.

The Balancing Act: Arts Integration and High-Stakes Testing

ERIC Educational Resources Information Center

Van Eman, Linnea; Thorman, Jerilyn; Montgomery, Diane; Otto, Stacy

2007-01-01

This study describes three teachers and their experiences of an arts-integration reform model amidst the high-stakes accountability movement. Their struggle to practice arts integration within their school district, a culture in which high-stakes testing is prioritized is described by way of a circus metaphor. Through the theoretical lens of Self…

Learning to Label: Socialisation, Gender, and the Hidden Curriculum of High-Stakes Testing

ERIC Educational Resources Information Center

Booher-Jennings, Jennifer

2008-01-01

Although high-stakes tests play an increasing role in students' schooling experiences, scholars have not examined these tests as sites for socialisation. Drawing on qualitative data collected at an American urban primary school, this study explores what educators teach students about motivation and effort through high-stakes testing, how students…

Student Experiences of High-Stakes Testing for Progression in One Undergraduate Nursing Program

ERIC Educational Resources Information Center

McClenny, Tammy

2016-01-01

High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure…

Increasing Teachers' Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies

ERIC Educational Resources Information Center

MacSuga, Ashley S.; Simonsen, Brandi

2011-01-01

Many classroom teachers are faced with challenging student behaviors that impact their ability to facilitate learning in productive, safe environments. At the same time, high-stakes testing, increased emphasis on evidence-based instruction, data-based decision making, and response-to-intervention models have put heavy demands on teacher time and…

The Functions of Reflection in High-Stakes Assessment of World Language Teacher Candidates

ERIC Educational Resources Information Center

Troyan, Francis J.; Kaplan, Carolyn Shemwell

2015-01-01

In response to the call for improving teacher candidates' familiarity with the assessment tasks and format of the edTPA (Hildebrandt & Swanson, 2014), this single case study investigated the reflective writing development of Jena, a K-12 Spanish teacher candidate, and her evolution in a pedagogy that focused on the development of writing two…

Predicting Differential Item Functioning in Cross-Lingual Testing: The Case of a High Stakes Test in the Kyrgyz Republic

ERIC Educational Resources Information Center

Drummond, Todd W.

2011-01-01

Cross-lingual tests are assessment instruments created in one language and adapted for use with another language group. Practitioners and researchers use cross-lingual tests for various descriptive, analytical and selection purposes both in comparative studies across nations and within countries marked by linguistic diversity (Hambleton, 2005).…

Learning (Not) to become a Teacher: A Qualitative Analysis of the Job Entrance Issue

ERIC Educational Resources Information Center

Rots, Isabel; Kelchtermans, Geert; Aelterman, Antonia

2012-01-01

Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates' decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve…

Exploring How the School Context Mediates Intern Learning in Underserved Rural Border Schools

ERIC Educational Resources Information Center

Ajayi, Lasisi

2013-01-01

This research used poststructural theories to examine a crucial issue of teacher-learning in rural border schools that are under pressure from high-stakes school accountability, fewer resources, and significant numbers of English language learners (ELLs). The methodology was based on a multiple case study of four intern teachers who participated…

A Case Study: A Teacher's Instruction of Writing in Rural Northeast Mississippi

ERIC Educational Resources Information Center

Anderson-Crane, Betty

2008-01-01

When writing instructors use form (essay form) based upon state testing standards on the state rubric to guide students in writing, they may be teaching form to limit higher level thinking content (Albertson, 2004). Instructors may not feel confident enough in their teaching of writing for high-stakes' testing; therefore, they may instruct…

The Use of Differentiated Mathematical Strategies with Secondary Students with Asperger's Syndrome

ERIC Educational Resources Information Center

Riera, Karla Rene

2013-01-01

Though the No Child Left Behind Act of 2001 requires secondary students with Asperger's syndrome (AS) to take high-stakes mathematical tests, many students with AS exhibit weaknesses in mathematical and executive functioning skills. The purpose of this mixed-methods case study was to explore the use of differentiated mathematical strategies with…

Leadership of Civic Learning: A Multiple Case Study of Two Middle Schools

ERIC Educational Resources Information Center

Molnar-Main, Stacie A.

2012-01-01

The nationwide focus on standardized testing, as outlined in the No Child Left Behind Legislation (NCLB, 2003), has prompted many public schools to focus their instruction on preparing students for high-stakes tests in literacy, math and science. While NCLB may be lauded for its intent to ameliorate achievement inequities among subgroups of…

Turnaround Policy and Practice: A Case Study of Turning around a Failing School with English-Language-Learners

ERIC Educational Resources Information Center

Reyes, Augustina; Garcia, Andres

2014-01-01

In an era of school reform and high stakes accountability, the major challenge in education is to turnaround the nation's lowest-performing schools. National policy provides abundant resources with often restrictive prerequisites. Research indicates that quality principals and teachers are the most important factors for turning around the lowest…

A Comparison of Self-Reported Educational Technology Integration Proficiencies and Evidence-Based Educational Technology Integration Practices among Select Elementary Language Arts Teachers

ERIC Educational Resources Information Center

Anderson, Monika R.

2014-01-01

The purpose of this study was to use a variety of techniques and data sources, to describe and to compare the self-reported educational technology integration proficiency levels with the evidence-based educational technology integration practices among select elementary language arts teachers. A collective case study design (Stake, 1995) was used…

High-Rank Stakeholders' Perspectives on High-Stakes University Entrance Examinations Reform: Priorities and Problems

ERIC Educational Resources Information Center

Kiany, Gholam Reza; Shayestefar, Parvaneh; Samar, Reza Ghafar; Akbari, Ramin

2013-01-01

A steady stream of studies on high-stakes tests such as University Entrance Examinations (UEEs) suggests that high-stakes tests reforms serve as the leverage for promoting quality of learning, standards of teaching, and credible forms of accountability. However, such remediation is often not as effective as hoped and success is not necessarily…

Bordering on Success: Mexican American Students and High Stakes Testing.

ERIC Educational Resources Information Center

Pedroza, Anna

The assumptions that high-stakes testing is useful in raising educational standards for all students and that higher standards lead to higher educational performance for all students have not been tested in schools along the Texas border with Mexico. This study analyzed the effects of the high-stakes testing policy on students in a small rural…

Test Preparation Beliefs and Practices in a High-Stakes Context: A Teacher's Perspective

ERIC Educational Resources Information Center

Gebril, Atta; Eid, Michael

2017-01-01

Policy makers worldwide are increasingly using high-stakes tests for accountability purposes. This practice has resulted in a considerable rise in test preparation activities in different instructional contexts. The purpose of this study is to investigate teachers' test preparation beliefs and practices in a high-stakes assessment context in…

Ground-contact durability of wood treated with borax-copper preservative

Treesearch

Stan T. Lebow; Bessie Woodward; Patricia K. Lebow

2007-01-01

This study evaluated the ability of a borax-copper(BC) preservative to protect wood exposed in ground contact. Southern pine sapwood stakes were pressure-treated with 0.9%, 1.4%, 2.3%, and 4.7% BC solution concentrations and placed into the ground at test sites near Mississippi, or Madison, Wisconsin. Untreated stakes and stakes treated with 1% chromated copper...

Pressure Cooker: Experiences with Student-Centered Teaching and Learning in High-Stakes Assessment Environments.

ERIC Educational Resources Information Center

Passman, Roger

High stakes testing is a given in many public school districts in the United States. This paper reports the chilling effect high stakes testing had on the pedagogy of one teacher. The study took place in a large Midwestern urban district where a university consultant observed a fifth-grade classroom. This researcher was able to observe and…

Using Corpus Linguistics to Examine the Extrapolation Inference in the Validity Argument for a High-Stakes Speaking Assessment

ERIC Educational Resources Information Center

LaFlair, Geoffrey T.; Staples, Shelley

2017-01-01

Investigations of the validity of a number of high-stakes language assessments are conducted using an argument-based approach, which requires evidence for inferences that are critical to score interpretation (Chapelle, Enright, & Jamieson, 2008b; Kane, 2013). The current study investigates the extrapolation inference for a high-stakes test of…

Politics in evaluation: Politically responsive evaluation in high stakes environments.

PubMed

Azzam, Tarek; Levine, Bret

2015-12-01

The role of politics has often been discussed in evaluation theory and practice. The political influence of the situation can have major effects on the evaluation design, approach and methods. Politics also has the potential to influence the decisions made from the evaluation findings. The current study focuses on the influence of the political context on stakeholder decision making. Utilizing a simulation scenario, this study compares stakeholder decision making in high and low stakes evaluation contexts. Findings suggest that high stakes political environments are more likely than low stakes environments to lead to reduced reliance on technically appropriate measures and increased dependence on measures better reflect the broader political environment. Copyright © 2015 Elsevier Ltd. All rights reserved.

Using Simulations to Teach Middle Grades U.S. History in an Age of Accountability

ERIC Educational Resources Information Center

DiCamillo, Lorrei; Gradwell, Jill M.

2012-01-01

In this year-long qualitative study we explore the case of two eighth grade U.S. History teachers who use simulations on a regular basis to teach heterogeneously-grouped students in a high-stakes testing environment. We describe the purposes the teachers espoused for implementing simulations and provide detailed portraits of three types of…

Constructing a High-Stakes Community in the Classroom: A Case Study of One Urban Middle-School Teacher

ERIC Educational Resources Information Center

Rothrock, Racheal M.

2017-01-01

A teacher at an urban middle school worked to become part of her students' communities and utilized the notion of community within her pedagogy. Her example offers hope that engaging with students' communities and building community within the classroom are attainable and valuable goals. Her example also demonstrates that the concept of community…

The Teacher as Examiner of L2 Oral Tests: A Challenge to Standardization

ERIC Educational Resources Information Center

Sundqvist, Pia; Wikström, Peter; Sandlund, Erica; Nyroos, Lina

2018-01-01

The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers' own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, ninth-grade national test in…

Professional Identity of a Reading Teacher: Responding to High-Stakes Testing Pressures

ERIC Educational Resources Information Center

Assaf, Lori Czop

2008-01-01

This case study explores the professional identity of one reading specialist, Marsha, who struggled with testing pressures at her urban elementary school in the U.S. It offers an in-depth look at how Marsha's instructional decisions and practices in a pull-out reading program aimed at helping English Language Learners (ELL) shifted when she was…

From "What Did I Write?" to "Is This Right?": Intention, Convention, and Accountability in Early Literacy

ERIC Educational Resources Information Center

Wohlwend, Karen E.

2008-01-01

When children enter public kindergartens in the current atmosphere of high-stakes testing, they often encounter an emphasis on correctness that casts doubt on the integrity of their personally invented messages, prompting them to ask not "What did I write?" but "Is this right?" This ethnographic case study examines early writing by 23 kindergarten…

Portable Roller Staking Tool

NASA Technical Reports Server (NTRS)

Bird, R. G.; Berson, L. A.

1983-01-01

Staking tool compact and portable. Tool combines clamping and staking operations in single unit. Tool clamps workpiece (a bearing or bushing), alines it, and stakes on of flat faces. Used for most roller staking operations which acess both faces of workpiece.

Computer Literacy and the Construct Validity of a High-Stakes Computer-Based Writing Assessment

ERIC Educational Resources Information Center

Jin, Yan; Yan, Ming

2017-01-01

One major threat to validity in high-stakes testing is construct-irrelevant variance. In this study we explored whether the transition from a paper-and-pencil to a computer-based test mode in a high-stakes test in China, the College English Test, has brought about variance irrelevant to the construct being assessed in this test. Analyses of the…

Exploring the Influence of High-Stakes Testing and Accountability on Teachers' Professional Identities through the Factors of Instructional Practice, Work Environment, and Teacher Efficacy

ERIC Educational Resources Information Center

Mason, Janet Harmon

2010-01-01

The purpose of this study was to explore the impact of high-stakes testing and accountability on teachers' perceptions of their professional identities. Teachers' instructional practice, work environments, and personal factors are now immersed in the context of high-stakes testing and accountability. This context colors the decisions teachers make…

SCORE Study Report 7: incidence of intravitreal silicone oil droplets associated with staked-on vs luer cone syringe design.

PubMed

Scott, Ingrid U; Oden, Neal L; VanVeldhuisen, Paul C; Ip, Michael S; Blodi, Barbara A; Antoszyk, Andrew N

2009-11-01

To evaluate the incidence of intravitreal silicone oil (SO) droplets associated with intravitreal injections using a staked-on vs luer cone syringe design in the SCORE (Standard Care vs COrticosteroid in REtinal Vein Occlusion) Study. Prospective, randomized, phase III clinical trial. The incidence of intravitreal SO was compared among participants exposed to the staked-on syringe design, the luer cone syringe design, or both of the syringe designs in the SCORE Study, which evaluated intravitreal triamcinolone acetonide injection(s) for vision loss secondary to macular edema associated with central or branch retinal vein occlusion. Injections were given at baseline and 4-month intervals, based on treatment assignment and study-defined retreatment criteria. Because intravitreal SO was observed following injections in some participants, investigators were instructed, on September 22, 2006, to look for intravitreal SO at all study visits. On November 1, 2007, the luer cone syringe design replaced the staked-on syringe design. A total of 464 participants received a total of 1,205 injections between November 4, 2004 and February 28, 2009. Intravitreal SO was noted in 141 of 319 participants (44%) exposed only to staked-on syringes, 11 of 87 (13%) exposed to both syringe designs, and 0 of 58 exposed only to luer cone syringes (P < .0001). Among participants with first injections after September 22, 2006, intravitreal SO was noted in 65 of 114 (57%) injected only with staked-on syringes compared with 0 of 58 injected only with luer cone syringes. Differential follow-up is unlikely to explain these results. In the SCORE Study, luer cone syringe design is associated with a lower frequency of intravitreal SO droplet occurrence compared with the staked-on syringe design, likely attributable to increased residual space in the needle hub with the luer cone design.

High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

ERIC Educational Resources Information Center

Steele, Marcee M.

2010-01-01

This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.

PSAT Testing: Blunder Causes Staffing Reassignment

ERIC Educational Resources Information Center

Uribe, Patricia E.

2015-01-01

This case exemplifies the effects of high stakes standardized testing and accountability on education and school district personnel. The case focuses on a school counselor who inadvertently gave the students the actual PSAT (a preliminary college entrance exam) instead of a practice test during a college preparatory workshop. The error caused the…

Are All Pupils Equally Motivated to Do Their Best on All Tests? Differences in Reported Test-Taking Motivation within and between Tests with Different Stakes

ERIC Educational Resources Information Center

Knekta, Eva

2017-01-01

This study investigated changes in reported test-taking motivation from a low-stakes to a high-stakes test and if there are differences in reported test-taking motivation between school classes. A questionnaire including scales assessing reported effort, expectancies, perceived importance, interest, and test anxiety was administered to a sample of…

Effort in Low-Stakes Assessments: What Does It Take to Perform as Well as in a High-Stakes Setting?

ERIC Educational Resources Information Center

Attali, Yigal

2016-01-01

Performance of students in low-stakes testing situations has been a concern and focus of recent research. However, researchers who have examined the effect of stakes on performance have not been able to compare low-stakes performance to truly high-stakes performance of the same students. Results of such a comparison are reported in this article.…

Not Driven by High-Stakes Tests: Exploring Science Assessment and College Readiness of Students from an Urban Portfolio Community High School

ERIC Educational Resources Information Center

Fleshman, Robin Earle

2017-01-01

This case study seeks to explore three research questions: (1) What science teaching and learning processes, perspectives, and cultures exist within the science classroom of an urban portfolio community high school? (2) In what ways does the portfolio-based approach prepare high school students of color for college level science coursework,…

Looks Like 10 Miles of Bad Road: Cheating, Gaming, Mistrust, and an Interim Principal in an Urban Texas High School

ERIC Educational Resources Information Center

DeMatthews, David E.

2014-01-01

High-stakes accountability policies have brought about significant change in schools, but have also triggered instances of cheating and gaming at school and district levels. This undisguised case study involves the El Paso Independent School District, one of its high schools, and a popular principal accused of cheating. This context provides the…

Recruitment Campaigns as a Tool for Social and Cultural Reproduction of Scientific Communities: A Case Study on How Scientists Invite Young People to Science

ERIC Educational Resources Information Center

Andrée, Maria; Hansson, Lena

2014-01-01

Young people's interest in pursuing science and science-intense educations has been expressed as a concern in relation to societal, economic and democratic development by various stakeholders (governments, industry and university). From the perspective of the scientific communities, the issues at stake do not necessarily correspond to the overall…

Navigating the Language and Demands of School Leadership in an Age of High-Stakes Accountability: A Case Study of High School Principals

ERIC Educational Resources Information Center

Bonasera, Mark

2012-01-01

Today's public school principals lead under conditions of significant pressures for change. At the local level, principals are the primary receivers and interpreters of the discourses and demands for change coming from central administration. Principals must make sense of these discourses and demands for change at the local school level, and they…

Measuring Response to Intervention: Comparing Three Effect Size Calculation Techniques for Single-Case Design Analysis

ERIC Educational Resources Information Center

Ross, Sarah Gwen

2012-01-01

Response to intervention (RTI) is increasingly being used in educational settings to make high-stakes, special education decisions. Because of this, the accurate use and analysis of single-case designs to monitor intervention effectiveness has become important to the RTI process. Effect size methods for single-case designs provide a useful way to…

Rights at Stake in Free-Speech Case

ERIC Educational Resources Information Center

Walsh, Mark

2007-01-01

Despite the less-than-weighty incident at its core--the display of a homemade banner emblazoned with "Bong Hits 4 Jesus"--a case that the U.S. Supreme Court will take up carries potentially far-reaching consequences for student speech, and for the legal protections of public school educators. From a sea of controversies over student…

IQ Scores Should Not Be Adjusted for the Flynn Effect in Capital Punishment Cases

ERIC Educational Resources Information Center

Hagan, Leigh D.; Drogin, Eric Y.; Guilmette, Thomas J.

2010-01-01

"Atkins v. Virginia" (2002) dramatically raised the stakes for mental retardation in capital punishment cases, but neither defined this condition nor imposed uniform standards for its assessment. The basic premise that mean IQ scores shift over time enjoys wide recognition, but its application--including the appropriateness of…

Correlates of Cooperation in a One-Shot High-Stakes Televised Prisoners' Dilemma

PubMed Central

Burton-Chellew, Maxwell N.; West, Stuart A.

2012-01-01

Explaining cooperation between non-relatives is a puzzle for both evolutionary biology and the social sciences. In humans, cooperation is often studied in a laboratory setting using economic games such as the prisoners' dilemma. However, such experiments are sometimes criticized for being played for low stakes and by misrepresentative student samples. Golden balls is a televised game show that uses the prisoners' dilemma, with a diverse range of participants, often playing for very large stakes. We use this non-experimental dataset to investigate the factors that influence cooperation when “playing” for considerably larger stakes than found in economic experiments. The game show has earlier stages that allow for an analysis of lying and voting decisions. We found that contestants were sensitive to the stakes involved, cooperating less when the stakes were larger in both absolute and relative terms. We also found that older contestants were more likely to cooperate, that liars received less cooperative behavior, but only if they told a certain type of lie, and that physical contact was associated with reduced cooperation, whereas laughter and promises were reliable signals or cues of cooperation, but were not necessarily detected. PMID:22485141

Correlates of cooperation in a one-shot high-stakes televised prisoners' dilemma.

PubMed

Burton-Chellew, Maxwell N; West, Stuart A

2012-01-01

Explaining cooperation between non-relatives is a puzzle for both evolutionary biology and the social sciences. In humans, cooperation is often studied in a laboratory setting using economic games such as the prisoners' dilemma. However, such experiments are sometimes criticized for being played for low stakes and by misrepresentative student samples. Golden balls is a televised game show that uses the prisoners' dilemma, with a diverse range of participants, often playing for very large stakes. We use this non-experimental dataset to investigate the factors that influence cooperation when "playing" for considerably larger stakes than found in economic experiments. The game show has earlier stages that allow for an analysis of lying and voting decisions. We found that contestants were sensitive to the stakes involved, cooperating less when the stakes were larger in both absolute and relative terms. We also found that older contestants were more likely to cooperate, that liars received less cooperative behavior, but only if they told a certain type of lie, and that physical contact was associated with reduced cooperation, whereas laughter and promises were reliable signals or cues of cooperation, but were not necessarily detected.

The Validation of a Case-Based, Cumulative Assessment and Progressions Examination

PubMed Central

Coker, Adeola O.; Copeland, Jeffrey T.; Gottlieb, Helmut B.; Horlen, Cheryl; Smith, Helen E.; Urteaga, Elizabeth M.; Ramsinghani, Sushma; Zertuche, Alejandra; Maize, David

2016-01-01

Objective. To assess content and criterion validity, as well as reliability of an internally developed, case-based, cumulative, high-stakes third-year Annual Student Assessment and Progression Examination (P3 ASAP Exam). Methods. Content validity was assessed through the writing-reviewing process. Criterion validity was assessed by comparing student scores on the P3 ASAP Exam with the nationally validated Pharmacy Curriculum Outcomes Assessment (PCOA). Reliability was assessed with psychometric analysis comparing student performance over four years. Results. The P3 ASAP Exam showed content validity through representation of didactic courses and professional outcomes. Similar scores on the P3 ASAP Exam and PCOA with Pearson correlation coefficient established criterion validity. Consistent student performance using Kuder-Richardson coefficient (KR-20) since 2012 reflected reliability of the examination. Conclusion. Pharmacy schools can implement internally developed, high-stakes, cumulative progression examinations that are valid and reliable using a robust writing-reviewing process and psychometric analyses. PMID:26941435

Extending the Intergenerational Stake Hypothesis: Evidence of an Intraindividual Stake and Implications for Well-Being

PubMed Central

Birditt, Kira S.; Hartnett, Caroline Sten; Fingerman, Karen L.; Zarit, Steven; Antonucci, Toni C.

2015-01-01

The intergenerational stake hypothesis suggests that parents are more invested in their children and experience better quality parent–child ties than do their children. In this study the authors examined variation in reports of relationship quality regarding parents and children intraindividually (do people report better quality ties with their children than with their parents?) and whether within-person variations have implications for well-being. Participants age 40–60 (N = 633) reported on their relationship quality (importance, positive and negative quality) with their parents and adult children. Individuals reported their relationships with children were more important and more negative than relationships with parents. Individuals with feelings that were in the opposite direction of the intergenerational stake hypothesis (i.e., greater investment in parents than children) reported poorer well-being. The findings provide support for the intergenerational stake hypothesis with regard to within-person variations in investment and show that negative relationship quality may coincide with greater feelings of investment. PMID:26339103

Assessment and Quality Social Studies

ERIC Educational Resources Information Center

Savage, Tom V.

2003-01-01

Those anonymous individuals who develop high-stakes tests by which educational quality is measured exercise great influence in defining educational quality. In this article, the author examines the impact of high-stakes testing on the welfare of the children and the quality of social studies instruction. He presents the benefits and drawbacks of…

Influences of High-Stakes Testing on Middle School Mission and Practice

ERIC Educational Resources Information Center

Musoleno, Ronald R.; White, George P.

2010-01-01

This study explored the effects of high-stakes testing and accountability on the fundamental practices associated with middle school philosophy. Participants were middle school educators, including administrators and teachers, from Pennsylvania middle schools. An online survey was used to collect data for this study. The survey addressed the…

Effective Science Instruction: Impact on High-Stakes Assessment Performance

ERIC Educational Resources Information Center

Johnson, Carla C.; Zhang, Danhui; Kahle, Jane Butler

2012-01-01

This longitudinal prospective cohort study was conducted to determine the impact of effective science instruction on performance on high-stakes high school graduation assessments in science. This study provides powerful findings to support authentic science teaching to enhance long-term retention of learning and performance on state-mandated…

Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom.

PubMed

Bellinger, David B; DeCaro, Marci S; Ralston, Patricia A S

2015-12-01

Mindfulness enhances emotion regulation and cognitive performance. A mindful approach may be especially beneficial in high-stakes academic testing environments, in which anxious thoughts disrupt cognitive control. The current studies examined whether mindfulness improves the emotional response to anxiety-producing testing situations, freeing working memory resources, and improving performance. In Study 1, we examined performance in a high-pressure laboratory setting. Mindfulness indirectly benefited math performance by reducing the experience of state anxiety. This benefit occurred selectively for problems that required greater working memory resources. Study 2 extended these findings to a calculus course taken by undergraduate engineering majors. Mindfulness indirectly benefited students' performance on high-stakes quizzes and exams by reducing their cognitive test anxiety. Mindfulness did not impact performance on lower-stakes homework assignments. These findings reveal an important mechanism by which mindfulness benefits academic performance, and suggest that mindfulness may help attenuate the negative effects of test anxiety. Copyright © 2015 Elsevier Inc. All rights reserved.

A Framework to Improve Surgeon Communication in High-Stakes Surgical Decisions: Best Case/Worst Case.

PubMed

Taylor, Lauren J; Nabozny, Michael J; Steffens, Nicole M; Tucholka, Jennifer L; Brasel, Karen J; Johnson, Sara K; Zelenski, Amy; Rathouz, Paul J; Zhao, Qianqian; Kwekkeboom, Kristine L; Campbell, Toby C; Schwarze, Margaret L

2017-06-01

Although many older adults prefer to avoid burdensome interventions with limited ability to preserve their functional status, aggressive treatments, including surgery, are common near the end of life. Shared decision making is critical to achieve value-concordant treatment decisions and minimize unwanted care. However, communication in the acute inpatient setting is challenging. To evaluate the proof of concept of an intervention to teach surgeons to use the Best Case/Worst Case framework as a strategy to change surgeon communication and promote shared decision making during high-stakes surgical decisions. Our prospective pre-post study was conducted from June 2014 to August 2015, and data were analyzed using a mixed methods approach. The data were drawn from decision-making conversations between 32 older inpatients with an acute nonemergent surgical problem, 30 family members, and 25 surgeons at 1 tertiary care hospital in Madison, Wisconsin. A 2-hour training session to teach each study-enrolled surgeon to use the Best Case/Worst Case communication framework. We scored conversation transcripts using OPTION 5, an observer measure of shared decision making, and used qualitative content analysis to characterize patterns in conversation structure, description of outcomes, and deliberation over treatment alternatives. The study participants were patients aged 68 to 95 years (n = 32), 44% of whom had 5 or more comorbid conditions; family members of patients (n = 30); and surgeons (n = 17). The median OPTION 5 score improved from 41 preintervention (interquartile range, 26-66) to 74 after Best Case/Worst Case training (interquartile range, 60-81). Before training, surgeons described the patient's problem in conjunction with an operative solution, directed deliberation over options, listed discrete procedural risks, and did not integrate preferences into a treatment recommendation. After training, surgeons using Best Case/Worst Case clearly presented a choice between treatments, described a range of postoperative trajectories including functional decline, and involved patients and families in deliberation. Using the Best Case/Worst Case framework changed surgeon communication by shifting the focus of decision-making conversations from an isolated surgical problem to a discussion about treatment alternatives and outcomes. This intervention can help surgeons structure challenging conversations to promote shared decision making in the acute setting.

High-Stakes Accountability and Contextual Effects: An Empirical Study of the Fairness Issue.

ERIC Educational Resources Information Center

Reeves, Edward B.

2000-01-01

Studied whether high-stakes accountability measures are fair to all school systems despite disparities of wealth, community mores, and geographic location using data from Kentucky school districts including grade-level accountability data. Results help alleviate concerns about bias when using within-district gains to decide accountability, but…

A Construct Validity Study of Clinical Competence: A Multitrait Multimethod Matrix Approach

ERIC Educational Resources Information Center

Baig, Lubna; Violato, Claudio; Crutcher, Rodney

2010-01-01

Introduction: The purpose of the study was to adduce evidence for estimating the construct validity of clinical competence measured through assessment instruments used for high-stakes examinations. Methods: Thirty-nine international physicians (mean age = 41 + 6.5 y) participated in high-stakes examination and 3-month supervised clinical practice…

High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2006-01-01

This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the "story" of accountability implementation and impact in that state. Using the "law of comparative…

When Increasing Stakes Need Not Mean Increasing Standards: The Case of the New York State Global History and Geography Exam

ERIC Educational Resources Information Center

Grant, S. G.; Derme-Insinna, Alison; Gradwell, Jill M.; Pullano, Lynn; Lauricella, Ann Marie; Tzezo, Kathryn

2002-01-01

In New York, state-level policymakers have invested considerable political and economic capital in new tests as both a measure of accountability and as a vehicle for increased educational standards. In this study, we look at how 9th and 10th grade global history teachers are making sense of the first administration of a new 10th grade global…

The Social Networks and Paradoxes of the Opt-out Movement Amid the Common Core State Standards Implementation: The Case of New York

ERIC Educational Resources Information Center

Wang, Yinying

2017-01-01

Opting out of state standardized tests has recently become a movement--a series of grassroots, organized efforts to refuse to take high-stakes state standardized tests. In particular, the opt-out rates in the state of New York reached 20% in 2015 and 21% in 2016. This study aims to illustrate the social networks and examine the paradoxes that have…

Upper Elementary Reading Instruction in the Age of Accountability: Balancing Best Practices with Pressures to Achieve on High-Stakes Tests

ERIC Educational Resources Information Center

Saunders, Christina Henry

2017-01-01

The present study identifies reading instructional practices used in upper elementary classrooms during the age of high-stakes test accountability and compares reading practices among schools of varying accreditation status and socio-economic status (SES). The current study partially replicates and extends a study conducted by Baumann, Hoffman,…

The Lower-Order Expectations of High-Stakes Tests: A Four-State Analysis of Social Studies Standards and Test Alignment

ERIC Educational Resources Information Center

DeWitt, Scott W.; Patterson, Nancy; Blankenship, Whitney; Blevins, Brooke; DiCamillo, Lorrei; Gerwin, David; Gradwell, Jill M.; Gunn, John; Maddox, Lamont; Salinas, Cinthia; Saye, John; Stoddard, Jeremy; Sullivan, Caroline C.

2013-01-01

This study indicates that the state-mandated high-stakes social studies assessments in four states do not require students to demonstrate that they have met the cognitive demands articulated in the state-mandated learning standards. Further, the assessments do not allow students to demonstrate the critical thinking skills required by the…

"I'm Just Going through the Motions": High-Stakes Accountability and Teachers' Access to Intrinsic Rewards

ERIC Educational Resources Information Center

Rooney, Erin

2015-01-01

This article explores teachers' experiences under high-stakes accountability and shows how the narrowing of curriculum depleted teachers' intrinsic work rewards. The article analyzes data from an ethnographic study of teachers' work in two high-poverty urban public schools. The study shows that as instructional mandates emphasized a narrowed…

Measuring Motivation in Low-Stakes Assessments. Research Report. ETS RR-15-19

ERIC Educational Resources Information Center

Finn, Bridgid

2015-01-01

There is a growing concern that when scores from low-stakes assessments are reported without considering student motivation as a construct of interest, biased conclusions about how much students know will result. Low motivation is a problem particularly relevant to low-stakes testing scenarios, which may be low stakes for the test taker but have…

High-Stakes Testing: Too Much? Too Soon?

ERIC Educational Resources Information Center

Walker, Sherry Freeland, Ed.

2000-01-01

This theme issue focuses on the use and consequences of high stakes tests. The lead article, "High-Stakes Testing: Too Much? Too Soon?" by Sherry Freeland Walker, introduces the topic and related issues, outlining the pros and cons of high stakes testing by the states. The problem, some experts say, is that states have tried to do too much too…

Computer-Based Instruction's (CBI) Rediscovered Role in K-12: An Evaluation Case Study of One High School's Use of CBI to Improve Pass Rates on High-Stakes Tests

ERIC Educational Resources Information Center

Hannafin, Robert D.; Foshay, Wellesley R.

2008-01-01

Patriot High School (PHS) adopted a remediation strategy to help its 10th-grade students at risk of failing the Math portion of MCAS, the state's end of year competency exam. The centerpiece of that strategy was a computer-based instructional (CBI) course. PHS used a commercially available CBI product to align the course content with the…

High-Stakes Accountability: Student Anxiety and Large-Scale Testing

ERIC Educational Resources Information Center

von der Embse, Nathaniel P.; Witmer, Sara E.

2014-01-01

This study examined the relationship between student anxiety about high-stakes testing and their subsequent test performance. The FRIEDBEN Test Anxiety Scale was administered to 1,134 11th-grade students, and data were subsequently collected on their statewide assessment performance. Test anxiety was a significant predictor of test performance…

High-Stakes, Minimum-Competency Exams: How Competent Are They for Evaluating Teacher Competence?

ERIC Educational Resources Information Center

Goodman, Gay; Arbona, Consuelo; Dominguez de Rameriz, Romilia

2008-01-01

Increasingly, teacher educators recommend authentic, performance-related measures for evaluating teacher candidates. Nevertheless, more states are requiring teachers to pass high-stakes, minimum-competency exams. This study examined the relation between teacher candidate scores on authentic measures and their scores on certification exams required…

High Stakes Tests with Self-Selected Essay Questions: Addressing Issues of Fairness

ERIC Educational Resources Information Center

Lamprianou, Iasonas

2008-01-01

This study investigates the effect of reporting the unadjusted raw scores in a high-stakes language exam when raters differ significantly in severity and self-selected questions differ significantly in difficulty. More sophisticated models, introducing meaningful facets and parameters, are successively used to investigate the characteristics of…

Using Digital Technologies to Improve the Authenticity of Performance Assessment for High-Stakes Purposes

ERIC Educational Resources Information Center

Newhouse, C. Paul

2015-01-01

This paper reports on the outcomes of a three-year study investigating the use of digital technologies to increase the authenticity of high-stakes summative assessment in four Western Australian senior secondary courses. The study involved 82 teachers and 1015 students and a range of digital forms of assessment using computer-based exams, digital…

Comparison of performance criteria for evaluating stake test data

Treesearch

Stan T. Lebow; Patricia K. Lebow; Grant T. Kirker

2017-01-01

Stake tests are a critical part of evaluating durability of wood in ground-contact, but there is a lack of criteria for interpreting stake test results. This paper discusses criteria that might be used to determine if short term ratings indicate satisfactory longterm performance. Ratings of 19 by 19 mm stakes from multiple plots in the Harrison Experimental Forest,...

Using No-Stakes Educational Testing to Mitigate Summer Learning Loss: A Pilot Study. Research Report. ETS RR-14-21

ERIC Educational Resources Information Center

Zaromb, Franklin; Adler, Rachel M.; Bruce, Kelly; Attali, Yigal; Rock, JoAnn

2014-01-01

This study investigates the benefits of no-stakes educational testing during students' summer vacation as a strategy to mitigate summer learning loss. Fifty-one students in Grades 3-8 from the Every Child Valued (ECV) and Lawrence Community Center (LCC) summer programs in Lawrenceville, NJ, took short, online assessments throughout the summer,…

Examining Secondary Writing: Curriculum-Based Measures and Six Traits

ERIC Educational Resources Information Center

Havlin, Patricia J.

2013-01-01

Writing assessments have taken two primary forms in the past two decades: direct and indirect. Irrespective of type, either form needs to be anchored to making decisions in the classroom and predicting performance on high-stakes tests, particularly in a high-stakes environment with serious consequences. In this study, 11th-grade students were…

Performance of Students with Visual Impairments on High-Stakes Tests: A Pennsylvania Report Card

ERIC Educational Resources Information Center

Fox, Lynn A.

2012-01-01

Students with disabilities participate in high-stakes assessments to meet NCLB's newer proficiency standards. This study explored performance in reading and math on the Pennsylvania System of School Assessment (PSSA), Pennsylvania's grade-level assessment, to provide a foundational baseline on performance and accommodations used by students with…

High-Stakes Testing and Its Relationship to Stress Levels of Coastal Secondary Teachers

ERIC Educational Resources Information Center

McDaniel, Sheneatha Lashelle Alexander

2012-01-01

The purpose of this research was to examine the relationship between high-stakes tests and stress with secondary teachers. Furthermore, this study investigated whether veteran teachers experience more stress than novice teachers and whether or not self-efficacy, gender, accountability status, and years of experience influence teacher stress as it…

High-Stakes Testing and Teacher Stress

ERIC Educational Resources Information Center

Hoyt, Joshua Paul

2017-01-01

The purpose of this mixed-methods research study was to examine how stress levels of middle school mathematics teachers who taught Algebra I in school districts in the state of Pennsylvania relate to high-stakes testing and to explore the experiences of middle school mathematics Algebra I teachers. The researcher collected and compared it to…

High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2012-01-01

The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of…

A Phenomenological Study of Practicing Educators' Personal and Collaborative Experiences within a Climate of High Stakes Individual Accountability

ERIC Educational Resources Information Center

Stewart, Kathy L.

2016-01-01

With the national focus in education turning to increasing student achievement and closing achievement gaps between demographic groups, federal and state policy has extended responsibility and high stakes accountability for student growth and achievement. Overall, student achievement status and elimination of achievement gaps between…

The Impact of High-Stakes Testing on Latina/o Students' College Aspirations

ERIC Educational Resources Information Center

Rodriguez, Jessica M.; Arellano, Lucy

2016-01-01

This study explores the influence high-stakes testing has on Latina/o student aspirations and subsequent college enrollment. It quantitatively examines the critical juncture of high school exit and college entry at a school district serving a predominately Latino population. Findings confirm a strong correlation between the math and English…

A Comparative Study of Online Remote Proctored versus Onsite Proctored High-Stakes Exams

ERIC Educational Resources Information Center

Weiner, John A.; Hurtz, Gregory M.

2017-01-01

Advances in technology have spurred innovations in secure assessment delivery. One such innovation, remote online proctoring, has become increasingly sophisticated and is gaining wider consideration for high-stakes testing. However, there is an absence of published research examining remote online proctoring and its effects on test scores and the…

Principals' Sensemaking of Coaching for Ambitious Reading Instruction in a High-Stakes Accountability Policy Environment

ERIC Educational Resources Information Center

Matsummura, Lindsay Clare; Wang, Elaine

2014-01-01

In the present exploratory qualitative study we examine the contextual factors that influenced the implementation of a multi-year comprehensive literacy-coaching program (Content-Focused Coaching, CFC). We argue that principals' sensemaking of the dialogic instructional strategies promoted by the program in light of high-stakes accountability…

Test-Taking Skills in College Students with and without ADHD

ERIC Educational Resources Information Center

Lewandowski, Lawrence; Gathje, Rebecca A.; Lovett, Benjamin J.; Gordon, Michael

2013-01-01

College students with attention deficit hyperactivity disorder (ADHD) often request and receive extended time to complete high-stakes exams and classroom tests. This study examined the performances and behaviors of college students on computerized simulations of high-stakes exams. Thirty-five college students with ADHD were compared to 185 typical…

33 CFR 67.15-5 - Seismographic and surveying operations.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 33 Navigation and Navigable Waters 1 2014-07-01 2014-07-01 false Seismographic and surveying... Marking Requirements § 67.15-5 Seismographic and surveying operations. All stakes, casings, pipes, and... facilitate seismographic or surveying operations shall be marked, in the manner prescribed by the District...

33 CFR 67.15-5 - Seismographic and surveying operations.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 33 Navigation and Navigable Waters 1 2012-07-01 2012-07-01 false Seismographic and surveying... Marking Requirements § 67.15-5 Seismographic and surveying operations. All stakes, casings, pipes, and... facilitate seismographic or surveying operations shall be marked, in the manner prescribed by the District...

33 CFR 67.15-5 - Seismographic and surveying operations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 33 Navigation and Navigable Waters 1 2011-07-01 2011-07-01 false Seismographic and surveying... Marking Requirements § 67.15-5 Seismographic and surveying operations. All stakes, casings, pipes, and... facilitate seismographic or surveying operations shall be marked, in the manner prescribed by the District...

33 CFR 67.15-5 - Seismographic and surveying operations.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Seismographic and surveying... Marking Requirements § 67.15-5 Seismographic and surveying operations. All stakes, casings, pipes, and... facilitate seismographic or surveying operations shall be marked, in the manner prescribed by the District...

The ability to detect deceit generalizes across different types of high-stake lies.

PubMed

Frank, M G; Ekman, P

1997-06-01

The authors investigated whether accuracy in identifying deception from demeanor in high-stake lies is specific to those lies or generalizes to other high-stake lies. In Experiment 1, 48 observers judged whether 2 different groups of men were telling lies about a mock theft (crime scenario) or about their opinion (opinion scenario). The authors found that observers' accuracy in judging deception in the crime scenario was positively correlated with their accuracy in judging deception in the opinion scenario. Experiment 2 replicated the results of Experiment 1, as well as P. Ekman and M. O'Sullivan's (1991) finding of a positive correlation between the ability to detect deceit and the ability to identify micromomentary facial expressions of emotion. These results show that the ability to detect high-stake lies generalizes across high-stake situations and is most likely due to the presence of emotional clues that betray deception in high-stake lies.

Optimal measurement of ice-sheet deformation from surface-marker arrays

NASA Astrophysics Data System (ADS)

Macayeal, D. R.

Surface strain rate is best observed by fitting a strain-rate ellipsoid to the measured movement of a stake network or other collection of surface features, using a least squares procedure. Error of the resulting fit varies as 1/(L delta t square root of N), where L is the stake separation, delta is the time period between initial and final stake survey, and n is the number of stakes in the network. This relation suggests that if n is sufficiently high, the traditional practice of revisiting stake-network sites on successive field seasons may be replaced by a less costly single year operation. A demonstration using Ross Ice Shelf data shows that reasonably accurate measurements are obtained from 12 stakes after only 4 days of deformation. It is possible for the least squares procedure to aid airborne photogrammetric surveys because reducing the time interval between survey and re-survey permits better surface feature recognition.

Globalization, Corporatism, and Critical Language Education

ERIC Educational Resources Information Center

Luke, Allan; Luke, Carmen; Graham, Phil

2007-01-01

This article explores the impacts of economic and cultural globalization on language and language education. It acknowledges the spread of English and the negative impacts of this upon other languages and language communities. The case is made that new conditions of economic dominance by multinational corporations raise the stakes for schooling…

Letting Go

ERIC Educational Resources Information Center

Brazington, Alicia

2012-01-01

These days, branding is everything. Marketers go all out to position their product, control its image, and spin the message. For marketers at the nation's colleges and universities, the stakes are especially high. After all, they are entrusted with the image of institutions that have, in some cases, spent centuries building up their brand…

Growing the Good Stuff: One Literacy Coach's Approach to Support Teachers with High-Stakes Testing

ERIC Educational Resources Information Center

Zoch, Melody

2015-01-01

This ethnographic study reports on one elementary literacy coach's response to high-stakes testing and her approach to support third- through fifth-grade teachers in a Title I school in Texas. Sources of data included field notes and observations of classes and meetings, audio/video recordings, and transcribed interviews. The findings illustrate…

A Longitudinal Investigation of Reading in High-Stakes Tests for Adolescent English Language Learners

ERIC Educational Resources Information Center

Lim, Hyo Jin

2010-01-01

The present study investigated longitudinal changes of the reading achievement among schools populated with English learners. It also examined the heterogeneity in the English learners group in terms of students' performance in high stakes reading tests. Historically, English learners have often been considered the students who are in the process…

Exploring Relationships between the Use of Affect in Science Instruction and the Pressures of a High-Stakes Testing Environment

ERIC Educational Resources Information Center

Jerome, Diane C.

2010-01-01

This study explored how science teachers and school administrators perceive the use of the affective domain during science instruction situated within a high-stakes testing environment. Through a multimethodological inquiry using phenomenology and critical ethnography, the researcher conducted semi-structured interviews with six fifth-grade…

Response Distortion on Personality Tests in Applicants: Comparing High-Stakes to Low-Stakes Medical Settings

ERIC Educational Resources Information Center

Anglim, Jeromy; Bozic, Stefan; Little, Jonathon; Lievens, Filip

2018-01-01

The current study examined the degree to which applicants applying for medical internships distort their responses to personality tests and assessed whether this response distortion led to reduced predictive validity. The applicant sample (n = 530) completed the NEO Personality Inventory whilst applying for one of 60 positions as first-year…

The Mediating Role of Textbooks in High-Stakes Assessment Reform

ERIC Educational Resources Information Center

Leung, Ching Yin; Andrews, Stephen

2012-01-01

Whenever high-stakes assessment/curriculum reforms take place, new textbooks appear on the market. These textbooks inevitably play a significant mediating role in the implementation of any reform and on teaching and learning. This paper reports on a small-scale study which attempts to investigate the role of textbooks in the mediation of a…

Analyzing the Efficacy of the Testing Effect Using Kahoot™ on Student Performance

ERIC Educational Resources Information Center

Iwamoto, Darren H.; Hargis, Jace; Taitano, Erik Jon; Vuong, Ky

2017-01-01

Lower than expected high-stakes examination scores were being observed in a first-year general psychology class. This research sought an alternate approach that would assist students in preparing for high-stakes examinations. The purpose of this study was to measure the effectiveness of an alternate teaching approach based on the testing effect to…

Participatory Formative Assessment in an Environment of High-Stakes Testing: An Autoethnography

ERIC Educational Resources Information Center

Johnson, Karin Pogna

2011-01-01

The purpose of this study was to describe my experiences as a campus principal in facilitating the use of participatory formative assessment (PFA) in an environment of accountability and high-stakes testing. The methodology I employed was autoethnography (Chang, 2008; Ellis, 2004; Reed-Danahay, 1997; Stinson, 2009). I kept journals over a period…

Investigating Changes in High-Stakes Mathematics Examinations: A Discursive Approach

ERIC Educational Resources Information Center

Morgan, Candia; Sfard, Anna

2016-01-01

This article focuses on the theoretical-methodological question of how to identify reform-induced changes in school mathematics. The issue arose in our project The Evolution of the Discourse of School Mathematics (EDSM), in which we studied transformations in high-stakes examinations taken by students in England at the end of compulsory schooling.…

Middle School Students' Perceptions of Effective Motivation and Preparation Factors for High-Stakes Tests

ERIC Educational Resources Information Center

Hoffman, Lynn M.; Nottis, Katharyn E. K.

2008-01-01

This mixed-methods study examines young adolescents' perceptions of strategies implemented before a state-mandated "high-stakes" test. Survey results for Grade 8 students (N = 215) are analyzed by sex, academic group, and preparation team. Letters to the principal are reviewed for convergence and additional themes. Although students were most…

The Effectiveness of Professional Development in Teaching Writing-to-Learn Strategies for Science: An Evaluative Case Study

NASA Astrophysics Data System (ADS)

Kravchuk, Deborah A.

With the adoption of the Common Core Learning Standards and the release of the Next Generation Science Standards, New York State students are expected to write in science classes with science writing assessments becoming an indicator of grade level literacy proficiency. The introduction of these assessments raises questions concerning the readiness of teachers to help students learn the skills needed in order to be successful on standardized tests. While such mandates stress the need for incorporating writing into the classroom, few secondary science teachers receive content-specific training in how to teach writing strategies; rather, they often receive the same professional development as their non-science colleagues. This evaluative case study examined how eight secondary science teachers in the Hyde Park Central School District perceived student outcomes as they focused on identifying the challenges encountered and overcome by transferring writing-to-learn (WTL) strategies into the classroom. Targeted professional development (PD) allowed the group of eight secondary science teachers to research WTL strategies, practice them in the classroom, and assess their success through personal and collegial reflection. The results of this study showed a positive correlation between introducing low-stakes writing in the science classroom and increased student understanding of the content presented, that short low-stakes writing prompts helped the students focus on thinking and organizing their thoughts in the science settings (Totten, 2005), and that the secondary science teachers participating in this study perceived the inclusion writing in the classroom to have a positive effect on student outcomes.

Using crowdsourced online experiments to study context-dependency of behavior.

PubMed

Keuschnigg, Marc; Bader, Felix; Bracher, Johannes

2016-09-01

We use Mechanical Turk's diverse participant pool to conduct online bargaining games in India and the US. First, we assess internal validity of crowdsourced experimentation through variation of stakes ($0, $1, $4, and $10) in the Ultimatum and Dictator Game. For cross-country equivalence we adjust the stakes following differences in purchasing power. Our marginal totals correspond closely to laboratory findings. Monetary incentives induce more selfish behavior but, in line with most laboratory findings, the particular size of a positive stake appears irrelevant. Second, by transporting a homogeneous decision situation into various living conditions crowdsourced experimentation permits identification of context effects on elicited behavior. We explore context-dependency using session-level variation in participants' geographical location, regional affluence, and local social capital. Across "virtual pools" behavior varies in the range of stake effects. We argue that quasi-experimental variation of the characteristics people bring to the experimental situation is the key potential of crowdsourced online designs. Copyright © 2016 Elsevier Inc. All rights reserved.

High-Stakes Collaborative Testing: Why Not?

PubMed

Levine, Ruth E; Borges, Nicole J; Roman, Brenda J B; Carchedi, Lisa R; Townsend, Mark H; Cluver, Jeffrey S; Frank, Julia; Morey, Oma; Haidet, Paul; Thompson, Britta M

2018-01-01

Phenomenon: Studies of high-stakes collaborative testing remain sparse, especially in medical education. We explored high-stakes collaborative testing in medical education, looking specifically at the experiences of students in established and newly formed teams. Third-year psychiatry students at 5 medical schools across 6 sites participated, with 4 participating as established team sites and 2 as comparison team sites. For the collaborative test, we used the National Board of Medical Examiners Psychiatry subject test, administering it via a 2-stage process. Students at all sites were randomly selected to participate in a focus group, with 8-10 students per site (N = 49). We also examined quantitative data for additional triangulation. Students described a range of heightened emotions around the collaborative test yet perceived it as valuable regardless if they were in established or newly formed teams. Students described learning about the subject matter, themselves, others, and interpersonal dynamics during collaborative testing. Triangulation of these results via quantitative data supported these themes. Insights: Despite student concerns, high-stakes collaborative tests may be both valuable and feasible. The data suggest that high-stakes tests (tests of learning or summative evaluation) could also become tests for learning or formative evaluation. The paucity of research into this methodology in medical education suggests more research is needed.

Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources: State NAEP 1990-2009 Reading and Math Achievement Gaps and Trends

ERIC Educational Resources Information Center

Lee, Jaekyung; Reeves, Todd

2012-01-01

This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990-2009 NAEP state assessment data. Through hierarchical linear modeling latent variable regression with inverse probability of treatment…

Using Multiple Methods to Investigate Eleven-Year-Olds' Experiences of Preparing for a High-Stakes Public Examination in Trinidad and Tobago

ERIC Educational Resources Information Center

De Lisle, Jerome; McMillan-Solomon, Sabrina

2017-01-01

This study was designed to uncover and evaluate unintended and indirect consequences of using the "Secondary Entrance Assessment" ("SEA") in Trinidad and Tobago for high-stakes selection and placement. A major argument is that the test-taker is central to consequences, both intended and unintended. Data were obtained from…

The Appraisal of Fear Appeals as Threatening or Challenging: Frequency of Use, Academic Self-Efficacy and Subjective Value

ERIC Educational Resources Information Center

Putwain, David; Remedios, Richard; Symes, Wendy

2016-01-01

Fear appeals are messages that focus on avoiding the negative consequences of failure. They are often used by teachers as a motivational tactic prior to high-stakes examinations. In this study, we examined whether 566 secondary school students, from 26 different classes, approaching high-stakes examinations appraised fear appeals as threatening or…

The Influence of High-Stakes Testing on Teacher Self-Efficacy and Job-Related Stress

ERIC Educational Resources Information Center

Gonzalez, Alejandro; Peters, Michelle L.; Orange, Amy; Grigsby, Bettye

2017-01-01

In the United States, teachers' job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas…

The Role of Students' Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

ERIC Educational Resources Information Center

Zilberberg, Anna; Finney, Sara J.; Marsh, Kimberly R.; Anderson, Robin D.

2014-01-01

Given worldwide prevalence of low-stakes testing for monitoring educational quality and students' progress through school (e.g., Trends in International Mathematics and Science Study, Program for International Student Assessment), interpretability of resulting test scores is of global concern. The nonconsequential nature of low-stakes tests…

The Effects of High-Stakes Testing Policy on Arts Education

ERIC Educational Resources Information Center

Baker, Richard A., Jr.

2012-01-01

This study examined high-stakes test scores for 37,222 eighth grade students enrolled in music and/or visual arts classes and those students not enrolled in arts courses. Students enrolled in music had significantly higher mean scores than those not enrolled in music (p less than 0.001). Results for visual arts and dual arts were not as…

The Enabling and Protective Role of Academic Buoyancy in the Appraisal of Fear Appeals Used Prior to High Stakes Examinations

ERIC Educational Resources Information Center

Symes, Wendy; Putwain, David W.; Remedios, Richard

2015-01-01

Prior to high stakes examinations, teachers may engage in instructional practices to encourage their students to prepare well for their exams, including the use of "fear appeals". The current study examined whether academic buoyancy played a role in student appraisals of fear appeals as threatening or challenging. High school students…

High-Stakes Testing and Latina/o Students: Creating a Hierarchy of College Readiness

ERIC Educational Resources Information Center

Ruecker, Todd

2013-01-01

This article examines how high-stakes testing policies can constrain the way teachers at predominately Latina/o high schools teach literacy and subsequently influence the success of Latina/o students at college. It is based on a year and a half study of seven Latina/o students making transition from a high school to a community college or…

The Legacy Continues: "The Test" and Denying Access to a Challenging Mathematics Education for Historically Marginalized Students

ERIC Educational Resources Information Center

Kitchen, Richard; Ridder, Sarah Anderson; Bolz, Joseph

2016-01-01

Research is needed to understand the impact of high-stakes testing on teachers' practices and consequently on their students, particularly at schools that serve large numbers of low-income students and students of color. In this research study, we examined how a state's annual high-stakes test and administrative mandates influenced the assessment…

Can mixed assessment methods make biology classes more equitable?

PubMed

Cotner, Sehoya; Ballen, Cissy J

2017-01-01

Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM.

StakeMeter: value-based stakeholder identification and quantification framework for value-based software systems.

PubMed

Babar, Muhammad Imran; Ghazali, Masitah; Jawawi, Dayang N A; Bin Zaheer, Kashif

2015-01-01

Value-based requirements engineering plays a vital role in the development of value-based software (VBS). Stakeholders are the key players in the requirements engineering process, and the selection of critical stakeholders for the VBS systems is highly desirable. Based on the stakeholder requirements, the innovative or value-based idea is realized. The quality of the VBS system is associated with the concrete set of valuable requirements, and the valuable requirements can only be obtained if all the relevant valuable stakeholders participate in the requirements elicitation phase. The existing value-based approaches focus on the design of the VBS systems. However, the focus on the valuable stakeholders and requirements is inadequate. The current stakeholder identification and quantification (SIQ) approaches are neither state-of-the-art nor systematic for the VBS systems. The existing approaches are time-consuming, complex and inconsistent which makes the initiation process difficult. Moreover, the main motivation of this research is that the existing SIQ approaches do not provide the low level implementation details for SIQ initiation and stakeholder metrics for quantification. Hence, keeping in view the existing SIQ problems, this research contributes in the form of a new SIQ framework called 'StakeMeter'. The StakeMeter framework is verified and validated through case studies. The proposed framework provides low-level implementation guidelines, attributes, metrics, quantification criteria and application procedure as compared to the other methods. The proposed framework solves the issues of stakeholder quantification or prioritization, higher time consumption, complexity, and process initiation. The framework helps in the selection of highly critical stakeholders for the VBS systems with less judgmental error.

Can mixed assessment methods make biology classes more equitable?

PubMed Central

Ballen, Cissy J.

2017-01-01

Many factors have been proposed to explain the attrition of women in science, technology, engineering and math fields, among them the lower performance of women in introductory courses resulting from deficits in incoming preparation. We focus on the impact of mixed methods of assessment, which minimizes the impact of high-stakes exams and rewards other methods of assessment such as group participation, low-stakes quizzes and assignments, and in-class activities. We hypothesized that these mixed methods would benefit individuals who otherwise underperform on high-stakes tests. Here, we analyze gender-based performance trends in nine large (N > 1000 students) introductory biology courses in fall 2016. Females underperformed on exams compared to their male counterparts, a difference that does not exist with other methods of assessment that compose course grade. Further, we analyzed three case studies of courses that transitioned their grading schemes to either de-emphasize or emphasize exams as a proportion of total course grade. We demonstrate that the shift away from an exam emphasis consequently benefits female students, thereby closing gaps in overall performance. Further, the exam performance gap itself is reduced when the exams contribute less to overall course grade. We discuss testable predictions that follow from our hypothesis, and advocate for the use of mixed methods of assessments (possibly as part of an overall shift to active learning techniques). We conclude by challenging the student deficit model, and suggest a course deficit model as explanatory of these performance gaps, whereby the microclimate of the classroom can either raise or lower barriers to success for underrepresented groups in STEM. PMID:29281676

Developing Research Skills with Low Stakes Assignments

ERIC Educational Resources Information Center

Stewart-Mailhiot, Amy

2014-01-01

A major responsibility of instruction librarians is to help students develop a more extensive and flexible information literacy repertoire. The teaching and learning of information literacy most often takes place in one of two ways: within the context of single 50-minute library sessions, or at the reference desk. In both cases, it usually takes…

Real Leaders, Real Schools: Stories of Success against Enormous Odds

ERIC Educational Resources Information Center

Leader, Gerald C.

2008-01-01

"Real Leaders, Real Schools" tells the stories of five urban public school principals who led their schools through profound and transformative changes. In each of these cases, their efforts resulted in dramatic improvements in student achievement--improvements that occurred within the current environment of high-stakes tests. The revealing and…

Frontal, Striatal, and Medial Temporal Sensitivity to Value Distinguishes Risk-Taking from Risk-Aversive Older Adults during Decision Making.

PubMed

Goh, Joshua O S; Su, Yu-Shiang; Tang, Yong-Jheng; McCarrey, Anna C; Tereshchenko, Alexander; Elkins, Wendy; Resnick, Susan M

2016-12-07

Aging compromises the frontal, striatal, and medial temporal areas of the reward system, impeding accurate value representation and feedback processing critical for decision making. However, substantial variability characterizes age-related effects on the brain so that some older individuals evince clear neurocognitive declines whereas others are spared. Moreover, the functional correlates of normative individual differences in older-adult value-based decision making remain unclear. We performed a functional magnetic resonance imaging study in 173 human older adults during a lottery choice task in which costly to more desirable stakes were depicted using low to high expected values (EVs) of points. Across trials that varied in EVs, participants decided to accept or decline the offered stakes to maximize total accumulated points. We found that greater age was associated with less optimal decisions, accepting stakes when losses were likely and declining stakes when gains were likely, and was associated with increased frontal activity for costlier stakes. Critically, risk preferences varied substantially across older adults and neural sensitivity to EVs in the frontal, striatal, and medial temporal areas dissociated risk-aversive from risk-taking individuals. Specifically, risk-averters increased neural responses to increasing EVs as stakes became more desirable, whereas risk-takers increased neural responses with decreasing EV as stakes became more costly. Risk preference also modulated striatal responses during feedback with risk-takers showing more positive responses to gains compared with risk-averters. Our findings highlight the frontal, striatal, and medial temporal areas as key neural loci in which individual differences differentially affect value-based decision-making ability in older adults. Frontal, striatal, and medial temporal functions implicated in value-based decision processing of rewards and costs undergo substantial age-related changes. However, age effects on brain function and cognition differ across individuals. How this normative variation relates to older-adult value-based decision making is unclear. We found that although the ability make optimal decisions declines with age, there is still much individual variability in how this deterioration occurs. Critically, whereas risk-averters showed increased neural activity to increasingly valuable stakes in frontal, striatal, and medial temporal areas, risk-takers instead increased activity as stakes became more costly. Such distinct functional decision-making processing in these brain regions across normative older adults may reflect individual differences in susceptibility to age-related brain changes associated with incipient cognitive impairment. Copyright © 2016 the authors 0270-6474/16/3612498-12$15.00/0.

High Stakes Testing and Reading Assessment. National Reading Conference Policy Brief

ERIC Educational Resources Information Center

Afflerbach, Peter

2005-01-01

This National Reading Conference Policy Brief provides information related to high stakes reading tests and reading assessment. High stakes reading tests are those with highly consequential outcomes for students, teachers, and schools. These outcomes may include student promotion or retention, student placement in reading groups, school funding…

High-Stakes Educational Testing and Democracy--Antagonistic or Symbiotic Relationship?

ERIC Educational Resources Information Center

Ydesen, Christian

2014-01-01

This article argues that high-stakes educational testing, along with the attendant questions of power, education access, education management and social selection, cannot be considered in isolation from society at large. Thus, high-stakes testing practices bear numerous implications for democratic conditions in society. For decades, advocates of…

Group Differences in Test-Taking Behaviour: An Example from a High-Stakes Testing Program

ERIC Educational Resources Information Center

Stenlund, Tova; Eklöf, Hanna; Lyrén, Per-Erik

2017-01-01

This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and…

Predicting Student Performance in Statewide High-Stakes Tests for Middle School Mathematics Using the Results from Third Party Testing Instruments

ERIC Educational Resources Information Center

Meylani, Rusen; Bitter, Gary G.; Castaneda, Rene

2014-01-01

In this study regression and neural networks based methods are used to predict statewide high-stakes test results for middle school mathematics using the scores obtained from third party tests throughout the school year. Such prediction is of utmost significance for school districts to live up to the state's educational standards mandated by the…

The Neo Personality Inventory-Revised: Factor Structure and Gender Invariance from Exploratory Structural Equation Modeling Analyses in a High-Stakes Setting

ERIC Educational Resources Information Center

Furnham, Adrian; Guenole, Nigel; Levine, Stephen Z.; Chamorro-Premuzic, Tomas

2013-01-01

This study presents new analyses of NEO Personality Inventory-Revised (NEO-PI-R) responses collected from a large British sample in a high-stakes setting. The authors show the appropriateness of the five-factor model underpinning these responses in a variety of new ways. Using the recently developed exploratory structural equation modeling (ESEM)…

Review of the Leaving Certificate Biology Examination Papers (1999-2008) Using Bloom's Taxonomy--An Investigation of the Cognitive Demands of the Examination

ERIC Educational Resources Information Center

Cullinane, Alison; Liston, Maeve

2016-01-01

It is widely recognised that high-stakes assessment can significantly influence what is taught in the classroom. Many argue that high-stakes assessment results in a narrowed curriculum where students learn by rote rather than developing higher cognitive skills. This paper describes a study investigating the various cognitive objectives present…

Sophisticated Epistemologies of Physics versus High-Stakes Tests: How Do Elite High School Students Respond to Competing Influences about How to Learn Physics?

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Elby, Andrew

2016-01-01

This study investigates how elite Turkish high school physics students claim to approach learning physics when they are simultaneously (i) engaged in a curriculum that led to significant gains in their epistemological sophistication and (ii) subject to a high-stakes college entrance exam. Students reported taking surface (rote) approaches to…

Modeling the Test-Taking Motivation Construct through Investigation of Psychometric Properties of an Expectancy-Value-Based Questionnaire

ERIC Educational Resources Information Center

Knekta, Eva; Eklöf, Hanna

2015-01-01

The aim of this study was to evaluate the psychometric properties of an expectancy-value-based questionnaire measuring five aspects of test-taking motivation (effort, expectancies, importance, interest, and test anxiety). The questionnaire was distributed to a sample of Swedish Grade 9 students taking a low-stakes (n = 1,047) or a high-stakes (n =…

School-Based English Language Assessment as a High-Stakes Examination Component in Hong Kong: Insights of Frontline Assessors

ERIC Educational Resources Information Center

Qian, David D.

2014-01-01

In recent years, school-based assessment (SBA) has been incorporated into the English Language subject of a traditional high-stakes public examination, the Hong Kong Certificate of Education Examination. As reactions from various stakeholder groups have been mixed, it was necessary to review this new practice. This paper reports on a study of 33…

Stop High-Stakes Testing: An Appeal to America's Conscience

ERIC Educational Resources Information Center

Johnson, Dale; Johnson, Bonnie; Farenga, Steve; Ness, Daniel

2007-01-01

This book is a compelling indictment of the use of high-stakes assessments with punitive consequences in public schools. The authors trace the history of the policy and document the inequities for children of poverty that undergird high-stakes testing practices. Lack of dental and medical care, environmental violence, insufficient school funding,…

High Stakes: Poverty, Testing, and Failure in American Schools. Second Edition

ERIC Educational Resources Information Center

Johnson, Dale D.; Johnson, Bonnie

2005-01-01

High Stakes brings the voices of students and teachers to national debates over school accountability and educational reform. Recounting the experiences of two classrooms during one academic year, the book offers a critical exploration of excessive state-mandated monitoring, high-stakes testing pressures, and inequities in public school funding…

Collateral Damage: How High-Stakes Testing Corrupts America's Schools

ERIC Educational Resources Information Center

Nichols, Sharon L.; Berliner, David C.

2007-01-01

Drawing on their extensive research, Nichols and Berliner document and categorize the ways that high-stakes testing threatens the purposes and ideals of the American education system. For more than a decade, the debate over high-stakes testing has dominated the field of education. This passionate and provocative book provides a fresh perspective…

On the Reliability of High-Stakes Teacher Assessment

ERIC Educational Resources Information Center

Johnson, Sandra

2013-01-01

For a number of reasons, increasing reliance is being placed on teacher assessment in high-stakes contexts in many countries around the world. Simultaneously, countries that have for some time relied to greater or lesser degrees on teacher assessment for high-stakes purposes are in the process of questioning the validity of that reliance. In…

Teachers' Motivation and Beliefs in a High-Stakes Testing Context

ERIC Educational Resources Information Center

Dawson, Heather S.

2012-01-01

High-stakes testing has created challenges for teachers, administrators, parents, students, and other related education stakeholders in recent decades (Nichols & Berliner, 2007). While high-stakes tests have a long history (Ravitch, 2009) it was not until No Child Left Behind was signed into law in 2002 that the tests became law for most…

Field assessment of wood stake decomposition in forest soil

Treesearch

Xiping Wang; Deborah Page-Dumroese; Martin F. Jurgensen; Robert J. Ross

2007-01-01

A pulse-echo acoustic method was investigated for evaluating wood stake decomposition in the field. A total of 58 wood stakes (29 loblolly pine, Pinus taeda, and 29 aspen, Populus tremuloides) that were vertically installed (full length) in forest soils were non-destructively tested by means of a laboratory-type acoustic...

Looking Back, Looking Ahead

ERIC Educational Resources Information Center

Doda, Nancy M.

2009-01-01

School leadership has always been wrought with high-stakes moral dilemmas. For today's middle level leaders, the stakes are about as high as they get. Beyond the challenges that all school leaders expect, middle level leaders must balance the demands of high-stakes accountability with the core principles of the middle school concept. No doubt all…

Student Motivation in Low-Stakes Assessment Contexts: An Exploratory Analysis in Engineering Mechanics

ERIC Educational Resources Information Center

Musekamp, Frank; Pearce, Jacob

2016-01-01

The goal of this paper is to examine the relationship of student motivation and achievement in low-stakes assessment contexts. Using Pearson product-moment correlations and hierarchical linear regression modelling to analyse data on 794 tertiary students who undertook a low-stakes engineering mechanics assessment (along with the questionnaire of…

Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism

ERIC Educational Resources Information Center

Au, Wayne

2016-01-01

High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of "racial projects" and "neoliberal multiculturalism," and drawing on historical and empirical research, this article argues that not only does high-stakes,…

Large Stroke High Fidelity PZN-PT Single-Crystal "Stake" Actuator.

PubMed

Huang, Yu; Xia, Yuexue; Lin, Dian Hua; Yao, Kui; Lim, Leong Chew

2017-10-01

A new piezoelectric actuator design, called "Stake" actuator, is proposed and demonstrated in this paper. As an example, the stake actuator is made of four d 32 -mode PZN-5.5%PT single crystals (SCs), each of 25 mm ( L ) ×8 mm ( W ) ×0.4 mm (T) in dimensions, bonded with the aid of polycarbonate edge guide-cum-stiffeners into a square-pipe configuration for improved bending and twisting strengths and capped with top and bottom pedestals made of 1.5-mm-thick anodized aluminum. The resultant stake actuator measured 9 mm ×9 mm ×28 mm. The hollow structure is a key design feature, which optimizes SC usage efficiency and lowers the overall cost of the actuator. The displacement-voltage responses, blocking forces, resonance characteristics of the fabricated stake actuator, as well as the load and temperature effects, are measured and discussed. Since d 32 is negative for [011]-poled SC, the "Stake" actuator contracts in the axial direction when a positive-polarity field is applied to the crystals. Biased drive is thus recommended when extensional displacement is desired. The SC stake actuator has negligible (<1%) hysteresis and a large linear strain range of >0.13% when driven up to +300 V (i.e., 0.75 kV/mm), which is close to the rhombohedral-to-orthorhombic transformation field ( E RO ) of 0.85 kV/mm of the SC used. The stake actuator displays a stroke of [Formula: see text] (at +300 V) despite its small overall dimensions, and has a blocking force of 114 N. The SC d 32 stake actuator fabricated displays more than 30% larger axial strain than the state-of-the-art PZT stack actuators of comparable length as well as moderate blocking forces. Said actuators are thus ideal for applications when large displacements with simple open-loop control are preferred.

The creation of a pedagogy of promise: Examples of educational excellence in high-stakes science classrooms

NASA Astrophysics Data System (ADS)

McCollough, Cherie A.

The current reform movement in education has two forces that appear contradictory in nature. The first is an emphasis on rigor and accountability that is assessed through high-stakes testing. The second is the recommendation to have student centered approaches to teaching and learning, especially those that emphasize inquiry methodology and constructivist pedagogy. Literature reports that current reform efforts involving accountability through high-stakes tests are detrimental to student learning and are contradictory to student-centered teaching approaches. However, by focusing attention on those teachers who "teach against the grain" and raise the achievement levels of students from diverse backgrounds, instructional strategies and personal characteristics of exemplary teachers can be identified. This mixed-methods research study investigated four exemplary urban high school science teachers in high-stakes (TAKS) tested science classrooms. Classroom observations, teacher and student interviews, pre-/postcontent tests and the Constructivist Learning Environment Survey (CLES) (Johnson & McClure, 2004) provided the main data sources. The How People Learn (National Research Council, 2000) theoretical framework provided evidence of elements of inquiry-based, student-centered teaching. Descriptive case analysis (Yin, 1994) and quantitative analysis of pre/post tests and the CLES revealed the following results. First, all participating teachers included elements of learner-centeredness, knowledge-centeredness, assessment-centeredness and community-centeredness in their teaching as recommended by the National Research Council, (2000), thus creating student-centered classroom environments. Second, by establishing a climate of caring where students felt supported and motivated to learn, teachers managed tensions resulting from the incorporation of student-centered elements and the accountability-based instructional mandates outlined by their school district and state agencies. For example, their classroom climate was fair and democratic with elements of mutual respect, student advocacy, the freedom to make mistakes, and student-teacher negotiation practices. Common teacher qualities included being enthusiastic, life-long learners with high expectations for students. When teachers did not agree with administrative mandates that were not in the best interest of their students, they utilized a "close-door" policy. This report provides recommendations including the increased development of student-centered curricula, using multiple test-criteria versus one single standardized test, and increased teacher training to assist in the creation of a climate of caring. Future studies are also suggested.

Requirements for conformal coating and staking of printed wiring boards and electronic assemblies

NASA Technical Reports Server (NTRS)

1985-01-01

In order to maintain the high standards of the NASA conformal coating and staking program, this publication: prescribes NASA's requirements for assuring reliable conformal coating and staking for printed wiring boards and electronic assemblies; describes and incorporates basic considerations necessary to assure reliable conformal coating and staking; establishes the supplier's responsibility to train and certify personnel; provides for supplier documentation of the fabrication and inspection procedures to be used for NASA work, including supplier innovations and changes in technology; and provides visual workmanship standards to aid those responsible for determining quality conformance to the established requirements.

Economic games on the internet: the effect of $1 stakes.

PubMed

Amir, Ofra; Rand, David G; Gal, Ya'akov Kobi

2012-01-01

Online labor markets such as Amazon Mechanical Turk (MTurk) offer an unprecedented opportunity to run economic game experiments quickly and inexpensively. Using Mturk, we recruited 756 subjects and examined their behavior in four canonical economic games, with two payoff conditions each: a stakes condition, in which subjects' earnings were based on the outcome of the game (maximum earnings of $1); and a no-stakes condition, in which subjects' earnings are unaffected by the outcome of the game. Our results demonstrate that economic game experiments run on MTurk are comparable to those run in laboratory settings, even when using very low stakes.

The Case against Exit Exams. Policy Brief

ERIC Educational Resources Information Center

Hyslop, Anne

2014-01-01

In the 2013-14 school year, twenty-four states required students to be proficient on standardized tests in order to graduate from high school. But starting next year, and in the years to come, states will launch more rigorous, college- and career-ready assessments aligned to the Common Core. As they do so, they should revisit the stakes on these…

Implementing Response to Intervention: Challenges of Diversity and System Change in a High Stakes Environment

ERIC Educational Resources Information Center

Cavendish, Wendy; Harry, Beth; Menda, Anne Maria; Espinosa, Anabel; Mahotiere, Margarette

2016-01-01

Background: The Response to Intervention (RTI) approach involves the use of a dynamic model built around the systematic documentation of students' response to research-based instructional interventions. Although there has been widespread implementation of RTI models for early intervention and in some cases, as a means to identify students with…

Is South Korea a Case of High-Stakes Testing Gone Too Far? Information Capsule. Volume 1107

ERIC Educational Resources Information Center

Blazer, Christie

2012-01-01

South Korea's students consistently outperform their counterparts in almost every country in reading and math. Experts have concluded, however, that the South Korean education system has produced students who score well on tests, but fall short on creativity and innovative thinking. They blame these shortcomings on schools' emphasis on rote…

Suspended Education Department Official Had Approved Waiver for Former Employer

ERIC Educational Resources Information Center

Basken, Paul

2007-01-01

Matteo Fontana, the student-aid official in the U.S. Department of Education who was suspended last month in an ethics case, issued a controversial high-stakes legal ruling in 2004 that benefited his former employer, Sallie Mae, on the day before the nation's top student lender completed its transition from a government-founded lender into a…

Teachers and the Law. Sixth Edition.

ERIC Educational Resources Information Center

Fischer, Louis; Schimmel, David; Stellman, Leslie

This book is about teachers and the laws that affect them. New to this sixth edition are new court cases and a chapter that highlights likely controversies in the coming years, including school choice, high-stakes testing, control of the Internet, and gang clothing. The book is divided into two parts. Part I, "The Legal Aspects of Teaching,"…

Bearing Stake Coherence and Array Signal Gain Area Assessment Report

DTIC Science & Technology

1978-12-01

concerns only cases in which tte SIN is high enough that the noise correction is negligible. RESULTS (U) (C) Since the Northwestern Indian Ocean is usually...Acoustic Surc% (U).’" IS November 1Q76 (SECRET). 3. Naval Undersea Center. OOS-4.06-I-6. --Supplements to Techni:ai Sccificatioin- for Project BFARING

An Assessment Arms Race and Its Fallout: High-Stakes Grading and the Case for Slow Scholarship

ERIC Educational Resources Information Center

Harland, Tony; McLean, Angela; Wass, Rob; Miller, Ellen; Sim, Kwong Nui

2015-01-01

This research questions the impact of assessment on university teaching and learning in circumstances where all student work is graded. Sixty-two students and lecturers were interviewed to explore their experiences of assessment at an institution that had adopted a modular course structure and largely unregulated numbers of internal assessments.…

Colleges Await High-Stakes Court Verdict in Patent Case

ERIC Educational Resources Information Center

Mangan, Katherine

2008-01-01

The long-awaited showdown between Blackboard Inc. and Desire2Learn Inc. began this month in a federal courtroom here as lawyers described the humble beginnings of two of the fiercest competitors in the classroom-software industry. The presidents of both companies, flanked by teams of lawyers, listened intently as their lawyers described how young…

Expectancy of Success, Subjective Task-Value, and Message Frame in the Appraisal of Value-Promoting Messages Made Prior to a High-Stakes Examination

ERIC Educational Resources Information Center

Putwain, David W.; Symes, Wendy

2016-01-01

Previous research has examined how subjective task-value and expectancy of success influence the appraisal of value-promoting messages used by teachers prior to high-stakes examinations. The aim of this study was to examine whether message-frame (gain or loss-framed messages) also influences the appraisal of value-promoting messages. Two hundred…

High-­Stakes Schooling: What We Can Learn from Japan's Experiences with Testing, Accountability, and Education Reform

ERIC Educational Resources Information Center

Bjork, Christopher

2015-01-01

If there is one thing that describes the trajectory of American education, it is this: more high-stakes testing. In the United States, the debates surrounding this trajectory can be so fierce that it feels like we are in uncharted waters. As Christopher Bjork reminds us in this study, however, we are not the first to make testing so central to…

Science Instruction in a Culture of High-Stakes Assessment: A Transcendental Phenomenological Study into the Experiences of Missouri Elementary School Teachers in a Non-Assessed Grade Level

ERIC Educational Resources Information Center

Williams, April Dawn-Nell

2017-01-01

The purpose of the transcendental qualitative phenomenological research is to describe the characteristics and strategies of teachers who share the same experiences in teaching science, a non-assessed content, in a high-stakes assessment environment at the third and fourth grade levels. Teacher curriculum choices are dictated by the need to…

Self-assessment differences between genders in a low-stakes objective structured clinical examination (OSCE).

PubMed

Madrazo, Lorenzo; Lee, Claire B; McConnell, Meghan; Khamisa, Karima

2018-06-15

Physicians and medical students are generally poor-self assessors. Research suggests that this inaccuracy in self-assessment differs by gender among medical students whereby females underestimate their performance compared to their male counterparts. However, whether this gender difference in self-assessment is observable in low-stakes scenarios remains unclear. Our study's objective was to determine whether self-assessment differed between male and female medical students when compared to peer-assessment in a low-stakes objective structured clinical examination. Thirty-three (15 males, 18 females) third-year students participated in a 5-station mock objective structured clinical examination. Trained fourth-year student examiners scored their performance on a 6-point Likert-type global rating scale. Examinees also scored themselves using the same scale. To examine gender differences in medical students' self-assessment abilities, mean self-assessment global rating scores were compared with peer-assessment global rating scores using an independent samples t test. Overall, female students' self-assessment scores were significantly lower compared to peer-assessment (p < 0.001), whereas no significant difference was found between self- and peer-assessment scores for male examinees (p = 0.228). This study provides further evidence that underestimation in self-assessment among females is observable even in a low-stakes formative objective structured clinical examination facilitated by fellow medical students.

High Stakes Testing and Teacher Access to Professional Opportunities: Lessons from Indonesia

ERIC Educational Resources Information Center

Ashadi, Ashadi; Rice, Suzanne

2016-01-01

High-stakes testing regimes, in which schools are judged on their capacity to attain high student results in national tests, are becoming common in both developed and developing nations, including the United States, Britain and Australia. However, while there has been substantial investigation around the impact of high-stakes testing on curriculum…

Students, Parents, and Teachers Say, "Take This Test and Shove It!"

ERIC Educational Resources Information Center

Spritzler, John

2000-01-01

Public school students, parents, and teachers are protesting "high stakes" standardized tests that bar many deserving students from promotion or graduation. A typical high stakes test is a state-mandated 10th-grade test that students must pass to graduate high school. They are called high stakes because a student's entire high school career rides…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Appendices

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

This paper presents the appendices to the "High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act" report. It contains the following appendices: (1) Example of Context for Assessing State-Level Stakes Sheet--Connecticut; (2) Example of Completed Rewards and Sanctions Worksheet--Connecticut; (3) Directions…

Improving High-Stakes Decisions via Formative Assessment, Professional Development, and Comprehensive Educator Evaluation: The School System Improvement Project

ERIC Educational Resources Information Center

Glover, Todd A.; Reddy, Linda A.; Kettler, Ryan J.; Kunz, Alexander; Lekwa, Adam J.

2016-01-01

The accountability movement and high-stakes testing fail to attend to ongoing instructional improvements based on the regular assessment of student skills and teacher practices. Summative achievement data used for high-stakes accountability decisions are collected too late in the school year to inform instruction. This is especially problematic…

Effects of Motivational Prompts on Motivation, Effort, and Performance on a Low-Stakes Standardized Test

ERIC Educational Resources Information Center

Hawthorne, Katrice A.; Bol, Linda; Pribesh, Shana; Suh, Yonghee

2015-01-01

Increased demands for accountability have placed an emphasis on assessment of student learning outcomes. At the post-secondary level, many of the assessments are considered low-stakes, as student performance is linked to few, if any, individual consequences. Given the prevalence of low-stakes assessment of student learning, research that…

How Standardized Tests Shape--and Limit--Student Learning. A Policy Research Brief

ERIC Educational Resources Information Center

National Council of Teachers of English, 2014

2014-01-01

The term "standardized" tests is often heard along with "high-stakes." Standardized tests are administered, scored, and interpreted in a consistent way, so that the performances of large groups of students can be compared. They are not in themselves high-stakes, but they are often used for high-stakes purposes such as…

High-Stakes Testing and Students: Stopping or Perpetuating a Cycle of Failure?

ERIC Educational Resources Information Center

Horn, Catherine

2003-01-01

Examines research on high stakes testing and its relationship to student outcomes, presenting data from Massachusetts and North Carolina on state trends related to high stakes testing. Findings suggest that non-white, non-Asian students, and students with special needs and English language learners, are the groups most deeply affected by high…

The use of simulation in healthcare: from systems issues, to team building, to task training, to education and high stakes examinations.

PubMed

Orledge, Jeffrey; Phillips, William J; Murray, W Bosseau; Lerant, Anna

2012-08-01

Simulation in healthcare is becoming increasingly used. This review will spotlight some of the uses of simulation in healthcare training. Previously, evaluation of simulation training was typically from evaluations from trainees. Recent articles, however, have linked simulation training to actual patient outcomes and demonstrated skill retention up to 1 year. Objective measurements have demonstrated positive effects on healthcare education, have been successfully used in high stakes examinations, and have uncovered systems and patient safety issues. This article will review some recent studies showing how simulation can have a positive effect on patient outcomes and skill retention, uncover systems issues related to patient safety, and how simulation can be used in credentialing, and other high stakes examinations.

StakeMeter: Value-Based Stakeholder Identification and Quantification Framework for Value-Based Software Systems

PubMed Central

Babar, Muhammad Imran; Ghazali, Masitah; Jawawi, Dayang N. A.; Zaheer, Kashif Bin

2015-01-01

Value-based requirements engineering plays a vital role in the development of value-based software (VBS). Stakeholders are the key players in the requirements engineering process, and the selection of critical stakeholders for the VBS systems is highly desirable. Based on the stakeholder requirements, the innovative or value-based idea is realized. The quality of the VBS system is associated with the concrete set of valuable requirements, and the valuable requirements can only be obtained if all the relevant valuable stakeholders participate in the requirements elicitation phase. The existing value-based approaches focus on the design of the VBS systems. However, the focus on the valuable stakeholders and requirements is inadequate. The current stakeholder identification and quantification (SIQ) approaches are neither state-of-the-art nor systematic for the VBS systems. The existing approaches are time-consuming, complex and inconsistent which makes the initiation process difficult. Moreover, the main motivation of this research is that the existing SIQ approaches do not provide the low level implementation details for SIQ initiation and stakeholder metrics for quantification. Hence, keeping in view the existing SIQ problems, this research contributes in the form of a new SIQ framework called ‘StakeMeter’. The StakeMeter framework is verified and validated through case studies. The proposed framework provides low-level implementation guidelines, attributes, metrics, quantification criteria and application procedure as compared to the other methods. The proposed framework solves the issues of stakeholder quantification or prioritization, higher time consumption, complexity, and process initiation. The framework helps in the selection of highly critical stakeholders for the VBS systems with less judgmental error. PMID:25799490

Hiding behind High-Stakes Testing: Meritocracy, Objectivity and Inequality in U.S. Education

ERIC Educational Resources Information Center

Au, Wayne

2013-01-01

This paper analyses how high-stakes, standardised testing became the policy tool in the U.S. that it is today and discusses its role in advancing an ideology of meritocracy that fundamentally masks structural inequalities related to race and economic class. This paper first traces the early history of high-stakes testing within the U.S. context,…

Long-term stake evaluations of waterborne copper systems

Treesearch

Stan Lebow; Cherilyn Hatfield; Douglas Crawford; Bessie Woodward

2003-01-01

Limitations on the use of chromated copper arsenate (CCA) have heightened interest in use of arsenic-free copper-based alternatives. For decades, the USDA Forest Products Laboratory has been evaluating several of these systems in stake plots. Southern Pine 38- by 89- by 457-mm (1.5- by 3.5- by 18-inch) stakes were treated with varying concentrations of acid copper...

Change in Test-Taking Motivation and Its Relationship to Test Performance in Low-Stakes Assessments

ERIC Educational Resources Information Center

Penk, Christiane; Richter, Dirk

2017-01-01

Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students' low test-taking motivation and that…

Why Has High-Stakes Testing So Easily Slipped into Contemporary American Life?

ERIC Educational Resources Information Center

Nichols, Sharon L.; Berliner, David C.

2008-01-01

High-stakes testing is the practice of attaching important consequences to standardized test scores, and it is the engine that drives the No Child Left Behind (NCLB) Act. The rationale for high-stakes testing is that the promise of rewards and the threat of punishments will cause teachers to work more effectively, students to be more motivated,…

High Stakes Testing in the 21st Century: Implications for Students in Special Education

ERIC Educational Resources Information Center

Gordon, Lola

2016-01-01

High-stakes testing has been a part of American education since its inception. The laws that govern the use of high-stakes tests include language that mandates the inclusion of students in special education. These laws play an influential role in the new large-scale assessments aligned with the Common Core State Standards (CCSS). The assessments…

Salt Kinematics and InSAR

NASA Technical Reports Server (NTRS)

Aftabi, Pedarm; Talbot, hristopher; Fielding, Eric

2005-01-01

As part of a long-term attempt to learn how the climatic and tectonic signal interact to shape a steady state mountain monitored displacement of a markers in SE termination and also near the summit of a small viscous salt fountain extruding onto the Central plateau of Iran. The marker displacements relate to the first InSAR interferograms of salt extrusion (980913 to 990620) calculated Earth tides, winds, air pressures and temperatures. In the first documented staking exercise, hammered wooden stakes vertically through the surgical marl (c. 1 Ocm deep) onto the top of crystalline salt. These stakes installed in an irregular array elongate E-W along the c.50 m high cliff marking the effective SE terminus of the glacier at Qum Kuh(Centra1 Iran) ,just to the E of a NE trending river cliff about 40 m high. We merely measured the distances between pairs of stakes with known azimuth about 2 m apart to calculate sub horizontal strain in a small part of Qum Kuh. Stakes moved and micro strains for up to 46 pairs of stakes (p strain= ((lengthl-length2)/1engthl) x 10-1) was calculated for each seven stake epochs and plotted against their azimuth on simplified array maps. The data fit well the sine curves cxpected of the maximum and minimum strain ellipses. The first documented stakes located on the SE where the InSAR image show -1 1 to 0 mm pink to purple, 0 to lOmm purple to blue, and show high activity of salt in low activity area of the InSAR image (980913 to 990620).Short term micro strains of stake tie lines record anisotropic expansions due to heating and contraction due to cooling. All epochs changed between 7 to 1 17 days (990928 to000 1 16), showed 200 to 400 micro strain lengthening and shortening. The contraction and extension existed in each epoch, but the final strain was extension in E-W in Epoch land 6, contraction in E-W direction during epochs 2-3-4-5 and 7. The second pair of stakes hammered about 20 cm deep into the deep soils(more than 1 m) , near summit, where the colors change between 19 to 29mm in InSAR image(9809 13 to 990620). Additional information is included in the original abstract.

The Perceived Value of Maths and Academic Self-Efficacy in the Appraisal of Fear Appeals Used Prior to a High-Stakes Test as Threatening or Challenging

ERIC Educational Resources Information Center

Putwain, David William; Symes, Wendy

2014-01-01

Previous work has examined how messages communicated to students prior to high-stakes exams, that emphasise the importance of avoiding failure for subsequent life trajectory, may be appraised as threatening. In two studies, we extended this work to examine how students may also appraise such messages as challenging or disregard them as being of…

Design and fabrication hazard stakes golf course polymeric foam material empty bunch (EFB) fiber reinforced

NASA Astrophysics Data System (ADS)

Zulfahmi; Syam, B.; Wirjosentono, B.

2018-02-01

A golf course with obstacles in the forms of water obstacle and lateral water obstacle marked with the stakes which are called golf course obstacle stake in this study. This study focused on the design and fabrication of the golf course obstacle stake with a solid cylindrical geometry using EFB fiber-reinforced polimeric foam composite materials. To obtain the EFB fiber which is free from fat content and other elements, EFB is soaked in the water with 1% (of the watre total volume) NaOH. The model of the mould designed is permanent mould that can be used for the further refabrication process. The mould was designed based on resin-compound paste materials with talc powder plus E-glass fiber to make the mould strong. The composition of polimeric foam materials comprised unsaturated resin Bqtn-Ex 157 (70%), blowing agent (10%), fiber (10%), and catalyst (10%). The process of casting the polimeric foam composit materials into the mould cavity should be at vertical casting position, accurate interval time of material stirring, and periodical casting. To find out the strength value of the golf course obstacle stake product, a model was made and simulated by using the software of Ansys workbench 14.0, an impact loading was given at the height of 400 mm and 460 mm with the variation of golf ball speed (USGA standard) v = 18 m/s, v = 35 m/s, v = 66.2 m/s, v = 70 m/s, and v = 78.2 m/s. The clarification showed that the biggest dynamic explicit loading impact of Fmax = 142.5 N at the height of 460 mm with the maximum golf ball speed of 78.2 m/s did not experience the hysteresis effect and inertia effect. The largest deformation area occurred at the golf ball speed v = 66.2 mm/s, that is 18.029 mm (time: 2.5514e-004) was only concentrated around the sectional area of contact point of impact, meaning that the golf course obstacle stakes made of EFB fiber-reinforced polymeric foam materials have the geometric functional strength that are able to absorb the energy of golf ball impact.

How do gamblers end gambling: longitudinal analysis of Internet gambling behaviors prior to account closure due to gambling related problems.

PubMed

Xuan, Ziming; Shaffer, Howard

2009-06-01

To examine behavioral patterns of actual Internet gamblers who experienced gambling-related problems and voluntarily closed their accounts. A nested case-control design was used to compare gamblers who closed their accounts because of gambling problems to those who maintained open accounts. Actual play patterns of in vivo Internet gamblers who subscribed to an Internet gambling site. 226 gamblers who closed accounts due to gambling problems were selected from a cohort of 47,603 Internet gamblers who subscribed to an Internet gambling site during February 2005; 226 matched-case controls were selected from the group of gamblers who did not close their accounts. Daily aggregates of behavioral data were collected during an 18-month study period. Main outcomes of interest were daily aggregates of stake, odds, and net loss, which were standardized by the daily aggregate number of bets. We also examined the number of bets to measure trajectory of gambling frequency. Account closers due to gambling problems experienced increasing monetary loss as the time to closure approached; they also increased their stake per bet. Yet they did not chase longer odds; their choices of wagers were more probabilistically conservative (i.e., short odds) compared with the controls. The changes of monetary involvement and risk preference occurred concurrently during the last few days prior to voluntary closing. Our finding of an involvement-seeking yet risk-averse tendency among self-identified problem gamblers challenges the notion that problem gamblers seek "long odds" during "chasing."

Hopeless Cases: Queer Chronicities and Gertrude Stein's "Melanctha".

PubMed

Freeman, Elizabeth

2016-01-01

For this contribution to the special issue on "Mapping Queer Bioethics," the author offers a reflection on the nature of the literary, written word as the ethically fraught site of queer bioethics. By invoking the historical tendencies and tropes of the clinical case history alongside a seminal text by Gertrude Stein, the author at once asks if we should liberate a queer bioethics from biomedical discourse via mainstream narrative; or if we should see this strategy as unavoidably housed in narrative forms of storytelling because it echoes the tropes and stakes of the clinical, pathologized case history as regards queer sensibilities.

Small Wars, Big Stakes: Coercion, Persuasion, and Airpower in Counterrevoluntionary War

DTIC Science & Technology

1998-06-01

Emergency, 1948-1960; and the Insurrection in El Salvador, 1981-1992. In each of these cases the governments struggled to develop a counterrevolutionary...the rebels, they remained an important part of El Salvador?s political process. This thesis offers four conclusions. First, the roles of the military...INSURRECTION IN EL SALVADOR, 1981-1992.............................................. 121 The Revolutionary Environment

Tracing the Discourses of Accountability and Equity: The Case of the Grade 4 Literacy Test in Jamaica

ERIC Educational Resources Information Center

Lewis-Fokum, Yewande; Colvin, Carolyn

2017-01-01

In an attempt to understand how a narrowed version of accountability in the form of high-stakes assessment deepens inequity rather than improves educational equity, we examine three education documents in Jamaica using critical discourse analysis. Our two research questions were: How did each government document position the Grade Four Literacy…

Tolerance of Intolerance: Values and Virtues at Stake in Education

ERIC Educational Resources Information Center

Orlenius, Kennert

2008-01-01

The article addresses the issue of the tolerance of intolerance in an educational context. It concerns a real case in a Swedish upper secondary school some years ago, when a student was suspended from school owing to his sympathies with Nazi ideas. One hundred and twenty student teachers' responses to this decision were analysed in respect of the…

The Social Field(s) of Arts Education Today: Living Vulnerability in Neo-Liberal Times

ERIC Educational Resources Information Center

Dimitriadis, Greg; Cole, Emily; Costello, Adrienne

2009-01-01

The arts are often seen as peripheral to the "real business" of school and schooling. While this has been the case for some time now, the increasing pressures of high-stakes testing and ever-more draconian public funding schemes (particularly in the wake of 9/11) have created something of a "perfect storm" for those working in…

Elevating "Low" Language for High Stakes: A Case for Critical, Community-Based Learning in a Medical Spanish for Heritage Learners Program

ERIC Educational Resources Information Center

Martinez, Glenn; Schwartz, Adam

2012-01-01

Critical approaches to Spanish heritage language (SHL) pedagogy have called for more meaningful engagement with heritage language communities (Leeman, 2005). In a recent survey, furthermore, SHL students expressed a desire for more community-based activities in SHL curricula (Beaudrie, Ducar, & Relano-Pastor, 2009). This paper reports on the…

SAT Wars: The Case for Test-Optional College Admissions

ERIC Educational Resources Information Center

Soares, Joseph A., Ed.

2011-01-01

What can a college admissions officer safely predict about the future of a 17-year-old? Are the best and the brightest students the ones who can check off the most correct boxes on a multiple-choice exam? Or are there better ways of measuring ability and promise? In this penetrating and revealing look at high-stakes standardized admissions tests,…

Grade of Membership Response Time Model for Detecting Guessing Behaviors

ERIC Educational Resources Information Center

Pokropek, Artur

2016-01-01

A response model that is able to detect guessing behaviors and produce unbiased estimates in low-stake conditions using timing information is proposed. The model is a special case of the grade of membership model in which responses are modeled as partial members of a class that is affected by motivation and a class that responds only according to…

Pointing the profession in the right direction: positive ethical movements among dental students and education.

PubMed

Loftis, Brooke

2008-01-01

The American Student Dental Association has a substantial stake in the future of the dental profession. ASDA is taking a proactive role in addressing recently publicized cases of academic dishonesty and other ethical problems. Some of these initiatives and a sampling of the positive efforts in dental schools to build sound ethical climates are reviewed.

The Construction of "Illiterate" and "Literate" Youth: The Effects of High-Stakes Standardized Literacy Testing

ERIC Educational Resources Information Center

Kearns, Laura-Lee

2016-01-01

High-stakes standardized literacy testing is not neutral and continues to build upon the legacy of dominant power relations in the state in its ability to sort, select and rank students and ultimately produce and name some youth as illiterate in contrast to an ideal white, male, literate citizen. I trace the effects of high-stakes standardized…

The Disheartened Teacher: Living in the Age of Standardisation, High-Stakes Assessments, and No Child Left Behind (NCLB)

ERIC Educational Resources Information Center

Rubin, Daniel Ian

2011-01-01

There has been a universal movement towards government-regulated standardisation and high-stakes assessment. In the United States, this has resulted in the No Child Left Behind Act (2001). Because of the predominant focus on high-stakes reading and writing assessments required by NCLB, teachers in the subject area of English/Language Arts (ELA)…

Raising the Stakes: High-Stakes Testing and the Attack on Public Education in New York

ERIC Educational Resources Information Center

Hursh, David

2013-01-01

Over the last almost two decades, high-stakes testing has become increasingly central to New York's schools. In the 1990s, the State Department of Education began requiring that secondary students pass five standardized exams to graduate. In 2002, the federal No Child Left Behind Act required students in grades three through eight to take math and…

How to construct and implement script concordance tests: insights from a systematic review.

PubMed

Dory, Valérie; Gagnon, Robert; Vanpee, Dominique; Charlin, Bernard

2012-06-01

Programmes of assessment should measure the various components of clinical competence. Clinical reasoning has been traditionally assessed using written tests and performance-based tests. The script concordance test (SCT) was developed to assess clinical data interpretation skills. A recent review of the literature examined the validity argument concerning the SCT. Our aim was to provide potential users with evidence-based recommendations on how to construct and implement an SCT. A systematic review of relevant databases (MEDLINE, ERIC [Education Resources Information Centre], PsycINFO, the Research and Development Resource Base [RDRB, University of Toronto]) and Google Scholar, medical education journals and conference proceedings was conducted for references in English or French. It was supplemented by ancestry searching and by additional references provided by experts. The search yielded 848 references, of which 80 were analysed. Studies suggest that tests with around 100 items (25-30 cases), of which 25% are discarded after item analysis, should provide reliable scores. Panels with 10-20 members are needed to reach adequate precision in terms of estimated reliability. Panellists' responses can be analysed by checking for moderate variability among responses. Studies of alternative scoring methods are inconclusive, but the traditional scoring method is satisfactory. There is little evidence on how best to determine a pass/fail threshold for high-stakes examinations. Our literature search was broad and included references from medical education journals not indexed in the usual databases, conference abstracts and dissertations. There is good evidence on how to construct and implement an SCT for formative purposes or medium-stakes course evaluations. Further avenues for research include examining the impact of various aspects of SCT construction and implementation on issues such as educational impact, correlations with other assessments, and validity of pass/fail decisions, particularly for high-stakes examinations. © Blackwell Publishing Ltd 2012.

Parental Perceptions of the Effects of the High-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students

ERIC Educational Resources Information Center

Westfall, Dawn M.

2010-01-01

In Texas, fifth grade students are required to pass both the reading and math sections of the Texas Assessment of Knowledge and Skills, or TAKS test, in order to be promoted to the next grade level. The purpose of this study is to describe parents' perceptions of the influence of the high-stakes TAKS test on the family lives of at-risk fifth grade…

French government to trim direct stake in Total

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

This paper reports that the French government has decided to slash its direct stake in partly state owned oil company Total to 5% from 31.7%, a surprise move expected to raise 10 billion francs ($1.8 billion). At the same time, other state owned entities will be asked to boost their combined 2.2% stake in Total to 10%, leaving the government with a net 15% interest in Total vs. the current 34%. Initially, state owned insurance companies Groupe des Assurances Nationales and Assurances Generale de France will be asked to hike their stakes in Total, but others could be asked tomore » join if needed to meet the 10% target. The government the its phase-down of participation in Total, established in 1924 to manage French interests in Iraq Petroleum Co., was prompted by the evolution of the oil context, which differs greatly from what had prompted a significant stake of the state in Total's capital.« less

Is the Physical Being Taken out of Physical Education? On the Possible Effects of High-Stakes Testing on an Embattled Profession's Curriculum Goals

ERIC Educational Resources Information Center

Seymour, Clancy; Garrison, Mark

2015-01-01

Building on recent discussions regarding how current national standards for physical education promote cognitive outcomes over physical outcomes, the authors explore how a new era in high-stakes testing is also contributing to an emphasis on the cognitive, over the physical. While high-stakes testing has been linked to reducing the amount of…

High-Stakes and Non-Stakes Testing States and the Transfer of Knowledge to Students' Advanced Placement Test, Advanced Placement U.S. History Test, and SAT Exam Scores

ERIC Educational Resources Information Center

Lessler, Karen Jean

2010-01-01

The Federal education policy No Child Left Behind Act (NCLB) has initiated high-stakes testing among U.S. public schools. The premise of the NCLB initiative is that all students reach proficiency in reading and math by 2014. Under NCLB, individual state education departments were required to implement annual assessments in grades two through eight…

Comparison of Wood Preservatives in Stake Tests (1981 Progress Report).

DTIC Science & Technology

1981-12-01

infected with Trichoderma mold, plus other selected species such as oak, Douglas-fir, and Engelmann spruce. Southern pine untreated control stakes...acetylated wood, cyanoethylated wood, that with thiamine destroyed, chemically modified wood, wood infected with Trichoderma mold, embedded fiberboard (western...14 toA4 41U(4 a ...- 44- Table 31.--Condition of southern pine stakes (2 x 4 in. nominal x 18 in.) of uninfected and Trichoderma mcid-infected wood

The Use and Efficacy of Capacity-Building Assistance for Low-Performing Districts: The Case of California's District Assistance and Intervention Teams

ERIC Educational Resources Information Center

Strunk, Katharine O.; McEachin, Andrew; Westover, Theresa N.

2014-01-01

The theory of action upon which high-stakes accountability policies are based calls for systemic reforms in educational systems that will emerge by pairing incentives for improvement with extensive and targeted technical assistance (TA) to build the capacity of low-performing schools and districts. To this end, a little discussed and often…

Test Candidates' Attitudes and Their Relationship to Demographic and Experiential Variables: The Case of Overseas Trained Teachers in NSW, Australia

ERIC Educational Resources Information Center

Murray, Jill C.; Riazi, A. Mehdi; Cross, Judith L.

2012-01-01

One measure of the impact of a high-stakes test is the attitudes that test takers hold towards it. It has been suggested that positive attitudes produce beneficial effects while real or anticipated negative experiences can result in the development of attitudes that erode confidence and potentially impact negatively on performance. This study…

The Curse of High Stakes Tests and High Abilities: Reactions to Wong v. Regents of the University of California

ERIC Educational Resources Information Center

Mather, Nancy; Gregg, Noel; Simon, Jo Anne

2005-01-01

In a recent court case, Andrew H. K. Wong was dismissed from University of California at Davis medical school. He sued the university for discrimination, in violation of the American with Disabilities Act (ADA), but lost. Unfortunately, these types of court decisions and the overly mechanistic and rigid interpretations of ADA are threatening the…

Strategic Planning for Academic Administrators; Panning in a College of Business: The Case of Nikita College of Business

ERIC Educational Resources Information Center

Simyar, Farhad; Osuji, Louis

2015-01-01

In the face of stiff completion for scarce funds to effectively navigate the affairs of business schools, college deans have to come up with strategic plans to ensure that various opinions and inputs of stake holders including faculty and staff are accommodated. Additionally, such deans are expected to come up with goals and objectives designed to…

Crucial Issues in the Applied Analysis of Verbal Behavior: Reflections on "Crucial Conversations: Tools for Talking when the Stakes Are High"

ERIC Educational Resources Information Center

Critchfield, Thomas S.

2010-01-01

A popular-press self-help manual is reviewed with an eye toward two issues. First, the popularity of such books documents the existence of considerable demand for technologies that address the everyday problems (in the present case, troublesome conversations) of nondisordered individuals. Second, many ideas invoked in popular-press books may be…

Asking Questions of (What) Assessment (Should Do) for Learning: The Case of Bite-Sized Assessment for Learning in Singapore

ERIC Educational Resources Information Center

Tan, Kelvin Heng Kiat

2017-01-01

The recent focus on AfL has shifted from defining its scope and extent to understanding its implementation, and research has revealed AfL implementation to be complex and contested. AfL implementation is especially challenging in national contexts that emphasise high stakes examination performance and grades. One such example is the nation state…

Medical students' personal experience of high-stakes failure: case studies using interpretative phenomenological analysis.

PubMed

Patel, R S; Tarrant, C; Bonas, S; Shaw, R L

2015-05-12

Failing a high-stakes assessment at medical school is a major event for those who go through the experience. Students who fail at medical school may be more likely to struggle in professional practice, therefore helping individuals overcome problems and respond appropriately is important. There is little understanding about what factors influence how individuals experience failure or make sense of the failing experience in remediation. The aim of this study was to investigate the complexity surrounding the failure experience from the student's perspective using interpretative phenomenological analysis (IPA). The accounts of three medical students who had failed final re-sit exams, were subjected to in-depth analysis using IPA methodology. IPA was used to analyse each transcript case-by-case allowing the researcher to make sense of the participant's subjective world. The analysis process allowed the complexity surrounding the failure to be highlighted, alongside a narrative describing how students made sense of the experience. The circumstances surrounding students as they approached assessment and experienced failure at finals were a complex interaction between academic problems, personal problems (specifically finance and relationships), strained relationships with friends, family or faculty, and various mental health problems. Each student experienced multi-dimensional issues, each with their own individual combination of problems, but experienced remediation as a one-dimensional intervention with focus only on improving performance in written exams. What these students needed to be included was help with clinical skills, plus social and emotional support. Fear of termination of the their course was a barrier to open communication with staff. These students' experience of failure was complex. The experience of remediation is influenced by the way in which students make sense of failing. Generic remediation programmes may fail to meet the needs of students for whom personal, social and mental health issues are a part of the picture.

A digital underwater video camera system for aquatic research in regulated rivers

USGS Publications Warehouse

Martin, Benjamin M.; Irwin, Elise R.

2010-01-01

We designed a digital underwater video camera system to monitor nesting centrarchid behavior in the Tallapoosa River, Alabama, 20 km below a peaking hydropower dam with a highly variable flow regime. Major components of the system included a digital video recorder, multiple underwater cameras, and specially fabricated substrate stakes. The innovative design of the substrate stakes allowed us to effectively observe nesting redbreast sunfish Lepomis auritus in a highly regulated river. Substrate stakes, which were constructed for the specific substratum complex (i.e., sand, gravel, and cobble) identified at our study site, were able to withstand a discharge level of approximately 300 m3/s and allowed us to simultaneously record 10 active nests before and during water releases from the dam. We believe our technique will be valuable for other researchers that work in regulated rivers to quantify behavior of aquatic fauna in response to a discharge disturbance.

China’s Air Defense Identification Zone: Concept, Issues at Stake and Regional Impact

DTIC Science & Technology

2013-12-23

early Chinese legal culture ” Karen Turner “War, Punishment, and The Law of Nature in Early Chinese Concepts of The State”, Harvard Journal of Asiatic...lack of strategic direction, moral relativism , a failure to gauge the significance of what is at stake, and distraction with events in other regions of...WORKING PAPER 1 posted 23 December 2013 CHINA’S AIR DEFENSE IDENTIFICATION ZONE: CONCEPT , ISSUES AT STAKE AND REGIONAL IMPACT

Can phronesis save the life of medical ethics?

PubMed

Beresford, E B

1996-09-01

There has been a growing interest in casuistry since the ground breaking work of Jonsen and Toulmin. Casuistry, in their view, offers the possibility of securing the moral agreement that policy makers desire but which has proved elusive to theory driven approaches to ethics. However, their account of casuistry is dependent upon the exercise of phronesis. As recent discussions of phronesis make clear, this requires attention not only to the particulars of the case, but also to the substantive goods at stake in the case. Without agreement on these goods attention to cases is unlikely to secure the productive consensus that Jonson and Toulmin seek.

Sustainability assessment of traditional fisheries in Cau Hai lagoon (South China Sea).

PubMed

Marconi, Michele; Sarti, Massimo; Marincioni, Fausto

2010-01-01

Overfishing and progressive environmental degradation of the Vietnamese Cau Hai coastal lagoon appear to be threatening the ecological integrity and water quality of the largest estuarine complex of Southeast Asia. This study assessed the relationships between the density of traditional fisheries and organic matter sedimentary contents in Cau Hai lagoon. Data revealed that the density of stake traps (the most common fishing gear used in this lagoon), decreasing hydrodynamic energy in shallow water, causes the accumulation of a large fraction of organic matter refractory to degradation. The relationship between biopolymeric carbon (a proxy of availability of organic matter) and stake traps density fits a S-shape curve. The logistic equation calculated a stake traps density of 90 m of net per hectare, as the threshold over which maximum accumulation of organic matter occurs in Cau Hai. With such level of stake trap density, and assuming a theoretical stationary status of the lagoon, the time necessary for the system to reach hypoxic conditions has been calculated to be circa three weeks. We recommend that this density threshold should not be exceeded in the Cau Hai lagoon and that further analyses of organic loads in the sediment should be conducted to monitor the trophic conditions of this highly eutrophicated lagoon. 2010 Elsevier Ltd. All rights reserved.

T-Pattern Analysis and Cognitive Load Manipulation to Detect Low-Stake Lies: An Exploratory Study.

PubMed

Diana, Barbara; Zurloni, Valentino; Elia, Massimiliano; Cavalera, Cesare; Realdon, Olivia; Jonsson, Gudberg K; Anguera, M Teresa

2018-01-01

Deception has evolved to become a fundamental aspect of human interaction. Despite the prolonged efforts in many disciplines, there has been no definite finding of a univocally "deceptive" signal. This work proposes an approach to deception detection combining cognitive load manipulation and T-pattern methodology with the objective of: (a) testing the efficacy of dual task-procedure in enhancing differences between truth tellers and liars in a low-stakes situation; (b) exploring the efficacy of T-pattern methodology in discriminating truthful reports from deceitful ones in a low-stakes situation; (c) setting the experimental design and procedure for following research. We manipulated cognitive load to enhance differences between truth tellers and liars, because of the low-stakes lies involved in our experiment. We conducted an experimental study with a convenience sample of 40 students. We carried out a first analysis on the behaviors' frequencies coded through the observation software, using SPSS (22). The aim was to describe shape and characteristics of behavior's distributions and explore differences between groups. Datasets were then analyzed with Theme 6.0 software which detects repeated patterns (T-patterns) of coded events (non-verbal behaviors) that regularly or irregularly occur within a period of observation. A descriptive analysis on T-pattern frequencies was carried out to explore differences between groups. An in-depth analysis on more complex patterns was performed to get qualitative information on the behavior structure expressed by the participants. Results show that the dual-task procedure enhances differences observed between liars and truth tellers with T-pattern methodology; moreover, T-pattern detection reveals a higher variety and complexity of behavior in truth tellers than in liars. These findings support the combination of cognitive load manipulation and T-pattern methodology for deception detection in low-stakes situations, suggesting the testing of directional hypothesis on a larger probabilistic sample of population.

T-Pattern Analysis and Cognitive Load Manipulation to Detect Low-Stake Lies: An Exploratory Study

PubMed Central

Diana, Barbara; Zurloni, Valentino; Elia, Massimiliano; Cavalera, Cesare; Realdon, Olivia; Jonsson, Gudberg K.; Anguera, M. Teresa

2018-01-01

Deception has evolved to become a fundamental aspect of human interaction. Despite the prolonged efforts in many disciplines, there has been no definite finding of a univocally “deceptive” signal. This work proposes an approach to deception detection combining cognitive load manipulation and T-pattern methodology with the objective of: (a) testing the efficacy of dual task-procedure in enhancing differences between truth tellers and liars in a low-stakes situation; (b) exploring the efficacy of T-pattern methodology in discriminating truthful reports from deceitful ones in a low-stakes situation; (c) setting the experimental design and procedure for following research. We manipulated cognitive load to enhance differences between truth tellers and liars, because of the low-stakes lies involved in our experiment. We conducted an experimental study with a convenience sample of 40 students. We carried out a first analysis on the behaviors’ frequencies coded through the observation software, using SPSS (22). The aim was to describe shape and characteristics of behavior’s distributions and explore differences between groups. Datasets were then analyzed with Theme 6.0 software which detects repeated patterns (T-patterns) of coded events (non-verbal behaviors) that regularly or irregularly occur within a period of observation. A descriptive analysis on T-pattern frequencies was carried out to explore differences between groups. An in-depth analysis on more complex patterns was performed to get qualitative information on the behavior structure expressed by the participants. Results show that the dual-task procedure enhances differences observed between liars and truth tellers with T-pattern methodology; moreover, T-pattern detection reveals a higher variety and complexity of behavior in truth tellers than in liars. These findings support the combination of cognitive load manipulation and T-pattern methodology for deception detection in low-stakes situations, suggesting the testing of directional hypothesis on a larger probabilistic sample of population. PMID:29551986

Cognitive Decline Is Associated with Risk Aversion and Temporal Discounting in Older Adults without Dementia

PubMed Central

James, Bryan D.; Boyle, Patricia A.; Yu, Lei; Han, S. Duke; Bennett, David A.

2015-01-01

Risk aversion and temporal discounting are preferences that are strongly linked to sub-optimal financial and health decision making ability. Prior studies have shown they differ by age and cognitive ability, but it remains unclear whether differences are due to age-related cognitive decline or lower cognitive abilities over the life span. We tested the hypothesis that cognitive decline is associated with higher risk aversion and temporal discounting in 455 older persons without dementia from the Memory and Aging Project, a longitudinal cohort study of aging in Chicago. All underwent repeated annual cognitive evaluations using a detailed battery including 19 tests. Risk aversion was measured using standard behavioral economics questions: participants were asked to choose between a certain monetary payment versus a gamble in which they could gain more or nothing; potential gamble gains varied across questions. Temporal discounting: participants were asked to choose between an immediate, smaller payment and a delayed, larger one; two sets of questions addressed small and large stakes based on payment amount. Regression analyses were used to examine whether prior rate of cognitive decline predicted level of risk aversion and temporal discounting, controlling for age, sex, and education. Over an average of 5.5 (SD=2.9) years, cognition declined at an average of 0.016 units per year (SD=0.03). More rapid cognitive decline predicted higher levels of risk aversion (p=0.002) and temporal discounting (small stakes: p=0.01, high stakes: p=0.006). Further, associations between cognitive decline and risk aversion (p=0.015) and large stakes temporal discounting (p=0.026) persisted in analyses restricted to persons without any cognitive impairment (i.e., no dementia or mild cognitive impairment); the association of cognitive decline and small stakes temporal discounting was no longer statistically significant (p=0.078). These findings are consistent with the hypothesis that subtle age-related changes in cognition can detrimentally affect individual preferences that are critical for maintaining health and well being. PMID:25838074

Cognitive decline is associated with risk aversion and temporal discounting in older adults without dementia.

PubMed

James, Bryan D; Boyle, Patricia A; Yu, Lei; Han, S Duke; Bennett, David A

2015-01-01

Risk aversion and temporal discounting are preferences that are strongly linked to sub-optimal financial and health decision making ability. Prior studies have shown they differ by age and cognitive ability, but it remains unclear whether differences are due to age-related cognitive decline or lower cognitive abilities over the life span. We tested the hypothesis that cognitive decline is associated with higher risk aversion and temporal discounting in 455 older persons without dementia from the Memory and Aging Project, a longitudinal cohort study of aging in Chicago. All underwent repeated annual cognitive evaluations using a detailed battery including 19 tests. Risk aversion was measured using standard behavioral economics questions: participants were asked to choose between a certain monetary payment versus a gamble in which they could gain more or nothing; potential gamble gains varied across questions. Temporal discounting: participants were asked to choose between an immediate, smaller payment and a delayed, larger one; two sets of questions addressed small and large stakes based on payment amount. Regression analyses were used to examine whether prior rate of cognitive decline predicted level of risk aversion and temporal discounting, controlling for age, sex, and education. Over an average of 5.5 (SD=2.9) years, cognition declined at an average of 0.016 units per year (SD=0.03). More rapid cognitive decline predicted higher levels of risk aversion (p=0.002) and temporal discounting (small stakes: p=0.01, high stakes: p=0.006). Further, associations between cognitive decline and risk aversion (p=0.015) and large stakes temporal discounting (p=0.026) persisted in analyses restricted to persons without any cognitive impairment (i.e., no dementia or mild cognitive impairment); the association of cognitive decline and small stakes temporal discounting was no longer statistically significant (p=0.078). These findings are consistent with the hypothesis that subtle age-related changes in cognition can detrimentally affect individual preferences that are critical for maintaining health and well being.

[Three cases of an intracranial wooden foreign body].

PubMed

Fujimoto, S; Onuma, T; Amagasa, M; Okudaira, Y

1987-07-01

Three cases of intracranial wooden foreign body are reported discussing the diagnostic and therapeutic problems. First case is a 50-year-old man. After drinking, he drove a bike and fell to the ground. On admission the wooden foreign body could not been detected in appearance. CT scan showed low density area similar to air in bilateral anterior horn of lateral ventricle. The patient was treated for traumatic pneumocephalus at first. Later, it proved that he was stabbed with a foreign body penetrating into the contralateral frontal lobe through the left nasal cavity. It was extracted by endonasal approach by otolaryngologist, fortunately without trouble. The foreign body was a branch of tree. The second case is an 18-year-old man. He was driving a car, and suffered injury. He was stabbed with a wooden stake penetrating into his left eye. Immediately, bifrontal craniotomy was performed and the stake was withdrawn carefully. Moreover bone fragments were removed. The third case is a 61-year-old man. When he cut the timber by chain saw, a piece of wood hit and stabbed his right eye directly. Immediately right front temporal craniotomy was performed. The piece of wood was withdrawn from the right eye, and pieces of glass, wood and bone fragments were evacuated. It is difficult to confirm intracranial foreign body accurately by means of only plain skull film and usual CT scans. It is necessary to utilize various function of CT scanner. For example, it is useful to know CT values or select measure mode with window width and level or make reconstruction image to sagittal or coronal section, and so on.(ABSTRACT TRUNCATED AT 250 WORDS)

A collective case study of nursing students with learning disabilities.

PubMed

Kolanko, Kathrine M

2003-01-01

This collective case study described the meaning of being a nursing student with a learning disability and examined how baccalaureate nursing students with learning disabilities experienced various aspects of the nursing program. It also examined how their disabilities and previous educational and personal experiences influenced the meaning that they gave to their educational experiences. Seven nursing students were interviewed, completed a demographic data form, and submitted various artifacts (test scores, evaluation reports, and curriculum-based material) for document analysis. The researcher used Stake's model for collective case study research and analysis (1). Data analysis revealed five themes: 1) struggle, 2) learning how to learn with LD, 3) issues concerning time, 4) social support, and 5) personal stories. Theme clusters and individual variations were identified for each theme. Document analysis revealed that participants had average to above average intellectual functioning with an ability-achievement discrepancy among standardized test scores. Participants noted that direct instruction, structure, consistency, clear directions, organization, and a positive instructor attitude assisted learning. Anxiety, social isolation from peers, and limited time to process and complete work were problems faced by the participants.

Conceptual Design of a Basic Production Facility for the XM587E2/XM724 Electronic Time Fuzes

DTIC Science & Technology

1977-11-01

blue side up, and then staked. The spri.ng pin is pressed in position and probed for the 1. 644-0. 010- inch dimension. See figure 33. 4.6.7.2 Parts...fitting subassembly. The detonator 69 IDLE HOPPER FEED -PROBE STAKE SPRING PIN PROBE PRESENCE STAKE LEADL IPROB LEADID ~ ASSEMBLY14 3 1 BLUE SIDE UP...automatic shutoffs. * Warning lights /alarms/ signs /’Jecals where necessary. * Electrical grounding of machine. [ 98 0 Noise levels below 85 decibals at

What is at stake? Exploring the moral experience of stigma with Indian-Australians and Anglo-Australians living with depression.

PubMed

Brijnath, Bianca; Antoniades, Josefine

2018-04-01

This article applies the framework of moral experience to examine the cultural experience of stigma with Indian-Australians and Anglo-Australians living with depression in Melbourne, Australia. To date few studies have examined this dynamic in relation to mental illness and culture, and no studies have applied this framework in a culturally comparative way. Based on 58 in-depth interviews with people with depression recruited from the community, we explicate how stigma modulates what is at stake upon disclosure of depression, participants' lived experience following that disclosure, and how practices of health-seeking become stigmatised. Findings show that the social acceptance of depression jars against participants' experience of living with it. Denialism and fear of disclosure were overwhelming themes to emerge from our analysis with significant cultural differences; the Anglo-Australians disclosed their depression to family and friends and encountered significant resistance about the legitimacy of their illness. In contrast, many Indian-Australians, especially men, did not disclose their illness for fear of a damaged reputation and damaged social relations. For Indian-Australians, social relations in the community were at stake, whereas for Anglo-Australians workplace relations (but not community relations) were at stake. Participants' experiences in these settings also influenced their patterns of health-seeking behaviors and age and inter-generational relationships were important mediators of stigma and social support. These findings illuminate how stigma, culture, and setting are linked and they provide critical information necessary to identify and develop customised strategies to mitigate the harmful effects of stigma in particular cultural groups.

Establishing Inter- and Intrarater Reliability for High-Stakes Testing Using Simulation.

PubMed

Kardong-Edgren, Suzan; Oermann, Marilyn H; Rizzolo, Mary Anne; Odom-Maryon, Tamara

This article reports one method to develop a standardized training method to establish the inter- and intrarater reliability of a group of raters for high-stakes testing. Simulation is used increasingly for high-stakes testing, but without research into the development of inter- and intrarater reliability for raters. Eleven raters were trained using a standardized methodology. Raters scored 28 student videos over a six-week period. Raters then rescored all videos over a two-day period to establish both intra- and interrater reliability. One rater demonstrated poor intrarater reliability; a second rater failed all students. Kappa statistics improved from the moderate to substantial agreement range with the exclusion of the two outlier raters' scores. There may be faculty who, for different reasons, should not be included in high-stakes testing evaluations. All faculty are content experts, but not all are expert evaluators.

Determinants of favourable opinions about euthanasia in a sample of French physicians.

PubMed

Dany, Lionel; Baumstarck, Karine; Dudoit, Eric; Duffaud, Florence; Auquier, Pascal; Salas, Sébastien

2015-11-05

The question whether euthanasia should be legalised has led to substantial public debate in France. The objective of this study in a sample of French physicians was to establish the potential determinants of a favourable opinion about euthanasia in general and when faced with a specific situation as embodied in the Humbert affair. The study was a cross-sectional survey investigating two different samples of medical doctors: (1) those specialised in palliative care and affiliated to the French Society for Patient Accompaniment and Palliative Care; (2) medical interns (medical doctors in training course) in a French medical university (Marseille). A questionnaire was sent (email) to each voluntary participant including sociodemographics, professional status, mention of believing in God, and opinion about euthanasia (the question was designed to assess the general opinion about euthanasia and the opinion about a specific case, the Vincent Humbert' case (a man who was rendered quadriplegic, blind, and mute after an accident and has requested euthanasia). A total of 413 physicians participated in the research (participation rate: 48.5%). Less than half of the population were favourable to euthanasia in general and almost two-thirds of the population were favourable to Vincent Humbert's request for euthanasia. Based on the multivariate analysis, individuals believing in God and being a medical intern were significant independent factors linked to having a favourable opinion about euthanasia in general and about the Vincent Humbert's request. There is still no study in France on the development of opinion about euthanasia and its impact. The issue goes beyond the strictly professional sphere and involves broader socio-political stakes. These stakes do not necessarily take into account medical practices and experiences or the desires of end-of-life patients. The professional upheaval that the future French legal framework will doubtlessly trigger will require further research. The professional upheaval that the future French legal framework will doubtlessly trigger will require further research.

A rainfall risk analysis thanks to an GIS based estimation of urban vulnerability

NASA Astrophysics Data System (ADS)

Renard, Florent; Pierre-Marie, Chapon

2010-05-01

The urban community of Lyon, situated in France in the north of the Rhône valley, comprises 1.2 million inhabitants within 515 km ². With such a concentration of issues, policy makers and local elected officials therefore attach great importance to the management of hydrological risks, particularly due to the inherent characteristics of the territory. If the hazards associated with these risks in the territory of Lyon have been the subject of numerous analyses, studies on the vulnerability of greater Lyon are rare and have common shortcomings that impair their validity. We recall that the risk is seen as the classic relationship between the probability of occurrence of hazards and vulnerability. In this article, this vulnerability will be composed of two parts. The first one is the sensitivity of the stakes facing hydrological hazards as urban runoff, that is to say, their propensity to suffer damage during a flood (Gleize and Reghezza, 2007). The second factor is their relative importance in the functioning of the community. Indeed, not all the stakes could provide the same role and contribution to the Greater Lyon. For example, damage to the urban furniture such as bus shelter seems less harmful to the activities of the urban area than that of transport infrastructure (Renard and Chapon, 2010). This communication proposes to assess the vulnerability of Lyon urban area facing to hydrological hazards. This territory is composed of human, environmental and material stakes. The first part of this work is to identify all these issues so as to completeness. Then, is it required to build a "vulnerability index" (Tixier et al, 2006). Thus, it is necessary to use methods of multicriteria decision aid to evaluate the two components of vulnerability: the sensitivity and the contribution to the functioning of the community. Finally, the results of the overall vulnerability are presented, and then coupled to various hazards related to water such as runoff associated with heavy rains, to locate areas of risk in the urban area. The targets that share the same rank of this vulnerability index do not possess the same importance, or the same sensitivity to the flood hazard. Therefore, the second part of this work is to define the priorities and sensitivities of different targets based on the judgments of experts. Multicriteria decision methods are used to prioritize elements and are therefore adapted to the modelling of the sensitivity of the issues of greater Lyon (Griot, 2008). The purpose of these methods is the assessment of priorities between the different components of the situation. Thomas Saaty's analytic hierarchy process (1980) is the most frequently used because of its many advantages. On this basis, the formal calculations of priorities and sensitivities of the elements have been conducted. These calculations are based on the judgments of experts. Indeed, during semi-structured interview, the 38 experts in our sample delivered a verdict on issues that seem relatively more important than others by binary comparison. They carry the same manner to determine sensitivity's stakes to hazard flooding. Finally, the consistency of answers given by experts is validated by calculating a ratio of coherence, and their results are aggregated to provide functions of priority (based on the relative importance of each stakes), and functions of sensitivity (based on the relative sensitivity of each stakes). From these functions of priority and sensitivity is obtained the general function of vulnerability. The vulnerability functions allow defining the importance of the stakes of Greater Lyon and their sensitivity to hydrological hazards. The global vulnerability function is obtained from sensitivity and priority functions and shows the great importance of human issues (75 %). The vulnerability factor of environmental targets represents 12 % of the global vulnerability function, as much as the materials issues. However, it can be seen that the environmental and material stakes do not represent the same weight into the priority and sensitivity functions. Indeed, the environmental issues seem more important than the material ones (17 % for the environmental stakes whereas only 5 % for the material stakes in the priority function), but less sensitive to an hydrological hazard (6 % for the environmental issues while 20 % for the material issues in the sensitivity function). Similarly, priority functions and sensitivity are established for all stakes at all levels. The stakes are then converted into a mesh form (100 meters wide). This will standardize the collection framework and the heterogeneous nature of data to allow their comparison. Finally, it is obtained a detailed, consistent and objective vulnerability of the territory of Greater Lyon. At the end, to get a direct reading of risk, combination of hazard and vulnerability, it is overlaid the two maps.

Adapting construction staking to modern technology : final report.

DOT National Transportation Integrated Search

2017-08-01

This report summarizes the tasks and findings of the ICT Project R27-163, Adapting Construction Staking to Modern Technology, which aims to develop written procedures for the use of modern technologies (such as GPS and civil information modeling) in ...

Mass balance model parameter transferability on a tropical glacier

NASA Astrophysics Data System (ADS)

Gurgiser, Wolfgang; Mölg, Thomas; Nicholson, Lindsey; Kaser, Georg

2013-04-01

The mass balance and melt water production of glaciers is of particular interest in the Peruvian Andes where glacier melt water has markedly increased water supply during the pronounced dry seasons in recent decades. However, the melt water contribution from glaciers is projected to decrease with appreciable negative impacts on the local society within the coming decades. Understanding mass balance processes on tropical glaciers is a prerequisite for modeling present and future glacier runoff. As a first step towards this aim we applied a process-based surface mass balance model in order to calculate observed ablation at two stakes in the ablation zone of Shallap Glacier (4800 m a.s.l., 9°S) in the Cordillera Blanca, Peru. Under the tropical climate, the snow line migrates very frequently across most of the ablation zone all year round causing large temporal and spatial variations of glacier surface conditions and related ablation. Consequently, pronounced differences between the two chosen stakes and the two years were observed. Hourly records of temperature, humidity, wind speed, short wave incoming radiation, and precipitation are available from an automatic weather station (AWS) on the moraine near the glacier for the hydrological years 2006/07 and 2007/08 while stake readings are available at intervals of between 14 to 64 days. To optimize model parameters, we used 1000 model simulations in which the most sensitive model parameters were varied randomly within their physically meaningful ranges. The modeled surface height change was evaluated against the two stake locations in the lower ablation zone (SH11, 4760m) and in the upper ablation zone (SH22, 4816m), respectively. The optimal parameter set for each point achieved good model skill but if we transfer the best parameter combination from one stake site to the other stake site model errors increases significantly. The same happens if we optimize the model parameters for each year individually and transfer these combinations to the other year. We show that multi-site and multi-year analyses are crucial before extrapolating ablation modeling to larger glacier areas. So far tested surface albedo schemes and respective parameterizations can obviously not satisfyingly reproduce the dynamics of glacier surface conditions at our study site and new solutions to the problem have to be explored.

The Impact of a Multi-Year, Multi-School District K-6 Professional Development Programme Designed to Integrate Science Inquiry and Language Arts on Students' High-Stakes Test Scores

NASA Astrophysics Data System (ADS)

Shymansky, James A.; Wang, Tzu-Ling; Annetta, Leonard A.; Yore, Larry D.; Everett, Susan A.

2013-04-01

This paper is a report of a quasi-experimental study on the impact of a systemic 5-year, K-6 professional development (PD) project on the 'high stakes' achievement test scores of different student groups in rural mid-west school districts in the USA. The PD programme utilized regional summer workshops, district-based leadership teams and distance delivery technologies to help teachers learn science concepts and inquiry teaching strategies associated with a selection of popular science inquiry kits and how to adapt inquiry science lessons in the kits to teach and reinforce skills in the language arts-i.e. to teach more than science when doing inquiry science. Analyses of the school district-level pre-post high-stakes achievement scores of 33 school districts participating in the adaptation of inquiry PD and a comparative group of 23 school districts revealed that both the Grade 3 and Grade 6 student-cohorts in the school districts utilizing adapted science inquiry lessons significantly outscored their student-cohort counterparts in the comparative school districts. The positive school district-level high-stakes test results, which serve as the basis for state and local decision making, suggest that an inquiry adaptation strategy and a combination of regional live workshop and distance delivery technologies with ongoing local leadership and support can serve as a viable PD option for K-6 science.

[Inguinal impalement. Report of two cases].

PubMed

Baeza-Herrera, Carlos; Medellín-Sierra, Ulises Darío; Domínguez-Pérez, Salomón T; Atzín-Fuentes, José Luis; García-Cabello, Luis Manuel

2008-01-01

Traumatic inguinal lesions in children are relatively unusual and those caused by impalement are less common. The purpose of this paper is to demonstrate the clinical course of two similar cases. A 13-year-old male and a 7-year-old female are presented in this report. During an accidental fall, they sustained an inguinal wound. In the emergency room, a wooden stake and a metallic bar were seen in the inguinal region. The surgical procedure shows absence of vascular, neurological, visceral and testicular damage. Both wounds caused by foreign bodies were subcutaneous and removed without complications. These types of accidents are uncommon and the absence of damage is the most relevant issue.

Competency to stand trial: rationalism, "contextualism" and other modest theories.

PubMed

Jan Brakel, S

2003-01-01

Determinations of competency to stand trial in criminal cases are complicated and rendered unpredictable by two sub-surface issues that are rarely articulated: (i) the place of the defendant's rationality in the substantive standard(s) for competency and (ii) the level or degree of incompetency required to stop the criminal process. The rare references to these issues, mostly indirect, that are made in the cases, commentary, and competency testing instruments devised (including those civil as well as criminal) are examined. The conclusion that emerges is that the level of capacity and rationality required of the defendant depends much on context-the type of case, its relative complexity, and the values and stakes implicated in the outcome. Copyright 2003 John Wiley & Sons, Ltd.

High Stakes Assessment: A Local District Perspective.

ERIC Educational Resources Information Center

Oldham, Ben R.

The Kentucky Education Reform Act legislated by the 1990 General Assembly created a high-stakes school performance accountability system to monitor the progress of implementation. One major component of the accountability system is a schedule of consequences designed to reward those schools making sufficient progress in improving student…

Dialogic Teaching to the High-Stakes Standardised Test?

ERIC Educational Resources Information Center

Segal, Aliza; Snell, Julia; Lefstein, Adam

2017-01-01

Within current educational discourse, dialogic pedagogy is diametrically opposed to "teaching to the test", especially the high-stakes standardised test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper, we argue…

The Law of Unexpected Consequences.

ERIC Educational Resources Information Center

Moores, Donald F.

2002-01-01

This article explores three controversial issues in the deaf community: genetic engineering, cochlear implants, and high stakes testing for students. It is argued that while some argue high stakes testing raises the expectations for students with deafness, it may leave many students with deafness without high school diplomas. (Contains…

My Stakes Well Done.

ERIC Educational Resources Information Center

Domenech, Daniel A.

2000-01-01

The question of validity, or how high-stakes tests are being used and interpreted, threatens to undermine the entire standards movement. Joint standards developed by three professional associations say decisions affecting students' life chances should not be based on test scores alone. Objectivity and teaching to tests are real concerns. (MLH)

Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment.

PubMed

Boevé, Anja J; Meijer, Rob R; Albers, Casper J; Beetsma, Yta; Bosker, Roel J

2015-01-01

The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration.

One Reading Specialist's Response to High-Stakes Testing Pressures

ERIC Educational Resources Information Center

Assaf, Lori

2006-01-01

Pressures to help students pass high-stakes tests affect teachers' reading instruction, their responsiveness to students' learning needs, and their professional effectiveness. This article reports on how one reading specialist responded to testing pressures in her urban elementary school. She believed that what was "right" for her…

The High-Stakes Test Mess

ERIC Educational Resources Information Center

Goldberg, Mark F.

2004-01-01

Tests are a natural part of education, from the quizzes, essays, and classroom tests that teachers have traditionally administered to the high-stakes tests that states use to make decisions about graduation, promotion, and school funding and governance. In this article, the author stresses the need to learn the unintended consequences of…

High Stakes Testing and Its Impact on Rural Schools.

ERIC Educational Resources Information Center

Hodges, V. Pauline

2002-01-01

The movement to standardization and high-stakes testing has been driven by ideological and political concerns and has adversely affected teaching/learning, democratic discourse, and educational equity. Rural schools are hit harder because of geographic isolation and insufficient staff and resources. Testing used for purposes other than measuring…

High Stakes Supervision: We Must Do More

ERIC Educational Resources Information Center

Zepeda, Sally J.

2006-01-01

The characteristics of the emerging and existing teaching force are explored in relation to supervision Key trends that exacerbate teacher shortages include out-of-field teaching, increases in student population, critical subject-area shortages, attrition, and retirement. This paper calls for a high-stakes form of supervision as a long-term…

41 CFR 101-26.501-2 - Standardized buying programs.

Code of Federal Regulations, 2011 CFR

2011-07-01

... and 6×4 cab-chassis, stake, van, dump, and truck-tractor; 19,000 to 60,000 pounds GVWR. (ii) 4×4 and 6×4 cab-chassis, stake, dump, and truck-tractor; 26,000 to 52,000 pounds GVWR. (iii) 1,200 and 2,000...

Laser welded steel sandwich panel bridge deck development : finite element analysis and stake weld strength tests.

DOT National Transportation Integrated Search

2009-09-01

This report summarizes the analysis of laser welded steel sandwich panels for use in bridge structures and : static testing of laser stake welded lap shear coupons. Steel sandwich panels consist of two face sheets : connected by a relatively low-dens...

Using Reading Rate and Comprehension CBM to Predict High-Stakes Achievement

ERIC Educational Resources Information Center

Miller, Kelli Caldwell; Bell, Sherry Mee; McCallum, R. Steve

2015-01-01

Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were…

Student Engagement in High-Stakes Accountability Systems

ERIC Educational Resources Information Center

Cavendish, Wendy; Márquez, Adrián; Roberts, Mary; Suarez, Kristen; Lima, Wesley

2017-01-01

In a nationwide effort to create standardized performance criteria, there has been an emphasis on testing data as the strict measurement of teacher and student success or failure (Volante & Sonia, 2010). These testing accountability systems, developed under No Child Left Behind (2001), were based on assumptions that high-stakes assessments…

Funding, Reputation and Targets: The Discursive Logics of High-Stakes Testing

ERIC Educational Resources Information Center

Lewis, Steven; Hardy, Ian

2015-01-01

This paper provides insights into teacher and school-based administrators' responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program--Literacy and Numeracy (NAPLAN), and associated policies, in the state…

A Short History of Performance Assessment: Lessons Learned.

ERIC Educational Resources Information Center

Madaus, George F.; O'Dwyer, Laura M.

1999-01-01

Places performance assessment in the context of high-stakes uses, describes underlying technologies, and outlines the history of performance testing from 210 B.C.E. to the present. Historical issues of fairness, efficiency, cost, and infrastructure influence contemporary efforts to use performance assessments in large-scale, high-stakes testing…

Rethinking Validation in Complex High-Stakes Assessment Contexts

ERIC Educational Resources Information Center

Koch, Martha J.; DeLuca, Christopher

2012-01-01

In this article we rethink validation within the complex contexts of high-stakes assessment. We begin by considering the utility of existing models for validation and argue that these models tend to overlook some of the complexities inherent to assessment use, including the multiple interpretations of assessment purposes and the potential…

Parental intimate partner homicide and its consequences for children: protocol for a population-based study.

PubMed

Alisic, Eva; Groot, Arend; Snetselaar, Hanneke; Stroeken, Tielke; van de Putte, Elise

2015-07-29

The loss of a parent due to intimate partner homicide has a major impact on children. Professionals involved have to make far-reaching decisions regarding placement, guardianship, mental health care and contact with the perpetrating parent, without an evidence base to guide these decisions. We introduce a study protocol to a) systematically describe the demographics, circumstances, mental health and wellbeing of children bereaved by intimate partner homicide and b) build a predictive model of factors associated with children's mental health and wellbeing after intimate partner homicide. This study focuses on children bereaved by parental intimate partner homicide in the Netherlands over a period of 20 years (1993 - 2012). It involves an incidence study to identify all Dutch intimate partner homicide cases between 1993 and 2012 by which children have been bereaved; systematic case reviews to describe the demographics, circumstances and care trajectories of these children; and a mixed-methods study to assess mental health, wellbeing, and experiences regarding decisions made and care provided. Clinical experience and initial research suggest that the children involved often need long-term intensive mental health and case management. The costs of these services are extensive and the stakes are high. This study lays the foundation for an international dataset and evidence-informed decision making.

What's Wrong with Teaching to the Test?

ERIC Educational Resources Information Center

Posner, Dave

2004-01-01

Opponents of so-called high-stakes testing complain that such intense pressure causes teachers to devote virtually all classroom time and resources to preparing students for the standardized test. This phenomenon is called "teaching to the test." Proponents of high-stakes testing respond that that is exactly as it should be. They argue…

Effects of Extremely High ’G’ Acceleration Forces on NASA’s Control and Space Exposed Tomato Seeds

DTIC Science & Technology

1991-12-01

mechanical shock test; tomatoes staked 28 and interplanted with dwarf marigolds for nematode protection of tomatoes 28 NASA control seed mechanical shock...plants transplanted to garden Figure 27. NASA control seed mechanical shock test; tomatoes staked and interplanted with dwarf marigolds for nematode

Investigating the Dimensionality of Examinee Motivation across Instruction Conditions in Low-Stakes Testing Contexts

ERIC Educational Resources Information Center

Finney, Sara J.; Mathers, Catherine E.; Myers, Aaron J.

2016-01-01

Research investigating methods to influence examinee motivation during low-stakes assessment of student learning outcomes has involved manipulating test session instructions. The impact of instructions is often evaluated using a popular self-report measure of test-taking motivation. However, the impact of these manipulations on the psychometric…

On My Mind: Pay It Forward with Professional Development, Not High-Stakes Testing.

ERIC Educational Resources Information Center

Warlick, David

2001-01-01

Suggests that professional planning, not high-stakes testing, "an Industrial Age solution to an Information Age problem," is the key to education's future. Proposes that the day for school library media specialists and teachers should be equally divided between teaching and professional planning-four hours of instructional supervision and four…

Comparison of wood preservatives in stake tests : 2011 progress report

Treesearch

Bessie M. Woodward; Cherilyn A. Hatfield; Stan T. Lebow

2011-01-01

This report covers stake test results primarily from Southern Pine 2- by 4- by 18-in. sapwood, treated by pressure and nonpressure processes and installed by Forest Products Laboratory employees and cooperators in decay and termite exposure sites at various times since 1938 at Saucier, Mississippi; Madison, Wisconsin; Bogalusa, Louisiana; Lake Charles, Louisiana;...

New Times, New Stakes: Moments of Transit, Accountability, and Classroom Practice

ERIC Educational Resources Information Center

Helfenbein, Robert J., Jr.

2004-01-01

In order to understand the relationship between high-stakes testing and its synonymous projection on history as the "age of accountability," Stuart Hall's Policing the Crisis (Hall, Critcher, Jefferson, Clarke, & Roberts, 1978) provides an interesting parallel depiction of the response of the dominant forces in the power structure to…

High-Stakes Hustle: Public Schools and the New Billion Dollar Accountability

ERIC Educational Resources Information Center

Baines, Lawrence A.; Stanley, Gregory Kent

2004-01-01

High-stakes testing costs up to $50 billion per annum, has no impact on student achievement, and has changed the focus of American public schools. This article analyzes the benefits and costs of the accountability movement, as well as discusses its roots in the eugenics movements of the early 20th century.

Reading Assessment: Principles and Practices for Elementary Teachers. Second Edition

ERIC Educational Resources Information Center

Barrentine, Shelby J., Ed.; Stokes, Sandra M., Ed.

2005-01-01

How do teachers respond to the competing pressures of school accountability, high-stakes testing, classroom assessment and instruction? This updated collection of articles from The Reading Teacher can help. Readers will find tools for: (1) Building school assessment policies; (2) Helping students succeed on high-stakes tests; (3) Using assessment…

The High-Stakes Effects of "Low-Stakes" Testing

ERIC Educational Resources Information Center

Papay, John P.; Murnane, Richard J.; Willett, John B.

2011-01-01

In this paper, the authors examine how information that students receive about their academic performance affects their decisions to enroll in post-secondary education. In particular, they look at one specific piece of data--student performance on the state standardized mathematics test in grades 8 and 10 in Massachusetts. One key feature of such…

High-Stakes Online Testing

ERIC Educational Resources Information Center

Schaffhauser, Dian

2011-01-01

For decades the No. 2 pencil and bubble sheet have ruled the student assessment process. The time has finally come to move all of those important tests online. High-stakes computer-based testing has been around for more than 10 years, with some states eagerly embracing it and others avoiding it like whooping cough. But the advent of national…

Using Retrieval Practice and Metacognitive Skills to Improve Content Learning

ERIC Educational Resources Information Center

Littrell-Baez, Megan K.; Friend, Angela; Caccamise, Donna; Okochi, Christine

2015-01-01

Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low-stakes, rather than traditional high-stakes testing, can also be used as an effective pedagogical tool, improving…

Politics of Education and Teachers' Support for High-Stakes Teacher Accountability Policies

ERIC Educational Resources Information Center

Pizmony-Levy, Oren; Woolsey, Ashley

2017-01-01

Although educators are at the center of contentious high-stakes teacher accountability policies, we know very little about their attitudes toward these policies. This research gap is unfortunate because teachers are considered key actors in successful implementation of educational reforms. To what extent do the politics that accompany the…

Applying Kane's Validity Framework to a Simulation Based Assessment of Clinical Competence

ERIC Educational Resources Information Center

Tavares, Walter; Brydges, Ryan; Myre, Paul; Prpic, Jason; Turner, Linda; Yelle, Richard; Huiskamp, Maud

2018-01-01

Assessment of clinical competence is complex and inference based. Trustworthy and defensible assessment processes must have favourable evidence of validity, particularly where decisions are considered high stakes. We aimed to organize, collect and interpret validity evidence for a high stakes simulation based assessment strategy for certifying…

Measuring and Modeling Change in Examinee Effort on Low-Stakes Tests across Testing Occasions

ERIC Educational Resources Information Center

Sessoms, John; Finney, Sara J.

2015-01-01

Because schools worldwide use low-stakes tests to make important decisions, value-added indices computed from test scores must accurately reflect student learning, which requires equal test-taking effort across testing occasions. Evaluating change in effort assumes effort is measured equivalently across occasions. We evaluated the longitudinal…

Validity Inferences under High-Stakes Conditions: A Response from Language Testing

ERIC Educational Resources Information Center

Hill, Kathryn; McNamara, Tim

2015-01-01

Those who work in second- and foreign-language testing often find Koretz's concern for validity inferences under high-stakes (VIHS) conditions both welcome and familiar. While the focus of the article is more narrowly on the potential for two instructional responses to test-based accountability, "reallocation" and "coaching,"…

Test Anxiety and High-Stakes Test Performance between School Settings: Implications for Educators

ERIC Educational Resources Information Center

von der Embse, Nathaniel; Hasson, Ramzi

2012-01-01

With the enactment of standards-based accountability in education, high-stakes tests have become the dominant method for measuring school effectiveness and student achievement. Schools and educators are under increasing pressure to meet achievement standards. However, there are variables which may interfere with the authentic measurement of…

Fair Testing: How Schools Should Protect Students' Rights in High-Stakes Testing.

ERIC Educational Resources Information Center

Coleman, Arthur L.

2000-01-01

While recognizing high-stakes testing's value, both the "GI Forum" decision and the Office of Civil Rights guide raise questions that boards and educators should ask about the administration and consequences of their own testing programs. Methods for systematically collecting, analyzing, disseminating, and acting on test results are needed. (MLH)

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

ERIC Educational Resources Information Center

Theoharis, George; Causton, Julie; Tracy-Bronson, Chelsea P.

2016-01-01

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms (United States Department of Education, 2011). Yet, in this era of high stakes accountability, students are labeled, sorted, and differentially treated according to their academic…

Achieving Quality and Equity through Inclusive Education in an Era of High-Stakes Testing

ERIC Educational Resources Information Center

Peters, Susan; Oliver, Laura Ann

2009-01-01

While great progress has been made by the international community to promote inclusive education for all children, regardless of race, ethnicity, socio-economic status, gender or disability, many countries still continue to marginalize and exclude students in educational systems across the globe. High-stakes assessments in market-driven economies…

Assessing Principals' Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High- Stakes Environments

ERIC Educational Resources Information Center

Grissom, Jason A.; Loeb, Susanna

2017-01-01

Teacher effectiveness varies substantially, yet principals' evaluations of teachers often fail to differentiate performance among teachers. We offer new evidence on principals' subjective evaluations of their teachers' effectiveness using two sources of data from a large, urban district: principals' high-stakes personnel evaluations of teachers,…

Keeping Scores: Audited Self-Monitoring of High-Stakes Testing Environments

ERIC Educational Resources Information Center

Padilla, Raymond; Richards, Michael

2006-01-01

To address a public relations problem faced by a large urban public school district in Texas, we conducted action research that resulted in an audited self-monitoring system for high-stakes testing environments. The system monitors violations of testing protocols while identifying and disseminating best practices to improve the education of…

Computer integration of engineering design and production: A national opportunity

NASA Astrophysics Data System (ADS)

1984-10-01

The National Aeronautics and Space Administration (NASA), as a purchaser of a variety of manufactured products, including complex space vehicles and systems, clearly has a stake in the advantages of computer-integrated manufacturing (CIM). Two major NASA objectives are to launch a Manned Space Station by 1992 with a budget of $8 billion, and to be a leader in the development and application of productivity-enhancing technology. At the request of NASA, a National Research Council committee visited five companies that have been leaders in using CIM. Based on these case studies, technical, organizational, and financial issues that influence computer integration are described, guidelines for its implementation in industry are offered, and the use of CIM to manage the space station program is recommended.

Computer integration of engineering design and production: A national opportunity

NASA Technical Reports Server (NTRS)

1984-01-01

The National Aeronautics and Space Administration (NASA), as a purchaser of a variety of manufactured products, including complex space vehicles and systems, clearly has a stake in the advantages of computer-integrated manufacturing (CIM). Two major NASA objectives are to launch a Manned Space Station by 1992 with a budget of $8 billion, and to be a leader in the development and application of productivity-enhancing technology. At the request of NASA, a National Research Council committee visited five companies that have been leaders in using CIM. Based on these case studies, technical, organizational, and financial issues that influence computer integration are described, guidelines for its implementation in industry are offered, and the use of CIM to manage the space station program is recommended.

A Critique of Health System Performance Measurement.

PubMed

Lynch, Thomas

2015-01-01

Health system performance measurement is a ubiquitous phenomenon. Many authors have identified multiple methodological and substantive problems with performance measurement practices. Despite the validity of these criticisms and their cross-national character, the practice of health system performance measurement persists. Theodore Marmor suggests that performance measurement invokes an "incantatory response" wrapped within "linguistic muddle." In this article, I expand upon Marmor's insights using Pierre Bourdieu's theoretical framework to suggest that, far from an aberration, the "linguistic muddle" identified by Marmor is an indicator of a broad struggle about the representation and classification of public health services as a public good. I present a case study of performance measurement from Alberta, Canada, examining how this representational struggle occurs and what the stakes are. © The Author(s) 2015.

High-Stakes Systematic Reviews: A Case Study From the Field of Teen Pregnancy Prevention.

PubMed

Goesling, Brian; Oberlander, Sarah; Trivits, Lisa

2016-08-19

Systematic reviews help policy makers and practitioners make sense of research findings in a particular program, policy, or practice area by synthesizing evidence across multiple studies. However, the link between review findings and practical decision-making is rarely one-to-one. Policy makers and practitioners may use systematic review findings to help guide their decisions, but they may also rely on other information sources or personal judgment. To describe a recent effort by the U.S. federal government to narrow the gap between review findings and practical decision-making. The Teen Pregnancy Prevention (TPP) Evidence Review was launched by the U.S. Department of Health and Human Services (HHS) in 2009 as a systematic review of the TPP literature. HHS has used the review findings to determine eligibility for federal funding for TPP programs, marking one of the first attempts to directly link systematic review findings with federal funding decisions. The high stakes attached to the review findings required special considerations in designing and conducting the review. To provide a sound basis for federal funding decisions, the review had to meet accepted methodological standards. However, the review team also had to account for practical constraints of the funding legislation and needs of the federal agencies responsible for administering the grant programs. The review team also had to develop a transparent process for both releasing the review findings and updating them over time. Prospective review authors and sponsors must recognize both the strengths and limitations of this approach before applying it in other areas. © The Author(s) 2016.

Assessing cardiac physical examination skills using simulation technology and real patients: a comparison study.

PubMed

Hatala, Rose; Issenberg, S Barry; Kassen, Barry; Cole, Gary; Bacchus, C Maria; Scalese, Ross J

2008-06-01

High-stakes assessments of doctors' physical examination skills often employ standardised patients (SPs) who lack physical abnormalities. Simulation technology provides additional opportunities to assess these skills by mimicking physical abnormalities. The current study examined the relationship between internists' cardiac physical examination competence as assessed with simulation technology compared with that assessed with real patients (RPs). The cardiac physical examination skills and bedside diagnostic accuracy of 28 internists were assessed during an objective structured clinical examination (OSCE). The OSCE included 3 modalities of cardiac patients: RPs with cardiac abnormalities; SPs combined with computer-based, audio-video simulations of auscultatory abnormalities, and a cardiac patient simulator (CPS) manikin. Four cardiac diagnoses and their associated cardiac findings were matched across modalities. At each station, 2 examiners independently rated a participant's physical examination technique and global clinical competence. Two investigators separately scored diagnostic accuracy. Inter-rater reliability between examiners for global ratings (GRs) ranged from 0.75-0.78 for the different modalities. Although there was no significant difference between participants' mean GRs for each modality, the correlations between participants' performances on each modality were low to modest: RP versus SP, r = 0.19; RP versus CPS, r = 0.22; SP versus CPS, r = 0.57 (P < 0.01). Methodological limitations included variability between modalities in the components contributing to examiners' GRs, a paucity of objective outcome measures and restricted case sampling. No modality provided a clear 'gold standard' for the assessment of cardiac physical examination competence. These limitations need to be addressed before determining the optimal patient modality for high-stakes assessment purposes.

Social and psychological challenges of poker.

PubMed

Siler, Kyle

2010-09-01

Poker is a competitive, social game of skill and luck, which presents players with numerous challenging strategic and interpersonal decisions. The adaptation of poker into a game played over the internet provides the unprecedented opportunity to quantitatively analyze extremely large numbers of hands and players. This paper analyzes roughly twenty-seven million hands played online in small-stakes, medium-stakes and high-stakes games. Using PokerTracker software, statistics are generated to (a) gauge the types of strategies utilized by players (i.e. the 'strategic demography') at each level and (b) examine the various payoffs associated with different strategies at varying levels of play. The results show that competitive edges attenuate as one moves up levels, and tight-aggressive strategies--which tend to be the most remunerative--become more prevalent. Further, payoffs for different combinations of cards, varies between levels, showing how strategic payoffs are derived from competitive interactions. Smaller-stakes players also have more difficulty appropriately weighting incentive structures with frequent small gains and occasional large losses. Consequently, the relationship between winning a large proportion of hands and profitability is negative, and is strongest in small-stakes games. These variations reveal a meta-game of rationality and psychology which underlies the card game. Adopting risk-neutrality to maximize expected value, aggression and appropriate mental accounting, are cognitive burdens on players, and underpin the rationality work--reconfiguring of personal preferences and goals--players engage into be competitive, and maximize their winning and profit chances.

Patients who make terrible therapeutic choices.

PubMed

Curzer, Howard J

2014-01-01

The traditional approaches to dental ethics include appeals to principles, duties (deontology), and consequences (utilitarianism). These approaches are often inadequate when faced with the case of a patient who refuses reasonable treatment and does not share the same ethical framework the dentist is using. An approach based on virtue ethics may be helpful in this and other cases. Virtue ethics is a tradition going back to Plato and Aristotle. It depends on forming a holistic character supporting general appropriate behavior. By correctly diagnosing the real issues at stake in a patient's inappropriate oral health choices and working to build effective habits, dentists can sometimes respond to ethical challenges that remain intractable given rule-based methods.

Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement

ERIC Educational Resources Information Center

Grissom, Jason A.; Kalogrides, Demetra; Loeb, Susanna

2017-01-01

School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data--including achievement data from untested grades--and teacher survey data from a large urban district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find…

Negotiating the Literacy Block: Constructing Spaces for Critical Literacy in a High Stakes Setting

ERIC Educational Resources Information Center

Paugh, Patricia; Carey, Jane; King-Jackson, Valerie; Russell, Shelley

2007-01-01

This article focuses on the evolution of the classroom literacy block as a learning space where teachers and students renegotiated activities for independent vocabulary and word work within a high-stakes reform environment. When a second grade classroom teacher and literacy support specialist decided to co-teach, they invited all students in the…

Data Conversations: Data Use Professional Development Series. Rhode Island Department of Education

ERIC Educational Resources Information Center

Rhode Island Department of Education, 2013

2013-01-01

In a school with a transparent data culture, frequent, low-stakes Data Conversations happen all the time. Although most schools engage in Data Conversations at times, there are some specific strategies and "listen-fors" that can assist educators in making these conversations more productive, such as developing a low-stakes set of…

We Save, We Go to College. Creating a Financial Stake in College: Report III of IV

ERIC Educational Resources Information Center

Elliott, William, III

2012-01-01

"Creating a Financial Stake in College" is a four-part series of reports that focuses on the relationship between children's savings and improving college success. This series examines: (1) why policymakers should care about savings, (2) the relationship between inequality and bank account ownership, (3) the connections between savings and college…

Middle-Grades Students' Understandings of What It Means to Read in a High-Stakes Environment

ERIC Educational Resources Information Center

Schaefer, Mary Beth

2017-01-01

In this practitioner inquiry, the teacher researcher found that a culture of high-stakes testing had pervaded her diverse, urban seventh-grade students' conceptions of reading; students associated reading with tests and skills-based worksheets rather than pleasure. Using students' voices, passions, and interests, the teacher researcher broadened…

To Follow, Reject, or Flip the Script: Managing Instructional Tension in an Era of High-Stakes Accountability

ERIC Educational Resources Information Center

Stillman, Jamy; Anderson, Lauren

2011-01-01

Considerable research indicates that high-stakes accountability policies have the capacity to influence language arts instruction, particularly in urban, high-needs schools where pressure to increase test scores tends to be most acute. This article utilizes Cultural Historical Activity Theory to critically examine the constraints and affordances…

Modeling Nonignorable Missing Data with Item Response Theory (IRT). Research Report. ETS RR-10-11

ERIC Educational Resources Information Center

Rose, Norman; von Davier, Matthias; Xu, Xueli

2010-01-01

Large-scale educational surveys are low-stakes assessments of educational outcomes conducted using nationally representative samples. In these surveys, students do not receive individual scores, and the outcome of the assessment is inconsequential for respondents. The low-stakes nature of these surveys, as well as variations in average performance…

Stakes High for States in Fall Votes

ERIC Educational Resources Information Center

McNeil, Michele

2006-01-01

This article reports how the stakes are getting higher for the various states as the 2006 state elections are approaching this fall. This article also discusses how the future of education policy will be heavily influenced by the votes cast in the November elections. Even with the heightened federal role under the No Child Left Behind Act, state…

"Stakes is High": Educating New Century Students

ERIC Educational Resources Information Center

Ladson-Billings, Gloria

2013-01-01

My apologies to iconic hip-hop artists, De La Soul for I have shamelessly appropriated the title, "Stakes is high" to underscore the importance of the work ahead for educators, students, parents, community members, and researchers as we attempt to develop a generation of what I call "new century" students for a world we can hardly imagine. Through…

Do Schools Respond to Pressure? Evidence from NCLB Implementation Details

ERIC Educational Resources Information Center

Wong, Vivian C.; Wing, Coady; Martin, David

2016-01-01

Over the last decade, accountability reform has been at the forefront of the domestic policy agenda. Although the Obama Administration was critical of some elements of No Child Left Behind (NCLB), its policies endorsed high-stakes testing and expanded the scope of the stakes. With the Race to the Top and an NCLB waiver process, the administration…

The Impact of High Stakes Testing: The Australian Story

ERIC Educational Resources Information Center

Klenowski, Val; Wyatt-Smith, Claire

2012-01-01

High stakes testing in Australia was introduced in 2008 by way of the National Assessment Program--Literacy and Numeracy (NAPLAN). Currently, every year all students in Years 3, 5, 7 and 9 are assessed on the same days using national tests in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. In 2010 the…

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…

Ideas for Refining Children's Savings Account Proposals. Creating a Financial Stake in College: Report IV of IV

ERIC Educational Resources Information Center

Elliott, William, III

2012-01-01

"Creating a Financial Stake in College" is a four-part series of reports that focuses on the relationship between children's savings and improving college success. This series examines: (1) why policymakers should care about savings, (2) the relationship between inequality and bank account ownership, (3) the connections between savings…

Using Generalizability Theory as a Framework for Informing Measurement Issues in Middle School Settings

ERIC Educational Resources Information Center

Ing, Marsha; Shih, Jeffrey C.

2013-01-01

There are situations within middle school settings where measurements of students and teachers are used for high-stakes decisions. For example, student performance is used as an indicator of teacher quality or determines student eligibility for particular types of support services. Given the high-stakes nature of these types of assessments,…

Rate My Stake: Interpretation of Ordinal Stake Ratings

Treesearch

Patricia Lebow; Grant Kirker

2014-01-01

Ordinal rating systems are commonly employed to evaluate biodeterioration of wood exposed outdoors over long periods of time. The purpose of these ratings is to compare the durability of test systems to nondurable wood products or known durable wood products. There are many reasons why these systems have evolved as the chosen method of evaluation, including having an...

How We Define Success: Holding Values in an Era of High Stakes Accountability

ERIC Educational Resources Information Center

Gasoi, Emily

2009-01-01

In the current climate of high stakes testing and tough love rhetoric, many educational stakeholders have become increasingly reliant on standardized test scores to determine whether or not individual students, teachers, and schools--and even entire districts and states--are successful. In contrast to the black and white picture that test-driven…

Academically Buoyant Students Are Less Anxious about and Perform Better in High-Stakes Examinations

ERIC Educational Resources Information Center

Putwain, David W.; Daly, Anthony L.; Chamberlain, Suzanne; Sadreddini, Shireen

2015-01-01

Background: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations. Aims: To test a model specifying reciprocal…

Papers from the Community College Governance Conference, February 15-16, 1974.

ERIC Educational Resources Information Center

Washington State Board for Community Coll. Education, Olympia.

Papers presented at a conference on community college governance, held in Seattle, Washington on February 15-16, 1974, are provided. The papers are: "Governance for the Two-Year College" by Richard C. Richardson, Jr.: "The Faculty Stake in Governance" by Richard J. Frankie; "The Student Stake in Governance" by Alan R. Shark; "The Public Interest…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Executive Summary

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

Does High-Stakes Testing Increase Cultural Capital among Low-Income and Racial Minority Students?

ERIC Educational Resources Information Center

Hong, Won-Pyo; Youngs, Peter

2008-01-01

This article draws on research from Texas and Chicago to examine whether highstakes testing enables low-income and racial minority students to acquire cultural capital. While students' performance on state or district tests rose after the implementation of high-stakes testing and accountability policies in Texas and Chicago in the 1990s, several…

No Child Left Behind: Values and Research Issues in High-Stakes Assessments

ERIC Educational Resources Information Center

Duffy, Maureen; Giordano, Victoria A.; Farrell, Jill B.; Paneque, Oneyda M.; Crump, Genae B.

2008-01-01

High-stakes testing and mandated assessments, which are major outcomes of the No Child Left Behind Act of 2001 (NCLB) contain multiple embedded values that affect the lives of students, their families, teachers, and counselors. A primary embedded value within the NCLB is the privileging of quantitative science over other methods of inquiry and…

Proceedings of the Stake Symposium on Educational Evaluation (Champaign, Illinois, May 8-9, 1998).

ERIC Educational Resources Information Center

Davis, Rita, Ed.

A symposium on educational evaluation was held to celebrate the career of Robert E. Stake. Contributions, which relate to many aspects of educational evaluation, include: (1) "The Issue of Advocacy in Evaluation" (Ernest House and Kenneth Howe); (2) "The Meaning of Bias" (Michael Scriven); (3) Commentary on Ernie House and…

On the Validity of Repeated Assessments in the UMAT, a High-Stakes Admissions Test

ERIC Educational Resources Information Center

Andrich, David; Styles, Irene; Mercer, Annette; Puddey, Ian B.

2017-01-01

The possibility that the validity of assessment is compromised by repeated sittings of highly competitive and high profile selection tests has been documented and is of concern to stake-holders. An illustrative example is the Undergraduate Medicine and Health Sciences Admission Test (UMAT) used by some medical and dental courses in Australia and…

Achieving Conceptual and Curriculum Coherence in High-Stakes School Examinations in Physical Education

ERIC Educational Resources Information Center

Thorburn, Malcom

2007-01-01

Background: In earlier papers, some of the teaching, learning and attainment issues encountered by Physical Education (PE) teachers and students in a high-stakes school examination, Higher Still Physical Education in Scotland, were analysed. A review of results and comparisons with Advanced Level awards in England and Board of Senior Secondary…

Introduction and Overview of High Stakes Testing: New Challenges and Opportunities for School Psychology

ERIC Educational Resources Information Center

Shriberg, David; Kruger, Louis J.

2007-01-01

This overview article addresses the different meanings of high takes testing, which takes into consideration accountability at different levels, such as teacher, school, and state. In this regard, "high-stakes" may mean different things in different states or countries. We will advance an argument for why school psychologists should (a) be…

Motivating High School Students to Score Proficient on State Tests

ERIC Educational Resources Information Center

Brown, Sarah Lee

2015-01-01

The researcher interviewed two groups of eleventh grade students, in a rural Appalachian setting, who tended to score low on the state mandated high stakes/low stakes test to discover their efforts on the test, specifically in reading, and to obtain their opinions concerning the effects of a specific incentive or consequence. Before the eleventh…

Fear and Loathing in Elementary School: Lessons from a Third Grader about Better Assessments

ERIC Educational Resources Information Center

Militello, Matthew; Militello, Luke

2013-01-01

Recent educational accountability efforts have married student assessments with reform mandates and sanctions. As a result, students--beginning in early elementary grades--are feeling the pressures of this new era of high-stakes accountability. This article chronicles a story of the consequences of high-stakes testing on a father and his son.…

Utilization of Emotional Freedom Techniques (EFT) to Reduce Test Anxiety in High Stakes Testing

ERIC Educational Resources Information Center

Mohler, Marie Elaine

2013-01-01

There are many reasons a person may fail a high stakes test such as the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Sleep deprivation, illness, life stressors, knowledge deficit, and test anxiety are some of the common explanations. A student with test anxiety may feel threatened by this evaluation process. This…

Using Rasch Measurement to Score, Evaluate, and Improve Examinations in an Anatomy Course

ERIC Educational Resources Information Center

Royal, Kenneth D.; Gilliland, Kurt O.; Kernick, Edward T.

2014-01-01

Any examination that involves moderate to high stakes implications for examinees should be psychometrically sound and legally defensible. Currently, there are two broad and competing families of test theories that are used to score examination data. The majority of instructors outside the high-stakes testing arena rely on classical test theory…

Computer-Based Practical Exams in an Applied Information Technology Course

ERIC Educational Resources Information Center

Newhouse, C. Paul

2013-01-01

Worldwide, fewer and fewer work tasks are done using paper and pen, yet most high-stakes assessment in schools continues to use this primitive technology. This paper reports on one component of a project investigating the use of digital technologies to facilitate assessment tasks for high-stakes summative purposes in senior secondary courses. It…

Cohort study examining long-term respiratory health, career duration and racing performance in racehorses that undergo left-sided prosthetic laryngoplasty and ventriculocordectomy surgery for treatment of left-sided laryngeal hemiplegia.

PubMed

Mason, B J; Riggs, C M; Cogger, N

2013-03-01

The risk of respiratory conditions, such as inflammatory airway disease (IAD) and exercise-induced pulmonary haemorrhage (EIPH), are thought to be higher in racehorses that undergo prosthetic laryngoplasty with ventriculocordectomy (PLVC) surgery to treat left-sided laryngeal hemiplegia (LLH) than in racehorses with normal laryngeal function. However, this has not been investigated formally owing to the difficulty of obtaining reliable follow-up data. To determine the incidence of respiratory conditions (IAD and EIPH), duration of racing career, number of starts and number of starts for which stakes money was earned in racehorses that had undergone PLVC surgery to treat LLH, compared with racehorses that did not have LLH or undergo any laryngeal surgery. A retrospective cohort study design was used, with surgical, clinical and race data of Thoroughbred racehorses obtained from the time of importation until retirement. The surgical cohort consisted of racehorses that had undergone PLVC for LLH and met specific inclusion criteria. Every surgical case was matched, according to trainer, year of import into Hong Kong and pre-import international handicap rating, to 2 unexposed racehorses. Respiratory conditions, such as excessive tracheal mucus and epistaxis due to severe EIPH, were significantly increased in the surgical cohort, compared with the matched unexposed cohort (P values <0.001 and <0.004, respectively). Racing career duration in the surgical cohort was significantly shorter than in the unexposed cohort, which was primarily due to retirement because of epistaxis. The number of race starts was fewer in the surgical than in the unexposed cohort after surgery/matching, but the number of starts for which stakes money was earned was not significantly different. Owners and trainers should be advised that racehorses with LLH that undergo PLVC surgery are at an increased risk of respiratory conditions (IAD and severe EIPH), which is likely to shorten their racing career compared to racehorses with normal laryngeal function. Racing performance in terms of race starts was significantly less in racehorses that had undergone PLVC surgery; however, the number of starts for which stakes money was earned was similar to those racehorses that were unexposed. © 2012 EVJ Ltd.

Comments on the Lambert case: the rulings of the French Conseil d'État and the European Court of Human Rights.

PubMed

Veshi, Denard

2017-06-01

This study examines the decisions of the French Conseil d'Etat (Supreme Administrative Court) and the European Court of Human Rights in the Lambert case concerning the withdrawal of life-sustaining treatments. After presenting the facts of this case, the main legal question will be analyzed from an ethical and medical standpoint. The decisions of the Conseil d'État and then of the European Court of Human Rights are studied from a comparative legal perspective. This commentary focuses on the autonomous will of an unconscious patient and on the judicial interpretation of the right to life as recognized in article 2 of the European Convention on Human Rights. Furthermore, it medically classifies artificial nutrition and hydration (ANH) as a "treatment" which has ethical and legal implications. While the majority of the bioethical community considers ANH a medical treatment, a minority argues that ANH is basic care. This classification is ambiguous and has conflicting legal interpretations. In the conclusion, the author highlights how a French lawmaker in February 2016, finally clarified the status of ANH as a medical treatment which reconciled the different values at stake.

Competing with peers: mentalizing-related brain activity reflects what is at stake.

PubMed

Halko, Marja-Liisa; Hlushchuk, Yevhen; Hari, Riitta; Schürmann, Martin

2009-06-01

Competition imposes constraints for humans who make decisions. Concomitantly, people do not only maximize their personal profit but they also try to punish unfair conspecifics. In bargaining games, subjects typically accept equal-share offers but reject unduly small offers; competition affects this balance. Here we used functional magnetic resonance imaging (fMRI) to study adjustment to competition in a bargaining game where subjects competed against another person for a share of the stake. For medium-sized, but not for minimum offers, competition increased the likelihood of acceptance and thus shifted behavior towards maximizing personal profits, emphasizing the importance of financial incentives. Specifically for medium-sized offers, competition was associated with increased brain activation bilaterally in the temporo-parietal junction, a region associated with mentalizing. In the right inferior frontal region, competition-related brain activation was strongest in subjects whose high acceptance rates in the standard ultimatum game hinted at a profit-oriented approach. The results suggest a network of brain areas supporting decision making under competition, with incentive-dependent mentalizing engaged when the competitor's behavior is difficult to predict and when the stake is attractive enough to justify the effort.

Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment

PubMed Central

Boevé, Anja J.; Meijer, Rob R.; Albers, Casper J.; Beetsma, Yta; Bosker, Roel J.

2015-01-01

The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration. PMID:26641632

Principals' Portfolios: A Reflective Process for Displaying Professional Competencies, Personal Qualities and Job Accomplishments

ERIC Educational Resources Information Center

Green, James E.

2004-01-01

The current emphasis on high-stakes testing is leaving an unmistakable imprint on all aspects of education. Our curriculum, our instructional methods and materials and even our understanding of the purpose of public education are being reshaped by the standardized tests. Another area where the impact of high-stakes testing can be felt is in the…

Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement. CEPA Working Paper No. 15-15

ERIC Educational Resources Information Center

Grissom, Jason; Kalogrides, Demetra; Loeb, Susanna

2015-01-01

School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data and teacher survey data from a large urban school district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers who produce greater student…

Diving in or Guarding the Tower: Mina Shaughnessy's Resistance and Capitulation to High-Stakes Writing Tests at City College

ERIC Educational Resources Information Center

Molloy, Sean

2012-01-01

Mina Shaughnessy continues to exert powerful influences over Basic Writing practices, discourses and pedagogy thirty-five years after her death: Basic Writing remains in some ways trapped by Shaughnessy's legacy in what Min-Zhan Lu labeled as essentialism, accommodationism and linguistic innocence. High-stakes writing tests, a troubling hallmark…

Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education: From Compliance to Inquiry

ERIC Educational Resources Information Center

Peck, Charles A.; Gallucci, Chrysan; Sloan, Tine

2010-01-01

Teacher education programs in the United States face a variety of new accountability policies at both the federal and the state level. Many of these policies carry high-stakes implications for students and programs and involve some of the same challenges for implementation as they have in the P-12 arena. Serious dilemmas for teacher educators…

What's at Stake in the Lives of People with Intellectual Disability? Part II: Recommendations for Naming, Defining, Diagnosing, Classifying, and Planning Supports

ERIC Educational Resources Information Center

Luckasson, Ruth; Schalock, Robert L.

2013-01-01

This article focuses on recommendations for naming, defining, diagnosing, classifying, and planning supports for individuals with intellectual disability (ID). The article provides an overview of the essential questions addressed by the respective functions and provides a series of specific recommendations that address the high stakes involved for…

Exit Exams, High-Stakes Testing, and Students with Disabilities: A Persistent Challenge

ERIC Educational Resources Information Center

Yell, Mitchell L.; Katsiyannis, Antonis; Collins, James C.; Losinski, Mickey

2012-01-01

The demands for accountability in education have led to an increase in high-stakes testing practices in public schools. Accountability can be seen at the high school level in the use of exit examinations (hereafter "exit exams") that students must pass to receive a diploma and graduate from high school. One of the most challenging issues…

Preparing Teachers to Beat the Agonies of No Child Left Behind (NCLB)

ERIC Educational Resources Information Center

Neill, Monty

2006-01-01

Many principals and teachers have concluded that high-stakes testing, particularly the kind of high-stakes testing which has been mandated by the No Child Left Behind (NCLB) Act, is doing grave damage to education and to the lives of children. Parents and other community members likewise worry about the consequences of schools focusing on test…

Articulating a Merleau-Pontian Phenomenology of Physical Education: The Quest for Active Student Engagement and Authentic Assessment in High-Stakes Examination Awards

ERIC Educational Resources Information Center

Thorburn, Malcolm

2008-01-01

In an earlier paper some of the conceptual and curriculum coherence challenges of linking practically based experiential learning with authentic attainment in high-stakes examination awards in physical education were analysed (Thorburn, 2007). Problems often existed for students in deriving subject knowledge understanding from tasks where there…

Adopting the edTPA as a High-Stakes Assessment: Resistance, Advocacy, and Reflection in Illinois

ERIC Educational Resources Information Center

Olson, Jennifer D.; Rao, Arthi B.

2017-01-01

The edTPA, a national performance assessment for teacher candidates, has seen rapid adoption across the country since its development in 2009. Against the national backdrop of high stakes testing and accountability, the edTPA was developed to be an indicator of teachers' readiness to teach. The varying perspectives and responses to edTPA in…

1. GENERAL VIEW OF LOG POND AND BOOM FOR UNLOADING ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

1. GENERAL VIEW OF LOG POND AND BOOM FOR UNLOADING CEDAR LOGS FROM TRUCKS AT LOG DUMP, ADJACENT TO MILL; TRUCKS FORMERLY USED TRIP STAKES, THOUGH FOR SAFER HANDLING OF LOGS WELDED STAKES ARE NOW REQUIRED; AS A RESULT LOADING IS NOW DONE WITH A CRANE - Lester Shingle Mill, 1602 North Eighteenth Street, Sweet Home, Linn County, OR

High Stakes Policy and Mandated Curriculum: A Rhetorical Argumentation Analysis to Explore the Social Processes That Shape School Leaders' and Teachers' Strategic Responses

ERIC Educational Resources Information Center

Dulude, Eliane; Spillane, James P.; Dumay, Xavier

2017-01-01

Several social processes guide and shape how school actors engage with high stakes state and district policies relative to mandated curriculum and instruction. In this article, we use rhetorical argumentation analysis to explore how stakeholders mobilize resources through argumentation and rhetorical appeals (logical, emotional, and…

A Better Leveled Playing Field for Assessing Satisfactory Job Performance of Superintendents on the Basis of High-Stakes Testing Outcomes

ERIC Educational Resources Information Center

Young, I. Phillip; Cox, Edward P.; Buckman, David G.

2014-01-01

To assess satisfactory job performance of superintendents on the basis of school districts' high-stakes testing outcomes, existing teacher models were reviewed and critiqued as potential options for retrofit. For these models, specific problems were identified relative to the choice of referent groups. An alternate referent group (statewide…

Field tests of the efficacy of zinc and fatty amine in preventing colonization by copper-tolerant fungi

Treesearch

Stan Lebow; Bessie Woodward; Steven Halverson; Michael West

2012-01-01

Ground-contact durability of stakes treated with acidic copper formulations was evaluated. All test formulations incorporated copper, dimethylcocoamine and propanoic acid; one set of formulations also included zinc. Sapwood stakes cut from the southern pine group were pressure-treated to a range of retentions with each formulation and placed into plots within Harrison...

Observations on the predictive value of short-term stake tests

Treesearch

Stan Lebow; Bessie Woodward; Patricia Lebow

2008-01-01

This paper compares average ratings of test stakes after 3, 4, 5, and 7 years exposure to their subsequent ratings after 11 years. Average ratings from over 200 treatment groups exposed in plots in southern Mississippi were compared to average ratings of a reference preservative. The analysis revealed that even perfect ratings after three years were not a reliable...

Teaching under the New Taylorism: High-Stakes Testing and the Standardization of the 21st Century Curriculum

ERIC Educational Resources Information Center

Au, Wayne

2011-01-01

The application of the principles of scientific management within the structure, organization, and curriculum of public schools in the US became dominant during the early 1900s. Based upon research evidence from the modern day era of high-stakes testing in US public education, the fundamental logics guiding scientific management have resurfaced…

The Validity and Incremental Validity of Knowledge Tests, Low-Fidelity Simulations, and High-Fidelity Simulations for Predicting Job Performance in Advanced-Level High-Stakes Selection

ERIC Educational Resources Information Center

Lievens, Filip; Patterson, Fiona

2011-01-01

In high-stakes selection among candidates with considerable domain-specific knowledge and experience, investigations of whether high-fidelity simulations (assessment centers; ACs) have incremental validity over low-fidelity simulations (situational judgment tests; SJTs) are lacking. Therefore, this article integrates research on the validity of…

"Natural Philosophy" as a Foundation for Science Education in an Age of High-Stakes Accountability

ERIC Educational Resources Information Center

Buxton, Cory; Provenzo, Eugene F., Jr.

2011-01-01

Science curriculum and instruction in K-12 settings in the United States is currently dominated by an emphasis on the science standards movement of the 1990s and the resulting standards-based high-stakes assessment and accountability movement of the 2000s. We argue that this focus has moved the field away from important philosophical…

Readying Students to Test: The Influence of Fear and Efficacy Appeals on Anxiety and Test Performance

ERIC Educational Resources Information Center

von der Embse, Nathaniel P.; Schultz, Brandon K.; Draughn, Jeremy D.

2015-01-01

Educational accountability policies have led to a growth in the use of high-stakes examinations for a number of important educational decisions, including the evaluation of teacher effectiveness. As such, educators are under increasing pressure to raise student test performance. In an attempt to prepare students for a high-stakes exam, teachers…

Philosophical Questions about Teaching Philosophy: What's at Stake in High School Philosophy Education?

ERIC Educational Resources Information Center

Norris, Trevor

2015-01-01

What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the…

Students' Attitudes toward High-Stakes Testing and Its Effect on Educational Decisions

ERIC Educational Resources Information Center

Moran, Aldo Alfredo

2010-01-01

With the recent increase in accountability due to No Child Left Behind, graduation rates and drop-out rates are important indicators of how well a school district is performing. High-stakes testing scores are at the forefront of a school's success and recognition as a school that is preparing and graduating students to meet society's challenging…

What's at Stake in the Lives of People with Intellectual Disability? Part I: The Power of Naming, Defining, Diagnosing, Classifying, and Planning Supports

ERIC Educational Resources Information Center

Schalock, Robert L.; Luckasson, Ruth

2013-01-01

This article focuses on the power of naming, defining, diagnosing, classifying, and planning supports for people with intellectual disability. The article summarizes current thinking regarding these five functions, states the essential question addressed by the respective function, and provides an overview of the high stakes involved for people…

Does Structural Inequality Begin with a Bank Account? Creating a Financial Stake in College: Report II of IV

ERIC Educational Resources Information Center

Elliott, William, III

2012-01-01

"Creating a Financial Stake in College" is a four-part series of reports that focuses on the relationship between children's savings and improving college success. This series examines: (1) why policymakers should care about savings, (2) the relationship between inequality and bank account ownership, (3) the connections between savings and college…

Why Policymakers Should Care about Children's Savings. Creating a Financial Stake in College: Report I of IV

ERIC Educational Resources Information Center

Elliott, William, III

2012-01-01

"Creating a Financial Stake in College" is a four-part series of reports that focuses on the relationship between children's savings and improving college success. This series examines: (1) why policymakers should care about savings, (2) the relationship between inequality and bank account ownership, (3) the connections between savings and college…

Effects of Planting and Processing Modes on the Degradation of Dithianon and Pyraclostrobin in Chinese Yam (Dioscorea spp.).

PubMed

Shi, Kaiwei; Wu, Xujin; Ma, Jingwei; Zhang, Junfeng; Zhou, Ling; Wang, Hong; Li, Li

2017-12-06

The yam (Dioscorea spp.) is widely cultivated in China. The degradation of dithianon and pyraclostrobin in yams with different planting and processing treatments was investigated in this article. An analytical method for two pesticides in yam and yam plant was developed, and recoveries were between 77% and 93%, with relative standard deviations from 0.8% to 7.4%, respectively. On the basis of this method, half-lives for plants grown on stakes versus plants grown without stakes were compared. The results indicated that the half-life for pesticide residues for plants grown on stakes versus plants grown without stakes differed as 6.7 versus 3.1 days for dithianon and 5.4 versus 5.2 days for pyraclostrobin. Dithianon was significantly influenced by planting mode because of its low stability under sunlight. The processing factors of various processing treatments (hot air-drying, vacuum freeze-drying, microwave vacuum-drying, infrared-drying, steaming, and boiling) were all <1, indicating that those processes can reduce residues of two pesticides at different levels. Significant amounts of residues were removed during the boiling treatment, whereas the others showed less effect.

Impulsivity and Gambling Type Among Treatment-Seeking Disordered Gamblers: An Explorative Study.

PubMed

Lutri, Vittorio; Soldini, Emiliano; Ronzitti, Silvia; Smith, Neil; Clerici, Massimo; Blaszczynski, Alex; Bowden-Jones, Henrietta

2018-03-03

Several studies have found that certain traits of impulsivity are associated with gambling disorder, and influence its severity. Furthermore, it has been suggested that some forms of gambling, particularly electronic gambling machines, are particularly widespread among pathological gamblers. In the present, exploratory study, we aim to clarify the role played by impulsivity in influencing the choice of specific gambling activities, by examining the relation between individual dimensions of impulsivity, and the choice of specific gambling activities in a clinical population. 100 consecutively admitted pathological gamblers at the National Problem Gambling Clinic in London (UK) in 2014 were administered the UPPS-P and BIS-11 impulsivity questionnaires, the Problem Gambling Severity Index, and underwent a structured interview concerning their gambling activities in the month and year prior to assessment. The correlation between individual gambling activities and impulsivity dimensions was analyzed both at a bivariate level, and using logistic regression. We found a significant correlation between Negative Urgency, Motor impulsivity and low-stakes machine gambling on multivariate analysis. Negative urgency (i.e. the tendency to act impulsively in response to negative affect), and Motor impulsivity (a tendency to rash action and restlessness) might be mediating factors in the choice of electronic gambling machines, particularly among patients whose gambling is escape-oriented. Structural and situational characteristics of gambling machines, particularly the widespread availability of low-stakes-rather than high-stakes-gaming machines, might concur to the choice of this form of gambling among individuals who present higher negative urgency and restlessness.

Investigations of belukha whales in coastal waters of western and northern Alaska, 1982-1983: marking and tracking of whales in Bristol Bay

DOE Office of Scientific and Technical Information (OSTI.GOV)

Frost, K.J.; Lowry, L.F.; Nelson, R.R.

1983-12-01

A 2-year study was conducted in Bristol Bay, Alaska, to develop and test techniques for marking belukha whales with visual and radio tags. Information was also gathered on belukha distribution and abundance, foods and feeding, and rates and causes of mortality. Two types of radio packages were developed: an OAR backpack designed to be bolted through the dorsal ridge, and a Telonics barnacle tag with an umbrella-stake attachment. Testing of tags and attachments revealed that the more-powerful OAR radio could be received at longer distances and lower antenna heights, and the the umbrella-stake attachment penetrated too deeply for reliable usemore » on belukhas.« less

Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan.

PubMed

Matsuyama, Yasushi; Nakaya, Motoyuki; Okazaki, Hitoaki; Leppink, Jimmie; van der Vleuten, Cees

2018-03-01

Previous studies support the notion that East Asian medical students do not possess sufficient self-regulation for postgraduate clinical training. However, some East Asian physicians who are employed in geographically isolated and educationally underserved rural settings can self-regulate their study during the early phase of their postgraduate career. To explore the contextual attributes that contribute to self-regulated learning (SRL), we examined the differences in self-regulation between learning as an undergraduate and in a rural context in East Asia. We conducted interviews and diary data collection among rural physicians (n = 10) and undergraduates (n = 11) in Japan who undertook self-study of unfamiliar diseases. We analyzed three domains of Zimmerman's definition of SRL: learning behaviors, motivation, and metacognition using constructivist grounded theory. Rural physicians recognized their identity as unique, and as professionals with a central role of handling diseases in the local community by conducting self-study. They simultaneously found themselves being at risk of providing inappropriate aid if their self-study was insufficient. They developed strategic learning strategies to cope with this high-stakes task. Undergraduates had a fear of being left behind and preferred to remain as one of the crowd with students in the same school year. Accordingly, they copied the methods of other students for self-study and used monotonous and homogeneous strategies. Different learning contexts do not keep East Asian learners from being self-regulated. Awareness of their unique identity leads them to view learning tasks as high-stakes, and to initiate learning strategies in a self-regulated manner. Teacher-centered education systems cause students to identify themselves as one of the crowd, and tasks as low-stakes, and to accordingly employ non-self-regulated strategies.

Disentangling Public Participation In Science and Biomedicine

PubMed Central

2014-01-01

Background This article provides a framework for disentangling the concept of participation, with emphasis on participation in genomic medicine. We have derived seven ‘dimensions’ of participation that are most frequently invoked in the extensive, heterogeneous literature on participation. To exemplify these dimensions, we use material from a database of 102 contemporary cases of participation, and focus here on cases specific to science and medicine. We describe the stakes of public participation in biomedical research, with a focus on genomic medicine and lay out the seven dimensions. Discussion We single out five cases of participation that have particular relevance to the field of genomic medicine, we apply the seven dimensions to show how we can differentiate among forms of participation within this domain. Summary We conclude with some provocations to researchers and some recommendations for taking variation in participation more seriously. PMID:24479693

Into the development of a model to assess beam shaping and polarization control effects on laser cutting

NASA Astrophysics Data System (ADS)

Rodrigues, Gonçalo C.; Duflou, Joost R.

2018-02-01

This paper offers an in-depth look into beam shaping and polarization control as two of the most promising techniques for improving industrial laser cutting of metal sheets. An assessment model is developed for the study of such effects. It is built upon several modifications to models as available in literature in order to evaluate the potential of a wide range of considered concepts. This includes different kinds of beam shaping (achieved by extra-cavity optical elements or asymmetric diode staking) and polarization control techniques (linear, cross, radial, azimuthal). A fully mathematical description and solution procedure are provided. Three case studies for direct diode lasers follow, containing both experimental data and parametric studies. In the first case study, linear polarization is analyzed for any given angle between the cutting direction and the electrical field. In the second case several polarization strategies are compared for similar cut conditions, evaluating, for example, the minimum number of spatial divisions of a segmented polarized laser beam to achieve a target performance. A novel strategy, based on a 12-division linear-to-radial polarization converter with an axis misalignment and capable of improving cutting efficiency with more than 60%, is proposed. The last case study reveals different insights in beam shaping techniques, with an example of a beam shape optimization path for a 30% improvement in cutting efficiency. The proposed techniques are not limited to this type of laser source, neither is the model dedicated to these specific case studies. Limitations of the model and opportunities are further discussed.

The Validity of Value-Added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences

ERIC Educational Resources Information Center

Finney, Sara J.; Sundre, Donna L.; Swain, Matthew S.; Williams, Laura M.

2016-01-01

Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence…

Data-Based School Improvement: The Role of Principals and School Supervisory Authorities within the Context of Low-Stakes Mandatory Proficiency Testing in Four German States

ERIC Educational Resources Information Center

Ramsteck, Carolin; Muslic, Barbara; Graf, Tanja; Maier, Uwe; Kuper, Harm

2015-01-01

Purpose: The purpose of this paper is to investigate how principals and school supervisory authorities understand and use feedback from mandatory proficiency tests (VERA) in the low-stakes context of Germany. For the analysis, the authors refer to a theoretical model of schools that differentiates between Autonomous and Managed Professional…

Differential Outcomes in High-Stakes Eleven Plus Testing: The Role of Gender, Geography, and Assessment Design in Trinidad and Tobago

ERIC Educational Resources Information Center

De Lisle, Jerome; Smith, Peter; Keller, Carol; Jules, Vena

2012-01-01

High-stakes placement testing at eleven plus remains a central and constant feature of education systems in the Anglophone Caribbean. In the Republic of Trinidad and Tobago, the Eleven Plus has been retained well into the era of universal secondary education, with a perceived legitimacy founded on the belief that examinations provide the fairest…

Are Two Better than One? Implications of the Co-Teaching Service Delivery Model on High-Stakes, Standards-Based Assessments for Students with Educational Disabilities

ERIC Educational Resources Information Center

Johnson, Karen A.

2013-01-01

The enactment of No Child Left Behind (2002) and the reauthorization of the Individuals with Disabilities Education Act had a significant impact upon how we hold schools and its students accountable for high stakes testing. In particular, students with educational disabilities who were previously exempted from any performance accountability on…

Let's Poem: The Essential Guide to Teaching Poetry in a High-Stakes, Multimodal World (Middle through High School). Language & Literacy Practitioners Bookshelf

ERIC Educational Resources Information Center

Dressman, Mark

2010-01-01

This cutting-edge guide presents multiple approaches to teaching poetry at the middle and high school levels. The author provides field-tested activities with detailed how-to instructions, as well as advice for how educators can "justify" their teaching within a high-stakes curriculum environment. "Let's Poem" will show pre- and inservice teachers…

"It's Important for Them to Know Who They Are": Teachers' Efforts to Sustain Students' Cultural Competence in an Age of High-Stakes Testing

ERIC Educational Resources Information Center

Zoch, Melody

2017-01-01

This article examines how four urban elementary teachers designed their literacy instruction in ways that sought to sustain students' cultural competence--maintaining their language and cultural practices while also gaining access to more dominant ones--amid expectations to prepare students for high-stakes testing. A large part of their teaching…

How Schools Cope with the Double Challenge of Excellence in High-Stakes Risk Tests and Investment in Education

ERIC Educational Resources Information Center

Klein, Joseph

2017-01-01

The purpose of the research is to investigate the behaviour of school personnel under two assessment-reporting conditions and school functioning when faced with the choice of excelling in high-stakes tests or catering to local educational needs. The functioning of 60 schools was compared in terms of their preparation for high-risk external tests…

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

ERIC Educational Resources Information Center

Tan, May; Turner, Carolyn E.

2015-01-01

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

High Stakes Principalship--Sleepless Nights, Heart Attacks and Sudden Death Accountabilities: Reading Media Representations of the United States Principal Shortage.

ERIC Educational Resources Information Center

Thomson, Pat; Blackmore, Jill; Sachs, Judyth; Tregenza, Karen

2003-01-01

Subjects a corpus of predominantly United States news articles to deconstructive narrative analysis and finds that the dominant media representation of principals' work is one of long hours, low salary, high stress, and sudden death from high stakes accountabilities. Notes that the media picture may perpetuate the problem, and that it is at odds…

Neither Fair nor Accurate: Research-Based Reasons Why High-Stakes Tests Should Not Be Used to Evaluate Teachers

ERIC Educational Resources Information Center

Au, Wayne

2011-01-01

Current and former leaders of many major urban school districts, including Washington, D.C.'s Michelle Rhee and New Orleans' Paul Vallas, have sought to use tests to evaluate teachers. In fact, the use of high-stakes standardized tests to evaluate teacher performance in the manner of value-added measurement (VAM) has become one of the cornerstones…

Do the Guideline Violations Influence Test Difficulty of High-Stake Test?: An Investigation on University Entrance Examination in Turkey

ERIC Educational Resources Information Center

Atalmis, Erkan Hasan

2016-01-01

Multiple-choice (MC) items are commonly used in high-stake tests. Thus, each item of such tests should be meticulously constructed to increase the accuracy of decisions based on test results. Haladyna and his colleagues (2002) addressed the valid item-writing guidelines to construct high quality MC items in order to increase test reliability and…

Policy Implications for Continuous Employment Decisions of High School Principals: An Alternative Methodological Approach for Using High-Stakes Testing Outcomes

ERIC Educational Resources Information Center

Young, I. Phillip; Fawcett, Paul

2013-01-01

Several teacher models exist for using high-stakes testing outcomes to make continuous employment decisions for principals. These models are reviewed, and specific flaws are noted if these models are retrofitted for principals. To address these flaws, a different methodology is proposed on the basis of actual field data. Specially addressed are…

The Power of Numbers: The Adoption and Consequences of National Low-Stakes Standardised Tests in Israel

ERIC Educational Resources Information Center

Feniger, Yariv; Israeli, Mirit; Yehuda, Smadar

2016-01-01

The use of standardised tests as a central tool in education policy has in recent decades become a common feature of many national education systems. In 2002 the Israeli Ministry of Education introduced new mandatory state tests for primary and middle schools. The article describes the adoption of these low-stakes tests and assesses their impact…

Selfish play increases during high-stakes NBA games and is rewarded with more lucrative contracts.

PubMed

Uhlmann, Eric Luis; Barnes, Christopher M

2014-01-01

High-stakes team competitions can present a social dilemma in which participants must choose between concentrating on their personal performance and assisting teammates as a means of achieving group objectives. We find that despite the seemingly strong group incentive to win the NBA title, cooperative play actually diminishes during playoff games, negatively affecting team performance. Thus team cooperation decreases in the very high stakes contexts in which it is most important to perform well together. Highlighting the mixed incentives that underlie selfish play, personal scoring is rewarded with more lucrative future contracts, whereas assisting teammates to score is associated with reduced pay due to lost opportunities for personal scoring. A combination of misaligned incentives and psychological biases in performance evaluation bring out the "I" in "team" when cooperation is most critical.

Selfish Play Increases during High-Stakes NBA Games and Is Rewarded with More Lucrative Contracts

PubMed Central

Uhlmann, Eric Luis; Barnes, Christopher M.

2014-01-01

High-stakes team competitions can present a social dilemma in which participants must choose between concentrating on their personal performance and assisting teammates as a means of achieving group objectives. We find that despite the seemingly strong group incentive to win the NBA title, cooperative play actually diminishes during playoff games, negatively affecting team performance. Thus team cooperation decreases in the very high stakes contexts in which it is most important to perform well together. Highlighting the mixed incentives that underlie selfish play, personal scoring is rewarded with more lucrative future contracts, whereas assisting teammates to score is associated with reduced pay due to lost opportunities for personal scoring. A combination of misaligned incentives and psychological biases in performance evaluation bring out the “I” in “team” when cooperation is most critical. PMID:24763384

High Stakes, High Performance: Making Remedial Education Work.

ERIC Educational Resources Information Center

Roueche, John E.; Roueche, Suanne D.

The American Association of Community Colleges commissioned this study of remedial education in community colleges as a framework for describing context, generating discussion, and encouraging improvement. The study reviews current research about open-door policies, underprepared students, faculty, and remedial programs. It also argues that…

The Foundation Stakes: It's No Horse Race.

ERIC Educational Resources Information Center

Jarrell, H. Judith

1980-01-01

A study on foundation grant patterns, which found that certain types of institutions get more gifts--and larger ones--than do others, is described. Public and Black institutions and five types of private institutions (research, doctoral, comprehensive, liberal arts, and two-year colleges) were studied. (MLW)

Moving Science Off the ``Back Burner'': Meaning Making Within an Action Research Community of Practice

NASA Astrophysics Data System (ADS)

Goodnough, Karen

2008-02-01

In this study, the participants conceptualized and implemented an action research project that focused on the infusion of inquiry principles into a neglected science curriculum. Specific objectives were to find (a) What factors challenge and support the evolution of an action research community of practice? (b) How are teachers’ beliefs about science teaching and learning transformed? and (c) How does teachers’ knowledge of curriculum, instruction, assessment, and student learning change as a result of learning within a community of practice? In this instrumental case study (Stake 2000, In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435-454). Thousand Oaks, CA: Sage), a range of data collection sources and methods were adopted. Outcomes focus on how the design principles for cultivating a community of practice emerged in the action research group, as well as the types of teacher learning that occurred by engaging in action research.

Wood strength loss as a measure of decomposition in northern forest mineral soil

Treesearch

Martin Jurgensen; David Reed; Deborah Page-Dumroese; Peter Laks; Anne Collins; Glenn Mroz; Marek Degorski

2006-01-01

Wood stake weight loss has been used as an index of wood decomposition in mineral soil, but it may not give a reliable estimate in cold boreal forests where decomposition is very slow.Various wood stake strength tests have been used as surrogates of weight loss, but little is known on which test would give the best estimate of decomposition over a variety of soil...

The Embedded Context of the Zero Tolerance Discipline Policy and Standardized High Stakes Testing: The Interaction between National Policies and Local School Practices

ERIC Educational Resources Information Center

Fletcher-Bates, Keisha N.

2010-01-01

A valid concern facing School districts within the state of Ohio, as well as across the country, is situated around methods to increase student performance on standardized high stakes tests and achieve the requirements of the mandated No Child Left Behind (NCLB) Law. Simultaneously, school districts are confronting a multitude of challenges to…

Modeling Change in Effort across a Low-Stakes Testing Session: A Latent Growth Curve Modeling Approach

ERIC Educational Resources Information Center

Barry, Carol L.; Finney, Sara J.

2016-01-01

We examined change in test-taking effort over the course of a three-hour, five test, low-stakes testing session. Latent growth modeling results indicated that change in test-taking effort was well-represented by a piecewise growth form, wherein effort increased from test 1 to test 4 and then decreased from test 4 to test 5. There was significant…

The Importance of Teacher Role in Cooperative Learning: The Effects of High-Stakes Testing on Pedagogical Approaches of Early Career Teachers in Primary Schools

ERIC Educational Resources Information Center

Ferguson-Patrick, Kate

2018-01-01

Cooperative learning (CL) has a strong research base, but it is underutilised. This can be explained by teachers' reluctance to experiment with pedagogies in an environment increasingly focused on high-stakes testing. Early career teachers (ECTs) need support to be innovative practitioners, particularly with such a complex one as CL. The teacher's…

The Influence of High Stakes Testing and Test Preparation on High School Students' Perspectives on Education and Lifelong Learning

ERIC Educational Resources Information Center

Rowland, Barbara

2011-01-01

With the implementation of the No Child Left Behind Act in January of 2002, curricula in high schools in the United States have adjusted to make room for test preparation activities and high stakes testing. This involves teaching skills and content in the format of the test only, drilling students on specific skills and content areas that will be…

"I Like to Read, but I Know I'm Not Good at It": Children's Perspectives on High-Stakes Testing in a High-Poverty School

ERIC Educational Resources Information Center

Dutro, Elizabeth; Selland, Makenzie

2012-01-01

A significant body of research articulates concerns about the current emphasis on high-stakes testing as the primary lever of education reform in the United States. However, relatively little research has focused on how children make sense of the assessment policies in which they are centrally located. In this article, we share analyses of…

78 FR 51709 - Notice of Availability of Draft Environmental Assessment on the Effects of Issuing an Incidental...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-21

... stake at one or both ends of the nets). All comments received will become part of the public record and... one of the above methods to ensure that we receive, document, and consider them. Comments sent by any... gill nets (i.e., passive gill net sets deployed with an anchor or stake at one or both ends of the nets...

Reluctantly Governed: The Struggles of Early Educators in a Professional Development Course That Challenged Their Teaching in a High-Stakes Neo-Liberal Early Education Context

ERIC Educational Resources Information Center

Brown, Christopher P; Weber, Natalie Babiak; Yoon, Yeojoo

2016-01-01

This article documents the pedagogical and practical struggles of a sample of early educators in a large urban school district in the USA who engaged in a professional development course which offered them alternative conceptions of teaching that critically questioned the norms and practices of their high-stakes neo-liberal early education system.…

High Stakes: Children, Testing, and Failure in American Schools. A Year in the Life of One Rural School and Its Children.

ERIC Educational Resources Information Center

Johnson, Dale D.; Johnson, Bonnie

This book connects the educational conditions created by high-stakes testing to the students and teachers who are influenced or victimized by the currents driving this movement. The authors left their positions as teacher-educators and taught grades 3 and 4 for 1 year as regular teachers in one of America's most impoverished schools. Redbud…

An Investigation of the Effects of Self-Adapted Testing on Examinee Effort and Performance in a Low-Stakes Achievement Test

ERIC Educational Resources Information Center

Wise, Steven L.; Owens, Kara M.; Yang, Sheng-Ta; Weiss, Brandi; Kissel, Hilary L.; Kong, Xiaojing; Horst, Sonia J.

2005-01-01

There are a variety of situations in which low-stakes achievement tests--which are defined as those having few or no consequences for examinee performance--are used in applied measurement. A problem inherent in such testing is that we often cannot assume that all examinees give their best effort to their test, which suggests that the test scores…

The Potential Impacts of Upcoming High-Stakes Testing on the Teaching of Science in Elementary Classrooms

NASA Astrophysics Data System (ADS)

Pringle, Rose M.; Martin, Sarah Carrier

2005-09-01

In 1983, the National Commission on Excellence in Education in the United States issued a report called A Nation at Risk: The Imperative for Educational Reform. This report and other policy initiatives such as the No Child Left Behind Legislation recommended that the individual states institute assessments to hold schools accountable. This research explored the potential impact of impending standardised testing on teaching science in elementary schools in one school district in Florida. We explored the teachers' concerns about the upcoming high-stakes tests in science, possible impact on their curriculum and what changes, if any, will be made in the approach to science teaching and learning in their classrooms. As the teachers look toward the implementation of high-stakes testing in science, they have recognised the need to teach science. This recognition is not borne out of the importance of science learning for elementary school children, but rather out of fear of failure and the effects of tangible rewards or punishments that accompany high-stakes testing. In anticipation, the teachers are preparing to align their teaching to the science standards while aggressively searching for test preparatory materials. Schools are also involved in professional development and structural changes to facilitate teaching of science.

How do gender and anxiety affect students' self-assessment and actual performance on a high-stakes clinical skills examination?

PubMed

Colbert-Getz, Jorie M; Fleishman, Carol; Jung, Julianna; Shilkofski, Nicole

2013-01-01

Research suggests that medical students are not accurate in self-assessment, but it is not clear whether students over- or underestimate their skills or how certain characteristics correlate with accuracy in self-assessment. The goal of this study was to determine the effect of gender and anxiety on accuracy of students' self-assessment and on actual performance in the context of a high-stakes assessment. Prior to their fourth year of medical school, two classes of medical students at Johns Hopkins University School of Medicine completed a required clinical skills exam in fall 2010 and 2011, respectively. Two hundred two students rated their anxiety in anticipation of the exam and predicted their overall scores in the history taking and physical examination performance domains. A self-assessment deviation score was calculated by subtracting each student's predicted score from his or her score as rated by standardized patients. When students self-assessed their data gathering performance, there was a weak negative correlation between their predicted scores and their actual scores on the examination. Additionally, there was an interaction effect of anxiety and gender on both self-assessment deviation scores and actual performance. Specifically, females with high anxiety were more accurate in self-assessment and achieved higher actual scores compared with males with high anxiety. No differences by gender emerged for students with moderate or low anxiety. Educators should take into account not only gender but also the role of emotion, in this case anxiety, when planning interventions to help improve accuracy of students' self-assessment.

Lessons from Crew Resource Management for Cardiac Surgeons.

PubMed

Marvil, Patrick; Tribble, Curt

2017-04-30

Crew resource management (CRM) describes a system developed in the late 1970s in response to a series of deadly commercial aviation crashes. This system has been universally adopted in commercial and military aviation and is now an integral part of aviation culture. CRM is an error mitigation strategy developed to reduce human error in situations in which teams operate in complex, high-stakes environments. Over time, the principles of this system have been applied and utilized in other environments, particularly in medical areas dealing with high-stakes outcomes requiring optimal teamwork and communication. While the data from formal studies on the effectiveness of formal CRM training in medical environments have reported mixed results, it seems clear that some of these principles should have value in the practice of cardiovascular surgery.

Exploring relationships between the use of affect in science instruction and the pressures of a high-stakes testing environment

NASA Astrophysics Data System (ADS)

Jerome, Diane C.

This study explored how science teachers and school administrators perceive the use of the affective domain during science instruction situated within a high-stakes testing environment. Through a multimethodological inquiry using phenomenology and critical ethnography, the researcher conducted semi-structured interviews with six fifth-grade science teachers and two administrators from two Texas school districts. Data reconstructions from interviews formed a bricolage of diagrams that trace the researcher's steps through a reflective exploration of these phenomena. This study addressed the following research questions: (a) What are the attitudes, interests, and values (affective domain) that fifth-grade science teachers integrate into science instruction? (b) How do fifth-grade science teachers attempt to integrate attitudes, interests and values (affective domain) in science instruction? and (c) How do fifth-grade science teachers manage to balance the tension from the seeming pressures caused by a high-stakes testing environment and the integration of attitudes, interests and values (affective domain) in science instruction? The findings from this study indicate that as teachers tried to integrate the affective domain during science instruction, (a) their work was set within a framework of institutional values, (b) teaching science for understanding looked different before and after the onset of the science Texas Assessment of Knowledge and Skills (TAKS), and (c) upon administration of the science TAKS---teachers broadened their aim, raised their expectations, and furthered their professional development. The integration of the affective domain fell into two distinct categories: 1) teachers targeted student affect and 2) teachers modeled affective behavior.

CMS keeps raising the stakes on quality improvement.

PubMed

2014-10-01

A significant portion of the Centers for Medicare & Medicaid Services (CMS) 2015 Inpatient Prospective Payment System final rule focuses on quality and raises the percentage of the Medicare base payment hospitals can lose if they perform poorly. Case managers must be involved with patients from the minute they come in the door, through the hospital stay, and after discharge, experts say. Reimbursement is affected by risk-adjustment, which means case managers must make sure the documentation is as complete and specific as possible to show the full picture of the patient's severity of illness as well as any conditions that were present on admission. As the readmission reduction program expands to add new diagnoses and the penalties for poor performance increase, case managers must change their focus from discharge planning to transition planning that takes into account what resources patients need after discharge, experts say.

High Stakes in the Classroom, High Stakes on the Street: The Effects of Community Violence on Students' Standardized Test Performance. Working Paper #03-13

ERIC Educational Resources Information Center

Sharkey, Patrick; Schwartz, Amy Ellen; Ellen, Ingrid Gould; Lacoe, Johanna

2013-01-01

This paper examines the effect of exposure to violent crime on students' standardized test performance among a sample of students in New York City public schools. To identify the effect of exposure to community violence on children's test scores, we compare students exposed to an incident of violent crime on their own blockface in the week prior…

Method and apparatus for staking optical elements

DOEpatents

Woods, Robert O.

1988-01-01

A method and apparatus for staking two optical elements together in order to retain their alignment is disclosed. The apparatus includes a removable adaptor made up of first and second adaptor bodies each having a lateral slot in their front and side faces. The adaptor also includes a system for releasably attaching each adaptor body to a respective optical element such that when the two optical elements are positioned relative to one another the adaptor bodies are adjacent and the lateral slots therein are aligned to form key slots. The adaptor includes keys which are adapted to fit into the key slots. A curable filler material is employed to retain the keys in the key slots and thereby join the first and second adaptor bodies to form the adaptor. Also disclosed is a method for staking together two optical elements employing the adaptor of the present invention.

Method and apparatus for staking optical elements

DOEpatents

Woods, Robert O.

1988-10-04

A method and apparatus for staking two optical elements together in order to retain their alignment is disclosed. The apparatus includes a removable adaptor made up of first and second adaptor bodies each having a lateral slot in their front and side faces. The adaptor also includes a system for releasably attaching each adaptor body to a respective optical element such that when the two optical elements are positioned relative to one another the adaptor bodies are adjacent and the lateral slots therein are aligned to form key slots. The adaptor includes keys which are adapted to fit into the key slots. A curable filler material is employed to retain the keys in the key slots and thereby join the first and second adaptor bodies to form the adaptor. Also disclosed is a method for staking together two optical elements employing the adaptor of the present invention.

Towards an Ontology for Reef Islands

NASA Astrophysics Data System (ADS)

Duce, Stephanie

Reef islands are complex, dynamic and vulnerable environments with a diverse range of stake holders. Communication and data sharing between these different groups of stake holders is often difficult. An ontology for the reef island domain would improve the understanding of reef island geomorphology and improve communication between stake holders as well as forming a platform from which to move towards interoperability and the application of Information Technology to forecast and monitor these environments. This paper develops a small, prototypical reef island domain ontology, based on informal, natural language relations, aligned to the DOLCE upper-level ontology, for 20 fundamental terms within the domain. A subset of these terms and their relations are discussed in detail. This approach reveals and discusses challenges which must be overcome in the creation of a reef island domain ontology and which could be relevant to other ontologies in dynamic geospatial domains.

Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective.

PubMed

Wood, Sarah G; Hart, Sara A; Little, Callie W; Phillips, Beth M

2016-07-01

Past research suggests that reading comprehension test performance does not rely solely on targeted cognitive processes such as word reading, but also on other non-target aspects such as test anxiety. Using a genetically sensitive design, we sought to understand the genetic and environmental etiology of the association between test anxiety and reading comprehension as measured by a high-stakes test. Mirroring the behavioral literature of test anxiety, three different dimensions of test anxiety were examined in relation to reading comprehension, namely intrusive thoughts, autonomic reactions, and off-task behaviors. Participants included 426 sets of twins from the Florida Twin Project on Reading. The results indicated test anxiety was negatively associated with reading comprehension test performance, specifically through common shared environmental influences. The significant contribution of test anxiety to reading comprehension on a high-stakes test supports the notion that non-targeted factors may be interfering with accurately assessing students' reading abilities.

Pharmacy students' test-taking motivation-effort on a low-stakes standardized test.

PubMed

Waskiewicz, Rhonda A

2011-04-11

To measure third-year pharmacy students' level of motivation while completing the Pharmacy Curriculum Outcomes Assessment (PCOA) administered as a low-stakes test to better understand use of the PCOA as a measure of student content knowledge. Student motivation was manipulated through an incentive (ie, personal letter from the dean) and a process of statistical motivation filtering. Data were analyzed to determine any differences between the experimental and control groups in PCOA test performance, motivation to perform well, and test performance after filtering for low motivation-effort. Incentivizing students diminished the need for filtering PCOA scores for low effort. Where filtering was used, performance scores improved, providing a more realistic measure of aggregate student performance. To ensure that PCOA scores are an accurate reflection of student knowledge, incentivizing and/or filtering for low motivation-effort among pharmacy students should be considered fundamental best practice when the PCOA is administered as a low-stakes test.

Quality of experience during horticultural activities: an experience sampling pilot study among older adults living in a nursing home.

PubMed

Bassi, Marta; Rassiga, Cecilia; Fumagalli, Natalia; Senes, Giulio

2018-02-12

Horticulture was shown to represent a well-being source for older adults, encompassing the physical, mental and social domains. Aim of this pilot study was to contribute to extant literature through the investigation of the quality of experience associated with horticultural versus occupational activities. A group of 11 older residents of a nursing home were involved in a crossover study with a baseline measure. Participants attended weekly horticultural and occupational sessions for two six-week cycles. Experience Sampling Method was administered before the program and after each session, to assess participants' levels of happiness, concentration, sociability, involvement, challenges and stakes, and self-satisfaction. Altogether, 332 self-report questionnaires were collected. Findings showed that participants' levels of the cognitive and motivational variables increased during both activities, but horticulture was also perceived as providing higher challenges and stakes, and improving self-satisfaction. Results can have practical implications for well-being promotion among older adults through meaningful activity engagement. Copyright © 2018 Elsevier Inc. All rights reserved.

Science Scores in Title I Elementary Schools in North Georgia: A Project Study

NASA Astrophysics Data System (ADS)

Frias, Ramon

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p < 0.0001). The data also showed CRCT scores in high-stakes subjects between TI and NTI students converging but science CRCT scores between TI and NTI students diverging. The self-report survey indicated no significant differences between TI and NTI teachers' instructional science time (t (107) = 1.49, p = 0.137). A teacher development project was designed to focus on improving teacher science content knowledge and pedagogical content knowledge through a formal introduction to the nature of science. With increasing global science competition, science is more relevant than ever, and communities need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students.

Students with Disabilities Meeting the Challenge of High-Stakes Writing Assessments

ERIC Educational Resources Information Center

Swain, Kristine D.

2006-01-01

Teachers need to make adaptations for writers who are struggling. In a study of interventions for written language, 20 percent of the teachers participating in the study reported that no adaptations were made for struggling writers (Graham, Harris, & Larsen, 2001). In a classroom without a research study being conducted, this number would…

Using Laptop Technology to Improve Mathematical Achievement Rates: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Brown, Rebecca

2018-01-01

The specific problem that initiated this study was a continually high percentage of students not passing the mathematics section of the state mandated end of course assessment. The purpose of this study centered on determining whether or not laptop interventions, directed towards increasing student success on high stakes standardized assessments…

Women, Webquests, and Controversial Issues in the Social Studies

ERIC Educational Resources Information Center

Crocco, Margaret Smith; Cramer, Judith

2005-01-01

America has been called "the argument culture," but you would not know it from many social studies classrooms. Despite a longstanding tradition in social studies of teaching controversial issues, all too few of today's classrooms accommodate this kind of intellectual activity. Perhaps it is the pressure of high stakes testing, or the emphasis on…

Severity of Organized Item Theft in Computerized Adaptive Testing: A Simulation Study

ERIC Educational Resources Information Center

Yi, Qing; Zhang, Jinming; Chang, Hua-Hua

2008-01-01

Criteria had been proposed for assessing the severity of possible test security violations for computerized tests with high-stakes outcomes. However, these criteria resulted from theoretical derivations that assumed uniformly randomized item selection. This study investigated potential damage caused by organized item theft in computerized adaptive…

Spanish Second Language Acquisition: State of the Science.

ERIC Educational Resources Information Center

Lafford, Barbara A., Ed.; Salaberry, Rafael, Ed.

This collection of papers provides an overview of previous studies on the acquisition of Spanish as a second or foreign language, theoretical approaches used in these studies, and effects of various pedagogical approaches on the development of Spanish interlanguage systems. The 10 chapters include the following: (1) "Phonology: Staking Out…

Sociocultural definitions of risk

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rayner, S.

1990-10-01

Public constituencies frequently are criticized by technical experts as being irrational in response to low-probability risks. This presentation argued that most people are concerned with a variety of risk attributes other than probability and that is rather irrational to exclude these from the definition and analysis of technological risk. Risk communication, which is at the heart of the right-to-know concept, is described as the creation of shared meaning rather than the mere transmission of information. A case study of utilities, public utility commissions, and public interest groups illustrates how the diversity of institutional cultures in modern society leads to problemsmore » for the creation of shared meanings in establishing trust, distributing liability, and obtaining consent to risk. This holistic approach to risk analysis is most appropriate under conditions of high uncertainty and/or decision stakes. 1 fig., 5 tabs.« less

Sediment dynamics in restored riparian forest with agricultural surroundings

NASA Astrophysics Data System (ADS)

Stucchi Boschi, Raquel; Cooper, Miguel; Alencar de Matos, Vitor; Ortega Gomes, Matheus; Ribeiro Rodrigues, Ricardo

2017-04-01

The riparian forests are considered Permanent Preservation Areas due to the ecological services provided by these forests. One of these services is the interception of the sediments before they reach the water bodies, which is essential to preserve water quality. The maintenance and restoration of riparian forests are mandatory, and the extent of these areas is defined based on water body width, following the Brazilian Forest Code. The method used to define the size of riparian forest areas elucidates the lack of accurate scientific data of the influence of the riparian forest in maintaining their ecological functions, particularly regarding the retention of sediments. In this study, we investigate the dynamics of erosion and sedimentation in restored riparian forests of a Semideciduous Tropical Forest situated in agricultural areas inserted in sugarcane landscapes in the state of São Paulo, Brazil. We defined two sites with soils of contrasting texture to monitor the dynamics and amount of deposited sediments. Site A is in the municipality of Araras and the soil is mainly clay. Site B is in the municipality of São Manuel and is dominated by sandy soils. In both areas, we defined plots to install graded metal stakes that were partially buried to monitor the dynamics of sediments. In site A, we defined eight plots and installed 27 metal stakes in each one. Three of the plots presented 30 m of riparian forest, two presented 15 m of riparian forest and three, 15 m of pasture followed by 15 m of forest. The design of the metal stakes was similar for all plots and was defined based on the type of erosion observed in site A. In site B, we defined seven points to monitor the sediments inside the reforested areas. Here, we observed erosive processes of great magnitude inside the forests, which results in a different design for the metal stakes. A total of nearly 150 metal stakes were installed to monitor these processes and also to verify the deposition in areas not yet affected by erosive processes of great magnitude. The monitoring of the metal stakes started in January of 2016. The data of intensity and frequency of rainfall were collected from rain gauges installed in the areas. The results show great deposition in site B, dominated by sandy soil whereas in site A, a sheet erosion process is dominant. Site A is dominated by clay soils that are not susceptible to erosion processes. In site B, a small amount of deposition was observed inside a gully, which means that the sediments may be being carried to the water bodies. A large amount of sediment was observed in areas which present a spontaneous vegetation followed by a small track of forest. Strong events were responsible for generating most of the sediments. The results will be important to support the discussion about an ideal width of riparian vegetation to ensure the retention of sediments and quality of water bodies.

Sediment Export from Forest Road Turn-outs: A Study Design and Preliminary Results

Treesearch

Johnny M. Grace

1998-01-01

This paper reports the design and preliminary results of a study that evaluates the effects of commonly prescribed forest road runoff control treatments. A study design which utilizes runoff samplers, runoff diversion walls, sediment filter bags, and erosion stakes to evaluate sediment transport through runoff control treatments is documented. The study design will...

Environmental Assessment, Repair of the Dam at Non-Potable Reservoir #1, United States Air Force Academy, Colorado

DTIC Science & Technology

2015-08-01

crimping alone is insufficient. Hydro-mulch shall be applied using a color dye and the manufacturer’s recommended rate of an organic tackifier. D...drainage areas where erosion is probable. All erosion control blanket shall be 100% biodegradable , net- free, wood fiber (excelsior) or coconut...Manufactured biodegradable stakes (6-inch minimum) or wooden stakes (8-inch minimum) shall be used to anchor any erosion materials; metal staples

Thinking like an expert: surgical decision making as a cyclical process of being aware.

PubMed

Cristancho, Sayra M; Apramian, Tavis; Vanstone, Meredith; Lingard, Lorelei; Ott, Michael; Forbes, Thomas; Novick, Richard

2016-01-01

Education researchers are studying the practices of high-stake professionals as they learn how to better train for flexibility under uncertainty. This study explores the "Reconciliation Cycle" as the core element of an intraoperative decision-making model of how experienced surgeons assess and respond to challenges. We analyzed 32 semistructured interviews using constructivist grounded theory to develop a model of intraoperative decision making. Using constant comparison analysis, we built on this model with 9 follow-up interviews about the most challenging cases described in our dataset. The Reconciliation Cycle constituted an iterative process of "gaining" and "transforming information." The cyclical nature of surgeons' decision making suggested that transforming information requires a higher degree of awareness, not yet accounted by current conceptualizations of situation awareness. This study advances the notion of situation awareness in surgery. This characterization will support further investigations on how expert and nonexpert surgeons implement strategies to cope with unexpected events. Copyright © 2016 Elsevier Inc. All rights reserved.

2-D and 3-D Difraction Stake Migration Method Using GPR: A Case Study in Canakkale (Turkey)

NASA Astrophysics Data System (ADS)

Çaǧlar Yalçiner, Cahit

In this study, ground-penetrating radar (GPR) method was applied for Clandestine cemetery detection in Ηanakkale (Dardanelles), west Turkey. Investigated area was a historical area which was used as tent hospitals during the World War I. The study area was also used to bury soldiers who died during the treatment process in tent hospitals. Because of agricultural activity grave stones were used by local people, thus, most of the graves were lost in the field. 45 GPR profiles were applied with a GPR system (RAMAC) equipped with 250 MHz central frequency shielded antenna. After main processing steps on raw data, migration was applied to improve section resolution and develop the realism of the subsurface images. Although the GPR in results before migration the anomalous zones are visible, after migration the results became much more visible both in the profiles and 3D illustrations, thus, migrated GPR data were preferred to locate the buried martyrdoms.

Web-Enabled Mechanistic Case Diagramming: A Novel Tool for Assessing Students' Ability to Integrate Foundational and Clinical Sciences.

PubMed

Ferguson, Kristi J; Kreiter, Clarence D; Haugen, Thomas H; Dee, Fred R

2018-02-20

As medical schools move from discipline-based courses to more integrated approaches, identifying assessment tools that parallel this change is an important goal. The authors describe the use of test item statistics to assess the reliability and validity of web-enabled mechanistic case diagrams (MCDs) as a potential tool to assess students' ability to integrate basic science and clinical information. Students review a narrative clinical case and construct an MCD using items provided by the case author. Students identify the relationships among underlying risk factors, etiology, pathogenesis and pathophysiology, and the patients' signs and symptoms. They receive one point for each correctly-identified link. In 2014-15 and 2015-16, case diagrams were implemented in consecutive classes of 150 medical students. The alpha reliability coefficient for the overall score, constructed using each student's mean proportion correct across all cases, was 0.82. Discrimination indices for each of the case scores with the overall score ranged from 0.23 to 0.51. In a G study using those students with complete data (n = 251) on all 16 cases, 10% of the variance was true score variance, and systematic case variance was large. Using 16 cases generated a G coefficient (relative score reliability) equal to .72 and a Phi equal to .65. The next phase of the project will involve deploying MCDs in higher-stakes settings to determine whether similar results can be achieved. Further analyses will determine whether these assessments correlate with other measures of higher-order thinking skills.

Precautionary Principle and Mars Sample Return

NASA Astrophysics Data System (ADS)

Arnould, Jacques

Many space missions have today as an aim the exploration and the knowledge of the planet Mars; consequently, the return of Martian samples seems one of the next possible stages, at the horizon of about fifteen years. Devoted in the search of traces of life, passed or presents, such a mission presents a true stake not only from the scientific point of view but also from the ethical. Right now, the COSPAR specified the precautions to be taken to avoid or, at the very least, to limit the risk of contamination of the terrestrial biosphere by pathogenic the hitherto unknown ones. Are these recommendations sufficient? Do they concern only the scientific prudence or take truly counts of the good of humanity and the life on Earth? In the final analysis, is the incurred risk, even weak, to endanger this life worth the sorrow of it? Hitherto confined with the scientific circles of astronomy and astrobiology, this questioning could move the public opinion and this one would undoubtedly call some with the principle of precaution. In what this recourse would be relevant? The precaution aims indeed the hypothetical risks, not yet confirmed scientifically, but of which the possibility can be identified starting from empirical and scientific knowledge; such is well the case. But is it for as much possible to apply this principle to the case of the Martian samples, insofar as the objective of such a mission remains for the strictly scientific moment? Is it possible to manage the risks in the same manner when it is a question of appropriation and exploitation of the natural resources and energy (GMO, nuclear energy, etc.) and when it acts, in the case of Mars, that only search of the knowledge? How to manage the fundamental difference between the risks voluntarily taken and arbitrarily imposed, clarified and keep silent? The case of the return of the samples leads to the borders of the contemporary interrogations on the stakes and the benefits of science, on the share of risk, inevitable, which we will run because of sciences and technology.

Digging Postholes Adds Depth and Authenticity to a Shallow Curriculum

ERIC Educational Resources Information Center

Virtue, David C.; Buchanan, Anne; Vogler, Kenneth E.

2012-01-01

In the current era of high-stakes testing and accountability, many social studies teachers struggle to find creative ways to add depth and authenticity to a broad, shallow curriculum. Teachers can use the time after tests are administered for students to reflect back on the social studies curriculum and select topics they want to study more deeply…

We Elect a President: Using Literature to Teach Decision-Making Skills

ERIC Educational Resources Information Center

Obenchain, Kathryn M.; Pennington, Julie L.

2012-01-01

The integration of social studies and literacy is often touted as a way to bring social studies back into the literacy- and math-dominated classroom of the high-stakes testing era. Curricular integration done well is difficult; if done poorly, essential social studies content, concepts, and skills may be only superficially addressed. The authors…

Exploring Lesson Study as an Improvement Strategy at a High-Stakes Accountability School

ERIC Educational Resources Information Center

Lee, Alice Tae

2012-01-01

This study addressed the problem of chronic low student achievement in language arts at a Program Improvement 5+ school by implementing two cycles of facilitated lesson study. Using action research to facilitate and monitor change in instructional practices at a school that is currently undergoing a teacher-initiated turnaround reform effort, this…

Middle School Mathematics: A Study of Three Programs in South Texas

ERIC Educational Resources Information Center

Ellis, Joanetta Dowell

2011-01-01

In 2010, the Texas Assessment of Knowledge and Skills (TAKS) began its seventh year of testing (Texas Education Agency, 2009a). High stakes testing is a reality. This study considered the impact on mathematics achievement based on the mathematics program students were receiving during their middle school years. The purpose of this study was to…

Insights and participatory actions driven by a socio-hydrogeological approach for groundwater management: the Grombalia Basin case study (Tunisia)

NASA Astrophysics Data System (ADS)

Tringali, C.; Re, V.; Siciliano, G.; Chkir, N.; Tuci, C.; Zouari, K.

2017-08-01

Sustainable groundwater management strategies in water-scarce countries need to guide future decision-making processes pragmatically, by simultaneously considering local needs, environmental problems and economic development. The socio-hydrogeological approach named `Bir Al-Nas' has been tested in the Grombalia region (Cap Bon Peninsula, Tunisia), to evaluate the effectiveness of complementing hydrogeochemical and hydrogeological investigations with the social dimension of the issue at stake (which, in this case, is the identification of groundwater pollution sources). Within this approach, the social appraisal, performed through social network analysis and public engagement of water end-users, allowed hydrogeologists to get acquainted with the institutional dimension of local groundwater management, identifying issues, potential gaps (such as weak knowledge transfer among concerned stakeholders), and the key actors likely to support the implementation of the new science-based management practices resulting from the ongoing hydrogeological investigation. Results, hence, go beyond the specific relevance for the Grombaila basin, showing the effectiveness of the proposed approach and the importance of including social assessment in any given hydrogeological research aimed at supporting local development through groundwater protection measures.

Why Single-Sex Schools? Discourses of Culture/Faith and Achievement

ERIC Educational Resources Information Center

Shah, Saeeda; Conchar, Catherine

2009-01-01

This paper is developed from a study carried out to explore factors influencing the choices of a range of stake-holders in a multi-ethnic urban community--students, parents, teachers, community representatives--with regard to single-sex schooling. The paper discusses competing perspectives underpinning the focus of the study. Recent legislation in…

Panel Finds Few Learning Benefits in High-Stakes Exams

ERIC Educational Resources Information Center

Sparks, Sarah D.

2011-01-01

As Congress debates how to structure the next iteration of federal school accountability, a new national study has raised serious concerns about the effectiveness of test-based incentives to improve education. A blue-ribbon committee of the National Academies' National Research Council undertook a nearly decade-long study of test-based incentive…

A Comparison of High and Low Performing Secondary Physical Education Programs in South Carolina.

ERIC Educational Resources Information Center

Castelli, Darla M.

This study compared high and low performing schools in a state secondary physical education high stakes assessment and accountability program. The South Carolina Physical Education Assessment Program (SCPEAP) required teachers to assess samples of students on competency across four state mandated performance indicators. This study examined the…

Examinee Noneffort and the Validity of Program Assessment Results

ERIC Educational Resources Information Center

Wise, Steven L.; DeMars, Christine E.

2010-01-01

Educational program assessment studies often use data from low-stakes tests to provide evidence of program quality. The validity of scores from such tests, however, is potentially threatened by examinee noneffort. This study investigated the extent to which one type of noneffort--rapid-guessing behavior--distorted the results from three types of…

Tier 1 and Tier 2 Early Intervention for Handwriting and Composing

ERIC Educational Resources Information Center

Berninger, Virginia W.; Rutberg, Judith E.; Abbott, Robert D.; Garcia, Noelia; Anderson-Youngstrom, Marci; Brooks, Allison; Fulton, Cynthia

2006-01-01

Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and…

Use of "um" in the Deceptive Speech of a Convicted Murderer

ERIC Educational Resources Information Center

Villar, Gina; Arciuli, Joanne; Mallard, David

2012-01-01

Previous studies have demonstrated a link between language behaviors and deception; however, questions remain about the role of specific linguistic cues, especially in real-life high-stakes lies. This study investigated use of the so-called filler, "um," in externally verifiable truthful versus deceptive speech of a convicted murderer. The data…

Technological Leverage in Higher Education: An Evolving Pedagogy

ERIC Educational Resources Information Center

Pillai, K. Rajasekharan; Prakash, Ashish Viswanath

2017-01-01

Purpose: The purpose of the study is to analyse the perception of students toward a computer-based exam on a custom-made digital device and their willingness to adopt the same for high-stake summative assessment. Design/methodology/approach: This study followed an analytical methodology using survey design. A modified version of students'…

Of Participation Roles in the Field

ERIC Educational Resources Information Center

Wadende, P. Akinyi

2014-01-01

This article examines the benefits that can be realized when a study contrives a poly vocal environment that allows the participants a larger stake in the conduct of research among them. The article, therefore, does not dwell on the main findings of the study conducted among "Bang' Jomariek" women group of West Reru. The main objective…

Report of the National Surface Transportation Policy and Revenue Study Commission : transportation for tomorrow.

DOT National Transportation Integrated Search

2008-01-01

The surface transportation system of the : United States is at a crossroads. The future : of our Nations well-being, vitality, and global : economic leadership is at stake. We must take : significant, decisive action now to create and : sustain th...

Achievement goal orientation and situational motivation for a low-stakes test of content knowledge.

PubMed

Waskiewicz, Rhonda A

2012-05-10

To determine the extent of the relationship between students' inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. The ability to predict pharmacy students' motivation to perform on a low-stakes standardized test of content knowledge increases the test's usefulness as a measure of curricular effectiveness.

Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge

PubMed Central

2012-01-01

Objective. To determine the extent of the relationship between students’ inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. Method. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Results. Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. Conclusions. The ability to predict pharmacy students’ motivation to perform on a low-stakes standardized test of content knowledge increases the test’s usefulness as a measure of curricular effectiveness. PMID:22611274

Positive interactions between irrawaddy dolphins and artisanal fishers in the Chilika Lagoon of eastern India are driven by ecology, socioeconomics, and culture.

PubMed

D'Lima, Coralie; Marsh, Helene; Hamann, Mark; Sinha, Anindya; Arthur, Rohan

2014-09-01

In human-dominated landscapes, interactions and perceptions towards wildlife are influenced by multidimensional drivers. Understanding these drivers could prove useful for wildlife conservation. We surveyed the attitudes and perceptions of fishers towards threatened Irrawaddy dolphins (Orcaella brevirostris) at Chilika Lagoon India. To validate the drivers of fisher perceptions, we : (1) observed dolphin foraging behavior at stake nets, and (2) compared catch per unit effort (CPUE) and catch income of fishers from stake nets in the presence and absence of foraging dolphins. We found that fishers were mostly positive towards dolphins, believing that dolphins augmented their fish catch and using culture to express their perceptions. Foraging dolphins were observed spending half their time at stake nets and were associated with significantly higher catch income and CPUE of mullet (Liza sp.), a locally preferred food fish species. Wildlife conservation efforts should use the multidimensional drivers of human-wildlife interactions to involve local stakeholders in management.

Pharmacy Students' Test-Taking Motivation-Effort on a Low-Stakes Standardized Test

PubMed Central

2011-01-01

Objective To measure third-year pharmacy students' level of motivation while completing the Pharmacy Curriculum Outcomes Assessment (PCOA) administered as a low-stakes test to better understand use of the PCOA as a measure of student content knowledge. Methods Student motivation was manipulated through an incentive (ie, personal letter from the dean) and a process of statistical motivation filtering. Data were analyzed to determine any differences between the experimental and control groups in PCOA test performance, motivation to perform well, and test performance after filtering for low motivation-effort. Results Incentivizing students diminished the need for filtering PCOA scores for low effort. Where filtering was used, performance scores improved, providing a more realistic measure of aggregate student performance. Conclusions To ensure that PCOA scores are an accurate reflection of student knowledge, incentivizing and/or filtering for low motivation-effort among pharmacy students should be considered fundamental best practice when the PCOA is administered as a low-stakes test PMID:21655395

Conflicts Between Parents and Health Professionals About a Child's Medical Treatment: Using Clinical Ethics Records to Find Gaps in the Bioethics Literature.

PubMed

McDougall, Rosalind; Notini, Lauren; Phillips, Jessica

2015-09-01

Clinical ethics records offer bioethics researchers a rich source of cases that clinicians have identified as ethically complex. In this paper, we suggest that clinical ethics records can be used to point to types of cases that lack attention in the current bioethics literature, identifying new areas in need of more detailed bioethical work. We conducted an analysis of the clinical ethics records of one paediatric hospital in Australia, focusing specifically on conflicts between parents and health professionals about a child's medical treatment. We identified, analysed, and compared cases of this type from the clinical ethics records with cases of this type discussed in bioethics journals. While the cases from journals tended to describe situations involving imminent risk to the child's life, a significant proportion of the clinical ethics records cases involved different stakes for the child involved. These included distress, poorer functional outcome, poorer psychosocial outcome, or increased risk of surgical complications. Our analysis suggests that one type of case that warrants more detailed ethics research is parental refusal of recommended treatment, where the refusal does not endanger the child's life but rather some other aspect of the child's well-being.

Dyadic heart failure care types: qualitative evidence for a novel typology.

PubMed

Buck, Harleah G; Kitko, Lisa; Hupcey, Judith E

2013-01-01

Compared with other chronic illness populations, relatively little is known about heart failure (HF) patient and caregiver spousal/partner dyads and what effect dyadic interactions have on self-care. The aim of this study was to present a new typology of patient and caregiver dyadic interdependence in HF care, presenting exemplar cases of each type: patient oriented, caregiver oriented, collaboratively oriented, complementarily oriented. Stake's instrumental case study methodology was used. Interviews were unstructured, consisting of open-ended questions exploring dyad's experiences with HF, audiorecorded, and transcribed. Cases were selected because they exhibited the necessary characteristics and also highlighted a unique, little understood variation in self-care practice. Each case represents a dyad's discussion of caring for HF in their normal environment. From 19 dyads, 5 exemplar case studies illustrate the 4 dyadic types. A fifth, incongruent case, defined as a case where the patient and caregiver indicated incongruent dyadic types, was included to highlight that not all dyads agree on their type. A major theme of Sharing Life infused all of the dyad's narratives. This typology advances the science of dyadic interdependence in HF self-care, explains possible impact on outcomes, and is an early theoretical conceptualization of these complex and dynamic phenomena. The cases illustrate how long-term dyads attempt to share the patient's HF care according to established patterns developed over the trajectory of their relationship. In keeping with the interdependence theory, these couples react to the patient's declining ability to contribute to his/her own care by maintaining their habitual pattern until forced to shift. This original pattern may or may not have involved the dyad working together. As the patient's dependence on the caregiver increases, the caregiver must decide whether to react out of self-interest or the patient's interest. Continued study of the typology is needed in nonspousal/partner dyads.

Risky decision making across three arenas of choice: are younger and older adults differently susceptible to framing effects?

PubMed

Rönnlund, Michael; Karlsson, Erik; Laggnäs, Erica; Larsson, Lisa; Lindström, Therese

2005-01-01

In the present study, the authors investigated the effects of framing of options on risky decision making in groups of younger adults (M = 23.8 years, n = 192) and older adults (M = 69.1 years, n = 192). The participants were assigned to one of three scenarios varying in the goods at stake (human lives, paintings, money). The authors observed a majority preference in favor of the risky options after negative, but not positive framing. They also found, as they had predicted, that the type of framing effect varied across scenarios, with a bidirectional framing effect for the life-death scenario and unidirectional (risk averse) framing effects when public property (paintings) or personal property (money) were at stake. It is important to note that these choice preference patterns were highly similar across the age groups, which reinforced the conclusion that younger and older adults are equally susceptible to framing effects.

Effects of Tier I Differentiation and Reading Intervention on Reading Fluency, Comprehension, and High Stakes Measures

ERIC Educational Resources Information Center

Jefferson, Ruth E.; Grant, Christina E.; Sander, Janay B.

2017-01-01

This quasi-experimental study examined differences in student reading outcomes. Participants were third grade non-struggling readers. Intervention classrooms included core curriculum instruction plus evidence-based reading comprehension instruction and differentiated repeated readings. Comparison classrooms provided core curriculum instruction…

Educational Technology Integration and High-Stakes Testing

ERIC Educational Resources Information Center

Daniel, Tracy Demetrie

2012-01-01

Determining if the investment in educational technology will improve student achievement is complicated and multifarious. The purpose of this study was to evaluate the influence of teacher technology integration on student achievement as measured by the Mississippi Subject Area Testing Program (SATP) and to explore the relationship between…

Principal Leadership and Teacher Motivation under High-Stakes Accountability Policies

ERIC Educational Resources Information Center

Finnigan, Kara S.

2010-01-01

This article examines principal leadership and teacher motivation in schools under accountability sanctions. The conceptual framework is grounded in research on expectancy theory and transformational leadership. The study involves a survey of Chicago teachers and indicates that principal instructional leadership and support for change are…

Teachers' Perceptions of Kindergarten Readiness Indicators

ERIC Educational Resources Information Center

Boylan, Tronya E.

2017-01-01

The study of school readiness is multifaceted, encompassing an understanding of many developmental areas and skills. In the current educational culture of high-stakes testing, increased rigor, and high learning expectations, parents may be concerned about a child's readiness to begin kindergarten. With increased accountability, teachers may also…

Test Takers' Beliefs and Experiences of a High-Stakes Computer-Based English Listening and Speaking Test

ERIC Educational Resources Information Center

Zhan, Ying; Wan, Zhi Hong

2016-01-01

Test takers' beliefs or experiences have been overlooked in most validation studies in language education. Meanwhile, a mutual exclusion has been observed in the literature, with little or no dialogue between validation studies and studies concerning the uses and consequences of testing. To help fill these research gaps, a group of Senior III…

Facilitating progress in health behaviour theory development and modification: the reasoned action approach as a case study.

PubMed

Head, Katharine J; Noar, Seth M

2014-01-01

This paper explores the question: what are barriers to health behaviour theory development and modification, and what potential solutions can be proposed? Using the reasoned action approach (RAA) as a case study, four areas of theory development were examined: (1) the theoretical domain of a theory; (2) tension between generalisability and utility, (3) criteria for adding/removing variables in a theory, and (4) organisational tracking of theoretical developments and formal changes to theory. Based on a discussion of these four issues, recommendations for theory development are presented, including: (1) the theoretical domain for theories such as RAA should be clarified; (2) when there is tension between generalisability and utility, utility should be given preference given the applied nature of the health behaviour field; (3) variables should be formally removed/amended/added to a theory based on their performance across multiple studies and (4) organisations and researchers with a stake in particular health areas may be best suited for tracking the literature on behaviour-specific theories and making refinements to theory, based on a consensus approach. Overall, enhancing research in this area can provide important insights for more accurately understanding health behaviours and thus producing work that leads to more effective health behaviour change interventions.

Images of Academic Leadership in Large New Zealand Polytechnics

ERIC Educational Resources Information Center

Cardno, Carol

2013-01-01

As accountability stakes continue to be raised in all education sectors, leadership as a factor that can have an impact on improved student outcomes is being studied with heightened interest. This study was conducted from 2011 to 2012 in New Zealand's large urban polytechnics with the aim of investigating the nature and expectations of academic…

Severity of Organized Item Theft in Computerized Adaptive Testing: An Empirical Study. Research Report. ETS RR-06-22

ERIC Educational Resources Information Center

Yi, Qing; Zhang, Jinming; Chang, Hua-Hua

2006-01-01

Chang and Zhang (2002, 2003) proposed several baseline criteria for assessing the severity of possible test security violations for computerized tests with high-stakes outcomes. However, these criteria were obtained from theoretical derivations that assumed uniformly randomized item selection. The current study investigated potential damage caused…

Contextualizing Race: African American College Choice in an Evolving Affirmative Action Era

ERIC Educational Resources Information Center

Teranishi, Robert T.; Briscoe, Kamilah

2008-01-01

Using a critical race theory framework, this study examines the ways in which race and racialized ideologies are manifested in high-stakes college admissions, the debate over affirmative action, and the college choice behavior of Black high school students. This study allows for the voices of Black high school students in California to describe…

Understanding and Applying the QAR Strategy to Improve Test Scores

ERIC Educational Resources Information Center

Cummins, Sean; Streiff, Melissa; Ceprano, Maria

2012-01-01

The academic landscape has been changing over the last several years bringing with it an emphasis on high stakes testing. Studies conducted over the past several years that have shown the success of the Question-Answer-Relationships (QAR) strategy in helping students develop their comprehension skill. This study looks at the effects of the QAR…

What about Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs

ERIC Educational Resources Information Center

Myers, Joy; Scales, Roya Q.; Grisham, Dana L.; Wolsey, Thomas DeVere; Dismuke, Sherry; Smetana, Linda; Yoder, Karen Kreider; Ikpeze, Chinwe; Ganske, Kathy; Martin, Susan

2016-01-01

This small scale, exploratory study reveals how writing instruction is taught to preservice teachers across the United States in university-based preservice teacher education programs based on online survey results from 63 teacher educators in literacy from 50 institutions. Despite the growing writing demands and high stakes writing sample testing…

The Effect of Differential Motivation on IRT Linking

ERIC Educational Resources Information Center

Mittelhaëuser, Marie-Anne; Béguin, Anton A.; Sijtsma, Klaas

2015-01-01

The purpose of this study was to investigate whether simulated differential motivation between the stakes for operational tests and anchor items produces an invalid linking result if the Rasch model is used to link the operational tests. This was done for an external anchor design and a variation of a pretest design. The study also investigated…

High Stakes for Edison: A Rejoinder to John Chubb

ERIC Educational Resources Information Center

Campbell, Peter

2007-01-01

In this rejoinder to John Chubb's reply to "Edison Is the Symptom, NCLB Is the Disease," the author argues that Edison offers feel-good measures without really solving any of the problem of schools in poverty. Defending his original argument, the author cites a RAND study that questions the results Chubb claims. The study indicates the…

The Locus and Basis of Influence on Organizational Decisions. Paper No. 351.

ERIC Educational Resources Information Center

Patchen, Martin

A conceptual approach to studying interpersonal influence is outlined as a framework within which results of a study of purchase decisions in business firms are presented. Data concerning the bases of influence in these organizations--especially data showing the importance of a person's stake in the decision--do not fit neatly into the well-known…

Exploring Two Secondary Social Studies Teachers' Pedagogical Decision Making in Constrained and Flexible Curricular Contexts

ERIC Educational Resources Information Center

Meuwissen, Kevin William

2012-01-01

With current trends in K-12 education toward curriculum centralization and high-stakes test-based accountability, teachers are in a position of increasingly adapting their practices to demands that originate beyond the classroom. A synthesis of literature on the relationship between these external influences and secondary social studies teaching…

A Mandatory, High-Stakes National Teacher Evaluation System: Perceptions and Attributions of Teachers Who Actively Refuse to Participate

ERIC Educational Resources Information Center

Tornero, Bernardita; Taut, Sandy

2010-01-01

This study examines why some public elementary school teachers openly refuse participation in a mandatory national, standards-based teacher evaluation program. We describe the perceptions these "rebel" teachers have of the evaluation system, studying their open resistance based on the meanings they construct, and elaborated an…

The Consistencies and Vagaries of the Washington State Inventory of Evidence-Based Practice: The Definition of "Evidence-Based" in a Policy Context.

PubMed

Walker, Sarah Cusworth; Lyon, Aaron R; Aos, Steve; Trupin, Eric W

2017-01-01

As states increasingly establish the importance of evidence-based practice through policy and funding mandates, the definition of evidence-based practice can have a significant impact on investment decisions. Not meeting established criteria can mean a loss of funding for established programs and the implementation disruption of programs without a strong research base. Whether the definition of "evidence-based" is influenced by these high stakes contexts is an interesting question that can inform the larger field about the value and utility of evidence-based practice lists/inventories for disseminating knowledge. In this paper we review the development of the Washington State Inventory of Evidence-Based, Research-Based and Promising Practices as a case study for the process of defining evidence-based practice in a policy context. As part of this study we also present a comparison of other well-known evidence-based practice inventories and examine consistencies and differences in the process of identifying and developing program ratings.

Characterization of reward and effort mechanisms in apathy

PubMed Central

Bonnelle, Valerie; Veromann, Kai-Riin; Burnett Heyes, Stephanie; Lo Sterzo, Elena; Manohar, Sanjay; Husain, Masud

2015-01-01

Apathy is a common but poorly understood condition with a wide societal impact observed in several brain disorders as well as, to some extent, in the normal population. Hence the need for better characterization of the underlying mechanisms. The processes by which individuals decide to attribute physical effort to obtain rewards might be particularly relevant to relate to apathy traits. Here, we designed two paradigms to assess individual differences in physical effort production and effort-based decision-making and their relation to apathy in healthy people. Apathy scores were measured using a modified version of the Lille Apathy Rating Scale, suitable for use in a non-clinical population. In the first study, apathy scores were correlated with the degree to which stake (reward on offer) and difficulty level impacts on physical effort production. Individuals with relatively high apathy traits showed an increased modulation of effort while more motivated individuals generally exerted greater force across different levels of stake. To clarify the underlying mechanisms for this behavior, we designed a second task that allows independent titration of stake and effort levels for which subjects are willing to engage in an effortful response to obtain a reward. Our results suggest that apathy traits in the normal population are related to the way reward subjectively affects the estimation of effort costs, and more particularly manifest as decreased willingness to exert effort when rewards are small, or below threshold. The tasks we introduce here may provide useful tools to further investigate apathy in clinical populations. PMID:24747776

Perceived Fear Appeals and Examination Performance: Facilitating or Debilitating Outcomes?

ERIC Educational Resources Information Center

Putwain, Dave; Symes, Wendy

2011-01-01

This study examines whether students' perception of classroom fear appeals concerning a forthcoming high-stakes examination are associated with facilitating or debilitating performance outcomes. Self-report data were collected for perceived fear appeals, test anxiety and achievement goals from a sample of 273 students in their final year of…

Three Generational Issues in Organizational Learning: Knowledge Management, Perspectives on Training and "Low-Stakes" Development

ERIC Educational Resources Information Center

Sprinkle, Therese A.; Urick, Michael J.

2018-01-01

Purpose: Methods for facilitating learning and knowledge transfer in multigenerational workplaces are of importance to organizations. Yet, intergenerational learning is vastly understudied in academic organizational literature. This conceptual paper aims to recommend future directions for studying intergenerational learning by examining three…

Data Coaching: Measuring the Effects of Feedback on Low-Stakes Test Motivation

ERIC Educational Resources Information Center

Snyder, Nancy

2012-01-01

This study examines the relationships between students' academic motivation, evidence of achievement as measured by assessments and the effects of feedback in mediating effort. Policy makers currently view student achievement is as synonymous with proficiency on standardized tests. Testing students as a means of determining educational…

Moral Relations in Encounters with Nature

ERIC Educational Resources Information Center

Andersson, Karin; Öhman, Johan

2015-01-01

The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and…

Gender Differences in University EFL Students' Language Proficiency Corresponding to Self-Rated Attention, Hyperactivity and Impulsivity

ERIC Educational Resources Information Center

Liang, Hsin-Yi; Kelsen, Brent A.

2017-01-01

Introduction: This study examines university students' self-reported inattention, hyperactivity and impulsivity, and their relation to performance on a high-stakes English proficiency test while taking gender into consideration. Method: Inattention, hyperactivity and impulsivity attributes were assessed using the Adult Attention…

A Simulated Journey

ERIC Educational Resources Information Center

Yoder, Lisa

2006-01-01

Students learn best when they interact with new information on a personal level. It is a challenge for teachers to tightly align student experiences with the standards assessed on high-stakes tests. To achieve this goal in social studies, the author has turned increasingly to simulations where students find such activities engaging, and their…

Teacher Explanation of Physics Concepts: A Video Study

ERIC Educational Resources Information Center

Geelan, David

2013-01-01

Video recordings of Year 11 physics lessons were analyzed to identify key features of teacher explanations. Important features of the explanations used included teachers' ability to move between qualitative and quantitative modes of discussion, attention to what students require to succeed in high stakes examinations, thoughtful use of…

A Global Study of International Teacher Recruitment

ERIC Educational Resources Information Center

Cox, Dale S.

2012-01-01

International teacher recruiting is a complex, high stakes process that is crucial to schools' success. Competition for teachers is intensifying as the number of international schools increases globally. The number of international schools has more than doubled in recent years. With candidates and schools scattered throughout the world,…

Teacher Beliefs and Classroom Practices Cognitive Dissonance in High Stakes Test-Influenced Environments

ERIC Educational Resources Information Center

Guerra, Patricia L.; Wubbena, Zane C.

2017-01-01

In the current study, the authors qualitatively investigate, through the theoretical perspective of cognitive dissonance, the relationship between teacher beliefs and their associated teacher practices at two public elementary schools with diverse student populations. They argue that while teachers may hold theoretical beliefs about culturally…

HIGH STAKES CHESS: HASHEMITE MONARCHY MASTERS THE GAME IN SPITE OF ALL ODDS

DTIC Science & Technology

2017-05-01

and has also negatively impacted the tourism industry. According to a 2015 European Commission social dialogue study, the country’s unemployment...comparison to the other MENA countries is extraordinarily low.”65 Instability in the region directly contributed to a 75 percent decrease in tourism

Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context

ERIC Educational Resources Information Center

Picower, Bree

2011-01-01

Background/Context: This study examines education in the context of neoliberalism and how current educational policies such as high-stakes testing and mandated curriculum create schooling environments hostile to social justice education. Relying on education for liberation literature, teacher education for social justice scholarship, and work on…

The Teachers' Lounge

ERIC Educational Resources Information Center

Barlow, Dudley

2004-01-01

The Michigan Educational Assessment Program (MEAP) test scores for 2004 have been announced. The tests, administered to juniors, attempt to assess how well students perform in mathematics, reading, writing, science, and social studies. There is a good deal at stake here. For students, it means money: Any student who meets or exceeds the state's…

A Leadership Behavior Study of African American Middle School Principals in South Carolina

ERIC Educational Resources Information Center

Dean, Mark D.

2009-01-01

An era of high stakes accountability has expanded the necessity for school districts to secure principals with leadership behaviors that encourage successful academic performance. School leaders are sought to deliver practices that guide and empower entire school communities through unprecedented times of educational change. Research studies…

Care of the Self in a Context of Accountability

ERIC Educational Resources Information Center

Gunzenhauser, Michael G.

2008-01-01

Background/Context: This article is a part of a larger philosophical and empirical project by the author and collaborators to understand the ways in which high-stakes accountability policy fosters normalizing educational practices and concomitant resistance by educators and students. Purpose/Objective/Research Question/Focus of Study: In this…

Grading Policies and Practices in Canada: A Landscape Study

ERIC Educational Resources Information Center

DeLuca, Christopher; Braund, Heather; Valiquette, Adelina; Cheng, Liying

2017-01-01

Given the longstanding role of grades in education, and their increased use for high-stakes decisions including student mobility, admission, selection, and accountability, this paper presents a systematic review of grading policies across all 10 Canadian provinces and 3 territories. In total, 23 policies were inductively analyzed for their…

Language Teachers' Conceptions of Assessment: An Egyptian Perspective

ERIC Educational Resources Information Center

Gebril, Atta

2017-01-01

The current study investigates the assessment conceptions of both pre-service and in-service English teachers within a high-stakes, test-driven context in Egypt. For this purpose, 170 Egyptian pre-service and in-service teachers completed an assessment conceptions questionnaire. Quantitative and qualitative data analysis were employed to answer…

Reaching Agreement: The Structure & Pragmatics of Critical Care Nurses' Informal Argument

ERIC Educational Resources Information Center

Hagler, Debra A.; Brem, Sarah K.

2008-01-01

The hospital critical care unit provides an authentic, high-stakes setting for studying reasoning, argumentation, and discourse. In particular, it allows examination of structural and pragmatic features of informal collaborative argument created while participants are engaged in familiar, meaningful activities central to their work. The nursing…

What's Stopping You? Classroom Censorship for Better or Worse

ERIC Educational Resources Information Center

Patterson, Nancy C.

2010-01-01

Censorship is a complex question. Studies show a number of reasons teachers refrain from teaching controversial issues. These include: (1) The general "chilling effects" in school and community contexts, characterized by fear of reprisal; (2) Standards and high stakes testing; (3) Insufficient teacher preparation to teach about…

Early Predictors of Need for Remediation in the Australian General Practice Training Program: A Retrospective Cohort Study

ERIC Educational Resources Information Center

Magin, Parker; Stewart, Rebecca; Turnock, Allison; Tapley, Amanda; Holliday, Elizabeth; Cooling, Nick

2017-01-01

Underperforming trainees requiring remediation may threaten patient safety and are challenging for vocational training programs. Decisions to institute remediation are high-stakes--remediation being resource-intensive and emotionally demanding on trainees. Detection of underperformance requiring remediation is particularly problematic in general…

Beyond Deficit-filling and Developmental Stakes: Cross-disciplinary Perspectives on Parental Heritage.

ERIC Educational Resources Information Center

Moss, Nancy E.; Abramowitz, Stephen I.

1982-01-01

Proposes an interdisciplinary conceptual foundation for studying parental heritage. Defines parental heritage as the intentional transmission of valued psychological and material assets from parent to child. Suggests advances in the realm of parental heritage are dependent on clarification of the complex interactions among such sociohistorical,…

Controversial Issues in United States History Classrooms: Teachers' Perspectives

ERIC Educational Resources Information Center

Nichols-Cocke, Cathy

2014-01-01

The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial issues consisted of multiple points of view, were socially constructed, and had the potential to challenge belief systems. The audience and their…

Plurilingualism, Linguistic Representations and Multiple Identities: Crossing the Frontiers

ERIC Educational Resources Information Center

Stratilaki, Sofia

2012-01-01

This article is concerned with the conditions and stakes of building competence in multiple languages in learners who, due to their language biographies or the educational system, are studying in prestigious institutional school environments, such as the French-German schools of Buc (Versailles), Freiburg (Breisgau) and Saarbrucken (Saarland). In…

Model-Selection Theory: The Need for a More Nuanced Picture of Use-Novelty and Double-Counting

PubMed Central

Steele, Katie; Werndl, Charlotte

2018-01-01

Abstract This article argues that common intuitions regarding (a) the specialness of ‘use-novel’ data for confirmation and (b) that this specialness implies the ‘no-double-counting rule’, which says that data used in ‘constructing’ (calibrating) a model cannot also play a role in confirming the model’s predictions, are too crude. The intuitions in question are pertinent in all the sciences, but we appeal to a climate science case study to illustrate what is at stake. Our strategy is to analyse the intuitive claims in light of prominent accounts of confirmation of model predictions. We show that on the Bayesian account of confirmation, and also on the standard classical hypothesis-testing account, claims (a) and (b) are not generally true; but for some select cases, it is possible to distinguish data used for calibration from use-novel data, where only the latter confirm. The more specialized classical model-selection methods, on the other hand, uphold a nuanced version of claim (a), but this comes apart from (b), which must be rejected in favour of a more refined account of the relationship between calibration and confirmation. Thus, depending on the framework of confirmation, either the scope or the simplicity of the intuitive position must be revised. 1 Introduction2 A Climate Case Study3 The Bayesian Method vis-à-vis Intuitions4 Classical Tests vis-à-vis Intuitions5 Classical Model-Selection Methods vis-à-vis Intuitions  5.1 Introducing classical model-selection methods  5.2 Two cases6 Re-examining Our Case Study7 Conclusion PMID:29780170

Model-Selection Theory: The Need for a More Nuanced Picture of Use-Novelty and Double-Counting.

PubMed

Steele, Katie; Werndl, Charlotte

2018-06-01

This article argues that common intuitions regarding (a) the specialness of 'use-novel' data for confirmation and (b) that this specialness implies the 'no-double-counting rule', which says that data used in 'constructing' (calibrating) a model cannot also play a role in confirming the model's predictions, are too crude. The intuitions in question are pertinent in all the sciences, but we appeal to a climate science case study to illustrate what is at stake. Our strategy is to analyse the intuitive claims in light of prominent accounts of confirmation of model predictions. We show that on the Bayesian account of confirmation, and also on the standard classical hypothesis-testing account, claims (a) and (b) are not generally true; but for some select cases, it is possible to distinguish data used for calibration from use-novel data, where only the latter confirm. The more specialized classical model-selection methods, on the other hand, uphold a nuanced version of claim (a), but this comes apart from (b), which must be rejected in favour of a more refined account of the relationship between calibration and confirmation. Thus, depending on the framework of confirmation, either the scope or the simplicity of the intuitive position must be revised. 1   Introduction 2   A Climate Case Study 3   The Bayesian Method vis-à-vis Intuitions 4   Classical Tests vis-à-vis Intuitions 5   Classical Model-Selection Methods vis-à-vis Intuitions    5.1   Introducing classical model-selection methods    5.2   Two cases 6   Re-examining Our Case Study 7   Conclusion .

Relationships between the Comprehensive Osteopathic Medical Achievement Test (COMAT) subject examinations and the COMLEX-USA Level 2-Cognitive Evaluation.

PubMed

Li, Feiming; Kalinowski, Kevin E; Song, Hao; Bates, Bruce P

2014-09-01

The relationship between the Comprehensive Osteopathic Medical Achievement Test (COMAT) series of subject examinations and the Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-Cognitive Evaluation (COMLEX-USA Level 2-CE) has not been thoroughly examined. To investigate the factors associated with performance on COMAT subject examinations and how COMAT scores correlate with COMLEX-USA Level 2-CE scores. We examined scores of participants from 2 COMAT examination cycles in 2011 and 2012. According to surveys, most schools used COMAT scores in clerkship and clinical rotation evaluation, which were classified as being used for "high-stakes" purposes. We matched first-attempt COMAT scores with first-attempt COMLEX-USA Level 2-CE scores, and we conducted correlation analyses between the scores from the 7 COMAT subject examinations, as well as between COMAT and COMLEX-USA Level 2-CE scores. Multiple linear regression analyses were performed to investigate how much variance in COMLEX-USA Level 2-CE scores was explained by COMAT scores. In 2011 and 2012, respectively, 3751 and 3786 COMAT candidates had COMLEX-USA Level 2-CE scores (53.0% and 93.9%, respectively, had ⩾1 high-stakes COMAT score). Intercorrelations between COMAT scores were low to moderate (r=0.27-0.53), as hypothesized. Correlations between COMAT and Level 2-CE scores were moderate to high, with the highest correlations for internal medicine COMAT scores (r=0.63-0.65). All regressions showed internal medicine scores as the strongest predictor of Level 2-CE performance. Groups with high-stakes scores had larger adjusted coefficients of determination than those with low-stakes scores (eg, R(2)=0.63 vs 0.52, respectively, in 2011). For 2012 candidates with high-stakes scores, all predictors were statistically significant. The COMAT subject examination scores were moderately intercorrelated, as hypothesized, with higher correlations between COMAT and COMLEX-USA Level 2-CE scores. The COMAT performance was predictive of COMLEX-USA Level 2-CE performance. © 2014 The American Osteopathic Association.

A Lacanian view on Balint group meetings: a qualitative analysis of two case presentations

PubMed Central

2014-01-01

Background GPs’ subjectivity is an intrinsic instrument in their daily work. By offering GPs a platform to present and discuss difficult interactions with patients, Balint group work be might provide them an opportunity to explore and articulate aspects of their subjectivity. In order to get a more profound understanding of what participation in a Balint group can offer, we focused on the process of change that can be observed during Balint group meetings. To that end, this study scrutinized two Balint group case discussions on a micro-level. Method Two cases were selected from a larger data set of 68 audio-taped case discussions in four Balint groups. In order to shed light on the type of change that characterizes the presenter’s narrative, we used Lacan’s theoretical distinction between imaginary and symbolic modes of relating to the other. Results In both case discussions, the GPs presenting the case initially appeared to be stuck in a fixed image of a situation, referred to as ‘imaginary relating to the other.’ Through a range of interactions with the group, the presenters were encouraged to explore different subject positions, which allowed them to broaden their initial image of the situation and to discover other issues at stake. This was referred to as a more symbolic way of relating to the other. Conclusion This study throws light on the type of change Balint group participation allows for and on the way this might be achieved. We conclude that Balint group work is potentially beneficial to the participating GPs as well as to the relationship with their patients. PMID:24655833

Repeat GED[R] Tests Examinees: Who Persists and Who Passes? GED Testing Service [R]Research Studies, 2010-2

ERIC Educational Resources Information Center

Zhang, Jizhi; Patterson, Margaret Becker

2010-01-01

Like most high-stakes testing programs, the GED[R] testing program allows examinees who do not pass on the first attempt to retake the GED Tests. Studies and reports have described GED Tests candidates' characteristics and testing performance, but no study has targeted repeat examinees. A series of questions related to repeat examinees remains…

Academic Delay of Gratification and Children's Study Time Allocation as a Function of Proximity to Consequential Academic Goals

ERIC Educational Resources Information Center

Zhang, Lili; Karabenick, Stuart A.; Maruno, Shun'ichi; Lauermann, Fani

2011-01-01

Students (N=302) in Chinese elementary schools were assessed regarding their academic delay of gratification (ADOG) and reported the time they devoted to non-school study and playtime during an extended interval prior to taking a high-stakes final exam. Students high compared those low in ADOG were more likely to spend time studying and less time…

Past and Present Intertwining When Learning Is at Stake: Composing and Learning in a Music Theatre Project

ERIC Educational Resources Information Center

Mars, Annette

2016-01-01

This article presents a study investigating musical learning among 9th grade adolescents in a Swedish lower secondary school. The adolescents collaboratively composed songs for a self-written musical, which they taught to their peers. The purpose of the study was to explore the ways in which adolescents acquire musical knowledge in this specific…

Assessing the Transition between School and University: Differences in Assessment between A Level and University in English

ERIC Educational Resources Information Center

Wilson, Frances; Child, Simon; Suto, Irenka

2017-01-01

High stakes assessments are commonly used at the end of secondary school to select students for higher education. However, growing concerns about the preparedness of new undergraduates for university study have led to an increased focus on the form of assessments used at upper secondary level. This study compared the structure and format of…

Implementing an Innovative Educational Program in an Era of Accountability: An Interview Study of the Expeditionary Learning Program

ERIC Educational Resources Information Center

DeLima, Laura E.

2017-01-01

This study examined the facilitators and barriers to the implementation of an innovative, whole-school reform model, Expeditionary Learning, within the context of the high-stakes accountability policy environment. Twenty-four teachers and four principals were interviewed across four schools, two of which were high poverty and two of which were low…

The Manifestation of Campbell's Law: Consequences of Eliminating of Social Studies from the Curriculum

ERIC Educational Resources Information Center

Byrd, Marie; Varga, Bretton A.

2018-01-01

The manifestation of Campbell's Law is examined in light of the current era in American public schools of high stakes testing inclusive of narrowed curriculums and teaching to the test. The decades-long practice of reducing instructional time of non-tested subjects, which includes social studies fundamentals, has resulted in a less informed…

The Impact of SIM on FCAT Reading Scores of Special Education and At-Risk Students

ERIC Educational Resources Information Center

Matyo-Cepero, Jude

2013-01-01

The purpose of this study was to determine if special education and at-risk students educated exclusively in a school-within-a-school setting showed improved high-stakes standardized reading test scores after learning the strategic instruction model (SIM) inference strategy. This study was focused on four groups of eighth-grade students attending…

Evaluating the Impact of Professional Development and Curricular Implementation on Student Mathematics Achievement: A Mixed Methods Study

ERIC Educational Resources Information Center

Krupa, Erin Elizabeth

2011-01-01

In this era of high-stakes testing and accountability, curricula are viewed as catalysts to improve high school students' mathematics performances and a critical question is whether single subject or integrated curricula produce stronger student outcomes. This study was designed to investigate the effects of an integrated reform-based curriculum,…

Comparison Study of Judged Clinical Skills Competence from Standard Setting Ratings Generated under Different Administration Conditions

ERIC Educational Resources Information Center

Roberts, William L.; Boulet, John; Sandella, Jeanne

2017-01-01

When the safety of the public is at stake, it is particularly relevant for licensing and credentialing exam agencies to use defensible standard setting methods to categorize candidates into competence categories (e.g., pass/fail). The aim of this study was to gather evidence to support change to the Comprehensive Osteopathic Medical Licensing-USA…