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1.
The beliefs children hold about their capabilities as readers are known to influence their reading achievement. The aim of this study was to extend previous work by examining trajectories of change in reading self-efficacy among primary school students (N = 1327) and the relations between the trajectories of self-efficacy and their hypothesized sources over 11 months. Using growth mixture modeling, we identified four trajectories of change in reading self-efficacy, involving increasing, stable, and declining trends. These trajectories of change in reading self-efficacy were associated with students’ varying experiences with the four sources of self-efficacy over time. Higher levels of mastery, verbal persuasion, and vicarious experiences and lower levels of physiological arousal were related to positive developmental trajectories of self-efficacy. Students with declining experiences of social sources of self-efficacy (i.e., verbal persuasions and vicarious experiences) had decreasing self-efficacy trajectories. These findings point to the importance of considering the variability in changes in reading self-efficacy and the interplay between changes in self-efficacy and sources of self-efficacy during primary school years, as well as the importance of monitoring these changes over time. 相似文献
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《教育实用测度》2013,26(4):323-342
This study provides empirical evidence about the sampling variability and generalizability (reliability) of a statewide science performance assessment. Results at both individual and school levels indicate that task-sampling variability was the major source of measurement error in the performance assessment; rater-sampling variability was negligible. Adding more tasks improves the generalizability of the measurement. For the school-level assessment, the variation of performance among students within a school was larger than the variation among schools. Increasing the number of students taking a test within a school thus increases the generalizability of the assessment. Finally, the allocation of students in a matrix-sampling design is compared to a studentscrossed-with-tasks design. The former would require fewer tasks per student than the latter to build a generalizable measure of school performance. 相似文献
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In this paper we analyze the relationship between charter school authorizers and student achievement. We perform this analysis using a 10-year panel dataset from Minnesota, a state that permits four distinct types of authorizers—local school boards, postsecondary institutions, nonprofit organizations, and the Minnesota Department of Education. The results of the analysis indicate that there is no statistically significant relationship between charter school authorizing type and mean levels of student achievement. However, the analysis also reveals that schools authorized by nonprofit organizations exhibit substantially more variability in achievement than schools authorized by local school boards. 相似文献
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对抽样知识的理解是统计素养的基础，而抽样方法是抽样知识的重要组成部分．中学生在没有学抽样知识前就表现出了统计学上常用的几种抽样方法萌芽．总体上，他们在抽样过程中对随机性缺乏认识，认识不到随机样本的统计公平性，而更相信分层抽样，而且不同年级、不同层次水平的学生对抽样知识的认识也存在差异。 相似文献
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《教育实用测度》2013,26(1):15-35
This study examines the effects of using item response theory (IRT) ability estimates based on customized tests that were formed by selecting specific content areas from a nationally standardized achievement test. Subsets of items were selected from four different subtests of the Iowa Tests of Basic Skills (Hieronymus, Hoover, & Lindquist, 1985) on the basis of (a) selected content areas (content-customized tests) and (b) a representative sampling of content areas (representative-customized tests). For three of the four tests examined, ability estimates and estimated national percentile ranks based on the content-customized tests in school samples tended to be systematically higher than those based on the full tests. The results of the study suggested that for certain populations, IRT ability estimates and corresponding normative scores on content-customized versions of standardized achievement tests cannot be expected to be equivalent to scores based on the full-length tests. 相似文献
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Damian W. Betebenner Yi Shang Yun Xiang Yan Zhao Xiaohui Yue 《Journal of Educational Measurement》2008,45(2):119-137
No Child Left Behind (NCLB) performance mandates, embedded within state accountability systems, focus school AYP (adequate yearly progress) compliance squarely on the percentage of students at or above proficient. The singular importance of this quantity for decision-making purposes has initiated extensive research into percent proficient as a measure of school quality. In particular, technical discussions have scrutinized the impact of sampling, measurement, and other sources of error on percent proficient statistics. In this article, we challenge the received orthodoxy that measurement error associated with individual students' scores is inconsequential for aggregate percent proficient statistics. Synthesizing current classification accuracy research with techniques from randomized response designs, we establish results which specify the extent to which measurement error—manifest as performance level misclassifications—produces bias and increases error variability for percent at performance level statistics. The results have direct relevance for the design of coherent and fair accountability systems based upon assessment outcomes. 相似文献
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利用外语阅读焦虑量表,对随机抽样的95名高中二年级学生进行测试,以考察高中生外语阅读焦虑与阅读成绩及性别的关系。研究结果表明:我国高中生普遍存在外语阅读焦虑,其焦虑程度明显高于国外学生;外语阅读焦虑与阅读成绩呈负相关,但是阅读焦虑和阅读成绩在性别上不存在显著差异。 相似文献
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《The Journal of educational research》2012,105(4):241-254
Abstract Ability grouping is supposedly undesirable because it leads to deficits in academic self-concept and academic achievement. However, it appears to be justifiable for its improvement of teaching and learning in schools, perhaps more so in a collectivist culture. In view of the paucity of data examining the controversy in Hong Kong, the authors collected data from 2,720 junior high school students with a random sampling procedure and obtained teachers' reports about the students' subsequent academic achievement, ability grouping, and the ability level of the class. The authors maintained students' past academic achievement as a control variable in predicting their subsequent academic achievement and self-concepts. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Rather, students in classes that were more homogeneous according to past academic achievement tended to have significantly higher subsequent academic achievement and self-esteem. Results revealed no variation attributable to each student's gender and IQ in the effects of ability grouping. 相似文献
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Peter Daly 《School Effectiveness & School Improvement》2013,24(4):305-323
ABSTRACT This study is concerned with estimates of secondary school effect size in Northern Ireland. Utilising data from a random sample of the region's schools, four indices of pupil achievement variation in public examinations are employed. These outcome measures are (i) overall examination achievement ‐ a composite weighted measure ‐together with achievement in General Certificate of Education examinations in (ii) English, (iii) Mathematics and (iv) Chemistry. Examinations of this type are taken, typically, by pupils aged 16 years (the statutory leaving age), at the end of their fifth year of secondary education. Using a two‐level hierarchical linear regression model, the paper considers variation in school effect size by outcome criterion. Variation is measured in standard deviation units and in terms of the proportion of achievement variance “explained” by schools after adjustment for pupil‐intake differences. Comparisons are made with recent findings for Scotland and for England. 相似文献
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LESTER MANN RAYMOND G. TAYLOR BARTON B. PROGER ROY H. DUNGAN WILLIAM J. TIDEY 《Journal of Educational Measurement》1970,7(2):97-104
Serial retesting was investigated as a means of improving the test performance of high-anxious students relative to that of their low-anxious peers. The Test Anxiety Scale for Children was given to about 300 seventh grade students in a suburban school; the middle 50% were eliminated to maximize experimental variance. Six groups were established for high and low anxiety levels and for three ability levels. The Academic Promise Tests (except for the Abstract Reasoning Test) were then given four times at 1-week intervals in the fall of the school year. All groups continued to improve significantly in a monotonic, linear fashion, with the greatest improvement occurring on the Numerical Test. Contrary to expectation, there were no significant interactions among previous achievement levels, predispositional test anxiety levels, and test trials. The greatest change on the Numerical Test occurred between the first test trial and the second test trial. 相似文献
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H. Hultin K. Eichas L. Ferrer-Wreder R. Dimitrova M. Karlberg M.R. Galanti 《Scandinavian Journal of Educational Research》2019,63(4):534-550
Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate. 相似文献
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Walter L. Leite Robert Sandbach Rong Jin Jann W. MacInnes M. Grace-Anne Jackman 《Structural equation modeling》2013,20(3):437-456
Because random assignment is not possible in observational studies, estimates of treatment effects might be biased due to selection on observable and unobservable variables. To strengthen causal inference in longitudinal observational studies of multiple treatments, we present 4 latent growth models for propensity score matched groups, and evaluate their performance with a Monte Carlo simulation study. We found that the 4 models performed similarly with respect to model fit, bias of parameter estimates, Type I error, and power to test the treatment effect. To demonstrate a multigroup latent growth model with dummy treatment indicators, we estimated the effect of students changing schools during elementary school years on their reading and mathematics achievement, using data from the Early Childhood Longitudinal Study Kindergarten Cohort. 相似文献
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Margaret Wu 《Educational Measurement》2010,29(4):15-27
In large-scale assessments, such as state-wide testing programs, national sample-based assessments, and international comparative studies, there are many steps involved in the measurement and reporting of student achievement. There are always sources of inaccuracies in each of the steps. It is of interest to identify the source and magnitude of the errors in the measurement process that may threaten the validity of the final results. Assessment designers can then improve the assessment quality by focusing on areas that pose the highest threats to the results. This paper discusses the relative magnitudes of three main sources of error with reference to the objectives of assessment programs: measurement error, sampling error, and equating error. A number of examples from large-scale assessments are used to illustrate these errors and their impact on the results. The paper concludes by making a number of recommendations that could lead to an improvement of the accuracies of large-scale assessment results. 相似文献
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The study investigated whether school‐level protective factors could moderate the effects cumulative risk has upon behavior difficulties in children with special educational needs and disabilities (SEND). The sample comprised 4,288 children identified with SEND: 2,660 pupils within 248 primary schools, and 1,628 pupils within 57 secondary schools. Risk factors associated with increases in behavior difficulties over an 18‐month period were summed to a cumulative risk score. Various school‐level factors were added to multilevel models, with interaction terms computed between cumulative risk and these variables to assess their potential protective effects. The primary school model revealed a significant interaction between cumulative risk and school academic achievement in predicting behavior difficulties. Higher levels of achievement in primary schools help reduce behavior difficulties for children most at risk. The secondary school model evidenced a significant interaction between cumulative risk and school percentage of students eligible for free school meals (FSM). Lower proportions within a school of children eligible for FSM were associated with reductions in behavior difficulties for children at high levels of risk. Interventions aimed at improving school‐level academic achievement and targeting high‐risk students attending schools with large proportions of children eligible for FSM would be beneficial. 相似文献
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Naomi Takashiro 《Educational Assessment, Evaluation and Accountability》2017,29(3):247-267
The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was Bronfenbrenner’s bioecological theory (Bronfenbrenner and Morris 1998). The data sets contained 4,856 students from 146 public and private middle schools. The results indicated that at the student level, different aspects of student SES (i.e., number of books, the possession of computers, paternal, and maternal educational achievements) were positively related to Japanese student math achievement. At the school level, two aspects of school SES (i.e., less populated schools and economically disadvantaged schools) were negatively related to Japanese student math achievement. None of the cross-level interactions were significant, but the random effect for the computer slope was significant. Although this study found both student and school SES effects on student achievement, the proportional reduction of prediction error explained by both student and school SES were was small, meaning the residual variances at student and school levels did not capture the majority of variance explained by math achievement. The implications of theoretical framework and educational policy are discussed. 相似文献
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邱波 《淮南师范学院学报》2012,14(2):146-148
以随机整体分层抽样的300名农村初中生为被试,采用学业成就归因（MMCS）量表和中文版考试焦虑量表（TAI）进行学业成就归因方式与考试焦虑的问卷调查,探讨初中生学业成就归因方式特点、考试焦虑现状及其关系。结果发现：（1）初中生学业成就归因方式倾向于内归因,存在性别及年级间的差异。（2）当前初中生考试焦虑状况良好,年级差异显著。（3）初中生学业成就归因方式与考试焦虑存在显著的相关。为引导初中生合理归因、保持适宜考试焦虑,提出相应的教育训练措施。 相似文献
18.
The purpose of this study is to investigate science achievement of Australian students and how this achievement can vary from school to school. The proposition that gender and socioeconomic inequities in Australia are the result of school systems designed to reproduce an unequal social order was examined with reference both to current sociological literature and methodological techniques which account for the hierarchical nature of students nested in schools. Additionally, student‐level and school‐level variables are investigated for their ability to explain gender and socioeconomic differences in science achievement, as well as general student variability. Even after adjusting for the students’ individual characteristics and home backgrounds, as well as the context of the school, there were significant gender and socioeconomic differences in science achievement across Australian schools. The importance of variability in science achievement between schools is shown in this study, with specific reference to how this variability can be attributed to the school system. 相似文献
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WISC and WISC-R test results were correlated with achievement test scores and school grades of 36 children who had completed two years of school. Global intelligence estimates from both scales correlated at significant levels with all achievement test measures. Individual subtests from the two scales were unevenly correlated with grades in specific school subjects over both school years. Data suggest that while the two scales may be grossly equivalent as global predictors of school achievement, the individual subtests from the two scales may not correlate equivalently with specific external criteria such as school grades. 相似文献
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Gad Yair 《Assessment in Education: Principles, Policy & Practice》1997,4(2):225-248
This study assesses several policy implications of within‐school, between‐classroom variability in pupil achievement. It diverges from current school effect studies by directly modelling pupil achievement in the Jerusalem public primary school system. This three‐level study includes pupils, classrooms and schools, thus allowing an appropriate estimate of the variations between these three levels. The findings show that between‐classroom variability is consistently greater than the estimated variation between schools. These findings contrast with traditional school‐level analyses that usually ignore within‐school variability. In the light of these findings we address three educational and policy issues. First, we probe into the moral consequences of between‐classroom, within‐school variability, specifically focusing on issues of choice and commitment. Second, we scrutinize the administrative policy of ‘social integration’ and reflect on some educational consequences that result from our findings. Third, we assess the Israeli version of ‘school league tables’ and discuss their usefulness as a means of resource allocation 相似文献