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1.
The definition of what it means to take a test online continues to evolve with the inclusion of a broader range of item types and a wide array of devices used by students to access test content. To assure the validity and reliability of test scores for all students, device comparability research should be conducted to evaluate the impact of testing device on student test performance. The current study looked at the comparability of test scores across tablets and computers for high school students in three commonly assessed content areas and for a variety of different item types. Results indicate no statistically significant differences across device type for any content area or item type. Student survey results suggest that students may have a preference for taking tests on devices with which they have more experience, but that even limited exposure to tablets in this study increased positive responses for testing on tablets.  相似文献   

2.
The purpose of this study was to test methods that strengthen the comparability claims about annual determinations of student proficiency in English language arts, math, and science (Grades 3–12) in the New Hampshire Performance Assessment of Competency Education (NH PACE) pilot project. First, we examined the literature in order to define comparability outside the bounds of strict score interchangeability and explored methods for estimating comparability that support a balanced assessment system for state accountability such as the NH PACE pilot. Second, we applied two strategies—consensus scoring and a rank‐ordering method—to estimate comparability in Year 1 of the NH PACE pilot based upon the expert judgment of 85 teachers using 396 student work samples. We found the methods were effective for providing evidence of comparability and also detecting when threats to comparability were present. The evidence did not indicate meaningful differences in district average scoring and therefore did not support adjustments to district‐level cut scores used to create annual determinations. The article concludes with a discussion of the technical challenges and opportunities associated with innovative, balanced assessment systems in an accountability context.  相似文献   

3.
Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2) high utility value with lower self-efficacy. High-ability was identified by a math score at least one standard deviation above the mean within the race/ethnicity group. Forty-one percent of high-ability students had high math motivation, while only 27% had high science motivation. Evidence of disidentification was observed. Some high-ability students had low motivation in math (15%) and science (28%). Implications for talent development and gifted education are discussed.  相似文献   

4.
As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed.  相似文献   

5.
The purpose of this study was to examine the effect of a digitized podcast to deliver read-aloud testing accommodations on mobile devices to students with disabilities and reading difficulties. The total sample for this study included 47 middle school students with reading difficulties. Of the 47 students, 16 were identified as students with disabilities who received special education services. Participants were randomly assigned to three experimental testing conditions, standard administration, teacher-controlled read-aloud in traditional group delivery format, and student-controlled read-aloud delivered as a podcast and accessed on a mobile device, and given sample end-of-year science assessments. Based on a factorial analysis of variances, with test conditions and student status as the fixed factors, both student groups demonstrated statistically significant gains based on their testing conditions. Results support the use of podcast delivery as a viable alternative to the traditional teacher-delivered read-aloud test accommodation. Conclusions are discussed in the context of universal design for learning testing accommodations for future research and practice.  相似文献   

6.
Using data from the Educational Longitudinal Study of 2002–2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low socioeconomic status students than for high socioeconomic status students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed.  相似文献   

7.
With a focus on within-person effects, this study investigated mutualism among academic skills (reading, math, science) and between those skills and verbal working memory in a general population sample and groups with high or low skills from Grades 2 to 5 (2010–2016, N = 859–9040, age 6.27–13.13 years, 49% female, ethnically diverse). Mutualism was found between reading and science in all high-ability groups, and between reading/math and verbal working memory only in high-math students. These results remained the same when controlled for socioeconomic status and gender, and with sensitivity analyses. High-skill students (especially high-math students) may improve academic performance through accumulation of academic knowledge and mutualism between academic and cognition. Such mutualism may be driven by high-quality, intensive academic practice.  相似文献   

8.
Iowa students and parents completed related attitude and belief questionnaires about school subjects. Grade K–3 students received simpler questionnaires than did Grade 4–6 students or parents. Among Grade 4–6 children, girls perceived higher competence in reading than did boys, but boys perceived higher competence in physical science. All children perceived physical science competence lower than reading or math competence. Parents perceived boys as more competent in science. Girls like reading more than boys did; boys and girls did not differ in liking of science. Grade 4–6 children also expected lower grades in and attached lower importance to physical science than to reading. Parents perceived science as more important for boys and expected higher performance of boys. Jobs related to math or science were seen as more male dominated. These results provided a more comprehensive picture of attitudes and beliefs about science in the elementary school than had existed and suggested that attitudinal gender differences related to physical science begin to develop by the earliest elementary school years. Policy implications are that intervention programs designed to promote gender equity should be extended to the early elementary school years and also should address parental attitudes. Additional implications for policy and research are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 719–747, 1999  相似文献   

9.
To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers.  相似文献   

10.
The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.  相似文献   

11.
To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success.  相似文献   

12.
Read aloud is a testing accommodation that has been studied by many researchers, and its use on K‐12 assessments continues to be debated because of its potential to change the measured construct or unfairly increase test scores. This study is a summary of quantitative research on the read aloud accommodation. Previous studies contributed information to compute average effect sizes for students with disabilities, students without disabilities, and the difference between groups for reading and mathematics using a random effects meta‐analytic approach. Results suggest that (1) effect sizes are larger for reading than for math for both student groups, (2) the read aloud accommodation increases reading test scores for both groups, but more so for students with disabilities, and (3) mathematics scores gains due to the read aloud accommodation are small for both students with and without disabilities, on average. There was some evidence to suggest larger effects in elementary school relative to middle and high school and possible mode effects, but more studies are needed within levels of the moderator variables to conduct statistical tests.  相似文献   

13.
Initial Trends in MSP-Related Changes in Student Achievement With MIS Data   总被引：1，自引：1，他引：0  
This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation investigates changes in student mathematics and science achievement across three school years, 2002–03, 2003–04, and 2004–05, for MSP-related schools using Management Information System data with the Annual K-12 District Survey. First, changes in percentages of students (at or above) proficient on state assessments in math and science were investigated by gender, ethnicity, special education, and students with limited English proficiency using schools for which data were available for all three years. The results indicated that MSP schools continued to show improvement in student math and science proficiency over the three-year period. Second, schools were examined by frequency and effect size of increase, decrease, or no change in student math and science proficiency from the “start” (2002–03) to the “end” (2004–05) of the period for this study. The schools with positive changes were in much higher numbers and higher mean effect size of change compared to schools with negative (or no) changes in student math and science proficiency. Third, the relationship between the schools' targeted teacher participation in MSP-related activities over the entire period of three years and the student math and science proficiency at the “end” year of this period (2004–05) was also investigated. It was found that this relationship was positive and significant for the elementary and high schools, but there was no evidence for its significance at the middle school level.  相似文献   

14.
In a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K-12 schools, including schools focused on project-based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project-based schools could be due to a self-selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p < .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real-life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools.  相似文献   

15.
Item response time data were used in investigating the differences in student test-taking behavior between two device conditions: computer and tablet. Analyses were conducted to address the questions of whether or not the device condition had a differential impact on rapid guessing and solution behaviors (with response time effort used as an indicator) as well as on the time that students spent on the test (reading, mathematics, and science) or a given item type (such as drag-and-drop and fill in blank). Further analyses were conducted to examine if the potential impact of device conditions varied by gender and ethnicity groups. Overall there were no significant differences in response time effort related to device, although some differences related to item type and test sequence were noted. Students tended to spend slightly more time when taking the tests and certain types of items on the tablet than on the computer. No interactions of device with gender or ethnicity were observed. Follow-up research on the item time thresholds is discussed.  相似文献   

16.
A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors; and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans.  相似文献   

17.
Given limited funding for school-based science education, non-school-based programs have been developed at colleges and universities to increase the number of students entering science- and health-related careers and address critical workforce needs. However, few evaluations of such programs have been conducted. We report the design and methods of a controlled trial to evaluate the Stanford Medical Youth Science Program’s Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program. This 5-year matched cohort study uses an annual survey to assess educational and career outcomes among four cohorts of students who participate in the SRP and a matched comparison group of applicants who were not chosen to participate in the SRP. Matching on sociodemographic and academic background allows control for potential confounding. This design enables the testing of whether the SRP has an independent effect on educational- and career-related outcomes above and beyond the effects of other factors such as gender, ethnicity, socioeconomic background, and pre-intervention academic preparation. The results will help determine which curriculum components contribute most to successful outcomes and which students benefit most. After 4 years of follow-up, the results demonstrate high response rates from SRP participants and the comparison group with completion rates near 90 %, similar response rates by gender and ethnicity, and little attrition with each additional year of follow-up. This design and methods can potentially be replicated to evaluate and improve other biomedical pipeline programs, which are increasingly important for equipping more students for science- and health-related careers.  相似文献   

18.
This article illustrates how a new framework for conceptualising comparability has the potential to help assessment professionals to understand and to conduct debate on linking theory and practice. The framework was used as a lens through which to study a corpus of research reports, from which a narrative was constructed to characterise the evolution of conceptions of inter-subject comparability in England from the 1960s to the present day. The new framework helped to bring clarity and structure to the trajectory of ideas, from a period before theoretical commitments were clearly articulated to the present day. One dominant underlying conception was identified and characterised as the ‘all causes’ causal definition. Characterising the dominant conception explicitly, in the language of the new framework, revealed clearly its inadequacy in this comparability context, despite its apparent longevity as the de facto paradigm for interpreting inter-subject comparability monitoring research. Although the dominant conception remained largely unchallenged during the twentieth century, the new framework helped to identify how a number of researchers were grappling for alternative conceptions, even from early on. It was not until the turn of the twenty-first century that alternative conceptions began to be articulated explicitly and the focus of the debate changed from methodological adequacy to definitional adequacy.  相似文献   

19.
This study investigated the factorial invariance of scores from a 7th-grade state reading assessment across general education students and selected groups of students with disabilities. Confirmatory factor analysis was used to assess the fit of a 2-factor model to each of the 4 groups. In addition to overall fit of this model, 5 levels of constraint, including equal factor loadings, intercepts, error variances, factor variances, and factor covariances, were investigated. Invariance across the factor loadings and intercepts was supported across the groups of students with disabilities and general education students. Invariance for these groups was not supported for the error variances. For the students with mental retardation, the lack of fit of the 2-factor model and the observed score results suggested a mismatch between the difficulty level of this test and the ability level of these students. Although the results generally supported the score comparability of the reading assessment across these groups, further research is needed into the nature of the larger error variances for the student with disabilities groups and into accommodations and modifications for the students with mental retardation.  相似文献   

20.
ABSTRACT

This article examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates prior distributional work on TFA by correcting for previously unidentified missing data and estimating unconditional rather than conditional QTE. Consistent with previous findings, results reveal a positive impact of TFA teachers across the distribution of math achievement. In reading, however, relative to veteran non-TFA teachers, students at the bottom of the reading distribution score worse in TFA classrooms, and students in the upper half of the distribution perform better.  相似文献   

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