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1.
This study investigated gender-related differences in the efficacy-expectation/performance discrepancies of high school students across four subject matter domains. Participants (N = 131) completed American College Testing (ACT) assessments in English, mathematics, reading, and science. Additionally, prior to each domain-specific test, students rated their perceived self-efficacy expectation for successful performance on that test. As anticipated, most students reporting greater efficacy expectation also tended to perform at higher levels, particularly in mathematics. Unexpectedly, the majority of student efficacy/performance discrepancy scores fell outside the congruent range in all content areas. Approximately equal numbers of male and female students inaccurately estimated their performance capabilities, with most noncongruent students tending to fall into either the extreme overestimation/underestimation categories. Implications are discussed regarding the application of these findings to refining educational methods, and enhancing self-motivation in educational settings.  相似文献   

2.
The primary purpose of this study was to estimate the amount of variability in the proportions of students in a school district, scoring within each of three achievement levels that could be attributed to factors other than random sampling error. The approach taken is based on a general conceptual framework that collectively incorporates five sources of variability: instructional intervention, random sampling error, measurement error, equating error, and systematic error. Statewide school-level assessment data for reading and mathematics in grades four and eight from four consecutive years were used to examine annual grade-group change. The intent was to assess the impact of random sampling error in grade-group change estimates when either single-year proportions or 2-year average proportions are used to report school improvement with achievement levels. Observed variability in change was compared with theoretically-derived estimates of change due to random sampling error to determine the relative influence of sampling error and the aggregate of the other four sources of variability. Results indicate that the error variance of estimates of change at the school level is large enough to interfere with interpretations of annual change estimates. Recommendations are offered for establishing annual improvement goals and for reporting results with achievement levels-all in the context of adequate yearly progress (AYP)-while taking error estimates into account.  相似文献   

3.
Item stem formats can alter the cognitive complexity as well as the type of abilities required for solving mathematics items. Consequently, it is possible that item stem formats can affect the dimensional structure of mathematics assessments. This empirical study investigated the relationship between item stem format and the dimensionality of mathematics assessments. A sample of 671 sixth-grade students was given two forms of a mathematics assessment in which mathematical expression (ME) items and word problems (WP) were used to measure the same content. The effects of mathematical language and reading abilities in responding to ME and WP items were explored using unidimensional and multidimensional item response theory models. The results showed that WP and ME items appear to differ with regard to the underlying abilities required to answer these items. Hence, the multidimensional model fit the response data better than the unidimensional model. For the accurate assessment of mathematics achievement, students’ reading and mathematical language abilities should also be considered when implementing mathematics assessments with ME and WP items.  相似文献   

4.
Abstract

Position effects (PE) cause decreasing probabilities of correct item responses towards the end of a test. We analysed PEs in science, mathematics and reading tests administered in the German extension to the PISA 2006 study with respect to their variability at the student- and school-level. PEs were strongest in reading and weakest in mathematics. Variability in PEs was found at both levels of analysis. PEs were stronger for male students, for students with a migration background (science and mathematics), and for students with a less favourable socio-economic background (reading). At the school level, PEs were stronger in lower school tracks and in schools with a high proportion of students with a migration background. The relationships of the test scores with the covariates partly reflected the covariates’ relationships with PEs. Our findings suggest that PEs should be taken seriously in large-scale assessments as they have an undesirable impact on the results.  相似文献   

5.
This article examines whether students’ learning gains in reading and mathematics depend on the time of their transition from elementary school to the academic track of secondary schooling. Drawing on data from the ELEMENT study, the learning gains of fifth and sixth graders in elementary schools (N?=?3167) and academic-track schools with various curricular profiles (N?=?1758) in Berlin were modelled by regression and propensity score matching (PSM) analyses. When baseline differences between the school types were controlled, analyses for reading did not reveal statistically significant differences at all. Findings for mathematics were inconsistent depending on the method of analysis. Regression analysis showed statistically significant results of small effect size in favour of the academic-track schools. However, this finding could not be replicated by means of PSM. The study does not provide evidence for a generally positive effect of early transition to the academic track of secondary schooling with respect to mathematics and reading performance. Theoretical and methodological implications and limitations of the study are discussed.  相似文献   

6.
Using a multilevel multiset time-series model, the present study aimed to examine whether changes in teacher perceived principal leadership practices were associated with the change in school academic performance. Teacher perceived principal leadership practices tapped into various aspects of school process and principal leadership. School academic performance was measured as a school’s average in reading and mathematics at a certain grade level (Grades 5–8) in a certain calendar year (2013–2017). Change in teachers’ perceptions regarding principals’ efforts to improve parent involvement was identified as the single most important teacher perceived principal leadership practice for growth in both school reading and school mathematics performance across grade levels (moderate effect size of .481 in reading and small effect size of .254 in mathematics). Implications were discussed, including the hypothesis of “growth” factors in principal leadership practice.  相似文献   

7.
Students who are deaf or hard of hearing (SDHH) often need accommodations to participate in large-scale standardized assessments. One way to bridge the gap between the language of the test (English) and a student's linguistic background (often including American Sign Language [ASL]) is to present test items in ASL. The specific aim of this project was to measure the effects of an ASL accommodation on standardized test scores for SDHH in reading and mathematics. A total of 64 fifth- to eighth-grade (ages 10-15) SDHH from schools for the deaf in the United States participated in this study. There were no overall differences in the mean percent of items students scored correctly in the standard vs. ASL-accommodated conditions for reading or mathematics. We then conducted hierarchical linear regression analyses to analyze whether measures of exposure to ASL (home and classroom) and student proficiency in the subject area predicted student performance in ASL-accommodated assessments. The models explained up to half of the variance in the scores, with subject area proficiency (mathematics or reading) as the strongest predictor. ASL exposure was not significant with the exception of ASL classroom instruction as a predictor of mathematics scores.  相似文献   

8.
《教育实用测度》2013,26(2):173-185
More attention is being given to evaluating the quality of school-level assessment scores due to their importance for school-based planning and monitoring effectiveness. In this study, cross-year stability is proposed as an indicator of data quality and the degree of stability that is appropriate for large-scale assessments of student performance is explored. Following a search of Internet sites, Year 1 to Year 2 stability coefficients were calculated for assessment data from 21 states and 2 provinces. The median stability coefficient was .78 in mathematics and reading, but coefficients for writing were generally lower. A stability coefficient of .80 is recommended as the standard for large-scale assessments of student performance. A high degree of cross-year stability makes it easier to detect and attribute changes in school-level scores to school improvement efforts. The link between stability and reliability and several factors that may attenuate stability are discussed.  相似文献   

9.
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman (1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories.  相似文献   

10.
In order to assess the etiology of reading disability as a function of mathematics performance, data from 168 monozygotic (MZ) and 127 same-sex dizygotic (DZ) twin pairs in which at least one member of each pair was reading-disabled were subjected to quantitative genetic analyses. MZ and DZ concordance rates for reading disability were computed for different levels of mathematics performance, and reading performance data were fitted to an extension of the basic multiple regression model for the analysis of selected twin data. Results of these analyses suggest that genetic factors may be especially salient as a cause of reading disability in children with borderline deficits in mathematics performance: thus, mathematics performance may be a valid dimension for diagnosing subtypes of reading disability.  相似文献   

11.
In England children must start school after their fifth birthday, but it is common for children to start when they are four in what is known as the Reception class. The Performance Indicators in Primary Schools (PIPS) project collected data on 1700 pupils’ early mathematics and pre/early reading levels at the start and end of their Reception year. The on‐entry assessment proved to be a good predictor of performance in reading and mathematics at the end of reception and the progress which each child made was estimated. This progress was found to vary considerably between schools and the variation was much greater than that typically found in school effectiveness studies. The data provided a unique opportunity to compare the progress of children who had, and had not, been to school. The Reception year was found to have had a major impact on the literacy and numeracy of children. Multi‐level models were employed for the analysis and from the models Effect Sizes were computed to assist in comparing the importance of variables in the study. This approach provides a mechanism for comparing the findings of school effectiveness studies with experimental studies and meta‐analyses.  相似文献   

12.
《教育实用测度》2013,26(2):161-177
Gender differences in performance on three types of mathematics test items were investigated using data from students with three different course backgrounds. Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test. Only students with three specific profiles of high school mathematics coursework were considered in the analysis. The three background conditions ranged from little mathematics (Algebra I only) to a modest background (two Algebra courses and Geometry) to a full mathematics program including Introductory Calculus. For each background condition, examinee performance was analyzed in a 2 (Gender) x 3 (Item Category) x 8 (Test Form) split-plot factorial design. The results indicated, that, at each of the studied background levels, females performed less well than males on geometry (strategic, geometric) and reasoning (strategic, nongeometric) items. On the other hand, females performed as well as males on algorithmic, operationsoriented items.  相似文献   

13.
Many teachers and curriculum specialists claim that the reading demand of many mathematics items is so great that students do not perform well on mathematics tests, even though they have a good understanding of mathematics. The purpose of this research was to test this claim empirically. This analysis was accomplished by considering examinees that differed in reading ability within the context of a multidimensional DIF framework. Results indicated that student performance on some mathematics items was influenced by their level of reading ability so that examinees with lower proficiency classifications in reading were less likely to obtain correct answers to these items. This finding suggests that incorrect proficiency classifications may have occurred for some examinees. However, it is argued that rather than eliminating these mathematics items from the test, which would seem to decrease the construct validity of the test, attempts should be made to control the confounding effect of reading that is measured by some of the mathematics items.  相似文献   

14.
The purpose of this study is to evaluate the relationship of mathematics calculation rate (curriculum-based measurement of mathematics; CBM-M), reading rate (curriculum-based measurement of reading; CBM-R), and mathematics application and problem solving skills (mathematics screener) among students at four levels of proficiency on a statewide test. It was hypothesized that CBM-M provides insufficient information to make good screening decisions and that other measures with content more similar to that of large-scale tests of mathematics would function to improve screening. One hundred and seventy students in third grade from a rural elementary school in the Midwestern United States participated. Structural equation modeling was used to evaluate direct, mediator, and latent growth models. In general, CBM-R mediated the relationship between the mathematics ability screener and passing the state assessment, while CBM-M did not have any significant paths within these models. Results are discussed in terms of the utility of CBM-M and CBM-R procedures in screening for success on state test performance in mathematics.  相似文献   

15.
Five second-grade classes in two schools participated in a project that was generally compatible with a constructivist theory of knowing. At the end of the school year, the students in these classes and their peers in six non-project classes in the same schools were assigned to ten textbook-based third-grade classes on the basis of reading scores. The two groups of students were compared at the end of the third-grade year on a standardized achievement test and on instruments designed to assess their conceptual development in arithmetic, their personal goals in mathematics, and their beliefs about reasons for success in mathematics. The levels of computation performance on familiar textbook tasks were comparable, but former project students had attained more advanced levels of conceptual understanding. In addition, they held stronger beliefs about the importance of working hard and being interested in mathematics, and about understanding and collaborating. Further, they attributed less importance to conforming to the solution methods of others.  相似文献   

16.
This was a study of differential item functioning (DIF) for grades 4, 7, and 10 reading and mathematics items from state criterion-referenced tests. The tests were composed of multiple-choice and constructed-response items. Gender DIF was investigated using POLYSIBTEST and a Rasch procedure. The Rasch procedure flagged more items for DIF than did the simultaneous item bias procedure—particularly multiple-choice items. For both reading and mathematics tests, multiple-choice items generally favored males while constructed-response items generally favored females. Content analyses showed that flagged reading items typically measured text interpretations or implied meanings; males tended to benefit from items that asked them to identify reasonable interpretations and analyses of informational text. Most items that favored females asked students to make their own interpretations and analyses, of both literary and informational text, supported by text-based evidence. Content analysis of mathematics items showed that items favoring males measured geometry, probability, and algebra. Mathematics items favoring females measured statistical interpretations, multistep problem solving, and mathematical reasoning.  相似文献   

17.
In Italy, from the 2003 reports to the present, the National Institute for the Educational Evaluation of Instruction and Training (INVALSI) has conducted research on Programme for International Student Assessment (PISA) results in order to understand Italian students’ low achievement in mathematics. In the present paper, data from a representative sample of 15-year-old Italian students who participated in PISA 2012 were analysed. This study’s primary aim is to verify how students’ linguistic competences are associated with their performance in mathematics. For the evaluation of the impact of item reading demand on students’ performance, we selected 24 mathematics items with a high reading demand and 31 mathematics items with a low reading demand, as classified by Italian language and methodology experts. Repeated measure variance analyses were conducted. The results showed differences in function of gender: females are advantaged in mathematics items with a high reading demand, independent of their level of reading literacy. In contrast, males are advantaged in mathematics items with a low reading demand, independent of their level of reading literacy. Possible policy implications are discussed.  相似文献   

18.
The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their performance on standardized tests was followed from 1st grade through 5th grade. WW students significantly outscored HS, WL, and NHS students of similar backgrounds in reading and outscored WL and NHS students in mathematics on 2nd-grade standardized assessments. In addition, WW students were able to maintain their lead through 5th grade in both reading and mathematics. Based on these results, WW is an effective HS enhancement for minimizing the achievement gap often observed between students who may be at risk for academic difficulty and students who are at low risk.  相似文献   

19.
Many efforts have been made to determine and explain differential gender performance on large-scale mathematics assessments. A well-agreed-on conclusion is that gender differences are contextualized and vary across math domains. This study investigated the pattern of gender differences by item domain (e.g., Space and Shape, Quantity) and item type (e.g., multiple-choice i iIn this paper, two kinds of multiple-choice items are discussed: traditional multiple-choice items and complex multiple-choice items. A sample complex multiple choice item is shown in Table 6. The terms “multiple-choice” and “traditional multiple-choice” are used interchangeably to refer to the traditional multiple choice items throughout the paper, while the term “complex multiple-choice” is used to refer to the complex multiple-choice items. Raman K. Grover is now an Independent Psychometrician. items, open constructed-response items). The U.S. portion of the Programme for International Student Assessment (PISA) 2000 and 2003 mathematics assessment was analyzed. A multidimensional Rasch model was used to provide student ability estimates for each comparison. Results revealed a slight but consistent male advantage. Students showed the largest gender difference (d = 0.19) in favor of males on complex multiple-choice items, an unconventional item type. Males and females also showed sizable differences on Space and Shape items, a domain well documented for showing robust male superiority. Contrary to many previous findings reporting male superiority on multiple-choice items, no measurable difference has been identified on multiple-choice items for both the PISA 2000 and the 2003 math assessments. Reasons for the differential gender performance across math domains and item types were speculated, and directions of future research were discussed.  相似文献   

20.
《Educational Assessment》2013,18(4):291-304
School districts are under increasing pressure to demonstrate that students are competent in various skills, such as reading and mathematics. Often, demonstrating competence involves comparing performance on assessments to a standard of performance, as embodied in a test score. These scores, called cutscores, separate competent and noncompetent examinees. Because school districts have varied sources of data to inform cutscore decisions, various methods are available for suggesting cutscores. In 2 studies, we examine a selection of methods for arriving at rational and defensible cutscores in school districts. Methods examined are the Angoff (1971) method; the borderline and contrasting groups methods; and 2 new methods, 1 based on course enrollment and 1 based on expert expectations. In Study 1, the Angoff, borderline group, and course enrollment results were consistent, whereas in Study 2, the Angoff and professional judgment methods yielded suggested cutscores that were lower than the borderline group method. Suggestions for further study include the reaction of teachers to the cutscore-setting methods, the effect of different teacher attributes on the results of cutscore-setting methods, and the efficiency of and most effective order for employing the various methods.  相似文献   

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