Effects of Differentially Time-Consuming Tests on Computer-Adaptive Test Scores     

Brent Bridgeman  Frederick Cline 《Journal of Educational Measurement》2004,41(2):137-148

Time limits on some computer-adaptive tests (CATs) are such that many examinees have difficulty finishing, and some examinees may be administered tests with more time-consuming items than others. Results from over 100,000 examinees suggested that about half of the examinees must guess on the final six questions of the analytical section of the Graduate Record Examination if they were to finish before time expires. At the higher-ability levels, even more guessing was required because the questions administered to higher-ability examinees were typically more time consuming. Because the scoring model is not designed to cope with extended strings of guesses, substantial errors in ability estimates can be introduced when CATs have strict time limits. Furthermore, examinees who are administered tests with a disproportionate number of time-consuming items appear to get lower scores than examinees of comparable ability who are administered tests containing items that can be answered more quickly, though the issue is very complex because of the relationship of time and difficulty, and the multidimensionality of the test.  相似文献   

Portfolios for learning,assessment and professional development in higher education     

Val Klenowski  Eileen Carnell 《Assessment & Evaluation in Higher Education》2006,31(3):267-286

This article focuses on the use of portfolios for learning and professional development in Higher Education (HE). Recent research findings related to learning and assessment help to contextualize the study. The use of portfolios for summative assessment and development of teaching and reflective practice dominates the literature. What is lacking is research that provides insights into how a portfolio for learning can be used in HE to develop understanding into one’s own learning, assessment and professional practices. The action research findings related to portfolio use for learning purposes identified in the three case studies include: the importance of establishing the purpose of the portfolio; the impact of portfolio use on the approach to learning, to teaching and to professional development; the changes to professional practice brought about as a result of the learning; and the need to consider issues related to ethics and confidentiality.  相似文献   

An Article by the 2003 Award Winner CCCC Outstanding Dissertation Award in Technical CommunicationEmergent Genres in Young Disciplines: The Case of Ethnological Science     

Brent R. Henze 《Technical Communication Quarterly》2004,13(4):393-421

Although the rhetoric of relatively stable scientific disciplines has been studied extensively, less attention has been paid to discourse formation in young disciplines. The author extends recent theories of genre and disciplinary discourse in a close rhetorical analysis of early papers in ethnological science. Practitioners apply extant rhetorical resources to new disciplinary problems as they learn to identify themselves as participants in a collective project. The young discipline “learns” its discourse from its practitioners.  相似文献   

An Examination of Family-School Partnership Initiatives in Rural Prekindergarten Programs     

Brent A. McBride  Ji-Hi Bae  Mary Sue Wright 《Early education and development》2002,13(1):107-128

The purpose of this exploratory study was to examine the various ways in which families become involved in state-funded rural prekindergarten programs for children identified as being at-risk for later school failure. Participants were 21 teachers/classrooms in prekindergarten programs located in nine rural Illinois communities. Data were collected over an 18-week period on the various parental involvement and family-school partnership strategies implemented by school personnel, and the patterns of parental participation that occurred in response to the different types of initiatives. Findings indicate that wide variations existed in the parent involvement and family-school partnership initiatives implemented across the nine programs. Results are discussed in terms of future research and program development efforts aimed at helping rural early childhood programs establish effective family-school partnerships.  相似文献   

Patio Swings Intermodal Shipping Competition: An Inquiry‐Based Partial Information Exercise     

Brent Snider  Nancy Southin  Rosanna Cole 《Decision Sciences Journal of Innovative Education》2019,17(2):146-162

Rather than providing all the required information as classroom exercises typically do, this international purchase and intermodal transportation competitive in‐class exercise intentionally holds back selected supply chain details. This inquiry‐based learning (IBL) approach simulates a real‐world Distribution Requirements Planning scenario by requiring students to identify what information they need and seek out those details from the instructor while competing with fellow student groups. In this 20‐30 minute exercise students are challenged to identify the all the necessary supply chain activities required to effectively ship patio swings from a supplier in China to a national retail chain in time for a spring sale. Generating the benefits of improved critical thinking in a fraction of the time required for traditional IBL, the approach is best described as a Partial Information Exercise. A student survey (n = 310) found that students strongly supported the inquiry approach, it generated significantly increased interest in global supply chain management roles and responsibilities, and over 91% of participants recommended the exercise continue to be part of the introductory operations and supply chain management course.  相似文献   

Complexity and Education: Vital simultaneities     

Brent  Davis 《Educational Philosophy and Theory》2008,40(1):50-65

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Designing E-learning environments for flexible activity and instruction     

Brent G. Wilson 《Educational technology research and development : ETR & D》2004,52(4):77-84

The contributions to this issue share a focus on design of e-learning environments. Instructional designers stand at very early stages of knowledge in this area, but with great potential for growth and progress. This commentary offers an activity-based perspective on e-learning environments, resulting in a flexible stance toward instructional strategies, artifact design, emergent activity, and learning outcomes. This same flexibility should be evident as we in the field appropriate theories from other disciplines and develop some of our own. I support the contributors' call for more design research specifically addressing challenging problems of practice encountered by design practitioners.  相似文献   

Children's understanding of death: a review of three components of a death concept   总被引：1，自引：0，他引：1  

M W Speece  S B Brent 《Child development》1984,55(5):1671-1686

This review of the empirical literature on the development of the concept of death focuses on 3 components of that concept: irreversibility, nonfunctionality, and universality. These findings overall suggest that the majority of healthy children in modern urban-industrial societies achieve an understanding of all 3 components between 5 and 7 years of age. Since this is also the age at which most children make the transition from preoperational to concrete-operational thinking, some relationship between these 2 processes seems likely. However, attempts to empirically validate that relationship have thus far yielded ambiguous results. Possible reasons for this ambiguity are suggested.  相似文献   

On two effects of signaling the consequences for remembering     

B. Maxwell Jones  K. Geoffrey White  Brent L. Alsop 《Learning & behavior》1995,23(3):256-272

Five pigeons were trained to perform a delayed matching-to-sample task in which red- and green-colored keys were presented as sample and choice stimuli, and the duration of a delay interval varied across trials. Experiment 1 investigated the effects on delayed-matching accuracy of signaling different durations of food access for the two correct responses (the differential-outcomes effect), and of signaling nondifferential but larger durations for both responses (the signaled-magnitudes effect). In Condition 1, a vertical bar on either sample signaled different rewards (or different outcomes, DOs) for correct red and correct green responses (0.5 and 3.5 sec, respectively), and a horizontal bar signaled equal durations of food access (or same outcomes, SOs) for these responses (1.5 sec). In Condition 2, the horizontal bar signaled equally large rewards for the two correct responses (3.5 sec), and the vertical bar signaled equally small rewards (0.5 sec). Delayed-matching accuracies were higher on DO trials than on SO trials, and they were higher on large-reward trials than on small-reward trials. However, analyses of discriminability estimates as a function of delay-interval duration revealed differences between the forgetting functions reflecting these two effects. Signaling DOs increased the initial level of the function and reduced its slope relative to signaling SOs, whereas signaling larger rewards increased the initial level of the function but did not affect its slope relative to signaling smaller rewards. Experiment 2 investigated whether the difference between the initial levels of DO and SO functions in Condition 1 resulted from overall longer food access on the former trials. However, varying the food-access times on SO trials across three conditions (0.5, 3.5, and 1.5 sec) failed to produce systematic effects consistent with this hypothesis. The results are discussed with respect to the mechanisms that could be responsible for the two effects.  相似文献   

CONSTRUCTIVIST DISCOURSES AND THE FIELD OF EDUCATION: PROBLEMS AND POSSIBILITIES   总被引：2，自引：0，他引：2  

Brent Davis  Dennis Sumara 《Educational theory》2002,52(4):409-428

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