The Errors of Our Ways     

Michael Kane 《Journal of Educational Measurement》2011,48(1):12-30

Errors don't exist in our data, but they serve a vital function. Reality is complicated, but our models need to be simple in order to be manageable. We assume that attributes are invariant over some conditions of observation, and once we do that we need some way of accounting for the variability in observed scores over these conditions of observation. We relegate this inconvenient variability to errors of measurement. The seriousness of errors of measurement depends on the intended interpretations and uses of the scores and the context in which they are used. Errors are too large if they interfere with the intended interpretations and uses, and otherwise are acceptable. The errors of measurement have to be small compared to the tolerance for error, and errors that are too large have to be controlled in some way. We have several ways of doing this. We can redefine the attribute of interest, we can standardize the assessments and leave the attribute alone, and/or we can sample the relevant performance domain more thoroughly. It is particularly important to control the larger sources of error. If a source of error (systematic or random) is small compared to the dominant sources of error for a testing procedure, it can generally be ignored.  相似文献   

Changes in student effort and grade expectation in the course of a term     

C. S. Khachikian  D. W. Guillaume  T. K. Pham 《European Journal of Engineering Education》2011,36(6):595-605

Students were surveyed and asked to self-evaluate their performance and time-on-task in six engineering courses (eight sections). Surveys were conducted four times over the course of a 10-week quarter. Students with the highest grade point averages (GPAs) (2.88 mean; 4.00 mode) indicated ‘no change’ while students with lower GPAs (2.67 mean; 1.83 mode) indicated a ‘negative change’ in grade expectations by the end of the quarter, indicating that better performing students are better self-evaluators. Students reduced time-on-task 2–4 hours/week, especially early in the quarter. Students who changed their time-on-task during each survey had a GPA mode of 4.00, indicating that ‘master’ students readily adapt to course demands. This study shows that most students over-predict their grades and their level of commitment to a course and lose confidence in their abilities as the term progresses. It is suggested that instructors obtain student grade predictions and use them to provide timely and appropriate feedback.  相似文献   

Decreasing Heavy Drinking in First‐Year Students: Evaluation of a Web‐Based Personalized Feedback Program Administered During Orientation     

Diana M. Doumas  Christina M. Kane  Tabitha B. Navarro  Jennifer Roman 《Journal of College Counseling》2011,14(1):5-20

This study evaluated the effectiveness of a web‐based personalized normative feedback program, electronic Check‐Up to Go (e‐CHUG), in decreasing heavy drinking among 1st‐year university students. Results indicated high‐risk students receiving the e‐CHUG program during 1st‐year orientation activities reported significantly greater reductions in heavy drinking and alcohol‐related consequences than did students in an assessment‐only control group at a 3‐month follow‐up. Recommendations for integrating e‐CHUG into orientation activities are discussed.  相似文献   

Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions,contradictions and hybrid practices     

Thi Hong Thanh Pham  Peter Renshaw 《Assessment & Evaluation in Higher Education》2015,40(1):45-59

Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the ‘third space’, as the core of the third generation of activity theory, as a frame to capture how Vietnamese teachers took into account both traditional practices and contemporary influences to transform formative assessment practices to make them feasible in their classrooms. Participants were 2 lecturers and 250 students from two college classes in Vietnam. The results showed that Vietnamese students’ conceptions of learning were heavily influenced by examinations and their traditional learning culture. Consequently, the teachers needed to transform the initiative to align with these features in Vietnamese classrooms. When the revisions were made, the students were evidenced to achieve a growth in learning, change their beliefs about learning and develop both self-learning and collective learning.  相似文献   

A simple and inexpensive enteric-coated capsule for delivery of acid-labile macromolecules to the small intestine     

Darren S. Miller  Anne Michelle Parsons  John Bresland  Paul Herde  Duc Minh Pham  Angel Tan  Hung-yao Hsu  Clive A. Prestidge  Tim Kuchel  Rezaul Begg  Syed Mahfuzul Aziz  Ross N. Butler 《Journal of Zhejiang University. Science. B》2015,16(7):586-592

Understanding the ecology of the gastrointestinal tract and the impact of the contents on the host mucosa is emerging as an important area for defining both wellness and susceptibility to disease. Targeted delivery of drugs to treat specific small intestinal disorders such as small bowel bacterial overgrowth and targeting molecules to interrogate or to deliver vaccines to the remote regions of the small intestine has proven difficult. There is an unmet need for methodologies to release probes/drugs to remote regions of the gastrointestinal tract in furthering our understanding of gut health and pathogenesis. In order to address this concern, we need to know how the regional delivery of a surrogate labeled test compound is handled and in turn, if delivered locally as a liquid or powder, the dynamics of its subsequent handling and metabolism. In the studies we report on in this paper, we chose ¹³C sodium acetate (¹³C-acetate), which is a stable isotope probe that once absorbed in the small intestine can be readily measured non-invasively by collection and analysis of ¹³CO₂ in the breath. This would provide information of gastric emptying rates and an indication of the site of release and absorptive capacity. In a series of in vitro and in vivo pig experiments, we assessed the enteric-protective properties of a commercially available polymer EUDRAGIT®L100-55 on gelatin capsules and also on DRcaps®. Test results demonstrated that DRcaps®coated with EUDRAGIT®L100-55 possessed enhanced enteric-protective properties, particularly in vivo. These studies add to the body of knowledge regarding gastric emptying in pigs and also begin the process of gathering specifications for the design of a simple and cost-effective enteric-coated capsule for delivery of acid-labile macromolecules to the small intestine.  相似文献   

Comparison of Methods for Combining the Minimum Passing Levels for Individual Items into a Passing Score for a Test     

Barbara S. Plake  Michael T. Kane 《Journal of Educational Measurement》1991,28(3):249-256

The purpose of this study was to compare several methods for determining a passing score on an examination from the individual raters' estimates of minimal pass levels for the items. The methods investigated differ in the weighting that the estimates for each item receive in the aggregation process. An IRT-based simulation method was used to model a variety of error components of minimum pass levels. The results indicate little difference in estimated passing scores across the three methods. Less error was present when the ability level of the minimally competent candidates matched the expected difficulty level of the test. No meaningful improvement in passing score estimation was achieved for a 50-item test as opposed to a 25-item test; however, the RMSE values for estimates with 10 raters were smaller than those for 5 raters. The results suggest that the simplest method for aggregating minimum pass levels across the items in a test–adding them up–is the preferred method.  相似文献   

Competency-based skills training: Does it limit creativity in the participative workplace?     

Jeffrey L. Gossett  Timothy A. Kane  Dennis G. Tesolowski 《Performance Improvement》1991,30(2):16-19

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Intermingling of identities: a Black student in a middle-school science class     

Varelas  Maria  Menig  Elizabeth  Wilson  Asif  Kane  Justine 《Cultural Studies of Science Education》2020,15(3):695-722

Cultural Studies of Science Education - We explored ways in which racial, academic, and science identities intermingle in contested classroom and school spaces where students’ personal...  相似文献   

The racial matters of citizenship     

Vincent N. Pham 《Quarterly Journal of Speech》2018,104(1):94-107

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Making the tacit explicit: A teaching intervention programme for early career academics     

Susan Sandretto  Ruth Kane  Chris Heath 《International Journal for Academic Development》2013,18(2):135-145

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