Development of Automated Scoring Algorithms for Complex Performance Assessments: A Comparison of Two Approaches     

Brian E. Clauser  Melissa J. Margolis  Stephen G. Clyman  Linette P. Ross 《Journal of Educational Measurement》1997,34(2):141-161

Performance assessments are typically scored by having experts rate individual performances. The cost associated with using expert raters may represent a serious limitation in many large-scale testing programs. The use of raters may also introduce an additional source of error into the assessment. These limitations have motivated development of automated scoring systems for performance assessments. Preliminary research has shown these systems to have application across a variety of tasks ranging from simple mathematics to architectural problem solving. This study extends research on automated scoring by comparing alternative automated systems for scoring a computer simulation test of physicians'patient management skills; one system uses regression-derived weights for components of the performance, the other uses complex rules to map performances into score levels. The procedures are evaluated by comparing the resulting scores to expert ratings of the same performances.  相似文献   

The relationship of teacher ratings of executive functions to emergent literacy in Head Start     

Hooper  Stephen R.  Costa  Lara-Jeane C.  Green  Melissa B.  Catlett  Stephanie R.  Barker  Alexandra  Fernandez  Edmund  Faldowski  Richard A. 《Reading and writing》2020,33(4):963-989

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...  相似文献   

Latinx students’ experiences with college access and preparation at college preparatory charter schools     

Melissa A. Martinez  Desireé Vega  Jocabed Marquez 《Journal of Latinos & Education》2019,18(1):28-41

Charter schools that target underserved communities, including Latinxs, have proliferated in the U.S., claiming a unique, more autonomous and successful alternative to traditional public schools, often with a promise of increased postsecondary access and preparation. However, there is conflicting evidence regarding their effectiveness on academic outcomes, prompting additional research on charter schools. This study examined the college access and preparation experiences of 14 Latinxs attending college preparatory charter schools within one school system in Texas. Findings highlight how schools assisted students in preparing for college, but challenges in accessing college knowledge and assistance still existed, particularly for undocumented students.  相似文献   

ARTEMIS: Reinvigorating History and Theory in Art and Design Education     

Jeff Janet  Melissa Miles 《The International Journal of Art & Design Education》2009,28(1):52-60

ARTEMIS (Art Educational Multiplayer Interactive Space) is an online multi‐user virtual environment that is designed around the objects, artefacts, philosophies, personalities and critical discourses of the histories and theories of art and design. Conceived as a means of reinvigorating art history and theory education in the digital age, ARTEMIS addresses the specific teaching and learning needs of a new generation of art and design students in higher education. This article is a case study that addresses the second phase of the testing and design development of ARTEMIS. It builds on the findings of the initial phase, which involved the development of the ‘proof of concept’ for an online virtual world and game designed for undergraduate students in the Faculty of Art and Design at Monash University in Melbourne, Australia. Drawing on a test trial and student response survey, this article assesses whether virtual environments like ARTEMIS can generate new life in art and design history, augment the teaching and learning mix in art and design higher education, and foster new modes of active engagement amongst students.  相似文献   

Medpedia     

Melissa L. Rethlefsen 《Journal of the Medical Library Association》2009,97(4):325-326

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Introduction to individual and group counseling in the practice of school psychology     

Thomas J. Kehle  Melissa A. Bray  Rachelle Pérusse 《Psychology in the schools》2009,46(3):197-198

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Reliability and validity evidence for the EARLI literacy probes     

Melissa A. Reid  James C. DiPerna  Paul L. Morgan  Pui Wa Lei 《Psychology in the schools》2009,46(10):1023-1035

The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool‐age children. The literacy probes were administered to 84 preschoolers at three time points over a 6‐month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development. © 2009 Wiley Periodicals, Inc.  相似文献   

Educating Young Educators: A Pedagogical Internship for Undergraduate Teaching Assistants     

Iyah Romm  Susannah Gordon-Messer  Melissa Kosinski-Collins 《CBE life sciences education》2010,9(2):80-86

Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator.  相似文献   

A Grounded Theory of Counselor Educators Integrating Social Justice Into Their Pedagogy     

Melissa A. Odegard  Linwood G. Vereen 《Counselor Education & Supervision》2010,50(2):130-149

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Same constructs,different results: Examining the consistency of two behavior‐rating scales with referred preschoolers     

Carl L. Myers  Jennifer L. Bour  Kristina J. Sidebottom  Sara B. Murphy  Melissa Hakman 《Psychology in the schools》2010,47(3):205-216

Broad‐band or multidimensional behavior‐rating scales are common tools for evaluating children. Two popular behavior‐rating scales, the Behavior Assessment System for Children, Second Edition (BASC‐2; Reynolds & Kamphaus, 2004) and the Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2000), have undergone downward extensions so that the preschool versions are available for children as young as 18 months. Limited research, however, has been conducted on the preschool versions of the BASC‐2 and CBCL. This study examined the consistency of results from the two preschool versions when completed by parents of clinically referred preschoolers. Comparisons of similarly named scales found significant correlations. Mean scores for several of the constructs were significantly different, however, and often resulted in inconsistent classification decisions. © 2010 Wiley Periodicals, Inc.  相似文献