Relationships Among Measures as Empirical Evidence of Validity: Incorporating Multiple Indicators of Achievement and School Context     

Pete Goldschmidt  Jose Felipe Martinez  David Niemi  Eva L. Baker 《Educational Assessment》2013,18(3-4):239-266

In this article we examine empirical evidence on the criterion, predictive, transfer, and fairness aspects of validity of a large-scale language arts performance assessment, referred to as the Performance Assignment (PA). We use multilevel models to avoid biased inferences that might result from the naturally nested data. Specifically, we examine the relationships of the assessment with the Stanford Achievement Test, 9th Edition and the California High School Exit Examination. The results indicate that the measures are related, that students demonstrate a degree of transfer, and that the language arts PA is relatively more fair than comparison assessments. The results are robust to various model specifications and demonstrate that benefits do not accrue to all students equally.  相似文献   

THE IMPACT OF COLLECTIVE BARGAINING ON FACULTY COMPENSATION IN COMMUNITY COLLEGES     

H. Kent Baker 《Community College Journal of Research & Practice》2013,37(1-4):193-204

This study examines the impact of collective bargaining on faculty compensation at two‐year colleges over the period 1970‐81. The results show that faculty at unionized community colleges have not experienced significantly greater increases in compensation than their nonunionized brethren. In fact, the nonunion institutions actually experienced higher relative gains in compensation for the first three years after the unionized colleges first engaged in collective bargaining.  相似文献   

Nature and nurture interact to create expert performers     

Joseph Baker 《High Ability Studies》2007,18(1):57-58

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Book reviews     

Jim Murphy  Robin Jones  Robert McCaig  K. M. Harman  Carolyn D. Baker 《The Australian Educational Researcher》1990,17(2):75-85

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Measuring the quality of e‐learning     

David B. Hay  Caroline Kehoe  Marc E. Miquel  Stylianos Hatzipanagos  Ian M. Kinchin  Steve F. Keevil  Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056

This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology.  相似文献   

Preschoolers’ Concepts of Digestive Physiology and Their Links with Body Mass Index     

Allen  Michael  Harper  Lynette  Clark  Zoe 《Research in Science Education》2021,51(6):1795-1816

Research in Science Education - In this exploratory study, a sample of 20 four-year-olds took part in structured interviews in order to assess their biological knowledge of how the human body...  相似文献   

Is the Poor Performance of Self‐Worth Protective Students Linked with Social Comparison Goals?     

Ted Thompson  Zoe Perry 《教育心理学》2005,25(5):471-490

Students motivated to protect self‐worth perform poorly in situations that threaten to reveal low ability while performing well in situations that involve little threat to self‐worth. One factor contributing to their poor performance is thought to be their orientation towards social comparison goals (goals that have to do with vindicating their ability relative to others rather than pursuing mastery). In the present study, 96 undergraduate students who were either high or low in self‐worth protection were exposed to either success or failure feedback and subsequently primed to pursue either social comparison or mastery goals. For students high in self‐worth protection, the negative effects of either failure or social comparison goal priming is sufficient to give rise to poor performance. However, only when success is combined with mastery goal priming is a positive achievement outcome evident. The requirements of best practice approaches to encouraging students to adopt mastery‐orientated behaviours are discussed.  相似文献   

Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention     

Baker  Rachel  Evans  Brent  Li  Qiujie  Cung  Bianca 《Research in higher education》2019,60(4):521-552

Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a...  相似文献   

Language preferences of freshman chemistry students: An exploratory study     

Douglas M. Hill  Sheldon R. Baker  Lawrence H. Talley  Malcolm D. Hobday 《科学教学研究杂志》1980,17(6):571-576

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Homicidal commotio cordis: the final blow in a battered infant   总被引：2，自引：0，他引：2  

Baker AM  Craig BR  Lonergan GJ 《Child abuse & neglect》2003,27(1):125-130

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