The Scaling of Mixed-Item-Format Tests With the One-Parameter and Two-Parameter Partial Credit Models     

Robert C. Sykes  Wendy M. Yen 《Journal of Educational Measurement》2000,37(3):221-244

Item response theory scalings were conducted for six tests with mixed item formats. These tests differed in their proportions of constructed response (c.r.) and multiple choice (m.c.) items and in overall difficulty. The scalings included those based on scores for the c.r. items that had maintained the number of levels as the item rubrics, either produced from single ratings or multiple ratings that were averaged and rounded to the nearest integer, as well as scalings for a single form of c.r. items obtained by summing multiple ratings. A one-parameter (IPPC) or two-parameter (2PPC) partial credit model was used for the c.r. items and the one-parameter logistic (IPL) or three-parameter logistic (3PL) model for the m.c. items, ltem fit was substantially worse with the combination IPL/IPPC model than the 3PL/2PPC model due to the former's restrictive assumptions that there would be no guessing on the m.c. items and equal item discrimination across items and item types. The presence of varying item discriminations resulted in the IPL/IPPC model producing estimates of item information that could be spuriously inflated for c.r. items that had three or more score levels. Information for some items with summed ratings were usually overestimated by 300% or more for the IPL/IPPC model. These inflated information values resulted in under-estbnated standard errors of ability estimates. The constraints posed by the restricted model suggests limitations on the testing contexts in which the IPL/IPPC model can be accurately applied.  相似文献   

How leadersCan lead     

Dr. Wendy Cahill 《Tertiary Education and Management》1995,1(1):28-30

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The Effects of Writing Workshop on Abilities of First Grade Students to Become Confident and Independent Writers     

Joanne Jasmine  Wendy Weiner 《Early Childhood Education Journal》2007,35(2):131-139

Writing Workshop is an interactive approach to teaching writing as students learn and practice the importance of rehearsal, drafting/revising, and editing their pieces of writing (Calkins, 1986; Graves, 1983). This study implemented a mixed methodology design incorporating qualitative and quantitative analysis (Mills, 2007) by administering a pre survey to each child before he/she began the Writing Workshop and a post survey after the intervention; systematic observational research as a checklist (Glanz, 2003) to record observed practices of students during peer revising conferences; portfolios to assess student writing and graded via a rubric; and lastly interview of students regarding confidence and ability in writing. Therefore, the purpose of this study was to explore the writing processes of drafting/revising and editing to support first grade students to become independent writers.  相似文献   

Arguing on the computer: a microgenetic study of developing argument skills in a computer-supported environment     

Kuhn D  Goh W  Iordanou K  Shaenfield D 《Child development》2008,79(5):1310-1328

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Attachment and Emotion Regulation during Mother-Teen Problem Solving: A Control Theory Analysis   总被引：5，自引：0，他引：5  

R. Rogers Kobak  Holland E. Cole  Rayanne Ferenz-Gillies  William S. Fleming  Wendy Gamble 《Child development》1993,64(1):231-245

We present a control theory analysis of adolescents' attachment strategies in the Adult Attachment Interview (AAI). In Study 1, Q-sort prototypes for secure/anxious and deactivating/hyperactivating strategies were used to differentiate between Main and Goldwyn's AAI classifications. In Study 2, we examined how AAI strategies were associated with emotion regulation during mother-teen problem solving. 4 aspects of mother-teen problem solving (dysfunctional anger, support/validation, avoidance of problem solving, and maternal dominance) were used to predict teens' AAI strategies. Teens with secure strategies engaged in problem-solving discussions characterized by less dysfunctional anger and less avoidance of problem solving. In addition, attachment security showed a curvilinear relation with maternal dominance, indicating that secure teens maintained balanced assertiveness with their mothers. Teens with deactivating strategies engaged in problem-solving interactions characterized by higher levels of maternal dominance and dysfunctional anger. The contribution of attachment strategies to teens' autonomy and to transformations in mother-teen relationships is discussed.  相似文献   

Double degrees: double the trouble or twice the return?     

A. Wendy Russell  Sara Dolnicar  Marina Ayoub 《Higher Education》2008,55(5):575-591

Double degrees (also called joint or combined degrees)—programs of study combining two bachelor degrees—are increasingly popular in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of support and absence of ‘learning communities’. These problems arise because double degrees sit outside the disciplinary structure of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives that would improve the experience, performance and persistence of double degree students. They would also build the skills of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip students for a range of employment; they are sorely needed in society.

Marina AyoubEmail:

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Australian students’ experiences of sexuality education at school     

Paulina Ezer  Lucille Kerr  Wendy Heywood  Jayne Lucke 《Sex education》2019,19(5):597-613

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Emotion Regulation in Two-Year-Olds: Strategies and Emotional Expression in Four Contexts   总被引：8，自引：0，他引：8  

Wendy S. Grolnick  Lisa J. Bridges  James P. Connell 《Child development》1996,67(3):928-941

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Which sexual abuse victims receive a forensic medical examination? The impact of Children's Advocacy Centers     

Walsh WA  Cross TP  Jones LM  Simone M  Kolko DJ 《Child abuse & neglect》2007,31(10):1053-1068

OBJECTIVE: This study examines the impact of Children's Advocacy Centers (CAC) and other factors, such as the child's age, alleged penetration, and injury on the use of forensic medical examinations as part of the response to reported child sexual abuse. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on forensic medical exams in 1,220 child sexual abuse cases through review of case records. RESULTS: Suspected sexual abuse victims at CACs were two times more likely to have forensic medical examinations than those seen at comparison communities, controlling for other variables. Girls, children with reported penetration, victims who were physically injured while being abused, White victims, and younger children were more likely to have exams, controlling for other variables. Non-penetration cases at CACs were four times more likely to receive exams as compared to those in comparison communities. About half of exams were conducted the same day as the reported abuse in both CAC and comparison communities. The majority of caregivers were very satisfied with the medical professional. Receipt of a medical exam was not associated with offenders being charged. CONCLUSIONS: Results of this study suggest that CACs are an effective tool for furthering access to forensic medical examinations for child sexual abuse victims.  相似文献   

Emerging: the impact of the Artist Teacher Scheme MA on students’ pedagogical and artistic practices     

Tara Page  Jeff Adams  Wendy Hyde 《欧洲师范教育杂志》2011,34(3):277-295

The United Kingdom Artist Teacher Scheme (ATS) commissioned a study of the artistic and pedagogical practices of students on a recently established Artist Teacher Scheme MA (ATS MA). The aims of this study were to: investigate the motives and objectives teachers/educators have for undertaking this ATS MA programme, the impact the programme had on their artistic and pedagogical practices and their pupils’ learning; and make recommendations for future development of ATS MA programmes. Through the analysis of questionnaires it was found that the ATS MA’s strength lies in the development of communities of practice and peer support, artist teachers’ renewed confidence in their extended artistic and pedagogical practices, the professional development of artist teachers, and significant development of the art and design curriculum.  相似文献