The Rating and Matching Item-Objective Alignment Methods     

Jerome V. D'Agostino  Megan E. Welsh  Adriana D. Cimetta  Lia D. Falco  Shannon Smith  Waverely Hester VanWinkle 《教育实用测度》2013,26(1):1-21

Central to the standards-based assessment validation process is an examination of the alignment between state standards and test items. Several alignment analysis systems have emerged recently, but most rely on either traditional rating or matching techniques. Little, if any, analyses have been reported on the degree of consistency between the two methods and on the item and objective characteristics that influence judges' decisions. We randomly assigned judges to either rate item-objective links or match items to objectives while reviewing the 2004 Arizona high school mathematics standards and assessment. Across items we found moderate convergence between methods, and we detected apparent reasons for divergently scored items. We also found that judges relied on item and objective content and intellectual skill features to render decisions. Based on our evidence, we contend that a thorough alignment analysis would involve judges using both rating and matching, while focusing on both content and intellectual skill. The findings have important implications for states when examining the alignment between their standards and assessments.  相似文献   

Correcting for sample problems in PISA and the improvement in Portuguese students’ performance     

Pedro Freitas  Luís Catela Nunes  Carmo Seabra  Adriana Ferro 《Assessment in Education: Principles, Policy & Practice》2016,23(4):456-472

The results of large-scale international assessments such as Programme for International Student Assessment (PISA) have attracted a considerable attention worldwide and are often used by policy-makers to support educational policies. To ensure that the published results represent the actual population, these surveys go through a thorough scrutiny to ensure their validity. One important issue that may affect the results is the occurrence of different participation rates across groups with heterogeneous average student scores. In this study, we illustrate how problems of representativeness of the samples may be corrected by the use of post-stratified weights. We use the case of Portugal, a country where we uncover a meaningful difference between the actual population and the PISA samples in terms of the distribution of students per grade and track of studies. We show that after post-stratification, the temporal evolution of the PISA scores is quite different from the one reported.  相似文献   

Assessing efficiency in the Spanish public universities through comparative non-radial and radial data envelopment analysis     

de Jorge Moreno  Justo  González Robles  Adriana  Martinez  Antonio  Minero Calvo  Roberto  Miron  Andrada Georgiana 《Tertiary Education and Management》2019,25(3):195-210

In this study we have used data from Spanish public universities to assess their efficiency in a longitudinal framework between 2008/9–2014/15. To carry out the analysis, two windows data envelopment analysis and intertemporal, non-radial and radial analysis methodologies were compared. The main results show a significant deterioration in university efficiency from the 2012/13 academic year for the three proposed frontiers, with both methodologies. Some factors may explain these results, such as the ageing of teaching force and its low replacement rate of 10%, and the lack of incentives for young researchers who wish to pursue a research career, influenced by the presence of endogamy, in hiring or promotion. Finally, the resources necessary for the good governance of the Spanish public university with the consequent accountability of these, in terms of teaching, research and its transfer to society, could become a strategic issue that should be taken into account by all the actors involved.

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A rapid screening measure for the identification of visuospatial learning disability in schools     

Cornoldi C  Venneri A  Marconato F  Molin A  Montinari C 《Journal of learning disabilities》2003,36(4):299-306

Verbal and nonverbal forms of developmental learning disabilities have been reported. Whereas there are several instruments for evaluating children for the presence of verbal learning disabilities at school, no screening tool is available to identify children who have nonverbal learning disabilities. This study aimed at devising and validating a short screening questionnaire that can be used by teachers in primary schools to identify those children who need to be referred for clinical services because they have a visuospatial learning disability (VSLD). An 18-item Shortened Visuospatial Questionnaire (SVS) was derived from an earlier, longer version. Its validation procedure was twofold and was achieved by (a) verifying that children who had been identified with the SVS questionnaire as having a VSLD actually showed visuospatial deficits on psychometric evaluation and by (b) rating with the SVS a clinically identified population of children with VSLD. The results of the validation procedure showed that the SVS is a quick, reliable, and valid instrument that may be helpful in identifying children with VSLD in primary school.  相似文献   

Ethnic‐Racial Identity and Friendships in Early Adolescence          下载免费PDF全文

Deborah Rivas‐Drake  Adriana J. Umaña‐Taylor  David R. Schaefer  Michael Medina 《Child development》2017,88(3):710-724

The current study examined how adolescents' ethnic‐racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; M_age = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross‐lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution.  相似文献   

The impact of heating, lighting and people in re-using historical buildings: a case study     

Dario Camuffo  Emanuela Pagan  Adriana Bernardi  Francesca Becherini 《Journal of Cultural Heritage》2004,5(4):409-416

The impact of lighting, heating and people in re-using historical buildings are discussed for the case study concerning the ceremony room (i.e. the Giant Hall) of a mediaeval palace in Padova. The Hall has substantially four major problems for conservation: (i) the impact of heating, lighting and people when the room is used; (ii) many cracks on the oak panels of the coffered ceiling; (iii) the soiling by dust and soot particles deposited on the frescoes; (iv) the stained glass windows. A microclimate study was performed to know the impact of the environmental variables, and the use of the room, on the artworks preserved inside. The study has proved the impact of the lamps (both incandescence and compact fluorescent lamps) on the ceiling, the penetration of external air in the room, the heat and the moisture released by people, the impact of sunshine through windows and the scatter diagram of the daily cycles in temperature (T) and relative humidity (RH). During winter concerts, the strips of lead which are wrapped round the edge of the cut glass pieces in stained glass windows easily drop below the dew point and form condensation, starting corrosion. A discussion concerns the allowed variability, which should not exceed risk thresholds. A safe interval can be established within the area determined by the most frequent T and RH natural cycles. In fact, both of the cycles were compatible with the artefacts, or the artefacts were already damaged to allow the exceeding dimensional changes. Attention should be paid in the variability external to this area, especially approaching or exceeding a limit equal to twice the mode of the natural variability.  相似文献   

Boosting vocabulary learning through self-assessment in an English language teaching context     

Adriana Duque Micán 《Assessment & Evaluation in Higher Education》2017,42(3):398-414

This study explores the influence of self-assessment of vocabulary competence on a group of students’ oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students’ learning logs, field notes and artefacts in the form of audio recordings. By contrasting and analysing data sources, and the results obtained from pre- and post-speaking tasks, through a mixed method design approach, it was found that when students self-assess, they are able to acknowledge their learning strengths and drawbacks. This practice enabled students to set learning commitments, use learning strategies that also allow them to raise awareness and take further actions, while self-monitoring them. Consequently, initial improvements in students’ oral fluency development were evinced through the implementation of a systematic cycle that applies self-assessment as a formative assessment source. Thus, the students entered a process in which they gradually become more able to self-monitor, judge and react towards their own gains in language and learning. Findings highlighted the value of goal setting as an essential component in self-assessment. Further longitudinal studies may well support the long-lasting effects of this strategy in similar educational contexts.  相似文献   

Science,Politics/Policy and the Cold War in Argentina: From Concepts to Institutional Models in the 1950s and ’60s     

Feld  Adriana 《Minerva》2019,57(4):523-547

Minerva - This paper analyses how the Cold War influenced the discourses on basic research and on Science and Technology Policies (STPs) of some leaders of the Argentine research community. It...  相似文献   

Overcoming feudal constraints on educational research in Spain: the impact of the CIMIE conference     

Adriana Aubert  Pilar Álvarez  Silvia Molina 《高等教育研究与发展》2019,38(3):450-464

ABSTRACT

Feudal structures and power relationships that Spanish universities inherited from Franco’s dictatorship have damaged the quality of educational research. However, the emergence of initiatives aimed to address these limitations have been identified. In this article, we analyze the impact of the Multidisciplinary International Conference on Educational Research (CIMIE). Specifically, we analyze how CIMIE is contributing to overcome some of the feudal constraints affecting educational research in Spain, such as fragmentation of areas of knowledge, limited international research efforts, and precarious and unstable employment situations of many researchers. Grounded in the communicative methodology of research and using mixed methods, we have conducted a longitudinal study of this research initiative (2012–2016), comprising interviews and communicative observations, analysis of documentation and quantitative data. The results show that participants understand that their involvement in CIMIE is contributing to make them feel released from the constraints of university feudalism by building solidarity networks and egalitarian relationships, and by rethinking research.  相似文献   

Anay’s will to learn: a woman’s education in the shadow of the maquiladoras     

Adriana Alvarez 《International Journal of Lifelong Education》2016,35(3):348-350

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