Validity of High‐Stakes Assessment: Are Students Engaged in Complex Thinking?     

Suzanne Lane 《Educational Measurement》2004,23(3):6-14

The validity of high-stakes assessments and accountability systems is discussed in relation to the requirements of No Child Left Behind (NCLB). The extent to which content standards and assessments are cognitively rich, the challenges in setting performance standards, and the impact of high-stakes assessments on instruction and student learning are addressed. The article argues for quality content standards, cognitively rich assessments, and a cohesive, balanced assessment system.  相似文献   

St. Paul,the man and the teacher     

C. Anderson Scott M.A. D.D. 《British Journal of Religious Education》1938,5(3):125-133

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Introduction: education policy analysis for a complex world: poststructural possibilities     

Kalervo N. Gulson  Amy Scott Metcalfe 《Critical Studies in Education》2015,56(1):1-4

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Culturally responsive computing: a theory revisited     

Kimberly A. Scott  Kimberly M. Sheridan  Kevin Clark 《Learning, Media and Technology》2015,40(4):412-436

Despite multiple efforts and considerable funding, historically marginalized groups (e.g., racial minorities and women) continue not to enter or persist in the most lucrative of fields – technology. Understanding the potency of culturally responsive teaching (CRT), some technology-enrichment programs modified CRP principles to establish a culturally responsive computing (CRC) experience for disenfranchised groups. We draw from our respective praxes developing two such initiatives and reconceptualize CRC as a heuristic. In this theoretical article, we offer a more nuanced vision of CRC considering intersectionality, innovations, and technosocial activism. Implications for the newly defined tenets consider programmatic, theoretical, and methodological concerns.  相似文献   

Lifesource XL-18 pedometer for measuring steps under controlled and free-living conditions     

Sam Liu  Dina Brooks  Scott Thomas  Gunther Eysenbach  Robert Peter Nolan 《Journal of sports sciences》2015,33(10):1001-1006

The primary aim was to examine the criterion and construct validity and test–retest reliability of the Lifesource XL-18 pedometer (A&D Medical, Toronto, ON, Canada) for measuring steps under controlled and free-living activities. The influence of body mass index, waist size and walking speed on the criterion validity of XL-18 was also explored. Forty adults (35–74 years) performed a 6-min walk test in the controlled condition, and the criterion validity of XL-18 was assessed by comparing it to steps counted manually. Thirty-five adults participated in the free-living condition and the construct validity of XL-18 was assessed by comparing it to Yamax SW-200 (YAMAX Health & Sports, Inc., San Antonio, TX, USA). During the controlled condition, XL-18 did not significantly differ from criterion (P > 0.05) and no systematic error was found using Bland–Altman analysis. The accuracy of XL-18 decreased with slower walking speed (P = 0.001). During the free-living condition, Bland–Altman analysis revealed that XL-18 overestimated daily steps by 327 ± 118 than Yamax (P = 0.004). However, the absolute percent error (APE) (6.5 ± 0.58%) was still within an acceptable range. XL-18 did not differ statistically between pant pockets. XL-18 is suitable for measuring steps in controlled and free-living conditions. However, caution may be required when interpreting the steps recorded under slower speeds and free-living conditions.  相似文献   

Undisclosed Flexibility in Computing and Reporting Structural Equation Models in Communication Science     

Christopher Scott Seaman  Rene Weber 《Communication methods and measures》2015,9(4):208-232

The use of structural equation modeling (SEM) in communication research has become increasingly popular in recent years, with SEM being commonly used as the primary method of data analysis in studies published within the field’s journals. However, despite its widespread use, there are persistent misapplications of SEM in published empirical studies in the communication sciences. Of these types of misuse, the most troubling are those related to the exploitation of flexibilities in data collection and analysis. Given the number of decisions that must be made when analyzing and reporting structural equation models, decisions which often remain undisclosed, the potential for researchers to exploit flexibilities in SEM research is high. To assess the extent of this problem, as well as the more longstanding types of misuse (i.e., omission of information and disclosed “bad practice”) identified by prior studies, we undertake a methodical review of studies employing structural equation modeling within major journals in the field of communication between the years 2007 and 2011. Articles were coded on the characteristics of the sample, characteristics of the model tested, as well as for various potential problems that we defined a priori. The most serious issues are identified, and recommendations for future standards in SEM research are suggested.  相似文献   

Supervision and evaluation: The Wyoming perspective     

Bret G. Range  Susan Scherz  Carleton R. Holt  Suzanne Young 《Educational Assessment, Evaluation and Accountability》2011,23(3):243-265

The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys, a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors. Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore, principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’ unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision, principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans truly remediated poor teachers.  相似文献   

Preparing a CPT Submission Package     

Scott D. Anderson 《Performance Improvement》2016,55(10):27-31

The candidate chooses projects for his or her ability to establish credentials as a performance technologist. The clearer the links between actions and improved performance for the client, the stronger the case each example makes. Candidates will need to show this linkage between contribution and outcome for each project used in preparing the submission package.  相似文献   

A Gem State Academic Program Profile: Department of Organizational Learning and Performance at Idaho State University     

Karen Wilson Scott  Robin L. Lindbeck  Robert W. Lion 《Performance Improvement》2016,55(7):32-40

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Racial and Gender Identity Among Black Adolescent Males: An Intersectionality Perspective          下载免费PDF全文

Leoandra Onnie Rogers  Marc A. Scott  Niobe Way 《Child development》2015,86(2):407-424

A considerable amount of social identity research has focused on race and racial identity, while gender identity, particularly among Black adolescents, remains underexamined. The current study used survey data from 183 Black adolescent males (13–16 years old) to investigate the development and relation between racial and gender identity centrality and private regard, and how these identities impact adjustment over time. It was found that dimensions of racial and gender identity were strongly correlated. Levels of racial centrality increased over time while gender centrality, and racial and gender private regard declined. In addition, racial and gender identity uniquely contributed to higher levels of psychological well‐being and academic adjustment. These findings are discussed within the context of existing identity theories and intersectionality theory.  相似文献