Evaluating the Consistency of Angoff-Based Cut Scores Using Subsets of Items Within a Generalizability Theory Framework     

Priya Kannan  Adrienne Sgammato  Richard J. Tannenbaum  Irvin R. Katz 《教育实用测度》2015,28(3):169-186

The Angoff method requires experts to view every item on the test and make a probability judgment. This can be time consuming when there are large numbers of items on the test. In this study, a G-theory framework was used to determine if a subset of items can be used to make generalizable cut-score recommendations. Angoff ratings (i.e., probability judgments) from previously conducted standard setting studies were used first in a re-sampling study, followed by D-studies. For the re-sampling study, proportionally stratified subsets of items were extracted under various sampling and test-length conditions. The mean cut score, variance components, expected standard error (SE) around the mean cut score, and root-mean-squared deviation (RMSD) across 1,000 replications were estimated at each study condition. The SE and the RMSD decreased as the number of items increased, but this reduction tapered off after approximately 45 items. Subsequently, D-studies were performed on the same datasets. The expected SE was computed at various test lengths. Results from both studies are consistent with previous research indicating that between 40–50 items are sufficient to make generalizable cut score recommendations.  相似文献   

Contextualizing Gay‐Straight Alliances: Student,Advisor, and Structural Factors Related to Positive Youth Development Among Members          下载免费PDF全文

V. Paul Poteat  Hirokazu Yoshikawa  Jerel P. Calzo  Mary L. Gray  Craig D. DiGiovanni  Arthur Lipkin  Adrienne Mundy‐Shephard  Jeff Perrotti  Jillian R. Scheer  Matthew P. Shaw 《Child development》2015,86(1):176-193

Gay‐straight alliances (GSAs) may promote resilience. Yet, what GSA components predict well‐being? Among 146 youth and advisors in 13 GSAs (58% lesbian, gay, bisexual, or questioning; 64% White; 38% received free/reduced‐cost lunch), student (demographics, victimization, attendance frequency, leadership, support, control), advisor (years served, training, control), and contextual factors (overall support or advocacy, outside support for the GSA) that predicted purpose, mastery, and self‐esteem were tested. In multilevel models, GSA support predicted all outcomes. Racial/ethnic minority youth reported greater well‐being, yet lower support. Youth in GSAs whose advisors served longer and perceived more control and were in more supportive school contexts reported healthier outcomes. GSA advocacy also predicted purpose. Ethnographic notes elucidated complex associations and variability as to how GSAs operated.  相似文献   

Music and the music industry     

Rachel Dunlop  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(26):27-43

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The Internet Is Full of Jerks,Because the World Is Full of Jerks: What Feminist Theory Teaches Us About the Internet     

Adrienne Shaw 《传播与批判/文化研究》2013,10(3):273-277

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The Effects of Profanity in Violent Video Games on Players' Hostile Expectations,Aggressive Thoughts and Feelings,and Other Responses     

Adrienne Holz Ivory  Christine E. Kaestle 《广播与电子媒介杂志》2013,57(2):224-241

Although effects of violence in video games have been researched extensively, no empirical studies have examined effects of profanity, a form of verbal aggression, in video games. An experiment (N = 321) investigated effects of profanity used by protagonist and antagonist characters in a “first-person shooter” game on players' hostile expectations, accessibility of aggressive thoughts, aggressive feelings, and other responses. Profanity used by both protagonist and antagonist characters increased hostile expectations, a direct precursor to aggressive behaviors. Findings suggest that profanity in video games may affect aggressive outcomes, emphasizing the need for more research investigating effects of profanity in media.  相似文献   

Writing critical race theory and method: a composite counterstory on the experiences of black teachers in New Orleans post-Katrina     

Daniella Ann Cook  Adrienne D. Dixson 《International journal of qualitative studies in education》2013,26(10):1238-1258

Using a critical race theory lens, the authors propose a way of writing race research using composite counterstories. Drawing on data from a yearlong study of school rebuilding in the time period immediately after Hurricane Katrina devastated the City of New Orleans, the authors examine the experiences of African-American educators in the school rebuilding efforts. Cook and Dixson look specifically at how composite counterstories speak back to racialized constructions of black educators that justified their post-Katrina displacement and usher in an era of school reform in which New Orleans is described as “ground zero” for the expansion of charter schools, the disempowerment of teachers’ unions, and the re-organization of teacher preparation. Given the context of the research, the authors argue that researchers should consider how composite counterstories facilitate racial research and ensure the protection of research participants.  相似文献   

Knowledge of Traumatic Brain Injury among Educators     

William J. Ernst  Adrienne B. Gallo  Amanda L. Sellers  Jessica Mulrine  Luciana MacNamara  Allison Abrahamson 《Exceptionality》2016,24(2):123-136

The purpose of this study is to determine knowledge of traumatic brain injury among educators. Few studies have examined knowledge of traumatic brain injury in this population and fewer still have included a substantial proportion of general education teachers. Examining knowledge of traumatic brain injury in educators is important as the vast majority of children with traumatic brain injury will return to school and many are likely to require support in the short term and some will require special education services in the long term. The Common Misconceptions of Traumatic Brain Injury questionnaire was completed by 94 educators. Participants demonstrated accurate knowledge on a number of questionnaire items associated with the identification of individuals with traumatic brain injury, common socio-emotional effects, and recovery from traumatic brain injury; however, a considerable degree of uncertainly was indicated on several items relevant to the school setting. In addition, substantial misconception rates were noted on only four items including one pertaining to recovery and another concerning the likelihood of additional brain injuries. Knowing someone with traumatic brain injury, participating in training and having taught a student with traumatic brain injury resulted in greater knowledge. Implications of these findings for educators are discussed.  相似文献   

Correlates of formal reasoning: Content and problem effects     

Marcia C. Linn  Steven Pulos  Adrienne Gans 《科学教学研究杂志》1981,18(5):435-447

Piaget's structural theory of formal thought suggests that a general construct of formal reasoning exists. The content of the task and type of problem employed are often ignored in Piagetian based studies but are important for generalizing findings to other studies and to educational problems. The study reported here examines content and problem effects of formal thought in 13-year-old adolescents. Specifically, three controlling variables tasks with different content and two question type tests (analysis and controlling questions) were administered to 120 seventh graders. Ability measures and personality dimensions associated with formal reasoning in the literature are used to clarify what formal reasoning is and how content and problem type are involved in formal reasoning. Significant main effects were found for problem and content effects (p = 0.001), and a significant interaction was found between the two (p = 0.001). Across the three tasks general ability, field dependency, and locus of control were consistently and significantly related to the controlling questions. However, only measures of field dependency were related to the analysis questions. Combinations of ability and personality factors were found to be uniquely related to each task, within each question type. Results have implications for a theory of formal thought and the teaching of the controlling variables strategy.  相似文献   

Using person response functions to investigate areas of person misfit related to item characteristics     

A. Adrienne Walker  Jeremy Kyle Jennings  George Engelhard Jr. 《Educational Assessment》2018,23(1):47-68

Individual person fit analyses provide important information regarding the validity of test score inferences for an individual test taker. In this study, we use data from an undergraduate statistics test (N = 1135) to illustrate a two-step method that researchers and practitioners can use to examine individual person fit. First, person fit is examined numerically with several indices based on the Rasch model (i.e., Infit, Outfit, and Between-Subset statistics). Second, person misfit is presented graphically with person response functions, and these person response functions are interpreted using a heuristic. Individual person fit analysis holds promise for improving score interpretation in that it may detect potential threats to validity of score inferences for some test takers. Individual person fit analysis may also highlight particular subsets of items (on which a test taker performs unexpectedly) that can be used to further contextualize her or his test performance.  相似文献   

Displacement in Young Adult Literature: A Thematic Analysis     

Vitullo  Adrienne 《Children‘s Literature in Education》2022,53(3):296-312

Children's Literature in Education - Providing spaces for adolescents to make sense of the world around them is often the work of educators, specifically those in Language Arts classrooms. In...  相似文献