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Matthew Ryan Lavery Jonathan D. Bostic Lance Kruse Erin E. Krupa Michele B. Carney 《Educational Measurement》2020,39(4):116-130
Since it was formalized by Kane, the argument-based approach to validation has been promoted as the preferred method for validating interpretations and uses of test scores. Because validation is discussed in terms of arguments, and arguments are both interactive and social, the present review systematically examines the scholarly arguments which appear in 83 papers on argument-based validation methods published in peer-reviewed journals. Findings suggest that scholars generally agree on the nature and importance of argument-based validation but disagree on whether validation should be structured or unstructured, formal or informal. Implications are discussed, including promotion of the Standards for Educational and Psychological Testing (AERA, APA, and NCME) as a foundation for consensus in the field. 相似文献
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Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit?
This study compared the effects of an integrated reform-based curriculum to a subject-specific curriculum on student learning of 19,526 high school algebra students. Using hierarchical linear modelling to account for variation in student achievement, the impact of the reform-based Core-Plus Mathematics curricular materials on student test scores is compared to the subject-specific curriculum. Findings from this study indicate that students enrolled in integrated mathematics outperformed subject-specific students on an Algebra I exam (highly aligned with content), and performed equally on an Algebra II exam (poorly aligned). High minority students in high-need schools demonstrated higher performance when they were enrolled in integrated mathematics. 相似文献
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Daniel Faas Merike Darmody Beata Sokolowska 《British Journal of Religious Education》2016,38(1):83-98
Growing secularisation of the population and the arrival of new culturally and religiously diverse migrants are posing new challenges to schools in the Republic of Ireland (Ireland). These challenges are particularly acute in Irish primary schools, the majority of which are under Catholic patronage. Recent changes have necessitated an extensive consultation process about how to accommodate religious diversity and have resulted in some important policy changes. This article contributes to an ongoing debate about state-run denominational schools and the place of Religious Education in these. While set in the Irish context, the article is also relevant for educators and academics in other jurisdictions as it describes recent policy developments and steps taken in addressing cultural and religious diversity in schools. 相似文献
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Barbara Krupa MLIS 《Slavic & East European Information Resources》2013,14(4):322-325
The papers of Zygmunt Haupt, Polish émigré writer and painter, are now fully processed and open to researches in the Department of Special Collections, Stanford University Libraries. 相似文献
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Gillian King Beata Batorowicz Patty Rigby Margot McMain-Klein Laura Thompson Madhu Pinto 《International Journal of Disability, Development & Education》2014,61(1):44-66
There is a need for psychometrically sound measures of youth experiences of community/home leisure activity settings. The 22-item Self-Reported Experiences of Activity Settings (SEAS) captures the following experiences of youth with a Grade 3 level of language comprehension or more: Personal Growth, Psychological Engagement, Social Belonging, Meaningful Interactions, and Choice & Control. Forty-five youth aged 14–23 years (10 with severe disabilities) completed the SEAS in 160 leisure activity settings. The SEAS has good to excellent internal consistency (Cronbach’s alpha from 0.71 to 0.88) and moderate test–retest reliability (mean scale intra-class correlation coefficient = 0.68), as expected due to changes in activity settings over time. The SEAS was able to differentiate various types of activity settings and participation partners. The SEAS can be used to gain greater understanding of situation-specific experiences of youth participating in various types of recreation and leisure activity settings, including youth with different types of disabilities and those without disabilities. 相似文献
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Teresa Zwierko Wojciech Jedziniak Beata Florkiewicz Miłosz Stępiński Rafał Buryta Dorota Kostrzewa-Nowak 《European Journal of Sport Science》2019,19(5):612-620
The ability to quickly locate objects within the visual field has a significant influence on athletic performance. Saccades are conjugate eye movements responsible for the rapid shift that brings a new part of the visual field into foveal vision. The aim of this study was to investigate the effects of sport expertise and intense physical effort on saccade dynamics during a free-viewing visual search task in skilled soccer players. Two groups of male subjects participated in this study: 18 soccer players and 18 non-athletes as the control group. Two sessions of visual search tasks without a sport-specific design were employed. Eye movements during the visual search tasks were recorded binocularly. Between pre- and post-test sessions, athletes performed a maximal incremental treadmill test. Cardiorespiratory parameters were measured continuously. Capillary lactate samples were collected. Pre-test findings indicated that athletes, in comparison to non-athletes, achieve higher values of the following characteristics of saccades (1) average acceleration, (2) acceleration peak, (3) deceleration peak, and (4) average velocity. An increase in post-test saccade duration and a decrease in post-test saccade velocity was observed in athletes due to the strenuous physical effort in relation to the pre-test state. Athletes may transfer high saccadic function efficiency to non-specific visual stimuli. The findings partially confirm that physical exertion can reduce oculomotor efficiency in athletes. 相似文献
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Piotr Leszczyński Anna Charuta Beata Łaziuk Robert Gałązkowski Arkadiusz Wejnarski Magdalena Roszak 《Interactive Learning Environments》2018,26(2):151-162
The aim of the study was to conduct a comparative analysis of three forms of knowledge transfer online, taking into account the long-term knowledge growth rate and the satisfaction of students surveyed in respect to distance learning. The cohort of participants for this survey were students of the first degree, studying in the Emergency Medical Services. The authors created three e-learning courses in basic and advanced resuscitation procedures. The level of course participants’ satisfaction was analysed, as well as the knowledge growth rate measured three times: 7, 30 and 90 days, respectively, after finishing the course. The level of satisfaction in all the groups surveyed was comparable. The growth rate for knowledge was the highest in group C in the second and third survey, respectively (30 and 90 days after the end of the course), and a significant difference in favour of course C was demonstrated one month after finishing classes. 相似文献