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As methods for automated scoring of constructed‐response items become more widely adopted in state assessments, and are used in more consequential operational configurations, it is critical that their susceptibility to gaming behavior be investigated and managed. This article provides a review of research relevant to how construct‐irrelevant response behavior may affect automated constructed‐response scoring, and aims to address a gap in that literature: the need to assess the degree of risk before operational launch. A general framework is proposed for evaluating susceptibility to gaming, and an initial empirical demonstration is presented using the open‐source short‐answer scoring engines from the Automated Student Assessment Prize (ASAP) Challenge. 相似文献
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Frederick W. Derrick Nancy A. Williams Charles E. Scott 《Journal of Cultural Economics》2014,38(2):173-189
This paper advances the ongoing discussion of methods for predicting movie box office revenues with two contributions to the methodology and an out-of-sample test of the model. The first innovation is the development of a two-stage model using publicly available pre-release indicators to predict (1) initial week and (2) subsequent run box office revenues. To incorporate the experience-good nature of movies, the second stage is estimated by incorporating a proxy variable for box office success during the first week relative to predicted first week success. The second contribution is an empirical test of De Vany and Walls’ (J Econ Dyn Control 28:1035–1057, 2004) finding that the distribution of movie revenues has “heavy tails” and follows a non-Gaussian stable distribution with infinite variance. We estimate the two-stage model of a movie’s box office success on all general release movies in 1 year with both the Gaussian and stable distribution with heavy tails and infinite variance and find no evidence for the stable distribution in either stage of the estimation. This two-stage model is validated by comparing all general release movies in 3 future years (out-of-sample data) to the model’s predictions. 相似文献
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Derrick A. Paladino Casey A. Barrio Minton Carolyn W. Kern 《Counselor Education & Supervision》2011,50(3):189-206
The authors propose the Interactive Training Model (ITM), a full classroom role play experience, as a method for helping student counselors develop essential interviewing and counseling skills and self‐awareness as required by the 2009 Council for Accreditation of Counseling and Related Educational Programs Standards. This pre‐post, quasiexperimental study involving 45 master's‐level students indicated that those who participated in the ITM made greater gains in supervisee development compared with those who participated in a traditional peer feedback model. Narrative student feedback regarding the use of ITM in an essential skills course is presented, and implications for counselor education are discussed. 相似文献
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While much is known about faculty time allocation, we know very little about how traditional managerial factors influence faculty time allocation behaviors. We know even less about the possible downsides associated with relying on these traditional managerial factors. Using survey data from the National Science Foundation/Department of Energy Survey of Academic Researchers, our study predicts faculty time allocations to grant writing as a function of pressure from administrative superiors. We then examine how pressure from administrative superiors influences faculty job satisfaction and the likelihood to pursue uninteresting research grants. Our findings indicate that faculty time spent pursuing grants increases in response to pressure from administrative superiors but that this same pressure is associated also associated with increases in pursuit of uninteresting research grants as well as decreases in work satisfaction. Our study contributes to better understanding of the merits and limitations of traditional, hierarchical approaches to managing university faculty behavior. 相似文献
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Christopher Dinunzio Nathaniel Porter John Van Scoy Derrick Cordice 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(6):622-635
Recently, addition of a gymnastics glide kip to a standard pull-up (SPU) has resulted in the kipping pull-up (KPU). Changes in muscle activation and kinematics were evaluated with eleven athletes performing sets of 5 SPU and 5 KPU. Surface electromyography of upper body and lower body muscles was recorded along with movement kinematics obtained via markers and motion tracking software. Most kinematic variables were significantly higher in the KPU including (KPU minus SPU deg): Max hip angle (48.8° ± 6.8°, p < 0.001) and max knee angle (56.5° ± 11.3°, p < 0.001). The recruitment of core and lower body muscles was significantly higher in the KPU (% MVIC increase): rectus abdominis (28.7 ± 4.7%, p < 0.001), external oblique (21.8 ± 4.1%, p < 0.001), iliopsoas (26.1 ± 5.5%, p = 0.001) and tensor fasciae latae (13.5 ± 2.3%, p < 0.001). Correspondingly, the biceps brachii had lower activation in the KPU (% MVIC decrease): (26.7 ± 0.6%, p = 0.006). Depending on the athlete’s goal, they may elect to perform an SPU for higher upper body muscle activation; or the KPU for more full-body activation with the potential to perform more repetitions through reduced upper body fatigue. 相似文献
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T. Derrick 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):40-45
Three hundred and thirty‐eight technological undergraduates in 1967, and a further 75 in 1968, completed questionnaires of two types concerning their recollections of the particular period in their life when they had experienced the initial aspirations to go to a university, and to read their present university course, and the persons connected in their memory with either of these decisions. Teachers emerged on both types of questionnaire as the most frequently quoted persons, with family, friends and employers in descending order of frequency. Furthermore, teachers may be largely unaware of the extent of their influence on students’ careers since they do not seem to have been used as confidants by their students on the subject of these initial decisions. Employers had a considerable association with certain undergraduates’ decisions taken at the post‐secondary period, when differences between groups of students were observed. 相似文献
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We present an exploratory study of biologists’ ideas about higher-order cognition questions. We documented the conversations of biologists who were writing and reviewing a set of higher-order cognition questions. Using a qualitative approach, we identified the themes of these conversations. Biologists in our study used Bloom''s Taxonomy to logically analyze questions. However, biologists were also concerned with question difficulty, the length of time required for students to address questions, and students’ experience with questions. Finally, some biologists demonstrated an assumption that questions should have one correct answer, not multiple reasonable solutions; this assumption undermined their comfort with some higher-order cognition questions. We generated a framework for further research that provides an interpretation of participants’ ideas about higher-order questions and a model of the relationships among these ideas. Two hypotheses emerge from this framework. First, we propose that biologists look for ways to measure difficulty when writing higher-order questions. Second, we propose that biologists’ assumptions about the role of questions in student learning strongly influence the types of higher-order questions they write. 相似文献