Managing What We Can Measure: Quantifying the Susceptibility of Automated Scoring Systems to Gaming Behavior     

Derrick Higgins  Michael Heilman 《Educational Measurement》2014,33(3):36-46

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   

Opening classroom interaction: the importance of feedback     

Heather Smith  Steve Higgins 《Cambridge Journal of Education》2006,36(4):485-502

Efforts to encourage ‘interactive practice’ in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of interaction remains largely unchanged since the introduction of these strategies in terms of the type and amount of questions teachers are asking, and the opportunities for extended pupil participation. This article uses evidence gathered from a large‐scale research project examining classroom interactions during literacy and numeracy lessons, and the researchers' critical reflections upon this process, to examine conceptions of interactive pedagogy. It is argued that in order to ‘open’ classroom interaction, emphasis should be less on the questions teachers ask, and more on the manner with which teachers react to pupils' responses to questions. Episodes of classroom interaction from video recorded literacy and numeracy lessons taken as part of the study are used to support this argument. They present evidence of teacher behaviours in reaction to pupils' responses which succeed in facilitating a more interactive learning environment. The implication that such behaviour will contribute towards a model of effective interactive practice is also discussed.  相似文献   

IMPROVING OUTCOMES IN MATHEMATICS IN NEW ZEALAND: A DYNAMIC APPROACH TO THE POLICY PROCESS     

Joanna Higgins  Ro Parsons 《International Journal of Science and Mathematics Education》2011,9(2):503-522

Intervention at scale with the aim of improving student participation, engagement and outcomes in mathematics education is a challenge for educational policy makers and reformers. This article argues that an iterative annual cycle of policy formulation, implementation and evaluation enabled ongoing adjustments to the strategic focus, the professional development model and the system infrastructure as the New Zealand Numeracy Development Project was taken to scale. The analysis draws on the project’s evaluation data over a 6-year period to demonstrate how adjustments were made over time to the pedagogical tools and to the professional development processes. The ongoing development of knowledge supported the management of strategic risks in taking the project to scale: the ongoing appropriation of adequate levels of resourcing to support the school-based professional development model and the availability of system-wide expertise for effective implementation. The analysis suggests that conceptualising implementation as an interdependent and interrelated component of an iterative policy process and as an opportunity for knowledge building ensured a continuing focus on student outcomes. The dynamic approach to the policy process appeared central to building this intervention’s effectiveness and feasibility at scale.  相似文献   

Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions     

Mairéad Foody  Helena Murphy  Paul Downes  James O’Higgins Norman 《Pastoral Care in Education》2018,36(2):126-140

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.  相似文献   

Extinction and retraining of simultaneous and successive flavor conditioning     

Higgins T  Rescorla RA 《Learning & behavior》2004,32(2):213-219

In three experiments, rats received pairings of flavor conditioned stimuli with polycose unconditioned stimuli, in either a simultaneous or a sequential relation. Both temporal relations produced excellent conditioned increases in consumption of the flavors. Separate presentation of the flavors resulted in extinction in both cases. However, restoring the pairing of the flavor with polycose resulted in reconditioning only with the sequential, not with the simultaneous, relation.  相似文献   

Editors’ Choice paper prize     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse 《Curriculum Journal》2013,24(4):557-558

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Unpacking the effects of adverse regulatory events: Evidence from pharmaceutical relabeling     

Matthew J. Higgins  Xin Yan  Chirantan Chatterjee 《Research Policy》2021,50(1):104126

We provide causal evidence that regulation induced product shocks significantly impact aggregate demand and firm performance in pharmaceutical markets. Event study results suggest an average loss between $569 million and $882 million. Affected products lose, on average, $186 million over their remaining effective patent life. This leaves a loss of between $383 million and $696 million attributable to declines in future innovation. Our findings complement research that shows drugs receiving expedited review are more likely to suffer from regulation induced product shocks. Thus, it appears we may be trading off quicker access to drugs today for less innovation tomorrow. Results remain robust to variation across types of relabeling, market sizes, and levels of competition.  相似文献   

Conveying quality and value in emerging industries: Star scientists and the role of signals in biotechnology     

Matthew J. Higgins  Paula E. StephanJerry G. Thursby 《Research Policy》2011,40(4):605-617

This paper addresses the role that scientific status plays in initial public offerings of technology focused firms. The paper builds on the literature of the sociology of science as well as the work of Spence (1974) and Podolny (1993) and argues that the presence of a Nobel laureate affiliated with a firm making an IPO provides a signal of firm quality to potential investors. Moreover, and building on the work of Podolny and Scott Morton (1999) and Stuart et al. (1999) we hypothesize that the importance of status diminishes as other measures of firm quality become available. We test our hypothesis for two periods of initial public offerings in biotechnology. We document that there is a clear difference in “maturity” of the firms across the two windows on a number of metrics. Consistent with our hypothesis that Nobel laureates play an important role as a non-financial signal of firm quality, we find that first-window firms with a Nobel laureate affiliate realize greater IPO proceeds in the amount of $24 million. In the second window the amount of money raised is not significantly different between Nobel and non-Nobel firms. This finding is consistent with the signaling literature that argues that the importance of a signal is inversely related to the availability of cogent information on firm quality. Consistent with this view, we also find a change between the two windows in the importance of other non-financial metrics used to convey value. Our research is one of the first to examine the dynamic nature of signals. Because we are unable to distinguish the extent to which the reduction in uncertainty at the firm level is correlated with the reduction of uncertainty at the industry level, the question remains as to the extent to which the diminished importance of signals in our second period is due to a change in market uncertainty versus a change in firm uncertainty.  相似文献   

A Response to Robert Jeffcoate     

John Higgins 《English in Education》2001,35(2):49-51

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Predictors of Success in Individuals with Learning Disabilities: A Qualitative Analysis of a 20‐Year Longitudinal Study     

Roberta J. Goldberg  Eleanor L. Higgins  Marshall H. Raskind  Kenneth L. Herman 《Learning disabilities research & practice》2003,18(4):222-236

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