Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support     

Schmidgall  Steffen P.  Scheiter  Katharina  Eitel  Alexander 《Instructional Science》2020,48(4):453-474

Instructional Science - Digital drawing can foster learning, but only if the drawing is of sufficient quality. Hence, the focus of the present study was to investigate whether and how two types of...  相似文献   

Evaluating Score and Decision Consistency Across Claims in a Validation Argument     

Jonathan Schmidgall 《教育实用测度》2017,30(4):287-296

This study utilizes an argument-based approach to validation to examine the implications of reliability in order to further differentiate the concepts of score and decision consistency. In a methodological example, the framework of generalizability theory was used to estimate appropriate indices of score consistency and evaluations of the likelihood of decision errors based on the design of a performance assessment and its intended use. The study illustrates how generalizability theory can be applied to address various claims about consistency when decisions are based on two or more cut scores, and results underscore the importance of considering score and decision consistency separately.  相似文献   

Comparison of phonic analysis and whole word‐reading on first graders' cumulative words read and cumulative reading rate: An extension in examining instructional effectiveness and efficiency     

Melissa Schmidgall  Laurice M. Joseph 《Psychology in the schools》2007,44(4):319-332

This study compared the instructional effectiveness and efficiency of three word‐reading interventions on cumulative number of words read accurately and cumulative learning rate. Participants were six first graders who needed intensive intervention services. Alternating treatment designs were used to compare the effects of interspersal drill, a phonic analysis method consisting of word boxes (WB), and traditional drill and practice procedure on word‐reading performance. The current study extended this line of inquiry by including a phonic analysis condition and a measure of generalization. Results revealed that four students' cumulative word‐reading performances were greater under the phonic analysis condition. However, all students' cumulative rate of reading words was greater under the traditional drill and practice condition. As a group, there were no significant differences across conditions on maintaining and generalizing words. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 319–332, 2007.  相似文献