bluuebunny/crossref_metadata_2025 huggingface dataset:
Differential inter‐ and intra‐specific defense induction in Lupinus by Myzus persicae feeding
Authors: Cardoza Yasmin J. , Reidy‐Crofts Jenny , Edwards Owain R.
Published: October 2005

Experiments were conducted to investigate the potential induction of plant defenses by Myzus persicae Sulzer (Homoptera: Aphididae) feeding on five lupin, Lupinus spp. (Leguminosae), varieties with well‐characterized levels of aphid resistance. Myzus persicae feeding on L. angustifolius and L. luteus varieties induced genotype‐specific changes in their host that were not consistent with the level of aphid resistance or the plant species. The plant responses were systemically detected by apterous and alate forms of the aphids. Chemical assays revealed no induction of oxidizing enzyme (catalase, peroxidase, or polyphenol oxidase) activity, serine or cystein proteinase inhibitors, or soluble phenolics in any of the five varieties tested following 3 days of feeding by 10 or 30 aphids. However, there were significant differences among the five lupin varieties in the levels of peroxidase and polyphenol oxidase activity, proteinase inhibitors, and soluble phenolics.
Do plant cues influence the oviposition behavior of Japanese beetles?
Authors: Szendrei Zsofia , Isaacs Rufus
Published: October 2005

A bioassay arena was developed to test the response of the Japanese beetle, Popillia japonica Newman (Coleoptera: Scarabaeidae), to various plant‐derived factors that may influence the selection of oviposition sites. In choice experiments with natural and artificial plant cues, females preferred to lay eggs in ryegrass rather than in artificial resources. Artificial grass stems received more eggs on average than bare ground, indicating the role of vertical objects on the soil surface as oviposition cues. Popillia japonica females were able to discriminate between the quality and quantity of the artificial stems, as more eggs were laid in soil blocks that had larger diameter stems or a higher number of stems per soil block. Beetles were capable of evaluating plant characteristics on the soil surface and adjusted their investment accordingly; more eggs were laid in resources that were chosen more frequently. Observations of females in choice arenas revealed how surface cues influence digging behavior and the time spent under the soil surface. The number of digging events was not significantly different among the three treatments with surface cues (ryegrass, grass roots, and artificial grass), but beetles spent significantly more time in the soil under ryegrass than any of the other treatments. These findings suggest that oviposition by P. japonica is selective and is influenced by plant‐derived cues evaluated before and after digging into the soil.
Model simulation of the patient flow through a screening centre for diabetic retinopathy
Authors: Hansen Anja B. , Hansen René Normann , Colding‐Jørgensen Morten , Borch‐Johnsen Knut , Lund‐Andersen Henrik
Published: October 2005

Purpose:  To construct a quantitative, flexible and simplified mathematical model of the patient flow through the Eye Clinic at the Steno Diabetes Centre (SDC) in order to enable rational dimensioning and assess the effects of modifications.

Methods:  Patient data were drawn from the Eye Care database at the SDC. A simple patient flow model was constructed, allowing simultaneous adjustments of all variables, and the model was tested. Two scenarios were simulated: (1) adjusting the algorithm that assigns the follow‐up intervals, and (2) increasing the population size to include all patients with diabetes in Copenhagen County.

Results:  The model can describe the patient flow under steady state conditions, but is less precise in predicting transient changes with the present set‐up. Accordingly all simulations were run for a substantial number of iterations. The two scenarios illustrate the usefulness of the model by calculating the required photographic examination capacity for the specific population, thereby allowing better estimations of future dimensioning of the organization.

Conclusion:  The study presents a patient flow model that can be used to illustrate the effects of proposed changes prior to their implementation, specifically with respect to the capacity of the system.
Limbal anaesthesia versus topical anaesthesia for clear corneal phacoemulsification
Authors: Cagini Carlo , De Carolis Alessandra , Fiore Tito , Iaccheri Barbara , Giordanelli Antonella , Romanelli Donatella
Published: October 2005

Purpose:  To compare the safety and clinical efficacy provided by limbal anaesthesia with topical anaesthesia in cataract surgery.

Methods:  A total of 117 consecutive patients undergoing routine cataract surgery were randomly assigned to receive limbal or topical anaesthesia. Limbal anaesthesia was administered with a cellulose ophthalmic sponge soaked in preservative‐free lidocaine hydrochloride 4% applied to the temporal perilimbal area for 45 seconds immediately before surgery. For topical anaesthesia lidocaine 4% was instilled in each patient at 10‐min intervals four times before surgery. We studied phaco time, perioperative pain, visual outcome and intraoperative complications. The level of intraoperative pain was scored on a scale of 1−10, where 1 = no pain and 10 = severe pain.

Results:  55 patients (91.6%) in the topical group and 54 patients (94.7%) in the limbal group tolerated the procedure well, giving pain scores of 1−3, with no statistical difference. No patients in either group required supplemental anaesthesia and no intraoperative complications were recorded. No eyes had epithelial defects at the end of surgery or at postoperative check‐ups.

Conclusion:  Limbal anaesthesia in cataract surgery is safe and the two anaesthesia techniques do not present differences in the degree of analgesia achieved.
Factors associated with chronic depressive episodes: a preliminary report from the STAR‐D project
Authors: Gilmer W. S. , Trivedi M. H. , Rush A. J. , Wisniewski S. R. , Luther J. , Howland R. H. , Yohanna D. , Khan A. , Alpert J.
Published: October 2005

Objective:  To identify baseline sociodemographic and clinical factors associated with a current chronic major depressive episode (MDE).

Method:  Outpatients with major depressive disorder enrolled in 41 US primary or psychiatric care sites were divided into two groups based on self‐report of current episode length (<24 or ≥24 months). Logistic regression models were used to identify factors associated with chronicity of current depressive episode.

Results:  About 21.2% of 1380 subjects were in current, chronic MDEs. Older age, less education, lower income, no private insurance, unemployment, greater general medical illness burden, lower physical quality of life, concurrent generalized anxiety disorder, fewer prior episodes, and history of prior suicide attempts were all associated with chronic episodes. Blacks, Hispanics, and patients receiving care in primary as opposed to psychiatric care settings exhibited greater chronicity.

Conclusion:  Chronic depressive episodes are common and are associated with greater illness burden, comorbidity, socioeconomic disadvantage, and racial/ethnic minority status.
Changes in health over time in patients with symptoms allegedly caused by their dental restorative materials
Authors: Tillberg A. , Berglund A. , Mårell L. , Bergdahl J. , Eriksson N. , Lindén G. , Stenberg B. , Widman L.
Published: October 2005

Abstract –  Objectives:  In Sweden, many patients with symptoms allegedly caused by their dental materials have exchanged their restorations, but the effects of the exchange have been insufficiently investigated. Therefore, the aim of the study was to describe the change in health over time for these patients and the hypothesis was that the patients could be divided based on their symptoms and that the ability to recover differs between these groups. Furthermore, we also examined if other factors such as replacement of dental restorative materials and follow‐up time had any impact on the perceived health status.

Methods:  A questionnaire was sent to 614 patients who had been referred to the School of Dentistry, Umeå, Sweden, with symptoms allegedly caused by dental restorative materials. The response rate was 55%.

Results:  The risk of having any further complaints was higher for patients with complex symptoms (P = 0.03) and these patients had exchanged their restorations to a significantly larger extent than the others (P = 0.03). The remaining complaints was more frequent among men (P = 0.02). Exchange of dental restorative materials had no significant impact on the ability to recover completely. However, the patients who had exchanged their restorations completely perceived a significantly larger alleviation of their symptoms than the others (P < 0.01), although the frequency of most of the symptoms had increased.

Conclusions:  Patients with complex symptoms had a more unfavorable long‐term prognosis concerning persistent complaints than those with localized symptoms only. Furthermore, the results indicate that the patients might experience health improvements after removal of their dental restorative materials. The reason for this improvement, however, is unclear. Further analyses regarding other possible explanations than the ‘odontological/medical’ are needed.
Photographs as a means of assessing developmental defects of enamel
Authors: Wong Hai Ming , McGrath Colman , Lo Edward CM , King Nigel M
Published: October 2005

Abstract –  Objectives:  To evaluate the validity and reliability of photographic examinations for developmental defects of enamel (DDE) in maxillary and mandibular incisors and canines using a standardized process.

Methods:  The anterior teeth of 257 children were examined ‘wet’, both clinically and photographically for DDE, using the modified Federation Dentaire Internationale (FDI) (DDE) Index. A series of five standardized photographs were taken for each child: a frontal view perpendicular to the four incisors; two lateral views, each showing the lateral incisors and canines on each side of the dental arch; and the superior and inferior views, retaking of the frontal view with the camera held at approximately 30° above and below the horizontal plane. The photographs taken for each child were viewed as three different sets; the ‘five‐view’ (frontal, two lateral views plus superior and inferior views), ‘three‐view’ (frontal and two lateral views), and ‘one‐view’ (frontal view only) slide sets.

Results:  Using ‘one view’ slides, 91.7% of teeth could be examined photographically. Whereas using multiple views 99.9% of teeth could be assessed. At the subject level, agreements between clinical diagnoses (gold standard) and photographic examinations were substantial to almost perfect (k = 0.73–0.86). At the tooth level, agreement was best for incisors (k = 0.71 or higher). The intra‐examiner reproducibility was high for the photographic assessments at both subject and tooth levels (k = 0.71–0.95).

Conclusions:  Multiple‐view photographic slides of ‘five‐view’ and ‘three‐view’ are valid and reliable for assessing DDE on the 12 anterior teeth, while a ‘one‐view’ (frontal) was acceptable to study only the incisors.
Examining the association between parenting stress and the development of early childhood caries
Authors: Tang Clarence , Quinonez Rocio B. , Hallett Kerrod , Lee Jessica Y. , Kenneth Whitt J.
Published: October 2005

Abstract – Objectives: Numerous studies have explored the effects of pediatric health on parenting stress, but very little work has been carried out to explore the opposite and equally as compelling relationship of how parenting stress might affect child health, especially as it relates to oral health. This study examined the association between parenting stress and early childhood caries (ECC) in 97, 4‐ to 5‐year‐old Australian children attending preschools in the North Brisbane Health Region, Australia.

Methods: Using a cross‐sectional study design, clinical examinations were conducted to evaluate the caries status of each child. Two caregiver questionnaires were completed – one soliciting demographic and oral health behavior information, and the other, information on parenting stress.

Results: This study demonstrated a significant bivariate association between parenting stress and ECC experience as measured by dmft; however, the association did not persist in the two‐part forward‐selection logistic and linear regression models. A negative association between social desirability (defensive responding) and extent of caries was also determined.

Conclusions: Our findings suggest the need to conduct longitudinal studies to give proper consideration to the temporal aspect of caries development and clarify the results obtained by on the relationship between parenting stress and oral health. Further study is also warranted to more clearly elucidate the association between social desirability (defensive responding) in parents and their children's ECC experience.
Influence of the patient's race on the dentist's decision to extract or retain a decayed tooth
Authors: Cabral Etenildo Dantas , Caldas Arnaldo de França , Cabral Hilda Azevedo Moreira
Published: October 2005

Abstract – 

Objectives:  The aim of this study was to investigate the influence of the patient's race on the dentist's decision to extract or retain a decayed tooth.

Methods:  A probabilistic random sample of 297 dentists from Recife, Brazil, was used. Two case scenarios were presented to the dentists. Both scenarios showed a molar that was extensively decayed, but indicated for conservative treatment. The scenarios included a description of the patient and eight photographs of the clinical case, including a photograph of the patient's face. The dentists were asked to regard the patient as poor and then to decide whether to extract or retain the molar. However, although the scenarios were based on the same clinical case, the photographs of the patient's face were different. One scenario showed the photograph of a white patient whereas the other showed the photograph of a black patient. The first scenario was presented 2 months before the second so that the dentists would not remember the former.

Results:  The dentist's decision varied significantly according to the patient's race, with dentists deciding to extract more frequently for the black patient than for the white patient (25.6%vs. 16.2%; P < 0.001). This racial variation occurred regardless of the demographic and socioeconomic variables of the dentists. It did, however, occur as a function of the setting of the dentist's practice.

Conclusion:  The patient's race may influence a dentist's decision whether to extract or retain a decayed tooth.
Comparative Program Options for Aging People with Intellectual Disabilities
Authors: Bigby Christine
Published: October 2005

Abstract  Retirement is a flexible and negotiated stage of life, tied to social and economic trends as well as individual work and life experiences. Australia has no formal retirement policies for people who use disability day‐support services and older people with disabilities participate in a range of different types of age‐specific and age‐integrated programs. This study compared different models of day‐support programs used by older people with intellectual disabilities. The framework for this study was the six key objectives of day‐support programs and a typology of such programs derived from the literature. Seven programs were selected as examples and data were collected during 2‐day site visits that included observation, interviews, and review of documentation. Each program was rated against indicators of the key objectives. No one program model stood out as exemplary and all had similar aims. All of the programs studied gave more emphasis to choice, social networks, and participation than they did to skill maintenance, self‐expression, and healthy lifestyle promotion. Implementation of program objectives, however, was variable reflecting different interpretations of these concepts. Traditional age‐integrated day programs and newer brokerage models both demonstrated the capacity to deliver services tailored to the individual needs of older participants, and had the advantage of not restricting choice due to age or reinforcing age‐related stereotypes.
Design and Implementation of a Multicenter Trial of Vitamin E in Aging Individuals with Down Syndrome
Authors: Aisen Paul S. , Dalton Arthur J. , Sano Mary , Lott Ira T. , Andrews H. F. , Tsai W.‐Y. ,   the International Down Syndrome and Alzheimer's Disease Consortium
Published: October 2005

Abstract  Older individuals with Down syndrome have an extremely high risk of Alzheimer's disease (AD). Advances in understanding the pathophysiology of AD, and the development of effective therapies for individuals with sporadic AD, have raised the possibility that aging Down syndrome individuals may benefit from therapy directed against AD. As no prior large clinical trials had been conducted with this population, the authors launched “A Multicenter Trial of Vitamin E in Aging Individuals with Down Syndrome.” The authors describe how they assembled an international group of investigators to develop the infrastructure and methodology for studying the efficacy of therapeutic interventions aimed at slowing the process of AD in Down syndrome. The process of designing and implementing the trial drew together clinical scientists and clinicians from two distinct but overlapping areas: researchers in the areas of Down syndrome and AD therapeutics. The authors review the issues considered and decisions made regarding various aspects of the trial design.
Practitioner‐Raised Issues and End‐of‐Life Care for Adults with Down Syndrome and Dementia
Authors: Watchman Karen
Published: October 2005

Abstract  The author interviewed a small group of practitioners working in intellectual disability and palliative care settings about their perceptions of a number of end‐of‐life issues related to people with Down syndrome who were affected by dementia. The study, which took place in Scotland, identified a number of issues and perceptions expressed by the subjects as well as gaps in services and practice. Key among the findings were the need for people with Down syndrome to be more involved in planning for their own end‐of‐life care; a lack of communication between those persons working in palliative care and intellectual disability settings; identification of a “care culture clash;” deficits in training programs for staff involving dying, death, and bereavement; and that end‐of‐life care for people with Down syndrome and dementia is a neglected area of research. The author highlights the lack of uniform practice when working with people with Down syndrome in the end stages of dementia and provides some recommendations for further discourse and research.
Brainstem Modulation of Caudal Trigeminal Nucleus: A Model for Understanding Migraine Biology and Future Drug Targets
Authors: Knight Yolande
Published: October 2005

There is now considerable clinical and experimental evidence implicating a role for the brainstem in migraine pathophysiology. Studies point toward a possible dysfunction in sites such as the periaqueductal gray, nucleus raphe magnus, nucleus tractus solitarius, and locus coeruleus, since these structures affect the control of anti‐ and pronociception as well as cerebral blood flow. Numerous neurotransmitters in these structures provide potential pharmacological targets, notably adenosine (A1), opiates, GABA, cannabinoids, cholecystokinin and compounds targeting voltage‐sensitive calcium channels. The possible mechanisms by which brainstem structures could drive a dysfunction in trigeminal nociception homeostasis are reviewed.
The Optimal Length of an Agricultural Carbon Contract
Authors: Gulati Sumeet , Vercammen James
Published: October 2005

In this paper, we present the economic determinants of the optimal length of a carbon offset contract. We find that because of a declining capacity of the soil to sequester carbon, the optimal length of the carbon contract is finite (the marginal benefit of remaining in the contract is declining over time, whereas marginal opportunity cost is rising). We also explore the effect of varying key parameter values on the optimal length in the contract. If the contract requires the farmer to sequester at a higher rate, the farmer chooses the contract for a shorter length of time, and this may decrease rather than increase social welfare. If society places a higher value on carbon accumulation, the contract is chosen for a longer length of time. Finally, if both the farmer and society have a higher discount rate, the model provides a somewhat surprising result. The overall time in the contract, and benefits from carbon accumulation are higher when the common discount rate is higher.
Carbon Sequestration in Agricultural Soils: Discounting for Uncertainty
Authors: Kurkalova Lyubov A.
Published: October 2005

The study presents a conceptual model of an aggregator who selectively pays farmers for altering farming practices in exchange for carbon offsets that the change in practices generates. Under the assumption that the offsets are stochastic and that the aggregator maximizes the sum of the offsets from the purchase that he/she can rightfully claim with a specified level of confidence subject to a budget constraint, we investigate the optimal discounting of expected carbon offsets. We use the model to empirically estimate of the optimal discounting levels and costs for a hypothetical carbon purchasing project in the Upper Iowa River basin.
Net Greenhouse Gas Emissions and the Economics of Annual Crop Management Systems
Authors: Samarawickrema Antony K. , Belcher Ken W.
Published: October 2005

The aim of this study was to evaluate the relative economic profitability and net greenhouse gas (GHG) abatement potential of alternative tillage and cropping systems. A simulation model was parameterized using biophysical and economic data representing different crop rotations under conventional, minimum, and zero tillage cropping systems, in the Black soil zone of Saskatchewan. This model was used to estimate the relative potential of each of the management practices to sequester carbon and to emit GHG including, nitrous oxide and carbon dioxide. The model also provided estimates of the relative profitability of each of the management practices over time horizons of 30 years. These simulation results were used to develop trade‐off functions reflecting net income and net GHG abatement for each cropping system. An income risk measure was incorporated to facilitate an analysis of the relative economic attractiveness of the simulated cropping systems. Furthermore, sensitivity analysis was performed on nitrous oxide emission coefficients (an area of significant uncertainty in the literature) and on weather patterns to reflect uncertain future climate change impacts. Results indicated that net GHG emissions were relatively lower for reduced tillage management, while conventional tillage may be relatively more attractive from an economic perspective. However, results also indicated that such economic factors as risk and economies of size may have a significant influence on this latter result.
Agriculture's Likely Role in Meeting Canada's Kyoto Commitments*
Authors: Weersink Alfons , Pannell David , Fulton Murray , Meyer‐Aurich Andreas
Published: October 2005

Voluntary adoption of beneficial management practices will be the primary means by which farmers cut net greenhouse gas (GHG) emissions. The offset system will not be a major driver due to (a) the relatively low prices likely to be offered by large final emitters facing an emission cap, (b) discounts applied to those prices for temporary sequestration, (c) the transaction costs and risk premiums associated with signing carbon contracts, and (d) the low elasticity of supply of CO2abatement. Although Canadian farmers are likely to participate to only a limited extent in the carbon‐offset market, many will find it profitable to adopt one or more of the BMPs for reducing net GHG emissions. Canadian agriculture is likely to contribute significantly to net emission reductions by voluntarily sequestering carbon due to the adoption of zero till in the last decade, and possibly by cutting fertilizer levels in the next decade. The contribution will be mainly a response to meeting personal economic objectives rather than being induced by direct incentives through the offset program.
Spatial Targeting of Conservation Tillage to Improve Water Quality and Carbon Retention Benefits
Authors: Yang Wanhong , Sheng Chaodong , Voroney Paul
Published: October 2005

This paper develops a GIS‐based modeling framework that integrates a farm model, a hydrologic model, and a soil organic matter model to examine spatial targeting of conservation tillage to jointly improve water quality and carbon retention benefits in agricultural watersheds. Previous studies have examined the targeting of conservation tillage, land retirement, and riparian buffers at watershed scale to achieve water quality benefits but not considered carbon retention benefits. An empirical application of the framework in the Fairchild Creek watershed in Ontario shows that targeting conservation tillage based on sediment abatement goal can also achieve comparable carbon retention benefits in terms of percentage reduction of its base carbon losses. The targeted subcatchments for conservation tillage vary across the watershed based on benefit to cost ratios. The pattern of conservation tillage targeted based on carbon retention goal is similar to that with a sediment abatement goal but slight differences are found because of different carbon content in the soils. The modeling results have important policy implications for the design of conservation stewardship programs such as setting sediment abatement goal as an indicator to achieve joint environmental benefits and direct public fund to locations that can achieve environmental goals at least costs.
Up Against the Wall: Psychometrics Meets Praxis
Authors: LeMahieu Paul G. , Wallace Richard C.
Published: October 2005

In this article, two school administrators argue that care must be taken to fit the specifics of a testing program to Its intended purpose. Specifically, they argue that the purposes of testing for diagnosing individual student teaming and for school evaluation should not be confused. They suggest that while typical systemwide testing programs may provide useful evaluative information, they suffer from several characteristics that make them hardly useful as sources of diagnostic information for guiding instruction in individual teachers' classes.
Obtaining Intended Weights When Combining Students' Scores
Authors: Oosterhof Albert C.
Published: October 2005

An instructor typically combines students' scores from several measures such as assignments and exams when assigning course grades. The relative weights intended for these scores are at least inferred and often stated explicitly by the instructor. This module describes how scores can be adjusted so that the intended weights are obtained. Techniques are discussed for two grading criteria: (a) grading students through comparison to others in the class and (b) grading students through comparison to predetermined levels of performance.
Controlling for Background Beliefs When Developing Multiple‐Choice Critical Thinking Tests
Authors: Norris Stephen P.
Published: October 2005

This paper describes briefly a methodology for developing multiple‐choice critical thinking tests which attempts to overcome certain problems of validity and fairness facing such tests. The paper proposes that direct evidence on test validity be gathered using verbal reports of students' thinking on trial items.
Measurement Driven Instruction: A Closer Look
Authors: Airasian Peter W.
Published: October 2005

The author discusses conditions under which Measurement Driven Instruction might and might not produce its expected results. He considers how test stakes, Performance standards, and the nature of content assessment interrelate to influence the operation of MDI programs. In discussing instructional expectations and realities as they apply to MDI, he argues that under some conditions instruction driven by measurement measurement corrupt the measurement process.
Normative Growth Expectations Must Be Realistic: A Response to Phillips and Clarizio
Authors: Yen Wendy M.
Published: October 2005

Phillips and Clarizio (1988) make a serious error In concluding that developmental standard score scales produce unrealistic expectations for growth of low‐achieving students. The nature of their error is described in this response to their paper.
Conflicting Growth Expectations Cannot Both Be Real: A Rejoinder to Yen
Authors: Phillips S. E. , Clarizio Harvey F.
Published: October 2005

Different scaling procedures applied to the same empirical data can result in conflicting growth patterns. To retain standing in the norm group, some developmental scales require low‐achieving students to gain more annually than high‐achieving students. Thus, for low‐achieving students, the growth patterns exhibited by grade equivalent scales may be more reasonable than those for developmental standard score scales.
Book Review
Authors: Cronbach Lee J.
Published: October 2005

Book reviewed in this article:

Educational Measurement, Third Edition R. L. Linn (Ed.)
Book Review
Authors: Bond Lloyd
Published: October 2005

Book reviewed in this article:

Bias Issues in Teacher Certification Testing R.G. Allan, Paula M. Nassif, and Scott M. Elliot (Eds.)
Learning Outcome Testing Program: Standardized Classroom Testing in West Virginia Through Item Banking, Test Generation, and Curricular Management Software
Authors: Willis John A.
Published: October 2005

What conditions stimulated the Learning Outcome Testing Program and what approaches were adopted? What issues need to be addressed in the selection of computer software? What steps should be taken to train teachers to develop item banks and use testing software?
Comparing State and District Test Results to National Norms: The Validity of Claims That “Everyone Is Above Average”
Authors: Linn Robert L. , Graue M. Elizabeth , Sanders Nancy M.
Published: October 2005

Are all states and nearly all districts claiming that their students are above the national average? If so, are the test results “inflated and misleading?” What are the factors that contribute to the abundance of “above average” scores?
Looking Behind the “Average”: How Are States Reporting Test Results?
Authors: Burstein Leigh
Published: October 2005

How can the use of norm‐referenced tests be changed to lead to more accurate reporting of results? What kinds of information should states and districts be using to contextualize their reports of test results?
Book Reviews
Authors: Sabers Darrell L.
Published: October 2005

Book reviewed in this article:

Tenth Mental Measurements Yearbook Jane Close Conoley and Jack J. Kramer (Eds.)
Book Reviews
Authors: Forsyth Robert A.
Published: October 2005

Book reviewed in this article:

Constructing Test Items Steven J. Osterlind
Training Judges to Generate Standard‐Setting Data
Authors: Reid Jerry B.
Published: October 2005

Is training judges beyond initial orientation required? How can we help judges apply their conceptualization of minimal competence to individual items?
Using Standard‐Setting Data to Establish Cutoff Scores
Authors: Geisinger Kurt F.
Published: October 2005

Is it enough to run the standard‐setting panel and to stop? Once a panel has met or a contrasting group experiment has been conducted, do we have a cutoff score? On what basis might a proposed cutoff score be adjusted? Who should make the adjustment decision?
Facts About Samples, Fantasies About Domains
Authors: Mehrens William A.
Published: October 2005

In past issues (vol.8, no. 1 and vol. 10, no. 1), Mehrens & Kaminski and Cohen & Hyman have addressed test‐preparation procedures. On what points is there agreement between these authors? What are points of disagreement? Where have Cohen & Hyman misinterpreted Mehrens & Kaminski? What points made by Cohen & Hyman confuse Mehrens?
Variables in Eliciting Writing Samples
Authors: Moran Mary Ross , Myles Brenda Smith , Shank Marilyn S.
Published: October 2005

What is the impact on students' writing samples of such factors as prompt features, prewriting activities, time limits, and examiner practices? How can these variables be systematically reported?
Unintended Consequences of External Testing in Elementary Schools
Authors: Smith Mary Lee , Rottenberg Claire
Published: October 2005

What is the impact of an external testing program on what teachers teach and the way they teach it? How does an external testing program affect a school's organization? Are these effects contrary to the general goal of improving schools?
Does Interpretive Test Score Information Help Teachers?
Authors: Impara James C. , Divine Katherine P. , Bruce Franklin A. , Liverman Milton R. , Gay Aaron
Published: October 2005

To what extent do teachers possess the competence to interpret state testing program results properly?
Overview of State Legislation to Regulate Standardized Testing
Authors: McAllister Patricia H.
Published: October 2005

What has been the pattern of state legislatures to regulate testing? Why is testing a legislative issue? What should be the relationship between state legislatures and testing companies?
Using Performance Assessment for Accountability Purposes
Authors: Mehrens William A.
Published: October 2005

Why is there such great interest in performance assessment? Are large‐scale performance assessments administratively feasible, professionally credible, publicly acceptable, legally defensible, and economically affordable?
Policies for Reporting Test Results to Parents
Authors: Barber Bonnie L. , Paris Scott G. , Evans Margaret , Gadsden Vivian L.
Published: October 2005

What are the state and district policies on reporting test results to parents? How well do local districts follow state policies?
A Tale of Two Test‐Specification Strategies
Authors: Popham W. James
Published: October 2005

How detailed should we make the specifications for educational tests? What should be the role of sample or “illustrative” items? How does the nature of test specifications impact on the usefulness of that test?
High Quality Classroom Assessment: What Does It Really Mean?
Authors: Stiggins Richard J.
Published: October 2005

Teachers who gather accurate information about student achievement through the use of sound classroom assessment contribute to effective teaching and learning. On the other hand, those who fail to understand and apply the rules of evidence for sound assessment risk doing great harm to students. Thus, all teachers must understand the differences between sound and unsound assessments. This module is designed to promote that understanding. It examines the many users and uses of classroom assessment, the wide range of achievement targets to be assessed, the array of assessment methods teachers use, and the importance of marrying targets and methods in ways that promote sound assessment. Four key attributes of sound assessment are presented for the teachers to apply in their own classroom assessment environments.
What Can We Learn From State NAEP?
Authors: Wolf Richard M.
Published: October 2005

How relevant to policy are state‐by‐state NAEP results?
The Perils of Responsibility Sharing
Authors: Popham W. James
Published: October 2005

How can we excuse educators from the responsibility of meeting prevailing ethical standards for test preparation practice? How far apart are test makers and others on the appropriateness of different practices? Don't all parties to the testing process have important responsibilities?
State Policies for Standardized Achievement Testing of Limited English Proficient Students
Authors: Lam Tony C. M. , Gordon Wayne I.
Published: October 2005

To what extent have state departments of education developed policies for testing limited English proficiency students with standardized achievement tests? What are some of the relationships between the development of these testing policies and the establishment of bilingual education in the states? What work still lies ahead in standardized achievement testing of limited English proficient students?
A King Over Egypt, Which Knew Not Joseph
Authors: Coffman William E.
Published: October 2005

How does the current situation with respect to national goals and national testing relate to the Biblical account of Joseph in the time of the Pharaohs? What can we learn from the experience of past Yosephs in the field of education?
The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument
Authors: Lane Suzanne
Published: October 2005

How can you align instruction, learning, and assessment in an educationally sound way? How can you define and measure competence in mathematics? What areas of competence do you need to specify and how? How can one evaluate the validity and consequences of using a particular assessment instrument or technique?
Some Thoughts on Educational Testing: Measurement Policy Issues Into the Next Millennium
Authors: Cizek Gregory J.
Published: October 2005

What are key issues that educational measurement professionals must confront in the next decade? What resources can we draw on as we face these issues? How can educational measurement contribute most effectively to educational reform?
Assessment Theory and Research for Classrooms: From Taxonomies to Constructing Meaning in Context
Authors: Tittle Carol Kehr , Hecht Deborah , Moore Patrick
Published: October 2005

Why should we take a broader view of assessment theory and research when constructing measures of school achievement? How might we incorporate a learner's awareness of his or her own learning strategies into the assessment process? How could an assessment developer combine the use of psychological constructs and varying contexts for learning in the assessment of competence in mathematics?
Criterion‐Referenced Measmment: A Valwable Perspective Clouded by Surplus Meaning
Authors: Linn Robert L.
Published: October 2005

What is the relevance of criterion‐referenced measurement to the performance‐based assessment movement? Why do we need to strip away surplus meaning from the term criterion‐referenced measurement? What confusions exist around the place of cut scores and other concepts in CRT?
Criterionced Tests: Part 11. Unfinished Business
Authors: Glaser Robert
Published: October 2005

What was the origin of the concept of criterion‐referenced measurement? How has the concept evolved over the years? What are some key factors that should influence how we think about CRTs?
Determining the Validity of Performance‐Based Assessment
Authors: Burger Susan E. , Burger Donald L.
Published: October 2005

What criteria should be applied to the evaluation of performance measures? How consistent are the results from performance measures and norm‐referenced achievement tests? How can we ensure fairness and credibility in performance measurement?
The Swedish Scholastic Aptitude Test: Development, Use, and Research
Authors: Wedman Ingemar
Published: October 2005

How are entrance examinations for college used in Sweden? What is measured by these examinations? What kinds of research have been conducted? Have gender differences been found on the tests?
National Curriculum Assessment in the U.K.
Authors: Nuttall Desmond L. , Stobart Gordon
Published: October 2005

What are the objectives of national curriculum assessment in the United Kingdom? What criteria for assessment were established? What kinds of problems are associated with the assessment?
Portfolio Assessment: A Theoretical Esthnate of Score Reliability
Authors: Reckase Mark D.
Published: October 2005

What components should be included in a portfolio of student work? How can the contents of portfolios be scored? How is reliability affected as the number of entries in the portfolio increases? What will it cost to obtain reliable scores?
Themes and Variations in Validity Theory
Authors: Moss Pamela A.
Published: October 2005

Should the Standards reflect the perspective that construct validity is central to all validation efforts? Is the construct‐/content‐/criterion‐related categorization of validity evidence now obsolete? Should the definition of validity include consideration of the consequences of test use?
Reporting NAEP Results Using Standards
Authors: Lissitz Robert W. , Bourque Mary Lyn
Published: October 2005

What is the difference between NAEP anchor levels and achievement levels? How are the processes different for creating these levels? What points of controversy surround use of these levels for reporting achievement? Will having standards for NAEP promote improvement of public education?
Examing Gender DIF on a Multiplechoice Test of Mathematics: A Confirmatory Approach
Authors: Ryan Katherine E. , Fan Meichu
Published: October 2005

Do eighth‐grade males and females display the same DIF patterns as older examinees? Are the patterns the same for different content areas in mathematics? Does a DIF test for essential dimensionality yield expected results?
GendermRelated Differential Item Functioning on a Middle‐School Mathematics Peformance Assessment
Authors: Lane Suzanne , Wang Ning , Magone Maria
Published: October 2005

Will performance assessments in mathematics have gender DIF? Do male and female examinees provide similar solution strategies?
Graduate Programs That Prepare Educational Measurement Specialists
Authors: Guo Fanmin , Nitko Anthony J.
Published: October 2005

What are typical requirements in graduate measurement programs? How d o programs in measurement and research methods differ?
A Model for Evaluating Him Stakes Testing Programs: why the Fox Should Not Guard the Chicken Coop
Authors: Downing Steven M. , Haladyna Thomas M.
Published: October 2005

Should high‐stakes testing programs be subject to external review? How should such reviews be structured? Who should conduct the reviews? How would results be reported and to whom?
Remembering a Past President
Authors: Loyd Douglas E.
Published: October 2005

Remarks prepared for the NCME memorial celebration for Brenda Holliday Loyd (August 3,1949‐December 6, 1995) at the Annual Meeting of NCME, New York City, April 10, 1996.
Are U.S. Students the Most Heavily Tested on Earth?
Authors: Phelps Richard P.
Published: October 2005

How should amount of testing be defined? On average, how many hours does a U.S. student spend on testing? How does this compare with testing time in other countries? How do the type and purpose of testing vary from U.S. to other countries?
Test Fairness: Internal and External Investigations of Gender Bias in Mathematics Testing
Authors: Langenfeld Thomas E.
Published: October 2005

What two major approaches have been used to study gender bias in test scores? How do statistical DIF detection methods differ? How does DIF screening of items affect mean score differences?
The Technical Quality of Performance Assessments: Standard Errors of Percents of Pupils Reaching Standards
Authors: Yen Wendy M.
Published: October 2005

How accurate is the reported percent of students’reaching standards at the school level? How are standard errors for these statistics computed? How do estimates vary with choice of generalizability model?
Surveys of Programs and Emplopent in Eklucational Measurement
Authors: Patelis Thanos , Kolen Michael J. , Parshall Cynthia
Published: October 2005

What is the supply and demand for educational measurement specialists? What types of jobs are more difficult to fill? How can NCME aid recruitment in to the profession ?
Classical Test Theory in Historical Perspective
Authors: Traub Ross E.
Published: October 2005

What were the historic origins of classical test theory? What have been major milestones in its development?
A Perspective on the History of Generabability Theory.
Authors: Brennan Robert L.
Published: October 2005

What psychometric and scientific perspectives influenced the development of G theory? What practical testing problems gave impetus to its adoption? What work remains to be done?
Misconceptions at the Intersection of Measurement Theory and Practice
Authors: Brennan Robert L.
Published: October 2005

Finding ourselves in a bull market for educational testing, is it time to carefully re‐examine assumptions, issues, and practices? What misconceptions about testing exist that influence what we do?
Criterion Bias in Examine Centered Standard Setting: Some Thought Experiments
Authors: Kane Michael
Published: October 2005

How can a thought experiment be used to examine issues in the selection and use of criteria in standard setting? How does the selection of a criterion affect the decisions which are made about examinees?
Contextualizing the Interpretation of Reliability Data
Authors: Nichols Paul D. , Smith Philip L.
Published: October 2005

What is the relationship between the context and substantive meaning of a measure and the assessment of the reliability of the measure? Does the interpretation of a reliability coefficient depend on the nature of the measure? How does this approach to reliability relate to alternative assessments?
Investigating the Cognitive Complexity of Science Assessments
Authors: Baxter Gail P. , Glaser Robert
Published: October 2005

How can knowledge of the development of expertise in a subject area inform the development of assessments in that area? How can one examine the relationship between what is anticipated from a performance assessment and what is actually seen?
The Role of Consequences in validity Theory
Authors: Moss Pamela A.
Published: October 2005

How do individuals make sense of and use the products and practices of testing in their everyday lives? What is the responsibility of the educational measurement community to take these issues into consideration in assessing what it is that we do?
Consequential Validity: A Practitioner's Perspective
Authors: Taleporos Elizabeth
Published: October 2005

What happens when philosophical and theoretical propositions meet the harsh realities of the nation's largest school district? How does consequential validity play out in the Big Apple?
Making Room for Values and Fairness: Teaching Reliability and Validity in the Classroom Context
Authors: Whittington Dale
Published: October 2005

Can validity and reliability be taught from the perspective of the decisions classroom teachers make instead of from a more purely psychometric perspective? What aspects of validity and reliability are particularly relevant for classroom teachers?
The Lack of Fidelity Between Cognitively Complex Constructs and Conventional Test Development Practice
Authors: Nichols Paul , Sugrue Brenda
Published: October 2005

Do current test development practices align well with the cognitively complex constructs being called for in the educational reform movement? What types of test development practices are needed to develop measures of cognitively complex constructs?
Using New Technology to Improve Assessment
Authors: Bennett Randy Elliot
Published: October 2005

What are the areas of testing that will be most affected by new technology“ Who is doing work on the cutting edge of these areas“ What will be the ultimate effect of these innovations“
Legal and Psychometric Criteria for Evaluating Teacher Certification Tests
Authors: Sireci Stephen G. , Green Preston C.
Published: October 2005

Will our teacher certification testing program stand up to a court challenge? What are the critical issues the courts consider in examining teacher certification testing? What do we need to do to strengthen our program legally and psychometrically?
Pockets of Resistance in the Assessment Revolution
Authors: Cizek Gregory J.
Published: October 2005

What is the status report from the front on the assessment revolution? Where have the reforms taken root, and where have they withered? Where do we go from here?