ethanporcaro/eric-fulltext-meta huggingface dataset:
What Parents Should Know about Test Types. Assessment Brief. Number 1
Author: Dietel, Ron
Date: 2004-01-00
Type: Reports - Descriptive
Subjects: State Standards,Testing,Standardized Tests,Norm Referenced Tests,National Norms,Statistical Data,Test Construction,Student Evaluation,Academic Achievement,Achievement Tests,Evaluation Methods

Testing in the nation's schools is on the rise. From the classroom quiz to the large-scale standardized test, the pressure for education to be &quot;accountable&quot; has intensified. As children experience this new tide of testing, it is helpful to become more aware of the different types of tests and their purposes. Students in the United States usually take three types of tests in school: standards-based tests, norm-referenced tests, and classroom tests. Each type of test serves important but different purposes. At its best, a state standards-based test tells how well a child is achieving the state standards and can also provide important information about how well the school is teaching those standards. A national norm-referenced test provides valuable information that can be compared to a national average. On the other hand, standards-based and norm-referenced tests often are not able to assess a student's deeper conceptual understanding or complex thinking abilities. A classroom test provides information about a child's performance in a specific topic taught by a specific teacher. Major advantages of classroom tests are that they can provide much more frequent information on student progress, help diagnose specific student strengths and weaknesses, and can lead to improved instruction for students. However, they lack a national or state comparison and both test design and scoring may be less precise than on a norm-referenced or state standards-based test. (Lists 3 resources.) [This material is based upon work supported by the National Science Foundation.]
Effects of State Testing. Assessment Brief. Number 2
Author: Dietel, Ron
Date: 2004-01-00
Type: Reports - Descriptive
Subjects: Testing,Standardized Tests,Scores,Accountability,Academic Achievement,Student Evaluation,Educational Opportunities,Testing Problems

The increase in large-scale standardized testing in the nation's schools is one major result of demands for accountability. Such testing also impacts many aspects of school and family life and culture. For some, certain unintended impacts may be like side effects of medicines that need to be tolerated; for others they raise larger questions about educational priorities. Federal and state laws have substantially increased the number of tests students take each year. Federal law, for example, requires states to test students in reading and mathematics every year in grades 3-8. Some state laws require testing in nearly all grade levels and in most subjects. Increased state testing stems from a desire to better monitor student and school progress, in addition to encouraging increased achievement. Among many purposes that tests are intended to serve are to: (1) Reinforce high state standards and high expectations for students and schools--In recent years, states have intensified efforts to develop and refine standards in main subject areas; (2) Measure how well students are reaching those standards--Based on federal requirements, all states are seeking to more fully and effectively align state tests with their state standards (progress in this alignment varies from state to state); (3) Focus curriculum and instruction on the standards--If the main statewide student assessment is a standards-based test, then the instruction that students receive, based on the curricula and instructional materials used in the classroom, also need to be standards-based; (4) Compare different schools and districts and provide that information to parents, educators, policymakers, and the public as they consider school quality and needs; (5) Improve educational programs at individual, classroom, school, district, and state levels; and (6) Monitor individual student progress and help diagnose individual strengths and weaknesses. (Lists 6 resources.) [This material is based upon work supported by the National Science Foundation. For Assessment Brief 1, see ED518671.]
Issues of Structure and Issues of Scale in Assessment from a Situative/Sociocultural Perspective. CSE Technical Report 668
Author: Mislevy, Robert J.
Date: 2006-01-00
Type: Reports - Evaluative
Subjects: Sociocultural Patterns,Context Effect,Measurement,Evidence,Models,Learning Theories,Test Construction,Advanced Placement,Studio Art,Portfolio Assessment,Intelligent Tutoring Systems

A situated/sociocultural (SC) view of assessment "emphasizes questions about the quality of students' participation in activities of inquiry and sense-making, and considers assessment practices as integral components of the general systems of activity in which they occur" (Greeno, Collins, & Resnick, 1997, p. 36). This presentation addresses two issues. The first is understanding the SC view of assessment through the lens of an "evidence centered" design framework that has proven useful for assessment cast in trait, behavioral, and information-processing perspectives. The second is addressing issues that arise when one attempts to design assessments that are at once compatible with SC principles and suitable for large-scale use. Illustrations are drawn from the Advanced Placement Studio Art portfolio art assessment and the HYDRIVE intelligent tutoring system. (Contains 9 figures and 2 footnotes.)
Assessing the Cost of Web-Based Training Programs
Author: Kong, Young Hee
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Cost Effectiveness,Internet,Costs,Web Based Instruction,Models,Identification,Program Evaluation,Measurement Objectives,Measurement Techniques,Evaluation Problems,Barriers,Expenditures,Audits (Verification),Training

Investments in web-based training (WBT) have increased presumably to attain cost savings and performance improvement. However, it has been difficult to assess the cost of WBT. In order to conduct an accurate cost analysis of WBT, three primary issues remain as follows: 1) identifying the missing cost components of WBT, 2) assessing the costs of these missing components, and 3) establishing a model to identify the costs of future WBT.
Exploring Learner Perception of E-Learning Effectiveness in the Workplace Learning Context Based on Diffusion of Innovations (DOI) Model
Author: Chen, Tzu-Ling
Date: 2006-00-00
Type: Reports - Research
Subjects: Workplace Learning,Electronic Learning,Adult Students,Government Employees,Instructional Effectiveness,Educational Attitudes,Models,Innovation,Foreign Countries

The purpose of this study aims to examine adult learner's perception related to e-learning effectiveness. The model of diffusion of innovations (DOI) was used as the research framework and quantitative research methodology employing survey techniques was applied to collect the data. The targeted population identified in this study includes adult learners and Taiwanese civil service personnel who were selected as a convenience sample. The major findings and relevant factors are discussed. (Contains 1 figure and 9 tables.)
Evaluation of Seeds of Science/Roots of Reading Project: &quot;Shoreline Science&quot; and &quot;Terrarium Investigations.&quot; CSE Technical Report 676
Author: Wang, Jia
Date: 2006-03-00
Type: Reports - Evaluative
Subjects: Qualitative Research,Statistical Analysis,Integrated Curriculum,Science Education,Elementary School Science,Elementary School Students,Grade 2,Grade 3,Grade 4,Profiles,Science Teachers,Pretests Posttests,Student Interests,Investigations,Control Groups

This project was initiated in order to evaluate two literacy and science integrated instruction units, &quot;Shoreline Science&quot; and &quot;Terrarium Investigations,&quot; designed by the Lawrence Hall of Science &quot;Seeds of Science/Roots of Reading&quot; Project (&quot;Seeds/Roots&quot;). We examined how the integrated units affect student interest, motivation, and learning, as well as evaluating the units' quality, usability, and utility using both quantitative and qualitative approaches. Through analyses of student performance and teacher interviews, we found  &quot;Shoreline Science&quot; and &quot;Terrarium Investigations&quot; beneficial to both students and teachers. Teachers were highly motivated to use the materials, and &quot;Shoreline Science&quot; and &quot;Terrarium Investigations&quot; students learned significantly more than the control group students in all science and literacy measures on which the differences were expected. The following are appended: (1) Terrarium Investigations Results on Four Groups; (2) Teacher Interview Protocol; (3) Shoreline Science Teacher Profiles; (4) Shoreline Science Coding Summary; (5) Terrarium Investigations Teacher Profiles; and (6) Terrarium Investigations Coding Summary. (Contains 16 footnotes and 23 tables.)
Exploring Models of School Performance: From Theory to Practice. CSE Report 673
Author: Choi, Kilchan
Date: 2006-03-00
Type: Reports - Evaluative
Subjects: Accountability,Models,Inferences,Academic Achievement,School Effectiveness,Program Implementation,Adjustment (to Environment),Longitudinal Studies,Elementary Secondary Education

The purpose of this report is to present and discuss competing accountability approaches, or models, designed to systematically indicate how a school's students are performing academically. Within the framework of the current federally mandated accountability legislation, increased interest in models measuring school performance has caused educational policymakers to consider several key issues. These issues include whether results from different accountability models yield different inferences about a school's performance; what assumptions underlie each of the models; how different models are implemented; and ultimately which model is best suited for a particular context. First, previous research on school performance is briefly summarized. Next, building blocks for accountability models are presented. These building blocks include a) important properties of assessments, b) test metrics, c) ways of summarizing student achievement, and d) monitoring achievement growth over time; all of which need to be considered before they are incorporated into an accountability model. The report concludes with a brief summary and discussion of the salient issues surrounding accountability models. (Contains 5 footnotes, 2 tables, 4 figures.) [This appeared as a chapter in the UC sponsored "The 104th Yearbook of the National Society for the Study of Education, Part 2-Uses and Misuses of Data for Educational Accountability and Improvement" (2005) by Joan L. Herman and Edward H. Haertel (ISSN: 0077-5762).]
Education Statistics Quarterly. Volume 7, Issues 1 &amp; 2, 2005. NCES 2006-614
Author: National Center for Education Statistics (ED)
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Lifelong Learning,School Libraries,Public Libraries,School Statistics,Publications,Methods,Data,Grants,National Surveys

The National Center for Education Statistics (NCES) fulfills a congressional mandate to collect and report &quot;statistics and information showing the condition and progress of education in the United States and other nations in order to promote and accelerate the improvement of American education.&quot; The &quot;Quarterly&quot; offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. Topics covered include: NCES Programs and Plans; Early Childhood Education; Elementary and Secondary Education; Postsecondary Education; Lifelong Learning; Libraries; International Statistics; Crosscutting Statistics; Methodology; and Data Products, Other Publications, and Funding Opportunities. (Individual articles contain notes, references, tables, and figures.)
Linking Assessment and Instruction Using Ontologies. CSE Technical Report 693
Author: Chung, Gregory K. W. K.
Date: 2006-07-00
Type: Reports - Research
Subjects: Military Training,Military Personnel,Weapons,Teaching Methods,Educational Assessment,Information Dissemination,Automation,Individualized Instruction,Remedial Instruction,Schemata (Cognition),Concept Mapping,Bayesian Statistics,Networks,Computer Software

In this study we report on a test of a method that uses ontologies to individualize instruction by directly linking assessment results to the delivery of relevant content. Our sample was 2nd Lieutenants undergoing entry-level training on rifle marksmanship. Ontologies are explicit expressions of the concepts in a domain, the links among the concepts, and the governing constraints of these links. We have developed an ontology for the domain of rifle marksmanship. The ontology contains over 160 concepts and over 160 relationships that capture the different types of relations among the concepts (e.g., causal, part-whole, classifying, functional). The content was drawn from Marine field manuals, and interviews with snipers and coaches. Concepts were tagged with instructional content (e.g., definitions, explanations, elaborations, multimedia examples). Relations were tagged with an explanation of why the particular relation holds under particular conditions. Assessment is tied to instruction via influence (Bayesian) networks. Performance on assessment items determines what content is pulled from the ontology for delivery. For example, if a Marine scores poorly on all assessment items related to breathing control, then instructional content tied to the ontology concept "breathing control" (and any linked concepts) could be delivered. Conversely, if a Marine scores low on items that suggest poor knowledge of the shot  group associated with poor breathing control, then only a shot group related to breathing might be delivered. Our test of this approach appears feasible and promising. The Bayesian network appeared to be successful in identifying knowledge gaps, and relevant and targeted content was served to Marines. Learning appeared to be occurring at a faster rate over time for Marines who received targeted instruction compared to Marines in a control group. Implications are discussed. (Contains 3 tables and 4 figures.) [The work reported herein was supported under the Office of Naval Research.]
Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification. CSE Report 666
Author: Abedi, Jamal
Date: 2005-12-00
Type: Reports - Research
Subjects: Second Language Learning,English (Second Language),Limited English Speaking,Testing Accommodations,Multilingual Materials,Dictionaries,Accountability,Program Effectiveness,Test Validity,Measurement,Student Characteristics,Context Effect,Feasibility Studies,Reading Comprehension,Educational Researchers

Recent attention to issues concerning the instruction and assessment of English language learner (ELL) students has placed them among the top national priorities in education. Policy has noticeably shifted from exclusion to inclusion of ELL students in the assessment and accountability system. However, recent research on and practice in the instruction and assessment of ELL students has raised a new set of concerns. One of the most important of these concerns is that language factors may affect students' ability to demonstrate a true picture of what they know and can do in content areas such as math and science. To fairly assess content knowledge of ELL students, educational researchers and practitioners recommend the use of accommodation. The purpose of accommodation is to help "level the playing field" with regard to English language comprehension. However, sometimes an accommodation does more than is intended. An accommodation may change the ability to assess the construct under measurement by giving an unfair advantage to those receiving the accommodation, thereby negatively affecting the validity of assessment. Further, some forms of accommodation may cause an additional burden to schools, teachers, and large-scale local and national assessment providers. This study focused on four issues concerning the use of accommodation for ELL students: validity, effectiveness, differential impact, and feasibility. The major theme of this study is to investigate the following questions: (1) Do accommodation strategies help reduce the performance gap between ELL and non-ELL students? (Effectiveness); (2) Do accommodation strategies impact the performance of non-ELL students on content-based assessments? (Validity); (3) Do student background variables impact performance on the accommodated assessments? (Differential impact); and (4) Are accommodations easy to implement or use? (Feasibility). The following are appended: (1) Tables; (2) Dictionary Contents; (3) Methodology Appendix: English and Bilingual Dictionaries; (4) Linguistic Modification Concerns; and (5) Adaptations to the Procedures. (Contains 42 tables, 2 figures, and 4 footnotes.)
The Role of Teaching Presence in Satisfaction with Web-Based Courses: Implications for HRD
Author: Wanstreet, Constance E.
Date: 2006-00-00
Type: Reports - Research
Subjects: Web Based Instruction,Internet,Student Attitudes,Teacher Student Relationship,Computer Mediated Communication,Satisfaction,Adult Learning,Blended Learning,Educational Technology,Adult Education,Social Influences,Human Resources

The purpose of this study was to investigate changes in satisfaction with Web-based course activities as a function of the degree of perceived teaching, cognitive, and social presence. Results indicated that the degree of perceived teaching presence led to greater satisfaction with course activities. Results suggest that communities of inquiry can be established within a formal educational or training context and that HRD practitioners should deliberately structure interaction among course participants in Web-based learning experiences. (Contains 1 figure and 3 tables.)
Language Background and Early Academic Achievement: Disentangling Language-Minority Status, Social Background, and Academic Engagement. CSE Technical Report 679
Author: Paret, Marcel
Date: 2006-05-00
Type: Reports - Evaluative
Subjects: Language Minorities,Race,Ethnicity,Immigrants,Socioeconomic Status,Socioeconomic Background,Social Class,Learner Engagement,Role,Academic Achievement,Standardized Tests,Data Analysis,Longitudinal Studies,Kindergarten,Grade 1

Research shows that language-minority students both do poorly on standardized tests, and receive low academic ratings from their teachers (August &amp; Hakuta, 1998). Explanations for the low performance, however, are limited. This is at least partially due to the fact that language-minority status is intimately entangled with issues related to race-ethnicity, socioeconomic status (SES), and immigrant status. In turn these complicating factors are associated with a variety of structural and cultural mechanisms that facilitate differences in academic achievement. In order to fully understand patterns of academic achievement among language-minority students, one must be able to disentangle the interacting and overlapping influences related to race-ethnicity, social class, and immigration. This report aims to fill the gap in the literature by disentangling the relationships between language-minority status, race-ethnicity, SES, immigrant status, and academic achievement. In addition, it investigates the role of one specific mechanism that may be underlying differences in academic achievement: student academic engagement. Focusing on the early academic experiences of language-minority students, the report uses data based on a nationally representative sample of students who were enrolled in a public or private kindergarten program in the 1998-99 school year. Appended are: (1) Methodology and Technical Notes; and (2) Tables. (Contains 20 tables, 1 figure, and 18 footnotes.)
Language-Minority Students' Cognitive School Readiness and Success in Elementary School. CSE Technical Report 683
Author: Rutherford, Lindsay Taggart
Date: 2006-06-00
Type: Reports - Evaluative
Subjects: Language Minorities,Bilingual Students,Native Language,Family Environment,Cognitive Measurement,School Readiness,Grade Repetition,Special Education,Student Placement,Race,Immigrants,Socioeconomic Status,Academic Achievement,Comparative Analysis,Monolingualism

A significant amount of research treats students who speak a language other than English at home, or language-minority students, as a single demographic group and compares them to students who speak only English at home. If important disparities in early school experiences among language-minority students have been overlooked, then policies aimed at helping them as they begin formal schooling may fall short, as they will not attend to the needs of specific subpopulations. This paper uses data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to address this gap in the literature by exploring language-minority students' experiences with grade retention and special education placement and specifically examining variation among language-minority students based on race, immigrant status and socioeconomic status. Findings indicate that language-minority students are no more likely to be retained than their English-only counterparts, while they are less likely than their English-only counterparts to be placed in special education. Furthermore, there was no variation among language-minority students by race or immigrant status. These findings and their implications for language-minority students are explored in the conclusion. (Contains 7 tables and 12 footnotes.)
Measurement Models as Narrative Structures. CSE Report 680
Author: Mislevy, Robert J.
Date: 2006-05-00
Type: Reports - Descriptive
Subjects: Cognitive Science,Cognitive Processes,Problem Solving,Psychometrics,Models,Item Response Theory,Probability,Bayesian Statistics,Multivariate Analysis

Advances in cognitive research increase the need for assessment that can address the processes and the strategies by which persons solve problems. Several psychometric models have been introduced to handle claims cast in information-processing terms, explicitly modeling performance in terms of theory-based predictions of performance. Cognitively based item response theory IRT [item response theory] models incorporate features of items that influence persons' responses, and relate these features to response probabilities. A number of these models are discussed in terms of the interplay between the formal characteristics of the probability models and the substantive narratives they support. Examples include the Linear Logistic Test Model, mixtures of IRT models, and multivariate structured IRT models. (Contains 1 table and 7 figures.)
The Career Development of Women in Executive Level Positions in Information  Technology
Author: Cordova-Wentling, Rose Mary
Date: 2006-00-00
Type: Reports - Research
Subjects: Women Administrators,Information Technology,Occupational Mobility,Career Development,Educational Background,Work Experience,Barriers,Influences,Experience

The purpose of this study was to develop an in-depth understanding of career development for women in executive level positions in information technology. The study examined the barriers that hindered and the factors that assisted the women in achieving executive level positions. Furthermore, this study obtained an in-depth understanding of the challenges and opportunities faced by the women in their educational programs and as they moved up the career ladder to executive level positions.