ethanporcaro/eric-fulltext-meta huggingface dataset:
A Summary of OCR&apos;s Pilots of the Use of Comparative Judgement in Setting Grade Boundaries
Author: Benton, Tom
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Grades (Scholastic),Academic Achievement,Grading,Student Evaluation

The rationale for the use of comparative judgement (CJ) to help set grade boundaries is to provide a way of using expert judgement to identify and uphold certain minimum standards of performance rather than relying purely on statistical approaches such as comparable outcomes. This article summarises the results of recent trials of using CJ for this purpose in terms of how much difference it might have made to the positions of grade boundaries, the reported precision of estimates and the amount of time that was required from expert judges. The results show that estimated grade boundaries from a CJ approach tend to be fairly close to those that were set (using other forms of evidence) in practice. However, occasionally, CJ results displayed small but significant differences with existing boundary locations. This implies that adopting a CJ approach to awarding would have a noticeable impact on awarding decisions but not such a large one as to be implausible. This article also demonstrates that implementing CJ using simplified methods (described by Benton, Cunningham et al, 2020) achieves the same precision as alternative CJ approaches, but in less time. On average, each CJ exercise required roughly 30 judge-hours across all judges.
To What Extent Are Preparatory School Students Ready for Online Learning?
Author: Korkmaz, Sedat
Date: 2022-04-00
Type: Journal Articles
Subjects: College Preparation,Online Courses,Readiness,Student Attitudes,Communication (Thought Transfer),Beliefs,Student Motivation,Self Efficacy,Self Control,Independent Study,Computer Literacy,College Students

The aim of this study is to investigate the opinions of students enrolled at the School of Foreign Languages concerning their readiness for online learning. Sequential mixed method design was used in this descriptive study. The researcher administered the Online Learning Readiness Scale (OLRS) and conducted interview to collect data. As for data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the beliefs of prep school students to ascertain their levels of online learning readiness. The results revealed that prep school students had a moderate level of readiness for online learning. They indicated enhanced computer/internet and online communication self-efficacy and motivation, whereas they often failed to direct and control their own online learning. A final suggestion was that researchers and practitioners should seek to understand better why students generally cannot be successful at directing and controlling their own online learning.
How Do Judges in Comparative Judgement Exercises Make Their Judgements?
Author: Leech, Tony
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Decision Making,Evaluators,Reliability,Observation,Surveys,Protocol Analysis,Preferences,Responses,Task Analysis,Standards,Computer Software,Physical Education,Scripts,Grading,Evaluation Methods

Two of the central issues in comparative judgement (CJ), which are perhaps underexplored compared to questions of the method's reliability and technical quality, are &quot;what processes do judges use to make their decisions&quot; and &quot;what features do they focus on when making their decisions?&quot; This article discusses both, in the context of CJ for standard maintaining, by reporting the results of both a study into the processes used by judges when making CJ judgements, and the outcomes of surveys of judges who have used CJ. In the first instance, using insights from observations of judges and their being asked to think aloud while they judged, we highlight the variety of processes used when making their decisions, including comparative reference, re-marking and question-by-question evaluation. We then develop a four dimension model to explore what impacts what judges attend to, and explore through survey responses the distinctive ways in which the structure of the question paper, different elements of candidate responses, judges' own preferences and the CJ task itself affect decision-making. We conclude by discussing, in the light of these factors, whether the judgements made in CJ (or in the judgemental element of current standard maintaining procedures) are meaningfully holistic, and whether judges can properly take into account differences in difficulty between different papers.
The Mediating Role of Job Satisfaction in the Effect of Leader-Member Exchange on Burnout: A Study on Physical Education Teachers
Author: Duyan, Mehdi
Date: 2022-04-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Burnout,Teacher Administrator Relationship,Physical Education Teachers,Foreign Countries,Burnout,Measures (Individuals)

This research was carried out to examine the mediating role of job satisfaction in the effect of physical education teachers' leader-member exchange on burnout. As data collection tools, leader-member exchange, job satisfaction and the Maslach burnout scale were used. The study group of the research consists of a total of 155 physical education teachers who work in Malatya and Hatay provinces of Turkey. The study group was selected with the convenience sampling method, one of the non-random sampling methods. A questionnaire was applied to the teachers participating in the research via electronic communication tools. Data obtained from participants were analyzed using SPSS Amos 20.0 and Process macro. In the research, descriptive statistics, correlation, confirmatory factor analysis, and bootstrap regression analysis were performed. As a result of this study, it was found that job satisfaction played a mediating role in the effect of leader-member exchange on physical education teachers' burnout levels. It can be stated that increasing physical education teachers' leader-member exchange and improving their relationships with their superiors can effectively increase job satisfaction and reduce burnout.
Judges&apos; Views on Pairwise Comparative Judgement and Rank Ordering as Alternatives to Analytical Essay Marking
Author: Walland, Emma
Date: 2022-00-00
Type: Journal Articles
Subjects: Essays,Grading,Writing Evaluation,Evaluators,Comparative Analysis,Evaluation Methods,Ethics,Content Analysis,English,Stakeholders,Validity,Reliability,Holistic Approach,Foreign Countries,Rating Scales

In this article, I report on examiners' views and experiences of using Pairwise Comparative Judgement (PCJ) and Rank Ordering (RO) as alternatives to traditional analytical marking for GCSE English Language essays. Fifteen GCSE English Language examiners took part in the study. After each had judged 100 pairs of essays using PCJ and eight packs of ten essays using RO, I collected data on their experiences and views of the methods through interviews and questionnaires. I analysed the data using thematic content analysis. The findings highlight that, if the methods were to be used as alternatives to marking, examiners and other stakeholders would need reassurance that the methods are fair, valid and reliable. Examiners would also need more training and support to help them to judge holistically. The lack of detail about how judgements are made using these methods is a concern worth following up and addressing before implementation.
Exploring Culture, Acknowledging Stereotypes
Author: Vyvial, Keith
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Education,Stereotypes,College Students,Remedial Instruction,English Instruction

In his developmental writing courses, Keith Vyvial often encounters students from diverse cultural backgrounds. As an English instructor, he has witnessed the prevalent problem of weak self-efficacy among students enrolled in developmental writing. For support, he strives to empower students from all sociocultural backgrounds. His personal classroom teaching experiences indicate that helping students recognize and appreciate differences--among themselves and others--has a grounding effect on the promotion of these concepts of inclusion and equity; it promotes the ideas that students are not as different or as much of an outsider as they may initially think, which in turn helps students to build their self-efficacy. One assignment that he has created to address this theme is focused on helping his students learn about culture and subsequent stereotypes. This article examines the assignment and the feedback he receives from his students about it.
Moderation of Non-Exam Assessments: Is Comparative Judgement a Practical Alternative?
Author: Vidal Rodeiro, Carmen
Date: 2022-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Portfolios (Background Materials),Decision Making,Task Analysis,Grading,Comparative Analysis,Evaluators,Team Sports,Leadership Training,Student Evaluation,Reliability,Qualifications,Likert Scales,Educational Technology,Educational Objectives,Foreign Countries,Higher Education

Many high-stakes qualifications include non-exam assessments that are marked by teachers. Awarding bodies then apply a moderation process to bring the marking of these assessments to an agreed standard. Comparative Judgement (CJ) is a technique where two (or more) pieces of work are compared at a time, allowing an overall rank order of work to be generated. This study explored the practical feasibility of using CJ for moderation via an experimental moderation task requiring judgements of pairs of authentic portfolios of work. This included aspects such as whether moderators can view and navigate the portfolios sufficiently to enable them to make the comparative judgements, on what basis they make their decisions, whether moderators can be confident making CJ judgements on large pieces of candidate work (e.g., portfolios), and the time taken to moderate.
The Concurrent Validity of Comparative Judgement Outcomes Compared with Marks
Author: Gill, Tim
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Decision Making,Scripts,Standards,Validity,Reliability,Evaluation Methods,Evaluators,Correlation,Achievement Tests,Foreign Countries,Test Items,English,Geography

In Comparative Judgement (CJ) exercises, examiners are asked to look at a selection of candidate scripts (with marks removed) and order them in terms of which they believe display the best quality. By including scripts from different examination sessions, the results of these exercises can be used to help with maintaining standards. Results from previous CJ studies have demonstrated that the method appears to be valid and reliable in many contexts. However, it is not entirely clear whether CJ works as well as it does because of the physical and judgemental processes involved (i.e., placing two scripts next to each other and deciding which is better based on an intuitive, holistic, and relative judgement), or because CJ exercises capture a lot of individual paired comparison decisions quickly. This article adds to the research on this question by re-analysing data from previous CJ studies and comparing the concurrent validity of the outcomes of individual CJ paired comparisons with the concurrent validity of outcomes based on the original marks given to scripts. The results show that for 16 out of the 20 data sets analysed, mark-based decisions had higher concurrent validity than CJ-based decisions. Two possible reasons for this finding are: CJ decisions reward different skills to marks; or individual CJ decisions are of lower quality than individual decisions based on marks. Either way, the implication is that the CJ method works because many individual paired comparison decisions are captured quickly, rather than because of the physical and psychological processes involved in making holistic judgements.
Mediating Multilingual Immigrant Learners&apos; L2 Writing through Interactive Dynamic Assessment
Author: Ozturan, Tuba
Date: 2022-04-00
Type: Journal Articles
Subjects: Multilingualism,Evaluation Methods,Teaching Methods,Teacher Student Relationship,Sociocultural Patterns,Learning Theories,Case Studies,Second Language Learning,Second Language Instruction,Personal Autonomy,Writing Instruction,Underachievement,Immigrants,Refugees,Dialogs (Language),Student Attitudes,Undergraduate Students,Student Centered Learning,English (Second Language),Writing Improvement,Foreign Countries

Dynamic Assessment (DA) has lately taken the floor as an alternative by embedding instruction into assessment. Grounded in the dialogic teacher-learner interaction during an in tandem work, DA asserts that diagnosing the learners' matured abilities and needs, mediating them accordingly, and then observing their maturing abilities and microgenesis are crucial. This assertion paves the way to reveal each learner's Zone of Proximal Development (ZPD). Despite some influential studies on the use of DA in language education, more studies are warranted to explore the use of DA in different contexts and with different participants. Therefore, this case study recruited two multilingual immigrants/refugees who were underachievers in L2 writing classes. They were provided individual interactive DA for ten weeks, and the dialogic interactions between the teacher and the students were analyzed. Initial results revealed that the mediational moves mainly rested on teacher-agency, but over time more learner-agency-oriented mediational moves were also adopted. Furthermore, these students started to narrow the gap between themselves and their classmates. Lastly, a semi-structured interview was conducted to illustrate the participants' perspectives towards DA in the L2 writing context, and the related data revealed recurrent themes that had bidirectional relation with DA's theoretical premises.
Implicit Learning in the Developmental English Classroom: Reducing Anxiety and Improving Student Success
Author: Ward, Jo
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Anxiety,Academic Achievement,Remedial Instruction,English Instruction

Implicit learning occurs in the absence of the intention to learn an unfamiliar skill and is particularly useful when the acquired knowledge is not initially easily verbalized in explicit terms (Cleereman et al., 2019). Implicit learning is simply a way of craftily making learning more meaningful so that students are either not immediately aware they have just absorbed a new concept or else realize that they already understood the concept that was introduced. Once students have gained considerable skill, their ability to absorb new, explicitly taught material improves. In this way, implicit learning complements explicit learning (Dornyei, 2019). In this article, Jo Koy examines how she uses implicit learning to help students in developmental English overcome writing anxiety.
Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement
Author: Sezer, Elif
Date: 2022-04-00
Type: Journal Articles
Subjects: Teacher Role,Teaching Conditions,Teacher Characteristics,Grade 4,Grade 8,Teacher Qualifications,Foreign Countries,Achievement Tests,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,International Assessment,Comparative Analysis,Teacher Attitudes,Teaching Methods,Correlation,Predictor Variables,Instructional Materials,Mathematics Instruction

This correlative study examined the role of teacher qualities and working conditions in 4th- and 8th-grade Turkish students' mathematics achievement in TIMSS 2019. Teacher qualifications were defined based on the teacher questionnaire used in TIMSS 2019 and were discussed in three categories: personal characteristics, teacher qualifications, and teacher practices. Data were analyzed using multilevel regression analysis. According to the results, working conditions explained most of the variance in the achievement scores (49% in the 4th-grade and 40% in the 8th-grade), while teachers' characteristics explained the least variance (19% in the 4th-grade and 11% in the 8th-grade). Teacher qualifications explained about one-third of the between-schools variance (35% in the 4th-grade and 26% in the 8th-grade). Teacher practices explained the one-fifth of the between-schools variance (23% in the 4th-grade and 27% in the 8th-grade). Some variables had a high correlation with TIMSS achievement in 4th and 8th-grade, such as teachers' age, experience, teaching limited by students not ready for instruction, and parental pressure on teachers. Other significant predictors were having a major in education and mathematics, bringing interesting materials to class, using long-term assessment projects, having too many administrative tasks, and the number of students in the class.
The Effect of Using Scientific Scenarios in Teaching Socioscientific Issues in Science Course on Students&apos; Logical Thinking Skills
Author: Sasmaz-Oren, Fatma
Date: 2022-04-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Vignettes,Science and Society,Logical Thinking,Thinking Skills,Middle School Students,Grade 8,Outcomes of Education,Skill Development,Genetics,Foreign Countries

In recent years, countries have focused specifically on improving thinking skills in their science education programs. One of the science lesson methods that can be used to activate the use of thinking processes is scientific scenarios. In this direction, the aim of the study is to investigate the effect of socioscientific subject-based instructional experience, which includes scientific scenarios in science lessons, on students' logical thinking skills. The study was carried out in the &quot;DNA and Genetic Code&quot; unit, which especially includes some socioscientific issues. The research was designed according to the quasi-experimental pattern with unequal control group among the pre-test-post-test control group designs, and it was conducted with a total of 36 eighth grade students from the experimental and control groups. The data were collected using the logical thinking group test and an individual information form. According to the study findings, it was understood that scenario-based teaching had an important effect on developing students' logical thinking and in passing their developmental period to the next stage. This finding shows that the processing of some socioscientific science issues with scientific scenarios is effective in increasing students' logical thinking skills.
The Theoretical Alignment of Supplemental Instruction and Developmental Education: When an SI Leader Uses Adult Learning Theory to Underpin Instruction
Author: Glass, Katy
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Education,Learning Theories,Supplementary Education,Developmental Studies Programs,Educational Practices,Adults

The purpose of this article is to explore SI's alignment to theories of adult learning and development which are the underpinnings of developmental education. We begin by identifying adult learning and development theories that have influenced the field of developmental education and then examine descriptions of SI in the literature to explore SI's utility as a student support strategy within developmental education contexts. We conclude by providing examples from our own application of SI, including pragmatic tools for helping both instructors and SIL be successful in the classroom. We demonstrate how these SI practices are consistent with adult learning and development research. The tools we describe were developed with a developmental education context in mind but can be applied in any SI context.
Enacting Asset-Based Approaches for Critically Conscious Dual Language Teachers: The Administrator&apos;s Role in a Professional Learning Community
Author: Hernández, Ana M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingual Teachers,Bilingual Education,Instructional Improvement,Communities of Practice,Equal Education,Cultural Background,Cultural Awareness,Leadership Role,Teacher Attitudes,Capacity Building,Faculty Development

Equity minded administrators must perceive professional learning not only to focus on using strategies that promote language and literacy development for students, but also to address teachers' deficit discourses and assumptions about their students (Molle, 2013; Kolano et al., 2014). Dual Language (DL) teachers and administrators participated in a professional learning community (PLC) to improve the instruction of DL learners by engaging in a critical examination of equity across three districts. The research used a framework to understand the cultural and linguistic assets of students by using a &quot;learning about my students&quot; approach with a focus on the strengths and abilities of their students--rather than deficits. Concurrently, the study examined the leadership role and collaboration of administrators in planning and implementing professional learning with their DL teachers. Results concluded key roles and supports of administrators to participants in the PLC as: 1) examining teacher's critical consciousness, 2) leading with a cultural growth mindset, and 3) commitment to equity in capacity building.
The Effects of Video Priming on Facilitating the Transition of Children with Autism Spectrum Disorder between Activities and Settings
Author: Gulboy, Emrah
Date: 2022-04-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Preschool Children,Priming,Video Technology,Coping,Adjustment (to Environment),Parent Attitudes,Teacher Attitudes,Foreign Countries,Preschool Teachers,Program Effectiveness

Preschool children with disabilities spend more time when transitioning between activities and settings than their typically developing peers. Extended transition duration leads to reducing the time spent on teaching. Various antecedent-based transition strategies are used to increase independent transition and decrease the transition duration of children with autism spectrum disorder. One of these strategies is video priming. This study aimed to examine the efficacy of video priming, an antecedent-based transition strategy, on increasing independent transitions of children with autism spectrum disorder and decreasing the time these children spent in transitions. Also, identifying opinions of parents of and teaching staff for participating children regarding the acceptability of video priming was aimed. Four children with autism spectrum disorder between the ages of 4 and 6 participated in the study. An ABAB design was used to evaluate the effects of video priming. Results indicated that video priming effectively increased all children's independent transitions and decreased transition duration. The results also showed that the parents and teaching staff had a highly positive opinion about the video priming and its acceptability. This study provided additional evidence that video priming can facilitate children's transition with autism spectrum disorder. The implication for future research and practice were discussed.