ethanporcaro/eric-fulltext-meta huggingface dataset:
A Preliminary Analysis of Keystroke Log Data from a Timed Writing Task. Research Report. ETS RR-12-23
Author: Almond, Russell
Date: 2012-11-00
Type: Journal Articles
Subjects: Timed Tests,Writing Tests,Computer Assisted Testing,Keyboarding (Data Entry),Mathematics,Reaction Time,Correlation,Scores,Classification

The Fall 2007 and Spring 2008 pilot tests for the &quot;CBAL&quot;™ Writing assessment included experimental keystroke logging capabilities. This report documents the approaches used to capture the keystroke logs and the algorithms used to process the outputs. It also includes some preliminary findings based on the pilot data. In particular, it notes that the distribution of most of the pause length is consistent with data generated from a mixture of lognormal distributions. This corresponds to a cognitive model in which some pauses are merely part of the transcription (i.e., typing) process and some are part of more involved cognitive process (e.g., attention to writing conventions, word choice, and planning). In the pilot data, many of the features extracted from the keystroke logs were correlated with human scores. Due to the small sample sizes of the pilot studies, these findings are suggestive, not conclusive; however, they suggest a line of analysis for a large sample containing keystroke logging gathered in the fall of 2009.
Putting and Keeping Students on Track: Toward a Comprehensive Model of College Persistence and Goal Attainment. Research Report. ETS RR-13-14
Author: Burrus, Jeremy
Date: 2013-08-00
Type: Journal Articles
Subjects: Higher Education,Academic Persistence,Literature Reviews,Models,Student Behavior,Dropouts,Theories,Student Attrition,School Size,Institutional Characteristics,Reputation,Public Colleges,Private Colleges,Student Characteristics,Age Differences,Gender Differences,Ethnic Groups,Racial Differences,Socioeconomic Status,First Generation College Students,College Preparation,Grades (Scholastic),Study Habits,Student Motivation,Goal Orientation,Self Efficacy,Self Concept,Academic Ability,Student Financial Aid,Work Study Programs,Tuition,Employment Level,Family Influence

Despite near universal acceptance in the value of higher education for individuals and society, college persistence rates in 4-year and community colleges are low. Only 57% of students who began college at a 4-year institution in 2001 had completed a bachelor's degree by 2007, and only 28% of community college students who started school in 2005 had completed a degree 4 years later (National Center for Education Statistics, 2011). To address this problem, this paper identified 3 goals. The first was to review the extant literature on persistence in higher education. The second was to develop a working model of persistence informed by our literature review. This resulted in a model centered on 3 basic categories of variables: those that &quot;put you on track&quot; towards persistence, those that &quot;push you off track,&quot; and those that &quot;keep you on track.&quot; The final goal was to outline a research agenda to develop student-centered assessments informed by our model, and we conclude with a discussion of this agenda.
ETS Psychometric Contributions: Focus on Test Scores. Research Report. ETS RR-13-15. ETS R&amp;D Scientific and Policy Contributions Series. ETS SPC-13-03
Author: Moses, Tim
Date: 2013-09-00
Type: Journal Articles
Subjects: Psychometrics,Scores,Correlation,Regression (Statistics),Predictor Variables,Measurement,Test Format,Error of Measurement,Test Construction,Test Interpretation,Reliability

The purpose of this report is to review ETS psychometric contributions that focus on test scores. Two major sections review contributions based on assessing test scores' measurement characteristics and other contributions about using test scores as predictors in correlational and regression relationships. An additional section reviews additional contributions that integrate test scores' measurement aspects with correlational and regression uses.
Teacher Training System and Process: Opinions of Teacher Candidates on Teacher Qualifications
Author: Yenmez, Arzu Aydogan
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Opinions,Self Evaluation (Individuals),Interviews,Expectation,Teacher Education Programs,Teacher Competencies,Practicums,Qualitative Research,Case Studies,Coding,Foreign Countries

It is considered that teacher candidates offering their expectations and solution recommendations as well as assessing themselves on the competence aspect will be effective on eliminating the main problems in teacher training. In this respect, purpose of the research is to specify the opinions of teacher candidates on how they evaluate themselves and the faculty in which they study regarding qualifications they possess.The sample of the research conducted within the scope of descriptive study is consisted of 164 junior teacher candidates. The teacher candidates were asked first to examine the qualification documents as well as to identify the basic issues, and to answer a written interview form. The obtained data were examined under the themes of &quot;deficiencies,&quot; &quot;expectations&quot; and &quot;solution recommendations.&quot; Considering the outcome model, it is suggested that in-service-process should be investigated in more details with new studies on subjects such as teacher recruitment and career development.
Assessing the Test Information Function and Differential Item Functioning for the &quot;TOEFL Junior&quot;® Standard Test. Research Report. ETS RR-13-17. &quot;TOEFL Junior&quot;® Research Report. TOEFL JR-01
Author: Young, John W.
Date: 2013-09-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Language Tests,Second Language Learning,English (Second Language),Middle School Students,Language Proficiency,Academic Discourse,Interpersonal Competence,Listening Comprehension,Grammar,Semantics,Reading Comprehension,Psychometrics,Scores,Student Placement,Decision Making,Meta Analysis,Difficulty Level,Statistical Analysis,Cross Cultural Studies,Graphs,Foreign Countries,Comparative Analysis,Qualitative Research

The &quot;TOEFL Junior&quot;® Standard Test is an assessment that measures the degree to which middle school-aged students learning English as a second language have attained proficiency in the academic and social English skills representative of English-medium instructional environments. The assessment measures skills in three areas: listening comprehension, language form and meaning, and reading comprehension. This study focused on two specific psychometric characteristics of the assessment: (a) For which segments of its score scales does the assessment provide sufficient information to support the use of the scores in placement decisions? (b) Do items exhibit significant (or C-level) differential item functioning (DIF) when comparisons are made between test-takers from different countries? For the first question, both of the forms we analyzed appear to provide sufficient information to support placement decisions across the majority of the score scale for all 3 sections of the assessment. For the second question, we found that a moderate number of items exhibited significant DIF, while the linguistic analyses conducted on the DIF results showed plausible construct-relevant explanations for most of the findings.
Teaching Vocabulary with Graphic Novels
Author: Basal, Ahmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Novels,Cartoons,Vocabulary,Vocabulary Development,Teaching Methods,Quasiexperimental Design,Language Patterns,English (Second Language),Second Language Instruction,Experimental Groups,Control Groups,Pretests Posttests,Instructional Effectiveness,Achievement Gains,College Freshmen,Foreign Countries,Nonparametric Statistics,Statistical Analysis

Mastery of idiomatic expressions by foreign language learners is often equated with the fluency of native speakers of that language. However, learning these idiomatic expressions is one of the significant problems experienced by learners. The present quasi-experimental study conducted over four weeks in the ELT department of a Turkish university aims to investigate the effectiveness of teaching idioms via graphic novels compared to teaching them via traditional activities. Forty most figurative idioms selected randomly from the Michigan Academic English Spoken Corpus (MICASE) were used in a script and the script was converted to a graphic novel with the use of a computer software. The results revealed that participants in the experimental group who had learned idioms through the graphic novel performed significantly better on the post-test, indicating the efficiency of the graphic novel in vocabulary teaching. The study also offers recommendations for the use of graphic novels in the teaching of vocabulary.
The Impact of Sampling Approach on Population Invariance in Automated Scoring of Essays. Research Report. ETS RR-13-18
Author: Zhang, Mo
Date: 2013-10-00
Type: Journal Articles
Subjects: Automation,Scoring,Essay Tests,Sampling,College Entrance Examinations,Graduate Study,Correlation,Interrater Reliability

Many testing programs use automated scoring to grade essays. One issue in automated essay scoring that has not been examined adequately is population invariance and its causes. The primary purpose of this study was to investigate the impact of sampling in model calibration on population invariance of automated scores. This study analyzed scores produced by the &quot;e-rater&quot;® scoring engine using a &quot;GRE&quot;® assessment data set. Results suggested that equal allocation stratification by language sampling approach performed optimally in maximizing population invariance using either human/e-rater agreement or their correlation pattern differences with external variables as evaluation criteria. Guidelines were given to assist practitioners in choosing a sampling design for model calibration. Potential causes for lack of population invariance, study limitations, and future research are discussed.
Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies
Author: Gibson, Charles
Date: 2016-00-00
Type: Journal Articles
Subjects: English Language Learners,Achievement Gap,Literature Reviews,Vocabulary Development,Educational Practices,Teaching Methods,Metacognition,Learning Strategies,Computer Assisted Instruction,Spanish,English,Language Skills,Native Language,Morphology (Languages),Semantics

Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments.
Disentangling the Role of High School Grades, &quot;SAT&quot;® Scores, and SES in Predicting College Achievement. Research Report. ETS RR-13-09
Author: Zwick, Rebecca
Date: 2013-05-00
Type: Journal Articles
Subjects: Grade Point Average,High School Students,Academic Achievement,Predictor Variables,College Students,Socioeconomic Status,Correlation,Error Patterns,College Entrance Examinations,Minority Group Students

Focusing on high school grade-point average (HSGPA) in college admissions may foster ethnic diversity and communicate the importance of high school performance. It has further been claimed that HSGPA is the best single predictor of college grades and that it is more equitable than test scores because of a smaller association with socioeconomic status (SES). Recent findings, however, suggest that HSPGA's seemingly smaller correlation with SES is a methodological artifact. In addition, it tends to produce systematic errors in the prediction of college grades. Although supplementing HSGPA with a high-school resource index can mitigate these errors, determining whether to include such an index in admissions decisions must take into account the institutional mission and the potential diversity impact.
Investigating the Value of Section Scores for the &quot;TOEFL iBT&quot;® Test. &quot;TOEFL iBT&quot;® Research Report. TOEFL iBT-21. ETS Research Report RR-13-35
Author: Sawaki, Yasuyo
Date: 2013-12-00
Type: Journal Articles
Subjects: Scores,Computer Assisted Testing,Factor Analysis,Correlation,Language Tests,Second Language Learning,English (Second Language),Psychometrics,Test Reliability,Profiles,Generalization,Criterion Referenced Tests,Foreign Students,College Admission,Native Language,Semitic Languages,Korean,Spanish,Oral Language,Norm Referenced Tests,High Stakes Tests,Value Added Models,Decision Making

This study investigates the value of reporting the reading, listening, speaking, and writing section scores for the &quot;TOEFL iBT&quot;® test, focusing on 4 related aspects of the psychometric quality of the TOEFL iBT section scores: reliability of the section scores, dimensionality of the test, presence of distinct score profiles, and the section scores' generalizability for norm-referenced decisions as well as the dependability of criterion-referenced decisions for international student admission. Four operational TOEFL iBT test forms were analyzed for all examinees as well as for 3 native language (L1) groups (Arabic, Korean, and Spanish). Haberman's (2008) subscore analysis suggested that the speaking section score had added value due to its relative distinctness from the other modalities. Consistent with the subscore analysis results, a series of exploratory factor analyses (EFAs) indicated the possibility of the presence of 2 correlated factors--a reading/listening/writing factor and a speaking factor. In contrast, the CFAs conducted separately for the 3 L1 groups as well as a multiple-group confirmatory factor analyses (CFAs) identified a correlated 4-factor model with reading, listening, speaking, and writing factors as the best representation of the structure of the entire test for all examinees as well as for the 3 L1 groups. Reliability of the observed section scores for norm-referenced score interpretations and the dependability of classification decisions made based on different cut scores were generally satisfactory while they were also found to be relatively low in some circumstances. Based on the mixed results concerning the value-added information the TOEFL iBT section scores provide, recommendations for future research directions and some key issues of consideration for high-stakes decision making based on the section scores were summarized.
Evaluation of a Condition-Adaptive Test of Reading Comprehension for Students with Reading-Based Learning Disabilities. Research Report. ETS RR-13-20
Author: Stone, Elizabeth
Date: 2013-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Difficulties,Learning Disabilities,Student Attitudes,Reading Tests,Testing Accommodations,Academic Accommodations (Disabilities),Oral Reading,Evaluation Methods,Reading Skills,Correlation,Grade 8,Student Surveys,Scores,Standardized Tests,Criterion Referenced Tests

This study presents secondary analyses on a 2-stage test of reading comprehension for students with reading-based learning disabilities (RLD). The present paper describes student perceptions of the test and its features as well as analyses focused on the routing test and associated cut score. The routing test contained typical state assessment content and was designed to route the RLD participants into 1 of 2 accessible 2nd-stage tests, 1 accommodated and 1 not accommodated, and we refer to this structure as &quot;condition-adaptive&quot;. The accommodated test was presented with a read-aloud accommodation, and an oral reading fluency subtest was also administered as part of that test to evaluate decoding skill that may have been masked by the read-aloud accommodation. This design allowed for component-wise measurement of reading proficiency at the 2nd stage with the goal of creating an accessible tailored test that would provide more comparable accommodated and non-accommodated test scores for possible use for accountability. Overall, student perceptions differed depending on which 2nd-stage test was taken, but most students indicated that they tried as hard on this field test as they did on other tests, and many expressed a preference for the read-aloud accommodation. We found that routing test length was more strongly correlated with 2nd-stage test performance for the higher performing RLD students, that relatively similar routing decisions could be made using a shorter routing test made up of a smaller subset of the available passages, and that the percentage of students routed into each 2nd-stage test was sensitive to perturbations of the cut score.
Asking Differently about Race and Ethnicity: New Needs for a Changing Population. ETS GRE® Board Research Report. ETS GRE® GREB-11-01. ETS Research Report. RR-13-37
Author: Klieger, David M.
Date: 2013-12-00
Type: Journal Articles
Subjects: College Entrance Examinations,Graduate Study,Race,Ethnicity,Multiracial Persons,Racial Identification,Questionnaires,Online Surveys,Student Characteristics,Qualitative Research,Cultural Pluralism,Student Diversity,Test Bias,Foreign Countries,Citizenship,Place of Residence,African Americans,Hispanic Americans,Whites

Now is an opportune time to consider new ways to ask registrants for the &quot;GRE&quot;® General Test about their race and ethnicity. Growth in the percentage of Americans who identify as multiracial suggests the possibility that a sizeable percentage of registrants would self-report more than one race or ethnicity if given the opportunity to do so; furthermore, racial and ethnic questions currently asked might be inappropriate or insufficient for the increasing number of registrants who are not U.S. citizens or permanent U.S. residents and continuing to consider Hispanic origin a racial classification might be too restrictive. Because fairness at the group level can reflect only the groups that can be identified, how we ask people to identify their race and ethnicity is fundamental. Using stratified sampling and online questionnaires, we explored U.S.-style and international-style questions about race and ethnicity as potential replacements of or supplements to the questions on ETS's current GRE Background Information Questionnaire (BIQ). We investigated the effects of U.S. citizenship, birth country, U.S. permanent residency status, mono- and multiraciality, and Hispanic origin on the preferences that survey respondents had for certain question formats and content. Furthermore, we analyzed the qualitative survey responses to determine respondents' major concerns about various question formats. In response to the survey results, we recommend that ETS's current BIQ be amended to include (a) more pluralistic U.S.-style questions about race and ethnicity that conform to U.S. federal standards and (b) certain international-style questions.
Item Response Theory. Research Report. ETS RR-13-28. ETS R&amp;D Scientific and Policy Contributions Series. ETS SPC-13-05
Author: Carlson, James E.
Date: 2013-12-00
Type: Journal Articles
Subjects: Item Response Theory,Educational Research,Measurement Techniques,Psychometrics,History,Research Methodology,Models,Computer Software

Few would doubt that ETS researchers have contributed more to the general topic of item response theory (IRT) than individuals from any other institution. In this report, we briefly review most of those contributions, dividing them into sections by decades of publication, beginning with early work by Fred Lord and Bert Green in the 1950s and ending with recent work that produced models involving complex structures and multiple dimensions.
Re-Presenting and Representing with Seven Features: Guiding an Arts-Based Educational Journey
Author: Ludecke, Michelle
Date: 2016-07-31
Type: Journal Articles
Subjects: Foreign Countries,Art,Art Education,Teacher Education,Beginning Teachers,Semi Structured Interviews,Teaching Experience

This paper outlines a journey of arts-based inquiry into teacher education and identity transformation in the transition to teaching, guided by Barone and Eisner's Seven Features of Arts-Based Educational Inquiry. Employing a theatre-based research approach the researcher investigated teachers' epiphanic or revelatory &quot;first&quot; moments of identity transformation, culminating in the creation of the play script and performance: &quot;The First Time.&quot; The article discusses what Barone and Eisner's works offered this arts-based researcher on their journey. Outcomes of the research include the value of working backwards from this frame for further data elucidation and analysis and presenting research to relevant &quot;expert&quot; audiences.
Karagiozis in Australia: Exploring Principles of Social Justice in the Arts for Young Children
Author: Hatzigianni, Maria
Date: 2016-07-31
Type: Journal Articles
Subjects: Foreign Countries,Puppetry,Teaching Methods,Social Justice,Art Education,Early Childhood Education,Young Children,Semi Structured Interviews,Ability,Data Analysis,Multicultural Education,Cultural Pluralism,Migration,Freedom

This paper examines Karagiozis--Greek shadow puppet theatre for children--as a way to explore how the Arts might support socially just education in the early years. As authors from diverse cultural backgrounds with different experiences of arriving and residing in Australia, we consider themes of social justice identified in a Karagiozis play and an interview with a Greek-Australian Karagiozis puppeteer, drawing on Nussbaum's (2000) Capability Approach. Layered analysis of the data provides a basis for examining: (1) the potential of Karagiozis for exploring social justice themes with young children; and (2) intersections between social justice themes identified in Karagiozis and circumstances for multicultural groups in the Australian context. This paper builds awareness about the value of employing the Capability Approach as a framework for exploring matters of social justice and contributes to dialogue about the value of the Arts in opening possibilities for young children's learning and meaning-making about social justice matters in local and global contexts.