ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Utility of Analytic Scoring for the TOEFL Academic Speaking Test (TAST). TOEFL iBT Research Report. TOEFL iBT-01. ETS RR-06-07
Author: Xi, Xiaoming
Date: 2006-04-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Oral Language,English for Academic Purposes,Academic Discourse,Scoring,Diagnostic Tests,Language Usage,Profiles,Error of Measurement,Correlation,Evaluators,Scores,Foreign Students,Questionnaires,Interrater Reliability,Multivariate Analysis,Computer Assisted Testing,Scoring Rubrics

This study explores the utility of analytic scoring for the TOEFL® Academic Speaking Test (TAST) in providing useful and reliable diagnostic information in three aspects of candidates' performance: delivery, language use, and topic development. G studies were used to investigate the dependability of the analytic scores, the distinctness of the analytic dimensions, and the variability of analytic score profiles. Raters' perceptions of dimension separability were also obtained. Based on the phi coefficients and standard errors of measurement (SEMs), the dependability of analytic scores averaged across six tasks and double ratings was acceptable for both operational and practice settings. However, scores averaged across two tasks and double ratings were not reliable enough for operational use. Correlations among the analytic scores by task were high, but those between delivery and topic development were lower, and these results were corroborated by raters' perceptions. When averaged across tasks or task types (two or more tasks), correlations among the analytic scores were very high, and the profiles of scores were flat. The utility of analytic scoring is discussed, and both score dependability and whether analytic scores provide diagnostic information beyond that provided by holistic scores are considered.
Adaptive Quadrature for Item Response Models. Research Report. ETS RR-06-29
Author: Haberman, Shelby J.
Date: 2006-10-00
Type: Journal Articles
Subjects: Item Response Theory,Maximum Likelihood Statistics,Computation,Ability,Accuracy,Mathematics

Adaptive quadrature is applied to marginal maximum likelihood estimation for item response models with normal ability distributions. Even in one dimension, significant gains in speed and accuracy of computation may be achieved.
Bayesian Network Models for Local Dependence among Observable Outcome Variables. Research Report. ETS RR-06-36
Author: Almond, Russell G.
Date: 2006-00-00
Type: Journal Articles
Subjects: Bayesian Statistics,Networks,Models,Design,Statistical Analysis,Simulation,Robustness (Statistics),Probability,Monte Carlo Methods,Markov Processes

Bayesian network models offer a large degree of flexibility for modeling dependence among observables (item outcome variables) from the same task that may be dependent. This paper explores four design patterns for modeling locally dependent observations from the same task: (1) No context--Ignore dependence among observables; (2) Compensatory context--Introduce a latent variable, context, to model task-specific knowledge and use a compensatory model to combine this with the relevant proficiencies; (3) Inhibitor context--Introduce a latent variable, context, to model task-specific knowledge and use a inhibitor (threshold) model to combine this with the relevant proficiencies; and (4) Compensatory cascading--Model each observable as dependent on the previous one in sequence. This paper explores these design patterns through experiments with simulated and real data. When the proficiency variable is categorical, a simple Mantel-Haenszel procedure can test for local dependence. Although local dependence can cause problems in the calibration, if the models based on these design patterns are successfully calibrated to data, all the design patterns appear to provide very similar inferences about the students. Based on these experiments, the simpler no context design pattern appears to be more stable than the compensatory context model, while not significantly affecting the classification accuracy of the assessment. The cascading design pattern seems to pick up on dependencies missed by the other models and should be explored with further research.
Confidence Intervals for Proportion Estimates in Complex Samples. Research Report. ETS RR-06-21
Author: Oranje, Andreas
Date: 2006-07-00
Type: Journal Articles
Subjects: Computation,Statistical Analysis,National Competency Tests,Comparative Analysis,Probability,Sampling,Reading Tests,Grade 8

Confidence intervals are an important tool to indicate uncertainty of estimates and to give an idea of probable values of an estimate if a different sample from the population was drawn or a different sample of measures was used. Standard symmetric confidence intervals for proportion estimates based on a normal approximation can yield bounds outside the [0,1] scale and poor coverage, because such approximations are generally inappropriate. Many alternative intervals have been proposed to address these issues. This paper discusses a selection of intervals based on scale transformations and continuity corrections and adapts these for use in complex samples. The study expands on the work of Brown, Cai, and DasGupta (2001) and Korn and Graubard (1998) using educational survey designs and complex sample data. Results based on a National Assessment of Educational Progress (NAEP) data resampling study showed that the theoretically appealing Wilson interval yields appropriate coverage with short intervals in most situations.
Elaborating the Purpose and Content of Professional Development Plan for Preschool Teachers
Author: zareie, Mohammad Hossein
Date: 2016-08-23
Type: Journal Articles
Subjects: Professional Development,Preschool Teachers,Foreign Countries,Semi Structured Interviews,Questionnaires,Validity,Reliability,Correlation,Content Analysis,Teaching Methods,Statistical Analysis,Comparative Analysis,Preschool Children,Doctoral Programs,Graduate Students

Professional development of educators, especially in preschool years has been neglected in Iran. The purpose of this study was to investigate the viewpoints of experts and teachers about the purposes and content of the professional development plan for preschool teachers. This research is a descriptive-analytic study conducted through both qualitative and quantitative methods. The statistical population included academic members of universities, PhD students, psychology instructors and teachers of preschool curriculum and education. In the qualitative part, the sample was selected via purposeful grid methods and the teachers were selected through stratified random sampling. The data were collected via semi-structured interview and researcher-made questionnaire. To estimate the validity of the interview and the questionnaire, content validity method was used, and to estimate their reliability, Cronbach's alpha was utilized. Qualitative findings were categorized using content analysis; quantitative findings were analyzed via inferential and descriptive statistics. The results of the Friedman's test demonstrated that, according to teachers, becoming an active and responsible teacher has the highest importance in the development plan, while identifying parents' and societies' expectations as well as interacting with them has the lowest importance. In the content, professional development of teachers, class management and settling problem in class are the first items in terms of importance; yet familiarity with contagious diseases in childhood and controlling them have the lowest level of importance.
On the Estimation of Hierarchical Latent Linear Models for Large Scale Assessments. Research Report. ETS RR-06-37
Author: Deping, Li
Date: 2006-12-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Computation,Measurement,Regression (Statistics),Mathematics,Error of Measurement,Comparative Analysis,National Competency Tests,Markov Processes,Monte Carlo Methods,Maximum Likelihood Statistics

A hierarchical latent regression model is suggested to estimate nested and nonnested relationships in complex samples such as found in the National Assessment of Educational Progress (NAEP). The proposed model aims at improving both parameters and variance estimates via a two-level hierarchical linear model. This model falls naturally within the set of models used in most large scale surveys, in that all of them are special cases of the hierarchical latent regression model. The model parameter estimates are obtained via the expectation-maximization (EM) algorithm. An example with NAEP data is presented and results of parameter estimation and standard errors are compared with results from operational procedures of NAEP.
Using the Kernel Method of Test Equating for Estimating the Standard Errors of Population Invariance Measures. Research Report. ETS RR-06-20
Author: Moses, Tim
Date: 2006-07-00
Type: Journal Articles
Subjects: Equated Scores,Computation,Error of Measurement,Statistical Analysis,Statistical Significance,Accuracy,Sample Size,Tests

Population invariance is an important requirement of test equating. An equating function is said to be population invariant when the choice of (sub)population used to compute the equating function does not matter. In recent studies, the extent to which equating functions are population invariant is typically addressed in terms of practical significance and not in terms of the equating functions' sampling variability. This paper shows how to extend the framework of kernel equating to evaluate population invariance in terms of statistical significance. Derivations based on the kernel method's standard error formulas are given for computing the standard errors of the root mean square difference (RMSD) and of the simple difference between two subpopulations' equated scores. An investigation of population invariance for the equivalent groups design is discussed. The accuracy of the derived standard errors is evaluated with respect to empirical standard errors. This evaluation shows that the accuracy of the standard error estimates for the equated score differences is better than for the RMSD and that accuracy for both standard error estimates is best when sample sizes are large.
Rasch Rating Scale Modeling of Data from the Standardized Letter of Recommendation. Research Report. ETS RR-06-33
Author: Kim, Sooyeon
Date: 2006-10-00
Type: Journal Articles
Subjects: Item Response Theory,Rating Scales,Data Analysis,Models,Letters (Correspondence),College Applicants,Graduate Students,Psychometrics,Reliability,Componential Analysis,Factor Analysis,Factor Structure,College Faculty,Statistical Analysis,Markov Processes,Student Evaluation,Evaluation Criteria,Goodness of Fit,Likert Scales,Monte Carlo Methods

The Standardized Letter of Recommendation (SLR), a 28-item form, was created by ETS to supplement the qualitative rating of graduate school applicants' nonacademic qualities with a quantitative approach. The purpose of this study was to evaluate the following psychometric properties of the SLR using the Rasch rating-scale model: dimensionality, reliability, item quality, and rating category effectiveness. Principal component and factor analyses were also conducted to examine the dimensionality of the SLR. Results revealed (a) two secondary factors underlay the data, along with a strong higher order factor, (b) item and person separation reliabilities were high, (c) noncognitive items tended to elicit higher endorsements than did cognitive items, and (d) a 5-point Likert scale functioned effectively. The psychometric properties of the SLR support the use of a composite score when reporting SLR scores and the utility of the SLR in higher education and in admissions.
Science Teacher Trainees' Microteaching Experiences: A Focus Group Study
Author: Gödek, Yasemin
Date: 2016-08-23
Type: Journal Articles
Subjects: Microteaching,Preservice Teachers,Science Teachers,Focus Groups,Teacher Education Programs,Instructional Effectiveness,Teaching Methods,Foreign Countries,Lesson Plans,Student Attitudes,Pedagogical Content Knowledge,Knowledge Base for Teaching,Interviews

Microteaching is widely used in many countries to prepare trainees for the complexity of the actual classroom environment but has limited use in Turkey. The main objective of this action research was to evaluate and increase in the effectiveness of microteaching, and determine the contribution of microteaching to trainees from their own perspectives through their reflections on their own experiences. Semi-structured focus group interview was carried out with 10 trainees out of 55 trainees who attended microteaching practices. The results ensured that against all the odds of microteaching, it is worthy to use microteaching practices to integrate theory and practice and train qualified teachers. Instead of just concentrating on its visible limitations, it would be better to concentrate on its advantages.
2015 Global Information Technology Report: Consequences on Knowledge Management in Higher Education Institutions in Nigeria
Author: Ololube, Nwachukwu Prince
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Technology,Global Approach,Knowledge Management,Higher Education,Questionnaires,Educational Assessment,College Faculty,Teacher Surveys,Teacher Attitudes,Technology Planning,Technological Literacy,Technology Uses in Education,Social Media,Cost Effectiveness,Information Skills,Barriers,Information Policy,Foreign Countries

This research is a continuation of a theoretical review that evaluated ICT Policy Outcomes for National Development in relation to Networked Readiness Index (NRI) and the impact it has on knowledge integration and management in higher education institutions in Nigeria. A new dawn in information technology (IT) has initiated new trends in educational processes and have deeply changed traditional methods of doing research, teaching and learning experiences of both faculty and students in higher education institutions (HEIs) around the world. A survey research method was adopted and a questionnaire was structured along the 2015 Global Information Technology Report. The items were adapted and modified to shape into the purpose of this study. The study found that the eagerness and passion for IT and the role it plays in knowledge management (KM) are thwarted because Nigeria is faced with insufficiency in critical IT policies, infrastructures, usage, personnel, deficit in funding and essential services. This study recommends that higher education in Nigeria must become proactive, liberal, constructive and down to the business of research, teaching and learning using components of IT to enhance KM. This learned academic discourse has implication for higher education management and administration, policy making, and the government.
Identifying Ghanaian Pre-Service Teachers' Readiness for Computer Use: A Technology Acceptance Model Approach
Author: Gyamfi, Stephen Adu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Readiness,Technology Uses in Education,Computer Attitudes,Educational Technology,Questionnaires,Usability,Regression (Statistics),Influences,Hypothesis Testing,Constructivism (Learning),Statistical Analysis

This study extends the technology acceptance model to identify factors that influence technology acceptance among pre-service teachers in Ghana. Data from 380 usable questionnaires were tested against the research model. Utilising the extended technology acceptance model (TAM) as a research framework, the study found that: pre-service teachers' pedagogical beliefs, perceived ease of use, perceived usefulness of computer technology and attitude towards computer use to be significant determinants of actual use of computer technology. Results obtained employing multiple stepwise regression analysis revealed that: (1) pre-service teachers' pedagogical beliefs significantly influenced both perceived ease of use and perceived usefulness, (2) both perceived ease of use and perceived usefulness influence attitude towards computer use and attitude towards computer use significantly influences pre-service teachers' actual use of computers. However, statistically, perceived ease of use did not significantly influence perceived usefulness. The findings contribute to the literature by validating the TAM in the Ghanaian context and provide several prominent implications for the research and practice of technology integration development.
Promoting Pro-Environmental Printing Behavior: The Role of ICT Barriers and Sustainable Values
Author: Suleri, Javed
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Schools,Educational Technology,Technology Uses in Education,Barriers,Conservation (Environment),Sustainability,Correlation,Regression (Statistics),Knowledge Level,Values,Teacher Influence,Natural Resources,Printed Materials,Foreign Countries,Questionnaires,Teacher Attitudes,Fear

This study aims to explore how to reduce printing at elementary schools through strengthening both the effective use of ICT and pro-environmental values. Literature review is presented in themes--ICT barriers (fears, knowledge, skills and time), demographic, printing behavior and sustainable values (egoistic, hedonic, prosocial &amp; biospheric). A quantitative method is applied in this study, data is obtained from 108 teachers from seven elementary schools at three different regions in Northwest Friesland, The Netherlands by using a questionnaire. The value scale by De Groot and Steg (2008) is applied for sustainable values while for ICT barriers and printing behavior, questions are developed by the author and validated by Cronbach. The main findings illustrate that lower ICT fears and higher biospheric values have a positive effect on the pro-environmental printing behavior. To minimize teachers' ICT fears and printing, directors of the schools should train teachers in the use of ICT and enhance their biospheric values. This study is one of the first to explore ICT barriers with the combination of pro-environmental values orientation contributing pragmatic evidence to reducing financial and environmental costs.
Instructor Support Services: An Inevitable Critical Success Factor in Blended Learning in Higher Education in Tanzania
Author: Raphael, Christina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Technology,Technology Uses in Education,Online Courses,Teaching Methods,Technology Integration,Mixed Methods Research,Questionnaires,Semi Structured Interviews,College Faculty,Faculty Development,Technological Literacy,Likert Scales,Integrated Learning Systems,Distance Education,Experience,Faculty Workload,Electronic Libraries,Barriers

The adoption of blended learning to widen access, reduce cost, and improve the quality of education is becoming prevalent in higher education in sub-Saharan Africa and Tanzania in particular. University of Dar es Salaam and the Open University of Tanzania offer various blended learning courses using Moodle system via regional centres scattered across the country. Despite the success of these courses, instructors' support has been unsatisfactory and habitually ignored regardless of the fact that institutions have established IT Units to provide such services. This study investigated the effectiveness of instructors' support services as a major success factor to the delivery of blended courses using mixed method design using questionnaire and semi-structured interviews from 65 instructors teaching blended learning courses at the University of Dar es Salaam and the Open University of Tanzania. The study revealed that lack of both technical and pedagogical support has been critical factors inhibiting instructors from facilitating blended courses effectively via the LMS. The findings from this study have a number of important lessons and implications for similar institutions running blended learning or wishing to implement blended learning specifically in sub-Saharan Africa.
An Alternative to Equating with Small Samples in the Non-Equivalent Groups Anchor Test Design. Research Report. ETS RR-06-27
Author: Kim, Sooyeon
Date: 2006-09-00
Type: Journal Articles
Subjects: Equated Scores,Sample Size,Test Items,Statistical Bias,Comparative Analysis,Test Reliability,Statistical Analysis,Testing Programs,Licensing Examinations (Professions)

This study addresses the sample error and linking bias that occur with small and unrepresentative samples in a non-equivalent groups anchor test (NEAT) design. We propose a linking method called the &quot;synthetic function,&quot; which is a weighted average of the identity function (the trivial equating function for forms that are known to be completely parallel) and a traditional equating function (in this case, the chained linear equating function) used in the normal case in which forms are not completely parallel. Specifically, we compare the synthetic, identity, and chained linear functions for various-sized samples from two types of national assessments. One design uses a high reliability test and an external anchor, and the other uses a relatively low reliability test and an internal anchor. The chained linear equating functions derived from the total sample are used as the criterion equating function in both assessments. The results from each of these methods were compared to the criterion equating function with respect to linking bias and error. The study indicates that the synthetic functions might be a better choice than the chained linear equating method when samples are neither large nor representative. [This paper was originally prepared for &quot;Recent Advances in Score Equating,&quot; a symposium at the annual meeting of the National Council on Measurement in Education (NCME), San Francisco, April 7-11, 2006.]
Students' Thinking Process in Solving Combination Problems Considered from Assimilation and Accommodation Framework
Author: Jalan, Sukoriyanto
Date: 2016-08-23
Type: Journal Articles
Subjects: Thinking Skills,Problem Solving,Cognitive Processes,Models,Case Studies,Foreign Countries,College Students,College Mathematics,Mathematics Instruction,Multiplication,Mathematical Logic,Computation,Mathematical Concepts,Mathematics Skills

This study aims to explain the thinking process of students in solving combination problems considered from assimilation and accommodation frameworks. This research used a case study approach by classifying students into three categories of capabilities namely high, medium and low capabilities. From each of the ability categories, one student was chosen as a research subject. The results of this research showed that the student in high ability category, in understanding, planning, implementing and checking the problem solving used assimilation thinking process and they also used accommodation thinking process in solving a problem. The student in the category of medium ability, in understanding, planning, implementing and rechecking problem solving used assimilation thinking process. The student in the category of low ability, in understanding, planning and implementing problem solving used incomplete assimilation thinking process, and in rechecking the results of problem solving he was not able to do the thinking process of assimilation and accommodation.