ethanporcaro/eric-fulltext-meta huggingface dataset:
Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test
Author: Davison, Mark L.
Date: 2018-06-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Computer Assisted Testing,Pilot Projects,Measurement,Diagnostic Tests,Error Patterns,Statistical Analysis,Inferences,Construct Validity,Test Reliability,Reading Tests,Reading Comprehension,Elementary School Students,Raw Scores,Item Response Theory

The computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues (e.g., reliability and interpretation of incorrect responses for diagnostic purposes). Using data from a pilot study, the article presents descriptive statistics on correct responses, incorrect responses, and comprehension rate. It also presents reliability data for correct responses and incorrect responses as well as construct validity data on correct responses. Implications for diagnosis and remediation of poor inferential comprehension are discussed.
Classification Accuracy of Curriculum-Based Measures for Beginning Writers in First Grade
Author: Jung, Pyung-Gang
Date: 2018-06-00
Type: Journal Articles
Subjects: Curriculum Based Assessment,Grade 1,Elementary School Students,Writing Evaluation,Writing Skills,Prompting,Classification,Accuracy,Beginning Writing,Writing Tests,Test Validity,Statistical Analysis

We examined the classification accuracy of Curriculum-Based Measurement in writing (CBM-W) Picture Word prompts scored for words written (WW), words spelled correctly (WSC), and correct word sequences (CWS). First graders (n = 133) were administered CBM-W prompts and the Test of Written Language-Third Edition (TOWL-3; Hammill &amp; Larsen, 1996). Prompts scored for WSC showed acceptable levels of sensitivity (0.947) and specificity (0.587) with the TOWL-3 Contextual Language. Positive predictive values were low (approximately 0.20 to 0.30), and negative predictive values were high (mostly above 0.95). Overall classification accuracy, represented by the area under curve (AUC), ranged from 0.727 to 0.831. Further research regarding ways to improve classification accuracy of CBM-W and preliminary implications for practice are discussed.
Computation Error Analysis: Students with Mathematics Difficulty Compared to Typically Achieving Students
Author: Nelson, Gena
Date: 2018-06-00
Type: Journal Articles
Subjects: Computation,Mathematics Instruction,Learning Problems,Mathematics Skills,Error Patterns,Comparative Analysis,Grade 3,Elementary School Students,Accuracy,Achievement Tests,Coding,Test Items,Difficulty Level

Though proficiency with computation is highly emphasized in national mathematics standards, students with mathematics difficulty (MD) continue to struggle with computation. To learn more about the differences in computation error patterns between typically achieving students and students with MD, we assessed 478 third-grade students on a measure of mathematics computation. Results indicated that using the wrong operation was the most common identifiable error for all students. Students with MD had similar accuracy rates for item categories (e.g., addition items) compared to typically achieving students, but students with MD consistently had more variability in incorrect item responses. This study has implications for efficacious computation instruction for students in the elementary grades. [For the full text grantee submission, see ED578875.]
Adopting Free and Open Source Software (FOSS) in Education
Author: Gupta, Deepty
Date: 2018-00-00
Type: Journal Articles
Subjects: Open Source Technology,Computer Software,Barriers,Online Courses,Foreign Countries,Educational Resources,Teacher Attitudes,Technological Literacy,Online Surveys,Computer Security,Standards,Teacher Education,Questionnaires

Information and Communication Technology (ICT) has provided the better learning opportunities to the present teachers and learners across the world. In the era of internet, many educational resources are free and lot of free softwares are also available. In our country the basic operating system used in educational institutions are proprietary in nature and we all are dependent to that. But in past few years the Free and Open Source Software (FOSS) movement has broken the outlook of using the paid softwares. In the generation of online learning, where Massive Open Online Courses (MOOCs) are being used by educators for transacting the curriculum based material, we need to use the available FOSS also. The Indian Government is also encouraging the usage of GNU/Linux in all the institutions. Still there are lots of barriers which are making teachers and students reluctant towards the usage of FOSS in education. So in this research paper, the authors have attempted to conduct a small scale research to find out the awareness of FOSS among school teachers along with their usage and barriers. An attempt has also been done to suggest some FOSS, which could be useful for teachers while transacting the curriculum.
Foundational Principles and Practices to Consider in Assessing Maker Education
Author: Lundberg, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Practices,Educational Principles,Test Construction,Alternative Assessment,Evaluation Criteria,Design,Creative Activities,Innovation,Definitions,Educational History,Fundamental Concepts,Scoring Rubrics,Design Requirements

The maker education movement is growing in the United States. In order for this movement to gain widespread acceptance it is critical that students' learning goals and progress towards those goals are clearly visible to all stakeholders. Given that traditional assessment methods may not be best suited for measuring some of the higher order skills associated with maker education, this paper explores this essential question: What are the critical principles and practices to consider when designing an effective assessment plan for maker education? Following a brief definition and history of maker education, the authors suggest that there are eight principles and five practices worthy of consideration when designing an assessment plan for students engaged with maker education experiences. An appendix containing example assessment tools is included.
Implications of Korean Experiences of ICT in Education in Indian Context: A Viewpoint
Author: Bansal, C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Status,Educational Practices,Educational Policy,Policy Analysis,Educational Attainment,Educational Planning,Performance Factors,Technology Integration,Change Strategies,Barriers,Educational Innovation,Educational Change,Information Technology

South Korea has achieved the rank of high tech nations of 21 century, 100% literacy and 100% schools with internet connectivity in a span of 20 years. There are several factors responsible for these notable achievements. Optimal and effective integration of ICT (Information and Communication Technology) in education is one of the main reasons behind successful journey of Korea in various socio-economic spheres. In this backdrop, present study was conducted to understand the journey of South Korea in reference to their initiatives and policies of ICT in education to draw useful lessons for India. This study is mainly based on the review of existing policies and practices, as well as other available literature and statistics related to use of ICT in education in Korea. On the basis of obtained findings, researchers figured out few lessons for policymakers and planners of India to integrate ICT in education in a more effective and efficient way.
The Impact of Cognitive and Non-Cognitive Feedback on Students&apos; Achievement in a Distance Learning Environment
Author: Zeichner, Orit
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Academic Achievement,Distance Education,Student Motivation,Learning Processes,Self Efficacy,Cognitive Processes,Student Attitudes,High School Students,Mixed Methods Research,Educational Technology,Comparative Analysis,Questionnaires,Learning Strategies

This paper deals with the field of &quot;feedback intervention&quot; in a distance learning environment. The study examines the influences of two types of feedback: cognitive content-oriented feedback designed to meet the student's cognitive needs relating to the curriculum, and non-cognitive feedback that refers to motivational-affective aspects of the learning process, in the form of axioms relating to the student's ability, on one hand, and the effort that the student puts into the learning process, on the other. The purpose of this study was to examine the differential effect of different types of feedback on the student's coping variables (cognitive assessment), i.e. the sense of threat and challenge, self-efficacy, and achievement. The rationale for choosing feedback axioms for motivation is based on recent theoretical models which focus on students' perceptions and beliefs as elements that affect their learning motivation. The study was conducted on 171 subjects divided into three study groups. Each group received a different type of feedback: content feedback, effort feedback, or ability feedback. The findings indicate that groups which received feedback relating to more than content show improved motivation, an increased sense of challenge and improved achievement in comparison to the group which received content feedback only. Small differences were found between the ability feedback and effort feedback groups.
The Regular Quadrilateral Function of E-Learning Engineering: The Mathematical Conjunction of Accumulation and Advancement That Defines the Logic, Rationale, and Active Infometrics of Information Delivery in the Digital Age
Author: Osler, James Edward, II
Date: 2018-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Geometry,Mathematics Instruction,Electronic Learning,Engineering Education,Mathematical Logic,Teaching Methods,Online Courses,Mathematical Formulas,Mathematical Models,Educational Technology,Neurosciences,Statistical Analysis,Cognitive Processes,Brain

This monograph provides in-depth mathematical logic as the foundational rationale for the novel and innovative online instructional methodology called the 4A Metric Algorithm. The 4A Metric has been designed to address and meet the meta-competency-based education challenges faced by 21st century students who must now adapt to and learn in a multitude of educational settings (face to face, hybrid, and online). The 4A Metric has a geometrically-spatial infrastructure that mathematically defines its unique online &quot;E-Learning Engineered&quot; methodology for online information delivery. This methodology is defined as a &quot;Quadrilateral Function of E-Learning Engineering&quot; that is grounded in neuroscience of mathematical trichotomy and the &quot;neuromeasurement&quot; of the &quot;Bi-coordinate Scale of Learning&quot;. The 4A Metric as an instructional methodology detailed in this narrative also provides an active solution that when implemented via an institutional Learning Management System (LMS)/Content Management System (CMS) uses virtual methods to achieve maximized information delivery in terms of meta-competence-based education for online learning. The explicative nature of the &quot;Quadrilateral Function&quot; also adds further mathematical value to online learning investigative inquiry through measurement, the efficacy of digital instrumentation, and information gathered through tools developed specifically for eduscientifically-engineered (Osler, 2013a and 2013b) research designs (Osler, 2013b and 2015a).
The Relationship between Smartphone Use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study
Author: Zhao, Jingming
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Handheld Devices,Telecommunications,Academic Achievement,Foreign Countries,Case Studies,Statistical Analysis,Questionnaires,Comparative Analysis,Electronic Learning,Postsecondary Education,Educational Technology,Technology Uses in Education,Grade Point Average,Gender Differences,College Students,Student Surveys,Learning Activities,Multiple Regression Analysis

The use of smartphone for socialising and learning has become a norm among students in Singapore. Educational institutions are creating lessons and applications for use on mobile platforms. However, the effectiveness of smartphones for learning has not been well studied in Singapore. This study was conducted to understand the association between smartphone use for learning activities and academic performance (measured by cumulative GPA) in a sample of tertiary students in Singapore. A questionnaire that contained questions concerning demographic data and use of smartphone for learning was used for data collection (n = 619). Results showed that there is a significant association between smartphone use for learning activities and student's cumulative Grade Point Average (cGPA) (p&lt; 0.05). Results also indicated that female students used the smartphones more frequently for learning compared to male students and international students made more frequent use of smartphones for learning compared to local students. Students' level of satisfaction with using smartphone for learning activities was also surveyed. In conclusion, this study showed that students who used smartphones for learning had higher academic performance (cGPA). Variables such as gender and nationality of students played a role in smartphone use for learning and impacted on students' cGPA.
An Overview of Problem Solving Studies in Physics Education
Author: Ince, Elif
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Solving,Physics,Science Education,Science Process Skills,Educational Research,Educational History

Education policies today aim to raise individuals with 21st Century skills considered as a universal necessity and problem-solving skill is the one of the skills that have emerged as a requirement of the 21st century. Teaching problem solving is one of the most important topics of physics education, it is also the field where students have the most problems. While trying to solve physics problems, students often express that they understand the questions, they know the laws of physics on which the problem is based they have solved many similar problems, but the new problem is different from the previous problems therefore they cannot solve the problem. The aim of this study is to present an overview problem solving studies in physics education according to student level, methodology, and development of the problem-solving strategies usage chronologically.
Analyse of the Relation between the Coloured Progressive Matrices Test and the Cognitive Abilities Test Form-6 in the Preschool Period of Gifted Children
Author: Bildiren, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intelligence Tests,Cognitive Ability,Preschool Children,Gifted,Correlation,Predictor Variables,Educational Diagnosis,Talent Identification,Statistical Analysis,Multiple Regression Analysis

The diagnosis of preschool gifted children in Turkey has just come up in recent years. Therefore, there is a need for measurement tools that can be applied during the diagnosis phase of preschool gifted children. The aim of this study was to diagnose the relation between the non-verbal and culture-independent Colour Progressive Matrices Test that's frequently used in the international field during the preschool period and the Cognitive Ability Test Form-6, which is a group of tests that assess the cognitive abilities of children in different age groups including verbal, quantitative and nonverbal dimensions, and which is also used in the diagnosis of gifted children in the international arena, to contribute to the diagnosis of preschool gifted children. The sample of the study consisted of 125 children who attended nine preschool education institutions determined by the socio-economic level (low-middle-high) in the central district Efeler of the province Aydin. The mean age of the children is 4.9 and the standard deviation is 0.8. 49 of the children were girls (39.2%) and 76 were boys (60.8%). Colour Progressive Matrices Test and Cognitive Abilities Test Form-6 were implemented individually to the children. The study revealed that the tests had correlation, the verbal and quantitative dimensions of the Cognitive Abilities Test Form-6 were found to predict the nonverbal cognitive ability of the Coloured Progressive Matrices Test.
An Investigation of Reliability Coefficients Estimated for Decision Studies in Generalizability Theory
Author: Kamis, Ömer
Date: 2018-00-00
Type: Journal Articles
Subjects: Generalizability Theory,Decision Making,Reliability,Computation,Achievement Tests,Undergraduate Students,Evaluators,Foreign Countries,Test Items,Measurement

This research aimed to compare the G and Phi coefficients estimated in Decision studies in Generalizability theory and obtained in actual cases for the same conditions of similar facets by using crossed design. The research was conducted as pure research on 120 individuals (students), six items and 12 raters. An achievement test composed of six open ended questions and a holistic rubric developed by the researcher were used in data collection. Data analysis included obtaining the G and Phi coefficients by creating actual cases for two, four and six raters followed by D studies conducted for other actual cases with different measurement conditions to make estimates. Finally, G and Phi coefficients obtained and estimated for two, four and six raters were compared separately. Findings show that G and Phi coefficients estimated in D studies by increasing the number of raters were sometimes greater than those obtained in actual cases although they were sometimes smaller. However, it was concluded that a pattern may not always exist between the G and Phi coefficients obtained in actual cases for same number of raters and those estimated in D studies.
Developing Languages to Face Challenges of Globalization and Clash of Civilizations: Arabic Language as an Example
Author: Alfataftah, Ghassan I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Semitic Languages,Acculturation,Global Approach,Culture Conflict

This study aimed at questioning the ability of Arabic language to assimilate the different cultures facing the cultural challenges due to globalization and clash of civilizations. The study examined the ability of Arabic language to cope with global developments and cultural changes. The researchers adopted the historical, inductive and deductive methodologies. The study concluded that Arabic language curricula should be directed towards focusing on communication functions in order to promote Arabic language to be capable of dealing with contemporary and practical cultural and developmental problems.
An Examination of Fifth Grade Students&apos; Attitudes towards Social Studies Course in Terms of Severable Variables
Author: Ilgaz, Selçuk
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 5,Student Attitudes,Social Studies,Foreign Countries,Attitude Measures,Elementary School Students,Positive Attitudes,Statistical Analysis,Questionnaires,Test Results

The aim of this research is to investigate the 5th grade students' attitude towards social studies course regarding several variables. The population of the study consisted of 4435 fifth grade students studying in public schools in Malatya, Yesilyurt. The sample group consisted of 362 students from 10 schools in the same district. The data used in this study were obtained from the social studies attitude scale and was analyzed with SPSS program. As a result of this research, 5th grade students have a positive attitudes towards social studies lesson and this attitudes are different according to 5th students' teachers' gender, type of school, fall semester points, but this attitudes is the same considering 5th grade students' gender, parents' level of education and taking social studies course.
Developing Academic Motivation Scale for Learning Information Technology (AMSLIT): A Study of Validity and Reliability
Author: Schreglmann, Sinan
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Construction,Student Motivation,College Students,Test Validity,Test Reliability,Computer Science Education,Information Technology,Foreign Countries,Likert Scales,Construct Validity,College Freshmen,Factor Analysis

This study aimed to develop Academic Motivation Scale for Learning Information Technology for university students. For this purpose, 120 randomly selected university students studying in different classes and faculties at KSU were invited to the study during the 2016-2017 academic year. To define the scale indicators students were asked to answer the question; &quot;What are your motivations for learning information technologies?&quot;. Four different academicians examined the answers in accordance with the self-determination theory and they created the item pool. After expert examinations and pilot studies, the scale was designed in Likert-type with 18 items in 6 categories. To analyze the construct validity of the scale, 824 randomly selected students among the freshmen at KSU were included in the sample of the research. Among those, 276 of the students were included in the exploratory factor analysis in the first step, 269 were involved to repeat the first step with a new sample, and 279 participated in the last step to carry out the confirmatory factor analysis. Although literature suggest three different types of motivation (extrinsic, intrinsic, and amotivation), in this study, it was found that the intrinsic and extrinsic motivation items were gathered together and expressed as a single factor named &quot;Intrinsic-Occupational Motivation&quot;. According to the results, the final state of the scale included 15 items in two sub-dimensions. The sub-dimensions were named as &quot;Intrinsic-Occupational Motivation&quot; and &quot;Amotivation&quot;. It is understood from the analysis that the results derived from the scale have high reliability.