ethanporcaro/eric-fulltext-meta huggingface dataset:
Domain Description: Validating the Interpretation of the &quot;TOEFL iBT&quot;® Speaking Scores for International Teaching Assistant Screening and Certification Purposes. &quot;TOEFL&quot;® Research Report. TOEFL-RR-85. ETS RR-18-45
Author: Cotos, Elena
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Test Interpretation,Scores,Test Validity,Speech Tests,Teaching Assistants,Graduate Students,Foreign Students

In the past 2 decades, there has been an increasing tendency to use scores from the &quot;TOEFL iBT&quot;® Speaking test for decisions regarding the certification of international graduate students as teaching assistants at North American universities. To obtain validity evidence in support of the usefulness of the speaking scores for this secondary use of the test, this study adopted the argument-based approach to validation. Focusing on the domain description inference in the TOEFL interpretive argument, the study investigated whether the language functions elicited by TOEFL iBT Speaking tasks can be identified in authentic discourse produced by international teaching assistants (ITAs) with different instructional roles. We compiled and analyzed 2 corpora--a TOEFL iBT speech corpus and an ITA speech corpus. The TOEFL corpus contained 2,738 responses to integrated and independent tasks. The ITA corpus of 119 spoken texts included multiple disciplines and 3 instructional genres: lab, recitation, and lecture. The 2 corpora were manually annotated using the knowledge framework (Mohan, 1986), which is a heuristic in systemic functional linguistics (SFL) used to identify knowledge structures (KSs) and language functions based on how linguistic choices function in the discourse. Then, the following types of data were quantitatively analyzed: discourse units annotated per KS category, discourse units annotated per language function, KS categories occurring in each text, language functions occurring in each text, and KSs and functions from each component of the spoken corpora. The corpus data revealed how the language functions were realized and how they varied. Overall, the results indicated that TOEFL iBT Speaking tasks elicit most of the language functions identified in ITA discourse, suggesting that this test accounts for the functional language ability necessary for effective instructional performance as a teaching assistant in the target domain of language use. The discrepancy detected in the use of some functions pertaining to 2 KSs warrants further examination of the extent to which it may impact secondary test use and score interpretation.
Evaluating Invariance in Test Performance for Adolescent Learners of English as a Foreign Language. TOEFL® Research Report. RR-82. ETS RR-18-21
Author: Manna, Venessa
Date: 2018-12-00
Type: Journal Articles
Subjects: Testing,Language Tests,English (Second Language),Performance,Adolescents,Second Language Learning,Language Proficiency,Factor Structure,Foreign Countries,Middle School Students,High School Students,Test Wiseness,Models,Factor Analysis

In this study, we assessed the invariance in the factor structure underlying English-language proficiency for two groups of adolescent learners in Japan: students in middle school (ages 13-15 years) and students in high school (ages 16-18 years). Language proficiency was measured using the &quot;TOEFL Junior&quot;® Comprehensive test, an assessment designed to measure the English skills of adolescent English learners in non-English-speaking countries. The study results indicate that a correlated 4-factor model corresponding to the 4 language abilities of reading, listening, speaking, and writing best represents the nature of language proficiency in the 2 groups of adolescent English learners. Moreover, the factor structure is invariant across these 2 groups. However, there is a statistically significant difference in performance on the reading construct. The results are consistent across 2 random samples, thus providing confirmatory evidence of model invariance.This study provides empirical support for the current score-reporting practices for the TOEFL Junior Comprehensive test and suggests that the test scores have the same meaning across test takers from middle school and high school.
Examining How College Promise Programs Promote Student Academic and Financial Readiness. Research Report. RR-18-41
Author: Millett, Catherine M.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Programs,State Aid,Federal Aid,Student Financial Aid,Private Financial Support,Public Support,Paying for College,Tuition,Grants,Scholarships,State Programs,Access to Education,Academic Achievement,Undergraduate Students,College Readiness,Eligibility

Currently college promise programs are proliferating in number at the local and state levels. Most promise programs provide financial resources beyond conventional state and federal student aid to students who live in designated places and meet local- or state-defined eligibility criteria.There is an immense variety of models and funding designs for these programs. In this study, we conducted a rigorous content analysis of the public web sites for a diverse subsample of 35 promise programs to explore how college promise programs promote student academic and financial readiness. Although our analysis made it clear that there is more to learn about promise programs, including understanding general administrative processes and program operations, we highlight several design and implementation considerations that may increase the capacity of these programs to promote equity in higher education access and success.
Grouping Effects on Jackknifed Variance Estimation for Item Response Theory Scaling and Equating with Cluster-Based Assessment Data. Research Report. ETS RR-18-16
Author: Wang, Lin
Date: 2018-12-00
Type: Journal Articles
Subjects: Item Response Theory,Scaling,Equated Scores,Cluster Grouping,Error of Measurement,English (Second Language),Language Tests,Computation

Educational assessment data are often collected from a set of test centers across various geographic regions, and therefore the data samples contain clusters. Such cluster-based data may result in clustering effects in variance estimation. However, in many grouped jackknife variance estimation applications, jackknife groups are often formed by a random grouping method that ignores the cluster structures of the data. In this study, we constructed both random and cluster-based jackknife groups for data known to have cluster structures and compared the jackknifed standard errors, yielded by two different grouping methods, of item response theory (IRT) scaling coefficient estimates and equated scores. Three independent data samples from an international test of English were used for the study. The cluster-based jackknife group results showed relatively larger jackknifed standard errors of scaling coefficient estimates and scale scores than the results of the random jackknife groups for all three data samples. For cluster-based assessment data, the cluster-based jackknife approach provides a more appropriate way to estimate the standard errors of the parameters of IRT calibration, scaling, and equating analyses. [The content of this manuscript was presented at the 2015 annual meeting of the American Educational Research Association in Chicago, Illinois, April 16-20, 2015.]
SARM: A Computer Program for Estimating Speed-Accuracy Response Models for Dichotomous Items. Research Report. ETS RR-18-15
Author: van Rijn, Peter W.
Date: 2018-12-00
Type: Journal Articles
Subjects: Computer Software,Computation,Reaction Time,Timed Tests,Accuracy,Models,Test Items,Item Response Theory,Listening Comprehension Tests,Language Tests,English (Second Language),Scoring

A computer program was developed to estimate speed-accuracy response models for dichotomous items. This report describes how the models are estimated and how to specify data and input files. An example using data from a listening section of an international language test is described to illustrate the modeling approach and features of the computer program.
The Evidence Trace File: A Data Structure for Virtual Performance Assessments Informed by Data Analytics and Evidence-Centered Design. Research Report. ETS RR-18-28
Author: Hao, Jiangang
Date: 2018-12-00
Type: Journal Articles
Subjects: Performance Based Assessment,Computer Assisted Testing,Test Construction,Evidence,Data

Virtual performance assessments (VPAs), such as game- and simulation-based assessments, provide promising ways for assessing complex and integrated skills. However, the high cost, long development cycle, and complex scoring process significantly hinder the adoption of VPAs, particularly in large-scale assessments with tight deadlines and limited budgets. One significant impediment is the lack of consensus about how to capture and store evidence-bearing process data from each VPA session into a format that facilitates quality checks, scoring, and analysis. In current practice, data from VPAs are generally stored in logs, either as standalone files or as a set of entries in a database. Programmers have long used logs to save process information about software systems for monitoring and debugging the software system itself. These purposes are fundamentally different from the purpose of assessment, which aims to capture evidence to support the measurement of a test taker's proficiency with respect to targeted constructs. Collapsing information that might be needed for the two purposes into a single log file can lead to confusion, even confrontation, among VPA designers, software developers, and scoring experts. To mitigate the problem, in this paper we introduce the notion of a structured evidence trace file (ETF) as distinguished from the familiar but idiosyncratic term, log file. The ETF is intended to express captured telemetry data in a way that meets the needs from the assessment perspective. Its specification as a standalone deliverable allows VPA designers and scoring experts to cleanly define and assure the quality of the information they need from VPA sessions in forms they find most useful for assessment purposes without adding additional complexity or structures for the information that software developers need for debugging purposes. In turn, software developers will be clearly informed about what information is expected from the assessment perspective and can manage the data as they choose as long as they can deliver the specified ETF. In addition to its application in VPAs, the ETF structure can also be employed more generally with digitally based assessments (DBAs) in which response-process data are captured and used for assessment purposes, such as timing information, response changes, and tool usage in multiple-choice tests. As a known data structure, it can sometimes also be employed for additional purposes in VPA analysis, such as transmitting information across phases of multiple-stage analysis.
The Role of Gestures in Mathematical Discourse of Hard-Hearing Students: Prism Example
Author: Gürefe, Nejla
Date: 2018-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,Hearing Impairments,Geometric Concepts,Sign Language,Mathematics Instruction,Classroom Communication,Secondary School Students,Grade 10,Grade 11

This paper examines how hearing impaired students defined prism and used gestures in the process of this defining. It was utilized fenomenology of qualitative research methods. Opinions of two hard-hearing students' were consulted. It was used the grounded theory tecniques to analyze the data. Results indicated that the students used iconic, metaphoric, deictic and ideographic gestures and sign language, besides the gesture, engaging in mathematics, explained prism as an object which had base, surface and height. It has been found that students have either missing or incorrect information about prisms. Because of the students used the hand movements, it can be suggested that teachers should use hand, arm and body movements in the process of embodying concepts in classroom practices in the present study. [Part of this study was presented as an oral presentation at the International Conference on Research in Education and Science (ICRES) May 19-22, 2016.]
Investigating the Factor Structure of the &quot;iSkills™&quot; Assessment. Research Report. ETS RR-18-25
Author: Katz, Irvin R.
Date: 2018-12-00
Type: Journal Articles
Subjects: Factor Structure,Performance Based Assessment,Computer Assisted Testing,Computer Literacy,Information Literacy,College Students

Few would argue about the growing importance of information and communication technology (ICT) literacy as relatively new and distinct skills that affect educational attainment, workforce readiness, and lifelong learning. There is less agreement, however, as to what ICT literacy skills and knowledge are, how best to measure them, and strategies for teaching ICT literacy. For teaching and assessment, a core issue is the extent to which ICT literacy can be considered as a collection of discrete skills versus a student's understanding of information as a whole. This report outlines the concept of ICT literacy as implemented in the &quot;iSkills™&quot; assessment, an Internet-delivered, performance-based assessment designed to measure students' ability to research, organize, and communicate information using technology. Factor analyses of data from more than 600 students support the idea that ICT literacy comprises an integrated set of highly related skills.
School Librarians as Co-Teachers of Literacy: Librarian Perceptions and Knowledge in the Context of the Literacy Instruction Role
Author: Reed, Karen Nourse
Date: 2018-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Team Teaching,Literacy Education,Librarian Teacher Cooperation,Reading Instruction,Professional Development,Librarian Attitudes,Knowledge Level,Elementary Schools,Secondary Schools,Reading Comprehension,Role,Program Effectiveness

The Every Student Succeeds Act (ESSA) has created additional opportunities for school librarians to collaborate with classroom teachers, reading specialists, and other educators in support of schools' literacy goals. This potential for expanded collaboration suggests a need for increased focus on reading instruction as part of the school librarian's workload. For a variety of reasons, school librarians may not see this role as a priority within the scope of their many other duties. This convergent mixed-methods study sought to examine the effect of a professional development series emphasizing reading comprehension strategies on school librarians' knowledge and perceptions. Results indicated that participants experienced statistically significant knowledge gains as well as increased acceptance of an enhanced role in literacy instruction.
An Historical Investigation about the Dedekind&apos;s Cuts: Some Implications for the Teaching of Mathematics in Brazil
Author: Alves, Francisco Regis Vieira
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Epistemology,Teacher Education,Mathematics Teachers,Educational History,Mathematical Concepts,Teaching Methods,Intuition,Heuristics

In the training of mathematics teachers in Brazil we can not disregard the historical and epistemological component aiming the transmission of mathematics through a real understanding of the nature of classic concepts and foundamental definitions to Mathematics, whether in the school context or in the academic context. In this sense, the present work addresses a discussion about the introduction and formulation of Dedekind's cut. Such terminology became popular from the work and pioneering research developed by Richard Dedekind (1831 - 1916), although in the set of his contemporaries, as in the case of A. L. Cauchy (1789 - 1857), the proposition of the construction of the real numbers through other notions and others mathematical methods became known. Thus, a historical and epistemological way for the definition of cut is observed and considered. However, Dedekind did not formally answered mainly some of the questions about this notion. The understanding of this epistemological and mathematical process, on the part of the teacher, in which the mathematical intuition and heuristics has an essencial place and requires more attention.
Conceptions of Pre-Service Engineer Educators about the Role of Mathematics and Their Approaches to Study
Author: Kasimatis, Katerina
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Engineering Education,Role,Mathematics,Foreign Countries,Teaching Methods

In this quantitative study, we investigate the relationship between the conceptions of first-year Engineering Education students about the role of mathematics in their studies and career, as well as the links of their conceptions with their approaches to study. The data analysis revealed that the students view mathematics as being about techniques, models and real-life applications and they conceptualise mathematics as being relevant to their future career and studies, though with a lack of knowledge of the specificities of this role. Nevertheless, the surface approach was correlated with a feeling of certainty with respect to the specific role of mathematics in their future studies and career, whilst the deep approach was found to be linked with a broad importance of mathematics. The implications of these complex findings are discussed.
Examination of Mathematics Teacher Candidates&apos; Strategies Used in Solving Non-Routine Problems
Author: Ünlü, Melihan
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Education,Preservice Teachers,Problem Solving,Mathematics Teachers,Learning Strategies,Foreign Countries,Tests,Testing

The aim of the study was to examine mathematics teacher candidates' strategies used in solving non-routine problems. The research was carried out with 104 mathematics teacher candidates studying at a state university during the first term of the 2014-2015 academic year in Turkey. Data was collected through Problem Solving Test which was consisted of 10 non-routine problems. Descriptive statistics were used to determine mathematics teacher candidates' solutions and strategies used in problem solving. Solutions of problems were rated and categorized. Firstly, solutions were classified as correct or wrong. Secondly, correct and wrong solutions classified as &quot;solving by using true strategy&quot; and &quot;solving by using wrong strategy&quot;. After that &quot;solving using true strategy&quot; was categorized as &quot;indicated strategy correctly&quot; and &quot;indicated strategy wrongly&quot;. The findings of this research revealed that some of mathematics teacher candidates have adequate problem solving skills but some of teacher candidates did not solve problems correctly because they used wrong strategy. In other words, mathematics teacher candidates have limited abilities at the stage of &quot;understanding of problem&quot; and &quot;planning&quot;. It was a due of they could not understand what the problem says and they could not choose an appropriate strategy for problem solving. Some of teacher candidates used correct strategies in solving problems, even though they could not reach the correct answer. It was an evidence that these teacher candidates have lack of knowledge about &quot;applying plan&quot;. On the other hand, some of teacher candidates could solve problems correctly but they could not indicate strategy correctly. [Paper presented at the ISER International Conference (42nd, Zurich, Switzerland, Nov 22-23, 2016).]
Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use
Author: Cabero-Almenara, Julio
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Higher Education,Integrated Learning Systems,College Faculty,Teaching Methods,Student Centered Learning,Teacher Attitudes,Technology Integration,Foreign Countries

Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called 'Learning Management Systems', the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.
Design, Validation, and Application of a Questionnaire on Media Education for Teachers in Training
Author: Mateus, Julio-César
Date: 2019-01-00
Type: Journal Articles
Subjects: Questionnaires,Journalism Education,Design,Validity,Teacher Education,Foreign Countries,Educational Technology,Test Reliability,Teacher Competencies

This article details the process of design, validation and application (N = 501) of an ad-hoc questionnaire that measures Peruvian teachers' knowledge, attitudes, and reasoning in training on media education. With regards to the method, several psychometric validation techniques were applied and the results were analyzed using descriptive statistics. The results showed a high level of internal coherence and confidence in the construct. Limited knowledge of the subject was found in the participants, without observing significant differences between the variables, and a very positive assessment of its importance and urgency. To conclude, media education is transversal to different classifications and interest in it is homogeneous throughout the teaching staff in training.