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Introduction
Skills and Expertise
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January 2016 - present
Publications
Publications (52)
Computational thinking is a core skill in computer science that has become a focus of instruction in primary and secondary education worldwide. Since 2010, researchers have leveraged Evidence-Centered Design (ECD) methods to develop measures of students’ Computational Thinking (CT) practices. This article describes how ECD was used to develop CT as...
The Peer Enabled Restructured Classroom (PERC) is an instructional innovation developed to address gaps in science, technology, engineering, and math (STEM) in urban high schools. The PERC model changes instruction from teacher led to peer led by bringing peer students into the classroom to lead small-group work. Our study sought to provide empiric...
Background
Educational policy makers and test critics often assert that standardized test scores are strongly influenced by factors beyond individual differences in academic achievement such as family income and wealth. Unfortunately, few empirical studies consider the simultaneous and related influences of family income, parental education, and hi...
Reviews the book, How We Think: A Theory of Goal-Oriented Decision Making and Its Educational Applications by Alan H. Schoenfeld (see record 2010-22578-000 ). In this book, Schoenfeld lays out his ideas about how teachers try to help students learn—in particular, how they learn mathematics. Drawing on more than three decades of research on teaching...
Reviews the book, The Cambridge handbook of computational psychology edited by Ron Sun (see record 2008-06911-000 ). With the publication of this book, the newly emerging, interdisciplinary field of computational cognitive modeling has come of age. Ron Sun of Rensselaer Polytechnic Institute has done a remarkable job of organizing the work of a col...
About the Authors Series Editor's Introduction 1. Introduction 2. Description of DIF 3. Statistical Facets of DIF 4. Important Considerations 5. History of Test Bias and DIF 6. Quick-But-Incomplete Methods 7. Mantel-Haenszel Procedure 8. Nonparametic Methods 9. IRT-Based Methods 10. Logistic Regression 11. Specialized DIF Procedures 12. Future Dire...
Reviews the book, Cognitive diagnostic assessment for education: Theory and applications edited by Jacqueline P. Leighton and Mark J. Gierl (see record 2007-14745-000 ). The collection of chapters in this new book provide both a design vision and some well-engineered examples of how to use emerging psychometric methods and computer-based technology...
The impact of affect on cognition is discussed. A procedure is described for the assessment of metacognitive knowledge monitoring that can be used for research on the impact of affect on cognition. The procedure may be group administered, is scored objectively, and relics minimally on self-reports. As an example of research linking affective and co...
Beginning with the 2009 National Assessment of Educational Progress (NAEP) reading assessment, a new subset of items will be introduced with the intent of measuring vocabulary in context. The assessment's item format requires an examinee to locate a targeted word in the reading passage. It was reasoned that presenting these items along with 'word l...
Reviews the book, Measurement and Research in the Accountability Era by Carol Anne Dwyer, Ed. (see record 2005-05575-000 ). In seven parts, the book covers the topics of the science of education, measurement of educational achievement; and social issues surrounding educational measurement in the era of national testing created by the No Child Left...
This article explores the complex, hierarchical relation among school characteristics, individual differences in academic achievement, extracurricular activities, and socioeconomic background on performance on the verbal and mathematics Scholastic Aptitude Test (SAT). Using multilevel structural equation models (SEMs) with latent means, we analyzed...
This article describes two projects based on Robert J. Sternberg's theory of successful intelligence and designed to provide theory-based testing for university admissions. The first, Rainbow Project, provided a supplementary test of analytical, practical, and creative skills to augment the SAT in predicting college performance. The Rainbow Project...
A mission of public schools is to produce students who are intellectually competent and prepared for postsecondary education and the increasingly competitive workforce. An urgent concern among education takeholders today is the underrepresentation of African Americans, Hispanics, and Native Americans among high-achieving students. Despite increased...
This study used hierarchical linear modeling (HLM) to examine student- and school-level predictors of the discrepancy between students standardized high school grade point average (HSGPA) and standardized total Scholastic Assessment Test (SAT) scores. At the student level, academic curriculum intensity, socioeconomic status (SES), the difference be...
The debate over affirmative action policies in higher education has called into question the role of standardized tests in the admissions process. These developments suggest to some that future generations of college admissions tests ought to capitalize on advances in psychological theory to broaden and deepen what it is that admissions tests presu...
The debate over affirmative action policies in higher education has called into question the role of standardized tests in the admissions process. These developments suggest to some that future generations of college admissions tests ought to capitalize on advances in psychological theory to broaden and deepen what it is that admissions tests presu...
Metacognition has been defined as the ability to monitor, evaluate, and make plans for one's learning (Flavell, 1979; Brown, 1980). Research has shown that learners with effective metacognitive skills are more capable of making accurate estimates of what they know and do not know, of monitoring and evaluating their on-going learning activities, and...
A knowledge monitoring assessment (KMA) was developed and evaluated. The KMA, which evaluates how well students distinguish between what they know and do not know by comparing their knowledge estimates to test performance, is partially performance based and may be group or computer administered and objectively scored. Participants were 462 academic...
While in college students learn a great deal of new knowledge, and over time successful students learn to update their knowledge as new concepts, facts, and procedures are acquired. The metacognitive ability to accurately estimate one's knowledge was hypothesized to be related to academic achievement in college. The two studies reported in this pap...
Current theories of metacognition suggest that effective control of learning by either metacognitive or self-regulatory processes cannot occur without accurate monitoring of learning. Given this theoretical framework, there are questions of whether knowledge monitoring and self-regulated learning abilities are domain-specific or whether metacogniti...
The Englishman Charles Babbage (1792-1871) is often acknowledged as the first to envision a computing machine, which he called his "Analytical Engine." The work presented in this volume (see record 1993-98902-000 ) builds on Babbage's age-old dream. This book is a compilation of papers presented at the October 1990 conference of the same title. The...
This study explores the relationship between measures of academic self-concept and metacognition in three different ethnic groups-Black, Hispanic, and Asian American. The BACEIS model of intellectual performance suggests that cognitive, affective, and environmental factors contribute to academic achievement. In general, this model predicts that aca...
This paper reviews a number of relatively new and promising psychometric approaches to the problem of modeling student achievement (the student model) within intelligent tutoring systems (ITS). A shared characteristic of most ITSs is their need to estimate a model of the student''s understanding of the domain, and use this model to modify and adapt...
This study demonstrates the utility of a HYBRID psychometric model, which incorporates both item response theoretic and latent class models, for detecting test speededness. The model isolates where in a sequence of test items examinee response patterns shift from one providing reasonable estimates of ability to those best characterized by a random...
When individuals perform tasks, they differ from each other not only in their ability to perform the tasks correctly, but also in their speed. Even though the traditional indicator of test speededness, missing responses, clearly indicates a lack of time to respond (thereby indicating the speededness of the test), it is inadequate for evaluating spe...
Four studies are reported that used a metacognitive evaluation procedure that can be group-administered and objectively scored. The procedure assesses the knowledge monitoring component of metacognition by evaluating the discrepancy between students' estimates of how well they are likely to perform on a task and their actual performance. The first...
The 1980s brought a renewed focus on educational reform. With the publication of A Nation at Risk in 1983, and a subsequent wave of reports documenting the lamentable state of education in America, greater attention has been directed towards ways to better educate the nation’s youth. The consensus emerging from more than a decade of debate is clear...
This study explored the relationship between test anxiety and metacognitive word knowledge on performance on a standardized reading comprehension test. One hundred and seventeen (117) college students participated by completing three paper and pencil measures: (1) a self-report measure of test anxiety; (2) a metacognitive word knowledge task; and (...
This paper explores the feasibility of neural computing methods such as artificial neural networks (ANNs) and abductory induction mechanisms (AIM) for use in educational measurement. ANNs and AIMS methods are contrasted with more traditional statistical techniques, such as multiple regression and discriminant function analyses, for making classific...
Statistical methods developed over the last decade for detecting measurement bias in psycho logical and educational tests are reviewed. Earlier methods for assessing measurement bias generally have been replaced by more sophisticated statistical techniques, such as the Mantel-Haenszel procedure, the standardization approach, logistic regression mod...
We hypothesized that students' perceptions of a subject's difficulty were correlated positively with their levels of test anxiety in that subject. Further, we assumed students would report greater test anxiety when they believed mastery of a subject demanded precise answers on tests, rather than a general understanding of the course content. We com...
The assessment of metacognition is usually time consuming and requires ratings based on interview or protocol analysis procedures. In this study an objectively scored, group administered procedure was developed assessing: 1) The accuracy with which students determine the state of their vocabulary knowledge, 2) how effectively students can infer the...
Confirmatory factor analysis (CFA) is often used to verify measurement models derived from classical test theory: the parallel, tau-equivalent, and congeneric test models. In this application, CFA is traditionally applied to the observed covariance or correlation matrix, ignoring the observed mean structure. But CFA is easily extended to allow nonz...
The How I Read Scale (HIRS) addresses the need for a valid and reliable measure of individual differences in metacognitive reading strategy use. Metacognition is defined as the executive processes people use to be aware of, monitor and control their learning. This paper reviews briefly the literature on metacognition in reading comprehension and pr...
Using confirmatory factor analysis (CFA) with nonzero latent means, the factor structure of the Test Anxiety (Attitude) Inventory (TAI) across genders was investigated. Two underlying factors, worry and emotionality, have been identified in previous research efforts. A total of 501 college freshmen (219 men and 282 women) from a large urban univers...
A study investigated the relationships between academic self-concepts, metacognitive problem solving, and ethnicity in entering college freshmen minority men and women. The study hypothesized, first, a positive relationship between metacognitive problem solving skills and academic self-concepts, and second that there would be ethnic differences bet...
Prior research suggests that the traditionally difficult academic subject matter, such as mathematics or the natural sciences, may evoke greater levels of evaluative (test) anxiety than curricular areas with easier content. These higher levels of anxiety may contribute to poor performance in mathematics and science courses. College freshmen's self-...
Two competing explanations of the role of test anxiety, cognitive interference or poor academic skills, are examined empirically using structural equation models of reading comprehension and mathematics. We examined the performance of 211 participants (96 males and 115 females) on two standardized achievement tests. Prior achievement (a proxy for a...
Detecting bias in admissions to graduate and professional schools presents important problems to the data analyst. In this paper some traditionally used methods, such as multiple regression analysis, are compared with the newer methods of logistic regres sion and structural equations models. The problems faced in modeling decision rules in this sit...