Science topics: EducationEducational Assessment
Science topic
Educational Assessment - Science topic
Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs.
Questions related to Educational Assessment
Hi, what way blooms taxonomy will support innovators idea?
Kindly reply to me.
In today's world, educational institutions stand as beacons of knowledge and enlightenment, shaping future generations. However, they also bear a significant responsibility when it comes to environmental stewardship. Inadequate waste management within these institutions poses a substantial challenge that deserves attention.
Quiero establecer si han existido pruebas estandarizadas específicas sobre la gramática en Colombia. No conozco ninguna.
All teachers must be very careful in giving beneficial homework(s) and marking them accordingly !
" Homework teaches students about time management. Homework teaches students how to set priorities. Homework helps teachers determine how well the lessons are being understood by their students. Homework teaches students how to problem solve. Homework gives student another opportunity to review class material. Homework gives parents a chance to see what is being learned in school. Homework teaches students how to take responsibility for their part in the educational process. Homework teaches students that they may have to do things—even if they don’t want to. Homework teaches students to work independently. Homework teaches students the importance of planning, staying organized, and taking action."
In a given class room, if all the class is unable to understand what you teach, and the whole class scores F grade (Fixed grading system), is there possibility that the whole class is dismissed? In other words, if the whole class scores an average grade of less than the pass mark cut point in all the subjects, can the whole class be dismissed? Assume 10 subjects are taught by 10 different teachers.
I am using Methylene Blue (adsorbate) and activated carbon (adsorbent) and measuring different parameters like pH, adsorbent dosage and MB concentration.
I use the spectrophotometer for measuring the absorbance to find the percentage removal but why in some cases i got negative absorbance from the spectrophotometer?
CALLA is cognitive approach which introduced by Anna Uhl Chamot, PhD and Jill Robins, PhD. I need good references from you about it.
Traditionally, for an item-based educational assessment, the item discrimination index has been used to represent how well individual items discriminate between test candidates of different abilities as represented by their overall performance in the assessment.
Where an assessment is not item-based, however, an educator may be interested in determining whether the distribution of total marks is looking healthier this year (in the sense of appearing to be more discriminatory) than in a previous year, when performance was heavily skewed towards high marks.
Basic methods could be employed for comparing total scores across two consecutive years, such as comparing histograms and boxplots and comparing medians, ranges and the minimum and maximum scores, all with a view to seeking evidence for improved score qualities, such as a better approximation to Normality (if that were a preferred outcome).
However, I would be interested to learn from people involved in educational assessment, including research on this topic, who have a well-defined system in place for monitoring the quality of an assessment based on analysis of total scores across a cohort, where the test is not item-based and there is an interest, nevertheless, in obtaining some evidence that the test has discriminatory power based on the standalone test scores (rather than a comparison with other scores which are alleged to represent true ability).
I appreciate that there are multiple confounders which could influence apparent differences in discriminatory power from one year to another, including factors relating to the exam candidates. However, my intention is to omit this particular discussion point for now, thanks, and start from an 'all other factors being equal' perspective.
I am looking for guidelines and recommendations for the construction and implementation of OSPE (Objective Structured Practical Examination) for assessing students' practical knowledge/Skills in Pharmacognosy, Phytochemistry, and related pharmacy courses
Could you provide any suggestions, references, or any manual, please
When it comes to assessment, students and even teachers may shudder with anxiety of the bad results. Could a brain based assessment method avoid this pitfall?
What are the assessment competencies that are desired in a classrom teacher?
One of the responsibilities of testing is to protect the public from incompetent practitioners (Haladyna & Rodriguez, 2013). How does it impact the higher education institution's promise to graduate students who are ready to add value to the workplace?
Has anyone done research in this area?
Hi all,
I am designing a student profiling system (in university level technical education) in which student competencies are mapped and used for further intervention. I want to test achievement motivation, study habits, Engineering aptitude and English proficiency. I have selected the following tests. Are these good enough? Which can use for English proficiency.
1. Study Habit Inventory by M.N. Palsane and S. Sharma
2. Engineering Aptitude Test Battery by Swarn Pratap
3. English Language Proficiency Test by K S Misra & Ruchi Dubey
Can anyone tell me where I can either purchase or attain this scale? I can't seem to find anywhere that provides it.
I recently came across a theoretical framework of moderation of assessments that includes teachers/educators, moderators and students. WhiIe I understand the roles of the other stakeholders, I am not sure what the roles of students are in the moderation system. Students' roles are not explained in the framework referred to. Can you give the input on this issue?
I've heard that people are most responsive to messages delivered at an 4th grade reading level.
If anyone has analyzed cognitive complexity scores at this level, have you found a mean complexity score equivalent?
I am not entirely sure where I'm going with this, but I am thinking I want to see how cognitive complexity theories fits into Hogg's uncertainty identity theory.
Recently, I am working on assessment literacy, particularly on teachers' level of assessment literacy. I badly need framework that can be used to examine teachers' level of assessment literacy
Hi! I would like to know if there is any convention or standard to evaluate for how long a national, large-scale educational evaluation should be implemented? I've heard that even with an extensive item bank and doing equating a test has kind of a "lifespan" (for example, a if a given test should be used only for 10 years before it loses its psychometric properties susbtantially). But how does this gets evaluated or measured, or is there any implicit rule? And is there a keyword for this?
Could you please provide me with published reference?
Thanks in advance!
I am interested in learning about Contribution Analysis (CA), especially it's use in Educational Assessment. Your thoughts on contribution analysis in Educational Assessment, especially in the context of higher education, along with some links to the latest literature on CA will be much appreciated.
Thanks,
Seema
REPEATED MEASURE ANOVA OR ANCOVA?
I have often read and heard that a) repeated measure ANOVA and b) ANCOVA , the two analyses answer different research questions.
It's not rare seen Researcher disagreeing with the supervisor based on which #Analysis would do the right justice to the research questions!
Please, when the research objective is about the mean gain, growth, or change - comparing two or more groups, particularly in a pre-post test research (or two groups; of intervention and placebo/control). Which of the two Analysis should be used, and what really messure this changes? What other method can I use?
Meeting my grade 7 class once a week for 60 mins (really short) how can I assess them without using their books or any summative type of test?
What is the best practices or model to implement multidisciplinary assessment?
I am looking for journals and papers to start on my thesis. My area of interest is educational assessment and evaluation especially in English language classroom. I would love if the experts on this field can share their valuable knowledge on current trends and interest of this particular subject. Thanks in advance. It will sure help a lot in my research.
how to score a mind map and know the learners' reading comprehension?
We often have the problem of low response rates in anonymous online surveys when evaluating a course or online learning material.
I was wondering whether there are studies showing that students tend to respond to a survey if they are unsatisfied with a course...
University Ranking is a hot topic nowadays. Where does your university stand in world Rankings and How does it make you feel?
Or Does anyone know concept inventory process?
I am a reviwer for Concept Inventory article. I looked some papers about them, and there is no consensus.
I am currently designing a research focused on reading comprehension which includes an intervention program (pre/post measures). I was suggested to control baseline attentional level, since the nature of the intervention is expected to be highly related with attention. Now, the intervention will be implemented in a classroom context, so that there will be collective activities as well as individual ones. Because of time constraints, it would ideal to measure all participants at once, if possible. Alternatively, a brief test could do. The question is: does anyone know about some attention test that could collectively applied (say, in a computer lab)? If that is not possible, can any suggest some brief digital test? Test reliability is highly valued too.
Thanks
how can obtain educational offline data for mining ?
Many universities raise this nicely written slogan "XYZ University is an equal employment opportunity/affirmative action employer and intends to recruit, hire, train & promote without regard to race, color, gender, age, religion, national & ethnic origin, disability, marital status, or sexual orientation ".
Scientists usually seek truth but most of them shun from talking honestly about what is actually going on in many universities which is utter discrimination practiced either "guardedly" or "bluntly".
In many parts of the world, unfairness is done “from what texts are read, to who is admitted, employed, and promoted, to who does research & who is denied, to what knowledge is valued & what is dismissed or ignored”. In 3rd world countries, the situation worsens to nepotism according to political affiliation or to belonging to a certain secretive group or to being an inhabitant in a particular city or to being a son or daughter of an influential person or a family.
Isn't time to confront this disastrous policy of discrimination at a global scale? The continuation of implicit & explicit discrimination will eventually lead to the downfall of academic institutions whatever resilience is "assumed" to be.
Which one of these questions is the most acceptable in research?
Which type of the reading strategies is the most improved for learners? or
Which type of the reading strategies could have the most improved for learners?
I gave a pre test on competencies in biology. The index of reliability for the pre test is 0.77 which is somehow considered as moderately reliable. When the same test was given to the same group, considered as post test, the result became 0.44. Treatment was given to the group in form of interactive learning which helped them develop better and profound understanding on the concepts assessed in both pre tests and post test. The results in the post test were better in terms of scores. Was this the reason why the reliability index became low in the post test since respondents became more knowledgeable in answering the same test. The results of the pre-test were not given to them. How do I effectively interpret reliability? Do I need to reflect the index of reliability in the post test?
The test is required to determine whether participation in a specific module develops undergraduate law students critical thinking skills.
We are determining cross skills of students based on their versatility and proficiency. versatility is simply termed as number of fields they know about. However, proficiency is dependent on training, certification and relevant performance of student in the field other than domain. So, I believe I have three independent variables and one dependent variable as proficiency. Proficiency will be measured as 0-100% in 4 categories, 0,33,66&100% based on independent variables. Are there any validation or analysis tests suggestible like 3 way ANOVA or T-tests?
Hi, I would like to know what are specific language disabilities any pattern or classification?
How learning mnemonics will improve language abilities ,is it more of memory or speech..
I will appreciate if anyone can tell me about any recent (No more than 5 years) investigation made related to students´ perception of Evaluations. Excellent help if it is specifically about peer-evaluation and self-evaluation. Blessings.
I am trying to measure the english language anxiety of ELL students attending a university where english is the main language of instruction.
Good day, my dears researchers.
The education research is a very important tool in order to improve our future professionals. In my university, some students do a professor practice as thesis and a close friend started studying three constructs using a five-point Likert-type agreement scale and structural equations in order to identify relations between constructs.
The results show the need for extra classroom material, interactive handbooks, and new tests. We would like to study the effect of this proposal with a classroom, however, the classroom population change every semester, so, we thought to build an early test focus on study habits and in the semester end performing a test using the original study (that consider study habits too) in order to evaluate a possible change.
What do you think about this design?
Do you have and example about how develop a longitudinal study in education with this kind of dynamic population?
Thanks four your help (and sorry for my English) in advance.
Best regards,
I have been working on English as a Foreign Language teacher performance evaluation. I have studied teacher evaluation systems of many countries. In many of them school principals are in charge of evaluating foreign language teachers' performance. However, in many contexts, school principals may not know the foreign language well.
Given that the main purposes of teacher evaluation are teacher professional development and quality assurance, I want to know the feedback of others on this issue. Do you think that school principals’ evaluation of foreign language teachers' performance (while they may not be competent enough in that language) can lead to teacher professional development or assure quality? Or this practice should be changed?
Do you use WEB 2.0 for this purpose?
I'm developing context based math task which similar to PISA task. I need some references or example task which contain context based math task, but different from PISA item or example PISA item in PISA frameworks. It's about 'change and relationship' and 'uncertainty and data' content in occupational dan scientific context. Anyone can help me?
Thanks
Dear Colleagues,
Do you really think that having less students(around 15) in a class will influence much on the quality of language learning?
Thanks a lot !
Khang
This question speaks to "necessity entrepreneurship" from a context where findings such as "the best way to address poverty is to stimulate entrepreneurship" (World Bank) evolved. What entrepreneurial outcomes are being fostered through the challenges of poverty, child headed households, large scale unemployment with dependency on government grants, etc? The body of knowledge around these questions will enhance EWET's (Education With Enterprise Trust) work amongst youth located within under serviced areas.
Sample plans, winners stories about critical thinking enhancing class room teaching strategies
International examinations, such as PISA, TIMSS, PIRLS are quantitative in that examinees score numerically according to their relevant achievement levels. Is this methodology satisfactory or should qualitative alternative assessment methodologies be added to the abovementioned international examinations in order to improve their validity and reliability?
My dissertation topic focuses on student voice in the classroom and how it may benefit children's learning. However, I am looking for articles/theorists that reject the importance of student voice in the classroom.
While my descriptive statistics shows a degree of progress in students' performance after receiving academic writing instructions, the inferential statistics rejects the evidenced progress. Overall, 35 students took part in this study, but only 20 students completed the textual borrowing exercises. However, the small samples effected on the distribution of the variables, so the Wilcoxon Signed Rank Test was the only solution. Do I have to accept that the statistical contradictions have to do with the small samples or any other factors might have influenced the study? Any recommendation for overcoming the research difficulties and improving its power will be appreciated.
We want to assess teaching stress and intonation for university students.
We have selected ( pre-test and post test , teacher observation/interview , student questionnaire )
Do you think these are the right tools or what other recommendations and advices you have?
hi fellas, good afternoon
Can someone explain to me the effective way to check construct validity for self assessment instrument?
thank you
I am trying to find published researches on Written Assignments and Distance Learning. I search on google scholar, scopus and I find few. Is there any advice to detect researches of this topic? Thank you in advance
Good day. Does anyone know about how to calculate or determine number of MCQ/SEQ items in a set of examination paper. It involves credit hours for certain courses. But, how to calculate it? Thanks
Hello All,
I'm about to start interviewing participants and I was wondering what is the justification that goes behind taping interviews? Is line-by-line analysis conducive to good theory generation?
I have read that Glaser suggests not taping as this prevents conceptual thinking and delimitation and recommends generation of notes and memos post-interview . This is the antithesis of Charmaz, who suggests that line-by-line analysis is absolutely necessary for good GT.
Has anyone had experience of conducting GT without taping interviews as I am considering this approach? I am also conducting field observations as part of the study which helps with regards to triangulation. I am thinking of emailing notes on the interview to participants too for further validation.
Thank you for any assistance.
Kindest Regards,
Abdul Wadood
TITLE: Administration and Teacher's Perceptions on the Standard-Based Evaluation System and how it is used to change instructional practices and student learning (TESS or Danielson Model)
I am needing to add some things that relate your problem and study to a suitable CIA topic. i need to relate teacher assessment to curriculum, student assessment and instruction. I need to use these to make a connection. It could however, be teachers perceptions of how the formative component can be used to change instruction in ways that affect student achievement (or something of that sort).
HELP!!!
absenteeism
academic performance
attitude of students towards schooling
attitude of parents towards PTA meeting
I am in the process of beginning a series of research projects that require measuring pre- and in-service teachers Math Anxiety levels, as well as their self-efficacy for teaching mathematics.
So far, i have not been successful in acquiring an actual measure for any of those constructs.
this is a new question,i have collect a lot information about higher education audit assessment,but I'm still confused about this concept,my mentor want me do some research about "higher education audit assessment",but i do not think it is not a easy work for me,and i do hope if anyone can share some information or paper with me ,or if u r also do the similar topic,maybe we can have some discussion :)
We are setting up a research project at the University of Innsbruck to collect experiential data on inclusion and exclusion in Austrian schools.
Dear Researchers,
I have recently developed a keen interest in the subject of plagiarism due to the level of sophistication that technology has enabled it to metamorphose into. I wonder if there are examples of punitive consequences out there in the academia that might deter plagiarists from even attempting the action. Documented evidence of deterrent measures is scanty. I wonder if any institution actually carries out the threats they stipulate in their handbooks?
I thank you very much for your response.
Carolyne
Is there any journal to clearly define these difference in the apprenticeship context?
Currently working a research on identifying teachers' cognitive abilities in mathematics as part of a general curricular development for graduate mathematics education schools
Dose anyone know how to assess adaptive expertise? Also, I would like to know what is the difference between adaptive expertise and preparation for future learning?
Am carrying a study on the use of blended learning technique in measuring acquisition of integrated science skills but I actually don't know how I would measure the level of the science skills. Anyone who can provide a suggestion or a Hint ?
I would like to apply those methods in Engineering Education (Vocational Education)
Is there data that compares and contrast teacher's success with ES/ESOL student academic achievement?
Given the summaries of examination results of students from the ministry of education and the 'taboo' or confidentiality behind releasing raw data to would be researchers on the subject, how can one use the summaries to realistically compare students' performance and the quality of the examinations over a period of time (say 5 years).
Is it possible to use any form of regression or any other statistical analysis from an ex post facto survey research design of this limited nature?
I use PISA data of 28 countries. I’m interested in a cross-level interaction effect using Mplus. The question is: Does a country level variable (DI = measure of school segregation) moderate the effect of SES on achievement?
First I use a 2level model (I = students, c = countries):
Level 1
Yic = boc + b1c(SESic – SEScountry_mean) + eic
Level 2
boc = gamma00 + gamma01(DI) + r0c
b1c = gamma10 + gamma11(DI) + r1c
gamma11 is significant and positive, indicating that in countries with a high school segregation the association between SES and achievement is stronger than in other countries. à This is also what I expected.
Second I switch to a 3level model (I = stundets, j = schools, c = countries,
Level 1
Yijc = b0jc + b1jc(SESijc – SESschool_mean) + eijc
Level 2
b0jc = gamma00c + r0jc
b1jc = gamma10c + r1jc
Level 3
gamma00c = gamma000 + gamma001(DI) + u00c
gamma10c = gamma100 + gamma101(DI) + u10c
gamma101 is significant and negative, indicating that in countries with a high school segregation the association between SES and achievement is less pronounced than in other countries.
These different results somewhat confuse me. I tried different estimation methods (Bayes, ML, …), centering methods (country mean vs. school mean for the 3level model) and weighting approaches (unweighted data, only final student weights, final student weights and final school weights, all provided within the PISA data set), the results are stable.
Intuitively I thought that the L2- and L3-model should yield similar results and that the sign switch has to be an artefact. But now I think the results might be meaningful.
Now to my question: Is the following line of argumentation correct, or am I wrong?
When I estimate the 2level model (Students, countries) the random slope contains both individual and compositional effects, because school level effects are not controlled for.
When I estimate the 3level model (Students, schools, countries) the L2-slope variance captures the slope differences which are due to school differences (e.g. differences in SES-composition) and L3-slope variance is due to country differences. Thus, the 2level-slope “contains compositional effects”, the 3level-slope does not.
The interpretation of the L3-cross level interaction thus is: the more segregated a country is, the smaller is the effect of SES on achievement within schools. In segregated countries there is less within school SES-variation, what promotes small within school SES-effects.
Now it follows that the difference between the 2level and 3level results is the different consideration of the SES-school-compositional effects.
Consequently, I run a model, where I estimate a cross level –interaction with DI and the SES-school composition. This effect is positive: The higher the segregation in a country, the stronger are the compositional effects.
Thus I conclude: High segregation in an educational system leads
(A) to a smaller SES effect on achievement within schools – what is due to the smaller within school SES variation.
(B) to stronger compositional effects, what finally induces more inequality in segregated systems
Is this line of argumentation tenable?
Any comments are welcome!
Christoph
How can we engage students as partners in providing feedback and assessment to adapt their thinking skills and enhance learning outcomes?
I'm strugging to find much in the literature about non-specialist teachers at the secondary level. For example, I'm interested to find out more relating to teachers who had a degree in Business who now teach ICT in schools (lots of other subject combinations apply such as Biology degrees and Chemistry teaching). Has anyone a suggestion for search terms which I might not have thought of, or any literature you think is helpful?
Thanks!
I am specifically interested in summative assessments and how well they reflect individual improvement. In what way(s) can they be used to measure dynamic rather than static performance of students in an ongoing class? Examples would be highly appreciated.
The assessment I'm working on is the MSPSS.
Xcalibre is a purchased IRT-based software that I am applying for my task. It produces a lot of outputs that are needed in a test measurement. It also produces reliability coefficient in Cronbach alpha together with many outputs. Fast and easy.
For a user of Xcalibre software, I also need an easier and faster way to get an important outputs especially an IRT-based test reliability as well as IRT-based conditional reliability.
Can anyone helps me on how to get that IRT-based reliability measures? Thanks.
One of the major topics in higher education is about quality and – in relation to access – access to what quality of higher education. This puts a focus on teaching and learning. How do different higher education systems measure the learning or knowledge added by HE teaching processes (e.g. entrance and exit exams that allow comparison, competency testing…)? I would be glad for any references or naming of any cases. Thanks.
This question is based on a new project I am coordinating called SASH. One way is through the concepts open admission systems vs. selective admission systems vs. mixed systems. However, we think that selection for admission happens at least 3 times during the admission process: 1) by the school system, 2) by the prospective student and 3) by the HEI(s).
Does anyone know of alternative approaches to classifying HE admission systems? Thanks for any references.
I will be glad if you can help me to find model of measuring quality in education and if we can find data for it. If there is limited data what kind of proxy I can use for regression?
Hello, I have 3 items in the 4 blocks, and students are only allowed to choose one item describing them best in a block. I have tried the procedure from Brown, A., & Maydeu-Olivares, A. (2012). Fitting a Thurstonian IRT model to forced-choice data using Mplus. However, it didn't work in my data. So, I am thinking if there is any way to analyze the forced-choice item with the CFA model .
Thanks!