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Descriptors:
Student Evaluation; Evaluation Methods; Educational Testing; Testing Programs; Educational Change; Foreign Countries; College Bound Students; College Entrance Examinations; Secondary School Students

Abstract:
It is time to replace the examination regime at 16 and 18 by something more appropriate. The coalition government has been solidifying its place by its Baccalaureate reforms at both ages, but this is a move in quite the wrong direction. Whatever the wider purposes that the examination system may serve, its core aim is to find out how well students are faring in their learning. The author argues that the examination regime has many faults, among them financial, psychological, sociological and ethical. It also has epistemological deficiencies. These are more serious in that they strike at the heart of what examining is supposed to be. As the people have seen, a fundamental problem with public examinations is that candidates are only numbers. If the basic reason for assessing students is to find out how well they are doing, for all but more rule-bound achievements assessors have to know something about examinees' wider intellectual and perhaps ethical or aesthetic horizons. And for that, assuming, rightly, that they lack extensive written evidence of this, they need personal contact with those being tested. This all points to school-based, rather than nation-wide, assessments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; School Effectiveness; Accountability; Achievement Gains; Data Analysis; Correlation; Educational Quality; Evaluation Methods; Scores; Mathematics Tests; Psychometrics; Grade 4; Grade 5; Elementary School Students

Abstract:
Accountability systems that measure student learning rather than student achievement have the potential to more accurately evaluate school quality. However, one methodological concern has remained surprisingly absent from discussions of value-added modeling. Standardized assessments that exhibit either positive or negative correlations between achievement and achievement gains will produce value-added estimates that contradict actual patterns of school effectiveness. This study uses student-level state assessment data to explore the ramifications of these relationships for value-added indicators. Within this state's assessment, the author finds strong negative relationships between achievement and subsequent achievement gains--initially low-scoring students appeared to gain more than their high-achieving peers. Because students are not randomly assigned to schools by achievement, these child-level correlations strongly influence school-level value-added estimates, in some cases quite dramatically. However, the manifestation of these relationships varies across four different analytic techniques, depending on how a particular approach modeled the associations between initial status and gain. (Contains 6 tables, 2 figures and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Workplace Learning; Research Methodology; Expertise; Educational Practices; Eye Movements; Literature Reviews; Measurement Techniques; Evaluation Methods; Medicine; Brain; Medical Education; Competence; Learning Processes; Visual Perception; Visualization

Abstract:
Understanding how best to assess expertise, the situational variations of expertise, and distinctive qualities of expertise that arises from particular workplace experiences, presents an important challenge. Certainly, at this time, there is much interest in identifying standard occupational measures and competences, which are not well aligned with such variations and distinctiveness in performance. Therefore, this paper addresses the methodological issues posed by such a challenge through reviewing the expertise literature to identify ways forward. Based on the example of one target domain, medicine, and one criterion task, the comprehension of visualizations, the study identifies, elaborates, and evaluates assessments used to study qualitative changes in professional vision that occur as a result of extended periods of workplace learning experiences. It identifies the kinds of sample, materials, measures, and analysis methods used to assess the quality of expertise differences, as well as what elements of and differences in visual expertise are revealed in particular assessment processes. In doing this, the study seeks to illuminate how assessing the quality of expertise differences matured over the past 20 years, noting that strategies of scanning brain activity and tracking eye movements are now being used in ways that augment traditional approaches such as using verbal reports and observing representational practices. The findings demonstrate how the assessment of visual expertise has become more multidisciplinary over the past two decades. Implications for educational practice and future research directions on the development of professional vision are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Strategies; Higher Education; Educational Research; Research Problems; Effect Size; Evaluation Methods; Student Improvement; College Students

Abstract:
This article concludes the special issue of "Studies in Educational Evaluation" concerned with "Evaluating learning pattern development in higher education" by discussing research issues that have emerged from the previous contributions. The article considers in turn: stability versus variability in learning patterns; old versus new analytic techniques; handling missing observations; measures of effect size; predispositions versus processes; and why it should be so hard to improve the quality of student learning in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Performance Based Assessment; Reliability; Evaluation Methods; Outsourcing; Case Studies; Oral Language; Language Proficiency; Longitudinal Studies; Telecommunications; Foreign Countries; Language Tests; Language Usage; Rating Scales; English for Special Purposes; Measures (Individuals); Intercultural Communication

Abstract:
This case study discusses the development and use of an oral performance assessment instrument intended to evaluate Filipino agents' customer service transactions with callers from the United States (US). The design and applications of the instrument were based on a longitudinal, qualitative observation of language training and customer service support practices of Philippine-based agents employed by a US-owned call centre company. Although language training in Philippine call centers continues to improve (Lockwood, 2012), there are still clear limitations to how the oral performance of Filipino agents is evaluated internally by call centre companies. Specialized assessment instruments, following ESP/EOP norms, broadly used by the industry are still relatively untested and many call centers maintain their own metrics that often measure agents' language use and service quality separately (Friginal, 2007, 2009). In this study, the assessment instrument was adapted from the Melbourne Medical Students' Diagnostic Speaking Scale (Grove & Brown, 2001) and further developed to include ESP/EOP approaches in this context of inter-cultural communication. A conveniently sampled set of recorded calls (N = 100) across different task categories (e.g., troubleshooting interactions, product inquiry) was used to test the instrument for initial reliability measures. Results and analysis of the instrument's context suitability and limitations are discussed below. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Measurement; Psychometrics; Evaluation Methods; Educational Testing; Writing Tests; Measures (Individuals); Writing Evaluation; Scoring; Writing (Composition); Essays; Negative Attitudes; Vendors; Essay Tests; Computer Assisted Testing; Internet; Validity; Comparative Analysis

Abstract:
Automated Essay Scoring (AES) has garnered a great deal of attention from the rhetoric and composition/writing studies community since the Educational Testing Service began using e-rater[R] and the "Criterion"[R] Online Writing Evaluation Service as products in scoring writing tests, and most of the responses have been negative. While the criticisms leveled at AES are reasonable, the more important, underlying issues relate to the aspects of the writing construct of the tests AES can rate. Because these tests underrepresent the construct as it is understood by the writing community, such tests should not be used in writing assessment, whether for admissions, placement, formative, or achievement testing. Instead of continuing the traditional, large-scale, commercial testing enterprise associated with AES, we should look to well-established, institutionally contextualized forms of assessment as models that yield fuller, richer information about the student's control of the writing construct. Such tests would be more valid, as reliable, and far fairer to the test-takers, whose stakes are often quite high. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Testing; Guidelines; Scoring; Psychometrics; Evaluation Criteria; Program Descriptions; Vendors; Writing Evaluation; Essay Tests; Computer Assisted Testing; Program Evaluation; Evaluation Methods; Measurement

Abstract:
In this paper, we provide an overview of psychometric procedures and guidelines Educational Testing Service (ETS) uses to evaluate automated essay scoring for operational use. We briefly describe the e-rater system, the procedures and criteria used to evaluate e-rater, implications for a range of potential uses of e-rater, and directions for future research. The description of e-rater includes a summary of characteristics of writing covered by e-rater, variations in modeling techniques available, and the regression-based model building procedure. The evaluation procedures cover multiple criteria, including association with human scores, distributional differences, subgroup differences and association with external variables of interest. Expected levels of performance for each evaluation are provided. We conclude that the "a priori" establishment of performance expectations and the evaluation of performance of e-rater against these expectations help to ensure that automated scoring provides a positive contribution to the large-scale assessment of writing. We call for continuing transparency in the design of automated scoring systems and clear and consistent expectations of performance of automated scoring before using such systems operationally. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mental Disorders; Mental Retardation; Drug Therapy; Evaluation Methods; Clinical Diagnosis; Comparative Analysis; Behavior Patterns; Patients; Outcomes of Treatment

Abstract:
This article describes a psychotropic PRN Evaluative Tool developed by interprofessional clinicians to address inconsistent reporting and assessment of the effectiveness of PRN medications used for people who are developmentally disabled. Fifty-nine participants (37 males, 22 females), ages 16 to 60 years, were included in the review, all diagnosed with an intellectual disability and a serious mental illness. Participants' range of intellectual disability varied from severe to mild. The review was conducted over a 2-year period. Data was evaluated by comparing differences in a number of patient pre and post behaviors after having received PRN medication. Results indicated a statistically significant decrease in the total number of post-PRN behavior variables observed compared with the pre-PRN behavior variables. This tool has improved patient outcomes through the reduction of unnecessary and/or ineffective PRNs by providing a more thorough assessment of the effectiveness of PRN medications and thereby reducing subjective and ambiguous language. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mental Retardation; Children; Adolescents; At Risk Persons; Evaluation Methods; Child Abuse; Intelligence; Measures (Individuals); Predictive Validity; Sexual Abuse; Sexuality; Interpersonal Relationship; Symptoms (Individual Disorders); Violence; Victims; Crime

Abstract:
The study explored the predictive validity of "Multiplex Empirically Guided Inventory of Ecological Aggregates for Assessing Sexually Abusive Children and Adolescents (Ages 4 to 19)" ("MEGA"[eighth note]; Miccio-Fonseca, 2006b), a comprehensive developmentally sensitive risk assessment outcome tool. "MEGA"[eighth note] assesses risk for coarse sexual improprieties and/or sexually abusive behavior in male and female youth ages 4 to 19 years (adjudicated and nonadjudicated), including youth with low (i.e., borderline) intellectual functioning. "MEGA"[eighth note] has 4 distinct risk scales with robust internal consistency reliability on cross-validation: "Risk Scale (0.81)", "Protective Scale (0.78)", "Estrangement Scale (0.79)", and "Persistent Sexual Deviancy Scale (0.74)". Sexual recidivism in cross-validation (N = 1,056) was 8.4%, defined as sexually related probation or parole violation (formal or informal). ROC analysis for Risk Scale demonstrated "MEGA"[eighth note] has good predictive validity (AUC = 0.71, 95% CI of 0.62-0.80, p less than 0.001). Youth with low intellectual functioning scored significantly higher on the "Risk Scale" and "Persistent Sexual Deviancy Scale", highlighting the importance of accurately assessing these youth. (Contains 3 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Instructional Materials; Geography; Educational Change; Best Practices; Elementary Secondary Education; Geography Instruction; Educational Improvement; Improvement Programs; Evaluation Methods; Evaluation Research; Evaluation Needs; Needs Assessment; Change Strategies; Academic Standards; Alignment (Education); Behavioral Objectives; Educational Objectives

Abstract:
In late 2012, both the second edition of the "Geography for Life: National Geography Standards" and the National Science Foundation-funded "Road Map for Geography Education Project" reports were released; the former document describes the conceptual goals for K-12 geography education, and the latter, a route to coordinating reform efforts to realize those goals. A central premise of the Road Map Project reports is that reform must be implemented comprehensively across each facet of education. This will require a more robust foundation of research about teaching and learning around the geography learning objectives, developing high-quality instructional materials that move students toward those goals, preparing geography teachers to facilitate learning them, and creating assessments that validly and reliably assess them. The Road Map Project assessment report describes a process for creating assessments, from describing best practices for design and use of assessments, to describing a system for articulating what should be assessed, and how it should be assessed. In this article, the authors highlight five central components of the report, including: (1) areas identified as high priorities for geography assessments; (2) a clarification of the goals to be assessed; (3) an examination of how well existing assessments meet those goals; (4) a framework for creating a new generation of assessments that can support reform efforts; and (5) recommendations for where efforts should be focused to implement these changes. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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