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Descriptors:
Conditioning; Deception; Generalization; Physiology; Responses; Crime; Testing

Abstract:
Previous attempts at lie detection, such as the polygraph, have relied on physiological arousal to identify deception--but these responses have not proven to be as reliable as is necessary for widespread use. Conditioning procedures have been shown to increase the discriminative physiological arousal exhibited during deception, but have targeted only instances of deception where the experimenter knows the subject is being deceptive, and the subject knows the experimenter knows (public instances of deception). To be practically useful, such a method must improve the responses subjects exhibit when "only" they know they are being deceptive (private deception). The present experiment used conditioning procedures to increase skin conductance to instances of public deception, and then tested whether these responses generalized to deceptive answers regarding a mock crime when only the subjects knew they were being deceptive. The results indicated that these responses can generalize across the public/private barrier; participants responded more strongly following instances of deception that only they were aware of. (Contains 4 figures.) 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; Testing; Language Proficiency; Test Construction; Bilingualism; Language Variation; Generalizability Theory; Error of Measurement; Culture Fair Tests; Language Minorities; Second Language Learning; Validity; Scores; English (Second Language)

Abstract:
We discuss generalizability (G) theory and the fair and valid assessment of linguistic minorities, especially emergent bilinguals. G theory allows examination of the relationship between score variation and language variation (e.g., variation of proficiency across languages, language modes, and social contexts). Studies examining score variation across items administered in emergent bilinguals' first and second languages show that the interaction of student and the facets (sources of measurement error) item and language is an important source of score variation. Each item poses a unique set of linguistic challenges in each language, and each emergent bilingual individual has a unique set of strengths and weaknesses in each language. Based on these findings, G theory can inform the process of test construction in large-scale testing programmes and the development of testing models that ensure more valid and fair interpretations of test scores for linguistic minorities. (Contains 2 tables, 3 figures, and 1 note.) 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:
Validity; Testing; Test Results; Test Use; Theories; Social Sciences

Abstract:
In validating uses of testing, it is helpful to distinguish those that rely directly on the information provided by scores or score distributions ("direct" uses and consequences) versus those that instead capitalize on the motivational effects of testing, or use testing and test reporting to shape public opinion ("indirect" uses and consequences). Some uses and consequences, both direct and indirect, are intended; others are unintended. Unintended consequences pose greater challenges in test validation because they must be identified before they can be investigated. Validation of uses and consequences can employ theories and methods from various social science disciplines. Educational measurement is most closely allied with psychology and statistics, but sociologists, anthropologists, economists, linguists, and others also could help in theorizing and investigating the consequences of test use, especially indirect and unintended consequences. 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:
Validity; Theories; Test Interpretation; Test Use; Scores; Testing; Measurement Objectives

Abstract:
Kane (this issue) presents a comprehensive review of validity theory and reminds us that the focus of validation is on test score interpretations and use. In reacting to his article, I support the argument-based approach to validity and all of the major points regarding validation made by Dr. Kane. In addition, I call for a simpler, three-step method for developing validity arguments, one that focuses on explicit testing purposes, as suggested by the "Standards for Educational and Psychological Testing". If testing purposes are appropriately articulated, the process of developing an interpretive argument becomes unnecessary and validation can directly address intended interpretations and uses. (Contains 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:
Validity; Achievement Tests; Rating Scales; Low Income Groups; Teacher Evaluation; Test Bias; Group Membership; Elementary School Students; Comparative Analysis; Scores; Testing; Factor Analysis; Disproportionate Representation; School Districts; Correlation; Construct Validity

Abstract:
The "HOPE Scale" was developed to identify academic and social components of giftedness and talent in elementary-aged students with particular attention to students from low-income and/or culturally diverse families. Based on previous findings, additional research was conducted on revisions made to the "HOPE Scale". Items were added, and 71 teachers completed the "HOPE Scale" on 1,700 diverse students. The "HOPE Scale" was evaluated for differential item and test functioning with regard to gender, ethnic/racial, and income groups. Differential item functioning was not found with ethnic/racial or income group membership, but it existed for gender. "HOPE Scale" scores were also compared with achievement test scores to contribute criterion-related validity information. Results indicate that "HOPE Scale" scores account for approximately 52% to 58% of achievement test scores. (Contains 10 tables and 2 figures.) 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; Teacher Education; Data Analysis; Student Leadership; Testing; Resident Advisers; Statistical Analysis; Substance Abuse; Leadership; Workshops

Abstract:
A primary goal of assessment is to deliver truthful and clear information that can be used to inform and improve outcomes. Although there are multiple ways to achieve this goal, common approaches can be broken down into two major categories: (1) direct assessment; and (2) indirect assessment. Indirect assessment typically relies on general measures and students' self-reports of what they have learned. Direct assessment, on the other hand, is a good way to observe very tangible evidence of assessment outcomes. Direct assessments are those using "structured, predetermined response options that can be summarized into meaningful numbers and analyzed statistically." Whereas indirect assessments provide a picture of student perspectives, direct assessments indicate what they actually know or are able to do. Direct assessment can take many forms, such as quizzes, commercial tests, and portfolios. All of these direct assessments share a common theme of being able to demonstrate the students' learning. Conducting direct assessment can provide assessment data that are viewed as more valid and legitimate by both staff and faculty alike. In this article, the authors outline how three separate departments at the University of North Carolina Wilmington (UNCW) used direct assessments to develop a better understanding of what their students knew, as well as to enhance their trainings and workshops. 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:
Physical Activities; Middle School Students; Intervals; Performance; Testing; Age Differences; Gender Differences; Student Motivation; Physical Fitness

Abstract:
Histograms of push-ups and curl-ups from a sample of more than 9,000 students show periodic spikes at five and 10 unit intervals. This article argues that these spikes are related to focal points, a game theoretic concept popularized by Nobel Laureate Thomas Schelling. Being focal on one test makes one more likely to be focal on the other. Focal students (whose push-up score is a multiple of 5 and whose curl-up score is a multiple of 10) behave differently from their non-focal peers. They are more likely athletic, older, and male. Focal students, on average, did 2.2 more push-ups, 1.7 more curl-ups, and ran the mile 15 seconds faster than non-focal students, even controlling for these covariates of performance. By contrast, being focal on a single activity did not produce a statistically significant mile time difference. Students who systematically stop at focal outcomes appear differentially motivated toward physical activity performance. (Contains 1 table and 4 figures.) 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:
Listening Comprehension Tests; Language Variation; Second Language Learning; English (Second Language); Foreign Countries; Listening Comprehension; Language Usage; Language Tests; English for Academic Purposes; Native Speakers; Testing

Abstract:
The existence of different varieties of English in target language use (TLU) domains calls into question the usefulness of listening comprehension tests whose input is limited only to a native speaker variety. This study investigated the impact of non-native varieties or accented English speech on test takers from three different English use contexts: Korea, Sri Lanka and Brazil. The findings showed that the variety of English or accented speech used had no impact on test taker's performance on a listening test for academic purposes. Also test takers from the three different countries performed similarly even when the speakers shared the same native languages as the test takers. Despite these findings students still perceived that a native variety of English should be used in listening comprehension tests. Though the study suggests the use of non-native varieties as test input, it also raises questions of fairness in the use of such varieties. (Contains 4 tables and 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:
Community Colleges; Internet; Video Technology; Protocol Analysis; Usability; Higher Education; Two Year Colleges; Web Sites; Vocational Education; Careers; Enrollment; College Students; Testing; Evaluation; Interviews; Disadvantaged Youth; Minority Group Students; Educational Attainment; Graduation; Student Personnel Services

Abstract:
This study explored whether community college websites are a useful medium for providing knowledge relevant to degree completion. Ten community students used one of three community college websites to answer 10 questions about occupational degree programs. A facilitator asked participants to think aloud while using the website to answer these questions; their responses were video-recorded and coded in terms of correctness of answers and types of usability problems encountered. The findings suggest that participants frequently encountered problems with finding and understanding information needed to understand degree selection and completion. The content analysis of these problems yields several suggestions for improving the usability of community college websites for answering common questions about degree completion. (Contains 3 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:
Aesthetic Education; Educational Change; Neoliberalism; Urban Teaching; Urban Schools; Beginning Teachers; English Teachers; Secondary School Teachers; Accountability; Testing; Qualitative Research; Interviews; Ethnography; Social Justice; Theory Practice Relationship; Teacher Education

Abstract:
This article presents 7 years of qualitative research into the emerging understandings of a population of 456 beginning 7 to 12 urban teachers who supplied 130 participants who were enrolled in a total of 26 MSEd English Language Arts courses over 7 years. These were interviewed while teaching in urban schools focused primarily on testing and accountability systems, and their class writings were used to present seven of their voices in this study. The study investigates participant engagement in two theoretical frameworks emphasized in the courses: first, the neoliberal ideology of testing and accountability; second, the transactional tradition of aesthetic education. The study finds that education students need not passively acquiesce to neoliberal reforms, but can reclaim a culturally critical stance in their teaching. (Contains 1 table and 2 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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