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Descriptors:
Space Sciences; Science Teachers; Field Tests; Test Validity; Test Reliability; Construct Validity; Test Construction; Item Response Theory; Evaluation Research; Teacher Evaluation; Science Education; Teacher Competency Testing; Teacher Competencies; Knowledge Base for Teaching; Natural Sciences; Science Tests

Abstract:
Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments--part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence. 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:
Decision Making; Educational Change; Regression (Statistics); Field Tests; High Stakes Tests; Comparative Analysis; Progress Monitoring; Behavior Disorders; Emotional Disturbances; Special Education; Reading Fluency; Response to Intervention; Regular and Special Education Relationship; Test Items; Tests; Testing; Scores; Test Wiseness; Test Theory; Nonparametric Statistics; Robustness (Statistics)

Abstract:
More and more, schools are considering the use of progress monitoring data for high-stakes decisions such as special education eligibility, program changes to more restrictive environments, and major changes in educational goals. Those high-stakes types of data-based decisions will need methodological defensibility. Current practice for summarizing progress monitoring data is to use a hand-fit trend lines (for practitioner use) or linear regression (for research). This study critically examines both approaches and compares them to a new nonparametric slope called the Theil-Sen. A field test with 372 published data series compared hand-fit, linear regression, and Theil-Sen slopes against evaluative criteria of power and precision, meeting data assumptions, and agreement with visual judgments. Results indicate promise for Theil-Sen slope in defensible high-stakes decision making. (Contains 3 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:
Adult Students; Visual Impairments; Braille; Reading Tests; Job Skills; Daily Living Skills; Test Items; Item Response Theory; Field Tests

Abstract:
Introduction: This exploratory study determined whether transcribing selected test items on an adult life and work skills reading test into braille could maintain the same approximate scale-score range and maintain fitness within the item response theory model as used by the Comprehensive Adult Student Assessment Systems (CASAS) for developing tests. Methods: In concert with a focus group of practitioners, CASAS and the American Printing House for the Blind selected 25 test items in a life and work context that were previously field-tested with approximately 30,000 sighted adult education students. These test items were adapted for a contracted braille format. Both qualitative data and statistical data were collected during and after the braille reading test was field-tested. Results: Sixty-five youths and adults, about 50% of whom were aged 18 or younger, participated in the field testing of the CASAS braille reading test between September 2005 and April 2007. The scale-score range for the braille test was slightly lower than for a similar version in the print format. No significant difference was found between the adults who were visually impaired (those who were blind or had low vision--braille readers) who took the braille test and the sighted adults who took a print version of the brailled test items. Discussion: Valuable suggestions for constructing and administering braille tests were made as a result of the study. New braille assessments will incorporate refreshable braille displays to allow test takers to gain better access to more information and the computing environment. Implications for practitioners: The results support the value of customizing a reading test in a braille format to ensure realistic tasks in the lives and work of adult students who are visually impaired. Hard-copy braille will remain important in future standardized assessments, as will options that offer computer delivery with universal design features. (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:
Evidence; Field Tests; Effect Size; Meta Analysis; Intervention; Instructional Effectiveness; Comparative Analysis; Identification

Abstract:
The inclusion of single-case design (SCD) studies in meta-analytic research is an important consideration in identifying effective evidence-based practices. Various SCD effect sizes have been previously suggested; non-overlap of all pairs (NAP) is a recently introduced effect size. Preliminary field tests investigating the adequacy of NAP are promising, but no analyses have been conducted using only multiple baseline designs (MBDs). This preliminary study investigated typical values of NAP in MBDs, investigated agreement with visual analysis, and suggested cut scores for interpreting a NAP effect size. Typical values of NAP in MBDs were larger compared to a previous meta-analysis of studies using AB, MBD, or ABAB withdrawal designs, and agreement of suggested cut scores and visual analysis was moderate. 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:
Intervals; Recognition (Psychology); Field Tests; Integrity; Brain; Behavior; Adults; Memory; Learning Processes; Neurological Organization; Physiology; Neurology; Tests

Abstract:
The synaptic Ras/Rap-GTPase-activating protein (SynGAP1) plays a unique role in regulating specific downstream intracellular events in response to N-methyl-D-aspartate receptor (NMDAR) activation. Constitutive heterozygous loss of SynGAP1 disrupts NMDAR-mediated physiological and behavioral processes, but the disruptions might be of developmental origin. Therefore, the precise role of SynGAP1 in the adult brain, including its relative functional significance within specific brain regions, remains unexplored. The present study constitutes the first attempt in achieving adult hippocampal-specific SynGAP1 knockout using the Cre/"loxP" approach. Here, we report that this manipulation led to a significant numerical increase in both small and large GluA1 and NR1 immunoreactive clusters, many of which were non-opposed to presynaptic terminals. In parallel, the observed marked decline in the amplitude of spontaneous excitatory currents (sEPSCs) and inter-event intervals supported the impression that SynGAP1 loss might facilitate the accumulation of extrasynaptic glutamatergic receptors. In addition, SynGAP1-mediated signaling appears to be critical for the proper integration and survival of newborn neurons. The manipulation impaired reversal learning in the probe test of the water maze and induced a delay-dependent impairment in spatial recognition memory. It did not significantly affect anxiety or reference memory acquisition but induced a substantial elevation in spontaneous locomotor activity in the open field test. Thus, the present study demonstrates the functional significance of SynGAP1 signaling in the adult brain by capturing several changes that are dependent on NMDAR and hippocampal integrity. 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:
Elementary School Students; Behavior Disorders; Special Education; Intervention; Response to Intervention; Classroom Research; Research Design; Methods; Reliability; Literacy; Field Tests; Goal Orientation; Student Motivation; Self Control; Program Evaluation; Program Effectiveness

Abstract:
We offer a methodological illustration for researchers and practitioners of how to conduct a development study consistent with the parameters delineated by the Institute of Education Sciences (IES; U.S. Department of Education [USDE], 2010) to explore the utility of an existing Tier 1 intervention applied as a Tier 2 support within a three-tiered model. Although the present study was not submitted to or funded by IES, it was developed as a pilot study to address two objectives. First, we explored the utility of a character development intervention focused on improving goal setting, decision making, and self-management skills to meet the behavioral and instructional needs of fourth-grade students who have behavioral challenges and limited work completion, but who have adequate literacy skills. The main questions pertained to treatment integrity and social validity, with a goal of having a fully-developed intervention ready for testing as part of an efficacy trial. Specific research questions were as follows: To what extent was this type of Tier 2 support implemented within the regular school day with integrity? What did teachers and students think about the goals, procedures, and outcomes? Did this initial evidence suggest this intervention resulted in students learning the content taught (proximal outcomes) translating into improved skill sets (intermediate outcomes) and ultimately improved motivation (distal outcomes)? Second, we conducted this study to field test the required components specified in the IES 2010 RFA to assist in the development of a proposal to be submitted to IES for funding. (Contains 4 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:
State Standards; Academic Standards; Alignment (Education); Computer Assisted Testing; Language Tests; Mathematics Tests; Student Evaluation; Formative Evaluation; Adaptive Testing; Educational Technology; Pilot Projects; Field Tests; Faculty Development; Organizational Communication

Abstract:
Through the Common Core State Standards and the development of new assessments aligned to the standards, the public education system is undergoing a transformation--and administrators can help make this vision a reality. Today, more than 45 states and the District of Columbia have adopted the Common Core State Standards. The standards, however, are just one part of a cohesive system that supports student growth and learning. Educators also need new tools to measure whether students are mastering the knowledge and skills needed for success in college and careers, as well as resources and support to help them meet these goals. At the heart of the Smarter Balanced Assessment Consortium's work is a vision of assessment as an integral part of an aligned system of standards, curriculum, instruction and professional development, all focused on preparing students for college and career. The consortium is a state-led initiative developing next-generation assessments aligned to the Common Core. Smarter Balanced is developing next-generation assessments in English language arts/literacy and mathematics that will be implemented in the 2014-15 school year. These assessments will provide a more complete, more efficient measurement of student progress--with periodic checks to help evaluate what students need to stay on the path to success and tools to help educators continuously improve instruction. 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:
Field Tests; Reading Fluency; Reading Tests; Standardized Tests; Grade 4; Grade 5; Grade 6; Elementary School Students; Middle School Students; Predictive Validity; Comparative Analysis

Abstract:
In this series of studies, we explore the ideal frequency, duration, and relative effectiveness of measuring oral reading fluency. In study one, a sample of 389 fifth graders read out loud for 1 min and then took a traditional state-level standardized reading test. Results suggest administering three passages and using the median yields the highest predictive validity. Study two compared oral reading fluency rates at 30 and 60 s for 815 elementary and middle school students on the same passage. Results indicate that the 30 s measures yield a comparable score. Study three found relatively similar predictive validity of oral reading fluency for 67 fourth- and 125 sixth-grade students on Aimsweb, EasyCBM, and DIBELS. Implications for practice are discussed. (Contains 5 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:
Foreign Countries; Developing Nations; Augmentative and Alternative Communication; Cerebral Palsy; Disabilities; Field Tests; Children; Nonverbal Communication; Special Education; Special Needs Students; Affective Behavior; Computer Software; Statistical Analysis; Special Schools; Assistive Technology; Natural Language Processing; Synchronous Communication; Handheld Devices; Computer Mediated Communication; Computer System Design; Computer Uses in Education

Abstract:
Purpose: The purpose of this paper is to investigate an idea of producing an assistive and augmentative communication (AAC) tool that uses natural human computer interfacing to accommodate the disabilities of children with cerebral palsy (CP) and assist them in their daily communication. Design/methodology/approach: The authors developed a prototype that recognizes the real time detected emotions display on the face and send alerts to the caretakers through Short Messaging System (SMS) or loud speaker. Findings: The evaluation result shows that the proposed prototype recognizes real time facial expressions from the children with CP with an average of 79.4 per cent, and a maximum of 88.3 per cent (standard deviation of 7.4 per cent) on ten children with CP. Evaluations were also conducted to investigate the effectiveness of the prototype to deliver critical expression messages to their caretakers. The result showed that 98.5 per cent of SMS was sent successfully to the caretakers (pre-defined mobile phone number) with an average waiting time of 8.3 seconds. Originality/value: The paper demonstrates the potential of the proposed prototype to assist children with CP to communicate with their caretakers in real time. (Contains 14 figures and 5 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:
High Schools; Field Tests; Exit Examinations; Biology; Educational Change; Foreign Countries; Science Curriculum; Science Education; Secondary School Science

Abstract:
With the development and implementation of new curriculum standards, the field tests of education reform in senior high schools began in 2004 in four pilot provinces in mainland China. After five years of the reform, it is necessary to know how and to what extent the curriculum standard guides test classroom instruction. The present study was conducted with the aims of quantitatively exploring the alignments between the national High School Biology Curriculum Standard and the standards-based High School Exit Exam (HSEE) of 2009 in the four provinces, using Porter's alignment model. As a result, it was found that none of the four provinces' standardised tests of 2009 analysed were significantly aligned with the national Biology Curriculum Standard. The low alignment indexes are mainly because the four HSEEs analysed generally require lower levels of cognitive skills than that of the Standard. These results deserve universal attention by both policymakers and test developers in mainland China. (Contains 12 tables and 7 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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