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Articles 1 - 8 of 8
Full-Text Articles in Education
Measuring Teachers’ Perceptions Of Grading Practices: Does School Level Make A Difference?, Xing Liu
Measuring Teachers’ Perceptions Of Grading Practices: Does School Level Make A Difference?, Xing Liu
NERA Conference Proceedings 2008
The effectiveness of classroom assessment and grading practices has become an increasingly important research topic in education. However, previous research had no consensus on whether school level had an effect on teachers’ grading practices. The purpose of the present study was to examine whether middle and high school teachers differ in regard to ratings of the importance and usefulness of grading practices, teachers’ perceived self-efficacy of the grading process, and the degree to which factors such as student effort, ability and teachers’ personal grading habits affect their grading decisions. A total of 107 secondary school teachers participated in this study …
Assessing Measurement Invariance Of The Teachers’ Perceptions Of Grading Practices Scale Across Cultures, Xing Liu
NERA Conference Proceedings 2008
In a cross-cultural study, it is crucial to understand whether items and the factorial structure of a survey instrument are equivalent across different cultural groups, because items might mean differently to different population groups, and thus the factorial structure of the measurement instrument might not hold across groups. The purpose of this study was to investigate the measurement invariance of the Teachers’ Perceptions of Grading Practices Scale (TPGP) across the U.S. and China using structural equation modeling. In particular, this study was designed to examine whether items and the factorial structure of the TPGP scale were equivalent across the two …
Development Of An Instrument To Measure University Students' Social Ties And Social Distance With A Particular Focus On Racial And Ethnic Diversity, Vanessa E. Kass
Development Of An Instrument To Measure University Students' Social Ties And Social Distance With A Particular Focus On Racial And Ethnic Diversity, Vanessa E. Kass
NERA Conference Proceedings 2008
The opportunities for students to create and maintain friendships with individuals whose experiences and cultures differ from their own is steadily increasing. A survey designed to measure students' social ties and social distance was administered to one hundred eighty-two university students. Statistical analysis reveals that students who are more comfortable with people from a different race or ethnicity are more likely to interact with diverse groups. Additionally students are more likely to interact with diverse groups in the classroom than in purely social situations. These findings influence the types of interactions that create meaningful and long-lasting relationships among diverse groups.
Using A Longitudinal Data Mart To Examine The Effects Of Student Mobility On Test Performance Over Time, Richard F. Mooney, Barbara Q. Beaudin
Using A Longitudinal Data Mart To Examine The Effects Of Student Mobility On Test Performance Over Time, Richard F. Mooney, Barbara Q. Beaudin
NERA Conference Proceedings 2008
Our analysis shows how a longitudinal data mart can provide a simple and effective way to analyze student test performance over time. Our data mart in this case is a mega-table compiled from several years of archival student-level test data, where we have modified all of the fields so that they have a common meaning over time. Using this longitudinal data base we then compared the performance statistics and effect sizes of test results in math and reading on the Connecticut Mastery Test (CMT) series for grades 4, 6 and 8 and on the Connecticut Academic Performance Test (CAPT) in …
A Confirmatory Factor Analytic Study Examining The Dimensionality Of Educational Achievement Tests, Nina Deng, Craig Wells, Ronald Hambleton
A Confirmatory Factor Analytic Study Examining The Dimensionality Of Educational Achievement Tests, Nina Deng, Craig Wells, Ronald Hambleton
NERA Conference Proceedings 2008
It is important to check the fundamental assumption of most popular Item Response Theory models, unidimensionality. However, it is hard for educational and psychological tests to be strictly unidimensional. The tests studied in this paper are from a standardized high-stake testing program. They feature potential multidimensionality by presenting various item types and item sets. Confirmatory factor analyses with one-factor and bifactor models, and based on both linear structural equation modeling approach and nonlinear IRT approach were conducted. The competing models were compared and the implications of the bifactor model for checking essential unidimensionality were discussed.
The Relationship Between Ap English Language Performance And College Outcomes, Xinhui Xiong, K. D. Mattern, E. J. Shaw
The Relationship Between Ap English Language Performance And College Outcomes, Xinhui Xiong, K. D. Mattern, E. J. Shaw
NERA Conference Proceedings 2008
This study focused on the relationship between students’ Advanced Placement (AP) English language performance and their subsequent college success. Targeted students were divided into three groups according to their AP English Language performance. Subsequent college success was measured by students’ first-year college GPA, retention to the second year, and institutional selectivity. The demographic characteristics of the three AP performance groups with regard to gender, ethnicity, and best language spoken are provided. Results indicated that, after controlling for students’ SAT scores as a measure of prior academic performance, AP English Language performance was positively related to all three measures of college …
A Validation Of The Collaborative Alternative Magnet School For Leadership (Cams) Student Survey, Wei Xia, Mary E. Yakimowski, Maureen Bransfield, Carolyn Mcnally
A Validation Of The Collaborative Alternative Magnet School For Leadership (Cams) Student Survey, Wei Xia, Mary E. Yakimowski, Maureen Bransfield, Carolyn Mcnally
NERA Conference Proceedings 2008
The Collaborative Alternative Magnet School for Leadership (CAMS) Student Survey is intended to assess students' leadership development and skills. The survey was originally adapted by the Area Cooperative Educational Services (ACES) from Connecticut's Common Core of Learning, and was recently revised and used by CAMS. There are four basic aspects in the CAMS Student Survey: responsibility, persistence, respect for culture diversity, and sense of community. In this paper, the authors write about the exploratory factor analysis (EFA) that was conducted to explore the factor structure of the survey, and also report the reliability analysis results. Recommendations are provided about further …
Measuring Middle School Achievement Growth With Student Growth Percentile Methodology, Rachel Slaughter
Measuring Middle School Achievement Growth With Student Growth Percentile Methodology, Rachel Slaughter
NERA Conference Proceedings 2008
This study examined reading and mathematics achievement growth for middle school students over three years using statewide test scores using student growth percentile methodology (Betebenner, 2008). This newly-emerging growth methodology provides a basis for examining growth normatively (“what is”) in order to provide a foundation for policies about adequate growth (“what should be”) and excellent growth (“what could be”). Growth is compared among student subgroups and different middle schools. A particular focus of the study is identifying typical growth trajectories of low-achieving 6th graders through the middle school years.