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Full-Text Articles in Education
Concurrent Validity Of The Transdisciplinary Play Based Assessment-2, Keri E. Linas
Concurrent Validity Of The Transdisciplinary Play Based Assessment-2, Keri E. Linas
Electronic Theses and Dissertations
Standardized assessment tools have been criticized for use with young children; however, there is limited empirical research supporting developmentally appropriate, play-based assessments. Forty children, with and without developmental disabilities, ages 10-73 months referred from the community of a large city received a transdisciplinary play based assessment (TPBA-2) and standardized assessment. Caretakers also completed the Vineland Scales of Adaptive Behavior. Concurrent validity between the TPBA-2 and standardized assessment tools (Bayley Scales of Infant and Toddler Development-III and the Mullen Scales of Early Learning) was demonstrated (p
Measuring Argumentative Reasoning: What's Behind The Numbers?, Alina Reznitskaya, Li Jen Kuo, Monica Glina, Richard C. Anderson
Measuring Argumentative Reasoning: What's Behind The Numbers?, Alina Reznitskaya, Li Jen Kuo, Monica Glina, Richard C. Anderson
Department of Educational Foundations Scholarship and Creative Works
The aim of this paper is to develop a more thorough, empirically-based understanding of the differences in measurement of written argumentation when alternative scoring frameworks are employed. Reflective compositions of 127 elementary school children were analyzed using analytic and holistic scales. The scales were derived from Argument Schema Theory, an explicit model of argumentation development. We investigated the relationships among the different scales, as well as their relative reliability and efficiency. The scores derived using analytic and holistic methods have adequate reliability. Although less efficient, analytic scoring allows for gathering more sensitive and detailed information about the differences in student …