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Full-Text Articles in Education

Modelling Mathematics Problem Solving Item Responses Using A Multidimensional Irt Model, Margaret Wu, Ray Adams Sep 2006

Modelling Mathematics Problem Solving Item Responses Using A Multidimensional Irt Model, Margaret Wu, Ray Adams

Prof Ray Adams

This research examined students' responses to mathematics problem- solving tasks and applied a general multidimensional IRT model at the response category level. In doing so, cognitive processes were identified and modelled through item response modelling to extract more information than would be provided using conventional practices in scoring items. More specifically, the study consisted of two parts. The first part involved the development of a mathematics problem-solving framework that was theoretically grounded, drawing upon research in mathematics education and cognitive psychology. The framework was then used as the basis for item development. The second part of the research involved the ...


Curriculum For The Future, Gabrielle Matters Jul 2006

Curriculum For The Future, Gabrielle Matters

Dr Gabrielle Matters

No abstract provided.


Meaningful Assessment Promotes Meaningful Learning, Diane K. Brantley May 2006

Meaningful Assessment Promotes Meaningful Learning, Diane K. Brantley

Wisdom in Education

Since the enactment of the Elementary and Secondary Education Act in 1965, America’s schools have faced enhanced scrutiny by the public sector. Larger demands have been placed on children to perform at increasingly higher levels of achievement in reading and math, often beginning as early as kindergarten. Teachers and institutions of higher education have also felt the surge of outside pressure to “perform” wash over them.


Uctc Computer Screener: Assessing Needs Of Diverse Students, Evelyn B. Winfield, Elaine L. Phillips Feb 2006

Uctc Computer Screener: Assessing Needs Of Diverse Students, Evelyn B. Winfield, Elaine L. Phillips

Assessment Fellows Grant

Presentation on a data management system for assessment data for the University Counseling and Testing Center.


Assessing Cultural Competence In Hper: What Do We Say We Do?, Jody Brylinsky Feb 2006

Assessing Cultural Competence In Hper: What Do We Say We Do?, Jody Brylinsky

Assessment Fellows Grant

Presentation on assessing cultural competence in the Health, Physical Education and Recreation programs.


Gender Differences In The Aviation Flight Science Program: A Study Of Performance, Lisa Whittaker Feb 2006

Gender Differences In The Aviation Flight Science Program: A Study Of Performance, Lisa Whittaker

Assessment Fellows Grant

No abstract provided.


University Assessment Grant Fellows 2005-06 - Public Presentation Agenda, Office Of Institutional Effectiveness Feb 2006

University Assessment Grant Fellows 2005-06 - Public Presentation Agenda, Office Of Institutional Effectiveness

Assessment Fellows Grant

Program of public presentations by the University Assessment Grant Fellows of 2005-06.


Class Exercise For Assessing Abilities And Providing A Structure For A Course, Paul Savory Jan 2006

Class Exercise For Assessing Abilities And Providing A Structure For A Course, Paul Savory

Industrial and Management Systems Engineering -- Instructional Materials

I developed this class exercise to assess students abilities and to highlight the range of questions/issues that they will learn in my IMSE 440/840 (Discrete Event Computer Simulation) course. I draw a picture of the case scenario for students and explain the system’s operation to them. I then ask that they complete the questions regarding the system and/or how they would analyze it. Following class, I develop a summary of the range of student answers. At the next class session, I share the range of answers and share what my answers would be and how these ...


Assessment: A Tool For Development And Engagement In The First Year Of University Study, Janet A. Taylor Jan 2006

Assessment: A Tool For Development And Engagement In The First Year Of University Study, Janet A. Taylor

Centre for Teaching and Learning

For most students assessment often defines their study and learning practice, yet there are few discussions in the literature on the first year experience detailing how assessment can be mobilised to develop and engage students in their first year of study. This paper presents the results of an audit undertaken at The University of Southern Queensland of the assessment associated with first year (termed level 1) courses. It is apparent that assessment has not been used to advantage to smooth the transition into university studies. The paper presents some examples of effective assessment practice to engage students and assist them ...


Application Of Multivariate Rasch Models In International Large-Scale Educational Assessments, Ray Adams, Margaret Wu, C Carstensen Dec 2005

Application Of Multivariate Rasch Models In International Large-Scale Educational Assessments, Ray Adams, Margaret Wu, C Carstensen

Prof Ray Adams

In large-scale educational assessments, such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS), a primary concern is with the estimation of the population-level characteristics of a number of latent variables and the relationships between latent variables and other variables. Typically these studies are undertaken in contexts in which there are constraints on sample size and individual student response time, yet there are high expectations with regard to the breadth of content coverage. These demands and constraints have resulted in such studies using rotated-booklet designs, with each student responding to a ...


High-Stakes Testing: Can Rapid Assessment Reduce The Pressure?, Stuart S. Yeh Dec 2005

High-Stakes Testing: Can Rapid Assessment Reduce The Pressure?, Stuart S. Yeh

Stuart S Yeh

This article presents findings about the implementation of a system for rapidly assessing student progress in math and reading in grades K–12—a system that potentially could reduce pressure on teachers resulting from high-stakes testing and the implementation of the No Child Left Behind Act. Interviews with 49 teachers and administrators in one Texas school district suggest that the assessments allowed teachers to individualize and target instruction; provide more tutoring; reduce drill and practice; and improve student readiness for, and spend more time on, critical thinking activities, resulting in a more balanced curriculum. Teachers reported that the assessments provided ...