Same-Form Retest Effects on Credentialing Examinations

Examinees who take high-stakes assessments are usually given an opportunity to repeat the test if they are unsuccessful on their initial attempt. To prevent examinees from obtaining unfair score increases by memorizing the content of specific test items, testing agencies usually assign a different test form to repeat examinees. The use of multiple forms is expensive and can present psychometric challenges, particularly for low-volume credentialing programs; thus, it is important to determine if unwarranted score gains actually occur. Prior studies provide strong evidence that the same-form advantage is pronounced for aptitude tests. However, the sparse research within the context of achievement and credentialing testing suggests that the same-form advantage is minimal. For the present experiment, 541 examinees who failed a national certification test were randomly assigned to receive either the same test or a different (parallel) test on their second attempt. Although the same-form group had shorter response times on the second administration, score gains for the two groups were indistinguishable. We discuss factors that may limit the generalizability of these findings to other assessment contexts.     

北京教育学院在教师资格认定中的功能定位

建立教师资格制度是教师队伍建设的一项重大改革,是国家依法治教、建设高质量专业化教师队伍、办让人民满意的教育的法律保障。北京教育学院作为首都教师终身学习的绿色基地和教师专业发展的摇篮,在教师资格认定过程中应具有:规划与设计、组织与管理、宣传与咨询、培训与提升以及研究与创新等功能。     

Apprenticeship Revisited

The article attempts to consider sympathetically the value of practice in the acquisition of skills both practical and intellectual, and more particularly its value in learning the art of teaching. In so doing the writer accepts a Polanyian point of view, which affirms the existence of a tacit element in all our acts of knowing and stresses the distinction between knowledge of subsidiary elements and knowledge of the comprehensive entities to which they stand in relation.

Further to this, the rules which guide our teaching are seen, not as explicit directives derived from theory, but as maxims interpreted in the light of practice. The conclusion arrived at is that the art of teaching is at least partially unspecifiable and must therefore be passed on from master to apprentice.     

关于启发式教学的再思考

本对启发式的几个认识误区进行了分析及澄清，提出了启发式应用的基本思路，明确提出启发式既是一种教育思想，又是一种教学方法体系及其相应的哲学解释。     

Hardgrind Revisited

The title of the Hardgrind paper (AMA, 1958) is ‘And the first shall be last… ‘. The ‘revisit’ addresses the potential for error when sets of marks for different assessment components (and examination questions) are combined. If allowance is not made for significant differences in mark distribution then errors will be automatically introduced for grading and ranking purposes. This is distinct from setting an overall pass level which is independent of pass rate. The intentions associated with the weightings assigned to assessment components are discussed with regard to interpretation, and to the need for good quality information to produce good quality judgements related to student performance. Issues of professional development as part of quality assurance for professional judgement are discussed with reference to an in‐service programme comprising 19 modules available on disk.     

A Practical Guide to Practice Analysis for Credentialing Examinations

Practice analysis (i.e., job analysis) serves as the cornerstone for the development of credentialing examinations and is generally used as the primary source of evidence when validating scores on such exams. Numerous methodological questions arise when planning and conducting a practice analysis, but there is little consensus in the measurement community regarding the answers to these questions. This article offers recommendations concerning the following issues: selecting a method of practice analysis; developing rating scales to describe practice; determining the content of test plans; using multivariate procedures for structuring test plans; and determining topic weights for test plans. The article closes by suggesting several references for further reading.     

Counselor Education,Program Accreditation and Counselor Credentialing in Turkey

The purpose of this article is to examine counselor education and the current state of affairs regarding program accreditation and counselor credentialing efforts in Turkey. The paper considers the Turkish education and higher education systems, followed by a brief history of counseling and current counselor education in Turkey and, finally, discusses accreditation and credentialing processes in the country. Attention to these matters and, in particular, standardization and restructuring of undergraduate and graduate counseling programs is considered increasingly important for the development of counseling in Turkey.     

Metacognitive Theories Revisited

“Metacognitive theories,” an article Gregg Schraw and I published in Educational Psychology Review in 1995, has been cited in over a thousand scholarly publications. In this follow-up, dedicated to Gregg and written after his recent death, I provide a brief overview of our 1995 article and then reflect on it in four ways. First, I consider the development of the concept of metacognition prior to 1995, including its emergence and use in previous writings by each co-author. Then, I turn to the collaboration itself, including the interplay of complementary conceptions and the construction of new ideas. Third, I consider the article’s citation history and the role it has played in the subsequent literature. Finally, I discuss research on metacognition since 1995, including subsequent work on epistemic cognition by each of the co-authors.     

小说环境再探究

小说环境是小说世界的艺术时空载体。探究发展中的小说环境,是进一步认识小说发展变化的一个基点和一个广角。因此,本文对小说环境的生成规律、艺术内涵、价值取向作了现时态下的探究。