An empirical investigation of two variance estimation procedures for use with criterion-referenced tests

This study investigated two procedures for estimating the population standard deviation of nonnormed tests. Two normed tests, both whose population standard deviation was known, were administered to 272 students in grades 3–6. One of the normed tests was treated as a criterion-referenced test; the two variance estimation procedures were applied to the scores from this test. Substantial differences were found between both estimated statistics and the actual standard deviation. The first estimation procedure estimated the standard deviation systematically higher, whereas the second procedure's estimation was systematically lower. These results are discussed in terms of using such procedures for program evaluation.     

Relationships between chronological age,developmental age,and standardized achievement tests in kindergarten

Chronological age and developmental age have been used to identify readiness for kindergarten entrance. In the current research, chronological age and results of the Gesell School Readiness Test were evaluated as predictors of kindergarten performance as measured by the Stanford Achievement Test. Subjects were 284 children attending kindergarten in the San Luis Coastal School District during the 1986—1987 school year. Results indicate that both chronological and developmental age provide good predictors of Stanford Achievement Test performance in kindergarten. Implications of the current research for setting appropriate entrance policy were explored.     

Relationships between cognitive diagnosis, CTT, and IRT indices: an empirical investigation

Cognitive diagnosis models (CDMs) continue to generate interest among researchers and practitioners because they can provide diagnostic information relevant to classroom instruction and student learning. However, its modeling component has outpaced its complementary component??test construction. Thus, most applications of cognitive diagnosis modeling involve retrofitting of CDMs to assessments constructed using classical test theory (CTT) or item response theory (IRT). This study explores the relationship between item statistics used in the CTT, IRT, and CDM frameworks using such an assessment, specifically a large-scale mathematics assessment. Furthermore, by highlighting differences between tests with varying levels of diagnosticity using a measure of item discrimination from a CDM approach, this study empirically uncovers some important CTT and IRT item characteristics. These results can be used to formulate practical guidelines in using IRT- or CTT-constructed assessments for cognitive diagnosis purposes.     

An investigation of the relationship between metacognition and mathematics achievement

The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.     

The relationships between research and decision making in education: An empirical investigation

Chapter 5 of DETYA’s volume The Impact of Educational Research (Selby-Smith 2000) begins with an examination of the peculiarity of decision making in the VET sector, followed by an examination of the idiosyncratic consequences for the function of research in the sector. Having established the distinctiveness of VET in relation to these two key factors (decision making and research), the chapter then proceeds to explore the linkages between them. The study on which the chapter is founded identified a complex research culture, in which overt forms of impact are difficult to detect, yet where, it is concluded, research nonetheless plays its part. The research which is likely to impact most heavily is that which is conducted around the practical issues with which VET must deal, preferably with a heavy on-site component, and which is carried out by researchers who are prepared to engage most fruitfully with the VET culture, ideally with a long lead time and maximum follow-up to the actual research phase.Chapter 5 contributes to the overall Impact volume in a variety of ways. First, it offers an insight into the enigmatic nature of educational research in general, and especially as it relates to the VET sector. Second, it makes it clear that educational sectors like VET are likely to be affected by research only when its application to their practical needs is clear and it is carried out by people who are committed to working with their realities. Third, there are broader lessons to be taken from the chapter, especially for university researchers who are imputed by the chapter to be among the least likely to effect research that impacts on practical policy and decision making. While unrelated to the main body of The Impact of Educational Research project, Chapter 5 contributes to the overall work through exposing the real world of research impact in what is very likely the least understood of the educational sectors.     

Self-regulation of mathematics homework behavior: An empirical investigation

The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual level, students' management in mathematics homework was positively related to affective attitude, expectancy belief, learning-oriented reasons, homework interest, parent education, teacher feedback, adult-oriented reasons, and value belief. Meanwhile, students' management in mathematics homework was negatively related to time spent on television. Our findings were discussed in the context of related theoretical frameworks (e.g., self-regulation and expectancy value) as well as previous findings pertaining to homework.     

Combining self-assessments and achievement tests in information literacy assessment: empirical results and recommendations for practice

This article examines the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesised that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of information search tasks (and tests) due to the intrinsic feedback associated with their completion. Furthermore, it was assumed that self-assessments measured after the administration of information search tasks explain incremental variance over standardised information literacy tests in information search performance. A study with N = 82 German psychology students was carried out to verify these assumptions. Information literacy self-efficacy (as one form of self-assessment), as well as the PIKE-P information literacy test and several standardised information search tasks, was included in the test battery. As both assumptions were largely supported, we recommend that researchers complement their test batteries by self-assessments but warn them against relying primarily on this method. We further recommend that self-assessments should take place at the end of testing.     

An empirical investigation of campus portal usage

This study has determined the determinants of the perceived ease of use and perceived usefulness and their influence on campus portal usage. A quantitative approach was employed, using a five-point Likert scale questionnaire, adapted from previous studies. Data were gathered through a survey conducted with 341 staff working in the University of Malaya and were analysed using the partial least squares technique. The results indicate that the ease of finding and ease of understanding have a positive impact on the perceived ease of use of the campus portal. Furthermore, this study also reported a significant positive effect of service quality, information, and process on perceived usefulness of the campus portal. Our study suggests that the perceived ease of use and usefulness are vital towards enhancing the usage frequency and volume of the campus portal. This study broadens the knowledge concerning factors that increase campus portal usage which will enable academic institutions to refine the campus portal thus enhancing the portal usage.     

Employing teachers' ratings in selection of achievement tests in reading and mathematics with a behaviorally disturbed population

The usefulness of a particular standardized achievement test with a specific population may be determined largely on the basis of experience. Sixty-six behaviourally disturbed students were administered portions of a test battery including the Reading Recognition subtest of the Peabody Individual Achievement Test (PIAT), PIAT Reading Comprehension, the Reading subtest of the Wide Range Achievement Test (WRAT), and Stanford Diagnostic Reading Test (SDRT); PIAT Mathematics, WRAT Arithmetic, Stanford Diagnostic Mathematics Test (SDMT), and KeyMath Diagnostic Arithmetic Test. Toward the end of the academic year, teachers estimated students' grade levels in reading and mathematics. Results indicated that, in mathematics, the SDMT and the PIAT predicted teachers' ratings equally well and better than the other tests; in reading, all tests predicted teachers' ratings equally well except for the PIAT Reading Comprehension, which performed less well than others. Explanations for these results are offered, together with suggestions for identifying achievement tests suitable to specific populations.     

The Assurance of Standards at Masters level: An empirical investigation

This article presents the findings of a study of 94 Postgraduate Taught Masters programmes (PGTMs) offered in twelve Higher Education Institutions (HEIs) in the UK. It is based on interviews with administrators and with degree programme directors. Documentation was also analysed. The study was commissioned by the HEQC/QAA as a result of the recommendations of the Harris and Dearing Reports. The study reveals wide variation in regulatory frameworks relating to Masters programmes and in the design of programmes, but consensus on the defining characteristics of work at this level and the nature of benefits that students obtain. While institutional procedures for initial approval and validation appear to be rigorous and effective, the ongoing assurance and monitoring of standards is heavily dependent on the external examiner system and informal academic networks with virtually no systematic staff development or benchmarking in place. Several issues are identified in relation to the proposed national typology of courses/levels.     

Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach

Theories on the link between achievement goals and achievement emotions focus on their within-person functional relationship (i.e., intraindividual relations). However, empirical studies have failed to analyze these intraindividual relations and have instead examined between-person covariation of the two constructs (i.e., interindividual relations). Aiming to better connect theory and empirical research, the present study (N = 120 10th grade students) analyzed intraindividual relations by assessing students' state goals and emotions using experience sampling (N = 1409 assessments within persons). In order to replicate previous findings on interindividual relations, students' trait goals and emotions were assessed using self-report questionnaires. Despite being statistically independent, both types of relations were consistent with theoretical expectations, as shown by multi-level modeling: Mastery goals were positive predictors of enjoyment and negative predictors of boredom and anger; performance-approach goals were positive predictors of pride; and performance-avoidance goals were positive predictors of anxiety and shame. Reasons for the convergence of intra- and interindividual findings, directions for future research, and implications for educational practice are discussed.     

School psychological services: An empirical comparison of two models

In this study, the traditional diagnostic model of school psychological services was compared with the emerging consultant service model. The study was conducted in an effort to determine the effectiveness of each model in working with teachers in the elementary grades. The two delivery systems were evaluated by comparing them on two variables: (a) the number of school days that elapse from the time of referral until the teacher receives feedback, and (b) the effectiveness of the recommendations as measured by brief questionnaires. The results revealed that the consultant model with its de-emphasis on the administration of time-consuming tests resulted in more immediate feedback for teachers. Responses to the follow-up questionnaires revealed that the consultant service model was as effective, if not more effective, in the teachers' perceptions, when comparing the effectiveness of the recommended intervention strategies. Although the data are more favorable for the consultant service model, they are not conclusive. Since each model meets some teachers' needs, a merging of these two approaches seems more justifiable than abandoning one model in favor of the other.     

An investigation of perfectionism,mental health,achievement, and achievement motivation in adolescents

This study examined the relationship of perfectionism with measures of achievement and achievement motivation and mental health aspects of depression and self‐esteem in high school students. Participants were 123 tenth‐ through twelfth‐grade students. Results of multiple regression analyses indicated that students' personal standards were significant predictors of academic achievement. Students' personal standards also significantly predicted achievement motivation. Analyses of the relationship between perfectionism and depression and self‐esteem found that as students' personal standards increased, their levels of depression decreased and self‐esteem increased. Furthermore, when students experienced a discrepancy between their personal standards and actual performance, their depression levels increased and self‐esteem decreased. © 2000 John Wiley & Sons, Inc.     

Improving interpersonal relations in the college classroom: An empirical investigation

The effect of small interpersonal discussion groups on student interpersonal relations was examined. A Group Psychology class with small interpersonal groups was compared to two other similar-level psychology classes with more traditional formats. One of these controls (a placebo group) had small, academically oriented discussion groups, and the other (a standard control group) was a medium-sized lecture class. TotalN was 258. The quality of within-class interpersonal relations for the experimental group exceeded that of the controls on all dependent variables. These effects, however, did not extend to behavior outside the class. This finding was supported by the results of a two-year follow-up (N=74).