Linking School–Family–Community Partnerships in Urban Elementary Schools to Student Achievement on State Tests

This study examines the relationship between the quality of school, family, and community partnership programs and student performance on state-mandated achievement tests. Data from 82 elementary schools, located in a large urban area, were collected to explore the relationship between family and community involvement and students' achievement test performance. Analyses show that, controlling for school characteristics, the degree to which schools were working to overcome challenges to family and community involvement predicted higher percentages of students scoring at or above satisfactory on state achievement tests. The findings suggest that schools' efforts to involve families and the community in students' learning may be a useful approach to help students achieve in school, especially for students in early elementary grades. Also, the findings illustrate the importance for schools located in large urban areas to address obstacles to family and community involvement to realize the benefits associated with family and community involvement.     

Patterns of participation in year 9 academic testing and factors predicting absence on the day of test

Policies aiming to improve educational outcomes are typically based on academic testing data. However, such data only reflect the performance of students who completed the tests. It is possible that students who were absent have shared characteristics. The proportion of students absent out of all eligible school students and whether they have shared characteristics has not been investigated, as this is only possible through the use of linked administrative data. Participants were born in Western Australia in 1994 and 1995, and their birth records were linked to participation status in the Year 9 academic tests to determine the proportion of students who were absent. Logistic regression was conducted to investigate characteristics which predicted absence on test day. A proportion of non-Aboriginal (3.2 %) and Aboriginal students (21.9 %) were absent on test day. Risk factors which predicted the absence included contact with Child Protection and Family Services, history of maternal mental health problems, and fathers aged below 20 years at the time of their child’s birth. A significant proportion of students was absent and therefore not represented in academic achievement information. These students were more likely to have experienced adverse events and therefore are not randomly absent. As these data are typically used to inform policies which aim to improve educational outcomes, they may lack the necessary information to adequately address the complex needs of students who are absent on test day. However, findings suggest that service providers, as well as schools may play an important role in encouraging participation in school.     

Is It Necessary to Make Anchor Tests Mini‐Versions of the Tests Being Equated or Can Some Restrictions Be Relaxed?

It is a widely held belief that anchor tests should be miniature versions (i.e., minitests), with respect to content and statistical characteristics, of the tests being equated. This article examines the foundations for this belief regarding statistical characteristics. It examines the requirement of statistical representativeness of anchor tests that are content representative. The equating performance of several types of anchor tests, including those having statistical characteristics that differ from those of the tests being equated, is examined through several simulation studies and a real data example. Anchor tests with a spread of item difficulties less than that of a total test seem to perform as well as a minitest with respect to equating bias and equating standard error. Hence, the results demonstrate that requiring an anchor test to mimic the statistical characteristics of the total test may be too restrictive and need not be optimal. As a side benefit, this article also provides a comparison of the equating performance of post-stratification equating and chain equipercentile equating.     

A Comparison of Two Procedures for Computing IRT Equating Coefficients

In order to equate tests under Item Response Theory (IRT), one must obtain the slope and intercept coefficients of the appropriate linear transformation. This article compares two methods for computing such equating coefficients–Loyd and Hoover (1980) and Stocking and Lord (1983). The former is based upon summary statistics of the test calibrations; the latter is based upon matching test characteristic curves by minimizing a quadratic loss function. Three types of equating situations: horizontal, vertical, and that inherent in IRT parameter recovery studies–were investigated. The results showed that the two computing procedures generally yielded similar equating coefficients in all three situations. In addition, two sets of SAT data were equated via the two procedures, and little difference in the obtained results was observed. Overall, the results suggest that the Loyd and Hoover procedure usually yields acceptable equating coefficients. The Stocking and Lord procedure improves upon the Loyd and Hoover values and appears to be less sensitive to atypical test characteristics. When the user has reason to suspect that the test calibrations may be associated with data sets that are typically troublesome to calibrate, the Stocking and Lord procedure is to be preferred.     

The role of inhibitory functioning in children’s reading skills

Executive functions, including inhibition, have been implicated in children’s reading ability. This study investigates whether children’s performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty‐three male participants were administered a reading test and tests of inhibition and planning not requiring a verbal response. Regression analyses revealed that only inhibition significantly predicted reading. Previous inconsistencies may reflect the modality of the tasks used to measure inhibition. Therefore non‐verbal measures may have highest utility for educational psychologists.     

Imagery and Verbal Ability and Recognition Memory for Pictures and Words in Males and Females

Objective and subjective indices of imagery and verbal ability and their relationship to recognition memory for pictures and concrete words were examined in a large correlational study. Objective spatial tests of imagery proved to be better predictors of picture recognition than were self‐assessments, the Flags test excepted. Spatial tests also predicted word memory in males, but not females. Imagery control and imagery vividness bore little relation to recognition; vividness within specific modalities may have some influence, however, particularly in males. Verbal fluency and verbal comprehension were either unrelated or marginally negatively related to performance. In general, a more specialised pattern of ability‐performance correlations emerged for females than for males.     

Experimental study on visco-elastic constitutive relationship and its parameters for geogrids

1 Introduction 1 The sheet type geogrids, which are characterized by grid structures with apertures of (10 to 100) mm between longitudinal and transverse ribs respectively are made from pre-extruded high density polyethylene sheets by punching and drawing process, and the drawing process forms the structures of grid and enhances the tensile strength of geogrids to a grea extent. Since the geogrids possess high tensile strength in nature, they are widely used as reinforcement in segmental retai…     

Random-like testing of very large scale integration circuit

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Using Multigroup Confirmatory Factor Analysis to Test Measurement Invariance in Raters: A Clinical Skills Examination Application

Psychometric models based on structural equation modeling framework are commonly used in many multiple-choice test settings to assess measurement invariance of test items across examinee subpopulations. The premise of the current article is that they may also be useful in the context of performance assessment tests to test measurement invariance of raters. The modeling approach and how it can be used for performance tests with less than optimal rater designs are illustrated using a data set from a performance test designed to measure medical students’ patient management skills. The results suggest that group-specific rater statistics can help spot differences in rater performance that might be due to rater bias, identify specific weaknesses and strengths of individual raters, and enhance decisions related to future task development, rater training, and test scoring processes.     

Visual tests for the school psychologist

The cover test and the near point of convergence test are quick, easy tests to help the school psychologist determine if a child should be referred for professional vision care. Negative results from these tests do not mean that the child does not have a visual problem. There is no single test which gives that information. Positive results from these tests, however, are evidence that the child may have a visual problem. This information, along with the results of other performance tests given by the school psychologist, should be reported to the vision care professional to facilitate the accurate determination of the child's visual status.     

Testing Features of Graphical DIF: Application of a Regression Correction to Three Nonparametric Statistical Tests

Inspection of differential item functioning (DIF) in translated test items can be informed by graphical comparisons of item response functions (IRFs) across translated forms. Due to the many forms of DIF that can emerge in such analyses, it is important to develop statistical tests that can confirm various characteristics of DIF when present. Traditional nonparametric tests of DIF (Mantel-Haenszel, SIBTEST) are not designed to test for the presence of nonuniform or local DIF, while common probability difference (P-DIF) tests (e.g., SIBTEST) do not optimize power in testing for uniform DIF, and thus may be less useful in the context of graphical DIF analyses. In this article, modifications of three alternative nonparametric statistical tests for DIF, Fisher's χ ² test, Cochran's Z test, and Goodman's U test ( Marascuilo & Slaughter, 1981 ), are investigated for these purposes. A simulation study demonstrates the effectiveness of a regression correction procedure in improving the statistical performance of the tests when using an internal test score as the matching criterion. Simulation power and real data analyses demonstrate the unique information provided by these alternative methods compared to SIBTEST and Mantel-Haenszel in confirming various forms of DIF in translated tests.     

Separating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior

Conventional methods of differentiating reading disability (RD) caused by deficits in decoding skills or comprehension from poor reading performance caused by inconsistent attention associated with attention-deficit/hyperactivity disorder (ADHD) have produced equivocal results. This study presents a model of differential diagnosis of attentional problems and RD that differs from these conventional approaches. The new diagnostic procedure uses intraindividual differences seen in the performance of at-risk learners on tasks related to reading that vary in their sensitivity to the sustained attention required for successful performance. The hypothesis is that children with inconsistent attention would perform more poorly on tests that require sustained attention, such as listening comprehension, than on tests that are more tolerant of inattention, such as reading comprehension. Such differences would not be seen in the test scores of children who have only RD, because their performance is determined more by the difficulty level of the reading tests than by the degree of sensitivity of the task to attention. The validity of this new model was evaluated by determining the capability of the differences seen in the scores of tests that differ in their sensitivity to sustained attention to predict the degree of inconsistency in sustained attention as measured by a continuous performance test. The data obtained from 39 children who are at risk for RD suggest that this is a viable model.     

When Adaptation Is Not an Option: An Application of Multilingual Standard Setting

As an alternative to adaptation, tests may also be developed simultaneously in multiple languages. Although the items on such tests could vary substantially, scores from these tests may be used to make the same types of decisions about different groups of examinees. The ability to make such decisions is contingent upon setting performance standards for each exam that allow for comparable interpretations of test results. This article describes a standard setting process used for a multilingual high school literacy assessment constructed under these conditions. This methodology was designed to address the specific challenges presented by this testing program including maintaining equivalent expectations for performance across different student populations. The validity evidence collected to support the methodology and results is discussed along with recommendations for future practice.     

Some Validation Data for the Achievement Motives Scale (AMS)

Rand, P. 1978. Some Validation Data for the Achievement Motives Scale (AMS). Scandinavian Journal of Educational Research 22, 155‐171. The AM Swas administered to 588 sixth grade Oslo children, 301 boys and 287 girls. Among other tests given were 6 verbal and 2 numerical tests, TASC, and a Lie/Defensiveness Scale. On the basis of achievement theory, scores on the AMS subscale for motive to seek success (M5) were predicted to be positively related to performance on the verbal and numerical tests, and scores on the subscale for motive to avoid failure (Mf) to be negatively related to those scores. The theory also leads to the assumption that the difference in performance between individuals high and low in motive scores would be clearest on tasks experienced as being of medium difficulty. The results show predicted and mostly significant relationships. Even when related to the tests of personality characteristics, the AMS shows promising qualities. TASC scores are related positively to Mf scores and negatively to Ms scores. The fact that AMS scores show negligible correlations with lie/defensiveness scores indicates that the risk of faked AMS scores may be small.     

锚测验难度参数方差特征对测验等值的影响研究

本文使用R-2.15.2软件模拟研究锚测验难度参数方差特征对测验等值误差的影响,采用三种等值方法(链百分位等值法、Levine等值法和Tucker等值法)对锚测验不同类型的难度方差进行比较研究。结果显示,当锚测验难度方差小于全测验难度方差时,其等值的随机误差和系统误差与锚测验难度方差和全测验难度方差一致时(即锚测验为全测验的平行缩减版minitest时)的表现基本相同。因此,对锚测验而言,要求其与全测验具有相同的统计规格可能过于严格。     

Modelling of modern automotive petrol engine performance using Support Vector Machines

Modern automotive petrol engine performance is significantly affected by effective tune-up. Current practice of engine tune-up relies on the experience of the automotive engineer, and tune-up is usually done by trial-and-error method and then the vehicle engine is run on the dynamometer to show the actual engine performance. Obviously the current practice involves a large amount of time and money, and then may even fail to tune up the engine optimally because a formal performance model of …     

Rater Agreement in Test‐to‐Curriculum Alignment Reviews

During the development of large‐scale curricular achievement tests, recruited panels of independent subject‐matter experts use systematic judgmental methods—often collectively labeled “alignment” methods—to rate the correspondence between a given test's items and the objective statements in a particular curricular standards document. High disagreement among the expert panelists may indicate problems with training, feedback, or other steps of the alignment procedure. Existing procedural recommendations for alignment reviews have been derived largely from single‐panel research studies; support for their use during operational large‐scale test development may be limited. Synthesizing data from more than 1,000 alignment reviews of state achievement tests, this study identifies features of test–standards alignment review procedures that impact agreement about test item content. The researchers then use their meta‐regression results to propose some practical suggestions for alignment review implementation.     

Students' Perception of School Violence and Math Achievement in Middle Schools of Southern Italy

This study aims at both investigating bullying episodes occurring at school across different grades (from 6 to 8) and evaluating whether educational achievement in math can be predicted on the ground of students' perception of school violence. The sample was composed of 11,064 students coming from middle schools of Southern Italy. Standardized tests were submitted to measure students' performance in mathematics. Background questionnaires were used to assess students' perception of school violence in relation to some bullying episodes occurring in the last month. Students' perception of school violence, which tends to decrease from Grade 6 to 8, can be considered a valid predictor of their math performance, also controlling for both individual and family background, school context, and geographical characteristics.     

Pupil perceptions of national tests in science: perceived importance, invested effort, and test anxiety

Although large-scale national tests have been used for many years in Swedish compulsory schools, very little is known about how pupils actually react to these tests. The question is relevant, however, as pupil reactions in the test situation may affect test performance as well as future attitudes towards assessment. The question is relevant also in light of the changing assessment culture in Sweden and other European countries. The main purpose of the present study was to explore how a sample of grade 9 pupils perceived their first encounter with national tests in science, mainly in terms of perceived importance of the test, reported invested effort, and feelings of test anxiety, and how these aspects were related to test performance. Results show that a majority of the pupils seemed to perceive the test as rather important and claimed that they spent effort on the test. There was, however, also a fair group of students who did not perceive the test as very important. Ratings of perceived importance and invested effort and motivation were positively related to performance, particularly for the boys. Many students also reported that they felt anxious before and during the test, but the relationship between test anxiety and test performance was rather weak. Findings illuminate how pupils may perceive and behave in the assessment situation, and point to the need of further studies investigating the psychology of test-taking.