Strategies for Examining the Consequences of Assessment and Accountability Programs

This article addresses issues in evaluating the consequences of assessment programs that are developed for the purpose of holding schools accountable to state standards. After providing a brief review of research examining consequential evidence, a validation study to obtain consequential evidence for state assessment and accountability programs is proposed. The proposal includes a validity argument, a set of propositions that follow from the validity argument, a delineation of the consequential evidence needed, and a way to model the relationship between performance gains and school, principal, teacher, and student variables.     

Chronicling engagement: students’ experience of online learning over time

Although there is ample research into student engagement in online learning, much of this investigates the student experience through surveys administered at a fixed point in time, usually at the exit point of a single unit of study or course. The study described in this paper, by contrast, aimed to understand online student engagement over a whole semester, guided by two overarching questions: What factors impact students’ engagement over a semester? What factors account for fluctuation in engagement levels over time? This paper presents results from weekly feedback on online education students’ engagement over the length of one semester at a regional Australian university. It also chronicles in more depth the experiences of one student across the same semester. The findings offer longitudinal accounts of student engagement, demonstrating that levels of engagement fluctuate and are influenced by a variety of factors.     

Monte Carlo Based Null Distribution for an Alternative Goodness-of-Fit Test Statistic in IRT Models

Assessing the correspondence between model predictions and observed data is a recommended procedure for justifying the application of an IRT model. However, with shorter tests, current goodness-of-fit procedures that assume precise point estimates of ability, are inappropriate. The present paper describes a goodness-of-fit statistic that considers the imprecision with which ability is estimated and involves constructing item fit tables based on each examinee's posterior distribution of ability, given the likelihood of their response pattern and an assumed marginal ability distribution. However, the posterior expectations that are computed are dependent and the distribution of the goodness-of-fit statistic is unknown. The present paper also describes a Monte Carlo resampling procedure that can be used to assess the significance of the fit statistic and compares this method with a previously used method. The results indicate that the method described herein is an effective and reasonably simple procedure for assessing the validity of applying IRT models when ability estimates are imprecise.     

Students’ misconceptions of statistical inference: A review of the empirical evidence from research on statistics education

A solid understanding of inferential statistics is of major importance for designing and interpreting empirical results in any scientific discipline. However, students are prone to many misconceptions regarding this topic. This article structurally summarizes and describes these misconceptions by presenting a systematic review of publications that provide empirical evidence of them. This group of publications was found to be dispersed over a wide range of specialized journals and proceedings, and the methodology used in the empirical studies was very diverse. Three research needs rise from this review: (1) further empirical studies that identify the sources and possible solutions for misconceptions in order to complement the abundant theoretical and statistical discussion about them; (2) new insights into effective research designs and methodologies to perform this type of research; and (3) structured and systematic summaries of findings like the one presented here, concerning misconceptions in other areas of statistics, that might be of interest both for educational researchers and teachers of statistics.     

An Alternate Multiple-Choice Scoring Procedure in a Macroeconomics Course

In the standard scoring procedure for multiple‐choice exams, students must choose exactly one response as correct. Often students may be unable to identify the correct response, but can determine that some of the options are incorrect. This partial knowledge is not captured in the standard scoring format. The Coombs elimination procedure is an alternate scoring procedure designed to capture partial knowledge. This paper presents the results of a semester‐long experiment where both scoring procedures were compared on four exams in an undergraduate macroeconomics course. Statistical analysis suggests that the Coombs procedure is a viable alternative to the standard scoring procedure. Implications for classroom instruction and future research are also presented.     

Developing a model on improving maritime English training for maritime transportation safety

Maritime services form an integral part of what regulatory agencies requires for the safe navigation and operation of vessels. Therefore, the maritime industry’s compliance with governmental regulations and international protocols has been essential for maritime safety management. As a basis to this aspect, the preparation of maritime students as the forthcoming maritime officers in the future has been a crucial point by the maritime educators in terms of maritime safety. Although English was adopted as the official language of the maritime industries by the International Convention on Standards of Training, Certification and Watchkeeping (STCW Convention) in 1978, many difficulties remain in the teaching and assessing of Maritime English at maritime schools. Some research has examined these difficulties; however, no successful models for improving. Maritime English have been adopted Parallel to the teaching and assessing problems, there have also been many difficulties in reaching a training and testing proficiency in English communication that meets the international standards of the STCW requirements in the maritime industry. This paper concentrates upon the difficulties of teaching and assessing the outcomes of the teaching of Maritime Transportation English at the member schools of the International Association of Maritime Universities (IAMU) from all over the world. As a first step in the methodology of this study, a survey of techniques used at member schools of the IAMU is conducted to solve some difficulties in assessing the teaching of Maritime English. Then a positioning model is developed to identify and measure the positions of the IAMU member schools in comparison to one another by using a multidimensional scaling technique to analyse the multivariate data received through questionnaires. This information provides the foundation upon which the model of this research is built. Consequently, some strategies based upon the results of the analysis are developed to reduce the problems and difficulties in this context.     

Child pornography: perpetuating the sexual victimization of children

Children have been sexually exploited throughout recorded history. The invention of the camera and subsequent related technological advances (slides, movies, instant picture cameras and videotape) have provided new avenues for the exploitation of children by facilitating the distribution of pictorial representations of these children on a world-wide basis. A major use of commercial child pornography is to convince a potential child victim that the sexual acts desired by the adult offender are fun, exciting, can satisfy the child's curiosity and are a societally acceptable means of expressing affection. Commercial child pornography publications contain numerous pictures of children viewing child pornography, in some cases replicating the pose(s) depicted in the viewed material. Although many jurisdictions have now prohibited child pornography, the need for a world-wide ban continues, as the remaining producers distribute their material throughout the world.     

Input-output and demographic accounting: A tool for educational planning

Conclusion In this paper I have tried to bring together various forms of input-output accounting and analysis suited to dynamic problems. In the usual, static accounting system, the entries all relate to a single time-period and the set of accounts is completely closed. In the alternative, dynamic system suggested here, the inputs for a given period come, either in whole or in part, from the preceding period and the outputs go, either in whole or in part, to the succeeding period.Two types of model can be built within the framework of this dynamic accounting structure: the conventional input-output model, in which the input coefficients are fixed; and an allocation model, in which the output co-efficients are fixed. The conventional model is appropriate to the analysis of production flows; the allocation model to that of demographic flows. These two models provide us with the main building blocks for an educational model, since as far as the human inputs are concerned the educational system is simply a partition of the demographic system, and as far as the economic inputs are concerned it is a partition of the productive system. A first attempt at combining the two was described in my earlier article.