Implicit aspects of paper and pencil mathematics assessment that come to light through the use of the computer

This article explores the effect on assessment of ‘translating’ paper and pencil test items into their computer equivalents. Computer versions of a set of mathematics questions derived from the paper-based end of key stage 2 and 3 assessments in England were administered to age appropriate pupil samples, and the outcomes compared. Although in most cases the change to the different medium seems to make little difference, for some items the affordances of the computer profoundly affect how the question is attempted, and therefore what is being assessed when the item is used in a test. These differences are considered in terms of validity and legitimacy, that is whether the means used to answer a question in a particular medium are appropriate to the assessment intention. The conclusion is not only that translating paper and pencil items into the computer format sometimes undermines their validity as assessments, it is also that some paper and pencil items are less valid as assessments than their computer equivalents would be.     

Speed Versus Accuracy: Implications of Adolescents' Neurocognitive Developments in a Digital Game to Train Executive Functions

Adolescence is a period of rapid cognitive change, including an initial increase in speed of cognitive processing and a more gradual increase in efficiency of cognitive processing. This study examined how neurophysiological changes associated with adolescent development can inform the design of game‐based executive function (EF) training. Two versions of a digital game designed to train the EF subskill of inhibition were given to adolescents (aged 13–17; N = 96): one focusing on speed, the other on accuracy. Consistent with neurocognitive developments, it was hypothesized that younger adolescents would benefit more from the speed version, and older adolescents more from the accuracy version. A significant age by condition interaction was found: Controlling for pretest, younger adolescents had better outcomes in the speed condition, while older adolescents had better outcomes in the accuracy condition. These findings argue for consideration of adolescents' neurocognitive development when designing games for learning and skill improvement.     

Organizational defenses against the anxiety of terminal illness: a case study

Working with the dying is a task which generates enormous anxiety in the caregiver as well as the entire organization which has taken on this assignment. This case study deals with a chronic care hospital and the organizational defense mechanisms observed by a consultant hired to do staff training and development. Further, there is a discussion of the training model devised to provide a facilitative means of tapping those defenses and working through the anxiety.     

Psychometric characteristics of integrated multi-specialty examinations: Ebel ratings and unidimensionality

Over recent years, UK medical schools have moved to more integrated summative examinations. This paper analyses data from the written assessment of undergraduate medical students to investigate two key psychometric aspects of this type of high-stakes assessment. Firstly, the strength of the relationship between examiner predictions of item performance (as required under the Ebel standard setting method employed) and actual item performance (‘facility’) in the examination is explored. It is found that there is a systematic pattern of difference between these two measures, with examiners tending to underestimate the difficulty of items classified as relatively easy, and overestimating that of items classified harder. The implications of these differences for standard setting are considered. Secondly, the integration of the assessment raises the question as to whether the student total score in the exam can provide a single meaningful measure of student performance across a broad range of medical specialties. Therefore, Rasch measurement theory is employed to evaluate psychometric characteristics of the examination, including its dimensionality. Once adjustment is made for item interdependency, the examination is shown to be unidimensional with fit to the Rasch model implying that a single underlying trait, clinical knowledge, is being measured.     

Memory Characteristics Of Two Dimensional Movement Information

Abstract

Two experiments examined the reproduction accuracy and retention characteristics of two-dimensional movement information. Distance, location, and combined location plus distance groups were examined under three retention intervals. The results of both experiments generally revealed that distance cues were maintained over a 15-second rest interval and subject to decay when interpolated activity was introduced. In contrast, recall accuracy for both the location group and the location plus distance group decayed during the rest interval. Following the presentation of interpolated activity, the location group exhibited no further decrement while the location plus distance group continued to demonstrate a decay in accuracy. These results imply a differential access to central processing for the two sources of movement information. That is, contrary to the results of previous studies utilizing one-dimensional tasks, two-dimensional distance cues appear to be centrally processed while location cues are not. Thus, when distance and location information is available, only the distance information appears to have access to central processing. Apparently, distance cues are more readily rehearsable in a two-dimensional task. It might be argued that distance information, with such additional cues as movement rate, timing, etc., is more appropriate for two-dimensional tasks while location information is relied on in one-dimensional tasks.     

Photographic History

Dorothy Meserve Kunhardt and Philip B. Kunhardt Jr.'s Mathew Brady and His World (Alexandria, Va.: Time-Life Books, 1977—S19.95)

Robert A. Weinstein and Larry Booth's Collection, Yse, and Care of Historical Photographs (Nashville, Tenn.: American Association for State and Local History, 1977—$16.00)

Thomas L. Davis , A Guide to Your Family's Photographic Heritage (Addison House, Shots: Morgan's Run, Danbury, N.H. 03230—S3.95, paper)

William Inns Homer's Alfred Stieglitz and the American Avant-Garde (Boston: New York Graphic Society, 1977— $17.50)

19th and 20th Century Photographs (Lunn Gallery and Graphics International Ltd., 3243 P St. NW, Washington D.C. 20007—$10.00, paper)     

Expertise reversal for iconic representations in science visualizations

The influence of prior knowledge and cognitive development on the effectiveness of iconic representations in science visualizations was examined. Middle and high school students (N = 186) were given narrated visualizations of two chemistry topics: Kinetic Molecular Theory (Day 1) and Ideal Gas Laws (Day 2). For half of the visualizations, iconic representations of key information were added. Results indicated a main effect of prior knowledge on learning in Day 1. In Day 2, a three-way interaction was found between prior knowledge, age group and icons: icons were effective for all middle school students and for high school students with low prior knowledge, but were not effective for high school students with high prior knowledge. These findings indicate that the expertise reversal effect can be mediated by cognitive development and other factors, not just domain specific prior knowledge.     

A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are?

This paper explores gender differential performance in ‘gifted and talented’ 9‐ and 13‐year‐olds in a mathematics assessment in England. Boys’ and girls’ attitudes to mathematics and their views about which gender is better at mathematics are also considered. The study employs the use of a matched sample of boys and girls so that school, age and previous achievement in mathematics can be controlled whilst exploring performance on World Class Test items. The main result of this research was that there was no significant gender difference in performance for the 9‐ or the 13‐year‐olds. However, attitudinal differences were found, including a seemingly commonly held stereotypical view of mathematics as a boys’ subject. These results are important since the uptake of higher level mathematically‐based courses by girls is poor. Further findings reveal that where ‘gifted’ girls perform as well as ‘gifted’ boys, their confidence in the subject is lower than their performance might suggest. This work is also discussed in the light of related research findings and in relation to stereotype threat theory.