Developing the NAEP Content-Area Frameworks and Innovative Assessment Methods in the 1992 Assessments of Mathematics, Reading, and Writing

This article provides an overview of the consensus processes for the development of the frameworks underlying the NAEP assessments, with emphasis on those for the 1990 and 1992 assessments of mathematics, the 1992 assessment of reading, and the 1994 assessment of science. In addition, innovative assessment techniques included in the 1992 assessments of mathematics, reading, and writing are described, including use of mathematics tools, oral interviews, and portfolio assessment.     

SAFE Homes: is it worth the cost? An evaluation of a group home permanency planning program for children who first enter out-of-home care

OBJECTIVE: To evaluate the SAFE Homes (SH) program, a short-term group care program for children between 3 and 12 years of age who enter care for the first time. The program aims to improve case outcomes by consolidating resources to facilitate assessment and treatment planning. METHODS: The 1-year outcomes of 342 children who received SAFE Home services and 342 matched foster care (FC) control children were compared. The 684 subjects used in this report were selected from a larger pool of 909 subjects using propensity score matching to control for hidden bias in treatment group assignment. We hypothesized that SAFE Homes would result in greater continuity of care for children (e.g., fewer placements, more placements with siblings and in towns of origin), identification of more relatives for substitute care when needed, reduced use of high-cost restrictive care settings (e.g., residential, inpatient), and reduced rates of re-abuse through earlier detection and provision of services to meet child and family treatment needs. RESULTS: Prior to the initiation of the SAFE Homes program, 75% of the children who entered care in the State experienced three or more placements in the first year. The outcomes of both the SH and FC cases were significantly improved over pre-SAFE Home State statistics. The FC group, however, had comparable or better outcomes on most variables examined. In addition, the total cost for out-of-home care for the children in FC was significantly less, despite the fact that the two groups spent similar amounts of time in care (average time in care: 7 months). This finding held when the total placement cost was calculated using the State reimbursement rate of 206.00 US dollars per day for SAFE Home care (SH: 20,851 US dollars +/- 24,231 US dollars; FC: 8,441 US dollars +/- 21,126 US dollars, p < .001), and a conservative SAFE Home program fee of 85.00 US dollars per day that only considered the child care and custodial staffing costs uniquely associated with the program (SH: 13,314 US dollars +/- 21,718 US dollars; FC: 8,441 US dollars +/-21,126 US dollars, p < .001). CONCLUSION: Improvements in outcomes related to continuity of care can be attained through staff training. The SAFE Home model of care is not cost-effective for first-time placements.     

Study procrastination, achievement, and academic motivation in web-based and blended distance learning

Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict that spaced study rather than last minute cramming would yield higher achievement, researchers report mixed findings in both areas. One hundred fifty-seven students in distance and blended course formats were blocked into 5 groups based on their cramming/spaced-review patterns a week prior to each of 3 posttests. Significant differences were observed in cramming/spaced-review behaviors between delivery formats and for achievement and attitudes.     

Confocal XRF depth profiling non-destructively reveals the original blue pigments in a Renaissance painting by Caroto

Recent restoration of The Rest on the Flight into Egypt by Giovanni Francesco Caroto, from the Louvre collections, included a technical examination of the Virgin's blue robe that aimed to characterize the original materials and later additions. The painting was examined using light microscopy and ultraviolet and infrared imaging, and one cross section was taken. None of these methods showed a clear distinction between the layers that were artist applied or modifications made by another hand. To gain information about the paint stratigraphy without taking additional samples, non-invasive confocal X-ray fluorescence (CXRF) analysis was carried out to examine several areas of the Virgin's robe. Using this technique, it was possible to identify the pigments and order of application of paint by the artist. All the pigments identified were considered to be artist applied, and on this basis no further cleaning was carried out and conservation proceeded with retouching of minor areas of loss or damage. This study highlights the advantages of CXRF analysis for the technical study of paintings, used in combination with classical methods for making informed conservation treatment decisions.     

Exploring the Impact of Receiving Sender‐Based Negative and Positive Feedback on Team‐Level Process Outcomes Using a Mobile Application

Team‐based projects continue to be important for structuring work in many organizations, and employees are increasingly using mobile applications (apps) for peer evaluations as part of a performance appraisals process. Since a graduating student can expect to work in a team at some point in their career, exposure to class‐related group projects is important. This study explored using a mobile application (app) called DevelapMe (DMe), which allowed for 273 business undergraduates in 54 teams to give and receive real‐time peer‐based feedback during a 5‐week group project. Prior empirical research has shown that technology can improve the group development process, but such research has not used a mobile app. The general goal of this study was to investigate how receiving real‐time feedback through a mobile app (DMe) can affect the team development process over time. Two online surveys, Time 1 (T1) and Time 2 (T2), were administered over a 5‐week period. Results showed that two of the three team‐level process outcomes, team trust and team commitment (but not team value‐goal fit), significantly increased from T1 to T2. Results also showed that receiving T1 sender‐based positive, but not negative, feedback scales had a significant impact on all three team‐level process outcomes.     

Causal Mediation Analysis With a Binary Outcome and Multiple Continuous or Ordinal Mediators: Simulations and Application to an Alcohol Intervention

We investigate a method to estimate the combined effect of multiple continuous/ordinal mediators on a binary outcome: (a) fit a structural equation model with probit link for the outcome and identity/probit link for continuous/ordinal mediators, (b) predict potential outcome probabilities, and (c) compute natural direct and indirect effects. Step 2 involves rescaling the latent continuous variable underlying the outcome to address residual mediator variance and covariance. We evaluate the estimation of risk-difference- and risk-ratio-based effects (RDs, RRs) using the maximum likelihood (ML), mean-and-variance-adjusted weighted least squares (WLSMV) and Bayes estimators in Mplus. Across most variations in path-coefficient and mediator-residual-correlation signs and strengths, and confounding situations investigated, the method performs well with all estimators, but favors ML/WLSMV for RDs with continuous mediators, and Bayes for RRs with ordinal mediators. Bayes outperforms ML/WLSMV regardless of mediator type when estimating RRs with small potential outcome probabilities and in two other special cases. An adolescent alcohol prevention study is used for illustration.     

Development of children with autism spectrum disorders in special needs education schools in the Netherlands: a three-year follow-up study

The purpose of the study was to investigate the development of symptomatology and academic growth of children with autism spectrum disorders (ASD) attending a special needs education school in the Netherlands as well as to explore the relationship between academic achievement and symptom reduction of those children. To this end a three-year follow up study was conducted by using multiple informants. The group of children with autism was compared with a group of children having other diagnoses but attending the same school. Results showed that teachers’ and parents’ perceptions about children’s symptomatology development differed significantly. Even though teachers reported a significant symptom reduction of ASD symptoms after two years of school attendance the parents of the same children did not. Furthermore, it was found that both groups of children had gains in different aspects of school-based cognitive skills; however, no association was found between symptom reduction and academic growth of the children. Implications of the study are discussed.     

Exploration of teaching strategies that stimulate the growth of academic skills of children with ASD in special education school

The cognitive growth of children with developmental disorders, like autism, can be seriously impaired due to the disorder. If so, in the Netherlands, these children can attend special schools where they are treated to ameliorate disorder symptoms and to stimulate cognitive growth. The aim of this paper was to identify teaching strategies that stimulate the growth of academic skills in children diagnosed with autism, attending a special needs education school in the Netherlands. Findings showed that the strongest underlying teaching strategy that predicted the academic growth of the children on the autism spectrum in the short and long term was the provision of structure in place, time and activities. It was further found that long-term academic gains were partly predicted by the emotional support from their teachers. The implications of the findings are discussed.     

Reclaiming tutorials as learning spaces in the sciences

ABSTRACT

Tutorials/discussion classes¹ are seen as an essential part of the teaching mix in the natural sciences, because that is where problems can be solved and course content is applied. Learning support provided by teaching assistants may free up the lecturer to do research, but are these assistants sufficiently well trained and well informed? Do tutorials offer learning spaces or merely activities to engage the willing student? In this paper I report on a study conducted in a science faculty of a research intensive university in South Africa. I collected data using interviews and questionnaires which gave insight into the many variants of tutor/teaching assistant² support that exist in the faculty. Practices that seem to lead to better student learning were also foregrounded. It became evident that lecturers need to plan their tutorials as an integral part of the learning space and not as an add-on activity.