Methodology for Examining the Reliability of Group Mean Difference Scores

This article treats various procedures for examining the reliability of group mean difference scores, with particular emphasis on procedures from univariate and multivariate generalizability theory. Attention is given to both traditional norm-referenced perspectives on reliability as well as criterion-referenced perspectives that focus on error-tolerance ratios and functions of them. The procedures discussed are illustrated using three cohorts of data for third- and fourth-grade students in Iowa who took the Iowa Tests of Basic Skills in recent years. For these data, estimates of reliability for norm-referenced decisions tend to be relatively low. By contrast, for criterion-referenced decisions, estimates of reliability-like coefficients based on error-tolerance ratios tend to be noticeably larger.     

The Transcendental Empiricism of Georges Bataille: The Incommensurable Object

Abstract

The frequently assumed premise that Georges Bataille engaged solely in a primarily subject‐centred critique is not here disputed; rather, our contention is that in spite of this, we may look beyond and push Bataille to his own limits to ground a kind of object‐centred critique. If this textual experiment is successful, we come to see a nascent version of transcendental empiricism at work in Bataille’s work, effectively functioning as an unacknowledged precursor to the more sophisticated and explicit version of transcendental empiricism that Gilles Deleuze engages. Our aim is to focus on Bataille’s Inner Experience as a pivotal moment wherein his critique of transcendence could go either way, and to determine whether a ‘Bataillean transcendental empiricism’ would result in different outcomes than Deleuze’s version.     

Chapter 4 Overachievers and Underachievers

The ability of a congruity model to predict composite sign meaning as defined by responses to a semantic differential (SD) questionnaire was examined. The composite signs, component signs, and Ss were associated with the field of education. In most instances, obtained measures of factor scores were systematically lower than predicted measures. However, the addition of a constant c, such that - 0. 3 ≤ c ≤ - 0. 2, to the predicted measures generally removes this difference. Obtained and predicted factor scores were correlated to indicate their relationship independent of a systematic error. After accounting for the reliability of SD factor scores the correlations indicate that the congruity model does predict meanings of composite signs from meanings of component signs.     

Validating High-Stakes Testing Programs

Cronbach made the point that for validity arguments to be convincing to diverse stakeholders, they need to be based on assumptions that are credible to these stakeholders. The interpretations and uses of high-stakes test scores rely on a number of policy assumptions about what should be taught in schools, and more specifically, about the content standards and performance standards that should be applied to students and schools. For example, a high-school graduation test can be developed as a measure of readiness for the world of work, for college, or for citizenship and the activities of daily life. The assumptions built into the assessment need to be subjected to scrutiny and criticism if a strong case is to be made for the validity of the proposed interpretation and use.     

A systematic review of the teacher expectation literature over the past 30 years

ABSTRACT

This review aimed to illustrate the development in the teacher expectation literature and discuss the major avenues of research in the teacher expectation field from 1989 to 2018. Four analytical themes emerged from a narrative synthesis based on a systematic literature search: (1) influential factors on teacher expectations; (2) mediation mechanism of teacher expectations; (3) moderating factors of teacher expectation effects; (4) teacher expectation effects on student socio-psychological, behavioural, and achievement outcomes. On the whole, most studies confirmed earlier research findings regarding the 4 themes, although there were some studies that found results contradicting earlier work. In addition, new research topics and directions raised in the past 3 decades were identified in this review, especially regarding the mediation of teacher expectations and the socio-psychological and behavioural outcomes of the expectation effects. The review concludes with a set of recommendations for future research directions on teacher expectations.     

School exclusions and masculine,working‐class identities

In this paper attention will be paid to issues arising from school‐based research into the experience of working‐class boys who are excluded. National and local school exclusion statistics indicate an overall gender imbalance: in the secondary school sector, for every four boys who are excluded only one girl is excluded. Furthermore, statistics show that other groups such as pupils living in poverty (as indicated by receipt of free school meals) have an increased likelihood of being excluded from school. Explanations for the disproportionate exclusion of working‐class boys are considered here in relation to three pupil case studies drawn from a group of 20 case studies gathered in four secondary schools. There are indications that the processes by which some working‐class boys actively negotiate their masculinities are the same processes that lead to their exclusion from school. This paper uses empirical data from interviews and classroom observation to analyse these twin processes, considering how and why certain masculine identities are marginalized in school settings.     

On the Use of IRT Models With Judgmental Standard Setting Procedures

In judgmental standard setting procedures (e.g., the Angoff procedure), expert raters establish minimum pass levels (MPLs) for test items, and these MPLs are then combined to generate a passing score for the test. As suggested by Van der Linden (1982), item response theory (IRT) models may be useful in analyzing the results of judgmental standard setting studies. This paper examines three issues relevant to the use of lRT models in analyzing the results of such studies. First, a statistic for examining the fit of MPLs, based on judges' ratings, to an IRT model is suggested. Second, three methods for setting the passing score on a test based on item MPLs are analyzed; these analyses, based on theoretical models rather than empirical comparisons among the three methods, suggest that the traditional approach (i.e., setting the passing score on the test equal to the sum of the item MPLs) does not provide the best results. Third, a simple procedure, based on generalizability theory, for examining the sources of error in estimates of the passing score is discussed.     

Democracy at work in and through experimental schooling

Through an exploration of two experimental schools, Oruaiti (1950s) and Discovery 1 (2000s), we aim to understand the socio-political contexts that create spaces for experimentation and examine their impact on mainstream schooling. Caught between competing, often contradictory, discourses such experiments struggle between the ‘regeneration’ and ‘reproduction’ functions of schooling. However, we argue that while they have limited impact on mainstream school reform, they contribute ideas of a democratic society and its citizenry. Consequently, they provide ‘windows’ into real-life laboratories in which social debates regarding the function and power of schooling, and specific visions of democracy are played out.     

Comparison of Methods for Combining the Minimum Passing Levels for Individual Items into a Passing Score for a Test

The purpose of this study was to compare several methods for determining a passing score on an examination from the individual raters' estimates of minimal pass levels for the items. The methods investigated differ in the weighting that the estimates for each item receive in the aggregation process. An IRT-based simulation method was used to model a variety of error components of minimum pass levels. The results indicate little difference in estimated passing scores across the three methods. Less error was present when the ability level of the minimally competent candidates matched the expected difficulty level of the test. No meaningful improvement in passing score estimation was achieved for a 50-item test as opposed to a 25-item test; however, the RMSE values for estimates with 10 raters were smaller than those for 5 raters. The results suggest that the simplest method for aggregating minimum pass levels across the items in a test–adding them up–is the preferred method.     

AGEISM AND INTERVENTION: WHAT SOCIAL WORK STUDENTS BELIEVE ABOUT TREATING PEOPLE DIFFERENTLY BECAUSE OF AGE

BSW and MSW students randomly completed one of two vignettes that were identical with the exception of the age of the vignette's subject. Following the vignette, respondents responded to 16 bio-psycho-social assessment and intervention items relating to health, illness, aging, and death. The multivariate analysis of variance was significant (F = 1222.587, p = .000) by the Wilk's Lambda Criterion. Tests of between-subjects effects yielded eight significant item variables; including the likelihood of recovery, perceptions of the subject having lived long-enough, the appropriateness of ending one's life, and whether the subject should receive psychotherapy.