Instructionally Sensitive Psychometrics: Application of a New IRT-Based Detection Technique to Mathematics Achievement Test Items

Achievement modeling is carried out in groups of students characterized by heterogeneous instructional background. Extensions of item response theory models incorporate variables reflecting different amounts of opportunity-to-leam (OTL). The effects of these OTL variables are studied with respect to their influence on both the latent trait and the item performance directly. Such direct effects may reflect instructionally sensitive items. U.S. eighth-grade mathematics data from the Second International Mathematics Study are analyzed. Here, the same test is taken by students enrolled in typical instruction and students enrolled in elementary algebra classes. It is shown that the new analysis provides a more detailed way to examine the influence of instruction on responses to test items than does conventional item response theory.     

The Potential Uses of Curriculum‐Based Assessment for Decision Making in Special Education

Curriculum‐based assessment (CBA) strategies have been suggested as an alternative model to traditional norm‐referenced assessment for decision making in special education. The application of CBA procedures across all decision making areas (i.e., screening and referring; determining eligibility and classifying; planning programs; monitoring progress and modifying programs; and evaluating programs) is presented. Implementation of a CBA model in applied settings indicates that this model may be feasible, efficient, accurate, and effective for all levels of decision making in special education. Suggestions for further research are offered.     

Investigating Divergent Outcomes in Organic Chemistry I

Research in Science Education - In the USA, Organic Chemistry I is a gateway course for undergraduate students seeking careers in medical- and health-related fields. Estimates of failure and...     

Self-Determination and Cultural Empowerment: Reader Histories Reveal Learning and Adaptation Strategies

This article explores the issues of cultural transmission and discontinuity, as well as the implications of culturally based assumptions and attitudes and their potential influence in schools. Through interviews based upon questions specifically related to literacy and literacy acquisition conducted with five seventh-grade students and one eighth-grade student who were perceived to have achieved various levels of success or failure in school-related tasks, insights about student learning and adaptation strategies are revealed which may have pedagogical implications for educators. Arguments are made that adjustments in culturally based assumptions and attitudes by members of the community and the school may influence the academic success or failure of our children.     

The great leap backward: changes in the jumping performance of Australian children aged 11−12-years between 1985 and 2015

Previous data have indicated relative stability over time of paediatric jumping performance, but few data exist since the early 2000s. This study quantified the 30-year secular changes in jumping performance of Australian children aged 11?12-years using data from the Australian Schools Health and Fitness Survey (1985, n = 1967) and Growing Up in Australia’s Child Health CheckPoint (2015, n = 1765). Both cohorts measured jumping performance (standing long jump distance), anthropometric and demographic data. Secular changes in jumping performance means and quantiles were examined using multivariable linear and quantile regression. Between 1985 and 2015, jumping performance declined by 16.4 cm or by 11.2% (standardised change 0.66 SD, 95%CI 0.60 to 0.73). Adjustment for body mass reduced the effect by 32%, although the decline remained (absolute change – 11.1 cm, 95%CI ?12.5 to ?9.7; percent change 7.7%, 95%CI 6.7 to 8.6; standardised change 0.51 SD, 95%CI 0.44 to 0.57). This decline was evident across all quantiles. The jumping performance of Australian children aged 11?12-years has declined between 1985 and 2015, with body mass changes accounting for only part of the decline. Efforts should continue to promote paediatric muscular fitness, reduce adiposity, and aim to reverse this decline in jumping performance.