Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes

This paper reports the findings of a two-year research project focused on developing students' understanding of assessment criteria and the assessment process through a structured intervention involving both tacit and explicit knowledge transfer methods. The nature of the intervention is explained in detail, and the outcomes are analysed and discussed. The conclusions drawn from the evidence are that student learning can be improved significantly through such an intervention, and that this improvement may last over time and be transferable, at least within similar contexts. This work is a development within a longer and ongoing research project into criterion-referenced assessment tools and processes which has been undertaken in the pursuit of a conceptually sound and functional assessment framework that would promote and encourage common standards of assessment; that project is also summarised.     

Supervisory and Counseling Process: A Comparative Study

This study compared the process of supervision with that of counseling by examining the behavior of five professional therapists in both situations. Counselors recorded their counseling sessions with 10 clients and their supervisory sessions with 10 trainees. A total of 180 three-minute samples were selected for study. The level of facultative conditions (empathy, respect, genuineness, and specificity) was assessed. The Hill Interaction Matrix was also used to compare the verbal interactions in both counseling and supervising situations. Results indicated that the level of respect and genuineness were equal in the two situations. Contrary to the assumptions made by researchers in the area, the levels of empathy and specificity were significantly lower in supervision than in counseling. When interactions were rated with the Hill Matrix, supervision was significantly less therapeutic than was counseling. The differences found were discussed in terms of their implications for the teaching and learning of psychotherapy, as it related to both the theoretical literature and in terms of its effect on trainees and clients.     

EFFECTS OF DIFFERENT SAMPLES ON ITEM AND TEST CHARACTERISTICS OF CRITERION-REFERENCED TESTS

Although many have rejected classical test construction and analysis procedures for criterion-referenced tests, the present study was concerned with the possibility that classical procedures are both applicable and appropriate when samples of both mastery and nonmastery examinees are employed. A rationale for using these samples was presented, and empirical evidence was gathered which supported the practice of combining samples to increase the variance of test scores and thereby permit the proper estimate of reliability and item validities.     

EFFECTS OF INCORPORATING HUMOR IN TEST ITEMS

Two matched forms of a 50 item multiple-choice grammar test were developed. Twenty items designed to be humorous were included in one form. Test forms were randomly assigned to 126 eighth graders who received the test plus alternate forms of a questionnaire. Inclusion of humorous items did not affect grammar scores on matched humorous/nonhumorous items nor on common post-treatment items, nor did inclusion affect results of anxiety measures. Students favored inclusion of humor on tests, judged effects of humor positively, and estimated humorous items to be easier. Humor did not lower performance but was sought by the students. Potential for more valid and humane measurement is discussed.     

EMPIRICAL COMPARISON OF SELECTED ITEM BIAS DETECTION PROCEDURES WITH BIAS MANIPULATION

Biased test items were intentionally imbedded within a set of test items, and the resulting instrument was administered to large samples of blacks and whites. Three popular item bias detection procedures were then applied to the data: (1) the three-parameter item characteristic curve procedure, (2) the chi-square method, and (3) the transformed item difficulty approach. The three-parameter item characteristic curve procedure proved most effective at detecting the intentionally biased test items; and the chi-square method was viewed as the best alternative. The transformed item difficulty approach has certain limitations yet represents a practical alternative if sample size, lack of computer facilities, or the like preclude the use of the other two procedures.