Using Multidimensional Item Response Theory to Evaluate Educational and Psychological Tests

Many educational and psychological tests are inherently multidimensional, meaning these tests measure two or more dimensions or constructs. The purpose of this module is to illustrate how test practitioners and researchers can apply multidimensional item response theory (MIRT) to understand better what their tests are measuring, how accurately the different composites of ability are being assessed, and how this information can be cycled back into the test development process. Procedures for conducting MIRT analyses–from obtaining evidence that the test is multidimensional, to modeling the test as multidimensional, to illustrating the properties of multidimensional items graphically-are described from both a theoretical and a substantive basis. This module also illustrates these procedures using data from a ninth-grade mathematics achievement test. It concludes with a discussion of future directions in MIRT research.     

Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning

This article investigates the gap between employers' requirements of graduates and the skills which graduates are furnished with through degree programmes in the higher education (HE) sector in the UK. A survey of 88 subject review reports prepared by the Quality Assurance Agency (QAA) for environmentally related units in the UK showed little emphasis on employability issues. Surveys of first destination statistics of a cohort of graduates from two biological degrees and from national data showed that a significant proportion of graduates were in non-science-based activities. The non-knowledge-based learning outcomes from one degree were investigated, and showed that employability aspects were partially covered in the programme, but were not always associated with secure assessments. The concept of work-related learning is defined and a conceptual framework for HE practitioners is presented that could be used when designing curricula to better map programme learning outcomes onto graduate employment.     

Professional dialogues: exploring an alternative means of assessing the professional learning of experienced HE academics

Courses are widely used to provide professional qualifications for higher education (HE) practitioners. However, the question of how experienced academics might gain recognition as professional educators without completing a course is not well explored. This paper introduces the use of professional dialogue for this purpose, describing an approach being applied within four UK universities. The paper discusses the value of the professional dialogue, drawing on assessors’ and participants’ voices to provide empirical evidence. Findings from the study suggest that ‘assessed dialogues’ provide a more authentic route to professional recognition for experienced HE academics, effectively synthesising professional development, the individual and organisational learning.     

School‐based Teacher Training. Can it work?

The article briefly reports on a school‐based training group, citing it as illustration of a development shared by other schools which have evolved partnerships with higher education. It suggests that good mentoring practice has existed in previous years and that there is a pool of expertise in schools, which can be tapped for the benefit of teacher training in the new courses. (Implementation of Circular 9/92). ¹ Nichloas Pyke, Inspectors cast doubt on in‐school training. TES 10.3.95 article on forthcoming report by HM Inspectorate on the School Central Intial Teacher Training Scheme. (SCITT) View all notes

     

Forces affecting change in small rural schools

Selected curriculum changes were studied in two rural shcool‐community contexts. Both qualitative and quantitative data indicated that implementation was at a low level of use and that factors related to isolation were particularly powerful influences in the change process. A major implication of the study is demonstrated need for detailed curriculum implementation plans that account for local school community factors.