The Psychometric Characteristics of Choice Items

This study investigated the psychometric characteristics of constructed-response (CR) items referring to choice and non-choice passages administered to students in Grades 3, 5, and 8. The items were scaled using item response theory (IRT) methodology. The results indicated no consistent differences in the difficulty and discrimination of the items referring to the two types of passages. On the average, students' scale scores on the choice and non-choice passages were comparable. Finally, the choice passages differed in terms of overall popularity and in their attractiveness to different gender and ethnic groups     

Effects of Calculator Use on Scores on a Test of Mathematical Reasoning

A sample of college-bound juniors from 275 high schools took a test consisting of 70 math questions from the SAT. A random half of the sample was allowed to use calculators on the test. Both genders and three ethnic groups (White, African American, and Asian American) benefitted about equally from being allowed to use calculators; Latinos benefitted slightly more than the other groups. Students who routinely used calculators on classroom mathematics tests were relatively advantaged on the calculator test. Test speededness was about the same whether or not students used calculators. Calculator effects on individual items ranged from positive through neutral to negative and could either increase or decrease the validity of an item as a measure of mathematical reasoning skills. Calculator effects could be either present or absent in both difficult and easy items     

Criminal justice outcomes of prosecution of child sexual abuse: A case flow analysis

This study examined the progress and disposition of child sexual abuse cases referred for prosecution in four urban jurisdictions. Most cases were accepted for prosecution. The vast majority of cases carried forward for prosecution resulted in guilty pleas. Only 9% of the total sample went to trial. A majority of the small number that went to trial were convicted. Over 3/4 of those convicted were incarcerated. The rate at which cases were carried forward for prosecution and convicted was comparable to that of a national sample of felony arrests overall, but child sexual abuse cases were more likely to go to trial (p < .005) and received more severe sentences (p < .005). Our results are strikingly consistent with those from previous studies of prosecution of child sexual abuse. A new understanding of prosecution of child sexual abuse is recommended that takes into account the large proportion of cases that do not go to trial.     

The Effect of Multidimensionality on IRT True-Score Equating for Subgroups of Examinees

The purpose of this study was to assess the dimensionality of two forms of a large-scale standardized test separately for 3 ethnic groups of examinees and to investigate whether differences in their latent trait composites have any impact on unidimensional item response theory true-score equating functions. Specifically, separate equating functions for African American and Hispanic examinees were compared to those of a Caucasian group as well as the total test taker population. On both forms, a 2-dimensional model adequately accounted for the item responses of Caucasian and African American examinees, whereas a more complex model was required for the Hispanic subgroup. The differences between equating functions for the 3 ethnic groups and the total test taker population were small and tended to be located at the low end of the score scale.     

Validation of the elementary social behaviour assessment: teacher ratings of students’ social skills adapted to Norwegian,grades 1–6

This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples.     

Quality Assessment of Professional Degree Programs

Based on a completed study of alumni of a master's degree teacher education program at a large northeastern university, this article demonstrates how alumni research can be designed to focus assessment on student outcomes and be responsive to program goals, policy concerns of administrators, instructional values of the faculty, and standards of professional practice. The article presents a conceptual framework, a research design plan, identification of relevant issues, appropriate analytical techniques, and selected findings with substantial relevance to other professional degree programs. Results confirm the importance of satisfaction with courses, perception of professional growth, and level of intellectual challenge on graduates' overall evaluation of the program. The methodological approaches and substantive issues raised in this study potentially enhance researchers' ability to design future assessment studies that will impact the policy development and program planning of other professional degree programs.     

高校学科团队中魅力型领导对团队创新绩效影响的实证研究

本文在文献回顾的基础上,提出魅力型领导对团队创新绩效的假设模型,并通过对中国高校79个学科团队607名教师的问卷调查验证这一模型。结果显示:魅力型领导能力和行为对团队创新气氛与团队创新绩效具有显著正向效果,但其对团队创新绩效的直接效果不显著,其通过团队创新气氛中介作用的间接效果显著;而且高校学科团队领导能力对团队创新绩效的整体效果高于领导行为。最后指出,在实践管理中高校学科团队领导要提高学科带头能力和组织协调能力,营造平等、自由的团队创新气氛,以提高团队创新绩效。     

高校软实力评价体系设计研究

高校软实力是高校办学的综合实力和核心竞争力,其评价体系的构建,是对高校教育水平的衡量进行定量分析和综合评价的基础。本文在论述高校软实力及其特点的基础上,分析了影响高校软实力的各个因素,并针对目前国内研究现状,提出了高校软实力评价体系设计的原则,建立相应的评价指标体系,以层次分析法对高校软实力进行定量的分析和研究。