Automatic Item Generation: A More Efficient Process for Developing Mathematics Achievement Items?

The continual supply of new items is crucial to maintaining quality for many tests. Automatic item generation (AIG) has the potential to rapidly increase the number of items that are available. However, the efficiency of AIG will be mitigated if the generated items must be submitted to traditional, time‐consuming review processes. In two studies, generated mathematics achievement items were subjected to multiple stages of qualitative review for measuring the intended skills, followed by empirical tryout in operational testing. High rates of success were found. Further, items generated from the same item structure had predictable psychometric properties. Thus, the feasibility of a more limited and expedient review processes was supported. Additionally, positive results were obtained on measuring the same skills from item structures with reduced cognitive complexity.     

Six Objectives for Technology Infusion into Teacher Education: a model in action

ABSTRACT

Effective use of educational technology is a very important challenge for teacher preparation institutions. Recognizing this fact, the College of Education at the University of Nebraska at Omaha has developed an evolving model for effective integration of technology. This model addresses six objectives that focus on three key elements: equipment, expectations, and training. The paper outlines the model and then describes how it has been put into practice at the University of Nebraska at Omaha. After eight years of implementation and evolution, the model has helped many faculty members become active and confident users of educational technology.     

Lexical ambiguity: making a case against spread

We argue for decreasing the use of the word spread when describing the statistical idea of dispersion or variability in introductory statistics courses. In addition, we argue for increasing the use of the word variability as a replacement for spread.     

Lessons from exemplary colleges of education: Factors affecting technology integration in preservice programs

This study focused on efforts in four colleges of education deemed exemplary in their approaches to prepare preservice teachers to use technology. The study addressed one over-arching question: What are the important pieces of the puzzle that make up the current technology integration efforts at these exemplary sites? Data were gathered during the 1997–98 academic year. Findings suggest that there is a web of enabling factors that supports student learning opportunities and desired technology-related outcomes for preservice teachers. The informed leadership of deans and other administrative and faculty leaders appears to be especially critical to sustain and expand technology-integration efforts. Leadership issues, along with a wide range of other factors, are systematically examined across the four case studies. The authors conclude that while each of the four cases is unique, many of the recommended practices explored in this study would likely prove beneficial if employed in other settings.     

Agreement between the force platform method and the combined method measurements of power output during the loaded countermovement jump

There are two perceived criterion methods for measuring power output during the loaded countermovement jump (CMJ): the force platform method and the combined method (force platform + optoelectronic motion capture system). Therefore, the primary aim of the present study was to assess agreement between the force platform method and the combined method measurements of peak power and mean power output during the CMJ across a spectrum of loads. Forty resistance-trained team sport athletes performed maximal effort CMJ with additional loads of 0 (body mass only), 25, 50, 75 and 100% of body mass (BM). Bias was present for peak velocity, mean velocity, peak power and mean power at all loads investigated, and present for mean force up to 75% of BM. Peak velocity, mean velocity, peak power and mean power 95% ratio limits of agreement were clinically unacceptable at all loads investigated. The 95% ratio limits of agreement were widest at 0% of BM and decreased linearly as load increased. Therefore, the force platform method and the combined method cannot be used interchangeably for measuring power output during the loaded CMJ. As such, if power output is to be meaningfully investigated, a standardised method must be adopted.