Non-iterative Conditional Pairwise Estimation for the Rating Scale Model

We investigate two non-iterative estimation procedures for Rasch models, the pair-wise estimation procedure (PAIR) and the Eigenvector method (EVM), and identify theoretical issues with EVM for rating scale model (RSM) threshold estimation. We develop a new procedure to resolve these issues—the conditional pairwise adjacent thresholds procedure (CPAT)—and test the methods using a large number of simulated datasets to compare the estimates against known generating parameters. We find support for our hypotheses, in particular that EVM threshold estimates suffer from theoretical issues which lead to biased estimates and that CPAT represents a means of resolving these issues. These findings are both statistically significant (p < .001) and of a large effect size. We conclude that CPAT deserves serious consideration as a conditional, computationally efficient approach to Rasch parameter estimation for the RSM. CPAT has particular potential for use in contexts where computational load may be an issue, such as systems with multiple online algorithms and large test banks with sparse data designs.     

The need for a manifesto for educational programme evaluation

This paper explores the progress of educational programme evaluation over three decades through the lens of a group of evaluators primarily from the UK and the US who met periodically from 1972 to 2004 to review the state of the art of educational programme evaluation—what it could and could not do—in relation to the complexity of programme initiatives and the policy and political contexts of the times. These meetings came to be known as the Cambridge conferences as they were always held at a university college in Cambridge. They were sponsored in the main by the Nuffield Foundation and, in 2004, by the ESRC. The nucleus of original group membership was retained over the years for continuity with additional members joining as the specific focus of the conference changed and new ideas were sought. There have been six conferences. This paper first locates the contextual origin of and reason for the first conference and the manifesto that was written from it. Secondly it documents the revisiting of that manifesto at the sixth conference leading to the construction of a ‘new’ manifesto that reflects changes required in evaluation methodology in the socio/political context of the first decade of the twenty‐first century.     

Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing

This study investigated potential differences in inductive behavioural and verbal strategy-use between children (aged 6–8 years) from indigenous and non-indigenous backgrounds. This was effected by the use of an electronic device that could present a series of tasks, offer scaffolded assistance and record children’s responses. Children from non-indigenous ethnic backgrounds, starting at a lower level, profited as much from dynamic testing as did indigenous children but were unable to progress to the standard of this latter group. Irrespective of ethnic group, dynamic testing resulted in greater accuracy, fewer corrections, and reduced trial-and-error behaviour than repeated practice. Improvements in strategy-use were noted at both the group and individual level. After dynamic training, children from both ethnic groups showed a superior capacity for inductive reasoning although indigenous children subsequently used more inductive strategies. The study revealed individual differences between and within different ethnic groups and variability in the sorts of help required and subsequent strategy progression paths.     

Motivation in the Junior Years: International perspectives on children's attitudes,expectations and behaviour and their relationship to educational achievement

This paper reports findings from a large-scale international investigation of a number of factors that are considered to impact upon educational motivation and achievement. Following on from an earlier investigation of adolescent attitudes, the present study involved a detailed survey of nearly 3,000 children, aged 9-10 from districts in England, Russia and the USA, together with teacher reports and the employment of a test of basic mathematical computation. The Russian sample scored significantly more highly on the computation test and showed no large tail of underachievers, as was the case with the other groups. Findings from the survey indicate that many of the differences found in the earlier adolescent study are equally true for younger children. The Russian children were less likely to express satisfaction with their abilities or workrates, were more positive towards school, more likely to see education as intrinsically valuable and tended to spend significantly more time on homework tasks. Data obtained also suggest that the Russian sample experienced classrooms with far less disruption and stronger prosocial peer influences than did the English and American children. Teacher understandings of what is considered to be acceptable behaviour appeared to differ, however. The paper notes that the Western samples overestimated their teachers' views of their ability while the Russian children provided underestimates. Possible reasons for, and implications of, these differential teacher messages are discussed. The paper concludes by examining the implications of the findings from the study for increasing motivation and achievement in countries with very different sociocultural contexts.     

Using Adjustments to Support the Learning and Assessment Needs of Students with Disabilities: Macau and Mainland China Teachers’ Report

Adjustments are considered necessary for students with disabilities to be fully included in classroom instruction, classroom assessment and external accountability tests. The 67 item Checklist of Learning and Assessment Adjustments for Students (CLAAS), translated for the Chinese community, was used by 74 teachers from Macau and Mainland China to document their application of adjustments for 319 students with special educational needs across these three settings. Results indicated consistently large gaps between adjustment use in classrooms compared with national tests, with the allowable adjustments for public testing reportedly used very little. Findings also provided evidence for the content validity of the checklist for teachers of students with disabilities in China and its utility in documenting applied adjustments. This study also indicates the potential for CLAAS to provide teachers across China with a comprehensive list of adjustments, to reflect on and review adjustment decision-making and assessment protocols for all students.     

Observations and ratings of preschool children's social behavior: Issues of representativeness and validity

Data were gathered from videotaped recordings of two preschool children engaged in unstructured free play over 12 days each. Observers coded behavior from the videotapes and completed a behavior rating scale for each child after every two observation sessions. Teachers also completed two behavior rating scales per child. Results indicated that at least three 30‐min observation sessions were required to reliably represent a child's overall behavior. Moderate correlations were obtained when observations were compared with teachers' and observers' own ratings, indicating the behavior rating scale did an adequate job of reflecting actual observed behavior. The implications of these results for researchers and practitioners are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 13–26, 2005.     

The socially skilled teacher and the development of tacit knowledge

Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed.     

Net forces during tethered simulation of underwater streamlined gliding and kicking techniques of the freestyle turn

We assessed the net forces created when towing swimmers while gliding and kicking underwater to establish an appropriate speed for initiating underwater kicking, and the most effective gliding position and kicking technique to be applied after a turn. Sixteen experienced male swimmers of similar body shape were towed by a motorized winch and pulley system. A load cell measured net force (propulsive force - drag force) at speeds of 1.6, 1.9, 2.2, 2.5 and 3.1 m x s(-1). At each speed, the swimmers performed a prone streamline glide, a lateral streamline glide, a prone freestyle kick, a prone dolphin kick and a lateral dolphin kick. A two-way repeated-measures analysis of variance revealed significant differences between the gliding and kicking conditions at different speeds. The results demonstrated an optimal range of speeds (1.9 to 2.2 m x s(-1)) at which to begin underwater kicking to prevent energy loss from excessive active drag. No significant differences were found between the prone and lateral streamline glide positions or between the three underwater kicking techniques. Therefore, there appears to be no significant advantage in using one streamlining technique over another or in using one kicking style over another.     

The penalty throw in water polo: a cinematographic analysis

Three-dimensional (3-D) high-speed cinematography was used to record the penalty throw in water polo by six elite male (M) and six elite female (F) players. The direct linear transformation technique (DLT) was used in the 3-D space reconstruction from 2-D images recorded via laterally placed phase-locked cameras operating at 200 Hz. Five of the twelve subjects lifted the ball from underneath at the start of the throw whilst the remaining subjects opted for a rotation lift. As the ball was brought behind the head the females used very little hip and shoulder rotation compared to the male players so that four of the six female subjects were square on to the target at the rear point. At the completion of the backswing the wrist was flexed to a similar angle (M-162 degrees; F-158 degrees); the elbow angle showed significantly greater flexion for females (85 degrees) than males (107 degrees). During the forward swing, from rear point to release, the wrist joint of the female players flexed from a rear point angle of 158 degrees to 148 degrees at release. The wrist movement for male subjects was different from the females in that it flexed from 162 degrees to 147 degrees, 0.10 s prior to release and then extended to 159 degrees at palmar release before again flexing to 156 degrees at release. The amount of elbow extension during the forward swing was 48 degrees for both groups; however, the females actually released the ball with the forearm vertical (89 degrees) compared to the male forearm angle of 78 degrees. Maximum angular velocity of the wrist and elbow occurred at release for 9 of the 12 subjects. Both the wrist and elbow joints (F-148 degrees; M-156 degrees at wrist and F-126 degrees; M-148 degrees at elbow) demonstrated greater flexion at release in female subjects, compared with males. Maximum linear endpoint velocities for the forearm and hand segments occurred at ball release resulting in mean ball velocities of 19.1 m s-1 and 14.7 m s-1 for male and female subjects respectively.