The Impact of Examinee Performance Information on Judges’ Cut Scores in Modified Angoff Standard‐Setting Exercises

This research evaluated the impact of a common modification to Angoff standard‐setting exercises: the provision of examinee performance data. Data from 18 independent standard‐setting panels across three different medical licensing examinations were examined to investigate whether and how the provision of performance information impacted judgments and the resulting cut scores. Results varied by panel but in general indicated that both the variability among the panelists and the resulting cut scores were affected by the data. After the review of performance data, panelist variability generally decreased. In addition, for all panels and examinations pre‐ and post‐data cut scores were significantly different. Investigation of the practical significance of the findings indicated that nontrivial fail rate changes were associated with the cut score changes for a majority of standard‐setting exercises. This study is the first to provide a large‐scale, systematic evaluation of the impact of a common standard setting practice, and the results can provide practitioners with insight into how the practice influences panelist variability and resulting cut scores.     

“I Am What I Am Not Yet”: A Progress Report on the Study of the Learning Journeys of the First Modern Teaching Artists

This in-process study investigates experiences of Lincoln Center's first teaching artists, connecting their work in the 1970s to contemporary practice.     

Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder

Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge for school psychologists in using the most appropriate clinical method of intervention. This paper summarizes the co-occurrence of autism and trauma in an effort to better inform practitioners and recommends the need for valid and reliable assessments that measure adverse experiences for children with autism. A practitioner assessment guide of childhood trauma and autism spectrum disorder is also provided to facilitate a comprehensive assessment process. We conclude that there is a pressing need for more research examining the relationship between autism and trauma by better understanding the relationship of these constructs, and for the development of more effective assessments to provide more evidence-based interventions.     

Integrating evaluation data to enhance treatment planning for students with ASD

Accurate assessment across the various characteristics of autism spectrum disorder (ASD) and its comorbidities can help guide intervention planning. This introduction to the second issue of a double special issue on ASD assessment highlights assessment of various characteristics of and comorbidities with ASD to assist with treatment planning. For instance, anxiety and attention deficit hyperactivity disorder are two of the most common comorbidities with ASD. Educational, clinical, and medical interventions for individuals with ASD can vary based on the unique cognitive and additional mental health needs of the individual.     

Research-teaching nexus: The new answer to the old question

The study tests 3 research hypotheses on the teaching-research nexus using the administrative data of the HSE University in Russia for 7 years. We confirmed the hypothesis that a lower classroom teaching load is associated with higher research output. Undergraduate courses have a relatively higher negative effect, especially on the probability of producing research output at all. A higher concentration of teaching in some semesters or quarters looks rather ineffective as a way to stimulate higher research productivity. Only a moderate share of English-taught classes (about 20% of the teaching load) is associated with higher research output and only for publications in good international journals. The empirical part of the study is based on zero-inflated Poisson and zero-inflated negative binomial models. This study comes to contribute to the development of literature discussing a mechanism and possible implications in teaching load composition as an essential part of the academic contract.     

Research Training in Doctoral Programs Accredited by the Council for Accreditation of Counseling and Related Educational Programs

Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral students’ hands‐on research experience. Results indicated a wide range of research training offerings and modest faculty satisfaction.