Adapting Adaptive Testing: Using the MicroCAT Testing System in a Local School District

What is the rationale for adapting an existing testing system instead of developing your own? What are the limitations of MicroCAT? What has to be modified in order to meet local needs and to realize the potential of adaptive testing in the context of an existing testing system?     

Assessing the Utility of Item Response Models: Computerized Adaptive Testing

How has Item Response Theory helped solve problems in the development and use of computer-adaptive tests? Do we need to balance item content with computer-adaptive tests? Could we use IRT to evaluate unusual responses to computer-delivered tests?     

Modeling Student Test‐Taking Motivation in the Context of an Adaptive Achievement Test

This study examined the utility of response time‐based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid‐guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent unmotivated test taking behavior. Test taker behavior was found to be inconsistent with these models, with the exception of the effort‐moderated model. Effort‐moderated scoring was found to both yield scores that were more accurate than those found under traditional scoring, and exhibit improved person fit statistics. In addition, an effort‐guided adaptive test was proposed and shown by a simulation study to alleviate item difficulty mistargeting caused by unmotivated test taking.     

Professional development to increase teacher behavior‐specific praise: A single‐case design replication

Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.     

大脑:自己修理自己

在100多年的历史当中,神经科学大多信奉这样一个主要教条:成年人的大脑是个稳定不变、如计算机般的机器,有着一成不变的记忆和信息处理能力.     

The effect of cold ambient temperatures on climbing-specific finger flexor performance

Different ambient temperatures are known to affect muscular performance based on the type of contraction. The effect of cold (10°C) and thermoneutral (TN) (24°C) ambient temperatures on finger flexor performance was examined in 12 rock climbers. After 30?min of seated rest in the designated temperature condition, participants completed maximal voluntary contractions (MVC) on a climbing-specific finger flexor assessment device equipped with a crimp grip hold. Participants then completed an intermittent fatiguing task until failure. The fatiguing task consisted of 10-s contractions at 40% MVC followed by a 3-s of rest. MVC recovery was assessed immediately, 5, 10, and 15?min post-task failure. Estimated muscle temperature and subjective thermal ratings were significantly lower throughout testing in the cold condition (P?<?.001). Finger flexor MVC strength was similar between conditions at baseline and throughout recovery. Time to task failure was significantly longer (364?±?135 vs. 251?±?97 s, P?=?.003) and force time integral was greater (53,715?±?19,988 vs. 40,243?±?15,360?Ns, P?=?.001) during the cold condition. No significant differences were found between conditions for force variability or electromyography (EMG) at the start and end of the fatiguing task. However, the rate of increase in EMG for the TN condition was significantly faster (P?=?.03). These results suggest important implications for researchers when examining climbing performance, especially in outdoor settings where temperatures may vary from day to day. Inconsistencies in testing temperatures might significantly affect muscular endurance.