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Search Results: 1 - 10 of 7173 matches for " educational testing "
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Contribui??es da teoria histórico-cultural para o processo de avalia??o psicoeducacional
Facci, Marilda Gon?alves;Eidt, Nádia Mara;Tuleski, Silvana Calvo;
Psicologia USP , 2006, DOI: 10.1590/S0103-65642006000100008
Abstract: this article presents contributions from the historical-cultural psychology to the critical analysis of the traditional psychoeducational assessment as well as postulating the basis for a new assessing modality. such proposal is justifiable through the present revitalization of the usage of standardized testings to measure the psychological functions, due to the vulgarization of the neuropsychology. historically, the standardized tests have been used to scientifically assert the ideology of equality among the people in the capitalist society which maintains itself through expropriation and exclusion. besides, there is a strong tendency to hope for their results explain intelligence as innate or consider the hereditary predispositions to learn, which goes against the comprehension that the mental functions are formed in the historical-social development, through the appropriation of the human culture. therefore, an assessment which considers the social mediations (instruments and signs) as components of the psychological functions is necessary, promoting development of every individual, and not legitimating the social exclusion.
Lessons from an Educational Game Usability Evaluation
Gabriela Trindade Perry,Ci-nthia Costa Kulpa,Eluza Pinheiro,Marcelo Leandro Eichler
International Journal of Interactive Mobile Technologies (iJIM) , 2012, DOI: 10.3991/ijim.v6i2.1888
Abstract: In this paper, we present the results of a usability evaluation for Xenubi, a cell phone game about the periodic table. We describe and discuss the issues that we faced during the evaluation, which took place in a state high school. These issues are related to conflicts between the data that were gathered through video recordings and through a questionnaire. We also point to the poor performance of the game mechanics during the evaluation. This result was unexpected because the game had an excellent performance in the pilot test. Possible causes for these differences are discussed.
The School-Test Publisher Complex
Richard P Phelps
Nonpartisan Education Review , 2012,
Abstract: no abstract
The (Secret) Document that Drives Standardized Testing
Richard P Phelps
Nonpartisan Education Review , 2012,
Abstract: no abstract
Avalia??o do crescimento cognitivo do estudante de Medicina: aplica??o do teste de equaliza??o no Teste de Progresso
Sakai, Marcia Hiromi;Ferreira Filho, Olavo Franco;Matsuo, Tiemi;
Revista Brasileira de Educa??o Médica , 2011, DOI: 10.1590/S0100-55022011000400008
Abstract: cognitive development is usually assessed by applying objective tests, and the progress test (tp-med) is one of method used by medical schools. the results can be compared through test equalization. this study assessed the cognitive growth of medicine students at a state university by analysing the tpmed tests in the period of 2004 to 2007, using equalization to estimate student progress during the course. the methodology used was action research. moreover, classical test theory (ctt) and item response theory (irt) were applied as test equalization methods and, non-equivalent group with anchor test design. it was found 36.9% and 64.4% score in the first and sixth series, respectively. the results were based on psychometric analysis and ctt test equalization was applied, due to irt being impossible to apply. cronbach's alpha demonstrated displayed high internal consistency of the tests and the indices of difficulty and item discrimination showed good level of the question. cognitive growth of medical students was evident in all tpmeds.
Martin Mal?ík,Radek Krpec,Michal Burda
Journal on Efficiency and Responsibility in Education and Science , 2011,
Abstract: This contribution deals with the possibilities of schools’ results evaluation and unbiased assessment of the so called education value-added. Value-added models in education express school contribution to the progress of a pupil in relation to predetermined educational goals. The article is a comparison of two methods of the value-added assessment: method of relative shift and relative gain of knowledge method. The focus is laid on the school’s field of study as a factor which could, to a considerable extent, affect the measurement results. Both methods are used for relatively wide range of data drawn from results of secondary school pupils value-added assessments and are compared in respect to the schools’ classification according to their field of study. The results show that the field of study is a significant factor influencing the value-added assessment outcomes and have to be taken into account.
High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?
Sharon L. Nichols,Gene V Glass,David C. Berliner
Education Policy Analysis Archives , 2006,
Abstract: This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the “story” of accountability implementation and impact in that state. Using the “law of comparative judgments,” over 300 graduate-level education students reviewed one pair of portfolios and made independent evaluations as to which of the two states’ portfolios reflected a greater degree of accountability pressure. Participants’ judgments yielded a matrix that was converted into a single rating system that arranged all 25 states on a continuum of accountability “pressure” from high to low. Using this accountability pressure rating we conducted a series of regression and correlation analyses. We found no relationship between earlier pressure and later cohort achievement for math at the fourth- and eighth-grade levels on the National Assessment of Educational Progress tests. Further, no relationship was found between testing pressure and reading achievement on the National Assessment of Education Progress tests at any grade level or for any ethnic student subgroup. Data do suggest, however, that a case could be made for a causal relationship between high-stakes testing pressure and subsequent achievement on the national assessment tests—but only for fourth grade, non-cohort achievement and for some ethnic subgroups. Implications and directions for future studies are discussed.
State-Mandated Testing and Cultural Resistance in Appalachian Schools: Competing Values and Expectations
Woodrum, A.
Journal of Research in Rural Education , 2004,
Abstract: Set in two Southeastern Ohio school districts, this study explores how the culturally inspired values of working class Appalachian families, as well as those of non-Appalachian families and school staff, influence understandings of the role of schooling in the lives of children. More specifically, it explores the ways these three groups understand the rationale and utility of state-mandated group testing for fourth- and ninth-grade students. Finally, the study seeks to characterize the ways parents, both Appalachian and non-Appalachian, make their voices heard in their schools. This analysis reveals sharp differences in the views of working-class and middle-class Appalachians.
SAT: Does Racial Bias Exist?  [PDF]
Sarwat Amin Rattani
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.715213
Abstract: SAT is one of the most widely used tests today. But much controversy surrounds it and many times the biases existing in the test have been questioned. The purpose of this paper is to explore whether these accusations against SAT hold any merit and racial bias actually exists in the test. If it does, are there any methods that can be employed to improve these tests. Analysis of different research papers and articles reveals that although the score gap in ethnic groups can be accounted to socioeconomic status and stereotype threat, considerable racial bias also exists in the test which cannot be dismissed. Improvements in SAT need to be made on immediate basis, because millions of applicants reside on this test in the future. Not dealing with this problem on immediate basis also compromises the ethical and moral standards of the society.
Situational effects of the school factors included in the dynamic model of educational effectiveness
Bert Creemers,Leonidas Kyriakides
South African Journal of Education , 2009,
Abstract: We present results of a longitudinal study in which 50 schools, 113 classes and 2,542 Cypriot primary students participated. We tested the validity of the dynamic model of educational effectiveness and especially its assumption that the impact of school factors depends on the current situation of the school and on the type of problems/difficulties the school is facing. Reference is made to the methods used to test this assumption of the dynamic model by measuring school effectiveness in mathematics, Greek language, and religious education over two consecutive school years. The main findings are as follows. School factors were found to have situational effects. Specifically, the development of a school policy for teaching and the school evaluation of policy for teaching were found to have stronger effects in schools where the quality of teaching at classroom level was low. Moreover, time stability in the effectiveness status of schools was identified and thereby changes in the functioning of schools were found not to have a significant impact on changes in the effectiveness status of schools. Implications of the findings for the development of the dynamic model and suggestions for further research are presented.
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