Search results for: multiple-measures

Multiple Measures

Author : Joan Ardovino
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This easy-to-use guide to evaluating compensatory education programs offers a synthesis and an expansion of handouts, reports, graphs and charts, and communiques related to the authors' work with 50 school districts.

Improving Teacher Evaluation Systems

Author : Jason A. Grissom
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This is the first book to pull together what we have learned about the impacts and challenges of data-intensive teacher evaluation systemsa defining characteristic of the current education policy landscape. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the implementation of evaluation systems, and the use of evaluation data. The authors argue that rigorous teacher evaluation systems have the potential to promote school improvement but only if the systems are carefully designed and implemented and the data they generate are interpreted and used appropriately. This timely and important volume will be relevant and useful to school and district administrators, policymakers, researchers, and teacher education institutions grappling with issues of teacher accountability and school leadership.

Multiple Measures in Assessment

Author : Academic Senate for California Community Colleges
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Assessing a student's ability to be successful in courses and programs is an important and necessary aspect of student success. Two major practices exist to predict a student's likelihood of succeeding in a course or program: (1) Successful completion of prerequisite or advisory courses (as documented on transcripts) and (2) the assessment for placement process. These two methods are presumed to be mechanisms that ensure that a student has acquired the knowledge and skills necessary for success. Presuming a student is prepared for a course through the completion of a prerequisite course is a rather straightforward process; however, placing a student using an assessment for placement process is necessarily more complicated, as such placements cannot be made based on assessment test scores alone. Some students may possess necessary course or program skills but have difficulty demonstrating those skills on standardized tests or fail to prepare adequately for an assessment test. For this reason, Title 5 ʹ55502(i) clearly mandates that California community colleges use multiple measures in their assessment processes: "'Multiple measures are a required component of a district's assessment system and refer to the use of more than one assessment measure in order to assess the student." The requirement to use multiple measures is reiterated in Title 5 ʹ55522(a): "When using an English, mathematics, or ESL assessment test for placement, it must be used with one or more other measures to comprise multiple measures." While multiple measures have always been required by Title 5, adequate research into the accuracy of these measures has not been readily available to inform educational decisions. Individual colleges have made various decisions regarding the use of subjective measures and have therefore reported differing experiences. While colleges are required to employ assessment tools that have been validated, no mandate exists for a corresponding effort to validate the application of multiple measures. This paper addresses the broader issue beyond simply evaluating a transcript for previous coursework or limiting placement based on an exam; it examines the use of multiple measures in addition to placement tests as a way to improve the overall assessment of students' abilities. Title 5 ʹ53200 gives academic senates the responsibility for making recommendations about academic and professional matters concerning "standards or policies regarding student preparation and success." The intent behind prerequisites and placement processes, including the selection and application of multiple measures, is to ensure or enhance student success through proper preparation. Therefore, academic senates must be directly involved and play a leading role in facilitating and developing recommendations about assessment processes and the use of multiple measures at both local and state levels. The concept of applying multiple measures for placement is often misunderstood by local colleges, and data are sometimes difficult to collect. Even within a single college placement practices may vary among different disciplines. Multiple methods and placement practices were summarized by Regional Education Laboratory (REL) in 2011. A survey was implemented to examine current practices and applications of multiple measures. Of the 112 colleges in the California Community College (CCC) System, 59, or just over half provided survey information about multiple measures (See Appendix A). The survey noted that only 48 of the 59 responding colleges reported how they used multiple measures, and 34 of the colleges reported using a "weighted score" of placement tests and then adding or subtracting points for multiple measures. Twelve colleges reported relying most heavily on qualitative data to direct placement decisions, placing less consideration on placement test scores. REL reported that weighting of multiple measures varied widely and that only a few colleges used regression analysis to predict success. In this paper, "use of multiple measures for placement," or simply "multiple measures," refers to a process in which colleges rely on more than a single factor to determine student readiness for a course or program. The purpose of this paper is to do the following: (1) review the value of and reasons for using multiple measures in California community colleges for placing students into the curriculum; (2) address the role of the academic senate, discipline experts, and counseling faculty in multiple measures placement; and (3) provide guidance regarding best practices for implementing multiple measures in order to improve placement accuracy. In addition, the paper will explore the implications of multiple measures on current issues involving efforts to implement a common assessment across the state, including unresolved issues of portability of assessment for placement results, accuracy and reliability of assessment, and local autonomy regarding assessment and placement decisions. Recommendations include: (1) Ensure that assessment procedures and the way placement decisions are made are clearly communicated to students. Students should be informed about the entire set of multiple measures that are being used to assess their level of knowledge and skill and how those multiple measures will be analyzed. (2) Ensure that multiple measures are applied consistently for all students. (3) Collect multiple measures before students complete assessment tests or as part of the assessment test process so that multiple measures are being applied to all students who are assessed, not just those who appeal their assessments. (4) Use measures that have a high degree of predictive validity. This may require longitudinal analysis of the predictive value of specific measures within service areas. For example, some communities may find relatively high predictive validity for high school math grades whereas in other communities that measure may be less useful. (5) Involve discussions by the local senate and discipline experts at each college. (6) Create a local selection of validated measures policy and data. (7) Include periodic review of multiple measures assessment policies. (8) Provide discipline experts and counseling faculty with information on why certain multiple measures have been selected for use at the college and the role that multiple measures can play in accurate placement. (9) Strive to produce an objective process and carefully examine the use of local measures that may be overly subjective, such as interviews. (10) Make weighting of multiple measures transparent and research based. (11) Consider a regional consortium among the counseling faculty and discipline experts to discuss how assessment outcomes might be portable and accurate. Appended are: (1) Current Commonly Used Multiple Measures Summarized from the CCCCO Survey as Analyzed by WestEd 2011 (N= 59 of 112 colleges); (2) Complete Table of Multiple Measures; (3) Scenarios Showing Very Different Local Methods of Establishing Placement Processes; and (4) Questions to Ask to Begin Your Placement Process using Multiple Measures.

Work Satisfaction and Performance Relationships I

Author : Jacob P. Siegel
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Assessing Reading

Author :
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This book contains a collection of formal and informal reading assessments for use with students in Grades k-12. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. Unlike large-scale achievement tests, the majority of these assessments can be administered individually. Each assessment was selected because it measures an important research-based reading skill and because it is quick, reliable, and easy to use. Each assessment provides clear and accurate individual student information. The assessments included in this book are informal assessments designed to measure specific skills critical to successful reading. Some of the assessments are curriculum-based, while others are criteria-based, depending on the purpose of the assessment. Similarly, some assessments target specific skills, some are instruments for broader screening, and some can be used for both types of assessment. Spanish assessments are provided for the early grades where many students may still be in bilingual programs or may be receiving Spanish primary language instruction before transitioning to English programs. Profile Forms and Class Records found in the Appendix provide an easy way for teachers to summarize assessment results. Appended are: (1) core Reading Assessment Profile Forms; (2) core Reading Assessment Class Records; (3) Performance Criteria for Fluency and Fluency Scores: a Discussion; (4) Assessment-Driven Instruction: a Systems Approach; and (5) Resources for Assessing Reading. [Contributing authors include: Orna Lenchner, Michael Milone, and Jacalyn Mahler.].

The Efficacy of Psychophysiological Measures for Implementing Adaptive Technology

Author :
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Adaptive automation refers to technology that can its mode of operation dynamically. Further, both the technology and the operator can initiate changes in the level or mode of automation. Further, both the technology and the operator can initiate changes in the level or mode of automation. The present paper reviews research on adaptive technology. It is divided into three primary sections. In the first section, issues surrounding the development and implementation of adaptive automation, are presented. Because physiological-based measures show much promise for implementing adaptive automation, the second section is devoted to examining candidate indices. In the final section, those techniques that show the greatest promise for adaptive automation as well as issues that still need to be resolved are discussed.

Advances in Experimental Political Science

Author : James Druckman
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Novel collection of essays addressing contemporary trends in political science, covering a broad array of methodological and substantive topics.

Portraits of South Asian Bilingualism

Author : Lubna Chaudhry
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Federal Register

Author :
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Resources in education

Author :
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The Facilitative Effects of Music on Visual Imagery

Author : Alexandra Louise Quittner
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Export Performance Multiple Predictors and Multiple Measures Approach

Author :
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TitleAbstract/titlePurpose– The purpose of this paper is to examine the antecedents of export performance within the parameters of the structure-conduct-and-performance (SCP) paradigm, resource-based view (RBV), rational choice (RC) and perceptual view (PV), theoretical templates.Design/methodology/approach– The study surveyed continuing manufacturing exporters from New Zealand (n=118) using an electronic method. Linear regression analysis was used to determine the relationships among the groups of predictors and three types of measures.Findings– The results found that strategic factors (encapsulating RC) were strong predictors of both export intensity (EI) and export intensity growth, followed by export barriers (representing PV). Conversely, firm factors (representing an amalgamation of SCP and RBV variables) generated lower explanatory power in predicting export performance. Regarding measures of export performance, EI carried the highest efficacy.Practical implications– This research suggests export performance depends primarily on deliberate strategic initiatives (RC) (regarding, products, markets and approaches to order generation), and implicitly challenges the resource and natural selection based advantages inherent in firm factors.Originality/value– This is one of the few studies on export performance to test the explanatory power of competing theoretical views using a multiple measures approach. Insights from this research extend to the very definition of an internationalizing SME with significant implications for export researchers.

Partially Nonlinear Mixed effects Models for Multivariate Normal Repeated Measures with Latent Covariates

Author : Shelly Anne Blozis
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Workshop on Design of Longitudinal Studies and Analysis of Repeated Measures Data

Author : Susan R. Wilson
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The Consequences of Residual Effects in Repeated Measures Designs Under Randomization

Author : Garry Howard Hannah
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The Effects of Single Versus Multiple Measures of Biofeedback on Basketball Free Throw Shooting Performance

Author : Maria Kavussanu
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Identity Crisis

Author : Heather Hough
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The Every Student Succeeds Act (ESSA) makes sweeping changes to the way school performance is measured. Using the innovative measurement system developed by the CORE Districts in California, the authors explore how schools can be identified for support and improvement using a multiple measures framework. They show that 1) Different academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic "School Quality and Student Success" indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy. [This memo represents work underway as part of the CORE-PACE Research Partnership. For a summary of this policy memo, see ED574852.].

Report of the Secretary for Public Instruction

Author : Queensland. Department of Public Instruction
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The Effects of Story Mapping and Incentives on Multiple Measures of Writing Proficiency

Author : Melissa Ann Brunner
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This study examined the effects of story mapping plus incentives on writing proficiency. A single-subject multiple baseline design was used in which 16 students (1 fifth, 1 fourth, 14 second, and 1 first grade) were provided direct instruction in story mapping. Incentives were used as reinforcers for students who wrote 30 percent more words during intervention than they did during baseline. Total written words, words spelled correctly, correct punctuation marks, correct word sequences, percentage of words spelled correctly, percentage of correct word sequences, and correct minus incorrect word sequences were used to assess written expression skills. Visual inspection was used to examine data for changes in level and/or slope.

Evaluating Practice

Author : Martin Bloom
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This is a revision of the leading evaluation text in the human services. Bloom, Fischer, and Orme's text is seen as the standard work, and the most comprehensive work available. It incorporates both qualitative and quantitative approaches to evaluation, and provides extensive coverage of all aspects of evaluation including conceptualization, measurement, design, and analysis. This new edition includes computer disks by Charles Auerbach, David Schnall, and Heidi Heft Laporte of Yeshiva University, specially created for the book. This program, called SINGWIN, is a user-friendly approach to data analysis, described in an all-new chapter (Ch. 23) on computer analysis. The new edition also contains instructions on an updated Windows-based version of the computer assisted social services program for managing cases, charting and filling out scales. This text is very practical, with clear guidelines for the implementation of the concepts discussed. A number of tables and diagrams as well as numerous case examples help students visualize and understand the evaluation process. Although the authors are best-known within the social work discipline, this text can also be used in other professional programs such as nursing, counseling, psychology and psychiatry. An Instructor's Manual available with the text provides a number of student exercises that can be used in class or as homework assignments, as well as for testing materials.