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Statewide Assessment (statewide + assessment)
Selected AbstractsIntroduction to the Special Issue on Nebraska's Alternative Approach to Statewide AssessmentEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2004Deborah L. Bandalos Nebraska's Standards-based, Teacher-led Assessment and Reporting System (STARS) is unique in its focus on locally developed, classroom-based assessments in lieu of a state test. The purpose of this special issue is to introduce the STARS model and discuss the problems inherent in such a system. Other articles in this issue address issues of quality control and comparability of assessments, the development of teacher assessment literacy, and teachers' reactions to the implementation of STARS. [source] Statewide Assessment of Response to Domestic Violence in LouisianaJUVENILE AND FAMILY COURT JOURNAL, Issue 1 2003STACY C. MOAK J.D. PH.D. ABSTRACT The Louisiana statewide assessment of domestic violence attitudes and services was a cooperative effort between the Louisiana Community Policing Institute and the Criminal Justice Program at the University of Louisiana, Monroe. The research project included both surveys and focus groups from Louisiana's eight law enforcement planning districts. Results indicate that the response to domestic violence in Louisiana is generally inadequate. Furthermore, problems exist with respect to the definition of domestic violence among agencies. Finally, four basic barriers to successful intervention were identified, including lack of resources, lack of education and training, victims' lack of confidence in the system, and lack of a coordinated response to the problem. Recommendations are presented for overcoming these obstacles. [source] Multidimensional Linking for Tests with Mixed Item TypesJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 2 2009Lihua Yao Numerous assessments contain a mixture of multiple choice (MC) and constructed response (CR) item types and many have been found to measure more than one trait. Thus, there is a need for multidimensional dichotomous and polytomous item response theory (IRT) modeling solutions, including multidimensional linking software. For example, multidimensional item response theory (MIRT) may have a promising future in subscale score proficiency estimation, leading toward a more diagnostic orientation, which requires the linking of these subscale scores across different forms and populations. Several multidimensional linking studies can be found in the literature; however, none have used a combination of MC and CR item types. Thus, this research explores multidimensional linking accuracy for tests composed of both MC and CR items using a matching test characteristic/response function approach. The two-dimensional simulation study presented here used real data-derived parameters from a large-scale statewide assessment with two subscale scores for diagnostic profiling purposes, under varying conditions of anchor set lengths (6, 8, 16, 32, 60), across 10 population distributions, with a mixture of simple versus complex structured items, using a sample size of 3,000. It was found that for a well chosen anchor set, the parameters recovered well after equating across all populations, even for anchor sets composed of as few as six items. [source] Teachers' perceptions of policy influences on science instruction with culturally and linguistically diverse elementary studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2007Annis Shaver Abstract This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of English language learners in the southeastern United States. Results indicate that teachers' opinions concerning all areas of policy evolved as the state enforced stronger measures of accountability during the 2-year period of the study. Although relatively positive regarding standards, their opinions became increasingly negative regarding statewide assessment, and even more so toward accountability measured by reading, writing, and mathematics. The results suggest that it is important to understand how teachers perceive the influence of policies, particularly those relating to English language learners, as science accountability becomes more imminent across the states. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 725,746, 2007 [source] Integrated modeling environment for statewide assessment of groundwater vulnerability from pesticide use in agriculture,PEST MANAGEMENT SCIENCE (FORMERLY: PESTICIDE SCIENCE), Issue 8 2004Audra Eason Abstract Atrazine, a herbicide widely used for corn production in the Midwest, has been detected in groundwater of several states, and has been identified as a possible human carcinogen. With the widespread use of pesticides in crop production, and the frequent detection of these chemicals in groundwater, large-scale risk assessments would help water resource managers to identify areas that are more susceptible to contamination and implement practices to ameliorate the problem. This paper presents an integrated, visual and interactive system for predicting potential environmental risks associated with pesticide contamination at spatial scales ranging from fields to landscapes and regions. The interactive system extends the predictive ability of the Pesticide Root Zone Model Release 2.0 (PRZM-2) to a landscape and statewide scale through integration with a geographic information system (GIS), graphical user interface and environmental databases. Predictions of statewide (Iowa) vulnerability of groundwater from atrazine leaching below the unsaturated zone were made to demonstrate the utility of the system, and the results were used in risk assessment. In the example application, atrazine fate and transport were evaluated using long-term climatic data (1980,1989) in combination with several environmental databases (eg STATSGO soils database) and exposure risks were expressed in terms of the probability of the predicted pesticide concentrations exceeding the maximum contaminant level (MCL) for drinking water. The results indicate that the predicted pesticide concentrations were significantly lower than the EPA-established MCL. In addition to providing an interactive environment for landscape-level assessment of potential risks from pesticide leaching, the system significantly reduces the time and resources needed to organize and manipulate data for use with PRZM-2, and provides an analytical framework for evaluating groundwater-leaching impacts of pesticide management practices. Copyright © 2004 Society of Chemical Industry [source] | ||||||||||