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National Assessment (national + assessment)
Selected AbstractsDiscrepancies Between Score Trends from NAEP and State Tests: A Scale-Invariant PerspectiveEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2007Andrew D. Ho State test score trends are widely interpreted as indicators of educational improvement. To validate these interpretations, state test score trends are often compared to trends on other tests such as the National Assessment of Educational Progress (NAEP). These comparisons raise serious technical and substantive concerns. Technically, the most commonly used trend statistics,for example, the change in the percent of proficient students,are misleading in the context of cross-test comparisons. Substantively, it may not be reasonable to expect that NAEP and state test score trends should be similar. This paper motivates then applies a "scale-invariant" framework for cross-test trend comparisons to compare "high-stakes" state test score trends from 2003 to 2005 to NAEP trends over the same period. Results show that state trends are significantly more positive than NAEP trends. The paper concludes with cautions against the positioning of trend discrepancies in a framework where only one trend is considered "true." [source] An Investigation of Alternative Methods for Item Mapping in the National Assessment of Educational ProgressEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2001Rebecca Zwick What is item mapping and how does it aid test score interpretation? Which item mapping technique produces the most consistent results and most closely matches expert opinion? [source] A Domain-level Approach to Describing Growth in AchievementJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2005E. Matthew Schulz Descriptions of growth in educational achievement often rely on the notion that higher-level students can do whatever lower-level students can do, plus at least one more thing. This article presents a method of supporting such descriptions using the data of a subject-area achievement test. Multiple content domains with an expected order of difficulty were defined within the Grade 8 National Assessment of Educational Progress (NAEP) in mathematics. Teachers were able to reliably classify items into the domains by content. Using expected percentage correct scores on the domains, it was possible to describe each achievement level boundary (Basic, Proficient, and Advanced) on the NAEP scale by patterns of skill that include both mastery and non-mastery, and to show that higher achievement levels are associated with mastery of more skills. We conclude that general achievement tests like NAEP can be used to provide criterion-referenced descriptions of growth in achievement as a sequential mastery of skills. [source] Exact Small-Sample Differential Item Functioning Methods for Polytomous Items With Illustration Based on an Attitude SurveyJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 4 2004J. Patrick Meyer Exact nonparametric procedures have been used to identify the level of differential item functioning (DIF) in binary items. This study explored the use of exact DIF procedures with items scored on a Likert scale. The results from an attitude survey suggest that the large-sample Cochran-Mantel-Haenszel (CMH) procedure identifies more items as statistically significant than two comparable exact nonparametric methods. This finding is consistent with previous findings; however, when items are classified in National Assessment of Educational Progress DIF categories, the results show that the CMH and its exact nonparametric counterparts produce almost identical classifications. Since DIF is often evaluated in terms of statistical and practical significance, this study provides evidence that the large-sample CMH procedure may be safely used even when the focal group has as few as 76 cases. [source] Using data mining to predict K,12 students' performance on large-scale assessment items related to energyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2008Xiufeng Liu This article reports a study on using data mining to predict K,12 students' competence levels on test items related to energy. Data sources are the 1995 Third International Mathematics and Science Study (TIMSS), 1999 TIMSS-Repeat, 2003 Trend in International Mathematics and Science Study (TIMSS), and the National Assessment of Educational Progress (NAEP). Student population performances, that is, percentages correct, are the object of prediction. Two data mining algorithms, C4.5 and M5, are used to construct a decision tree and a linear function to predict students' performance levels. A combination of factors related to content, context, and cognitive demand of items and to students' grade levels are found to predict student population performances on test items. Cognitive demands have the most significant contribution to the prediction. The decision tree and linear function agree with each other on predictions. We end the article by discussing implications of findings for future science content standard development and energy concept teaching. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 554,573, 2008 [source] Performance of students in project-based science classrooms on a national measure of science achievementJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2002Rebecca M. Schneider Reform efforts in science education emphasize the importance of supporting students' construction of knowledge through inquiry. Project-based science (PBS) is an ambitious approach to science instruction that addresses concerns of reformers. A sample of 142 10th- and 11th-grade students enrolled in a PBS program completed the 12th-grade 1996 National Assessment of Educational Progress (NAEP) science test. Compared with subgroups identified by NAEP that most closely matched our student sample, White and middle class, PBS students outscored the national sample on 44% of NAEP test items. This study shows that students participating in a PBS curriculum were prepared for this type of testing. Educators should be encouraged to use inquiry-based approaches such as PBS to implement reform in their schools. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 410,422, 2002 [source] Likelihood inference for a class of latent Markov models under linear hypotheses on the transition probabilitiesJOURNAL OF THE ROYAL STATISTICAL SOCIETY: SERIES B (STATISTICAL METHODOLOGY), Issue 2 2006Francesco Bartolucci Summary., For a class of latent Markov models for discrete variables having a longitudinal structure, we introduce an approach for formulating and testing linear hypotheses on the transition probabilities of the latent process. For the maximum likelihood estimation of a latent Markov model under hypotheses of this type, we outline an EM algorithm that is based on well-known recursions in the hidden Markov literature. We also show that, under certain assumptions, the asymptotic null distribution of the likelihood ratio statistic for testing a linear hypothesis on the transition probabilities of a latent Markov model, against a less stringent linear hypothesis on the transition probabilities of the same model, is of type. As a particular case, we derive the asymptotic distribution of the likelihood ratio statistic between a latent class model and its latent Markov version, which may be used to test the hypothesis of absence of transition between latent states. The approach is illustrated through a series of simulations and two applications, the first of which is based on educational testing data that have been collected within the National Assessment of Educational Progress 1996, and the second on data, concerning the use of marijuana, which have been collected within the National Youth Survey 1976,1980. [source] Safety and efficacy of rituximab in systemic lupus erythematosus: Results from 136 patients from the French autoimmunity and rituximab registryARTHRITIS & RHEUMATISM, Issue 8 2010Benjamin Terrier Objective A number of open-label studies have suggested the potential benefit of rituximab (RTX) in systemic lupus erythematosus (SLE). However, in 2 recent randomized controlled trials (RCTs) of RTX, the primary end points were not met. We undertook this study to evaluate the safety and efficacy of RTX in off-trial patients with SLE seen in regular clinical practice. Methods We analyzed prospective data from the French AutoImmunity and Rituximab (AIR) registry, which includes data on patients with autoimmune disorders treated with RTX. Results One hundred thirty-six patients received treatment for SLE. The mean ± SD score on the Safety of Estrogens in Lupus Erythematosus: National Assessment (SELENA) version of the SLE Disease Activity Index (SLEDAI) was 11.3 ± 8.9 at baseline. Severe infections were noted in 12 patients (9%), corresponding to a rate of 6.6/100 patient-years. Most severe infections occurred within the first 3 months after the last RTX infusion. Five patients died, due to severe infection (n = 3) or refractory autoimmune disease (n = 2). Overall response was observed in 80 of 113 patients (71%) by the SELENA,SLEDAI assessment. Efficacy did not differ significantly between patients receiving RTX monotherapy and those receiving concomitant immunosuppressive agents (who had higher baseline disease activity). Articular, cutaneous, renal, and hematologic improvements were noted in 72%, 70%, 74%, and 88% of patients, respectively. Among responders, 41% experienced a relapse of disease, with a response in 91% after retreatment with RTX. Conclusion Data from the AIR registry show a satisfactory tolerance profile and clinical efficacy of RTX in patients with SLE. The contrasting results with those from recent RCTs leave open the question of the therapeutic use of RTX in SLE. Additional controlled studies with new designs are needed to define the place of RTX in the therapeutic arsenal for SLE. [source] Erythrocyte C3d and C4d for monitoring disease activity in systemic lupus erythematosusARTHRITIS & RHEUMATISM, Issue 3 2010Amy H. Kao Objective Disease activity in systemic lupus erythematosus (SLE) is typically monitored by measuring serum C3 and C4. However, these proteins have limited utility as lupus biomarkers, because they are substrates rather than products of complement activation. The aim of this study was to evaluate the utility of measuring the erythrocyte-bound complement activation products, erythrocyte-bound C3d (E-C3d) and E-C4d, compared with that of serum C3 and C4 for monitoring disease activity in patients with SLE. Methods The levels of E-C3d and E-C4d were measured by flow cytometry in 157 patients with SLE, 290 patients with other diseases, and 256 healthy individuals. The patients with SLE were followed up longitudinally. Disease activity was measured at each visit, using the validated Systemic Lupus Activity Measure (SLAM) and the Safety of Estrogens in Lupus Erythematosus: National Assessment (SELENA) version of the Systemic Lupus Erythematosus Disease Activity Index (SLEDAI). Results At baseline, patients with SLE had higher median levels of E-C3d and E-C4d (P < 0.0001) in addition to higher within-patient and between-patient variability in both E-C3d and E-C4d when compared with the 2 non-SLE groups. In a longitudinal analysis of patients with SLE, E-C3d, E-C4d, serum C3, and anti,double-stranded DNA (anti-dsDNA) antibodies were each significantly associated with the SLAM and SELENA,SLEDAI. In a multivariable analysis, E-C4d remained significantly associated with these SLE activity measures after adjusting for serum C3, C4, and anti-dsDNA antibodies; however, E-C3d was associated with the SLAM but not with the SELENA,SLEDAI. Conclusion Determining the levels of the erythrocyte-bound complement activation products, especially E-C4d, is an informative measure of SLE disease activity as compared with assessing serum C4 levels and should be considered for monitoring disease activity in patients with SLE. [source] Nonrenal disease activity following mycophenolate mofetil or intravenous cyclophosphamide as induction treatment for lupus nephritis: Findings in a multicenter, prospective, randomized, open-label, parallel-group clinical trial,ARTHRITIS & RHEUMATISM, Issue 1 2010Ellen M. Ginzler Objective To assess the effect of mycophenolate mofetil compared with intravenous pulses of cyclophosphamide on the nonrenal manifestations of lupus nephritis. Methods Patients with active lupus nephritis (renal biopsy class III, IV, or V) were recruited for the study (n = 370) and treated with mycophenolate mofetil (target dosage 3 gm/day) or intravenous cyclophosphamide (0.5,1.0 gm/m2/month), plus tapered prednisone, for 24 weeks. Nonrenal outcomes were determined using measures of whole body disease activity, including the British Isles Lupus Assessment Group (BILAG) disease activity index, the Safety of Estrogens in Lupus Erythematosus: National Assessment (SELENA) version of the Systemic Lupus Erythematosus Disease Activity Index (SLEDAI), and immunologic variables. Results Both treatments were effective on whole body disease activity in the systems examined, as indicated by changes in the classic BILAG index. With either treatment, remission was induced, notably in the mucocutaneous, musculoskeletal, cardiovascular/respiratory, and vasculitis systems, and flares were rare, as measured by the SELENA,SLEDAI. Levels of complement C3, C4, and CH50 and titers of anti,double-stranded DNA antibodies were normalized after treatment with either mycophenolate mofetil or intravenous cyclophosphamide. Conclusion In addition to the efficacy of both treatments on the renal system, this analysis showed that remission could also be induced in other systems. There was no clear difference in efficacy between mycophenolate mofetil and intravenous cyclophosphamide in ameliorating either the renal or nonrenal manifestations. Mycophenolate mofetil is, therefore, a suitable alternative to cyclophosphamide for the treatment of renal and nonrenal disease manifestations in patients with biopsy-proven lupus nephritis. [source] Perspectives on the relationships between ICT and assessmentJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2001A. McFarlane Abstract, There are at least three perspectives on ICT in schools which influence policy and practice. This paper considers the relationship between each of these perspectives: as a tool, as learning support and as revolutionary agent, and the relationship of each to assessment. It proposes that ultimately what determines the role ICT plays in school-based learning depends on the value attributed to learning outcomes. While national assessments continue to reward specified content knowledge above knowledge building abilities, the use of ICT will continue to cause tensions in the classroom. [source] Small-Sample Equating Using a Synthetic Linking FunctionJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 4 2008Sooyeon Kim This study addressed the sampling error and linking bias that occur with small samples in a nonequivalent groups anchor test design. We proposed a linking method called the synthetic function, which is a weighted average of the identity function and a traditional equating function (in this case, the chained linear equating function). Specifically, we compared the synthetic, identity, and chained linear functions for various-sized samples from two types of national assessments. One design used a highly reliable test and an external anchor, and the other used a relatively low-reliability test and an internal anchor. The results from each of these methods were compared to the criterion equating function derived from the total samples with respect to linking bias and error. The study indicated that the synthetic functions might be a better choice than the chained linear equating method when samples are not large and, as a result, unrepresentative. [source] | ||||||||||