Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

I am a researcher and graduate student of American Indian descent (Stockbridge-Munsee/Mohican). I have always been very aware of the absence of other American Indian students in postsecondary education programs; have noticed the shortage of American Indians employed as educators, professors, or administrators; and am acutely aware of the number of American Indian populations excluded from qualitative or quantitative data sets as part of mainstream research agendas that are published on the state or national level. This is the beginning of my dissertation research journey, and the data that I have studied thus far demonstrates a ten-year failure of the traditional, Western, and public educational system in Wisconsin to nurture, graduate, and utilize Native Americans from birth through adulthood. This historical failure in the Wisconsin educational systems and organizations has left the First Children and the First People of this country far behind as compared to their other minority and white counterparts (Bowman ). The extent of how far and why they are behind is what I am determined to discover. Anecdotally speaking, I knew in my heart that the few Indians who did survive school accomplished this despite many barriers or whatever politically correct legislation was the popular rhetoric at the time. But in my head I needed to ascertain, scientifically document, and understand the factors that were responsible for this shameful record regarding the education of Native American students and their underrepresentation as professionals within the educational community. In a time of attempts to abolish affirmative action and hearing the promises of leaving no children behind, I have diligently tried to set aside time to conduct research Cultural Differences of Teaching and Learning

Cultural differences in teaching and learning

http://www.epa.gov/oppfead1/labeling/lrm/ individual chapters of the Pesticide Label Review Manual, 3rd Edition Pesticide Label Review Manual, 3rd Edition. Utilized by the EPA Office of Pesticide Programs (OPP) to improve the quality and consistency of pesticide labels. This document provides guidance on how the US EPA interprets the Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA) and its specific requirements for label language and format. Chapters include: • Precautionary labeling (including Signal Word, Personal Protective Equipment, and First Aid Statements) • Physical or Chemical Hazards • Worker Protection Labeling • Directions for Use • Labeling Claims • Storage and Disposal • Identification numbers (including EPA registration number)

Appendix A: informational sources on pesticides and health.

Evaluation and measurement in education and psychology. Principles and methods of classroom test construction. Summarizing and interpreting measurements. Selecting, evaluating and using standardized tests. Evaluating students and programs.

Principles of educational and psychological measurement and evaluation : study guide to accompany

/pdf/the-inevitable-corruption-of-indicators-and-educators-1m9czrzxka.pdf

The Inevitable Corruption of Indicators and Educators through High-Stakes Testing. Executive Summary.

Millions of students register for Massive Open Online Courses (MOOCs) to look for opportunities for learning and self-development. However, the learning process usually involves emotional experience, which may affect students' participation in the course, eventually resulting in dropping out along the way. In this study, we quantify this effect. Particularly, this research goes beyond focusing on only the single dimension of positive or negative emotions as many prior studies do. Instead, informed by the control-value theory, a more integrated framework of achievement emotions is applied in order to gain a comprehensive understanding of the role of emotions in MOOC students' learning experiences. Specifically, we first built and validated a machine learning model to automatically detect the achievement emotions in the forum posts. Then survival analysis was used to quantify the influence of achievement emotions on student dropout. The results show a different influencing mechanism for expressed and exposed achievement emotions on student survival in the MOOC course. Implications of the results are then discussed in terms of intervention design to improve student retention in MOOCs.

Beyond positive and negative emotions: Looking into the role of achievement emotions in discussion forums of MOOCs

Discussion forums are increasingly central to massive open online courses (MOOCs), and it is vital for learners to participate in associated forum activities. Active forum participation positively ...

Exploring the Temporal Dimension of Forum Participation in MOOCs.

Teachers in K-12 settings often teach out of textbooks in order to provide differentiated instruction. Open educational resources (OER) might be an effective alternative to traditional textbooks for K-12 teachers because of a free access to a rich collection of open-licensed educational materials. Understanding how to encourage teachers to accept OER is thus critical. However, existing evidence mainly concerns the advantage of OER in cost reduction but overlooks the merit of openness. To fill this gap, this mixed methods inquiry, implementing the technology acceptance model, integrated qualitative and quantitative findings to obtain a comprehensive understanding of teachers? intentions of adopting OER in K-12 settings. This study found that perceived ease of use and perceived usefulness predicted K-12 teachers? intention to adopt OER with attitudes toward OER as a mediating variable. Perceived ease of use also determined perceived usefulness. Teachers? perceptions of OER adoption were also examined for additional insight into the quantitative findings. Practical implications of adopting OER in K-12 curriculum were discussed.

https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12937

Understanding K‐12 teachers’ intention to adopt open educational resources: A mixed methods inquiry

The outbreak of COVID-19 leads to an increasing demand for online educational resources to continue teaching and learning. Open educational resources (OER), with the benefits of cost-saving and open licenses, have great potential in facilitating the rapid transition to digital education, but concerns about whether OER decrease the effectiveness of student learning remains unsolved. Hilton's review article (2016) provides synthesized evidence stating that OER can help decrease college students' textbook spending without undermining student learning effectiveness. It is also noteworthy that implementing OER in digital education needs additional considerations beyond the efficacy of OER. Therefore, this special issue article extends Hilton's (2016) synthesized findings by presenting four additional perspectives in research, design, culture, practice about implementing OER in digital education.

/pdf/implementing-open-educational-resources-in-digital-education-1r8fmfwluu.pdf

Implementing open educational resources in digital education.

Learning and participation are inseparable in online environments. To improve online learning, much effort has been devoted to encouraging online participation. However, previous research has inves...

Hengtao Tang

Papers

Beyond positive and negative emotions: Looking into the role of achievement emotions in discussion forums of MOOCs

Exploring the Temporal Dimension of Forum Participation in MOOCs.

Understanding K‐12 teachers’ intention to adopt open educational resources: A mixed methods inquiry

Implementing open educational resources in digital education.

Time Really Matters: Understanding the Temporal Dimension of Online Learning Using Educational Data Mining.