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

Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not outperform boys on achievement or IQ tests. To date, explanations for the underprediction of girls' GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors' investigation suggests an additional explanation: Girls are more self-disciplined, and this advantage is more relevant to report card grades than to achievement or aptitude tests. Eighth-grade girls at an urban magnet school were more self-disciplined than their male counterparts according to delay of gratification measures and self-report, teacher, and parent ratings. Whereas girls earned higher grades in all courses, they did only marginally better on an achievement test and worse on an IQ test. Mediation analyses suggested girls earned higher GPAs at least in part because they were more self-disciplined.

Self-discipline gives girls the edge : Gender in self-discipline, grades, and achievement test scores

A female advantage in school marks is a common finding in education research, and it extends to most course subjects (e.g., language, math, science), unlike what is found on achievement tests. However, questions remain concerning the quantification of these gender differences and the identification of relevant moderator variables. The present meta-analysis answered these questions by examining studies that included an evaluation of gender differences in teacher-assigned school marks in elementary, junior/middle, or high school or at the university level (both undergraduate and graduate). The final analysis was based on 502 effect sizes drawn from 369 samples. A multilevel approach to meta-analysis was used to handle the presence of nonindependent effect sizes in the overall sample. This method was complemented with an examination of results in separate subject matters with a mixed-effects metaanalytic model. A small but significant female advantage (mean d 0.225, 95% CI [0.201, 0.249]) was demonstrated for the overall sample of effect sizes. Noteworthy findings were that the female advantage was largest for language courses (mean d 0.374, 95% CI [0.316, 0.432]) and smallest for math courses (mean d 0.069, 95% CI [0.014, 0.124]). Source of marks, nationality, racial composition of samples, and gender composition of samples were significant moderators of effect sizes. Finally, results showed that the magnitude of the female advantage was not affected by year of publication, thereby contradicting claims of a recent “boy crisis” in school achievement. The present meta-analysis demonstrated the presence of a stable female advantage in school marks while also identifying critical moderators. Implications for future educational and psychological research are discussed.

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Gender differences in scholastic achievement: a meta-analysis.

The underrepresentation of women at the top of math-intensive fields is controversial, with competing claims of biological and sociocultural causation. The authors develop a framework to delineate possible causal pathways and evaluate evidence for each. Biological evidence is contradictory and inconclusive. Although cross-cultural and cross-cohort differences suggest a powerful effect of sociocultural context, evidence for specific factors is inconsistent and contradictory. Factors unique to underrepresentation in math-intensive fields include the following: (a) Math-proficient women disproportionately prefer careers in non–math-intensive fields and are more likely to leave math-intensive careers as they advance; (b) more men than women score in the extreme math-proficient range on gatekeeper tests, such as the SAT Mathematics and the Graduate Record Examinations Quantitative Reasoning sections; (c) women with high math competence are disproportionately more likely to have high verbal competence, allowing greater choice of professions; and (d) in some math-intensive fields, women with children are penalized in promotion rates. The evidence indicates that women’s preferences, potentially representing both free and constrained choices, constitute the most powerful explanatory factor; a secondary factor is performance on gatekeeper tests, most likely resulting from sociocultural rather than biological causes.

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Women's underrepresentation in science: sociocultural and biological considerations.

Acknowledgments vii Preface xiii Chapter 1. Educational Attainment: Overall Trends, Disparities, and the Public Universities We Study 1 Chapter 2. Bachelor's Degree Attainment on a National Level 20 Chapter 3. Finishing College at Public Universities 32 Chapter 4. Fields of Study, Time-to-Degree, and College Grades 57 Chapter 5. High Schools and "Undermatching" 87 Chapter 6. Test Scores and High School Grades as Predictors 112 Chapter 7. Transfer Students and the Path from Two-Year to Four-Year Colleges 134 Chapter 8. Financial Aid and Pricing on a National Level 149 Chapter 9. Financial Aid at Public Universities 166 Chapter 10. Institutional Selectivity and Institutional Effects 192 Chapter 11. Target Populations 207 Chapter 12. Looking Ahead 223 Appendix A. The Modern Evolution of America's Flagship Universities by Eugene M. Tobin 239 Notes 265 List of Figures 337 List of Tables 347 List of Appendix Tables 349 References 357 Index 377

Crossing the Finish Line:: Completing College at America’s Public Universities (Association for Institutional Research, May 30, 2010)

In comparing the average scores for men and women on the Scholastic Aptitude Test (SAT, since revised and renamed as the Scholastic Assessment Test), sex differences in demographic and educational variables that influence test performance are usually ignored. In this study of 69,284 high school seniors (12th graders) who took the SAT in November of 1990, self-reported background information was used to compute adjusted scores for men and for women. On the Verbal section, the difference in observed means was 4.68 points while the difference in adjusted means was 9.87 points. On the Mathematical section, the difference in observed means was 45.38 points but the difference in adjusted means was 33.76 points (a reduction of over 25%). In all comparisons, the mean was higher for men than for women. It is argued that adjusted means may provide more appropriate comparisons of the performance of men and women on the SAT depending on the type of comparison to be made.

SEX DIFFERENCES ON THE SAT: An Analysis of Demographic and

Metastasis to the thyroid is a relatively unusual clinical entity with prostatic carcinoma metastasizing to the thyroid rarely reported in the literature. We present a case of an 87 year old male who underwent total thyroidectomy for a 2 cm papillary thyroid carcinoma with a second neighboring hypercellular focus suggestive of follicular variant papillary carcinoma. Immunohistochemical staining was negative for thyroglobulin and positive for PSA, indicating a metastatic focus of prostate cancer. We report a case of a patient with prostate cancer metastasis to the thyroid near a coexisting papillary thyroid carcinoma. doi: http://dx.doi.org/10.4021/jcs77w

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Prostate Adenocarcinoma Metastasis and Papillary Thyroid Carcinoma: A Case Report of Coexisting Thyroid Tumors

The peptidisc membrane mimetic enables global reconstitution of the bacterial membrane proteome into water-soluble detergent-free particles, termed peptidisc libraries. We present here a method that combines peptidisc libraries and chromosomal-level gene tagging technology with affinity purification and mass spectrometry (AP/MS) to stabilize and identify fragile membrane protein complexes that exist at native expression levels. This method circumvents common artifacts caused by bait protein overproduction and protein complex dissociation due to lengthy exposure to detergents during protein isolation. Using the Escherichia coli Sec system as a case study, we identify an expanded version of the translocon, termed the HMD complex, consisting of nine different integral membrane subunits. This complex is stable in peptidiscs but dissociates in detergents. Guided by this native-level proteomic information, we design and validate a procedure that enables purification of the HMD complex with minimal protein dissociation. These results highlight the utility of peptidiscs and AP/MS to discover and stabilize fragile membrane protein assemblies. Data are available via ProteomeXchange with identifier PXD032315.

Development of a Method Combining Peptidiscs and Proteomics to Identify, Stabilize, and Purify a Detergent-Sensitive Membrane Protein Assembly.

PurposeThe present research investigated the effects of a technology enhanced learning system designed to facilitate students’ reading and technology skills, an area in which there is a paucity of high-quality research (Patterson, Henry, O’Quin, Ceprano, & Blue, 2003). The program examined is an Internet-based learning system that provides daily reading passages to students in grades 2-8. Central to the program’s design is its capacity to deliver reading materials that are on students’ individually differentiated reading levels. In other words, on any given day all students in a classroom receive a reading selection via the Internet on a single topic (e.g. hurricane Katrina), however, the exact reading level of the selection and its follow-up activities are determined by each student’s individual reading ability. The present research investigated the effects of this program on students’ literacy and technology skills during a one-year intervention.

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An Internet-Delivered, Individually Differentiated Reading Program: Effects on Students' Literacy Achievement and Technology Skills.

A family literacy program was designed to bridge home and school literacy contexts by involving parents and children in developmentally appropriate and culturally sensitive literacy activities. The program's purpose was to enhance children's achievement and interest in reading and writing. The family program was a mirror image of a literature-based school program which included literacy centers in classrooms, teacher-modeled literature activities, and writing and reading appreciation periods called "WRAP (Writing and Reading Appreciation) Time" when children choose with whom to work and in which literacy activities to engage. The home program had similar features to the school program: engaging parents and children in storybook reading, recording words from the environment, writing journals, engaging in storytelling, and using "Highlights for Children" magazine as a home-school connection literacy material. Parent meetings were held monthly with children to share ideas, find out what parents and children wanted to learn, and to give them the opportunity to work and learn together. The program was carried out in an inner-city school district, with mostly African-American and Latino families. Children were in grades 1-3. Preand posttests were administered to determine growth in achievement and interest in reading. Achievement and motivation data demonstrated a significant difference in favor of the children in the family program. Success was attributed to the collaboration and shaping of the program by parents and teachers in an atmosphere of mutual respect. (Contains 20 references, and 3 tables and 1 figure of data. An appendix lists storybooks used for testing.) (Author/RS) Parent, Teacher, and Child Participation in a Collaborative Family Literacy Program: The Effects on Attitude, Motivation, and Literacy Achievement Lesley Mandel Morrow John Young Rutgers University U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 111,Kis document has been reproduced as received from the person or organization originating it. El Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. National Reading Research Center READING RESEARCH REPORT NO. 64

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Parent, Teacher, and Child Participation in a Collaborative Family Literacy Program: The Effects on Attitude, Motivation, and Literacy Achievement. Reading Research Report No. 64.

John W. Young

Papers

SEX DIFFERENCES ON THE SAT: An Analysis of Demographic and

Prostate Adenocarcinoma Metastasis and Papillary Thyroid Carcinoma: A Case Report of Coexisting Thyroid Tumors

Development of a Method Combining Peptidiscs and Proteomics to Identify, Stabilize, and Purify a Detergent-Sensitive Membrane Protein Assembly.

An Internet-Delivered, Individually Differentiated Reading Program: Effects on Students' Literacy Achievement and Technology Skills.

Parent, Teacher, and Child Participation in a Collaborative Family Literacy Program: The Effects on Attitude, Motivation, and Literacy Achievement. Reading Research Report No. 64.