In most large-scale assessments of student achievement, several broad content domains are tested. Because more items are needed to cover the content domains than can be presented in the limited testing time to each individual student, multiple test forms or booklets are utilized to distribute the items to the students. The construction of an appropriate booklet design is a complex and challenging endeavor that has far-reaching implications for data calibration and score reporting. This module describes the construction of booklet designs as the task of allocating items to booklets under context-specific constraints. Several types of experimental designs are presented that can be used as booklet designs. The theoretical properties and construction principles for each type of design are discussed and illustrated with examples. Finally, the evaluation of booklet designs is described and future directions for researching, teaching, and reporting on booklet designs for large-scale assessments of student achievement are identified.

An NCME Instructional Module on Booklet Designs in Large‐Scale Assessments of Student Achievement: Theory and Practice

Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based argumentation scaffolds on middle school students’ construction of evidence-based arguments during a PBL unit, and (b) scaffold use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews. Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use of the scaffolds by the small groups to communicate and keep organized.

Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments

Expansion mechanism of extruded foams supplemented with wheat bran

A critical step in problem-based learning (PBL) units occurs when groups present their solution to the central problem. This is challenging for middle school students because it involves the creation of an evidence-based argument (Krajcik et al., Journal of the Learning Sciences 7:313–350, 1998). Using a mixed method design, this study investigated (a) the impact of computer-based argumentation scaffolds on middle school students’ argumentation ability, and (b) what middle school students used for support and why during a PBL unit. Data sources included persuasive presentation rating scores, argument evaluation ability test, videotaped class sessions, and prompted interviews. Results included a significant impact on average-achieving students’ argument evaluation ability, and use of the scaffolds by the small groups to plan their research and keep organized.

https://link.springer.com/content/pdf/10.1007%2Fs11423-009-9139-4.pdf

Portraits of middle school students constructing evidence-based arguments during problem-based learning: the impact of computer-based scaffolds

Optimising the inactivation of grape juice spoilage organisms by pulse electric fields.

Preface.Introduction.The Completely Randomized Design.Linear Models for Designed Experiments.Testing Hypotheses and Determining Sample Size.Methods of Reducing Unexplained Variation.Latin Squares.Split-Plot and Related Designs.Incomplete Block Designs.Repeated Teatments Designs.Factorial Experiments, the 2n System.Factorial Experiments, the 3n System.Analysis of Experiments Without Designed Error Terms.Confounding Effects with Blocks.Fractional Factorial Experiments.Response Surface Designs.Plackett-Burmann Hadamard Plans.The General Pn and Nonstandard Factorials.Factorial Experiments with Quantitative Factors.Plans for Which Run Order is Important.Supersaturated Plans.Sequences of Fractions of Factorials.Multi-Stage xperiments.Orthogonal Arrays and Related Structures.Factorial Plans Derived via Orthogonal Arrays.Experiments on the Computer.

L. Marcia Gumpertz

Papers

Planning, construction, and statistical analysis of comparative experiments