Showing papers in "Studies in Educational Evaluation in 2005"

TL;DR: In this paper, the use of plausible values has been shown to address concerns with bias in the estimation of certain population parameters when point estimates of latent achievement are used to estimate those population parameters, allowing secondary data analysts to employ standard techniques and tools to analyse achievement data that contains substantial measurement error components.

TL;DR: In this paper, an item-based analysis of textbook contents resulted in fairly high correlations with student performance at the item level in TIMSS 1999, which implies that even a quite simple analysis of textbooks can produce valuable information when looking for explanations for student achievement in mathematics.

TL;DR: For five years, from 1995 until 2000, a group of eight educators and researchers met twice annually in Syracuse, NY, for the purpose of revising Bloom's Taxonomy, known simply as the Taxonomy Table as discussed by the authors.

TL;DR: In this paper, the authors identified school characteristics linked with educational effectiveness in 14 sub-Saharan African countries are identified, defined in terms of students' literacy achievement at the end of Grade 6, after taking their social and academic backgrounds into account.

TL;DR: In this paper, a measurement design effect is introduced to describe the impact of measurement error at the individual level (described through a reliability index) on the accuracy with which population parameters are estimated.

TL;DR: In this paper, the authors analyse the gradual emergence in the Irish education system of such an accommodation and highlight a major lacuna at the heart of the emerging system, namely the lack of firm data on which schools can really base effective improvement strategies.

TL;DR: A linear structural model was studied to investigate the factors affecting reading literacy and mathematical literacy skills of 15-year-old students in the Programme for International Student Assessment (PISA) 2000 data across different cultural settings.

TL;DR: In this paper, the authors trace the evolution of a quest for solving the problems involved in the analysis of multilevel data and the estimation of the value added effects of schools in influencing educational outcomes.

TL;DR: This article investigated the usefulness of a verbal protocol approach in examining the underlying construct of a cloze test, i.e., the reasons that a test writer had for deleting some lexical items from a passage to construct a cloza test, and found that participants could not verbalize all the mental processes they used in taking the test.

TL;DR: In this article, a mixed quantitative and qualitative approach was used to study cognitive processes underlying raters' judgments and the reliability of these judgments and found that the interrater reliability of 12 portfolios was satisfactory.

TL;DR: In international large-scale surveys, constructed response (CR) items are increasingly being used and multiple-choice (MC) items were being used less frequently as discussed by the authors, and the two item types will be compared in terms of any differences they have on national mean scores.

TL;DR: In this paper, the authors conducted interviews with school principals to provide further information regarding factors associated with educational evaluation, using a qualitative approach, and the results of the interviews supported the notion that the qualitative methods could provide information that quantitative procedures could not.

TL;DR: In this article, the authors compared the invariance properties of two methods of psychometric instrument calibration for the development of a measure of wealth among families of grade 5 pupils in five provinces in Vietnam.

TL;DR: In this paper, a new multivariate multilevel model via a latent variable approach was introduced to estimate the consistency in the rates of growth between mathematics and science achievement among students and schools.

TL;DR: In this paper, the authors studied the possible differences in the academic performance of students in university education in terms of the model followed in secondary education, and concluded that there are no differences in student academic performance at university in the secondary education system followed.

TL;DR: In this paper, the authors proposed a continuous and comprehensive evaluation for primary classes based on the concept of continuous and complete evaluation of children's all-round development in primary classes of four primary schools in India.

TL;DR: In this paper, the authors take care not only in estimating variance components but also in interpreting them, taking into account the target population definitions, the nature of the sampling stages and their sampling units, and the sample sizes will determine which variance components can be estimated and how they can be properly interpreted.

TL;DR: In this article, the results of analyses conducted on the Student Tracking Form data of the OECD/PISA 2000 survey are presented, and a simulation that compares the relative efficiency of the student weight adjustment with a multiple imputation method is presented.