Marker effects and examination reliability: a comparative exploration from the perspectives of generalizability theory, Rasch modelling and multilevel modelling

This study looked at how three different analysis methods could help us to understand rater effects on exam reliability. The techniques we looked at were: generalizability theory (G-theory) item response theory (IRT): in particular the Many-Facets Partial Credit Rasch Model (MFRM) multilevel modelling (MLM) We used data from AS component papers in geography and psychology for 2009, 2010 and 2011 from Edexcel.</p

Tessellated Structural-Architectural Systems: Experimental Testing and Interdisciplinary Student Projects

This dissertation discusses a new structural system called a Tessellated Structural-Architectural (TeSA) system. These TeSA systems utilize architecturally appealing tessellations in load-bearing structures comprised of interlocking tiles in a pattern. This dissertation focuses on the design, construction, and structural behavior of these TeSA systems, as well as their value as an interdisciplinary learning tool. This dissertation has 4 research objectives: 1) Demonstrate the fabrication and construction of a precast reinforced concrete (RC) TeSA shear wall system; 2) Measure the structural performance of the RC TeSA shear wall system; 3) Compare simplified shear and flexural analysis methods for RC TeSA shear walls to experimental results; and 4) Investigate how a collaborative project based on TeSA shear wall design may improve interdisciplinary competence and teamwork effectiveness of architectural and structural engineering students. To simplify the discussion of the methods and results relevant to each research objective, the dissertation is broken into two parts: 1) development and testing of TeSA structures and 2) educational experiments analyzing the implementation of TeSA-based projects in interdisciplinary education

A comparison of five multi attribute utility instruments

Abstract This paper presents the results of the validation study carried out to evaluate the Assessment of Quality of Life (AQoL) Instrument for the measurement of health related quality of life and utility. It involves, inter alia, the largest comparison of utility instruments that has been carried out to date. The five instruments included in the study are the AQoL, the Canadian HUI III, the Finnish 15D, the EuroQoL (EQ5D) and the SF36 with UK utility weights as quantified by Brazier (1998). The paper compares: (i) the absolute utility score obtained by different sub-populations; (ii) instrument sensitivity; (iii) the incremental differences in utility between different health states; (iv) the structural properties of descriptive systems; and (v) a limited comparison with a Time Trade-Off (TTO) assessment of own health by individuals. Using these criteria the AQoL performs very well. Its predicted utilities are very similar to those obtained from the HUI. There is evidence that the AQoL has greater sensitivity to health states than other instruments and its psychometric properties, as usually judged, are excellent. Despite this, it is concluded that, at present, no single MAU system can claim to be the gold standard and that researchers should select an instrument that is sensitive to the health states which they are investigating and that caution should be exercised in treating any of the instrument results as representing a utility score which truly represents a trade-off between life and health related quality of life

Improving Self-Efficacy in Problem Solving: Learning from Errors and Feedback

This study examined the social cognitive theoretical prediction that self-efficacy is enhanced by feedback that fosters problem solving skills. The anxiety addressed in this study was similar to low efficacy perceptions in solving statistics problems for adults whose background is far removed from the field of statistics. The study employed an experimental process to compare the changes in efficacy, problem solving, anxiety, and satisfaction scores for 138 students in two groups of feedback and no feedback. The sample represented 23 majors in a regional public university in the South. Students in the feedback group showed a statistically significant gain in their problem scores over the no feedback group; however, the mean efficacy scores were lower for both groups after the problem solving experiment. Both groups showed similar averages with respect to anxiety and satisfaction scores in regard to problem solving. The incongruence in problem scores with efficacy and anxiety scores was attributed to students' over rating of their abilities prior to actually performing the tasks. The process of calibration was identified as an explanation for the statistically significant correlation between problem solving scores and post - efficacy scores for the feedback group. The qualitative analysis of the contents of the feedback that students provided for each question indicated that those who provided more thoughtful self-explanations, and elaborated on the rationale for their choices showed higher gains in problem scores from pre- to posttest over those who gave fewer comments or did not elaborate on their responses. The number of statistics and mathematics courses taken previously correlated significantly with students' gain in problem scores. The findings in this study support the social cognitive theoretical prediction that feedback can impact self-efficacy positively when students are provided with real time evaluation and assessment indicators. Therefore, this study needs to be implemented with similar problems over a longer period of time for students to learn how to monitor their works and peers' work and how to integrate peers' comments in deriving the solutions and receive timely feedback from the teacher on their progress

The influence of school and teaching quality on children’s progress in primary school

This report investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England. The research is part of the larger longitudinal study of Effective Pre-School and Primary Education (EPPE 3-11) funded by the Department for Children, Schools and Families (DCSF) that is following children’s cognitive and social/behavioural development from ages 3 to 11 years. The EPPE 3-11 study investigates both pre-school and primary school influences on children’s attainment, progress and social/behavioural development. This report describes the results of quantitative analyses based on a subsample of 1160 EPPE children across Year 1 to 5 of primary education. The research builds on the earlier analyses of children’s Reading and Mathematics attainments and social/behavioural outcomes in Year 5 for the full EPPE 3-11 sample (see Sammons, 2007a; 2007b), by investigating relationships between children’s outcomes and measures of classroom processes, collected through direct observation of Year 5 classes in 125 focal schools chosen from the larger EPPE 3-11 data set. The analyses also explore patterns of association between children’s outcomes and broader measures of overall school characteristics derived from teacher questionnaires and Ofsted inspection reports for this sub-sample of schools

The Effectiveness of Literacy Coaches as Perceived by School Administrators, Classroom Teachers, and Literacy Coaches

School districts are hiring literacy coaches to provide professional development and followup support for teachers as a means to improve teacher effectiveness and student achievement in reading. A paucity of research exists reflecting a clear analysis of the factors which can be used to determine the effectiveness of a coach. According to a survey conducted by Roller (2006), few districts follow standards developed by the International Reading Association (2003) related to qualifications and experience. This lack of consistency in the training required could influence the effectiveness of the coach. The purpose of the study was to determine the effectiveness of coaches as perceived by administrators, teachers, and the coaches themselves, and to understand the factors that contributed to this effectiveness. In this study, coaches, teachers, and school administrators completed a survey entitled Survey of Perceived Effectiveness of the Literacy Coach (SPELC) to determine how the effectiveness of the coach was perceived by all three groups. Factors predicting the self-rated effectiveness of the coaches were determined. The coaches were also surveyed to collect information on their background and the extent of training they received in the area of literacy coaching to examine the influence these factors had on their perceptions of effectiveness. The sample of participants (n=487) consisted of 54 administrators, 242 teachers, and 191 coaches. The Literacy Coach Perceived Effectiveness Scale (LCES) was developed to measure perceptions of effectiveness using scores derived from 22 items. The SPELC was used to collect data from the participants to compare the effectiveness ratings of literacy coaches. Teachers ix rated the effectiveness of coaches significantly lower (score of 42) than administrators (score of 50.6). Literacy coaches’ perception of their effectiveness was similar to that of the administrators (score of 52.2) The self-reported effectiveness of coaches was used to determine the factors that predicted high perceptions of effectiveness. The two factors of overriding importance were years of coaching experience and university-level training in topics related to literacy coaching. Overall, the findings show the importance of advanced education in reading education in determining the perception of effectiveness of a literacy coach