Educational measurements of cosmic rays using small scintillation detectors

An experimental set-up, based on a small plastic scintillator tile with an embedded wavelength shifter fibre and APD sensors has been used to perform educational cosmic rays measurements. Readout electronics has made advantage of Quarknet card timing capabilities. The time-over-threshold technique has been exploited as a simple method to extract information about the signal amplitude, in order to estimate the energy deposit in the detector. Coincidence measurements have been performed both in two-fold and three-fold configurations, unveiling the possibility to reconstruct the shower axis using the triangulation method

Equating high stakes educational measurements : a study of design and consequences.

The practice of equating educational and psychological tests to create comparable and interchangeable scores is increasingly becoming appealing to most testing and credentialing agencies. However, the Malawi National Examinations Board (MANEB) and many other testing organizations in Africa and Europe do not conduct equating and the consequences of not equating tests have not been clearly documented. Furthermore, there are no proper equating designs for some agencies to employ because they administer tests annually to different examinee\u27 populations and they disclose all items after each administration. Therefore, the purposes of this study were to: (1) determine whether it was necessary to equate MANEB tests; (2) investigate consequences of not equating educational tests; and (3) explore the possibility of using an external anchor test that is administered separately from the target tests to equate scores. The study used 2003, 2004, and 2005 Primary School Leaving Certificate (PSLCE) Mathematics scores for two randomly equivalent groups of eighth grade examinees drawn from 12 primary schools in the Zomba district in Malawi. In the first administration, group A took the 2004 test while group B took the 2003 form. In the second administration both groups took an external anchor test and five weeks later, they both took the 2005 test. Data were analyzed using identity and log-linear methods, t-tests, decision consistency analyses, classification consistency analyses, and by computing reduction in uncertainty, and the root mean square difference indices. Both linear and post-smoothed equipercentile methods were used to equate test scores. The study revealed that: (1) score distributions and test difficulties were dissimilar across test forms signifying that equating is necessary; (2) classification of students into grade categories across forms were different before equating, but similar after equating; and (3) the external anchor test design performed in the same way as the random groups design. The results suggest that MANEB should equate tests scores to improve consistency of decisions and to match their distributions and difficulty levels across forms. Given the current policy of exam discloser, the use of an external anchor test that is administered separately from the operational form to equate score is recommended

A glossary of three hundred terms used in educational measurement and research

Circular number 13, of the Bureau of educational research, which bore the title, 'Definitions of the terminology of educational measurements,' is now out of print. The present bulletin is a revision and enlargement of this original publication."--p.3."References mentioned": p. 6

The construction of a graded scale of rectangles (a problem in educational measurements)

Thesis (M.A.)--Boston Universit

Информационные технологии в педагогических измерениях

The author characterizes the implementation of information technologies in the sphere of educational measurements. The advantages and weak points of computer testing in comparison with blank testing are analyzed.Автор характеризує процес впровадження інформаційних технологій в сферу освітніх вимірювань. Аналізуються переваги та недоліки комп'ютерного тестування в порівнянні з бланковим.Автор характеризует процесс внедрения информационных технологий в сферу педагогических измерений. Анализируются преимущества и недостатки компьютерного тестирования в сравнении с бланковым

Spartan Daily, June 10, 1935

Volume 23, Issue 150https://scholarworks.sjsu.edu/spartandaily/2327/thumbnail.jp

A study of the relationship between certain tests and grades at Boston University School of Education

Thesis (Ed.M.)--Boston Universit

Extended Asymptotic Identifiability of Nonparametric Item Response Models

Nonparametric item response models provide a flexible framework in psychological and educational measurements. Douglas (2001) established asymptotic identifiability for a class of models with nonparametric response functions for long assessments. Nevertheless, the model class examined in Douglas (2001) excludes several popular parametric item response models. This limitation can hinder the applications in which nonparametric and parametric models are compared, such as evaluating model goodness-of-fit. To address this issue, We consider an extended nonparametric model class that encompasses most parametric models and establish asymptotic identifiability. The results bridge the parametric and nonparametric item response models and provide a solid theoretical foundation for the applications of nonparametric item response models for assessments with many items

State College Times, September 19, 1932

Volume 21, Issue 1https://scholarworks.sjsu.edu/spartandaily/12770/thumbnail.jp

English in the high school curriculum.

Thesis (M.A.)--Boston University Includes bibliography