Does correction for guessing reduce students' performance on multiple-choice examinations? Yes? No? Sometimes?

Multiple-choice (MC) examinations are becoming increasingly popular in higher education because they can be used effectively to assess breadth of knowledge in large cohorts of students. This present research investigated Psychology students' performance on, and experiences of, MC examinations with and without correction for guessing. In Study 1, data were collected from two cohorts of students across three Psychology MC examinations. The results revealed that students scored higher, and left fewer questions unanswered, when there was no correction for guessing. Furthermore, when the correction for guessing was removed from the theory MC examination, students who were told there was no correction for guessing did better than those told there was a correction. In addition, there was limited evidence of gender differences, with female students performing significantly better on one MC examination than males. In Study 2, a further set of first-year Psychology students reported their experiences of correction for guessing on open-book and closed-book MC examinations. Students reported feeling less anxious and more confident on the open-book MC examination. The findings of both of these studies have implications for instructors deciding whether or not correction for guessing is appropriate, and for the advice to be given to students preparing for MC examinations

Incentives and Equity Under Standards-Based Reform

The paper considers theoretical and empirical evidence on the impact of standards-based school reform. Our theoretical synthesis distinguishes between sorting and incentive effects of high standards, and spells out the potential tradeoffs and complementarities between enhancing efficiency and equity in student achievement. Differentiated credentials can be helpful in ameliorating tradeoffs, provided that distinct signals are clearly understood, especially between cognitive and non-cognitive skills. The paper reviews trends in state-level school accountability systems, and examines empirical evidence on the impact of increased standards and expectations on student achievement. Finally, the paper reviews some of the practical challenges facing the standards movement.

Examining the components of children's peer liking as antecedents of school adjustment

Children’s social interactions with their peers influence their psychosocial adjustment; consequently, the relationship between class-wide peer liking, same-gender peer liking, and school adjustment was explored in two age groups. Peer liking was analysed using the social relations model (SRM). In Study 1, 205 children (103 female and 102 male, Mage = 7.15, SD = 7 months) completed measures of peer liking and school adjustment, and teachers completed the Short-Form TRSSA. In Study 2, 197 children (98 female and 90 male, Mage = 9.87, SD = 5.9 months) completed measures of peer liking and school adjustment. Both studies yielded evidence of reciprocal liking and individual differences in the ratings of liking awarded to, and elicited from, both peer groups. Multigroup path analysis, with groups created according to gender, revealed that elements of liking predicted different aspects of school adjustment with some variation according to age and gender. Together, these findings suggest that the SRM can be used to examine peer liking and underscore the importance of children’s peers for school adjustment

Real exchange rate movements and the relative price of non-traded goods

We study the quarterly bilateral real exchange rate and the relative price of non-traded to traded goods for 1225 country pairs over 1980?2005. We show that the two variables are positively correlated, but that movements in the relative price measure are smaller than those in the real exchange rate. The relation between the two variables is stronger when there is an intense trade relationship between two countries and when the variance of the real exchange rate between them is small. The relation does not change for rich/poor country bilateral pairs or for high inflation/low inflation country pairs. We identify an anomaly: The relation between the real exchange rate and relative price of non-traded goods for US/EU bilateral trade partners is unusually weak.Trade

U.S. real exchange rate fluctuations and relative price fluctuations

This paper studies the relation between the United States? bilateral real exchange rate and the associated bilateral relative price of nontraded goods for five of its most important trade relationships. Traditional theory attributes fluctuations in real exchange rates to changes in the relative price of nontraded goods. We find that this relation depends crucially on the choice of price series used to measure relative prices and on the choice of trade partner. The relation is stronger when we measure relative prices using producer prices rather than consumer prices. The relation is stronger the more important is the trade relationship between the United States and a trade partner. Even in cases where there is a strong relation between the real exchange rate and the relative price of nontraded goods, however, a large fraction of real exchange rate fluctuations is due to deviations from the law of one price for traded goods.Foreign exchange rates ; Prices ; International trade ; International finance ; Monetary policy

An introduction to the theory and practice of MOVE progression accords.

MOVE progression accords identify specific vocational progression routes from both further education and the workplace to and through higher education. This includes the provision of guaranteed places on higher education programmes of study and other agreed collaborative activities designed to support and prepare learners for progression to higher education. MOVE progression accords are designed to promote vocational progression opportunities and to encourage the engagement of employers in supporting progression to higher level learning in collaboration with MOVE and its partner institutions in the region. In signing the accord, partners are also committing to implementing an agreed set of ‘required’ activities designed to ensure that the accords are seen as a supported, collaborative process between the practitioners and the learners involved. There is also a list of optional ‘recommended’ activities. Our approach is predicated on the belief that this shared professional learning will help to effect behavioural and culture changes that will underpin the continuing success and sustainability of the accords

Parental rearing style as a predictor of attachment and psychosocial adjustment during young adulthood

Parental rearing-styles are crucial for psychosocial adjustment both during childhood and adulthood. The current study examined whether: (a) parental rearing-styles predicted psychosocial adjustment in young-adulthood, (b) this relationship was mediated by attachment styles , and ( c ) gender differences occur in these relationships. Two hundred and forty (103 male and 132 female) university students completed measures assessing parental rearing-style , current attachment style, romantic relationship satisfaction, friendship quality, self-esteem, and social competence. Multigroup structural equation modelling, conducted separately by gender, revealed that parental rearing-style predicted psychosocial adjustment during young-adulthood. Further, there was also evidence of gender differences and that self-models and other-models of attachment mediated this relationship. Together, these findings reinforce the importance of perceived parental rearing-style for subsequent psychosocial adjustment