Development of a New Word List

Recent work in the field of criterion-referenced measurement has emphasized the key communicative role played by a test\u27s specifications, that is, the rules employed to generate the actual items used on the test. Sometimes referred to as domain specifications, II since those specifications make operational the domain of behaviors being assessed by the test, the specifications provide teachers with the skill definitions needed to organize their instruction. The more lucid such specifications are, the more likely educators will understand the skill being sought, and the more likely that they will design appropriate instructional sequences

A First Search for coincident Gravitational Waves and High Energy Neutrinos using LIGO, Virgo and ANTARES data from 2007

We present the results of the first search for gravitational wave bursts associated with high energy neutrinos. Together, these messengers could reveal new, hidden sources that are not observed by conventional photon astronomy, particularly at high energy. Our search uses neutrinos detected by the underwater neutrino telescope ANTARES in its 5 line configuration during the period January - September 2007, which coincided with the fifth and first science runs of LIGO and Virgo, respectively. The LIGO-Virgo data were analysed for candidate gravitational-wave signals coincident in time and direction with the neutrino events. No significant coincident events were observed. We place limits on the density of joint high energy neutrino - gravitational wave emission events in the local universe, and compare them with densities of merger and core-collapse events.Comment: 19 pages, 8 figures, science summary page at http://www.ligo.org/science/Publication-S5LV_ANTARES/index.php. Public access area to figures, tables at https://dcc.ligo.org/cgi-bin/DocDB/ShowDocument?docid=p120000

Basic science232. Certolizumab pegol prevents pro-inflammatory alterations in endothelial cell function

Background: Cardiovascular disease is a major comorbidity of rheumatoid arthritis (RA) and a leading cause of death. Chronic systemic inflammation involving tumour necrosis factor alpha (TNF) could contribute to endothelial activation and atherogenesis. A number of anti-TNF therapies are in current use for the treatment of RA, including certolizumab pegol (CZP), (Cimzia ®; UCB, Belgium). Anti-TNF therapy has been associated with reduced clinical cardiovascular disease risk and ameliorated vascular function in RA patients. However, the specific effects of TNF inhibitors on endothelial cell function are largely unknown. Our aim was to investigate the mechanisms underpinning CZP effects on TNF-activated human endothelial cells. Methods: Human aortic endothelial cells (HAoECs) were cultured in vitro and exposed to a) TNF alone, b) TNF plus CZP, or c) neither agent. Microarray analysis was used to examine the transcriptional profile of cells treated for 6 hrs and quantitative polymerase chain reaction (qPCR) analysed gene expression at 1, 3, 6 and 24 hrs. NF-κB localization and IκB degradation were investigated using immunocytochemistry, high content analysis and western blotting. Flow cytometry was conducted to detect microparticle release from HAoECs. Results: Transcriptional profiling revealed that while TNF alone had strong effects on endothelial gene expression, TNF and CZP in combination produced a global gene expression pattern similar to untreated control. The two most highly up-regulated genes in response to TNF treatment were adhesion molecules E-selectin and VCAM-1 (q 0.2 compared to control; p > 0.05 compared to TNF alone). The NF-κB pathway was confirmed as a downstream target of TNF-induced HAoEC activation, via nuclear translocation of NF-κB and degradation of IκB, effects which were abolished by treatment with CZP. In addition, flow cytometry detected an increased production of endothelial microparticles in TNF-activated HAoECs, which was prevented by treatment with CZP. Conclusions: We have found at a cellular level that a clinically available TNF inhibitor, CZP reduces the expression of adhesion molecule expression, and prevents TNF-induced activation of the NF-κB pathway. Furthermore, CZP prevents the production of microparticles by activated endothelial cells. This could be central to the prevention of inflammatory environments underlying these conditions and measurement of microparticles has potential as a novel prognostic marker for future cardiovascular events in this patient group. Disclosure statement: Y.A. received a research grant from UCB. I.B. received a research grant from UCB. S.H. received a research grant from UCB. All other authors have declared no conflicts of interes

1. Face Validity: Siren Song for Teacher Testers

The sirens of Greek mythology were a seductive set of women who, by singing melodies that apparently topped even those of Diana Ross and the Supremes, could lure mesmerized men to their doom. Greek mythology, it is clear, was solidly sexist, for the sirens used their supernatural singing talents to entice only unsuspecting males into trouble. Gender-equity considerations were conspicuously absent from the forays of Greek fablemakers. Sexism aside, however, it is certain that the sirens of yesteryear knew how to sing some truly enticing tunes. FACE VALIDITY\u27S ALLURE In today\u27s current frenzy to develop teacher assessment devices that tap truly important dimensions of a teacher\u27s skills, astute observers will recognize a melody subtly reminiscent of the ancient sirens\u27 top 10 hits. The seductive refrain to which I refer is face validity or, as it can be more pedantically described, verisimilitude. With ever-increasing frequency, the architects of teacher tests are striving to create assessment instruments that simply reek of face validity, that is, assessment approaches consonant with the actual day-to-day requirements of teaching. Face validity is being touted by some as a genuinely indispensible element of new, more defensible teacher assessment devices. Paper-and-pencil tests, particularly those of the multiple-choice genre, are regarded by these new face-validity enthusiasts as assessment tools of a benighted past in which teacher tests yielded inferences of only debatable validity. Many educators\u27 experience with multiple-choice teacher tests has been based on the National Teacher Examinations (NTE) developed by the educational Testing Service (ETS). NTE tests have been available for some time. They deal not only with general knowledge and pedagogy, but also with an array of special subject fields such as chemistry and French. Originally constructed to assess the consequences of teacher preparation programs, NTE tests have recently been used in various states as part of licensure systems for prospective teachers. One suspects that when critics disparage multiple-choice teacher tests, they are generally thinking of the sorts of examinations that they imagine the NTE to represent.1 As indicated earlier, a dominant reason that today\u27s teacher testers are scurrying from multiple-choice teacher tests is that examinees\u27 responses to such tests do not resemble what goes on in teachers\u27 classrooms . Instead, a new cadre of teacher testers is currently striving to create assessment approaches simply swimming in face validity, that is, assessment approaches unquestionably parallel to the activities in which classroom teachers must engage. Webster\u27s Dictionary defines an object possessing verisimilitude as one having the appearance of truth. Therein, of course, is the attraction of face validity. It looks so appropriate. The appeal of verisimilitude in testing is compelling. But is that appeal warranted in the case of teacher testing? Prior to looking more carefully at the pros and cons of face validity, we need to consider the various kinds of teacher tests to which face validity may be germane. Before doing so, however, it will be useful to engage in a bit of preliminary term tidying, for there is the potential for substantial confusion in the way that educators employ two key terms, namely, licensure and certification. Historically, many states have awarded teaching certificates to prospective teachers at the close of their teacher-education programs. Thus, the use of a test in conjunction with this process would typically lead us to describe such a test as a teacher-certification test. Yet, in recent months the efforts of Lee Shulman and his Carnegie- supported associates (Shulman & Sykes, 1986) to devise what they refer to as certification tests has forced us to be more circumspect in using teacher-test descriptors.2 Shulman employed the expression certification test to describe a test used with experienced, incumbent teachers. His use of the adjective certification coincides with the idea of a certified public accountant, this is, a professionally sanctioned, superior accountant. (Not all accountants, of course, are certified.) A certified teacher, to Shulman and his colleagues, is an incumbent teacher who has demonstrated clearly superior competence. Only a modest proportion of American teachers would, therefore, achieve such a state of certified excellence. Shulman would prefer to describe end-of-teacher training tests as licensure tests

bagaimana merencanakan suatu program pengajaran

130 p; 21 cm

Popham, W. James, Curriculum Materials, Review of Educational Research, 39(June, 1969), 319-338.

Examines research on the form, effectiveness, and evaluation of curriculum materials

Education evaluation

xi, 339 p. : il.; 22 cm

Popham, W. James, Curriculum Control by Objectives, pp. 575-579 in Lee C. Deighton, ed., The Encyclopedia of Education, Volume 2. New York: Macmillan and Free Press, 1971.

Describes the function, formulation, and types of curriculum objectives

Evaluation in education / current applications /

xv, 585 p.; 23 cm

Estableshing instructional geals

vi, 130; 23 cm