Collaboration Between Content Experts and Assessment Specialists: Using a Validity Argument Framework to Develop a College Mathematics Assessment

Developing a new assessment requires the expertise of both content experts and assessment specialists. Using the example of an assessment developed for Ontario’s Colleges Mathematics Assessment Program (CMAP), this article (1) describes the decisions that must be made in developing a new assessment, (2) explores the complementary contributions of content experts and assessment specialists, and (3) illustrates how the use of a validity argument framework can support collaboration in assessment development. The authors conclude that the validity argument framework facilitated effective collaboration between content experts and assessment specialists, and suggest that this approach may help other collaborators pursue transparent and effective assessment development

Facilitating access to voluntary and community services for patients with psychosocial problems: a before-after evaluation

<p>Abstract</p> <p>Background</p> <p>Patients with psychosocial problems may benefit from a variety of community, educational, recreational and voluntary sector resources, but GPs often under-refer to these through lack of knowledge and time. This study evaluated the acceptability and effectiveness of graduate primary care mental health workers (GPCMHWs) facilitating access to voluntary and community sector services for patients with psychosocial problems.</p> <p>Methods</p> <p>Patients with psychosocial problems from 13 general practices in London were referred to a GPCMHW Community Link scheme providing information and support to access voluntary and community resources. Patient satisfaction, mental health and social outcomes, and use of primary care resources, were evaluated.</p> <p>Results</p> <p>108 patients consented to take part in the study. At three-month follow-up, 63 (58%) had made contact with a community service identified as suitable for their needs. Most were satisfied with the help provided by the GPCMHW in identifying and supporting access to a suitable service. There was a reduction in the number of patients with a probable mental health problem on the GHQ-12 from 83% to 52% (difference 31% (95% CI, 17% – 44%). Social adjustment improved and frequencies of primary care consultations and of prescription of psychotropic medications were reduced.</p> <p>Conclusion</p> <p>Graduates with limited training in mental health and no prior knowledge of local community resources can help patients with psychosocial problems access voluntary and community services, and patients value such a scheme. There was some evidence of effectiveness in reducing psychosocial and mental health problems.</p

Defensible Roles for Researchers in Curriculum Policy making

This case study of a science curriculum project in an Ontario school board is concerned with the broader question of how researchers can intervene appropriately in the policymaking activities of practicing educators. After discussing and rejecting two traditional models of involvement, the author first illustrates and then justifies two practical principles which can guide the conduct of researchers in these situations

Orpwood, Graham W. F., The Reflective Deliberator: A Case Study of Curriculum Policymaking, Journal of Curriculum Studies, 17(July-September, 1985), 293-304.*

Reports a case study of the deliberative process and arguements employed in a science curriculum policy making setting in a local Ontario school board

Orpwood, Graham W. F., Defensible Roles for Researchers in Curriculum Policy - making, The Journal of Educational Thought, 17(December, 1983), 221-229.*

Reports a case study of an Ontario science education research and development project and the guidelines employed in involving researchers in the project

Munby, Hugh, Graham Orpwood, and Thomas Russell,eds., Seeing Curriculum in a New Light: Essays From Science Education. Toronto: OISE, 1980. Reprinted by Lanham, NY: University Press of America, 1984.

Contains 10 essays that employ conceptual analysis to problems in teaching,curriculum, and research

Analysing validity : The case of Swedish national tests in year 6 science

The purpose of this article is to analyse and discuss standardized tests in biology, physics and chemistry with a special focus on their content validity. In the article we describe and discuss three different tensions between the Swedish curricula and standardized tests in science: (1) Curricular intentions and assessment choices, (2) The ‘knowledge requirements’ specified in the curriculum and the marking scheme used in the assessment and (3) The intention of the evaluation system and its actual result. These tensions have consequences for the validity of the tests. Hence, it is necessary to regard these tests as only one of many resources teachers can use in their teaching and assessment practices

Analysing validity : The case of Swedish national tests in year 6 science

The purpose of this article is to analyse and discuss standardized tests in biology, physics and chemistry with a special focus on their content validity. In the article we describe and discuss three different tensions between the Swedish curricula and standardized tests in science: (1) Curricular intentions and assessment choices, (2) The ‘knowledge requirements’ specified in the curriculum and the marking scheme used in the assessment and (3) The intention of the evaluation system and its actual result. These tensions have consequences for the validity of the tests. Hence, it is necessary to regard these tests as only one of many resources teachers can use in their teaching and assessment practices