Which of the following are possible factors researchers evaluate when considering reliability?

Page 2

Cooperation Structures in Preservice Teacher Edu

cation Programmes and Their Effects on Begin

ning Teachers' Classroom Performance. Pub Date-24 Apr 87 Note—84p.; Paper presented at the Annual Meet

ing of the American Educational Research Association (Washington, DC, April 20-24, 1987).

Some tabular material contains small print. Available from-PDI-RUU, Biology Department,

Opaalveg 20, 3523, RP Utrecht, Netherlands. Pub Type-Speeches/Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Beginning Teachers, Cooperating

Teachers, *Curriculum Design, Foreign Countries, Higher Education, Longitudinal Studies, Preservice Teacher Education, *Program Implementation, *Research Design, Stress Variables, Student Teachers, Student Teacher Supervisors, *Teacher Education Programs

In this paper the first descriptive results of a longitudinal study of organization and learning effects of 24 preservice teacher education programs are reported. Between August 1982 and November 1986 different kinds of qualitative as well as quantitative data were collected among 357 students and their 31 university supervisors and 128 cooperating teachers from the College of Education, University of Utrecht, the Netherlands. The paper opens with an introduction of the research questions and the policy context from which they arose. Then, after dealing with the model and the design used in the study, it presents research results about three issues: (1) conditions of the integrative curriculum design; (2) implementation of integrative curriculum design; and (3) "transition shock" and beginning teachers' classroom performance. As this study is still in progress, the paper concludes with a discussion of some tentative answers to the research questions. (Author)

teachers; and (6) design state evaluation models for teachers and administrators. This descriptive study reviews selected model site programs and provides data regarding the types of programs, descriptions of the work to date, and anticipated outcomes. (JD) ED 282 876

SP 028 928 Hord, Shirley M. And Others Taking Charge of Change. Association for Supervision and Curriculum Devel

opment, Alexandria, Va.; Southwest Educational

Development Lab., Austin, Tex. Report No.-ISBN-0-87120-144-5 Pub Date—87 Note-102p.; Figures contain small print. Available from-ASCD, 125 N. West St., Alexan

dria, VA 22314-2798 ($8.00). Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Change Agents, *Change Strategies,

*Educational Change, Elementary Secondary Education, * Program Development, * Program Im

plementation, Teacher Attitudes Identifiers—*Concerns Based Adoption Model

This book provides diagnostic techniques for assessing the needs of school personnel involved in implementing new innovations for school improvement. Using the Concerns Based Adoption Model (CBAM) as a framework, it discusses the roles and personal needs of the people involved in the change process and provides strategies for the total management of an innovation. The first strategy offers ways to introduce the change or innovation and to monitor the variety and diversity of implementation. A component checklist for determining the range of operational patterns found in classrooms is described. In the second strategy, seven stages of concern experienced by teachers involved in the chang process are identified, and suggestions are given on how to deliver interventions that will respond to each stage of concern. The concept of the innovation's levels of use provides the third strategy, which identifies the degree to which teachers are using the new practices. It is noted that this tool is useful for assisting teachers to move to higher levels of use as well as for evaluating the progress of the change implementation effort. Numerous figures supplement the text. (JD) ED 282 877

SP 028 935 Tisher, Richard P. A Decade of Research on Teacher Education in

Australia. Pub Date—Apr 87 Note-48p.; Paper presented at the Annual Meet

ing of the American Educational Research Asso

ciation (Washington, DC, April 20-24, 1987). Pub Type - Speeches / Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Beginning Teachers, Educational

Research, Elementary Secondary Education, Foreign Countries, Higher Education, *Inservice Teacher Education, *Preservice Teacher Education, Professional Development, Program Descriptions, *Teacher Characteristics, *Teaching

(Occupation), *Teaching Experience Identifiers—*Australia

This paper reviews research that has been done in Australia on teacher education in the past decade. It presents some perspectives on the potential of that research to inform practice and to improve the process of teacher education. The research projects studied included preservice education, the induction of beginning teachers, and the professional development of experienced teachers through inservice education. The research methodology of the studies was empirical: personal observations, case studies, surveys, experiments, and action research. The reports are clustered under headings that describe the major theme addressed by the project: (1) perceptions of teaching as a career; (2) characteristics of teacher trainees; (3) the nature and impact of preservice programs; (4) skill and other components in preservice teacher education; (5) school experience-the supervisor and the practicum; (6) beginning teachers-provisions, concerns and attitudes; and (7) needs and provisions for inservice education. The type of research used in each project is described, and summaries of salient findings are presented. Over 100 references are included. (JD)

tion, *Research Utilization, Secondary Education, Teaching Methods, *Teaching Skills, Teach

ing Styles Identifiers-Indiana University

This paper describes a project at Indiana University initiated to develop research-based skills associated with instructional clarity in prospective secondary school teachers. The specific courses targeted for the project include an educational psychology course, a general methods course, and four special methods courses. Each course involves a field experience component. The focus of the project is on this component as the point at which skill training of the kind envisioned most appropriately fits. This research-based program of teacher education is based upon three levels of educational research that: (1) demonstrate relationships between teacher behavior and pupil outcome; (2) focus upon how teacher behavior. skills can be acquired by trainees; and (3) concentrate on conditions under which teaching skills and behaviors acquired in a training setting are used in the classroom. The instructional medium chosen for the project was interactive video, where a computer and video player are combined. The first part of this paper describes institutional limitations in the project and the guidelines used for selecting relevant literature. The second section deals with the process of extrapolating a set of teaching skills from the literature. The final section presents a model for facilitating the adoption and implementation of the products emerging from the project. References are included. (JD) ED 282 881

SP 028 958 McNergney, Robert, Ed. And Others Assisting the Beginning Teacher. Spons Agency--Virginia State Dept. of Education,

Richmond. Pub Date—Jul 85 Note-367p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC15 Plus Postage. Descriptors—*Beginning Teachers, *Classroom

Techniques, Elementary Secondary Education, Instructional Materials, Planning, State Standards, *Teacher Certification, *Teacher Effectiveness, Teacher Role, Teacher Student

Relationship, *Teaching Skills Identifiers—*Virginia

This monograph, written for beginning teachers, is organized around the list of competencies upon which the assessment phase of the Virginia Beginning Teacher Assistance Program is based. Each chapter contains information about a competency required for certification in Virginia. The chapters follow the same general format. First, the definition of the competency to be mastered is presented. This is followed by a discussion of the purpose of the assistance or a statement of what people can expect to gain as a result of working through the chapter. The background knowledge section discusses professional literature relevant to the objective, and suggestions are made for practice activities that may help to build knowledge of the competency. Areas of competence covered include: (1) planning; (2) reinforcement; (3) consistent rules; (4) academic learning time; (5) accountability; (6) close supervision; (7) awareness; (8) questioning skill

; (9) clarity of structure; (10) meaningfulness; (11) individual differences; (12) learner self-concept; (13) affective climate; and (14) evaluation. References are included in each chapter. (JD)

ED 282 879

SP 028 955 Haberman, Martin The Influence of Competing Cultures on Teacher

Development. Pub Date-[87] Note-30p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Academic Achievement, *Cultural

Background, *Faculty Development, General Education, Higher Education, Humanities, Individual Development, *Liberal Arts, Preservice Teacher Education, Specialization, *Teacher Education Programs, *Values

This document explores how basic American cultural value patterns have influenced the nature of general studies, specialization, and professional education in programs of teacher education. The value patterns examined deal with individualism, the work ethic and the civic arts. These patterns are analyzed in terms of their control over what knowledge is offered to teachers and how it is offered. Emphasis on the liberal arts is traced to the value themes related to individualism. Implications are drawn from these values to explain the nature of teacher development as a form of individual development. A second set of values referring to achievement and success is presented as the rationale for professional education. Implications are drawn for teacher education as a system directed at technical proficiency and student achievement. The third set of values analyzed deals with the role of general education in teacher education. The implications of perceiving education as a common good or as a personal good are analyzed in terms of their influence on teacher education. The paper analyzes teacher education-its form and content-as a system which does not transcend its historic and cultural bases. (Author)

ED 282 880

SP 028 957 Brown, Laurence D. And Others Developing Research Based Teaching Skills in

Preservice Teacher Education. Pub Date-Apr 87 Note-31p.; Paper presented at the Annual Meet

ing of the American Educational Research Asso

ciation (Washington, DC, April 20-24, 1987). Pub Type— Speeches/Meeting Papers (150) — Re

ports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Academic Achievement College School Cooperation, Field Experience Programs, Higher Education, Preservice Teacher Education, Program Development, *Program Implementa

ED 282 882

SP 028 959 Newton, Anne E. Teacher Quality. An Issue Brief. Regional Laboratory for Educational Improvement

of the Northeast & Islands, Andover, MA. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Pub Date-Mar 87 Note—53p.; Appendix B contains small print. Available from—The Regional Laboratory for Edu

cational Improvement of the Northeast & Islands,

290 South Main St., Andover, MA 01810 ($5.50) Pub Type

- Information Analyses (070) - Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors-Beginning Teachers, Elementary Sec

ondary Education, Higher Education, Inservice Teacher Education, Merit Pay, *Needs Assessment, Preservice Teacher Education, *Professional Development, Teacher Education Programs, *Teacher Effectiveness, *Teacher Im

provement, Teacher Orientation, Teacher Salaries, Teacher Student Ratio, *Teaching (Occupa

tion), Teaching Conditions Identifiers—*Puerto Rico

On September 30, 1986, 22 educators met in a forum on the Quality of Teaching in Puerto Rico to examine the problem of declining quality in the teaching force. Specifically, participants were concerned about working conditions, preparation, and professional development of teachers. After identifying the causes for the decline of teacher quality in Puerto Rico (and the United States), recommendations for action were made: (1) increase teachers' salaries to a competitive level; (2) provide incentives to reward teacher excellence and enhance the prestige of the profession (e.g., career ladders, merit pay, increased teacher role in decision making, adequate support); (3) reduce student/teacher ratio; (4) increase coordination among universities and the Department of Education to improve teacher education programs; and (5) provide more opportunities for continuing education and inservice training. In this monograph, current knowledge available from literature, research, and practice is applied to all of these recommendations. Appendices include a description of an exemplary career ladder program and data on selected projects funded by the Office of Educational Research and Improvement. (JD) ED 282 883

SP 028 960 Stolworthy, Reed L. Managing Classroom Behavior Effectively: Mea

suring the Competency in the Preparation of

Teachers. Pub Date—2 Jul 87 Note-51p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Beginning Teachers, *Classroom

Techniques, Elementary Secondary Education, Higher Education, Preservice Teacher Education, Self Evaluation (Individuals), *Student Teachers, *Teacher Effectiveness, *Teacher Evaluation

This study, focusing on competency in managing classroom behavior, compared evaluations of a group of 24 student teachers with evaluations of the same group at the end of its first year of teaching. The evaluating instrument presented 25 competencies in the areas of professional, instructional, and interpersonal competence. The subjects of the study were asked to rate themselves on these competencies in the fall semester of their final year as student teachers. Their university supervisors and cooperating teachers evaluated student performance using the same instrument. At the end of their first year of teaching, the subjects were asked to rate themselves again with the evaluation instrument, and their principals completed the appropriate instrument measuring the students' competence in classroom management. The resulting data are presented on tables and graphs, and a discussion is presented on variations and consistencies found in the evaluations. (JD)

ED 282 885

SP 028 975 Getting Started in the Elementary School. A

Manual for New Teachers. New York City Board of Education, Brooklyn, N.Y. Report No.-ISBN-88315-698-9 Pub Date-86 Note-263p. Available from New York City Board of Educa

tion, Division of Curriculum and Instruction, 131 Livingston St., Room 613, Brooklyn, NY 11201

($6.00) Pub Type Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Beginning Teachers, *Classroom

Techniques, Elementary Education, * Elementary School Teachers, Lesson Plans, Teacher Attitudes, * Teacher Orientation, Teacher Student Relationship, *Teaching Methods, Time

Management Identifiers—New York City Board of Education

This manual, designed to assist the beginning elementary school teacher in New York City, focuses on practical day-to-day matters such as discipline, class management, clerical procedures, lesson planning, and the act of teaching. Advice is given on: (1) school organization and routines; (2) schedules and activities for the first days; (3) student discipline; (4) lesson plans and teaching ideas, in general, and specifically for communication arts, reading, social studies, mathematics, writing, and science; (5) records, reports, and forms; and (6) responsibilities, relationships, and rewards. Appendices include sample floor plans, suggested daily schedules, opportunities for writing across the curriculum, and the local community school district. (JD)

Pub Date—Sep 86 Note-9p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Educa-

tional Assessment, Elementary Secondary Education, *Evaluation Criteria, Measurement Techniques, *National Programs, National Surveys, Program Design, Specifications, Testing

Programs Identifiers—*Council of Chief State School Offi

cers, *Educational Indicators, National Assessment of Educational Progress

In November, 1985, the Council of Chief State School Officers adopted a plan for developing educational indicators. The plan provided for the development of a common measure of student achievement to be collected across states beginning in 1988-89. In order to design a student achievement assessment program, the states were asked to give their opinion on the following issues: specific subject matters to be assessed; type of information that the assessment program would provide; and procedures for collecting data. On the basis of the responses from 20 states, a preliminary assessment program was developed. Responses suggested that subject matter and assessment specialists, considering the broadest instructional content and priorities, should establish the subject specification frameworks. Information should be reported as single value for each subject at each grade level. Reading, writing, English and mathematics should be assessed every other year, and science and social studies every four years. The Council of Chief State School Officers (CCSSO) or another suitable organization should govern the data collection procedures. Test administration should be monitored, and sampling, scoring, and data processing should be conducted through a single, central project funded by the states and administered by CCSSO. (JAZ) ED 282 888

TM 870 239 Craig, James R. And Others Evaluating Effective Teaching in Colleges and

Universities: How Far Have We Come? Pub Date—86 Note-23p.; Paper presented at the Annual Meet

ing of the American Evaluation Association (Kan

sas City, MO, October 29-November 1, 1986). Pub Type-Speeches/Meeting Papers (150) - Re

ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Classroom Techniques, Cognitive

Processes, * College Faculty, *Evaluation Criteria, Evaluation Methods, *Evaluation Problems, Higher Education, Information Needs, Rating Scales, *Student Evaluation of Teacher Performance, *Teacher Effectiveness, *Teacher Evaluation

An examination of the policies and processes used to evaluate teaching in colleges and universities over the past several decades begins by identifying six key features of the research literature: (1) no formal definition of effective teaching has been generated to guide instrument development, data collection, and interpretation; (2) the purpose of the evaluation affects the form and substance of the evaluation process; (3) the criteria for the determination of validity have not been adequately defined; (4) direct observation of instruction is almost never done in higher education; (5) a large number of studies have been conducted to identify frame factors that must be considered when interpreting students’ ratings of instructors; and (6) problems in interpreting student ratings are documented. The most common criterion for demonstrating validity of students' ratings is a measure of student achievement; however, its validity for predicting teacher effectiveness has not been tested. Different evaluation audiences-administrators, teachers, and students-have different information needs which affect data collection. Researchers are developing solutions for these problems. Their approaches include developing rating scales for multiple audiences, examining cognitive processes in the classroom and time on task, and studying students' attitudes and perceptions. A 40-item reference list is included. (GDC) ED 282 889

TM 870 257 McTarnaghan, Roy E. Why It Occurred: The Political and Educational

Climate in Florida. Pub Date-14 Feb 85 Note—14p.; Paper presented at Miami-Dade Com

munity College (Miami, FL, February 14, 1985).

ED 282 886

TM 860 495 Stewart, Norman R. Johnson, Richard G. An Evaluation of Experimental Methodology in

Counseling and Counselor Education Research. Pub Date-Apr 86 Note—25p.; Paper presented at the Annual Meet

ing of the American Educational Research Association (San Francisco, CA, April 16-20, 1986).

Appendix A contains faint, broken type. Pub Type-Speeches/Meeting Papers (150) - Re

ports - Research (143) — Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Counseling, *Counselor Training,

Educational Psychology, *Educational Research, Evaluation Methods, Hypothesis Testing, Interrater Reliability, Meta Analysis, Multivariate Analysis, Orthogonal Rotation, Periodicals, Research Design, *Research Methodology Identifiers-Evaluation Instrument for Experimen

tal Methodology

The purpose of this study was to evaluate the quality of experimental research in counseling and counselor education published from 1976 through 1984. The focus of the study was the methodology and reporting of the research rather than its relevance. Time was the independent variable of interest and three 3-year spans were chosen for examination: 1976-78, 1979-81, and 1982-84. Thirty experimental studies were randomly selected from research published in three leading journals in counseling and counselor education during each of the three time periods. These 90 studies were evaluated using a rating scale developed in previous research, the Evaluation Instrument for Experimental Methodology (EIEM). The raters were not aware of the journal in which the article was published, the year of publication, or the author(s) of the article. Unlike the previous research, a significant linear trend was not found over the years 1976 through 1984. Subsequent investigators are encouraged to consider the following factors: (1) overlap of time and the rating of specific articles; (2) investigation across more time periods; (3) closer examination of EIEM for modifications; and (4) drawing sample articles from a larger number of journals. A 23-item reference list, the EIEM scale, a bibliography containing the 90 studies, and the evaluation instrument for experimental methodology are included. (JAZ) ED 282 887

TM 870 170 Selden, Ramsay Preliminary Design: State-by-State Assessment of

Student Achievement.

ED 282 884

SP 028 974 Getting Started in the Secondary School. A Man

ual for New Teachers. New York City Board of Education, Brooklyn, N.Y. Report No.-ISBN-88315-690-3 Pub Date-86 Note-223p. Available from New York City Board of Educa

tion, Division of Curriculum and Instruction, 131 Livingston St., Room 613, Brooklyn, NY 11201

($6.00) Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors—*Beginning Teachers, *Classroom

Techniques, Lesson Plans, Secondary Education, *Secondary School Teachers, *Teacher Orientation, Teacher Responsibility, Teacher Student Relationship, *Teaching Methods, Time

Management Identifiers—New York City Board of Education

This manual, designed to assist the beginning secondary school teacher in New York City, focuses on practical day-to-day matters such as discipline, class management, clerical procedures, lesson planning and teaching. Advice is given on: (1) the first day and first week of school; (2) purposes and procedures for the homeroom class; (3) subject classes; (4) student and teacher routines; (5) discipline techniques; (6) daily lesson plans; (7) records, reports and forms; and (8) responsibilities, relationships, and rewards. (JD)

Pub Date—Jan 87 Contract—400-86-0018 Note—41p. Pub Type-- Information Analyses - ERIC Informa-

tion Analysis Products (071) – Guides

Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Academic Achievement, Achieve

ment Tests, Definitions, Educational Objectives, Elementary Secondary Education, * Evaluation Criteria, *Institutional Characteristics, *Measurement Techniques, *School Effectiveness, Stan

dardized Tests Identifiers-*Effective Schools Research

Identifying effective and ineffective schools is a dominant issue in education in light of the increasing concern for achievement and accountability. Educators involved in school improvement projects face the dilemma of choosing from a variety

of methods for measuring school effectiveness. The primary purpose of this paper is to describe for teachers and principals the methods and issues related to the identification of effective schools. Definition of school effectiveness is a complex task, one which should be expressed in terms of qualitative variables (school climate, instructional leadership, high expectations, etc.) as well as quantitative variables (achievement scores). The different methods used to measure school effectiveness can be analyzed along four basic dimensions: (1) level of aggregation; (2) criteria of effectiveness; (3) time frame of analysis; and (4) population. The patterns that have emerged in studying schools as complex social systems reveal a set of distinct characteristics in high-achieving schools. These factors include: (1) strong administrative leadership, particularly in the area of curriculum and instruction; (2) an orderly, safe environment conducive to learning; (3) a pervasive and broadly understood instructional focus emphasizing a commitment to basic skills; (4) teacher behaviors that convey the expectation that all students must obtain at least minimum mastery; and must obtain at least minimum mastery; and pupil achievement as the basis of program evaluation. (LMO)

Pub Type-Speeches/Meeting Papers (150) - Re

ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Standards, * Admission

Criteria, College Entrance Examinations, *Educational Legislation, * Educational Policy, *Educational Testing, Higher Education, Minimum Competencies, *State Legislation, *Student Eval

uation, Two Year Colleges Identifiers—*Florida

This address presents recent developments in the Florida movement toward entry and exit examinations in higher education. During the 1970s, parents, business leaders and state government leaders had expressed concern that students from Florida's schools, colleges, and universities were not demonstrating sufficient quality in job performance, graduation rates, standardized test scores and other indicators. As the state focused upon public school performance first, pressure was exerted to develop secondary school exit evaluations, the Student Assessment Test. The Florida Legislature pushed for statutory requirements on two fronts in higher education: (1) an assessment tool for the end of sophomore year, now known as College Level Academic Skills Test (CLAST); and (2) minimum standards for admission to teacher education programs at the junior year, with criteria developed for freshman admissions to the State University System. Laws have been set in place to protect institutions of higher education from loss of funding due to enrollment loss. Institutions have concentrated more energy and resources on core curriculum, strengthened advisement for entering students, and renewed existing focus on writing and math lab experiences. The biggest policy issue is the differential impact upon minority youth. For evaluative instruments to be used constructively, higher education faculty need exposure, instruction, and reinforcement in evaluation. (LMO) ED 282 890

TM 870 260 Mertens, Sally Rogers, Glen Personnel Issues in Maintaining Longitudinal De

signs. Alverno Coll., Milwaukee, Wis. Pub Date—Apr 86 Note—18p.; Paper presented at the Annual Meet

ing of the American Educational Research Asso

ciation (San Francisco, CA, April 16-20, 1986). Pub Type - Speeches/Meeting Papers (150) —

Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Consultants, Data Collection, Labor Turnover, *Longitudinal Studies, *Recruitment, *Research Design, *Researchers, Research Methodology, Research Problems, *Staff Development, Staff Orientation, *Staff Role

In longitudinal studies, the same variables must be measured, in the same way, on at least two occasions. Research personnel are very important in keeping the necessary continuity of the procedures and the comparability of the measurements over time. As staff turnover can create serious problems, this paper suggests several strategies for reducing staff attrition in longitudinal studies. When hiring, it should be determined if the candidates are strongly motivated and view the study as related to their future goals. After hiring, staff should be provided with the opportunities which encourage them to make a personal investment in the study. When staff leave, people who understand and accept the conceptual and procedural boundaries of the study should be employed in their place. Prior to the second data collection wave, review of the study's conceptualization by new and continuing staff through the reanalysis of the initial data is recommended. To insure measurement consistency, training current staff through field testing the data collection procedures is suggested. In addition, the importance of establishing

procedures for maintaining ongoing written documentation on the instrumentation, coding procedures, and quantitative data files is stressed. Bibliographical information for 10 research reports published by Alverno College are cited on the verso of the title page. (JAZ) ED 282 891

TM 870 261 Frederick, Judith M. Measuring School Effectiveness: Guidelines for

Educational Practitioners. ERIC Clearinghouse on Tests, Measurement, and

Evaluation, Princeton, N.J. Spons Agency-Office of Educational Research

and Improvement (ED), Washington, DC. Report No.—TME-93

ED 282 892

TM 870 265 Bierschenk, Bernhard Perception of Quality of Life. Cognitive Science

Research No. 16. Lund Univ. (Sweden). Spons Agency–National Swedish Board of Educa

tion, Stockholm. Pub Date—87 Note-21p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Association Measures, Discriminant

Analysis, * Environment, Foreign Countries, High Schools, *Humanism, Models, * Quality of Life, *Science and Society, Slides, *Social Behavior, Social Change, Student Attitudes, Teacher Atti

tudes, Technological Advancement Identifiers—*Sweden

The exploitation of human and physical resources in the 1950s and 1960s to maximize economic and technological expansion has brought about an enhanced awareness of their negative consequences and of the importance of the environment on human well-being. This study focuses on the need for an assessment of an individual's capacity for living in various environmental settings. Three simulated social models illustrating the relationship between an individual and an environment were prepared in a slide series. The three models were: (1) a behavior model, focusing on behavior modification; (2) a humanistic model, focusing on the importance of nature and human dignity; and (3) a growth model, emphasizing steering and control in continous growth. The Swedish model, representing the Swedish way of creating a quality of life was included for comparison. The models were shown to 214 inservice teachers and 57 high school pupils who were asked to assess the possibilities and constraints on life in each social model. Each simulated environment was evaluated for its physical existence, security, freedom of action, efficacy, and adaptability. Results showed that the growth and behavior models were viewed favorably. Contrary to expressed preferences toward humanistic values discriminant analysis indicated that the growth model was conceived as the best way to secure quality of life. (JAZ) ED 282 893

TM 870 266 Terwilliger, James S.

Classroom Evaluation Practices of Secondary

Teachers in England and Minnesota. Pub Date—Apr 87 Note-28p.; Paper presented at the Annual Meet

ing of the National Council on Measurement in

Education (Washington, DC, April 21-23, 1987). Pub Type-Speeches/Meeting Papers (150) — Reports - Research (143) – Tests/Questionnaires

(160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Achievement Rating, Cross Cultural

Studies, Educational Practices, * Evaluation Criteria, *Evaluation Methods, Foreign countries, *Grading, High School Students, Mathematical Models, School Surveys, Secondary Education, *Secondary School Teachers, *Student Evalua

tion Identifiers—England, Minnesota, *Survey of Grad

ing Practices

This study was designed to obtain descriptive data on the classroom evaluation practices of secondary teachers in two different public school systems. A self-report survey instrument was employed to collect data from 217 teachers in York, England, and 217 teachers in Minnesota. Respondents were asked to indicate which specific techniques they employed and to rate the relative importance of a variety of factors in judging achievement for the purpose of assigning subject matter grades. Analyses of the responses according to four log linear models reveal important interactions among teachers grouped by subject matter (English, Foreign Language, Mathematics, Science, and Social Studies) and by country. The survey results indicate: (1) teachers' judgments were based on a variety of quasi-measurement techniques, as well as on tests; (2) ratings of importance of various types of data reveal that both the educational system and the subject matter have an important bearing upon the relative weight given to specific information; (3) ratings of the remaining factors employed in grade assignment are jointly influenced by both the educational system and the subject matter field; and (4) the primary basis selected by teachers for the assignment of grades is itself significantly influenced by differences in both educational system and subject matter taught. The survey instrument is appended. (Author/GDC) ED 282 894

TM 870 272 Shapiro, Joan Poliner Collaborative Evaluation: Towards a Transforma

tion of Evaluation for Feminist Programs and

Projects. Pub Date—22 Apr 87 Note-24p.; Paper presented at the Annual Meet

ing of the American Educational Research Asso

ciation (Washington, DC, April 20-24, 1987). Pub Type - Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price - MF01/PĆ01 Plus Postage. Descriptors—Curriculum Development, Ethnogra

phy,* *Evaluation Methods, *Evaluation Problems, Evaluators, Feminism, Higher Education, *Measurement Objectives, Models, * Program Evaluation, *Qualitative Research, *Womens

Studies Identifiers—*Collaborative Evaluation, Illumina

tive Evaluation

This paper addresses some of the concerns inherent in evaluating feminists' projects and focuses on three topics: (1) a discussion of some objections raised by feminists about traditional forms of assessment; (2) a description of the strengths and weaknesses of illuminative evaluation as an alternative approach to evaluate feminist programs; and (3) an introduction of a new model of evaluation which is termed "collaborative evaluation.” Objections to traditional forms of assessment for women's studies programs or curriculum balancing projects include questioning the appropriateness of masculine models and criticizing the traditional split between participants and evaluators. Illuminative evaluation encompasses traditional experimental and psychometric practices, as well as phenomonological and ethnographic modes, and has been proposed to evaluate innovative projects. While this approach has been suitable in the evaluation of some women's programs, data collection instruments did not always elicit input from all appropriate participants. Evaluators were often knowledgeable insiders; they found it increasingly difficult to perform as independent outsiders. A recent evaluation of a women's studies program illustrates the use of the collaborative evaluation model. Collaborative evaluation permits evaluators of feminist projects to address the of the American Educational Research Associa

tion (Washington, DC, April 20-24, 1987). Pub Type - Speeches/Meeting Papers (150) - Re

ports - Descriptive (141) EÕRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction,

*Computer Assisted Testing, Educational Testing, Equated Scores, Feedback, Higher Education, *Test Construction, *Test Format, *Testing

Problems, Test Items
Identifiers-Curriculum Related Testing

Although there are many advantages to using computer-based tests (CBTs) linked to computer-based instruction (CBI), there are also several difficulties. In certain instructional settings, it is difficult to conduct psychometric analyses of test results. Several measurement issues surface when CBT programs are linked to CBI. Testing guidelines state that computer-administered testing should provide at least the same degree of feedback to examinees regarding their responses as traditional testing formats. This guideline has interesting implications for CBT. Although answer changing should be allowed when the examinee feels another answer is more appropriate or the examinee pressed the wrong key, the amount of time allowed for changes is significant. In adaptive testing, item presentation is based on previous responses. Another drawback of CBT is the difficulty in scoring constructed response or short answer items-the recommended way to test recall of facts. Item contamination is an additional problem, because CBI allows students to preview items, receive feedback while items are still being presented, or retake items. The final problem is the non-equivalence of groups tested. Since examinees are rarely administered the same items on a test, it is difficult to compute item and test statistics. (GDC)

conflicting roles that they assume as impartial outsiders and as knowledgeable insiders. (ĠDC) ED 282 895

TM 870 274 McDaid, Janet Ciriza, Frank Qualitative Approaches to Program Evaluation:

Some Applications. Pub Date - 14 Nov 86 Note7p.; Paper presented at the Annual Meeting

of the California Educational Research Associa

tion (Marina Del Ray, CA, November 14, 1986). Pub Type-Speeches/Meeting Papers (150) - Re

ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Basic Skills, Case Studies, Educa

tional Research, Elementary Secondary Education, English (Second Language), Ethnography, *Evaluation Methods, Interviews, Observation, Program Descriptions, *Program Evaluation, *Qualitative Research, Second Language Pro

grams, Special Education Identifiers—*San Diego Unified School District CA

Applications of the qualitative approach in the evaluation of special education and second language programs are addressed in this paper. Qualitative data are recommended for providing detailed descriptions of specific program elements, and can be obtained through interviews, observations, case studies, and ethnographic studies. Six evaluation studies carried out in the San Diego (California) Public Schools which illustrate the successful use of qualitative evaluation methods are described. The examples include: (1) observation used to confirm whether certain program elements were implemented; (2) an ethnographic study used to identify common features of effective special education classrooms; (3) seven student case studies developed to describe in depth the characteristics of program participants; (4) open-ended interviews used as a preliminary step in developing a needs assessment; and (5) observations and interviews used to investigate discrepant quantitative data and find ings. (Author/GDC) ED 282 896

TM 870 275 Kies, Kathleen M. Quality and Assessment in Post-Secondary Educa

tion: The Minnesota Approach. Pub Date—12 Jun 86 Note-6p.; Paper presented at the Assessment Con

ference of the Education Commission of the States/Colorado Department of Education (16th,

Boulder, CO, June 9-12, 1986). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Standards, Associate Degrees, *Educational Assessment, *Educational Objectives, Higher Education, State Boards of Education, State Programs, *State Standards, Stu

dent Evaluation, Teacher Education Identifiers—*Minnesota

Three projects have been undertaken in Minnesota to define standards for student outcomes in postsecondary institutions. The Minnesota Higher Education Coordinating Board has focused on outcomes, standards, and criteria which may be used as templates for student assessment. The first project followed the publication of the State Department of Education's "Some Essential Learning Outcomes.” After the Minnesota Higher Education Coordinating Board found inconsistent statewide definitions of college level skills, a task force was formed to develop standards for reading, writing, and mathematics. These standards have been disseminated in Minnesota high schools and colleges. The development of standards for biology and the social sciences has been recommended, as well as the development of diagnostic tests to be administered to high school juniors. The second project was the development of standards for the associate degree. A task force developed principles, definitions, outcomes, and outcome measures. The definition of bachelor's degree standards is also planned. The third task force project is the development of expected outcomes of teacher education programs. The outcomes address three educational areas: a broad liberal arts education, the teacher education curriculum, and pedagogy linked to the particular subject being taught. (GDC)

ED 282 898

TM 870 279 Lawrence, Ida M. Dorans, Neil J. An Assessment of the Dimensionality of

SAT-Mathematical. Pub Date—Apr 87 Note-48p.; Paper presented at the Annual Meet

ing of the National Council on Measurement in

Education (Washington, DC, April 21-23, 1987). Pub Type - Speeches Meeting Papers (150) — Ré

ports - Research (143) EŪRS Price - MF01/PCO2 Plus Postage. Descriptors—*College Entrance Examinations,

*Factor Analysis, Factor Structure, Guessing (Tests), Higher Education, *Item Analysis, Least Squares Statistics, Mathematical Models, *Math

ematics Tests, Test Theory Identifiers—Confirmatory Factor Analysis, Explor

atory Factor Analysis, Item Parcels, LISREL Computer Program, *Scholastic Aptitude Test, TESTFACT (Computer Program), *Unidimensionality (Tests)

Six editions of Scholastic Aptitude Test-Mathematical (SAT-M) were factor analyzed using confirmatory and exploratory methods. Confirmatory factor analyses (using the LISREL VI program) were conducted on correlation matrices among item parcels-sums of scores on a small subset of items. Item parcels were constructed to yield correlation matrices amenable to linear factor analyses. The items constituting a parcel measured the same dimension, and parcels measuring the same construct were parallel to each other. Content area (arithmetic, algebra, geometry, and miscellaneous) defined the parcel. Confirmatory factor analyses of item parcel data indicated that the SAT-M éditions were unidimensional across different ability populations. Full-inforination factor analysis (using TESTFACT) was also used to assess dimensionality within item parcels. Analyses assuming a two-parameter model and a three-parameter item response model suggested that all parcels were unidimensional. A third set of analyses involved least-squares factor analyses of a smoothed positive definite matrix of tetrachorics adjusted for guessing. Despite the corrections for guessing, difficulty factors emerged, suggesting that factor analysis of adjusted tetrachorics suffers from the same problems that have plagued other attempts to factor analyze item data. Results supported the unidimensionality of SAT-M, with no empirical justification for reporting subscores based on content. (GDC) ED 282 899

TM 870 290 Jolly, S. Jean Gramenz, Gary W. The Practice of Educational Evaluation: A View

from the Inside. Pub Date—Apr 87

Note-16p.; Paper presented at the Annual Meet

ing of the American Educational Research Asso

ciation (Washington, DC, April 20-24, 1987). Pub Type - Speeches/Meeting Papers (150) – In

formation Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Assessment, Educa

tional History, *Evaluation Methods, *Evaluators, *Institutional Evaluation, Literature Reviews, *Participant Observation, Politics of Education, School Surveys, Self Evaluation

(Groups) Identifiers—External Evaluation, *Internal Evalua

tion

The literature on the practice of educational evaluation is reviewed, and internal and external evaluations in a school setting are compared. The paper states that the typical external evaluation is conducted as if school districts were rational organizations, a view which permeated 19th century evaluation activities. The internal evaluator, on the other hand, has a view from the inside, making it possible to see first hand the complex, somewhat disorderly environment of a school system. Evaluation was introduced into educational administration in the middle of the 19th century. However, when the collection of facts failed to solve the problems of education, educational administrators became disillusioned. Evaluation was limited primarily to the assessment of individual student achievement from the 1930s until the 1970s. The advent of federally-funded instructional programs in the 1960s prompted a revival of interest in evaluation. Recently, evaluators have not applied the major evaluation models to the evaluation of school systems, perhaps because the practice of internal evaluation focuses less on “program evaluation" than on operations research. The internal evaluator is an employee who holds primary responsibility for the organization's self evaluation. Information is provided to school staff in ways which are suitable to the administrators' decision-making styles. (GDC) ED 282 900

TM 870 297 Rice, Marti H. Stallings, William M. Helen M. Walker: Influential in 1929 and Still

Cited Today. Pub Date-Apr 87 Note-12p.; Paper presented at the Annual Meet

ing of the American Educational Research Asso

ciation (Washington, DC, April 20-24, 1987). Pub Type - Speeches/Meeting Papers (150)

Historical Materials (060) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Biographies, College Faculty, *Ed

ucational Researchers, Higher Education, High Schools, *Mathematicians, Statistics, *Women

Faculty Identifiers—*Walker (H M)

Helen M. Walker contributed to the field of educational research and statistics during a 55-year career. Born in Iowa in 1891, Walker earned a bachelor's degree from Iowa Wesleyan College and taught high school mathematics for nine years. She then taught at the University of Kansas while doing graduate work. One source noted that she was the first woman in the United States to teach statistics. She received her Ph.D. from Teachers College, Columbia University, and also studied at the University of London. She taught statistics at Teachers College for many years, and was a full professor from 1940 to 1957. She also taught in a number of other colleges in the United States and in Mexico, Chile, and Japan. Walker was president of the American Statistical Association and a member of several other professional organizations. Notable publications include: (1) her dissertation, Studies in the History of Statistical Method (1929); (2) Mathematics Essential for Elementary Štatistics (with W. N. Dorost, 1934); and (3) Statistical Inference (with J. Len, 1953). She retired from teaching in 1970 and died in 1983. (GDC) ED 282 901

TM 870 298 Integrating Learning and Testing: A Handbook for

Teachers, Grade Three. Experimental Edition. New York City Board of Education, Brooklyn, N.Y.

Div. of Educational Planning and Support. Report No.-ISBN-88315-568-0; NYC-CURR

NO-02-6020-23 Pub Date—84 Note—295p.; For a related document, see TM 870

299. Available from Board of Education of the City of

New York, 131 Livingston Street, Room 613, Brooklyn, NY 11201 (58.00).

ED 282 897

TM 870 276 Sarvela, Paul D. Noonan, John V. Testing and Computer-Based Instruction: Psycho

metric Considerations. Pub Date—Apr 87 Note—9p.; Paper presented at the Annual Meeting

Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors Curriculum Guides, Educational Ob

jectives, Educational Testing, Elementary School Curriculum, *Grade 3, Language Tests, Mathematics Tests, Primary Education, Reading Tests, State Programs, Teaching Guides, *Test Coach

ing, *Testing Programs Identifiers—*Curriculum Related Testing, New

York, *New York City Board of Education

This handbook was designed for use in conjunction with an ongoing program in the New York (New York) Public Schools to improve students' test-taking skills. Directed towards third grade teachers and their supervisors, this guide has been developed for implementation as an integral part of the school's ongoing instruction in communication arts and mathematics. It accompanies the grade-level curriculum outlined in the Minimum Teaching Essentials. The purposes of this handbook are to: (i) discuss testing and the testing program in New York State; (2) assist teachers and supervisors in planning and implementing an instructional test-taking program; (3) provide sample lessons that identify and explain test-taking for skills, provide performance objectives, outline lesson activities, provide for follow-ups in several test formats, and provide practice tests; (4) develop students' cognitive skills, affective behavior, and reasoning strategies; and (5) enable students to understand the formats, concepts, and content of the tests. It is also stated that parents have a role in developing and implementing this program. Sections include: teaching the mechanics of test-taking; communication arts skills; mathematics skills; and extensive sample test items and answer keys. (GDC) ED 282 902

TM 870 299 Integrating Learning and Testing: A Handbook for

Teachers, Grade Six. Experimental Edition. 1985

Revision. New York City Board of Education, Brooklyn, N.Y.

Div. of Educational Planning and Support. Report No.-ISBN-88315-569-9; NYC-CURR

NO-02-6020-26 Pub Date-85 Note—276p.; For related document, see TM 870

298. Available from-Board of Education of the City of

New York, 131 Livingston Street, Room 613,

Brooklyn, NY 11201 ($8.00). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail

able from EDRS. Descriptors-Curriculum Guides, Educational Ob

jectives, Educational Testing, Elementary School Curriculum, *Grade 6, Intermediate Grades, Language Tests, Mathematics Tests, Reading Tests, State Programs, Teaching Guides,

*Test Coaching, *Testing Programs Identifiers—*Curriculum Related Testing, New

York, *New York City Board of Education

This handbook was designed for use in conjunction with an ongoing program in the New York (New York) public schools to improve students' test-taking skills. Directed towards sixth grade teachers and their supervisors, this guide has been developed for implementation as an integral part of the school's ongoing instruction in communication arts and mathematics. It accompanies the grade-level curriculum outlined in the Minimum Teaching Essentials. The purposes of this handbook are to: (1) discuss testing and the testing program in New York State; (2) assist teachers and supervisors in planning and implementing an instructional test-taking program; (3) provide sample lessons that identify and explain test-taking skills, provide performance objectives, outline lesson activities, provide for follow-ups in several test formats, and provide practice tests; (4) develop students' cognitive skills, affective behavior, and reasoning strategies; and (5) enable students to understand the formats, concepts, and content of the tests they take. It is also stated that parents have a role in developing and implementing this program. Sections include: teaching the mechanics of test-taking; communication arts skills; mathematics skills; and extensive sample test items and answer keys. (GDC) ED 282 903

TM 870 301 Garrido, Mariquita Payne, David A. An Experimental Study of the Effect of Judges'

Knowledge of Item Data on Two Forms of the Angoff Standard Setting Method.

Pub Date-Apr 87
Note-15p.; Paper presented at the Annual Meet-

ing of the National Council on Measurement in

Education (Washington, DC, April 21-23, 1987). Pub Type-Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Standards, Comparative

Analysis, *Criterion Referenced Tests, *Cutting Scores, Difficulty Level, Higher Education, *Interrater Reliability, *Judges, Minimum Competency Testing, Multiple Choice Tests, Statistical

Distributions, Statistics, Test Items, Test Theory Identifiers—* Angoff Methods, *Standard Setting

Minimum competency cut-off scores on a statistics exam were estimated under four conditions: the Angoff judging method with item data (n=20), and without data available (n=19); and the Modified Angoff method with (n=19), and without (n=19) item data available to judges. The Angoff method required free response percentage estimates (0-100) percent, whereas the Modified Angoff method used a seven point scale (5, 20, 40, 60, 75, 90, 95). Item data were in the form of frequency distributions of multiple-choice exam option selections for five student ability levels. Results indicated significantly: (1) greater intra-judge variability for the Angoff method; and (2) higher minimum competency cut-off scores for judges with performance data available for reference than for judges who did not have data available. Acceptable levels of inter-judge reliability, judge internal consistency, and item internal consistency were also observed. (Author) ED 282 904

TM 870 302 Thompson, Bruce Fundamentals of Canonical Correlation Analysis:

Basics and Three Common Fallacies in Interpre

tation. Pub Date—16 Apr 87 Note—24p.; Paper presented at the Annual Meet

ing of the Society for Multivariate Experimental Psychology, Southwestern Division (New Or

leans, LA, April 16, 1987). Pub Type-Speeches / Meeting Papers (150) — Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Correlation, *Multivariate Analysis,

*Research Problems, Statistical Bias, *Statistical Inference, Statistical Studies

Canonical correlation analysis is illustrated and three common fallacious interpretation practices are described. Simply, canonical correlation is an example of the bivariate case. Like all parametric methods, it involves the creation of synthetic scores for each person. It presumes at least two predictor variables and at least two criterion variables. Weights, usually labelled standardized function coefficients, are applied to each individual's data to yield the synthetic variables which are the basis for canonical analysis. However, in canonical correlation, several sets of weights and synthetic variables can be created. Structure coefficients and index coefficients may also be computed. The interpretation of canonical results is challenging because of the myriad of coefficients produced. The three common fallacies to be avoided are: (1) interpreting structure coefficients while ignoring function coefficients; (2) interpreting redundancy coefficients; and (3) failing to employ commonality analysis. When researchers are aware of these pitfalls, canonical correlation analysis can be a powerful analytic method that may be the best technique in a complex situation. (GDC)

Venezuela

The purpose of this paper is to provide information to help decide whether Feuerstein's “Instrumental Enrichment” (FIE) technique (or some variation of it) might be useful in teaching leadership-relevant thinking skills to prospective Army leaders. This paper examines some 35 reports of FIE research conducted in Israel, Venezuela, Canada, and in a number of locations in the United States, and asks what can be concluded from these reports with respect to the following: (1) the nature and reliability of FIE effects; and (2) for those effects that appear to be statistically reliable, the "amount" of FIE that appears to be required in order for these effects to appear. Results of this review suggest that the following characterize those studies that tend to show experimental/comparison-group differences: (1) at least a week of FIE training for instructors; (2) generally 80 or more hours of student exposure to FIE; and (3) FIE taught in conjunction with subject matter. Observed effects have been shown on nonverbal measures of intelligence. Statistically significant differences have been observed in a number of populations. There is enough evidence suggesting that FIE improves thinking skills to encourage researchers to continue investigating it. An appendix describes Feuerstein's theory and method. (Seven pages of references are included.) (LMO) ED 282 906

TM 870 317 Willett, John B. Singer, Judith D. Interpreting the Results of Weighted Least

Squares Regression: Caveats for the Statistical

Consumer. Pub Date-Apr 87 Note-29p.; Paper presented at the Annual Meet

ing of the American Educational Research Asso

ciation (Washington, DC, April 20-24, 1987). Pub Type-Speeches/Meeting Papers (150) - Re

ports - Research (143) EDRS Price - MFOì/PĆO2 Plus Postage. Descriptors—Error of Measurement, Estimation

(Mathematics), *Goodness of Fit, *Least Squares Statistics, *Mathematical Models, *Predictor Variables, *Regression (Statistics), Scaling, Statis

tical Studies Identifiers—*SPSS Computer Program, *Weighted

Data

In research, data sets often occur in which the variance of the distribution of the dependent variable at given levels of the predictors is a function of

a the values of the predictors. In this situation, the use of weighted least-squares (WLS) or techniques is required. Weights suitable for use in a WLS regression analysis must be estimated. A variety of techniques have been proposed for the empirical selection of weights with the ultimate objective being a better “fit.” The outcomes of the analysis must be interpreted once the fitting is complete. Problems can arise in the interpretation of some of the statistics when using a computer package. In this paper, such problems in the application and interpretation of WLS regression using the SPSS statistical package are demonstrated, both algebraically and by example. For the purposes of the example, an artificial data set (whose underlying parametric structure is known) has been created. Each of the statistics commonly reported in the WLS regression analysis of such a data set are isolated and their interpretation discussed. Where necessary, adjusted statistics that more reasonably represent the outcomes of the analysis are proposed and their use illustrated. (BAE) ED 282 907

TM 870 318 Haladyna, Thomas M. And Others Item Shells: Progress and Potential. Pub Date—Apr 87 Note-20p.; Paper presented at the Annual Meet

ing of the National Council on Measurement in

Education (Washington, DC, April 21-23, 1987). Pub Type-Speeches Meeting Papers (150) --- Re

ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Difficulty Level, Health Personnel,

Item Banks, *Multiple Choice Tests, * Professional Training, Summative Evaluation, *Test

Construction, *Test Items Identifiers—*Item Shells

This paper discusses the development and use of "item shells" in constructing multiple-choice tests. An item shell is a “hollow" item that contains the syntactic structure and context of an item without specific content. Item shells are empirically developed from successfully used items selected from an existing item pool. Use of item shells in item writing is a compromise between conventional methods,

ED 282 905

TM 870 315 Savell, Joel M. And Others Empirical Status of Feuerstein's "Instrumental

Enrichment” as a Method of Teaching Thinking

Skills. Army Research Inst. for the Behavioral and Social

Sciences, Alexandria, Va. Report No.-ARI-TR-699 Pub Date—Jun 86 Note-47p. Pub Type-- Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Cognitive Ability, *Cognitive Mea

surement, Cross Cultural Studies, Elementary Secondary Education, Foreign countries, Improvement Programs, *Intelligence Quotient, Learning Disabilities, Literature Reviews, Postsecondary Education, Pretests Posttests, Spatial Ability, Special Education, *Teaching Methods,

*Transfer of Training Identifiers—Canada, *Feuerstein (Reuven), *In

stein strumental Enrichment, Israel, Thinking Skills,