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assessment

A Raw Score Rater Measurement Model for Performance Assessment

Free
SKU: JEDIC-12-2-5

There are several disadvantages of Rasch and other probabilistic models that outweigh those of the raw score classical test theory models. Examiners, parents and students can be mystified by the Rasch and probabilistic models as they may be less relevant in formative or training contexts. For these reasons, a raw score model of rater severity and rater fit was constructed and was applied to a data set of 8708 English Language proficiency candidates. This model is more intuitive and thus easier to explain to the stakeholders, including examiners, as a preliminary quality control tool.

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Principals' Roles in Managing Assessment, Curriculum, and Instruction in Mainstream and Special Education in Barbados

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SKU: JEDIC-14-2-4

International research supports the view that principals play an integral role in ensuring the effectiveness of educational programmes for students with disabilities through assuming the role of instructional leaders. This research is qualitative and utilizes phenomenology to explore principals’ experiences and decision-making practices in assessment, curriculum and instruction in special education. The researcher conducted indepth interviews, analyzed transcripts using content analysis, and grounded theory to extract themes which characterized principals’ practices at the four schools.

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Editorial

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SKU: JEDIC-14-2-0

This issue of the Journal of Education and Development in the Caribbean contains articles that use a variety of methodologies and span countries in both the English-speaking Caribbean and Latin America. The article by Garcia Pena, Da Silva, Angelucci and Csoban, in fact, compares youth in higher education in Latin America and the Caribbean. Two of the articles were originally presented at the Biennial Conference on Education held at the University of the West Indies on the St. Augustine campus in Trinidad and Tobago in 2013.

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An experiment that worked: Lesson from an inner-city school in Chicago

Free
SKU: cje 38-1-1

In this keynote address, the author shared a case study of an inner‐city girls’ school in Chicago. She discussed the school and community initiatives established to ensure academic, social, and emotional success. With their new model of assessment and academic supports, the school boasts a 100 percent graduation rate.

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Disrupting (Mis)Representation in the Literacy Achievement of “(Under)Performing” Youth

$10.00
SKU: JEDIC-1802

National and international large-scale literacy assessments play an indelible role in impacting educational policy and curriculum across the globe. In fact, the value attached to these measures persists regardless of questions raised about the influence of the nature of such tests, characteristics and requirements of test items, and the ways in which demographic characteristics such as English learner status, gender, ethnicity, socioeconomic status (SES), and disability impact student literacy performance.

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Price: $10.00

Primary Teachers’ Operationalization of the Process Writing Approach in Trinidad and Tobago

$10.00
SKU: JEDIC-1702

In Trinidad and Tobago, elementary school students transition to secondary schools after writing the Secondary Entrance Examination (SEA), which determines which school they are placed at. Up to 2013, that examination comprised summative assessment in Mathematics, English Language Arts, and Composition. During the period 2013 to 2016, however, a continuous assessment component (CAC) was introduced, requiring amongst other things, that students produce a portfolio of written pieces.

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Price: $10.00

Implementing the School-based Assessment in English in Jamaica: Teachers’ Perceptions, Preparedness and Challenges

$10.00
SKU: JEDIC-1702

This study investigated the perceptions, preparedness of, and the challenges encountered by teachers of English as they implemented the CSEC English SBA in Jamaican secondary schools for the first time. Data collected through a survey of 124 randomly selected teachers of English and analyzed using descriptive statistics, t-Tests, ANOVA, and crosstabulations showed that teachers had a predominantly negative perception of the CSEC English SBA. This negative perception was strongly and positively associated with the teachers’ being unprepared to implement the English SBA.

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Price: $10.00

Examining the ‘Discourse’ behind the Grade Four Literacy Test: Evidence from Two Primary Schools in Jamaica

Free
SKU: JEDIC 13-1-6

This paper forms part of a larger research study which examined the role of discourse in the changes made to the administration of the Grade Four Literacy Test (G4LT) in 2009 in Jamaica. The literacy test was modified from a classroom-based assessment to a high-stakes nationwide examination. While the broader study focused on changes at the policy level, and how the test changes were discussed in the print media, this paper will focus on how the modifications to the G4LT influenced changes at the level of the school.

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Price: Free
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