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2. The Promise of Performance Assessments: Innovations in High School Learning and College Admission
- Author
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Learning Policy Institute, Guha, Roneeta, Wagner, Tony, Darling-Hammond, Linda, Taylor, Terri, and Curtis, Diane
- Abstract
This paper outlines current trends, progress, and possibilities for fostering more authentic ways to assess students' competencies and mastery of skills needed for college, work, and civic life in the 21st century. It provides an introduction to performance assessments and their value. The authors highlight efforts to develop such assessments in k-12 districts, public high school networks, and independent schools, and they explore state and local policies that are bolstering such practices. This paper examines emerging higher education efforts to go beyond standardized tests in college admission, placement, and advising. It explores the opportunities and challenges associated with greater inclusion of performance assessments in college admission, placement, and advising. The authors identify steps that can build on the progress already made and help performance assessments be high quality, rigorous, and better known in the field. [For the research brief, see ED606783.]
- Published
- 2018
3. Examining Self-Efficacy of FCS Teachers Following the COVID-19 Modality Switch
- Author
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Fish, Brittany A. and Jumper, Rachel L.
- Abstract
This paper presents the results of a nationwide survey of educators for grades 6-12 who specialize in family and consumer sciences education (N=380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they were doing a good job and teachers having had prior online interactions with students were significantly related to the teachers' positive perceptions of self-efficacy.
- Published
- 2021
- Full Text
- View/download PDF
4. Using Standardized Diagnostic Instruments to Classify Children with Autism in the Study to Explore Early Development.
- Author
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Wiggins, Lisa, Reynolds, Ann, Rice, Catherine, Moody, Eric, Bernal, Pilar, Blaskey, Lisa, Rosenberg, Steven, Lee, Li-Ching, and Levy, Susan
- Subjects
DIAGNOSIS of autism ,ALGORITHMS ,AUTISM ,CHILD development ,RESEARCH methodology ,MEDICAL cooperation ,PSYCHOLOGICAL tests ,PSYCHOMETRICS ,QUESTIONNAIRES ,RESEARCH ,PHENOTYPES ,CASE-control method ,DATA analysis software ,DESCRIPTIVE statistics ,CHILDREN ,CLASSIFICATION - Abstract
The Study to Explore Early Development (SEED) is a multi-site case-control study designed to explore the relationship between autism spectrum disorder (ASD) phenotypes and etiologies. The goals of this paper are to (1) describe the SEED algorithm that uses the Autism Diagnostic Interview-Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) to classify children with ASD, (2) examine psychometric properties of different ASD classification methods, including the SEED method that incorporates rules for resolving ADI-R and ADOS discordance, and (3) determine whether restricted interests and repetitive behaviors were noted for children who had instrument discordance resolved using ADI-R social and communication scores. Results support the utility of SEED criteria when well-defined groups of children are an important clinical or research outcome. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
5. State of the States 2017
- Abstract
On February 24, 2017, all of the authors of the state-of-the-state manuscripts published in the "Journal of Education Finance" met in Cincinnati, Ohio, to participate in a roundtable discussion focused on recent legislative actions in 38 states. A majority of those papers were revised to reflect a final report on legislative actions impacting the funding of P-12 and higher education. Overall, adequate funding for education continues to be an issue many states are struggling with. There is reason to be hopeful, as several states have seen increases in per pupil funding and teacher salaries. When facing funding shortfalls, some states have begun considering alternate sources of funding for public education. In complicated fiscal times like these, it is anticipated that an increasing number of states will look to novel forms of raising revenue for public schools. The following contents are included: (1) The Good, the Bad, and the Alarming: Commentary on the 2017 State of the States Submissions (Brittany Larkin, Christine Kiracofe, and Spencer Weiler); (2) Alabama (Philip Westbrook and Brenda Mendiola); (3) Alaska (Amy Dagley); (4) Arizona (David G. Martinez and Oscar Jimenez-Castellanos); (5) Arkansas (Steve Bounds); (6) California (Henry Tran); (7) Colorado (Gabriel R. Serna and Spencer C. Weiler); (8) Connecticut (Lesley A. DeNardis); (9) Florida (Megan Lane, Jolande Morgan, and R. Craig Wood); (10) Georgia (David G. Buckman and Tommy Jackson); (11) Illinois (Christine Kiracofe); (12) Indiana (Scott Rodger Sweetland); (13) Kansas (Thomas A. DeLuca); (14) Kentucky (Tyrone Bynoe); (15) Louisiana (Arvin Johnson, Venice M. Adams, and David G. Buckman); (16) Massachusetts (Tyrone Bynoe); (17) Michigan (Brett A. Geier); (18) Minnesota (Nicola A. Alexander); (19) Mississippi (Spencer D. Stone and Joshua A. Money); (20) Nebraska (Barbara La Cost); (21) Nevada (Deborah A. Verstegen, Oscar Jimenez-Castellanos, and David Martinez); (22) New Hampshire (F. Frank Ayata and Jeremy M. Anderson); (23) New Jersey (Luke J. Stedrak); (24) New Mexico (David G. Martinez and Oscar Jimenez-Castellanos); (25) New York (Osnat Zaken); (26) North Carolina (Walter Hart, Jim R. Watson, and Lisa G. Driscoll); (27) Ohio (Barbara M. De Luca, Krystel H. Chenault, and Randall S. Vesely); (28) Oklahoma (Jeffrey Maiden and Channa Byerly); (29) Oregon (Michael C. Petko); (30) Pennsylvania (Jeremy Anderson and F. Frank Ayata); (31) Tennessee (Lisa G. Driscoll and Betty Cox); (32) Texas (Ken Helvey); (33) Virginia (William Owings and Leslie S. Kaplan); (34) West Virginia (Drew Milligan); (35) Wisconsin (Michael C. Petko); and (36) Wyoming (Joshua M. Cohen). [For the previous year, see EJ1170086.]
- Published
- 2018
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