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The purpose of this paper is to describe teacher outcomes from participating in an intensive science, technology, engineering, and mathematics (STEM) professional learning (PL) initiative for middle school science teachers in the United States. The initiative included intensive summer coursework and ongoing support (e.g., individual coaching, professional learning communities), and focused on enhancing teachers' STEM instruction and their pedagogical content knowledge (PCK), with the ultimate goal of improving student outcomes. In this mixed method study, we examine change across time in teachers' beliefs, use of STEM instruction, and PCK. In general, we did not observe statistically significant change in teachers' beliefs, use of STEM instruction, or PCK from the beginning to the end of Year 1. In follow-up focus groups, ten teachers described their perceptions of student outcomes of STEM instruction and identified tensions related to implementation. We offer implications intended to inform future work in the area of STEM PL.

Cognitive interviews play an important role in articulating the intended construct of educational assessments. This paper describes the iterative development of protocols for cognitive interviews with kindergarten through second-grade children to understand how their spatial reasoning skill development aligns with intended constructs. We describe the procedures used to gather evidence of construct relevance and improved alignment to task-based interview items through multiple pilot rounds before conducting cognitive interviews. We found improved alignment and reduced construct irrelevant variance after protocol revisions.

Teachers are key users of classroom assessment data; however, their needs and preferences are often overlooked in the design and development of the assessments themselves. We used principles of Human-Centered Design (HCD) to systematically solicit, study, and integrate teachers' needs in the design and development of a classroom-based early mathematics assessment. We recruited 18 teachers to participate in a series of research activities that align with HCD methodology. Data informed the articulation of the use case and test specifications, thereby elevating teachers' voices to improve test-development decisions that consider the end users from the start.

Abstract Vitiligo is an autoimmune skin disease caused by cutaneous melanocyte loss. Although phototherapy and T cell suppression therapy have been widely used to induce epidermal re-pigmentation, full pigmentation recovery is rarely achieved due to our poor understanding of the cellular and molecular mechanisms governing this process. Here, we identify unique melanocyte stem cell (McSC) epidermal migration rates between male and female mice, which is due to sexually dimorphic cutaneous inflammatory responses generated by ultra-violet B exposure. Using genetically engineered mouse models, and unbiased bulk and single-cell mRNA sequencing approaches, we determine that manipulating the inflammatory response through cyclooxygenase and its downstream prostaglandin product regulates McSC proliferation and epidermal migration in response to UVB exposure. Furthermore, we demonstrate that a combinational therapy that manipulates both macrophages and T cells (or innate and adaptive immunity) significantly promotes epidermal melanocyte re-population. With these findings, we propose a novel therapeutic strategy for repigmentation in patients with depigmentation conditions such as vitiligo.

Stopping rules for fixed-form tests with graduated item difficulty are intended to stop administration of a test at the point where students are sufficiently unlikely to provide a correct response following a pattern of incorrect responses. Although widely employed in fixed-form tests in education, little research has been done to empirically evaluate the stopping rules in these tests that often have important instructional and/or placement implications for students. In this manuscript, we propose and research a framework for evaluating stopping rules with respect to two important and sometimes conflicting criteria: (1) efficiency; and (2) reliability. Using this framework, we provide an example in which we apply three increasingly complex methods for evaluating efficiency and two methods for examining reliability.

This paper introduces a new integrated post-exam assessment model known as the exam autopsy. Grounded in metacognitive principles of reflective practice, students are provided with three sources of evaluative insight (from self, instructor, and peer) as they seek to analyze the root cause of their exam performance and formulate an action plan for future improvement. The pilot project includes data collected and analyzed over the course of three semesters to chart student performance across two tests using a quasi-experimental design. In Spring 2016 (T1), no metacognitive post-exam intervention was employed. In Fall 2016 (T2), a conventional post-exam self-assessment (or exam wrapper) was used. In Spring 2017 (T3), the exam autopsy model was piloted to provide students with feedback from their instructor and peers in addition to their self-assessment. Statistically significant results from a quantitative analysis of the data suggest that this may be a promising strategy to improve student learning.

Building on theories of cross linguistic transfer, reading proficiency of Spanish-speaking Emerging Bilinguals may be enhanced by providing tiered instruction through multitiered systems of support. To realize the benefits of this systems-level framework, technically adequate universal screening assessments to support teachers' decision making are needed to provide educators with information about students' English and Spanish literacy skills. The purpose of this study is to investigate the technical adequacy of the ISIP Español universal screening assessment with Spanish "and" English outcome measures for Grades 3-5. Results suggested moderate concurrent and predictive validity evidence for the criterion assessments in both languages while classification accuracy results indicate comparable predictive utility of the Spanish screener for English and Spanish versions of the state achievement test but better predictive utility for a standardized achievement test of Spanish reading. Practical implications and directions for future research are discussed.

Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). The EGMA is an assessment that tests young children's foundational mathematics knowledge and has been administered in more than 25 countries. Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA; however, in practice, composite scores have also been reported. To provide users with empirically-based guidance on the appropriateness and usefulness of different test scoring procedures, we examine the psychometric properties--including the reliability and distinctiveness of the results--and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed.

This paper explores an innovative assessment framework for measuring children's formal and informal mathematical knowledge. Many existing standardized measures, such as the Early Grade Mathematics Assessment, measure children's performance in early primary grade skills that have been identified by researchers and policy makers as foundational and predictive of later academic achievement (Platas, Ketterlin-Geller, & Sitabkhan, 2016; RTI International, 2014). However, these standardized assessments only provide information on children's mathematical ability as it pertains to skills and concepts that are a focus of school instruction, referred to as formal mathematics. While valuable, they leave unmeasured the mathematics that children use and develop as part of their everyday life, such as the strategies they use to solve simple arithmetical problems that arise as they move through their day (Khan, 1999; Saxe, 1991; Taylor, 2009). In this article, we draw from mixed methods studies which focus on capturing the informal mathematical skills that children develop outside of school in various contexts (Guberman, 1996; Nasir, 2000; Sitabkhan, 2009; Sitabkhan, 2015). We describe how the use of observations of children's mathematical activities in natural settings and in subsequent cognitive interviews using mathematical tasks derived from those observations, can illuminate mathematical knowledge and skills that may otherwise remain hidden. We found that an assessment framework that focuses on both standardized measures of formal mathematical learning and contextualized measures of children's everyday mathematics can provide a more complete and nuanced picture of children's knowledge, and taken together can inform the development of curricular materials and teacher training focused on early learning.

In this systematic review, we explored mathematics interventions for middle school (Grades 6, 7, and 8) implemented with students who experienced difficulty in the area of mathematics, including students with an identified learning disability in mathematics. A total of 72 single-subject and group comparison studies met inclusion criteria, with 59 studies demonstrating positive effects on student-level mathematics outcomes. The majority of mathematics interventions focused on foundational, prealgebraic skills (e.g., operations and problem solving) related to algebraic reasoning. To understand the landscape of effective mathematics interventions and inform instruction within mathematics intervention, we identified six instructional components used with regularity within the effective studies. These components included explicit instruction, multiple representations, problem-solving instruction, mathematical language, mnemonics, and graphic organizers.

A genome-wide analysis in galloping racehorse breeds identifies protein-altering genetic variants in a core set of genes that appear to determine attributes for racing, including muscle, neurobiological, and metabolic advantages.

The effective prevention of tumor initiation, especially for potentially inoperable tumors, will be beneficial to obtain an overall higher quality of our health and life. Hence, thorough understanding of the pathophysiological mechanisms of early tumor formation arising from identifiable cellular origins is required to develop efficient preventative and early treatment options for each tumor type. Here, using genetically engineered mouse models, we provide preclinical experimental evidence for a long-standing open question regarding the pathophysiological potential of a microenvironmental and physiological stressor in tumor development, gastric acid-mediated regional microscopic injury in foregut squamous epithelia. This study demonstrates the association of gastric acid stress with Cyclooxygenase-2-dependent tumor formation originating from tumor-competent Krt5+/Krt15+ foregut basal progenitor cells. Our findings suggest that clinical management of microenvironmental stressor-mediated microscopic injury may be important in delaying tumor initiation from foregut basal progenitor cells expressing pre-existing tumorigenic mutation(s) and genetic alteration(s).

This article illustrates and differentiates the unique role cognitive interviews and think-aloud interviews play in developing and validating assessments. Specifically, we describe the use of (a) cognitive interviews to gather empirical evidence to support claims about the intended construct being measured and (b) think-aloud interviews to gather evidence about the problem-solving processes students use while completing tasks assessing the intended construct. We illustrate their use in the context of a classroom assessment of an early mathematics construct – numeric relational reasoning – for kindergarten through Grade 2 students. This assessment is intended to provide teachers with data to guide their instructional decisions. We conducted 64 cognitive interviews with 32 students to collect evidence about students' understanding of the construct. We conducted 106 think-aloud interviews with 14 students to understand how the prototypical items elicited the intended construct. The task-based interview results iteratively informed assessment development and contributed important sources of validity evidence. [ABSTRACT FROM AUTHOR]

This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers, practitioners, and researchers with information about whether existing educational policies, curricular reforms or programs, and instructional interventions are supporting students in reaching important goals in mathematics. We highlight the utility of the EGMA results in three abbreviated illustrations of implementation studies in low-income countries. Recommendations for policy makers, practitioners, and researchers are provided.

Melanoma is one of the deadliest cancers, yet the cells of origin and mechanisms of tumor initiation remain unclear. The majority of melanomas emerge from clear skin without a precursor lesion, but it is unknown whether these melanomas can arise from melanocyte stem cells (MCSCs). Here we employ mouse models to define the role of MCSCs as melanoma cells of origin, demonstrate that MCSC quiescence acts as a tumor suppressor, and identify the extrinsic environmental and molecular factors required for the critical early steps of melanoma initiation. Specifically, melanomas originate from melanoma-competent MCSCs upon stimulation by UVB, which induces MCSC activation and translocation via an inflammation-dependent process. Moreover, the chromatin-remodeling factor Hmga2 in the skin plays a critical role in UVB-mediated melanomagenesis. These findings delineate melanoma formation from melanoma-competent MCSCs following extrinsic stimuli, and they suggest that abrogation of Hmga2 function in the microenvironment can suppress MCSC-originating cutaneous melanomas.

Progress monitoring is a process of collecting ongoing samples of student work and tracking performance of individual students over time. Progress monitoring involves administering parallel sets of items to the same student on a regular basis (at least monthly) that are sensitive to changes in the student’s understanding based on instruction. The sets of items administered over time should be parallel in difficulty so that differences in performance can be attributed to differences in the student’s understanding as opposed to variability in item difficulty across sets. In this manuscript, we describe an approach to designing items that controls item-level variability by constraining the item features that may elicit different cognitive processing. This approach adapts the principles of Automated Item Generation (AIG) and includes carefully designing test specifications, isolating specific components of the content that will be assessed, creating item models to serve as templates, duplicating the templates to create parallel item clones, and verifying that the duplicated item clones align with the original item model. An example from an operational progress monitoring system for mathematics in Kindergarten through Grade 6 is used to illustrate the process. We also propose future studies to empirically evaluate the assertion of parallel form difficulty.

Abstract Objective Participation in physical activity and sports is known to have positive implications for physical health, and for social and emotional wellbeing of children. Following corrective spinal surgery for scoliosis, the timeline for the return to activities and sports varies from surgeon to surgeon and from location to location, and return to activities can be limited due to pain, fear, and decreased flexibility. It is critical that patients know best-practice guidelines, and it is equally critical that medical professionals know whether their patients are following those guidelines. This paper includes a summary of recommendations published in the literature, and a pilot study to address a gap in the literature on determining how long, post-surgery, adolescents with idiopathic scoliosis waited before returning to various self-care and physical activities, and what factors influenced return to activities. We used a mixed-method approach that involved two phases: a questionnaire (n = 8), and subsequent interviews of some participants (n = 3). Participants were ages 14–17 (M = 15.4) and had had posterior instrumentation and fusion for scoliosis in the past 2 years. Results Some patients were cautious about return to activities, either because of emotional or medical reasons. However, in many instances, participants returned to physical activities earlier than was recommended, primarily for emotional and social reasons.

Diagnostic assessments are intended to support teachers' instructional decision making by providing instructionally relevant information. In this article, we propose that using cognitive theories of learning to design diagnostic assessments can provide teachers with two diagnostic outcomes: (a) the location of a student's thinking within the learning process, and (b) identification of misconceptions and errors that may underlie student performance. We focus on two test design considerations that may support these diagnostic inferences, specifically (a) sequencing item content to align with learning progressions and (b) constructing multiple-choice items with diagnostically relevant distractors. We provide an illustrative example from middle-school mathematics.

Within a multi-tier system of support (MTSS), results from universal screeners help teachers make instructional decisions early in the learning process to prevent and remediate skill gaps. Universal screeners help teachers determine students' need for and intensity of additional instructional support to reach their learning goals by efficiently providing reliable and trustworthy information. In this article, we describe the value of implementing universal screening assessments in middle school mathematics that focus on algebra readiness. To instantiate a framework for developing and evaluating an algebra-readiness universal screener, we present an example universal screener and discuss the design considerations used to create the assessment system and share a summary of technical adequacy data to document the utility of the results for supporting teachers' decision making. This example is intended to illustrate the framework to support test developers and administrators who are interested in providing teachers with useful data about students' readiness for algebra.

Despite the call for an argument-based approach to validity over 25 years ago, few examples exist in the published literature. One possible explanation for this outcome is that the complexity of the argument-based approach makes implementation difficult. To counter this claim, we propose that the Assessment Triangle can serve as the overarching framework for operationalizing and instantiating the argument-based approach to validation. Integrating these frameworks can streamline the validation process by providing a conceptual lens for identifying, collecting, and evaluating relevant sources of evidence throughout the testing process. To fully examine this proposed conceptualization, we apply the integrated framework to an example case of a universal screener for middle-school mathematics. We articulate an interpretation and use argument for the universal screener, and then present relevant sources of evidence to evaluate the plausibility of the inferences and warrants underlying test score use. Based on this applied example, the strengths and limitations of the integrated framework are considered, and recommendations are made for future instantiations.

Similar to other jurisdictions across North America, populations of temperate‐nesting giant Canada geese (Branta canadensis maxima) have increased to unprecedented levels in Manitoba, Canada, causing extensive damage to crops and property, posing risks to human safety, and mostly avoiding mortality risk from fall hunting seasons. As a result, this population in southern Manitoba was declared overabundant in 2019, through an amendment to the Canada Migratory Birds Regulations. Management authorities sought to increase harvest rates by introducing an additional hunting period in spring, or conservation season, wherein harvest could be concentrated on this population. An important consideration was the need to avoid additional harvest on non‐target populations that do not meet the criteria to be classified as overabundant, specifically, sub‐arctic nesting Canada geese (Branta canadensis interior) and mid‐continent cackling geese (Branta hutchinsii hutchinsii). To investigate differences in migration timing of populations, and ultimately determine start and closure dates for the spring conservation season, we deployed light‐level geolocators on adult females of each population between 2016 and 2018. We used Bayesian approaches to derive locations from light‐level data and generalized linear mixed models to investigate potential differences in timing of international border crossing among goose populations. Migration data confirmed that movement of these populations overlapped extensively in fall, but in spring, a narrow period existed where mainly the target population was present. Our findings provide the basis for decisions about timing of spring conservation seasons for overabundant temperate‐nesting Canada geese in Manitoba, the first season of its kind for this population in North America. Additionally, our work represents the first large‐scale use of light‐level geolocator technology for assisting with waterfowl harvest management decisions. [ABSTRACT FROM AUTHOR]

Needs of parents with children with scoliosis are complex and depend on their child’s treatments. The purpose of this study was to identify needs of parents with children with scoliosis. This qualitative description involved interviews with parents of children at various stages of treatment. A convenience, then purposeful sample of 16 parents (12 mothers, two fathers, and two stepfathers) was interviewed; interviews were transcribed and analyzed using thematic analysis. Parents’ needs included: Needing reliable medical information; Desiring information on complementary treatments; Wanting help in supporting and advocating for their child; Needing to protect the child and family; and Seeking connection and support. Although many parents’ needs are being met, this study recommends a nursing role aimed at providing parents with reliable medical information, discussing alternative treatments, assisting parents in their role of supporting their child, helping parents in their advocacy efforts, and referring parents to appropriate connections.

Because of recent legislative mandates, students with disabilities have unprecedented opportunities to attend institutions of higher education. Access to instruction and assessment is provided through the use of reasonable accommodations. However, such accommodations are legally and procedurally complex. This article addresses the legal and procedural evidence required to receive testing accommodations. In addition, we discuss procedures for supporting student needs by applying the principles of universal design to assessments. By changing assessment practices to include support structures for all students, access to higher education can be promoted.

Universal design for assessment (UDA) is intended to increase participation of students with disabilities and English-language learners in general education assessments by addressing student needs through customized testing platforms. Computer-based testing provides an optimal format for creating individually-tailored tests. However, although a theoretical basis for universal design is well established, little practical information is available to assist test developers in creating and implementing universally designed tests. This article discusses the application of universal design to assessment and describes how these principles are applied to a test of 3rd grade mathematics ability. I present the steps involved in conceptualizing, constructing, and implementing a universally designed test in anticipation that test developers, state department assessment coordinators, and other researchers will benefit from this application. Recommendations for future research and development efforts to create accessible computer-based learning environments for all students are explored. (Contains 1 figure.)