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In 2021, the University of California System ended its decades-old timed writing assessment for course placement, due in part to challenges presented by the COVID-19 pandemic. Beyond practical crisis, however, the event marks a sea change in educational philosophy away from a universalizing model of cognitive development, which dominated in the 1970s and 1980s, towards a concern for social mobility and student self-assessment. The article explores the historical factors that led to this change, including the emergence of the social mobility index as a new method for evaluating student success. It also unpacks UC's discourse on preparatory education and levels of proficiency, emphasizing instead fairness in writing assessment.

Bronfenbrenner's Ecological Framework was utilized to examine the complexity of the teacher turnover problem in regard to structural inequalities within education that need to be dismantled to create equitable outcomes for all students. Hierarchical cluster analysis was implemented to investigate school report card data of elementary schools in a rural school district (n = 18) and an urban school district (n = 41) in geographical proximity in the southeastern United States. Clusters were formed using school level variables including the breakdown of student race/ethnicity, percentage of economically disadvantaged students, teacher turnover rates, years of teaching experience, and a school performance measure. Four clusters emerged from the analysis. Across all variables there were significant differences found between clusters (p <.001) in the school performance measure, teacher turnover rates, student race/ethnicity, and percentage of students receiving free/reduced price lunch. The percentage of teachers with between 4 and 10 years of experience was statistically equivalent across all cluster groups, differences were found in the number of initially licensed teachers (a low of 9.9% in Cluster 2 to a high of 27.0% in Cluster 4) and teachers with 10 or more years experience (ranging from 46.5% in Cluster 4 to 62.2% in Cluster 2). [ABSTRACT FROM AUTHOR]

In this mixed-methods study, we seek to understand the impact of the California Subject Examination for Teachers (CSET) on the makeup of the teacher pipeline. We are specifically interested in exploring how teachers of color are impacted by these tests when seeking to enter the teacher workforce. Findings from the data, both qualitative and quantitative, provide evidence that the tests negatively impact all four racialized groups as labeled by the California Teaching Commission (African American, Asian American, Hispanic American, and Native American), while also conveying racialized messaged to candidates of color. In contrast to common rhetoric about the utility of these exams, we found the CSETs to hinder efforts to diversify the teacher. [ABSTRACT FROM AUTHOR]

This paper explores the limitations of traditional standardized English language proficiency tests and advocates for the development and implementation of culturally responsive assessment models. While standardized tests such as TOEFL and IELTS are widely used to assess English proficiency, they often fail to account for the cultural and linguistic diversity of test-takers, leading to biases that disadvantage non-Western learners. This study examines existing research on cultural bias in language testing and proposes new assessment models that integrate cultural sensitivity and inclusivity. Using both qualitative and quantitative data, the paper outlines a framework for designing more equitable English language assessments, aimed at fostering fairness and improving the validity of language proficiency measures. The findings provide actionable recommendations for educators, policymakers, and test developers seeking to create assessments that reflect the diverse backgrounds and experiences of global learners. [ABSTRACT FROM AUTHOR]

A teacher's ability to read effectively is critical to that individual's ability to teach reading skills. Correspondingly, most state departments of education require that prospective teachers earn a passing score on a standardized reading comprehension test before they can enter university-based teacher education programs or otherwise get a professional teaching license. Having witnessed quality candidates get pushed away from teaching due to poor performance on the our state's reading comprehension measure and given that previous studies have shed doubt on the construct validity of major standardized assessments (e.g., the SAT and ACT), we examined the validity of our state's standardized reading assessment for teachers. Using data generated by 115 college-aged participants in a prerequisite course for our teacher education programs, we found that our state's assessment did little to measure reading comprehension. Instead, it measured students' test-taking skills. This is exceptionally problematic because tests like this one keep significant numbers of qualified and motivated individuals from entering the teaching profession. Worse, due to the oft-researched relationship between test-taking skills to the socioeconomic background of the test-taker, these impacts may be exponentially worse for individuals from minority and lower socioeconomic backgrounds, thereby further reducing their opportunities to teach. [ABSTRACT FROM AUTHOR]

Standardized testing of academic knowledge is common in many developed countries. In Australia, the process implemented is the National Assessment Program for Literacy and Numeracy (NAPLAN). The stand-alone tests were introduced in 2008 for several educational and political reasons, and since that time, the results of this assessment have been used beyond their initial purpose and brought about an unintended consequence of making the tests high-stakes. The pressure of these assessments has the potential to impact student's wellbeing, but little research has been done in this area and even less where the student's perspectives are considered. This research examined the impact of NAPLAN testing on the wellbeing of 1,015 students in Years 3 and 5 across 23 school sites within metropolitan Perth in Western Australia through three iterations. This research gave students the opportunity to draw or write how they felt about NAPLAN as a participatory approach to hearing children's voices in research. This paper reports on the two-stage analysis of the 917 drawn images provided. Stage 1 analysis by two researchers categorized the images as initially positive, negative, or mixed/neutral and identified the impact across the cohorts of students was not significantly negative with an average of 22.5% of the images coded as negative. Stage 2 involved detailed systematic content analysis examining the actors, locations, and emotions of the drawings, which indicated high levels of stress and anxiety for a small number of these students. It was evident that the tests can have a negative impact on the wellbeing of some students and this finding requires consideration by policymakers and curriculum teams engaged with writing, implementing, and assessing NAPLAN as well as those using the results for both intended and unintended purposes. [ABSTRACT FROM AUTHOR]

This interview-based qualitative study examines the ways that parents of high-achieving students who attended prestigious and selective public magnet high schools understand notions of academic merit, fairness, and selection. Using thematic analysis, I identified four emergent themes, which are that parents placed confidence in objective testing for selection, extrapolated the meaning of test scores, preferred a like-minded educational environment, and accepted segregation by ability as a desirable future. After presenting these emergent themes, I conclude by offering a set of critical guiding questions that can inform future educational research on selection practices and their justifying ideologies. [ABSTRACT FROM AUTHOR]

This research study examines the balance between the native language and English language at international schools that offer bilingual education. The performance in language standardized testing has been analyzed to learn more about students' language skills in terms of language skills (i.e., foundational, literacy and literature, and vocabulary use) compared to what is expected at their ages. The gender, educational level, the kind of language course (i.e., language use and reading) were considered to examine whether bilingualism leads them to proficiency or distraction. Random dataset samples of a total of 1131 students from different international schools offering bilingual K-12 have been collected for this research study. A Chi-square analysis was run to examine the correlation between gender, educational levels, and the taken courses from one side and vocabulary use scores, foundational skills scores, and literacy and literature scores from another side. The results showed that female students at bilingual schools are more likely to have low scores, elementary school students are more likely to have low scores, and students in reading are more likely to have low scores. [ABSTRACT FROM AUTHOR]

Copyright of Gulf Education & Social Policy Review is the property of Knowledge E DMCC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This review explores the multifaceted challenges and strategies related to the education of emergent bilingual (EB) students in the U.S. education system. highlights three primary themes: program approaches, instructional needs, and the importance of school-home connections. The first theme evaluates various educational programs for EB students, such as dual language and immersion models, and their effectiveness in balancing English proficiency with native language retention. It also discusses the limitations of standardized testing and federal guidelines like Every Student Succeeds Act (ESSA), which primarily emphasize English proficiency without adequately addressing bilingual education. The second theme focuses on instructional practices, emphasizing the benefits of systematic vocabulary instruction, multimodal teaching strategies, and the integration of students' native languages in academic content. Research suggests that combining vocabulary learning with cultural and linguistic context enhances both language acquisition and academic success. The final theme addresses the critical role of establishing strong school-home connections and culturally responsive pedagogy to foster trust and inclusion. It argues that understanding and incorporating students' cultural backgrounds can enrich the learning environment and improve educational outcomes. However, the sustainability of these approaches remains a challenge, particularly as the population of EB students continues to grow. [ABSTRACT FROM AUTHOR]

Each biannual release of fourth-grade scores on the National Assessment of Educational Progress (NAEP) in reading brings a new round of claims that a large majority of U.S. students are performing below grade-level expectations—a national reading crisis. In this commentary, we interrogate these claims, concluding that they represent a misreading of the data. In addition, we discuss how NAEP scores should, instead, inform conversations about achievement and equity. [ABSTRACT FROM AUTHOR]

This paper focuses on the perspectives and experiences of teachers in urban high schools in relation to performance-based accountability systems in Ontario, Canada. Drawing on policy enactment theory to capture how standardized testing policies are taken up by teachers, we seek to conceptualize teachers as front-line policy enactors who play a significant role in the policy process. We capture the complex and differentiated responses to testing policies that teachers in our study took by drawing on the typology of policy actors developed by Ball, Maguire and Braun (2012) that positions teachers as narrators, enthusiasts, critics, and receivers of policy. This typology is used as a heuristic device to structure the detailed description of policy actors' work that emerged from our data. This paper provides significant insight into the implications of large-scale standardized testing policies for educators and equity-deserving students from the perspectives of urban educators. [ABSTRACT FROM AUTHOR]

Standardized testing of academic knowledge is common in many developed countries. In Australia, the process implemented is the National Assessment Program for Literacy and Numeracy (NAPLAN). The stand-alone tests were introduced in 2008 for several educational and political reasons, and since that time, the results of this assessment have been used beyond their initial purpose and brought about an unintended consequence of making the tests high-stakes. The pressure of these assessments has the potential to impact student’s wellbeing, but little research has been done in this area and even less where the student’s perspectives are considered. This research examined the impact of NAPLAN testing on the wellbeing of 1,015 students in Years 3 and 5 across 23 school sites within metropolitan Perth in Western Australia through three iterations. This research gave students the opportunity to draw or write how they felt about NAPLAN as a participatory approach to hearing children’s voices in research. This paper reports on the two-stage analysis of the 917 drawn images provided. Stage 1 analysis by two researchers categorized the images as initially positive, negative, or mixed/neutral and identified the impact across the cohorts of students was not significantly negative with an average of 22.5% of the images coded as negative. Stage 2 involved detailed systematic content analysis examining the actors, locations, and emotions of the drawings, which indicated high levels of stress and anxiety for a small number of these students. It was evident that the tests can have a negative impact on the wellbeing of some students and this finding requires consideration by policymakers and curriculum teams engaged with writing, implementing, and assessing NAPLAN as well as those using the results for both intended and unintended purposes.

This paper provides evidence on the effect of local prescription opioid use on academic achievement of 3rd–8th graders between 2009 and 2018. Using county fixed effects models, I find that when counties have higher levels of prescription opioid use, students score lower on standardized assessments two to three years later, with variation by student subgroups and magnitudes comparable to effective interventions. I find the largest magnitudes in counties with higher poverty rates and states with below-median state education spending. As test score effects predict adult outcomes, these findings point to economic and public health challenges when affected children become adults. Highlights I examine the relationship between local prescription opioid use and academic achievement of 3rd to 8th graders in Math and English Language Arts (ELA). Using county-fixed effects models, I find that when counties have higher prescription opioid use, lower levels of academic achievement in Math and ELA emerge two to three years later. Among white and economically disadvantaged students, this effect is similar in magnitude to other effective academic interventions and detrimental factors. I also find suggestive evidence that the effects are larger in counties with higher poverty rates. [ABSTRACT FROM AUTHOR]

• Computer-assisted quizzing (CAQ) is a valuable study methodology in other disciplines. • CAQ, as an exit examination preparation method, significantly increased the exit/predictor examination scores. • Support including CAQ within the curriculum to increase students' chances of success in exit/predictor examinations. Nursing students must pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN) examination to become licensed registered nurses. There is an identified nursing shortage, and nursing programs are faced with finding solutions to help students pass the NCLEX-RN examination and enter the workforce. Many nursing schools administer a predictor examination, such as Health Education Systems Incorporated (HESI). A gap exists in identifying solutions for NCLEX's success. The purpose of this study was to evaluate differences in the exit HESI examination scores of senior-level associate degree nursing (ADN) students who used CAQ to prepare with ADN students who used NCLEX review textbooks to prepare for the exit HESI examination. The study used a quantitative nonexperimental descriptive comparative design with archival data. Two groups of students took the exit HESI examination during their capstone course. The sample included students previously enrolled in an ADN program. Archival data were collected and analyzed using a one-way ANCOVA with a pairwise comparison post hoc analysis. The CAQ group had higher exit HESI examination scores compared to the NCLEX review textbook preparation group. CAQ as a curricular adjunct can contribute to student success on standardized examinations. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The COVID-19 pandemic forced school closures and rapid transitions to distance learning, which were widely associated with negative effects on educational attainment and mental health among youth. Research is now emerging about the relationship between distance learning and educational outcomes, as well as factors that sped or delayed the return of in-person learning in specific geographic regions. In the state of Massachusetts, in the United States, high schools (9th-12th grade) varied in the length of time that passed before in-person learning was offered. This study investigated (1) what factors were associated with the date at which schools implemented hybrid/in-person learning, and (2) what factors, including time in remote learning, were associated with loss of educational attainment. Methods: The sample included N = 267 regional/local high schools. Analyses investigated whether time to hybrid/in-person learning was associated with the percentage of students from low-income households and from minority ethnic/racial groups, local political affiliations and COVID incidence rate in September 2020, and the size of the district. The second set of analyses examined whether the high schools' observed losses in standardized math test scores between 2019 and 2021 were associated with the amount of time students remained in exclusively remote learning, as well as the percentage of students from low-income households and minority ethnic/racial groups, the COVID cumulative incidence rate in the region by April 2021, and the size of the school district. Results: Multiple linear regression analysis examining variance in the date at which hybrid/in-person learning was implemented was most strongly predicted by the size of the school district. Multiple linear regression analysis examining variance in the loss of educational attainment was most strongly predicted by the percentage of students from low-income households in the high school. Exploratory analyses comparing charter schools with regional public high schools found that charter schools showed significantly greater loss of educational attainment, contrary to hypotheses. Conclusion: Additional protections for students from larger school districts, lower-income families, and charter schools are needed in case of future population-level disruptions in education. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the predictiveness of community and family demographic variables related to the development of student academic background knowledge on the percentage of students who pass a state-mandated, commercially prepared, standardized Algebra 1 test in the state of New Jersey, USA. This explanatory, cross-sectional study utilized quantitative methods through hierarchical regression analysis. The results suggest that family demographic variables found in the United States Census data related to the development of student academic background knowledge predicted 75 percent of schools in which students achieved a passing score on a state standardized high school assessment of Algebra 1. We can conclude that construct-irrelevant variance, influenced in part by student background knowledge, can be used to predict standardized test results. The results call into question the use of standardized tests as tools for policy makers and educational leaders to accurately judge student learning or school quality. [ABSTRACT FROM AUTHOR]

Understanding the impact of room acoustics on non-native listeners is crucial, particularly in standardized English as a foreign language (EFL) proficiency testing environments. This study aims to elucidate how acoustics influence test scores, considering variables overlooked in prior research such as seat position and baseline language proficiency. In this experiment, 42 Japanese university students' performance on standardized EFL listening tests was assessed in two rooms with distinct acoustic qualities, as determined by the speech transmission index (STI) and reverberation time (RT). The rooms differed significantly in their STI values and RT measurements, with one exhibiting high speech intelligibility qualities of ≥0.66 STI and RT0.5–2kHz < 0.7 s and the other falling below these benchmarks. The findings revealed that listening test scores were consistently higher in the acoustically favorable room across all participants. Notably, the negative effect of poor acoustics was more pronounced for students with lower baseline language proficiency. No significant score differences were observed between front- and rear-seat positions, suggesting that overall room acoustics may be more influential than individual seating locations. The study concludes that acoustics play a significant role in the standardized EFL test performance, particularly for lower-proficiency learners. This highlights the necessity of standardized testing environments to be more carefully selected in order to ensure the fair and reliable assessment of language proficiency. [ABSTRACT FROM AUTHOR]

Background: Early detection of pathogen-associated diseases are critical for effective treatment. Rapid, specific, sensitive, and cost-effective diagnostic technologies continue to be challenging to develop. The current gold standard for pathogen detection, polymerase chain reaction technology, has limitations such as long operational cycles, high cost, and high technician and instrumentation requirements. Aim of review: This review examines and highlights the technical advancements of CRISPR-Cas in pathogen detection and provides an outlook for future development, multi-application scenarios, and clinical translation. Key scientific concepts of review: Approaches enabling clinical detection of pathogen nucleic acids that are highly sensitive, specific, cheap, and portable are necessary. CRISPR-Cas9 specificity in targeting nucleic acids and “collateral cleavage” activity of CRISPR-Cas12/Cas13/Cas14 show significant promise in nucleic acid detection technology. These methods have a high specificity, versatility, and rapid detection cycle. In this paper, CRISPR-Cas-based detection methods are discussed in depth. Although CRISPR-Cas-mediated pathogen diagnostic solutions face challenges, their powerful capabilities will pave the way for ideal diagnostic tools.

Abstract Background The purpose of this systematic review was to (1) determine the scope of literature measuring USMLE Step 1 and Step 2 CK as predictors or indicators of quality resident performance across all medical specialties and (2) summarize the ability of Step 1 and Step 2 CK to predict quality resident performance, stratified by ACGME specialties, based on available literature. Methods This systematic review was designed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [16]. The original search strategy surveyed MEDLINE and was adapted to survey Cochrane Library and Embase. A study was deemed eligible if it provided all three of the following relevant information: (a) Step 1 or Step 2 CK as indicators for (b) resident outcomes in (c) any ACGME accredited specialty training program. Results A total of 1803 articles were screened from three separate databases. The 92 included studies were stratified by specialty, with Surgery (21.7% [20/92]), Emergency Medicine (13.0% [12/92]), Internal Medicine (10.9% [10/92]), and Orthopedic Surgery (8.7% [8/92]) being the most common. Common resident performance measures included ITE scores, board certification, ACGME milestone ratings, and program director evaluations. Conclusions Further studies are imperative to discern the utility of Step 1 and Step 2 CK as predictors of resident performance and as tools for resident recruitment and selection. The results of this systematic review suggest that a scored Step 1 dated prior to January 2022 can be useful as a tool in a holistic review of future resident performance, and that Step 2 CK score performance may be an effective tool in the holistic review process. Given its inherent complexity, multiple tools across many assessment modalities are necessary to assess resident performance comprehensively and effectively.

BackgroundThe COVID-19 pandemic forced school closures and rapid transitions to distance learning, which were widely associated with negative effects on educational attainment and mental health among youth. Research is now emerging about the relationship between distance learning and educational outcomes, as well as factors that sped or delayed the return of in-person learning in specific geographic regions. In the state of Massachusetts, in the United States, high schools (9th–12th grade) varied in the length of time that passed before in-person learning was offered. This study investigated (1) what factors were associated with the date at which schools implemented hybrid/in-person learning, and (2) what factors, including time in remote learning, were associated with loss of educational attainment.MethodsThe sample included N = 267 regional/local high schools. Analyses investigated whether time to hybrid/in-person learning was associated with the percentage of students from low-income households and from minority ethnic/racial groups, local political affiliations and COVID incidence rate in September 2020, and the size of the district. The second set of analyses examined whether the high schools’ observed losses in standardized math test scores between 2019 and 2021 were associated with the amount of time students remained in exclusively remote learning, as well as the percentage of students from low-income households and minority ethnic/racial groups, the COVID cumulative incidence rate in the region by April 2021, and the size of the school district.ResultsMultiple linear regression analysis examining variance in the date at which hybrid/in-person learning was implemented was most strongly predicted by the size of the school district. Multiple linear regression analysis examining variance in the loss of educational attainment was most strongly predicted by the percentage of students from low-income households in the high school. Exploratory analyses comparing charter schools with regional public high schools found that charter schools showed significantly greater loss of educational attainment, contrary to hypotheses.ConclusionAdditional protections for students from larger school districts, lower-income families, and charter schools are needed in case of future population-level disruptions in education.

Copyright of International Journal of Innovation in Science & Mathematics Education is the property of Institute for Innovation in Science & Mathematics Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

[Display omitted] • Early pathogen detection is critical for disease treatment, prevention, and control. • Traditional pathogen detection techniques based on polymerase chain reaction are limited by the high cost of reagents and instruments, as well as the harsh technical operation. • The development of novel pathogen diagnosis methods that are quick, sensitive, focused, portable, and affordable is difficult but vital. • CRISPR-Cas-based biosensing technology has the potential to be an ideal pathogen diagnostic tool. • Technology's transition from the laboratory to the clinical diagnosis depends on standardization. Early detection of pathogen-associated diseases are critical for effective treatment. Rapid, specific, sensitive, and cost-effective diagnostic technologies continue to be challenging to develop. The current gold standard for pathogen detection, polymerase chain reaction technology, has limitations such as long operational cycles, high cost, and high technician and instrumentation requirements. This review examines and highlights the technical advancements of CRISPR-Cas in pathogen detection and provides an outlook for future development, multi-application scenarios, and clinical translation. Approaches enabling clinical detection of pathogen nucleic acids that are highly sensitive, specific, cheap, and portable are necessary. CRISPR-Cas9 specificity in targeting nucleic acids and "collateral cleavage" activity of CRISPR-Cas12/Cas13/Cas14 show significant promise in nucleic acid detection technology. These methods have a high specificity, versatility, and rapid detection cycle. In this paper, CRISPR-Cas-based detection methods are discussed in depth. Although CRISPR-Cas-mediated pathogen diagnostic solutions face challenges, their powerful capabilities will pave the way for ideal diagnostic tools. [ABSTRACT FROM AUTHOR]

Background: The purpose of this systematic review was to (1) determine the scope of literature measuring USMLE Step 1 and Step 2 CK as predictors or indicators of quality resident performance across all medical specialties and (2) summarize the ability of Step 1 and Step 2 CK to predict quality resident performance, stratified by ACGME specialties, based on available literature. Methods: This systematic review was designed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [16]. The original search strategy surveyed MEDLINE and was adapted to survey Cochrane Library and Embase. A study was deemed eligible if it provided all three of the following relevant information: (a) Step 1 or Step 2 CK as indicators for (b) resident outcomes in (c) any ACGME accredited specialty training program. Results: A total of 1803 articles were screened from three separate databases. The 92 included studies were stratified by specialty, with Surgery (21.7% [20/92]), Emergency Medicine (13.0% [12/92]), Internal Medicine (10.9% [10/92]), and Orthopedic Surgery (8.7% [8/92]) being the most common. Common resident performance measures included ITE scores, board certification, ACGME milestone ratings, and program director evaluations. Conclusions: Further studies are imperative to discern the utility of Step 1 and Step 2 CK as predictors of resident performance and as tools for resident recruitment and selection. The results of this systematic review suggest that a scored Step 1 dated prior to January 2022 can be useful as a tool in a holistic review of future resident performance, and that Step 2 CK score performance may be an effective tool in the holistic review process. Given its inherent complexity, multiple tools across many assessment modalities are necessary to assess resident performance comprehensively and effectively. [ABSTRACT FROM AUTHOR]

Aspiration catheters play an important role in mechanical thrombectomy in interventional neuroradiology as they provide support for stent retrievers or are increasingly used separately for contact aspiration. To evaluate the performance of different aspiration catheters in terms of suction force, most current studies rely on manual measurement methods or the suction force is not measured close to the aspiration catheter tip. Moreover, there is currently no standardized method that records measurements digitally and with high temporal resolution. To overcome these challenges, we propose a new test bench that simulates a dedicated aspiration scenario and takes measurements close to the aspiration catheter tip. To meet the requirements, a simplified vascular phantom, a pressure sensor and a simplified clot model were implemented in the prototype. To demonstrate the applicability of the prototype, two commonly used aspiration catheters were evaluated. The obtained measurements show that it is possible to perform standardized comparisons between aspiration catheters from different manufacturers as well as different aspiration pumps and aspiration tubings and their combinations. The developed prototype overcomes the still widely used manual and semimanual and thus error prone measurement methods for the evaluation of vacuum based thrombectomy systems.

The nineteenth century was one in which millions of people acquired certificates and other credentials attesting that they knew what they claimed to know. These credentials resulted from mass examinations: systems of infrastructure that aspired to procedural objectivity. Among the key feature of these exams were the new numerical marking systems used to compare and commensurate different answers on these exams, because these numbers could generate averages and other formal abstractions of knowledge. While the resulting tests could be restrictive for the individual, they could be positive and even creative. Exam successes and credentials helped people work collectively in groups, giving each group member the confidence that other members knew what they claimed to know. [ABSTRACT FROM AUTHOR]

Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches' work with teachers was impacted as a result of the assessment culture. Implications for administrators and coaches in school districts, as well as researchers are provided. [ABSTRACT FROM AUTHOR]

For educators, crafting a social-justice teaching practice can be challenging. Reflecting on our own K-16 journey can help us develop a pedagogical approach that centers students and sees them as whole persons, not just as test scores or bodies that you see once a week. To that end, this essay uses autoethnographic reflection as well as poetry to help uncover a teaching approach that centers students, while also being critical of standardized testing, the power of educational institutions and traditional teaching approaches. [ABSTRACT FROM AUTHOR]

Accountability and performance management scholars have called for more attention to the micro-level consequences of performance regimes, including the effects of performance information use. Reflecting these themes, this study considers the degree to which accountability regimes in schools, imposed by U.S. states, and encouraged by the federal government, relate to teachers' job satisfaction and turnover intentions. Using data from the 2015 to 2016 National Teacher and Principal Survey, we consider the degree to which the following relate to teacher attitudes: (1) the inclusion of student achievement growth on standardized tests in teacher performance appraisals, (2) using additional sources of performance information in the appraisal beyond the student achievement scores, and (3) the differential effects of developmental and administrative uses of appraisal ratings. Our results show that when schools include student growth on standardized tests in appraisals, teachers report lower satisfaction and a higher turnover intention. Using additional sources of performance information, however, relates to improved satisfaction and decreased turnover intentions. Using student standardized test information to inform both positive and negative administrative consequences is associated with lower satisfaction but is not associated with turnover intentions. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the predictiveness of community and family demographic variables related to the development of student academic background knowledge on the percentage of students who pass a state-mandated, commercially prepared, standardized Algebra 1 test in the state of New Jersey, USA. This explanatory, cross-sectional study utilized quantitative methods through hierarchical regression analysis. The results suggest that family demographic variables found in the United States Census data related to the development of student academic background knowledge predicted 75 percent of schools in which students achieved a passing score on a state standardized high school assessment of Algebra 1. We can conclude that construct-irrelevant variance, influenced in part by student background knowledge, can be used to predict standardized test results. The results call into question the use of standardized tests as tools for policy makers and educational leaders to accurately judge student learning or school quality.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background/Context: The problems that school district leaders identify and how they frame them have consequences—for both policy implementation and the ways that teachers respond. Although that is likely true in all community contexts (from rural to urban, inside and outside metropolitan centers), the influence of broader discourses associated with accountability reforms centered around state standardized testing may not be uniform across those contexts. Purpose/Objective/Research Question or Focus of Study: In this article, we report the results of an interview study we conducted with leaders in 50 school districts across the U.S. state of Missouri, in which we investigated what they identified as—and how they framed—their districts' most salient problems related to mathematics. Guiding our analysis were the following questions: (1) What do those who oversee school districts' mathematics instruction and curriculum identify as mathematics-related problems, and how do they frame those problems? (2) Do leaders' identification and framing of problems differ with respect to districts' size and proximity to metropolitan centers? (3) If so, to what extent are institutional factors, including mathematics achievement, economic resources, the presence of a mathematics-specific leader, and the district's pedagogical commitments, predictive of leaders' identification and framing of problems? Research Design: In 50 school districts in Missouri, sampled from different categories of size and proximity to metropolitan centers, we interviewed the district leader most responsible for overseeing mathematics curriculum and instruction about their mathematics-related challenges. We also collected contextual information from governmental websites, including population data, student achievement rates, student racial and economic demographics, and district economic resources (i.e., per-pupil expenditures). Through qualitative analysis we identified what leaders identified as their most pressing challenge and how they framed that challenge. Through regression analysis we identified which community and district characteristics were predictive of leaders' problem identification and framing. Conclusions/Recommendations: Our results point to meaningful differences in leaders' identification and framing of problems related to whether they work within metropolitan areas. In particular, we argue that leaders in nonmetropolitan districts appear more likely to adopt the frame offered by the "corporate model of schooling," defining and framing problems around improvement in standardized test scores, whereas leaders in metropolitan areas are more likely to define problems in terms of equity and the ways that students experience school mathematics. And leaders from smaller districts were more likely to employ a strictly "management" framing of outcomes-related problems, describing responses focused exclusively on changing district programs and structures (rather than a "learning" frame that foregrounds supporting and developing staff). Institutional factors predictive of leaders' identification of problems concerning equity and student experience included per-pupil expenditures, higher rates of test proficiency, commitment to inquiry-based pedagogy, and the presence of a district mathematics leader. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Woo et al. review (this issue) provides a foundation for considering the larger goals of higher education. We step back to consider the broader goals and ideals of higher education. Fundamentally, we want to admit a diverse set of students into graduate school and then produce the most accomplished scientists, artists, leaders, and innovators. In a world with inequality in preparation and finite resources, these ideals end up in tension without any easy resolution. The inability to provide opportunities and develop talent across all groups up to early adulthood is the fundamental problem we face. It is tempting to ignore it. We would be delighted if test and grade differences could be easily dismissed. Instead, we know that a great deal of potential is being wasted, and this waste represents a terrible loss for individuals, communities, and society. We believe that the greatest change will come from better and expanded investment in expanded gifted-and-talented programs, increasing the flow of underrepresented students into these programs, greatly improved assessment of psychosocial skills and talents at all levels, and career counseling and mentoring that begins early and continues through higher education. [ABSTRACT FROM AUTHOR]

Achievement gaps have been well documented in the medical and health professions. Previous researchers have indicated that individuals from underrepresented minority groups consistently fall short of White candidates in performance on standardized credentialing examinations. To determine the relative risk of failure by ethnicity and first-time and retake pass rates on the Board of Certification (BOC) examination. Descriptive study. Professional master's degree athletic training programs. A total of 3742 unique candidates with 4425 attempts between examination windows 1 of 2011–2012 (April) and 5 of the 2019–2020 (February) cycle of the BOC examination. Ethnicity as self-selected by the candidates, attempt number, result of each attempt, year, and testing window. Examination candidates self-identified as White (60.4%, n = 2261/3742), unknown (ie, withheld an ethnicity selection; 10.6%, n = 395/3742), Hispanic (8.6%, n = 320/3742), or African American (8.4%, n = 313/3742). On the first attempt, White candidates passed at a rate of 93.2% (2107/2261), African American candidates at 74.8% (234/313), and Hispanic candidates at 86.9% (278/320; overall first-time pass rate for this subsample = 90.5%, 2619/2894). The relative risk of first-attempt failure was higher for African Americans than for both White (relative risk = 3.706, 95% CI = 2.903, 4.730; P <.001) and Hispanic (relative risk = 1.923, 95% CI = 1.368, 2.703; P >.001) candidates. For Hispanic candidates, the relative risk of first-attempt failure was about 50% lower than for White candidates (relative risk = 0.519, 95% CI = 0.377, 0.715; P <.001). Achievement gaps existed between White candidates and those from ethnic minority groups in athletic training. Diversification of the athletic training workforce will require ensuring equity in preparation for and success on the BOC examination. [ABSTRACT FROM AUTHOR]

This study evaluated EFL Teachers' Perceptions and Experiences on Cambridge Young Learners (YLE) Exams. The study aims to investigate Turkish EFL teachers' perceptions of the general implementation process of Cambridge YLE Exams and their knowledge, experience, and institutional expertise on these tests. A qualitative research design was utilized in the study. The participants included 24 EFL teachers who work in private and state schools and were determined with maximum diversity sampling method that ensures a wide variety of participants. Research data were collected through a semi-structured interview form developed by the researcher. The data obtained as a result of the interviews were analyzed by the content analysis method. The findings highlight the three core views on standardized testing. First, Turkish EFL teachers had positive perceptions towards Cambridge YLE exams, yet they had a very limited experience and expertise in Cambridge YLE exams. Secondly, they had concerns about low learner proficiency levels, the cost of these tests, and the gap between standardized tests and the testing system in the local context. Lastly, it was evident that while some institutions prepared their learners and provided parental guidance for such standardized tests, others fell behind these institutions. This study addresses the research gap in the limited understanding of standardized testing from teachers' perspectives and provides some critical implications. The first implication is that assessment literacy, teachers' experiences towards these tests, and classroom assessment practices of Turkish EFL teachers should be improved through in-service or pre-service teacher training, and secondly, the testing system in Turkey should be redesigned to adapt to the standardized tests used globally. [ABSTRACT FROM AUTHOR]

The United States Medical Licensing Examination (USMLE) Step 1, arguably the most significant assessment in the USMLE examination series, changed from a 3-digit score to a pass/fail outcome in January 2022. Given the rapidly evolving body of literature on this subject, this paper aims to provide a comprehensive review of the historical context and impact of this change on various stakeholders involved in residency selection. For this, relevant keyword-based searches were performed in PubMed, Google Scholar, and Scopus to identify relevant literature. Given the unique history of USMLE Step 1 in the US residency selection process and the score's correlation with future performance in board-certifying examinations in different specialties, this scoring change is predicted to significantly impact US Doctor of Medicine students, US Doctor of Osteopathic Medicine students, international medical graduates, and residency program directors, among others. The significance and the rationale of the pass/fail change along with the implications for both residency applicants and educators are also summarized in this paper. Although medical programs, academic institutions, and residency organizing bodies across the United States have swiftly stepped up to ensure a seamless transition and have attempted to ensure equity for all, the conversion process carries considerable uncertainty for residency applicants. For educators, the increasing number of applications conflicts with holistic application screening, leading to the expected greater use of objective measures, with USMLE Step 2 Clinical Knowledge likely becoming the preferred screening tool in lieu of Step 1. [ABSTRACT FROM AUTHOR]

Copyright of Revista Signos is the property of Pontificia Universidad Catolica de Valparaiso and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reports a study about how the discourse of standard English exercises disciplinary power in five international scholarships programs. This research interest arises from problematizing the discourse of standard English present in the requisite of proficiency certification through so-called valid tests. Adapting Fairclough’s critical discourse analysis model, we analyzed a corpus of five scholarship calls for applications open from 2011 to 2014. Findings reveal that the discourse of standard English entangles with the discourses of globalization, education quality, and competitiveness and qualifications to serve as the path to the construction of the subjects’ scholarship applicants. In this entanglement, school is set as a breeding ground whose disciplinary techniques (e.g., test training) objectivize people to satisfy multinational corporations’ hiring processes.