Hsieh M.,National Academy for Educational Research
International Journal of Innovative Computing, Information and Control | Year: 2012
The purpose of this study was to apply a Bayesian procedure in the context of fixed-length mastery tests. The Bayesian procedure was compared with two conventional procedures (conventional-Proportion Correct and conventional-EAP) across different simulation conditions. Two loss functions, including linear and threshold loss function were manipulated. The results show that the Bayesian procedure appeared to effectively control false negative and false positive error rates. The differences in the percentages of correct classifications and phi correlations between true and predicted status for the Bayesian procedures and conventional procedures were quite small. However, there was no consistent advantage for either the linear or threshold loss function. © 2012 ICIC International.
Hsieh M.,National Academy for Educational Research
ICIC Express Letters | Year: 2013
No Child Left Behind Act of 2001 (NCLB) was put into law on January 8, 2002. This reform requires each state to develop its own method to evaluate individual schools' improvement every year, and to set up an index, called the adequate yearly progress (AYP), as a goal for schools to meet yearly. The purpose of this study is to estimate the role of standard error in different AYP models and use the testing data to study the effect of random sampling error. The results show that AYP is impacted by school size, percent proficient, change of proportion in student proficiency in each year and correlation of the successive grades performance score. Thus, it is better to set up separate goals for school buildings of different sizes and starting point percent proficient, instead of setting the omnibus target for all schools in the state. © 2013 ICIC International.
Liew J.,Texas A&M University |
Lench H.C.,Texas A&M University |
Kao G.,Texas A&M University |
Yeh Y.-C.,National Academy for Educational Research |
Kwok O.-M.,Texas A&M University
Anxiety, Stress and Coping | Year: 2014
Background and Objectives: Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Design and Methods: Undergraduate students (N = 184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results: Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Conclusions: Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties. © 2014 Taylor & Francis.
Lin C.-Y.,University of Illinois at Urbana - Champaign |
Chen C.-H.,National Academy for Educational Research
ReCALL | Year: 2014
This study aims to investigate barriers to the adoption of information and communication technology (ICT) for teachers of Chinese as a foreign language (CFL) in US universities. Although the development of ICT for teaching is growing, few published studies address ICT specifically regarding CFL teaching. Therefore, this study has reviewed the existing ICT literature's treatment of important ICT-related matters, including barrier factors, and has examined them in the context of CFL teaching. The current study features a mixed method, consisting of a survey and semi-structured interviews. Of the 47 CFL teachers who participated in the study, five volunteered for in-depth interviews. According to our findings, the most critical barriers to these CFL teachers' adoption of ICT were insufficient support and insufficient time for developing technology-driven pedagogy and activities. These issues are reflected in CFL teachers' unique subject expertise and workloads in existing universities' curricula and approaches to instruction. In addition, age influences CFL teachers' confidence in their use of ICT for the preparation of subject material and for teaching, whereas gender influences their willingness to spend time working on ICT. Copyright © European Association for Computer Assisted Language Learning 2014.
Lin C.-K.,National Taichung University of Education |
Wu H.-M.,National Academy for Educational Research |
Wang H.-Y.,National Taichung University of Education |
Tseng M.-H.,National Taiwan University |
And 2 more authors.
Neuropsychiatric Disease and Treatment | Year: 2013
Objective: Sensory integration progresses along a normal developmental sequence. However, few studies have explored how age difference affects the way sensory integration functions in Taiwanese children as they develop. Therefore, this study aims to pinpoint the role of age in sensory integration. Method: A purposive sampling plan was employed. The study population comprised 1,000 Chinese children aged 36 to 131 months (mean =74.48 months, standard deviation=25.69 months). Subjects were scored on seven subsets of the Test of Sensory Integration Function (TSIF). An analysis of variance (ANOVA) was used to identify differences between four age groups (ages 3-4, 5-6, 7-8, and 9-10 years), in the categories of the TSIF. Results: ANOVA revealed that age is a significant factor in each of the seven tasks of sensory integration associated with various stages of development. The effect of age was significant in all four groups for the subscale of Bilateral Integration Sequences. The function of sensory integration for the children aged 5-8 years did not produce statistically significant results for the subscale of Postural Movement, Sensory Discrimination, Sensory Seeking, or Attention and Activity. For the subscale of Sensory Modulation and Emotional Behavior, the effect of age was significant in only group 1 (children aged 3-4 years) and group 2 (children aged 5-6 years). Conclusion: There was significant difference between group 1 and group 2 for seven categories. Significant differences were contributed by the differences from group 1 (3-4 years) and group 4 (9-10 years) in five subscales (Postural Movement, Bilateral Integration Sequences, Sensory Discrimination, Sensory Seeking, and Attention and Activity). There were three developmental trends in the seven categories of the TSIF. © 2013 Lin et al, publisher and licensee Dove Medical Press Ltd.