Student, school, and country differences in sustained test-taking effort in the 2009 PISA reading assessment

In this article, the change in examinee effort during an assessment, which we will refer to as persistence, is modeled as an effect of item position. A multilevel extension is proposed to analyze hierarchically structured data and decompose the individual differences in persistence. Data from the 2009 Program of International Student Achievement (PISA) reading assessment from N = 467,819 students from 65 countries are analyzed with the proposed model, and the results are compared across countries. A decrease in examinee effort during the PISA reading assessment was found consistently across countries, with individual differences within and between schools. Both the decrease and the individual differences are more pronounced in lower performing countries. Within schools, persistence is slightly negatively correlated with reading ability; but at the school level, this correlation is positive in most countries. The results of our analyses indicate that it is important to model and control examinee effort in low-stakes assessments. (DIPF/Orig.)

High-stakes testing and Educational Governance – insights and innovations in European school systems. Special Issue Editorial

International research with regard to the intended as well as to the unintended outcomes and effects of high-stakes testing shows that the impact of high-stakes tests has important consequences for the participants involved in the respective educational systems. The purpose of this special issue is to examine the implementation of high-stakes testing in different national school systems and to refer to the effects in view of the concept of Educational Governance. (DIPF/Orig.)

Schreibkompetenzen von Erstklässlern quantitativ-empirisch erfassen - Herausforderungen und Zugewinn eines analytisch-kriterialen Vorgehens gegenüber einer holistischen Bewertung

Im Beitrag wird der Frage nachgegangen, ob eine holistische und eine analytische Auswertungsstrategie schon bei Texten des ersten Grundschuljahres gleichermaßen geeignet sind, um Schreibkompetenz reliabel zu erfassen. Die Analysen zu den insgesamt 540 Texten stammen aus dem DFG-Projekt Narrative Schreibkompetenz in Klasse 1 (NaSch 1). Zunächst wird die Dimensionalität des Konstrukts Schreibkompetenz anhand der analytischen Auswertung untersucht. Im Anschluss werden die mit den beiden Auswertungsstrategien ermittelten Kompetenzwerte unter Berücksichtigung der Textlänge miteinander verglichen. Die Ergebnisse der Rasch-Skalierung der analytischen Kriterien weisen auf eine zweidimensionale Struktur (semantisch-pragmatisch vs. sprachsystematisch) der Schreibkompetenz hin. Dabei zeigt sich ein stärkerer Zusammenhang des holistischen Ratings mit der semantisch-pragmatischen (r = .78) als mit der sprachsystematischen Dimension (r = .47). Die Textlänge wiederum weist eine gleichermaßen hohe Übereinstimmung mit der semantisch-pragmatischen Dimension (r = .63) und dem holistischen Rating auf (r = .62), deren Zusammenhang zueinander aber auch nach Herauspartialisieren der Textlänge deutlich bleibt (r = .64). Zwischen Textlänge und der sprachsystematischen Schreibkompetenz lässt sich dagegen kein bedeutsamer Zusammenhang nachweisen (r = .09). (DIPF/Orig.)

2005-2006 state agency accountability report

Orangeburg-Calhoun Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2006-2007 state agency accountability report

Orangeburg-Calhoun Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

STATE ACCOUNTABILITY REPORT 2007-2008

Orangeburg-Calhoun Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

STATE ACCOUNTABILITY REPORT 2008-2009

Orangeburg-Calhoun Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2009-2010 State Agency Accountability Report

Orangeburg-Calhoun Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2010-2011 State Agency Accountability Report

Orangeburg-Calhoun Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2011-2012 State Agency Accountability Report

Orangeburg-Calhoun Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

12-13 State agency accountability report

Orangeburg-Calhoun Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2005-06 Accountability Report

Northeastern Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2006-07 Accountability Report

Northeastern Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2007-08 Accountability Report

Northeastern Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.

2008-09 Accountability Report

Northeastern Technical College reports to the Office of State Budget its annual accountability report that includes a discussion and analysis of major accomplishments, organizational profile, elements of Malcolm Baldridge criteria, strategic planning and performance measurement.