Zobrazeno 1 - 10
of 27
pro vyhledávání: '"Frederick Cline"'
Autor:
Brent Bridgeman, Frederick Cline
Publikováno v:
PLoS ONE, Vol 17, Iss 6 (2022)
Graduate school programs that are considering dropping the GRE as an admissions tool often focus on claims that the test is biased and does not predict valued outcomes. This paper addresses the bias issue and provides evidence related to the predicti
Externí odkaz:
https://doaj.org/article/c8a9aa56f1284a08afd65351aeeb26e9
Autor:
David Klieger, Jennifer Bochenek, Chelsea Ezzo, Steven Holtzman, Frederick Cline, Margarita Olivera-Aguilar
Publikováno v:
International Journal of Testing. 22:72-99
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9cdb95f9bc5b6cd9ed01da2939a5b911
https://doi.org/10.1080/15305058.2021.2019748
https://doi.org/10.1080/15305058.2021.2019748
Autor:
David Klieger, Jennifer Bochenek, Chelsea Ezzo, Steven Holtzman, Frederick Cline, Margarita Olivera-Aguilar
Consideration of socioemotional skills in admissions potentially can increase representation of racial and ethnic minorities and women in graduate education as well as identify candidates more likely to succeed in graduate school. Research on one suc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fb621c7042e4b21b94b3992851d1dd89
https://doi.org/10.31234/osf.io/3pwm7
https://doi.org/10.31234/osf.io/3pwm7
Publikováno v:
ETS Research Report Series. 2019:1-19
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::02a9b93e0dd3b6628401e7854aa26c22
https://doi.org/10.1002/ets2.12245
https://doi.org/10.1002/ets2.12245
Autor:
Frederick Cline, David M. Klieger, Richard J. Tannenbaum, Margarita Olivera-Aguilar, Brent Bridgeman
Publikováno v:
ETS Research Report Series. 2018:1-28
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c2b97e1bad360d8712ef7373314993e2
https://doi.org/10.1002/ets2.12213
https://doi.org/10.1002/ets2.12213
Publikováno v:
ETS Research Report Series. 2014:1-62
Given the serious consequences of making ill-fated admissions and funding decisions for applicants to graduate and professional school, it is important to rely on sound evidence to optimize such judgments. Previous meta-analytic research has demonstr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e1b974bffccafc9c7c0fdc7834c73cb5
https://doi.org/10.1002/ets2.12026
https://doi.org/10.1002/ets2.12026
Publikováno v:
Applied Measurement in Education. 23:187-208
This study compared the underlying factors measured by a state standards-based grade 4 English-Language Arts (ELA) assessment given to several groups of students. The focus of the research was to gather evidence regarding whether or not the tests mea
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::060fbd8403c29068bb3a06c982474e1f
https://doi.org/10.1080/08957341003673831
https://doi.org/10.1080/08957341003673831
Publikováno v:
Applied Measurement in Education. 23:132-152
This validity study examined differential item functioning (DIF) results on large-scale state standards–based English-language arts assessments at grades 4 and 8 for students without disabilities taking the test under standard conditions and studen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d543eca53fcc1cb77aa01a890924d826
https://doi.org/10.1080/08957341003673773
https://doi.org/10.1080/08957341003673773
Publikováno v:
Applied Measurement in Education. 22:109-119
Descriptions of validity results based solely on correlation coefficients or percent of the variance accounted for are not merely difficult to interpret, they are likely to be misinterpreted. Predictors that apparently account for a small percent of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0870fb1e41ab3d287ca0ef5971e10d15
https://doi.org/10.1080/08957340902754577
https://doi.org/10.1080/08957340902754577
Autor:
Brent Bridgeman, Frederick Cline
Publikováno v:
Journal of Educational Measurement. 41:137-148
Time limits on some computer-adaptive tests (CATs) are such that many examinees have difficulty finishing, and some examinees may be administered tests with more time-consuming items than others. Results from over 100,000 examinees suggested that abo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::452ec051bc62a4cdd603f33c26d5047b
https://doi.org/10.1111/j.1745-3984.2004.tb01111.x
https://doi.org/10.1111/j.1745-3984.2004.tb01111.x