Mary A. Hansen

THE EFFECT OF ERRORS IN ESTIMATING ABILITY ON GOODNESS-OF-FIT TESTS FOR IRT MODELS

Assessing goodness of fit of item response theory models typically involves evaluating differences between observed and expected score response distributions using a chi-square test statistic. When these methods are applied to assessments that are shorter in length, uncertainty with which ability is estimated greatly affects the approximation to the null chi-square distribution. Results from a Monte Carlo study indicated serious departures between null theoretical distributions and empirically derived sampling distributions for the chi-square statistic for tests with 8 and 16 constructed response items. This article also describes a fit statistic that attempts to account for the uncertainty in estimating ability and that could therefore be applied to testing situations in which ability is not precisely estimated. This method employs more information from the same distribution used to obtain Bayesian point estimates of ability and reflects probabilities that examinees have ability equal to a range of values rather than restricting expectations to single values.

A Comparison of the Handwriting without Tears Program and Peterson Directed Handwriting Program on Handwriting Performance in Typically Developing First Grade Students

The purpose of this study was to compare the results of two handwriting curricula on handwriting performance in typically developing first grade students. Each classroom implemented a different handwriting curriculum throughout the school year as part of the regular first grade curriculum. One classroom implemented the Handwriting Without Tears program, while the other used the Peterson Directed Handwriting curriculum. Handwriting skills were assessed at the beginning, middle, and end of the school year. Student handwriting performance improved for both classrooms over the course of the school year. This suggests that for typically developing first grade students, implementation of a structured curriculum may be key to developing good handwriting skills.

Using On-Line Discussion to Encourage Reflective Thinking in Pre-Service Teachers

Discourse has been thought to be an essential aspect of high quality education (Bean & Stevens, 2002; Harkness, D’Ambrasio & Marrone, 2006; Wade, Fauske & Thompson, 2008; NCTM, 2000; Heller, 2004). But because the teaching profession is sometimes one of isolation and disconnecteness (Wong & Wong, 2001; Zmuda, Kuklis & Kline, 2004; Sparks & Hirsh, 1997), teachers may not get opportunities to engage in thoughtful discourse. With advances in on-line education, however, teachers who might otherwise not have opportunities to engage in meaningful, reflective discourse about teaching and learning can easily, and at their own relative convenience, do so. Through an on-line venue, teachers can get involved in substantive communication about teaching and learning, address valid and invalid preconceptions about the profession, and work to improve their practice through directed meta-cognitive reflective activities.

Statewide Alternate Reading Assessment of Students Who Are Deaf/Hard of Hearing With Additional Disabilities

This study presents longitudinal data analysis of 6 years of reading scores on a large-scale statewide performance-based alternate assessment for 214 students who are deaf/hard of hearing and have an additional cognitive disability. Assessment scores were examined by complexity level, within grade-level bands, and individually over time. Results indicated that even though the depth of content knowledge increased over time as defined by test specifications, students generally maintained a stable level of proficiency as determined by the state performance standards. Interpretation of results underscores the importance of a multidisciplinary approach to reading instruction among special educators, teachers of the deaf, and speech-language pathologists to improve outcomes of this population.