Copyright (c) 2009 All rights reserved. http://works.bepress.com/siek_toon_khoo Recent documents in Dr. Siek Toon Khoo en-us Wed, 18 Nov 2009 20:17:17 PST 3600 http://works.bepress.com/siek_toon_khoo/9 http://works.bepress.com/siek_toon_khoo/9 Thu, 14 May 2009 23:22:08 PDT This report provides advice on the collection and reporting of information about the performances of Australian schools. The focus is on the collection of nationally comparable data. Two purposes are envisaged: use by education authorities and governments to monitor school performances and, in particular, to identify schools that are performing unusually well or unusually poorly given their circumstances; and use by parents/caregivers and the public to make informed judgements about, and meaningful comparisons of, schools and their offerings. Our advice is based on a review of recent Australian and international research and experience in reporting on the performances of schools. This is an area of educational practice in which there have been many recent developments, much debate and a growing body of relevant research. Geoff N. Masters http://works.bepress.com/siek_toon_khoo/10 http://works.bepress.com/siek_toon_khoo/10 Thu, 14 May 2009 23:21:32 PDT This is a guide to using Quest. Quest offers a comprehensive test and questionnaire analysis environment by providing a data analyst with access to the most recent developments in Rasch measurement theory, as well as a range of traditional analysis procedures. It includes an easy to use control language with flexible and informative output. Quest can be used to construct and validate variables based on both dichotomous and polychotomous observations. It scores and analyses such instruments as multiple choice tests, Likert type rating scales, short answer items, and partial credit items. Ray J. Adams http://works.bepress.com/siek_toon_khoo/8 http://works.bepress.com/siek_toon_khoo/8 Thu, 14 May 2009 23:14:48 PDT This chapter looks at the psychological measurement of the same set of participants on multiple occasions, ideally using the same (or equivalent) measurement instruments. Longitudinal designs explicitly determine the temporal ordering of the observations. This temporal ordering of observations provides an enhanced ability to elucidate stability and change in individuals over time, to study time-related processes, and to establish the direction of hypothesised causal relationships. Siek Toon Khoo http://works.bepress.com/siek_toon_khoo/7 http://works.bepress.com/siek_toon_khoo/7 Thu, 14 May 2009 23:09:51 PDT This 3-wave, 5-year longitudinal study tested the contributions of family contextual factors and sibling relationship qualities to younger siblings' substance use, sexual risk behaviours, pregnancy, and sexually transmitted disease. More than 220 non-White families participated (67 percent Latino and 33 percent African American), all of which involved a younger sibling (133 girls and 89 boys; mean age=13.6 years at Time 1) and an older sister (mean age=17 years at Time 1). Results from structural equation latent growth curve modelling indicated that qualities of the sibling relationship (high older sister power, low warmth/closeness, and low conflict) mediated effects from several family risks (mothers' single parenting, older sisters' teen parenting, and family's receipt of aid) to younger sibling outcomes. Model results were generally stronger for sister-sister pairs than for sister-brother pairs. Findings add to theoretical models that emphasize the role of family and parenting processes in shaping sibling relationships, which, in turn, influence adolescent outcomes. Patricia L. East http://works.bepress.com/siek_toon_khoo/6 http://works.bepress.com/siek_toon_khoo/6 Thu, 14 May 2009 23:03:44 PDT This paper shows how a range of differences in marker behaviour, including leniency/severity and central tendency, can be detected and investigated using the Rasch partial credit model. The method allows for variations in the use of rating categories by estimating a set of rating 'thresholds' for each assessor. By calibrating each assessor's rating behaviour in this way, the method automatically takes account of detected differences among assessors in the measurement process. Geoff N. Masters http://works.bepress.com/siek_toon_khoo/5 http://works.bepress.com/siek_toon_khoo/5 Thu, 14 May 2009 23:00:40 PDT This paper reports on the development of instruments for measuring secondary school student interests in mathematics. Interest in mathematics is regarded as having three components (topics, activities and motives), each with several dimensions. Nearly all instruments employed summated ratings (Likert) procedures, but one adopted an unusual procedure, based on Zuckerman's (1960) Affect Adjective Checklist. Six instruments were developed altogether: IMT (interest in various mathematical topics), ILA (interest in learning activities), MCI (mathematics related career inventory), NMI (nature of motives inventory), GIM (general interest in mathematics) and AAC (affect adjective checklist). The IMT instrument, containing seven scales, was developed to measure students' interests in various mathematics topics, most of which are commonly taught in upper secondary school mathematics courses (eg algebra, statistics). The ILA (three scales) is concerned with interest in various modes of learning mathematics (reception learning, experiential learning, problem solving). The motives component is related to students' reason for studying mathematics; to investigate this component, one instrument (MCI) was developed to measure interest in various mathematics related careers, while another (NMI) explored other possible motives (eg desire for examination success). The GIM and the AAC were designed to obtain general measures of interest in mathematics. All instruments were administered to a sample of 151 Year 10 students in three Melbourne schools; the data were subjected to item, scale and factor analyses. The findings provide good general support for the conceptualisation underlying the study. Factor analysis indicates that there are distinct topic based patterns of interest in mathematics. Eight clear factors emerged, displaying a reasonably good fit with the seven topics originally proposed. There was also good support for the conceptualisation of the learning modes instrument, although the reception learning scale split into two factors (inside and outside the classroom). Three career factors were identified (academic, technical and business). P L. Gardner http://works.bepress.com/siek_toon_khoo/3 http://works.bepress.com/siek_toon_khoo/3 Thu, 14 May 2009 21:56:21 PDT The VIT's Program for Supporting Provisionally Registered Teachers and its registration procedures are increasingly seen as valid and fair. The Program is generally perceived as leading to improvements in teaching practice. Principals and mentors were very positive about the program, and consistently reported high levels of satisfaction with its implementation. Research has repeatedly found that significant reforms are often accompanied by a degree of unease and resistance, and this has been the case with the introduction of the VIT standards and registration requirements. School leaders play a vital role in leading their schools through these changes. This study has found that school leaders are playing a significant role in reducing the level of unease and resistance in most schools, but they need support to ensure the requirements are manageable. It may be important to reiterate that the VIT standards processes in Victoria are in keeping with standards assessment for other professions and with educational practice in comparable countries across the world. As the VIT standards processes continue to develop and are themselves subject to review, they should greatly benefit the educational teaching and learning needs of Victorian teachers and students. Lawrence Ingvarson http://works.bepress.com/siek_toon_khoo/2 http://works.bepress.com/siek_toon_khoo/2 Thu, 14 May 2009 21:56:21 PDT This report examines the relationship between students' attitudes to school and intentions to participate in education and training, and the influence of these attitudes and intentions on participation in Year 12 and in further education and training. Students' attitudes to school, educational intentions and attainments are considered in the context of earlier school achievement, social background, geographic location, language background and gender. These factors are related to attitudes, intentions and participation. [p.1] Siek Toon Khoo http://works.bepress.com/siek_toon_khoo/1 http://works.bepress.com/siek_toon_khoo/1 Thu, 14 May 2009 21:56:20 PDT This report describes the findings from the first three years of the ACER longitudinal Literacy and Numeracy Study (LLANS). The longitudinal study was established in 1999 in a context in which there was significant national interest in improving achievement in literacy and numeracy for all Australian children, and a particular interest in the development of foundational skills in the early years of school. A nation wide sample of 100 schools was selected in proportion to the population of each state and territory and ten students were randomly selected from each of these schools. This provided a cohort for LLANS of 1000 children who commenced school in 1999. The longitudinal study continued beyond the first three years of school until 2005 when the students in the sample were in year 6. Marion Meiers