Score equating, aligning and prediction in educational measurement

Para dos pruebas, un enlace entresus puntuaciones es una transformación del resultado de una a la puntuación de la otra. Los métodos de enlace de puntuaciones pueden dividirse en tres categorías básicas, llamadas predicción, alineamiento y equiparación de puntuaciones, y en varias subcategorías. Los especialistas en medición educativa y los investigadores que utilizan pruebas estandarizadas necesitan comprender las diferencias entre estos métodos y las circunstancias en que uno es más relevante que otro. Además, si es necesario, deben estar capacitados para explicar en forma sencilla estas diferencias a los usuarios de las pruebas. En este artículo, usamos el marco conceptual desarrollado por Holland y Dorans (2006) para hacer una breve revisión de estos métodos y sugerir algunas aplicaciones prácticas de los mismo

Valor agregado multinivel y factores contextuales en educación: una comparación no paramétrica robusta

Chile. Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT) 1121164España. Ministerio de Ciencia e Innovación ECO2010-18967/ECON ECO2011-27227/ECONValencia. Generalitat Valenciana (PROMETEO/2009/066

\u3cem\u3eSomehow a word must be found:\u3c/em\u3e William Carlos Williams, the Legacies of Duchamp, and the Troping of the Found

Since the publication of J. Hillis Miller’s seminal chapter on William Carlos Williams in Poets of Reality (1965), there has been a uniform trend among critics to read the poet’s early experiments in relation to Marcel Duchamp. Miller situates Williams’s poetics within a range of avant-garde neologisms thought to challenge the autonomy of the bourgeois art object. Williams’s poetry rethinks the function and form of language and it is this self-reflexivity, and Miller’s deferral to the ready-made, that provides the foundation for this study. Inspired by a Dadaist-revival that reached its peak in the years leading up to the poet’s death, literary critics— including Miller—have glossed over Williams’s difficulties developing his own theories of art in relation to these avant-garde precedents. In the late 1960s, a new generation of artists revaluated Duchamp, a reconsideration that corresponds to Williams’s early commentary. Throughout his writing from the early 1920s, Williams emphasized a notion of the found easily confused— sometimes even by the poet himself—with the ready-made. Williams’s responses to Duchamp and the expatriated avant-garde evolved over the poet’s life as his and Duchamp’s works were embraced by the very institutions both had initially set out to complicate. Chapter One rethinks the ready-made’s legacy as the animating innovation within modernism. The ready-made embodies a principle of negation that contrasts with Williams’s far-ranging theory of the imagination. In driving a wedge between Williams’s troping of the found and the ready-made, I lean on postmodern theories of art, especially the ideas of Robert Smithson, the Earthworks artist, who named his childhood pediatrician, William Carlos Williams, a “proto-conceptual artist.” Chapter Two examines the broken style and theory of the imagination Williams formulates in Kora in Hell (1920), a text written in the year following the ready-made’s debut. Chapter Three analyzes the discursive interweaving of prose and poetry in Spring and All (1923), Williams’s most fully-realized avant-garde experiment. I conclude with a consideration of the verse written prior to the introduction of the ready-made, the poet’s earliest attempt to establish the local as a viable avant-garde tradition

Pathophysiological and diagnostic implications of cardiac biomarkers and antidiuretic hormone release in distinguishing immersion pulmonary edema from decompression sickness

Immersion pulmonary edema (IPE) is a misdiagnosed environmental illness caused by water immersion, cold, and exertion. IPE occurs typically during SCUBA diving, snorkeling, and swimming. IPE is sometimes associated with myocardial injury and/or loss of consciousness in water, which may be fatal. IPE is thought to involve hemodynamic and cardiovascular disturbances, but its pathophysiology remains largely unclear, which makes IPE prevention difficult. This observational study aimed to document IPE pathogenesis and improve diagnostic reliability, including distinguishing in some conditions IPE from decompression sickness (DCS), another diving-related disorder. Thirty-one patients (19 IPE, 12 DCS) treated at the Hyperbaric Medicine Department (Ste-Anne hospital, Toulon, France; July 2013–June 2014) were recruited into the study. Ten healthy divers were recruited as controls. We tested: (i) copeptin, a surrogate marker for antidiuretic hormone and a stress marker; (ii) ischemia-modified albumin, an ischemia/hypoxia marker; (iii) brain-natriuretic peptide (BNP), a marker of heart failure, and (iv) ultrasensitive-cardiac troponin-I (cTnI), a marker of myocardial ischemia. We found that copeptin and cardiac biomarkers were higher in IPE versus DCS and controls: (i) copeptin: 68% of IPE patients had a high level versus 25% of DCS patients (P < 0.05) (mean ± standard-deviation: IPE: 53 ± 61 pmol/L; DCS: 15 ± 17; controls: 6 ± 3; IPE versus DCS or controls: P < 0.05); (ii) ischemia-modified albumin: 68% of IPE patients had a high level versus 16% of DCS patients (P < 0.05) (IPE: 123 ± 25 arbitrary-units; DCS: 84 ± 25; controls: 94 ± 7; IPE versus DCS or controls: P < 0.05); (iii) BNP: 53% of IPE patients had a high level, DCS patients having normal values (P < 0.05) (IPE: 383 ± 394 ng/L; DCS: 37 ± 28; controls: 19 ± 15; IPE versus DCS or controls: P < 0.01); (iv) cTnI: 63% of IPE patients had a high level, DCS patients having normal values (P < 0.05) (IPE: 0.66 ± 1.50 μg/L; DCS: 0.0061 ± 0.0040; controls: 0.0090 ± 0.01; IPE versus DCS or controls: P < 0.01). The combined “BNP-cTnI” levels provided most discrimination: all IPE patients, but none of the DCS patients, had elevated levels of either/both of these markers. We propose that antidiuretic hormone acts together with a myocardial ischemic process to promote IPE. Thus, monitoring of antidiuretic hormone and cardiac biomarkers can help to make a quick and reliable diagnosis of IPE

Psychometric evaluation of the Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS) in Chilean early adolescents: an Item Response Theory analysis

IntroductionLife satisfaction is a core component of subjective wellbeing (SWB) that contributes significantly to child and adolescent development and outcomes. The Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS) is one of the most popular measures of life satisfaction in childhood and adolescence. Most studies have validated this scale using classical psychometric methods. The purpose of this study was to thoroughly investigate the psychometric properties of the BMSLSS using Item Response Theory, in Chile.MethodsWe used Samejima's Graded Response Model (GRM) to investigate the item response functions, item and total precision, as well as gender and age differential item functioning (DIF) of the BMSLSS in a nationwide cross-sectional sample of n = 5,619 Chilean early adolescents (49.2% girls), aged 10, 11, and 12 years (46.13%, 44.99%, and 8.88% respectively).ResultsConventional psychometric analyses, including item-rest correlations, internal consistency, and factor analysis, indicated good overall functioning of the BMSLSS. However, the IRT analysis revealed important nuances in the scale's performance. Specifically, results showed redundancy among lower response categories and insufficient discrimination at the upper end of the life satisfaction spectrum. The analysis also detected measurement non-invariance for some items across gender and age.DiscussionThese findings suggest that while the BMSLSS demonstrates adequate overall performance, the results advise reviewing the items' response options and exercising caution when interpreting high scores. Implications and future directions of research are discussed

Chilean University Students’ Satisfaction With Online Learning During COVID-19 Pandemic: Demonstrating the Two-Layer Methodology

Student satisfaction is a crucial determinant of success in online education, but studies on satisfaction with virtual classes during the COVID-19 outbreak are still scarce. This research contributes empirical evidence regarding the determinants of overall satisfaction with online classes and academic performance through the domain satisfaction approach. Additionally, we introduce to the psychological literature the two-layer model, a well-known econometric methodology, to estimate the effect of domain satisfaction while controlling the impact of unobserved individual differences. Our analyses are based on a cross-sectional sample of n = 648 Chilean university students (53.4% female) surveyed at the end of the first academic semester of 2021, during the lockdown mandated by the Chilean government due to the COVID-19 pandemic. Results show that satisfaction with the support provided by the university, satisfaction with learning, and satisfaction with the perceived quality of the online classes significantly explain the 68% of the variance of satisfaction with the virtual classes experience. Furthermore, satisfaction with academic performance is significantly explained by satisfaction with grades, learning, and the perceived quality of the online classes (R2 = .65). We also explore heterogeneous effects, separating them by gender and geographic area, and find that domains that systematically impact students’ satisfaction with online education are satisfaction with grades, learning, and the quality of classes

Calidad de la educación parvularia: las prácticas de clase y el camino a la mejora

The quality of preschool education depends on the performance of teachers and students within the classroom. This research focuses on describing preschool teachers performance in a sample of public schools that offer pre-k and kinder teaching to vulnerable populations in both the Metropolitan and VI Regions of Chile (n=118). The analysis uses the Classroom Assessment Scoring System (CLASS) in its pre-k version in order to verify whether the underlying structure of teacher practices in Chile is similar to that found in the US &mdash;the country where the CLASS was created. Furthermore, the paper analyzes the performance patterns of preschool teachers in the sample, detailing strengths and weaknesses. Results show that preschool teacher performance reaches medium levels in the CLASS domains of emotional support and classroom organization, and low levels in instructional support. This pattern of performance is similar to those found in the US and Finland. Finally, preschool teacher performance shows high heterogeneity, and it was possible to identify four different groups of teachers, according to their pattern of performance, that may require professional development programs specifically adapted to their needs.La calidad de la educaci&oacute;n parvularia se juega en la sala de clases. Esta investigaci&oacute;n se centra en la descripci&oacute;n del desempe&ntilde;o de las educadoras de p&aacute;rvulos en una muestra de escuelas p&uacute;blicas que ofrecen prek&iacute;nder a poblaciones vulnerables en las regiones Metropolitana y VI de Chile (n = 118). Para tal efecto se usa la pauta de observaci&oacute;n CLASS (Classroom Assessment Scoring System) de prek&iacute;nder y se verifica si la estructura de las pr&aacute;cticas en Chile se comporta de manera similar a la de Estados Unidos, de donde proviene este sistema de observaci&oacute;n. Adem&aacute;s, se analizan los patrones de desempe&ntilde;o de las educadoras en la muestra para estudiar fortalezas y debilidades en las pr&aacute;cticas. Los resultados indican que las pr&aacute;cticas en la muestra alcanzan niveles medios de desempe&ntilde;o en los dominios de apoyo emocional y organizaci&oacute;n de la clase, y niveles bajos en apoyo pedag&oacute;gico. El patr&oacute;n de desempe&ntilde;o es similar al encontrado en Estados Unidos y Finlandia. Por &uacute;ltimo, el desempe&ntilde;o de las educadoras en el aula es heterog&eacute;neo, logrando identificarse cuatro grupos distintos que requerir&iacute;an programas de desarrollo profesional docente adaptados espec&iacute;ficamente para mejorar en los &aacute;mbitos de menor desempe&ntilde;o en el aula