IOME/AERA/NCME Mock presentations
POME Faculty and QME students who are presenting at the IOME/AERA/NCME meetings in 2016 will share their work.
1. Prof. Bruce Fuller, Joonho Lee, Laura Tobben
How Decentralizing Finance May Lead to Structural Changes in Classrooms: Early Mechanisms, Differing School Budgets in Los Angeles.
In 2013, California adopted the Local Control Funding Formula (LCFF), landmark legislation that empowers school districts to engage the community and enhance services for high-needs students through new flexibility, weighted student funding, and local accountability. Given the dramatic shift represented by and investment in this policy, it is critical to understand how LCFF is playing out in districts and the extent to which it is achieving intended goals. In this paper, we present an empirical research on the implementation and early impact of LCFF on structural changes in classrooms, focusing on (1) teacher sorting, and (2) class size reduction.
2. Jinho Kim
Philosophical and Practical Approaches to Measure What Psychologists Want to Measure
The purpose of this study is to understand psychological measurement in the light of philosophy of science and its practice. I considered philosophy of measurement as a common ground between the psychological measurement and the philosophy of science. Constructive realism and BEAR Assessment System building blocks can give us both coherent and different accounts for measurement process between psychological and physical sciences.
3. Jinho Kim
Polytomous Extension of RW-LLTM: An Application to the Carbon Cycle Assessment Data
This study addresses how explanatory item response models can be applied to the Carbon Cycle test using polytomous items. In particular, I will focus on how to extend polytomous item explanatory models with consideration for multidimensionality and even random item effects.
4. Prof. Mark Wilson, Diah Wihardini
Unpacking the Opportunity-to-Learn Measures in PISA 2012 using Multidimensional Rasch Latent Regression: A Case of Indonesian Students.
This study investigates students’ opportunity-to-learn (OTL) measures introduced in PISA 2012 to determine how student background influences OTL so that policy makers can orient education policy reforms accordingly. Such reform is especially needed in a developing country with stagnantly low performance on PISA like Indonesia. Using the PISA 2012 dataset on Indonesian students, we examine to what extent (1) the OTL aspects (i.e. Content Exposure, Teaching Practice, and Teaching Quality) can be measured using the given indicators of effective classroom learning practices and environment, (2) the modeled OTL measures can explain math performance, and (3) student/school background variables impact the OTL levels. Multidimensional partial-credit models with latent regression were used in data analysis. Discussion on the preliminary findings will be presented.