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Complete English language for Cambridge International AS & A level
Build solid analytical skills and assessment confidence with full and accessible support for the latest English Language syllabus (9093), for examination from 2021. This comprehensive resource develops your students' ability to formulate personal responses, with strong focus on skills development and progression.
Book
ADAPTIVE ESTIMATION OF THE SPARSITY IN THE GAUSSIAN VECTOR MODEL
Consider the Gaussian vector model with mean value θ. We study the twin problems of estimating the number ∥θ∥₀ of nonzero components of θ and testing whether ∥θ∥₀ is smaller than some value. For testing, we establish the minimax separation distances for this model and introduce a minimax adaptive test. Extensions to the case of unknown variance are also discussed. Rewriting the estimation of ∥θ∥₀ as a multiple testing problem of all hypotheses {∥θ∥₀ ≤ q}, we both derive a new way of assessing the optimality of a sparsity estimator and we exhibit such an optimal procedure. This general approach provides a roadmap for estimating the complexity of the signal in various statistical models.
Journal Article
POWER IN HIGH-DIMENSIONAL TESTING PROBLEMS
Fan, Liao, and Yao (2015) recently introduced a remarkable method for increasing the asymptotic power of tests in high-dimensional testing problems. If applicable to a given test, their power enhancement principle leads to an improved test that has the same asymptotic size, has uniformly non-inferior asymptotic power, and is consistent against a strictly broader range of alternatives than the initially given test. We study under which conditions this method can be applied and show the following: In asymptotic regimes where the dimensionality of the parameter space is fixed as sample size increases, there often exist tests that cannot be further improved with the power enhancement principle. However, when the dimensionality of the parameter space increases sufficiently slowly with sample size and a marginal local asymptotic normality (LAN) condition is satisfied, every test with asymptotic size smaller than 1 can be improved with the power enhancement principle. While the marginal LAN condition alone does not allow one to extend the latter statement to all rates at which the dimensionality increases with sample size, we give sufficient conditions under which this is the case.
Journal Article
LIMITATIONS OF SIZE AND LEVELS TESTS OF WRITTEN RECEPTIVE VOCABULARY KNOWLEDGE
Two commonly used test types to assess vocabulary knowledge for the purpose of reading are size and levels tests. This article first reviews several frequently stated purposes of such tests (e.g., materials selection, tracking vocabulary growth) and provides a reasoned argument for the precision needed to serve such purposes. Then three sources of inaccuracy in existing tests are examined: the overestimation of lexical knowledge from guessing or use of test strategies under meaning-recognition item formats; the overestimation of vocabulary knowledge when receptive understanding of all word family members is assumed from a correct response to an item assessing knowledge of just one family member; and the limited precision that a small, random sample of target words has in representing the population of words from which it is drawn. The article concludes that existing tests lack the accuracy needed for many specified testing purposes and discusses possible improvements going forward.
Journal Article
The compatibility principle: on philosophies in the assessment of clinical competence
The array of different philosophical positions underlying contemporary views on competence, assessment strategies and justification have led to advances in assessment science. Challenges may arise when these philosophical positions are not considered in assessment design. These can include (a) a logical incompatibility leading to varied or difficult interpretations of assessment results, (b) an “anything goes” approach, and (c) uncertainty regarding when and in what context various philosophical positions are appropriate. We propose a compatibility principle that recognizes that different philosophical positions commit assessors/assessment researchers to particular ideas, assumptions and commitments, and applies ta logic of philosophically-informed, assessment-based inquiry. Assessment is optimized when its underlying philosophical position produces congruent, aligned and coherent views on constructs, assessment strategies, justification and their interpretations. As a way forward we argue that (a) there can and should be variability in the philosophical positions used in assessment, and these should be clearly articulated to promote understanding of assumptions and make sense of justifications; (b) we focus on developing the merits, boundaries and relationships within and/or between philosophical positions in assessment; (c) we examine a core set of principles related to the role and relevance of philosophical positions; (d) we elaborate strategies and criteria to delineate compatible from incompatible; and (f) we articulate a need to broaden knowledge/competencies related to these issues. The broadened use of philosophical positions in assessment in the health professions affect the “state of play” and can undermine assessment programs. This may be overcome with attention to the alignment between underlying assumptions/commitments.
Journal Article
Demographic biases and assessment fairness in classroom: insights from Iranian university teachers
The literature indicates that the effects of sources of demographic biases on fairness in classroom assessment (CA) are under-researched in the Iranian higher education context. Hence, this study aims to explore the Iranian university teachers’ perceptions of the effects of demographic biases (e.g., gender, ethnicity, and socioeconomic (SES)) on their assessment fairness. With this aim, fifteen university teachers were selected using a criterion sampling method at Ayatollah Borujerdi University, Iran. To gather the required data, a reflective written statement was completed by the participants. The participants’ responses were translated verbatim into English and subjected to a standard thematic coding analysis. Findings yielded three recurring themes: ‘gender bias is prevalent in assessment practices’, ethnicity bias affects adversely assessment practices, and ‘SES bias jeopardizes fairness in assessment practices’. The results evidenced that gender, ethnicity, and SES biases can act as a major source of score pollution in CA. This study ends with proposing a range of implications for different testing stakeholders.
Journal Article
Detection of Item Preknowledge Using Likelihood Ratio Test and Score Test
An increasing concern of producers of educational assessments is fraudulent behavior during the assessment (van der Linden, 2009). Benefiting from item preknowledge (e.g., Eckerly, 2017; McLeod, Lewis, & Thissen, 2003) is one type of fraudulent behavior. This article suggests two new test statistics for detecting individuals who may have benefited from item preknowledge; the statistics can be used for both nonadaptive and adaptive assessments that may include either or both of dichotomous and polytomous items. Each new statistic has an asymptotic standard normal n distribution. It is demonstrated in detailed simulation studies that the Type I error rates of the new statistics are close to the nominal level and the values of power of the new statistics are larger than those of an existing statistic for addressing the same problem.
Journal Article
On the Benjamini-Hochberg Method
We investigate the properties of the Benjamini-Hochberg method for multiple testing and of a variant of Storey's generalization of it, extending and complementing the asymptotic and exact results available in the literature. Results are obtained under two different sets of assumptions and include asymptotic and exact expressions and bounds for the proportion of rejections, the proportion of incorrect rejections out of all rejections and two other proportions used to quantify the efficacy of the method.
Journal Article
Take-Home Exams in Higher Education: A Systematic Review
This work describes a systematic review of the research on take-home exams in tertiary education. It was found that there is some disagreement in the community about the virtues of take-home exams but also a lot of agreement. It is concluded that take-home exams may be the preferred choice of assessment method on the higher taxonomy levels because they promote higher-order thinking skills and allow time for reflection. They are also more consonant with constructive alignment theories and turn the assessment into a learning activity. Due to the obvious risk of unethical student behavior, take-home exams are not recommended on the lowest taxonomy level. It is concluded that there is still a lot of research missing concerning take-home exams in higher education and some of this research may be urgent due to the emergence of massive online open courses (MOOCs) and online universities where non-proctored exams prevail.
Journal Article