Richard J Shavelson
Datos Biográficos
| ID | 1502011 |
|---|---|
| NOMBRE | Richard J Shavelson |
| NOMBRES | Richard J |
| APELLIDO | Shavelson |
| FIRMA | SHAVELSON R J |
| AFILIACIONES | University of California, Los Angeles |
| VERIFICADO | No |
| TOTAL DE OBRAS | 57 |
| TOTAL DE CITAS | 473 |
| TOTAL COMO AUTOR | 57 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1973 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 10 |
Construct overlap in cross-national assessment
Primary objective The significance of critical thinking (CT) has grown worldwide in recent years. In teacher education, for example, educators are expected to impart this skill to students but we lack comprehensive international comparative research on CT in pre-service teachers. To begin to develop such assessments, we comparatively analysed CT in Colombia’s and Switzerland’s teacher education intended curricula.Research design and methodology W…
Reflections on transfer of competence assessment to teaching and learning in higher education
Performance Assessment of Critical Thinking
Enhancing students’ critical thinking (CT) skills is an essential goal of higher education. This article presents a systematic approach to conceptualizing and measuring CT. CT generally comprises the following mental processes: identifying, evaluating, and analyzing a problem; interpreting information; synthesizing evidence; and reporting a conclusion. We further posit that CT also involves dealing with dilemmas involving ambiguity or conflicts a…
Assessing University Students' Critical Online Reasoning Ability
Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textb…
Advantages and challenges of performance assessment of student learning in higher education
On the complementarity of holistic and analytic approaches to performance assessment scoring
BackgroundA holistic approach to performance assessment recognizes the theoretical complexity of multifaceted critical thinking (CT), a key objective of higher education. However, issues related to reliability, interpretation, and use arise with this approach.Aims and MethodTherefore, we take an analytic approach to scoring students' written responses on a performance assessment. We focus on the complementarity of holistic and analytic approaches…
On the practices and challenges of measuring higher education value added
Changes in the nature of higher education are leading towards increased interest in the assessment of student learning. This study considers an attempt to apply value-added models for the purposes of comparing student learning across institutions, taking care to discuss special considerations inherent to the application of these models to higher education. Using standardised outcome data from Colombia on 64,000 students, this study focuses on the…
Room for Rigor
The authors examine methodological characteristics of summative evaluations in informal science education (ISE), asking: What are the major types of designs used in summative evaluations, and what kinds of questions can they answer? What are the types of data collection methods and measures used, and how many are self-reports or direct measures? They reviewed all summative reports from the year 2012 on informalscience.org, the online resources po…
Beyond Dichotomies
In this paper, the state of research on the assessment of competencies in higher education is reviewed. Fundamental conceptual and methodological issues are clarified by showing that current controversies are built on misleading dichotomies. By systematically sketching conceptual controversies, competing competence definitions are unpacked (analytic/trait vs. holistic/real-world performance) and commonplaces are identified. Disagreements are also…
A Framework for Summative Evaluation in Informal Science Education
Summative evaluation plays a critical role in documenting the impacts of informal science education (ISE), potentially contributing to the ISE knowledge base and informing ongoing improvements in practice and decision-making. In response to the growing demand for capacity-building in ISE evaluation, this article presents a framework for summative evaluation based on an extensive review of literature and research-based refinements. The framework s…
The international state of research on measurement of competency in higher education
With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. As AHELO showed, measurement of competencies in higher education is a …
On the Factorial Structure of the SAT and Implications for Next-Generation College Readiness Assessments
The name “SAT” has become synonymous with college admissions testing; it has been dubbed “the gold standard.” Numerous studies on its reliability and predictive validity show that the SAT predicts college performance beyond high school grade point average. Surprisingly, studies of the factorial structure of the current version of today’s SAT, revised in 2005, have not been reported, if conducted. One purpose of this study was to examine the facto…
Generalizability Theory
This paper reviews the developments in generalizability theory from 1973 to 1980. The first section presents a sketch of generalizability theory. The second section reviews theoretical contributions about (1) problems associated with estimating variance components, including sampling variability and negative estiamtes, (2) fixed facets, (3) criterion-referenced measurement, (4) symmetry, (5) multivariate generalizability, and (6) sampling in obse…
Teaching Effectiveness Research in the Past Decade
This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process–product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for variations in effect sizes. Although the effects of teaching on student learning were diverse and complex, th…
Editor’s Preface to Lee J. Cronbach’s “My Current Thoughts on Coefficient Alpha and Successor Procedures”Lee J. Cronbach 1916-2001
My Current Thoughts on Coefficient Alpha and Successor Procedures
In 1997, noting that the 50th anniversary of the publication of “Coefficient Alpha and the Internal Structure of Tests” was fast approaching, Lee Cronbach planned what have become the notes published here. His aimwas to point out theways in which his views on coefficient alpha had evolved, doubting nowthat the coefficientwas the bestway of judging the reliability of an instrument to which it was applied. Tracing in these notes, in vintage Cronbac…
On the Science of Education Design Studies
The authors argue that design studies, like all scientific work, must comport with guiding scientific principles and provide adequate warrants for their knowledge claims. The issue is whether their knowledge claims can be warranted. By their very nature, design studies are complex, multivariate, multilevel, and interventionist, making warrants particularly difficult to establish. Moreover, many of these studies, intended or not, rely on narrative…
Reply to Commentators on “Scientific Culture and Educational Research”
The authors reiterate their core argument that harnessing the epistemological and methodological diversity of the field to advance its common goals is difficult but essential work. And in keeping with the spirit of their article and the Scientific Research in Education report on which it is based, they encourage further debate and self-reflection in the field about these important issues
Lee J. Cronbach, 1916–2001
Scientific Culture and Educational Research
The No Child Left Behind Act of 2001 requires federal grantees to use their funds on evidence-based strategies. The law includes definitions of research quality, which are also featured prominently in the administration's strategic plan and in draft language for the re-authorization of the U.S. Office of Educational Research and Improvement. These initiatives pose a rare opportunity and formidable challenge to the field: What are the most effecti…
On the structure of social self-concept for pre-, early-, and late adolescents
This study is the first to empirically validate the social self-concept component of the R. J. Shavelson, J. J. Hubner, and G. C. Stanton (1976) model. The primary purpose was to test for each of 3 age groups--preadolescents (Grade 3), early adolescents (Grade 7), and late adolescents (Grade 11)-3 hypotheses bearing on the structure of social self-concept within the context of this model: (a) that it is multidimensional, (b) that it is hierarchic…
On the structure of social self-concept for pre-, early, and late adolescents
Performance-Based Assessments
By the time children in the United States reach seventh grade, half declare no interest in science (Office of Science and Technology Policy, 1991). Among girls, this disinterest appears to be particularly pronounced (S. Johnson, 1987; Jones, Mullis, Raizen, Weiss, & Weston, 1992). At the same time, girls’ and boys’ performances on standardized tests of science achievement begin to diverge with girls falling behind boys. This fact is well supporte…
Performance Assessments
y most yardsticks-international comparative studies of achievement, national assessment of educational progress, and some state testing programs-the United States has lost its academic competitiveness. The stakes are high. According to President Bush: Today, education determines not just which students will succeed, but also which nations will thrive in a world united in pursuit of freedom in enterprise (1991, p. 1). He went on to argue that
Research news and Comment
Testing for the equivalence of factor covariance and mean structures
Addresses issues related to partial measurement in variance using a tutorial approach based on the LISREL confirmatory factor analytic model. Specifically, we demonstrate procedures for (a) using "sensitivity analyses " to establish stable and substantively well-fitting baseline models, (b) determining partially invariant measurement parameters, and (c) testing for the invariance of factor covariance and mean structures, given partial measurement…
Scientific Culture and Educational Research
The No Child Left Behind Act of 2001 requires federal grantees to use their funds on evidence-based strategies. The law includes definitions of research quality, which are also featured prominently in the administration's strategic plan and in draft language for the re-authorization of the U.S. Office of Educational Research and Improvement. These initiatives pose a rare opportunity and formidable challenge to the field: What are the most effecti…
On the Science of Education Design Studies
The authors argue that design studies, like all scientific work, must comport with guiding scientific principles and provide adequate warrants for their knowledge claims. The issue is whether their knowledge claims can be warranted. By their very nature, design studies are complex, multivariate, multilevel, and interventionist, making warrants particularly difficult to establish. Moreover, many of these studies, intended or not, rely on narrative…
Adolescent Self-Concept
This study tested the invariance of a multidimensional, hierarchical self-concept (SC) structure for adolescent males and females. In a covariance structure analysis of data from a sample of 832 (412 males, 420 females) grade 11 and 12 students, with multiple measures of general, academic, English, and mathematics SC facets, SC structure differed for males and females. Although the number of SC factors, pattern of factor loadings (except for one)…
What Is The Basic Teaching Skill
The 1988 Presidential Address Contributions of Educational Research to Policy and Practice
The international state of research on measurement of competency in higher education
With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. As AHELO showed, measurement of competencies in higher education is a …
Research news and Comment
Erosion of the Education Research Infrastructure
Performance Assessments
y most yardsticks-international comparative studies of achievement, national assessment of educational progress, and some state testing programs-the United States has lost its academic competitiveness. The stakes are high. According to President Bush: Today, education determines not just which students will succeed, but also which nations will thrive in a world united in pursuit of freedom in enterprise (1991, p. 1). He went on to argue that
On the structure of social self-concept for pre-, early, and late adolescents
On the structure of social self-concept for pre-, early-, and late adolescents
This study is the first to empirically validate the social self-concept component of the R. J. Shavelson, J. J. Hubner, and G. C. Stanton (1976) model. The primary purpose was to test for each of 3 age groups--preadolescents (Grade 3), early adolescents (Grade 7), and late adolescents (Grade 11)-3 hypotheses bearing on the structure of social self-concept within the context of this model: (a) that it is multidimensional, (b) that it is hierarchic…
Reply to Commentators on “Scientific Culture and Educational Research”
The authors reiterate their core argument that harnessing the epistemological and methodological diversity of the field to advance its common goals is difficult but essential work. And in keeping with the spirit of their article and the Scientific Research in Education report on which it is based, they encourage further debate and self-reflection in the field about these important issues
Performance-Based Assessments
By the time children in the United States reach seventh grade, half declare no interest in science (Office of Science and Technology Policy, 1991). Among girls, this disinterest appears to be particularly pronounced (S. Johnson, 1987; Jones, Mullis, Raizen, Weiss, & Weston, 1992). At the same time, girls’ and boys’ performances on standardized tests of science achievement begin to diverge with girls falling behind boys. This fact is well supporte…
Erosion of the Education Research Infrastructure
Teachers’ Sensitivity to the Reliability of Information in Making Pedagogical Decisions
Models of teaching as a decision-making process have questioned whether teachers make judgments about student performance following Bayes’ theorem or simpler heuristic rules that may lead to systematic errors. Although research suggests that people are not Bayesian, Winkler argues that professional decisions may be Bayesian. To determine whether teachers’ estimates of student performance are consistent with Bayes’ rule, 164 subjects (teachers and…
Three Experiments on Learning to Teach
This paper reports on three studid;lof the changes in teacher effects on student learning and attitude's as a function of teacher practice. Two studies were performed in a tutorial context, the first with 4 tutors and 16 students, the second with 17 tutors and 68 students. The third study used small group instruction with 12 teachers and 288 students. In each study, the same teachers taught a short curriculum unit three or four times, teaching di…
Teachers' Decisions in the Planning of Reading Instruction
A CONCEPTION of teacher decision making is presented and several questions about the planning of reading instruction, suggested by this conception, are identified. For example, what information about students do teachers seek when forming reading groups? Do teachers use all of the available information about students to form reading groups? On what basis do teachers form reading groups? Do groups constitute the basis for further decisions about t…
Using Generalizability Theory in Counseling and Development
(1988). Using Generalizability Theory in Counseling and Development. Measurement and Evaluation in Counseling and Development: Vol. 21, No. 2, pp. 81-90
Aera's Governmental and Professional Liaison
ciation regularly publishes journals, holds an annual meeting to encourage scholarly exchanges among its members, and identifies and acknowledges exemplary research. In addition, AERA, like other professional academic associations, has taken on two additional responsibilities: (a) promoting governmental policies that support the scholarly research efforts of its members; and (b) encouraging members to address issues of policy and practice in a ma…
Information Technology
The 1988 Presidential Address
Richard J. Shavelson, The 1988 Presidential Address: Contributions of Educational Research to Policy and Practice: Constructing, Challenging, Changing Cognition, Educational Researcher, Vol. 17, No. 7 (Oct., 1988), pp. 4-11+22
Teachers' Estimates of Student 'States of Mind' and Behavior
Methodological considerations in interpreting research on self-concept
An Exploratory Analysis of the Representation of a Mathematical Structure in Students’ Cognitive Structures
The study investigated learning of mathematical structure. Eighth grade students ( N = 87) were assigned randomly to read either a programmed text on probability (experimental group) or one on prime numbers (control group). The subject matter structure of the probability text was mapped with the method of directed graphs. Structure in students’ memories, cognitive structures, was investigated using a word association technique. Cognitive structur…
What Is The Basic Teaching Skill
An Exploratory Analysis of the Representation of a Mathematical Structure in Students' Cognitive Structures
The study investigated learning of mathematical structure. Eighth grade students (N = 87) were assigned randomly to read either a programmed text on probability (experimental group) or one on prime numbers (control group). The subject matter structure of the probability text was mapped with the method of directed graphs. Structure in students' memories, cognitive structures, was investigated using a word association technique. Cognitive structure…
An Exploratory Analysis of the Representation of a Mathematical Structure in Students’ Cognitive Structures
The study investigated learning of mathematical structure. Eighth grade students ( N = 87) were assigned randomly to read either a programmed text on probability (experimental group) or one on prime numbers (control group). The subject matter structure of the probability text was mapped with the method of directed graphs. Structure in students’ memories, cognitive structures, was investigated using a word association technique. Cognitive structur…
Self-Concept
El estudio se propuso determinar si la motivación al logro y el autoconcepto social permitían identificar conglomerados en estudiantes de bachillerato intelectualmente sobresalientes. Se realizó un diseño clasificatorio con una metodología cuantitativa para lo cual, mediante un muestreo aleatorio simple, se seleccionaron 133 estudiantes sobresalientes. Se identificaron dos conglomerados de estudiantes: el primero se denominó 'Altamente orientado …
Three Experiments on Learning to Teach
This paper reports on three studid;lof the changes in teacher effects on student learning and attitude's as a function of teacher practice. Two studies were performed in a tutorial context, the first with 4 tutors and 16 students, the second with 17 tutors and 68 students. The third study used small group instruction with 12 teachers and 288 students. In each study, the same teachers taught a short curriculum unit three or four times, teaching di…
Apples and oranges
Methodological considerations in interpreting research on self-concept
Teachers' Sensitivity to the Reliability of Information in Making Pedagogical Decisions
Models of teaching as a decision-making process have questioned whether teachers make judgments about student performance following Bayes' theorem or simpler heuristic rules that may lead to systematic errors. Although research suggests that people are not Bayesian, Winkler argues that professional decisions may be Bayesian. To determine whether teachers' estimates of student performance are consistent with Bayes' rule, 164 subjects (teachers and…
Teachers’ Sensitivity to the Reliability of Information in Making Pedagogical Decisions
Models of teaching as a decision-making process have questioned whether teachers make judgments about student performance following Bayes’ theorem or simpler heuristic rules that may lead to systematic errors. Although research suggests that people are not Bayesian, Winkler argues that professional decisions may be Bayesian. To determine whether teachers’ estimates of student performance are consistent with Bayes’ rule, 164 subjects (teachers and…
Teachers' Estimates of Student 'States of Mind' and Behavior
Applications of Cluster Analysis in Educational Research
Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior
This review assesses the progress made in research on teachers’ pedagogical thoughts, judgments, and decisions over the past decade and identifies areas of substantive and methodological research needed to improve the practice of teaching. Based on this research, we formulate “schema” or tentative “models” of teachers’ judgments, planning decisions, and interactive decisions. We then set forth recommendations for future research, including (1) th…
Teachers' Decisions in the Planning of Reading Instruction
A CONCEPTION of teacher decision making is presented and several questions about the planning of reading instruction, suggested by this conception, are identified. For example, what information about students do teachers seek when forming reading groups? Do teachers use all of the available information about students to form reading groups? On what basis do teachers form reading groups? Do groups constitute the basis for further decisions about t…
Self concept
The purposes of this paper were to advance self-concept theory and to present recent methodological advances for doing so. With respect to methodology, the analyses of covariance structure, compared to simply an analysis of correlations, enabled us to test competing models and to understand the origin of the observed correlations. The conclusions that would have been drawn from the correlational data--e.g., multifaceted, hierarchical structure wi…
Self-Concept
The construct, self-concept, has been evoked to explain overt behavior across a wide spectrum of situations, and the attainment of a positive self-concept has been posited as a desirable goal in personality and child development, in clinical treatments, and in education. Its importance notwithstanding, research and evaluations using self-concept have suffered from imprecise theoretical formulation of the construct and inadequate measurement instr…
Teachers as role models
Information Technology and Education
When we were asked whether ER should have an occasional column on computers in education, we responded that a column on computers in education was too narrow to capture the promise that technology holds. Computers are the heart of the technological revolution, to be sure, but other advances such as video disk and satellite technologies are part and parcel of the revolution. The computer, with its memory, interactive capability, and multimedia, wh…
Information Technology
A Reply
Adolescent Self-Concept
This study tested the invariance of a multidimensional, hierarchical self-concept (SC) structure for adolescent males and females. In a covariance structure analysis of data from a sample of 832 (412 males, 420 females) grade 11 and 12 students, with multiple measures of general, academic, English, and mathematics SC facets, SC structure differed for males and females. Although the number of SC factors, pattern of factor loadings (except for one)…
A multifaceted academic self-concept
Academic self-concept, originally posited by Shavelson as a single higher-order facet, was found by Marsh and Shavelson to comprise at least 2 higher-order academic facets (verbal and math). Marsh developed the internal/external (I/E) frame of reference model to account for the extreme separation of math and verbal self-concepts and their relations to math and verbal achievements. In our investigation, students completed the academic self-concept…
Using Generalizability Theory in Counseling and Development
(1988). Using Generalizability Theory in Counseling and Development. Measurement and Evaluation in Counseling and Development: Vol. 21, No. 2, pp. 81-90
Erosion of the Education Research Infrastructure
Erosion of the Education Research Infrastructure
The 1988 Presidential Address
Richard J. Shavelson, The 1988 Presidential Address: Contributions of Educational Research to Policy and Practice: Constructing, Challenging, Changing Cognition, Educational Researcher, Vol. 17, No. 7 (Oct., 1988), pp. 4-11+22
Psychology (53 obras) · Mathematics education (35 obras) · Computer Science (26 obras) · Pedagogy (16 obras) · Sociology (15 obras) · Mathematics (13 obras) · Political science (12 obras) · Developmental psychology (10 obras) · Educational research (9 obras) · Social Psychology (9 obras)