Sandra Johnson – författare

Intended to help improve measurement and data collection methods in the behavioral, social, and medical sciences, this book demonstrates an expanded and accessible use of Generalizability Theory (G theory). G theory conceptually models the way in which the reliability of measurement is ascertained. Sources of score variation are identified as potential contributors to measurement error and taken into account accordingly. The authors demonstrate the powerful potential of G theory by showing how to improve the quality of any kind of measurement, regardless of the discipline.Readers will appreciate the conversational style used to present a comprehensive review of G theory and its application using the freeware EduG. To maximize understanding the authors illustrate all fundamental principles with concrete examples from different fields and contexts. Annotated applications lead students through the main concepts of G theory, while illustrating both the use of EduG and interpretation of its output. Formulas are avoided wherever possible. Exercises with data sets available on the Psychology Press website allow readers to carry out their own analyses to reinforce understanding.

Brief overviews of analysis of variance, estimation, and the statistical error model are provided for review. The procedures involved in carrying out a generalizability study using EduG follow, as well as guidance in the interpretation of results. Real-world applications of G theory to the assessment of depression, managerial ability, attitudes, and writing and mathematical skills are then presented. Next, annotated exercises provide an opportunity for readers to use EduG and interpret its results. The book concludes with a review of the development of G theory and possible new directions of application. Finally, for those with a strong statistical background, the appendixes provide the formulas used by EduG.

Ideal as a supplement for courses on measurement theory and/or generalizability theory taught in departments of psychology, education, medicine, and the social sciences, this text will also appeal to researchers from a variety of fields interested in learning how to apply G theory to their studies.

Intended to help improve measurement and data collection methods in the behavioral, social, and medical sciences, this book demonstrates an expanded and accessible use of Generalizability Theory (G theory). G theory conceptually models the way in which the reliability of measurement is ascertained. Sources of score variation are identified as potential contributors to measurement error and taken into account accordingly. The authors demonstrate the powerful potential of G theory by showing how to improve the quality of any kind of measurement, regardless of the discipline.Readers will appreciate the conversational style used to present a comprehensive review of G theory and its application using the freeware EduG. To maximize understanding the authors illustrate all fundamental principles with concrete examples from different fields and contexts. Annotated applications lead students through the main concepts of G theory, while illustrating both the use of EduG and interpretation of its output. Formulas are avoided wherever possible. Exercises with data sets available on the Psychology Press website allow readers to carry out their own analyses to reinforce understanding.

Brief overviews of analysis of variance, estimation, and the statistical error model are provided for review. The procedures involved in carrying out a generalizability study using EduG follow, as well as guidance in the interpretation of results. Real-world applications of G theory to the assessment of depression, managerial ability, attitudes, and writing and mathematical skills are then presented. Next, annotated exercises provide an opportunity for readers to use EduG and interpret its results. The book concludes with a review of the development of G theory and possible new directions of application. Finally, for those with a strong statistical background, the appendixes provide the formulas used by EduG.

Ideal as a supplement for courses on measurement theory and/or generalizability theory taught in departments of psychology, education, medicine, and the social sciences, this text will also appeal to researchers from a variety of fields interested in learning how to apply G theory to their studies.

Why is assessment so important in the teaching-learning process?

How should we assess pupils in the primary classroom?

Assessing Learning in the Primary Classroom

Linking the latest research and theory with examples of assessment in the classroom, it considers key issues such as:

Assessing Learning in the Primary Classroom is for all students undertaking their PGCE, those working at masters level, and experienced teachers who wish to broaden their understanding of both the value and pitfalls of educational assessment.

Why is assessment so important in the teaching-learning process?

How should we assess pupils in the primary classroom?

Assessing Learning in the Primary Classroom

Linking the latest research and theory with examples of assessment in the classroom, it considers key issues such as:

Assessing Learning in the Primary Classroom is for all students undertaking their PGCE, those working at masters level, and experienced teachers who wish to broaden their understanding of both the value and pitfalls of educational assessment.

Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education.

Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education.

The twenty-first century has witnessed an explosion in studies on comparative health studies, but mental health remains virtually ignored. Unlike the well researched topic of health policy, there is a gap in the marketplace covering mental health policy and health care policymaking. This book fills that gap; it is a comparative analysis of the implementation of Assertive Community Treatment (ACT), an evidence-based practice employed in two states that promises to empower the well-being of individuals suffering from mental illness.

Assertive Community Treatment specifically examines the tension separating the notion of client recovery and evidence-based programs. Johnson challenges the assumption that practitioners should rely on evidence-based practices to close the gap between scientific knowledge and practice. She argues that in an era of managed care, this encourages state mental health administrators to adopt policies that are overly focused on outcomes. Programs that can measure the outcomes of care provided, and evidence-based practices, have become central aspects of the quality care agenda.

This study traces the role of policy entrepreneurs throughout the Assertive Community Treatment policymaking process. By differentiating mental health in general, qualitative research increases the chances of observing similarities and differences in outcomes. Johnson explains why the ACT model was adopted and implemented. She concludes that there is a clear monopoly by medical researchers and scientists within Assertive Community Treatment research, and as a result, too much emphasis is placed on the roles of policy entrepreneurs as the main innovators in the agenda and policy formulation stages. Johnson presents a strong argument for more innovation in the implementation stage.

The twenty-first century has witnessed an explosion in studies on comparative health studies, but mental health remains virtually ignored. Unlike the well researched topic of health policy, there is a gap in the marketplace covering mental health policy and health care policymaking. This book fills that gap; it is a comparative analysis of the implementation of Assertive Community Treatment (ACT), an evidence-based practice employed in two states that promises to empower the well-being of individuals suffering from mental illness.

Assertive Community Treatment specifically examines the tension separating the notion of client recovery and evidence-based programs. Johnson challenges the assumption that practitioners should rely on evidence-based practices to close the gap between scientific knowledge and practice. She argues that in an era of managed care, this encourages state mental health administrators to adopt policies that are overly focused on outcomes. Programs that can measure the outcomes of care provided, and evidence-based practices, have become central aspects of the quality care agenda.

This study traces the role of policy entrepreneurs throughout the Assertive Community Treatment policymaking process. By differentiating mental health in general, qualitative research increases the chances of observing similarities and differences in outcomes. Johnson explains why the ACT model was adopted and implemented. She concludes that there is a clear monopoly by medical researchers and scientists within Assertive Community Treatment research, and as a result, too much emphasis is placed on the roles of policy entrepreneurs as the main innovators in the agenda and policy formulation stages. Johnson presents a strong argument for more innovation in the implementation stage.