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1.
  • Wang, Haidong, et al. (författare)
  • Global, regional, and national life expectancy, all-cause mortality, and cause-specific mortality for 249 causes of death, 1980-2015 : a systematic analysis for the Global Burden of Disease Study 2015
  • 2016
  • Ingår i: The Lancet. - 0140-6736 .- 1474-547X. ; 388:10053, s. 1459-1544
  • Tidskriftsartikel (refereegranskat)abstract
    • BACKGROUND: Improving survival and extending the longevity of life for all populations requires timely, robust evidence on local mortality levels and trends. The Global Burden of Disease 2015 Study (GBD 2015) provides a comprehensive assessment of all-cause and cause-specific mortality for 249 causes in 195 countries and territories from 1980 to 2015. These results informed an in-depth investigation of observed and expected mortality patterns based on sociodemographic measures.METHODS: We estimated all-cause mortality by age, sex, geography, and year using an improved analytical approach originally developed for GBD 2013 and GBD 2010. Improvements included refinements to the estimation of child and adult mortality and corresponding uncertainty, parameter selection for under-5 mortality synthesis by spatiotemporal Gaussian process regression, and sibling history data processing. We also expanded the database of vital registration, survey, and census data to 14 294 geography-year datapoints. For GBD 2015, eight causes, including Ebola virus disease, were added to the previous GBD cause list for mortality. We used six modelling approaches to assess cause-specific mortality, with the Cause of Death Ensemble Model (CODEm) generating estimates for most causes. We used a series of novel analyses to systematically quantify the drivers of trends in mortality across geographies. First, we assessed observed and expected levels and trends of cause-specific mortality as they relate to the Socio-demographic Index (SDI), a summary indicator derived from measures of income per capita, educational attainment, and fertility. Second, we examined factors affecting total mortality patterns through a series of counterfactual scenarios, testing the magnitude by which population growth, population age structures, and epidemiological changes contributed to shifts in mortality. Finally, we attributed changes in life expectancy to changes in cause of death. We documented each step of the GBD 2015 estimation processes, as well as data sources, in accordance with Guidelines for Accurate and Transparent Health Estimates Reporting (GATHER).FINDINGS: Globally, life expectancy from birth increased from 61·7 years (95% uncertainty interval 61·4-61·9) in 1980 to 71·8 years (71·5-72·2) in 2015. Several countries in sub-Saharan Africa had very large gains in life expectancy from 2005 to 2015, rebounding from an era of exceedingly high loss of life due to HIV/AIDS. At the same time, many geographies saw life expectancy stagnate or decline, particularly for men and in countries with rising mortality from war or interpersonal violence. From 2005 to 2015, male life expectancy in Syria dropped by 11·3 years (3·7-17·4), to 62·6 years (56·5-70·2). Total deaths increased by 4·1% (2·6-5·6) from 2005 to 2015, rising to 55·8 million (54·9 million to 56·6 million) in 2015, but age-standardised death rates fell by 17·0% (15·8-18·1) during this time, underscoring changes in population growth and shifts in global age structures. The result was similar for non-communicable diseases (NCDs), with total deaths from these causes increasing by 14·1% (12·6-16·0) to 39·8 million (39·2 million to 40·5 million) in 2015, whereas age-standardised rates decreased by 13·1% (11·9-14·3). Globally, this mortality pattern emerged for several NCDs, including several types of cancer, ischaemic heart disease, cirrhosis, and Alzheimer's disease and other dementias. By contrast, both total deaths and age-standardised death rates due to communicable, maternal, neonatal, and nutritional conditions significantly declined from 2005 to 2015, gains largely attributable to decreases in mortality rates due to HIV/AIDS (42·1%, 39·1-44·6), malaria (43·1%, 34·7-51·8), neonatal preterm birth complications (29·8%, 24·8-34·9), and maternal disorders (29·1%, 19·3-37·1). Progress was slower for several causes, such as lower respiratory infections and nutritional deficiencies, whereas deaths increased for others, including dengue and drug use disorders. Age-standardised death rates due to injuries significantly declined from 2005 to 2015, yet interpersonal violence and war claimed increasingly more lives in some regions, particularly in the Middle East. In 2015, rotaviral enteritis (rotavirus) was the leading cause of under-5 deaths due to diarrhoea (146 000 deaths, 118 000-183 000) and pneumococcal pneumonia was the leading cause of under-5 deaths due to lower respiratory infections (393 000 deaths, 228 000-532 000), although pathogen-specific mortality varied by region. Globally, the effects of population growth, ageing, and changes in age-standardised death rates substantially differed by cause. Our analyses on the expected associations between cause-specific mortality and SDI show the regular shifts in cause of death composition and population age structure with rising SDI. Country patterns of premature mortality (measured as years of life lost [YLLs]) and how they differ from the level expected on the basis of SDI alone revealed distinct but highly heterogeneous patterns by region and country or territory. Ischaemic heart disease, stroke, and diabetes were among the leading causes of YLLs in most regions, but in many cases, intraregional results sharply diverged for ratios of observed and expected YLLs based on SDI. Communicable, maternal, neonatal, and nutritional diseases caused the most YLLs throughout sub-Saharan Africa, with observed YLLs far exceeding expected YLLs for countries in which malaria or HIV/AIDS remained the leading causes of early death.INTERPRETATION: At the global scale, age-specific mortality has steadily improved over the past 35 years; this pattern of general progress continued in the past decade. Progress has been faster in most countries than expected on the basis of development measured by the SDI. Against this background of progress, some countries have seen falls in life expectancy, and age-standardised death rates for some causes are increasing. Despite progress in reducing age-standardised death rates, population growth and ageing mean that the number of deaths from most non-communicable causes are increasing in most countries, putting increased demands on health systems.
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2.
  • Kattge, Jens, et al. (författare)
  • TRY plant trait database - enhanced coverage and open access
  • 2020
  • Ingår i: Global Change Biology. - : Wiley-Blackwell. - 1354-1013 .- 1365-2486. ; 26:1, s. 119-188
  • Tidskriftsartikel (refereegranskat)abstract
    • Plant traits-the morphological, anatomical, physiological, biochemical and phenological characteristics of plants-determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait-based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits-almost complete coverage for 'plant growth form'. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait-environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives.
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3.
  • Sawcer, Stephen, et al. (författare)
  • Genetic risk and a primary role for cell-mediated immune mechanisms in multiple sclerosis
  • 2011
  • Ingår i: Nature. - : Springer Science and Business Media LLC. - 0028-0836 .- 1476-4687. ; 476:7359, s. 214-219
  • Tidskriftsartikel (refereegranskat)abstract
    • Multiple sclerosis is a common disease of the central nervous system in which the interplay between inflammatory and neurodegenerative processes typically results in intermittent neurological disturbance followed by progressive accumulation of disability. Epidemiological studies have shown that genetic factors are primarily responsible for the substantially increased frequency of the disease seen in the relatives of affected individuals, and systematic attempts to identify linkage in multiplex families have confirmed that variation within the major histocompatibility complex (MHC) exerts the greatest individual effect on risk. Modestly powered genome-wide association studies (GWAS) have enabled more than 20 additional risk loci to be identified and have shown that multiple variants exerting modest individual effects have a key role in disease susceptibility. Most of the genetic architecture underlying susceptibility to the disease remains to be defined and is anticipated to require the analysis of sample sizes that are beyond the numbers currently available to individual research groups. In a collaborative GWAS involving 9,772 cases of European descent collected by 23 research groups working in 15 different countries, we have replicated almost all of the previously suggested associations and identified at least a further 29 novel susceptibility loci. Within the MHC we have refined the identity of the HLA-DRB1 risk alleles and confirmed that variation in the HLA-A gene underlies the independent protective effect attributable to the class I region. Immunologically relevant genes are significantly overrepresented among those mapping close to the identified loci and particularly implicate T-helper-cell differentiation in the pathogenesis of multiple sclerosis.
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4.
  • Daniau, A. -L, et al. (författare)
  • predictability of biomass burning in response to climate changes
  • 2012
  • Ingår i: Global Biogeochemical Cycles. - 0886-6236 .- 1944-9224. ; 26, s. GB4007-
  • Tidskriftsartikel (refereegranskat)abstract
    • Climate is an important control on biomass burning, but the sensitivity of fire to changes in temperature and moisture balance has not been quantified. We analyze sedimentary charcoal records to show that the changes in fire regime over the past 21,000 yrs are predictable from changes in regional climates. Analyses of paleo-fire data show that fire increases monotonically with changes in temperature and peaks at intermediate moisture levels, and that temperature is quantitatively the most important driver of changes in biomass burning over the past 21,000 yrs. Given that a similar relationship between climate drivers and fire emerges from analyses of the interannual variability in biomass burning shown by remote-sensing observations of month-by-month burnt area between 1996 and 2008, our results signal a serious cause for concern in the face of continuing global warming.
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5.
  • Newton-Cheh, Christopher, et al. (författare)
  • Genome-wide association study identifies eight loci associated with blood pressure
  • 2009
  • Ingår i: Nature Genetics. - : Springer Science and Business Media LLC. - 1546-1718 .- 1061-4036. ; 41:6, s. 666-676
  • Tidskriftsartikel (refereegranskat)abstract
    • Elevated blood pressure is a common, heritable cause of cardiovascular disease worldwide. To date, identification of common genetic variants influencing blood pressure has proven challenging. We tested 2.5 million genotyped and imputed SNPs for association with systolic and diastolic blood pressure in 34,433 subjects of European ancestry from the Global BPgen consortium and followed up findings with direct genotyping (N <= 71,225 European ancestry, N <= 12,889 Indian Asian ancestry) and in silico comparison (CHARGE consortium, N 29,136). We identified association between systolic or diastolic blood pressure and common variants in eight regions near the CYP17A1 (P = 7 x 10(-24)), CYP1A2 (P = 1 x 10(-23)), FGF5 (P = 1 x 10(-21)), SH2B3 (P = 3 x 10(-18)), MTHFR (P = 2 x 10(-13)), c10orf107 (P = 1 x 10(-9)), ZNF652 (P = 5 x 10(-9)) and PLCD3 (P = 1 x 10(-8)) genes. All variants associated with continuous blood pressure were associated with dichotomous hypertension. These associations between common variants and blood pressure and hypertension offer mechanistic insights into the regulation of blood pressure and may point to novel targets for interventions to prevent cardiovascular disease.
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7.
  • Su, Zhan, et al. (författare)
  • Common variants at the MHC locus and at chromosome 16q24.1 predispose to Barrett's esophagus.
  • 2012
  • Ingår i: Nature Genetics. - : Springer Science and Business Media LLC. - 1061-4036 .- 1546-1718. ; 44:10
  • Tidskriftsartikel (refereegranskat)abstract
    • Barrett's esophagus is an increasingly common disease that is strongly associated with reflux of stomach acid and usually a hiatus hernia, and it strongly predisposes to esophageal adenocarcinoma (EAC), a tumor with a very poor prognosis. We report the first genome-wide association study on Barrett's esophagus, comprising 1,852 UK cases and 5,172 UK controls in the discovery stage and 5,986 cases and 12,825 controls in the replication stage. Variants at two loci were associated with disease risk: chromosome 6p21, rs9257809 (Pcombined=4.09×10(-9); odds ratio (OR)=1.21, 95% confidence interval (CI)=1.13-1.28), within the major histocompatibility complex locus, and chromosome 16q24, rs9936833 (Pcombined=2.74×10(-10); OR=1.14, 95% CI=1.10-1.19), for which the closest protein-coding gene is FOXF1, which is implicated in esophageal development and structure. We found evidence that many common variants of small effect contribute to genetic susceptibility to Barrett's esophagus and that SNP alleles predisposing to obesity also increase risk for Barrett's esophagus.
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8.
  • Brown, Gavin T. L., et al. (författare)
  • Predicting formative feedback practices : improving learning and minimising a tendency to ignore feedback
  • 2023
  • Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 8
  • Tidskriftsartikel (refereegranskat)abstract
    • Introduction: Teacher conceptions of feedback ideally predict their feedback practices, but little robust evidence identifies which beliefs matter to practices. It is logical to presume that teacher conceptions of feedback would align with the policy framework of an educational jurisdiction. The Teacher Conceptions of Feedback (TCoF) inventory was developed in New Zealand which has a relatively low-stakes, formative policy framework. Methods: This study surveyed 451 Swedish teachers working in Years 1-9, a policy context that prioritises teachers using multiple data sources to help students learn. The study used a translated version of the TCoF inventory, but isolated six items related to formative feedback practices from various factors. Results: A six-factor TCoF was recovered (Praise, Improvement, Ignore, Required, PASA, and Timely), giving partial replication to the previous study. A well-fitting structural equation model showed formative practices were predicted by just two conceptions of feedback (i.e., feedback improves learning and students may ignore feedback). Discussion: This study demonstrates that the TCoF inventory can be used to identify plausible relations from feedback beliefs to formative feedback practices.
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9.
  • Brown, Gavin T. L., et al. (författare)
  • Swedish teacher conceptions of assessment : a focus on improving outcomes
  • 2024
  • Ingår i: Education Inquiry. - : Routledge. - 2000-4508.
  • Tidskriftsartikel (refereegranskat)abstract
    • Understanding teachers’ conceptions of assessment is a key objective in supporting assessment practices that lead to improved learning outcomes. Thus, inventories capable of identifying teachers’ assessment conceptions are important. The Teachers Conceptions of Assessment (TCoA) inventory was an early and influential measure of teacher assessment conceptions, but replication studies have shown that the model may be affected by policy and practice context. In the present study, a Swedish adaptation of the TCoA was administered twice, 18 months apart. A sample of 249 teachers were matched across the 2 time-points and their self-reported scores were analysed with confirmatory factor analysis and invariance testing. With good correspondence to the data, six of the nine factors in the TCoA were completely replicated and one factor was partially replicated. The model had sufficient similarity between time points to permit mean score comparisons, which were largely equivalent between times. The study indicates that the Swedish Teacher Conceptions of Assessment adaptation can be used reliably in Swedish primary and lower secondary schools as measure of teacher conceptions of the uses of assessment.
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10.
  • Butler, Geraldine, et al. (författare)
  • Evolution of pathogenicity and sexual reproduction in eight Candida genomes.
  • 2009
  • Ingår i: Nature. - : Springer Science and Business Media LLC. - 1476-4687 .- 0028-0836. ; 459:7247, s. 657-62
  • Tidskriftsartikel (refereegranskat)abstract
    • Candida species are the most common cause of opportunistic fungal infection worldwide. Here we report the genome sequences of six Candida species and compare these and related pathogens and non-pathogens. There are significant expansions of cell wall, secreted and transporter gene families in pathogenic species, suggesting adaptations associated with virulence. Large genomic tracts are homozygous in three diploid species, possibly resulting from recent recombination events. Surprisingly, key components of the mating and meiosis pathways are missing from several species. These include major differences at the mating-type loci (MTL); Lodderomyces elongisporus lacks MTL, and components of the a1/2 cell identity determinant were lost in other species, raising questions about how mating and cell types are controlled. Analysis of the CUG leucine-to-serine genetic-code change reveals that 99% of ancestral CUG codons were erased and new ones arose elsewhere. Lastly, we revise the Candida albicans gene catalogue, identifying many new genes.
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11.
  • Power, M. J., et al. (författare)
  • Changes in fire regimes since the Last Glacial Maximum : an assessment based on a global synthesis and analysis of charcoal data
  • 2008
  • Ingår i: Climate Dynamics. - : Springer Science and Business Media LLC. - 0930-7575 .- 1432-0894. ; 30:7-8, s. 887-907
  • Tidskriftsartikel (refereegranskat)abstract
    • Fire activity has varied globally and continuously since the last glacial maximum (LGM) in response to long-term changes in global climate and shorter-term regional changes in climate, vegetation, and human land use. We have synthesized sedimentary charcoal records of biomass burning since the LGM and present global maps showing changes in fire activity for time slices during the past 21,000 years (as differences in charcoal accumulation values compared to pre-industrial). There is strong broad-scale coherence in fire activity after the LGM, but spatial heterogeneity in the signals increases thereafter. In North America, Europe and southern South America, charcoal records indicate less-than-present fire activity during the deglacial period, from 21,000 to ∼11,000 cal yr BP. In contrast, the tropical latitudes of South America and Africa show greater-than-present fire activity from ∼19,000 to ∼17,000 cal yr BP and most sites from Indochina and Australia show greater-than-present fire activity from 16,000 to ∼13,000 cal yr BP. Many sites indicate greater-than-present or near-present activity during the Holocene with the exception of eastern North America and eastern Asia from 8,000 to ∼3,000 cal yr BP, Indonesia and Australia from 11,000 to 4,000 cal yr BP, and southern South America from 6,000 to 3,000 cal yr BP where fire activity was less than present. Regional coherence in the patterns of change in fire activity was evident throughout the post-glacial period. These complex patterns can largely be explained in terms of large-scale climate controls modulated by local changes in vegetation and fuel load.
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12.
  • Brown, Gavin T. L., et al. (författare)
  • Effective Reporting for Formative Assessment : The asTTle Case Example
  • 2018
  • Ingår i: Score Reporting Research and Applications. - New York : Routledge. - 9781351136495 - 9780815353393 ; , s. 107-125
  • Bokkapitel (refereegranskat)abstract
    • While speedy reporting is appreciated, there is little point in such timeliness if test reports are not well-designed and effectively communicative. Hence, this chapter describes various principles of effective report design derived from decades of empirical and theoretical research into the communication of complex information to lay readers and users of test reports. These principles have to do with (a) the utility of reports in terms of having clear purpose and explicit guidance for interpretation and subsequent action and (b) clarity of design, guidance, displays and language. These principles are illustrated in the case of the Assessment Tools for Teaching and Learning (asTTle) computer software deployed in New Zealand’s schools since 2002 for teacher and school leader use. The asTTle system (now fully online with computer adaptive testing options) allows teachers to custom-create tests in reading comprehension, mathematics and writing for students in grades 4–11 in either English or Māori, the indigenous language. After score processing, the asTTle system provides a suite of reports which were field tested and for which empirical evidence exists that the reports are useful and clear. This system exploits the principles of effective reporting and leads to more effective formative assessment practices by teachers.
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13.
  • Brown, Gavin T. L., et al. (författare)
  • In defence of psychometric measurement : a systematic review of contemporary self-report feedback inventories
  • 2023
  • Ingår i: Educational psychologist. - : Routledge. - 0046-1520 .- 1532-6985. ; 58:3, s. 178-192
  • Forskningsöversikt (refereegranskat)abstract
    • How learners understand, respond to, and value educational feedback has been researched with self-report inventories, in which respondents provide insights into how they understand and claim to use feedback. The validity of learner self-reports depends on the credibility of the measures for both reliability and validity. A systematic search of Scopus for studies post-1999 found 42 studies using multiple indicators, multiple causes (MIMIC) psychometric methods to measure participants’ perceptions of feedback, giving evidence of internal structure and finding relationships with one or more of self-regulation, self-efficacy, or achievement emotions. A detailed analysis was conducted for ten inventories that had high-quality psychometric properties. Agreeing that feedback was useful and/or was used was positively associated with greater academic outcomes. However, only one inventory provided evidence related to independently measured behaviors. Important directions for further research are identified, including the use of strong psychometric methods, independent validation measures, replication samples, and behavioral measures.
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15.
  • Brown, Gavin T. L. (författare)
  • Is Assessment for Learning Really Assessment?
  • 2019
  • Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 4
  • Tidskriftsartikel (refereegranskat)abstract
    • This opinion piece questions the legitimacy of treating assessment for learning (AfL) as assessment. The distinction between testing and assessment is first made, then the defining characteristics of contemporary AfL are identified. While AfL claims to be assessment, my analysis argues that AfL is a pedagogical curriculum approach that has some process aspects of assessment. However, because of the interactive and in-the-moment characteristics of AfL, it fails to meet requirements of an assessment. Specifically, because the in-the-moment and on-the-fly aspects of effective classroom discussions and providing feedback happen in ephemeral contexts it is not possible to scrutinize the interpretations teachers make of student products and processes. Furthermore, we cannot know if those interpretations were sufficiently accurate to guide classroom interactions. Without social or statistical moderation, stakeholders cannot be assured that valid conclusions are reached. Additionally, the scale of error in both teacher and student judgment means that AfL practices cannot be relied upon for decision making beyond curriculum-embedded actions within a pedagogical process. Because teaching requires robust evidence to support decisions made about students and teachers, the practices commonly associated with AfL cannot provide sufficient evidence on which to base anything more than teaching interactions.
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16.
  • Brown, Gavin T. L. (författare)
  • Leading school-based assessment for educational improvement : rethinking accountability
  • 2023. - 4
  • Ingår i: International encyclopedia of education. - Oxford : Elsevier. - 9780128186299 ; , s. 298-305
  • Bokkapitel (refereegranskat)abstract
    • Societies expect schools and teachers to show impact on student learning outcomes. School leaders need to focus leadership on processes that help teachers learn how to use data of all kinds to meet such expectations. Large learning gains have been documented when school leaders are actively involved in collecting and evaluating assessment data and in designing and monitoring pedagogical responses to those data. Assessment process must be formatively diagnostic and have low-stakes to support such practices. This chapter describes a New Zealand approach that transforms school learning outcomes through effective use of educational assessment tools and data.
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17.
  • Brown, Gavin T. L., et al. (författare)
  • Swedish student perceptions of achievement practices : the role of intelligence
  • 2018
  • Ingår i: Intelligence. - : Elsevier. - 0160-2896 .- 1873-7935. ; 69, s. 94-103
  • Tidskriftsartikel (refereegranskat)abstract
    • The role of intelligence and motivational constructs in school achievement is well attested. Beliefs and attitudes about assessment (including classroom assessment, homework and tests) can be adaptive within a self-regulation of learning framework. However, the role of intelligence upon the student and parent coping with school assessment practices is less well known. This paper examines responses of Swedish Grade 6 (modal age 13) students (N = 4749) participating in the Education Through Follow-up (ETF) project to four cognitive tests and survey items concerning achievement demands. Their responses were integrated with parent perceptions of grading and school pressure. Robust factors for intelligence, student perceptions, and parental perceptions were found and introduced into a structural equation model with intelligence as the predictor. The well-fitting SEM model showed that intelligence had statistically significant predictions on all four student and three parent perceptions factors, of which two predicted student factors. However, only one prediction was substantive; intelligence on coping with school demands (beta = 0.48). Although not allowing for causal inference, the results support the claim that general cognitive abilities act as a predictor of self-regulating capability of coping with school demands.
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18.
  • Brown, Gavin T. L., et al. (författare)
  • Teachers' Conceptions of Assessment : A Global Phenomenon or a Global Localism
  • 2019
  • Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 4
  • Tidskriftsartikel (refereegranskat)abstract
    • How teachers conceive of the nature and purpose of assessment matters to the implementation of classroom assessment and the preparation of students for high-stakes external examinations or qualifications. It is highly likely that teacher beliefs arise from the historical, cultural, social, and policy contexts within which teachers operate. Hence, it may be that there is not a globally homogeneous construct of teacher conceptions of assessment. Instead, it is possible that a statistical model of teacher conceptions of assessment will always be a local expression. Thus, the objective of this study was to determine whether any of the published models of teacher assessment conceptions could be generalized across data sets from multiple jurisdictions. Research originating in New Zealand with the Teacher Conceptions of Assessment self-report inventory has been replicated in multiple locations and languages (i.e., English in New Zealand, Queensland, Hong Kong, and India; Greek in Cyprus; Arabic in Egypt; Spanish in Spain, Ecuador) and at different levels of instructional contexts (Primary, Secondary, Senior Secondary, and Teacher Education). This study conducts secondary data analyses in which eight previously published models of teacher conceptions of assessment were systematically compared across 11 available data sets. Nested multi-group confirmatory factor analysis (using Amos v25) was carried out to establish sequentially configural, metric, and scalar equivalence between models. Results indicate that only one model (i.e., India) had configural invariance across all 11 data sets and this did not achieve metric equivalence. These results indicate that while the inventory can be used cross-culturally after localized adaptations, there is indeed no single global model. Context, culture, and local factors shape teacher conceptions of assessment.
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19.
  • Brown, Gavin T. L. (författare)
  • Technologies and infrastructure : costs and obstacles in developing large-scale computer-based testing
  • 2019
  • Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 10:1, s. 4-20
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper identifies important technological, financial, and equity challenges to the development and implementation of online or onscreen educational testing. The insights are based on the author's experiences in New Zealand of being the senior project manager for the Assessment Tools for Teaching and Learning (asTTle) computer-based standardised testing system. The system was funded by the government for formative educational purposes and is delivered to schools for free. The issues faced in the project that need to be considered in any new online testing system include: clarity about the purpose of the testing system, the importance of knowing the current technology conditions, the challenges of working within the dynamic and changing world of technology, the need to assure quality and equity for all test-takers, the economics of paying for a public, rather than commercial, service, and challenges in the management processes of developing and introducing a new system. This survey of technology issues makes it clear that moving to online or onscreen testing has many fishhooks in it that need substantial thought prior to engaging in the development process.
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20.
  • Brown, Gavin T. L. (författare)
  • The past, present and future of educational assessment : A transdisciplinary perspective
  • 2022
  • Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 7
  • Tidskriftsartikel (refereegranskat)abstract
    • To see the horizon of educational assessment, a history of how assessment has been used and analysed from the earliest records, through the 20th century, and into contemporary times is deployed. Since paper-and-pencil assessments validity and integrity of candidate achievement has mattered. Assessments have relied on expert judgment. With the massification of education, formal group-administered testing was implemented for qualifications and selection. Statistical methods for scoring tests (classical test theory and item response theory) were developed. With personal computing, tests are delivered on-screen and through the web with adaptive scoring based on student performance. Tests give an ever-increasing verisimilitude of real-world processes, and analysts are creating understanding of the processes test-takers use. Unfortunately testing has neglected the complicating psychological, cultural, and contextual factors related to test-taker psychology. Computer testing neglects school curriculum and classroom contexts, where most education takes place and where insights are needed by both teachers and learners. Unfortunately, the complex and dynamic processes of classrooms are extremely difficult to model mathematically and so remain largely outside the algorithms of psychometrics. This means that technology, data, and psychometrics have become increasingly isolated from curriculum, classrooms, teaching, and the psychology of instruction and learning. While there may be some integration of these disciplines within computer-based testing, this is still a long step from where classroom assessment happens. For a long time, educational, social, and cultural psychology related to learning and instruction have been neglected in testing. We are now on the cusp of significant and substantial development in educational assessment as greater emphasis on the psychology of assessment is brought into the world of testing. Herein lies the future for our field: integration of psychological theory and research with statistics and technology to understand processes that work for learning, identify how well students have learned, and what further teaching and learning is needed. The future requires greater efforts by psychometricians, testers, data analysts, and technologists to develop solutions that work in the pressure of living classrooms and that support valid and reliable assessment.
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21.
  • Inzunza, Miguel, 1970-, et al. (författare)
  • The relationship between subconstructs of empathy and general cognitive ability in the context of policing
  • 2022
  • Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 13
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose: Empathy has been widely theorized as an important ability in professions such as policing, in which to perform well individuals require multiple and interacting abilities, not least when resolving conflict situations. Even so, there are few studies investigating how subconstructs of empathy relate to other constructs such as general cognitive ability. The purpose of this paper is to establish, after evaluating psychometric properties, relationships among measures of empathy and cognitive ability in a sample of Swedish police students (n = 157).Design/methodology/approach: Multiple latent variable models of how the different measures work to predict tasks that can be seen as proxies for the ability to understand another person’s situation and intentions are evaluated to determine the most robust relationship(s) within the data.Findings: We find support for the psychometric properties reported in previous studies with the used instruments. We also find support for perspective-taking, a cognitive empathy subconstruct predicting the ability to recognize emotions, and also the affective part of empathy, predicting general cognitive ability. These findings are discussed at length in the paper.Originality/value: This research adds more knowledge to the issue of how general cognitive ability relates to cognitive empathy and other subconstructs of empathy or Theory of Mind.
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22.
  • Michaelides, Michalis P., et al. (författare)
  • Insights from motivational profiles in TIMSS mathematics
  • 2019
  • Bok (refereegranskat)abstract
    • A person-centered cluster analysis approach to the study of motivation in IEA’s Trends in International Mathematics and Science Study (TIMSS) mathematics has revealed interesting profiles of students across key motivational constructs. Between four and six different clusters were extracted from each sample analyzed. Unsurprisingly, some clusters had consistent motivation scores, but in almost every jurisdiction, there were clusters of students with inconsistent score distributions between the contributing motivational constructs. The clusters were systematically different on various external variables, such as mean mathematics achievement, gender composition, and the level of home resources available to students. The study also presents a novel way of looking at the relative importance of enjoyment of, confidence in, and value for mathematics, and the association of these motivation variables with achievement and other demographic characteristics at the cluster level. When motivation scores were mixed rather than consistent, there was a uniform achievement advantage enjoyed by the groups of students who had higher scores for confidence in mathematics over enjoyment of, or value for mathematics. This approach revealed that gender and socioeconomic background are not independent of cluster membership. Typically, clusters with high confidence values were comprised of more boys than girls, and students from better resourced homes. The findings can be linked to relevant literature on motivation in mathematics. Educational efforts to develop student motivation need to take into account differential student profiles and prioritize techniques that target skill and competence in mathematics.
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23.
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24.
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25.
  • Papanastasiou, Elena C., et al. (författare)
  • Motivational and Affective Profiles in TIMSS Mathematics : A comparison between Norway, the United States, and Singapore
  • 2019
  • Ingår i: AERA Online Paper Repository.
  • Konferensbidrag (refereegranskat)abstract
    • Instead of focusing on variables, this study examines clustering patterns of test-takers according to motivational and affective factors in the TIMSS 2015 data. Cluster analysis is used to identify meaningful motivational profiles of fourth-grade students and used to compare patterns in Norway, USA, and Singapore. Consistently low- and high-scoring persons had lower and higher achievement respectively. However, the cluster with the second highest level of achievement had inconsistent motivational profiles across countries, with considerable success despite low engagement in Norway and Singapore. This suggests that interesting interactions exist between culture and affect/motivation for achievement.
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26.
  • Yan, Zi, et al. (författare)
  • Assessment for learning in the Hong Kong assessment reform : a case of policy borrowing
  • 2021
  • Ingår i: Studies in Educational Evaluation. - : Elsevier. - 0191-491X .- 1879-2529. ; 68
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper describes Hong Kong's borrowing, primarily from the UK, of the assessment for learning policy, in the context of prolonged use of formal summative public examinations. The narrative review and analysis are guided by a social positivist critique of the assessment for learning policy in the Hong Kong context. This paper concludes that Hong Kong's attempts to implement assessment for learning are ambitious but somewhat futile because of persistent use of public examinations for important decision-making. Change in Hong Kong may only happen through a gradual implementation of assessment for learning practices that takes into account cultural, societal, and historic norms. Critical issues are identified and recommendations are proposed for further implementation of assessment for learning in Hong Kong.
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27.
  • Zhao, Anran, et al. (författare)
  • Manipulating the consequences of tests : how Shanghai teens react to different consequences
  • 2021
  • Ingår i: Educational Research and Evaluation. - : Routledge. - 1380-3611 .- 1744-4187. ; 26:5-6, s. 221-251
  • Tidskriftsartikel (refereegranskat)abstract
    • Students' test-taking motivation has been found to be a predictor of performance. This study tests whether Shanghai students’ conceptions of tests and test-taking motivation differ when the consequence of tests have different foci (i.e., none, country, or personal). A between-subjects experiment with vignette instructions systematically assigned 1,003 Shanghai senior secondary school students to one of the three vignettes. Students' conceptions of tests and test-taking motivation scales were evaluated using factor analyses. Invariance testing suggested invariant relationships between the two constructs across the three groups. Students' general conception of tests meaningfully predicted their reported effort (β =.18). Latent mean analyses suggested that students' reported effort, anxiety, and importance were not significantly different between country at stakes and personal stakes groups, but higher than when no consequences were attached. This study suggests that Shanghai students' test-taking attitudes may contribute to high effort and consequently high performance on international large-scale assessments.
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