Reports
Please note that CRESST reports were called "CSE Reports" or "CSE Technical Reports" prior to CRESST report 723.
#793 – The Development and Impact of POWERSOURCE©: Year 3
Julia Phelan, Terry Vendlinski, Kilchan Choi, Joan Herman, and Eva L. Baker
Julia Phelan, Terry Vendlinski, Kilchan Choi, Joan Herman, and Eva L. Baker
CRESST Report 793, May 2011 
Summary
Summary
The POWERSOURCE© intervention is intended as a powerful formative assessment-based strategy that can be integrated with any ongoing mathematics curriculum to improve middle school teachers' knowledge and practice and, in turn, student learning. In this Year 3 (of 5) study, researchers found significant differences between POWERSOURCE© and control students' performance on project-developed measures for all districts and domains.
#792 – The Development and Impact of POWERSOURCE©: Year 5
Julia Phelan, Terry Vendlinski, Kilchan Choi, Yunyun Dai, Joan Herman, and Eva L. Baker
Julia Phelan, Terry Vendlinski, Kilchan Choi, Yunyun Dai, Joan Herman, and Eva L. Baker
CRESST Report 792, May 2011
Summary
Summary
The POWERSOURCE© intervention is a formative assessment-based strategy that can be integrated with any ongoing mathematics curriculum to improve teachers' knowledge and practice and, in turn, student learning. POWERSOURCE© includes both a system of learning-based assessments and an infrastructure to support teachers' use of those assessments to improve student learning. The Year 5 study focused on middle school mathematics, starting in Grade 6. Of the two teacher knowledge measures used, the teacher knowledge maps provided clearer information about how the POWERSOURCE© intervention affected teacher knowledge. Our findings indicate that POWERSOURCE© professional development helps teachers become more expert-like in the way they think about math problems in relation to mathematical concepts.
#791 – Evaluation of the Enhanced Assessment Grants (EAGs) SimScientists Program: SITE VISIT FINDINGS
Joan Herman, Yunyun Dai, Aye Mon Htut, Marcela Martinez, and Nichole Rivera
Joan Herman, Yunyun Dai, Aye Mon Htut, Marcela Martinez, and Nichole Rivera
CRESST Report 791, May 2011
Summary
Summary
This evaluation report addresses the implementation, utility, and feasibility of simulation-based assessments for middle school science classrooms, with particular attention to the use of accommodations available in the program. The SimScientists program includes embedded, formative assessments; reflection activities designed to deepen student understanding of key ideas and processes; and benchmark assessments to gauge student learning at the end of the unit. While teachers and students alike were very positive about their experiences with SimScientists, the evaluation team offered several recommendations for improvementin particular, recommendations for refining the program¹s embedded and benchmark assessments and for increasing the feasibility of the reflection activities.
#790 – The Feasibility of Using Cluster Analysis to Examine Log Data From Educational Video Games
Deirdre Kerr, Gregory K. W. K. Chung, and Markus R. Iseli
Deirdre Kerr, Gregory K. W. K. Chung, and Markus R. Iseli
CRESST Report 790, April 2011
Summary
Summary
Analyzing log data from educational video games has proven to be a challenging endeavor. In this paper, we examine the feasibility of using cluster analysis to extract information from the log files that is interpretable in both the context of the game and the context of the subject area. If cluster analysis can be used to identify patterns of thought as students play through the game, this method may be able to provide the information necessary to diagnose mathematical misconceptions or to provide targeted remediation or tailored instruction.
#788 – IES Integrated Learning Assessment Final Report
David Silver, Mark Hansen, Joan Herman, Yael Silk, and Cynthia L. Greenleaf
David Silver, Mark Hansen, Joan Herman, Yael Silk, and Cynthia L. Greenleaf
CRESST Report 788, March 2011
Summary
Summary
The main purpose of this study was to examine the effects of the Reading Apprenticeship professional development program on several teacher and student outcomes, including effects on student learning. A key part of the study was the use of an enhanced performance assessment program, the Integrated Learning Assessment (ILA), to measure student content understanding. The ILA instruments included multiple components that assessed student content knowledge, reading comprehension, metacognition, use of reading strategies, and writing skills in applied knowledge. An analysis of student scores using the ILA found little or no significant effects from the Reading Apprenticeship program on class-level student outcomes. However, the researchers found a significant positive effect on teachers' literacy instruction.
#787 – The Effects of Practicing With a Virtual Ultrasound Trainer on FAST Window Identification, Acquisition, and Diagnosis
Gregory K. W. K. Chung, Ruth G. Gyllenhammer, and Eva L. Baker
Gregory K. W. K. Chung, Ruth G. Gyllenhammer, and Eva L. Baker
CRESST Report 787, February 2011
Summary
Summary
n this study, CRESST researchers used random assignment of medical and nursing school students to analyze the differences between "simulator-based virtual ultrasound scanning practice" to "classroom-based hands-on ultrasound scanning practice." The CRESST team found that classroom-based practice appeared to promote physical acquisition skills while simulator-based practice appeared to promote window interpretation skills. Participants responded favorably to the simulator, which the researchers conclude is a promising training tool.
#786 – IES Teacher Assignment Final Report
Yael Silk, David Silver, Stephanie Amerian, Claire Nishimura, and Christy Boscardin
Yael Silk, David Silver, Stephanie Amerian, Claire Nishimura, and Christy Boscardin
CRESST Report 786, February 2011
Summary
Summary
The goal of this study was to test the effectiveness of WestEd¹s Reading Apprenticeship (RA) professional development program on teacher practices and student learning. The professional development is designed to teach high school teachers how to integrate subject-specific literacy instruction into their regular curricula. The CRESST researchers found that history and biology treatment teachers significantly outscored control teachers on three dimensions (reading comprehension strategies, metacognitive processes, and collaborative meaning making). History treatment teachers outperformed control teachers on an additional three dimensions (reading opportunities, support for reading engagement, and student feedback); biology treatment teachers scored higher on the adjusting instruction measure as compared to control teachers.
#785 – Accessible Reading Assessments For Students With Disabilities: the Role of Cognitive, Grammatical, Lexical, and Textual/visual Features
Jamal Abedi, Seth Leon, Jenny Kao, Robert Bayley, Nancy Ewers, Joan Herman, and Kimberly Mundhenk
Jamal Abedi, Seth Leon, Jenny Kao, Robert Bayley, Nancy Ewers, Joan Herman, and Kimberly Mundhenk
CRESST Report 785, January 2011
Summary
Summary
The purpose of this study was to examine the characteristics of reading test items that may differentially impede the performance of students with disabilities. The findings suggest that there are certain revisions that can be done on current assessments to make them more accessible for students with disabilities. Features such as words per page, typeface changes, point size changes, and unnecessary visuals may be easily adjusted to the optimum level without affecting the validity of the assessment. These changes may help all test takers, not just students with disabilities.
#784 – Evaluation of the Artist Teacher Collaborative Program: Summary of Year 1 Findings
Noelle C. Griffin, Yael Silk, Kirby A. Chow, and Yourim Chai
Noelle C. Griffin, Yael Silk, Kirby A. Chow, and Yourim Chai
CRESST Report 784, January 2011
Summary
Summary
The Artist-Teacher Collaborative (ATC) program is a partnership between the Armory Center for the Arts and Pasadena Unified School District (PUSD). A central goal of this program, which is supported by the U. S. Department of Education, is to provide sustained, rigorous professional development to 3rd through 5th grade PUSD teachers, instilling in them the skills and knowledge needed to deliver standards-based instruction in the visual arts. Using survey methodology, classroom observations, and quantitative techniques, CRESST evaluated the quality the program. This year-end report addresses the ongoing program¹s success and provides formative feedback on the strengths and weaknesses of program implementation.
#783 – Review of Rifle Marksmanship Training Research
Gregory K. W. K. Chung, Sam O. Nagashima, Girlie C. Delacruz, John J. Lee, Richard Wainess, and Eva L. Baker
Gregory K. W. K. Chung, Sam O. Nagashima, Girlie C. Delacruz, John J. Lee, Richard Wainess, and Eva L. Baker
CRESST Report 783, January 2011
Summary
Summary
This report summarizes research on assessment models and tools designed to support Marine Corps rifle marksmanship. The five sections include: 1) a literature review of known-distance rifle marksmanship research; 2) an overview of USMC combat marksmanship training; 3) the use of sensors in the assessment of rifle marksmanship skill; 4) an overview of marksmanship training systems in use by the USMC; and 5) a detailed research plan and schedule to investigate key questions.
