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Classification testing has been widely used to make categorical decisions by determining whether an examinee has a certain degree of ability required by established standards. As computer technologies have developed, classification testing has become more computerized. Several approaches have been proposed and investigated in the context of computer-based classification testing, including: 1) Computerized adaptive test (CAT); 2) Multistage test (MST); 3) Sequential probability ratio test (SPRT), among others. The purpose of this study was to systematically compare the differences in classification decision precision among several testing approaches (i.e., CAT, MST, and SPRT) given three test lengths and three cutoff scores using mixed-format tests based on the generalized partial credit model. The progressive-restricted exposure control procedure and constrained CAT content balancing procedure with test unit types were also incorporated as part of this study. All conditions were evaluated in terms of the classification decision precision and the exposure control property. Overall, this study’s results indicated that all three approaches performed well in terms of classifying people into two categories. The CAT and SPRT approaches produced, on average, comparable results with both performing relatively better than the MST approach in the precision of their classification decision. As the test length increased, the classification decision accuracy generally increased for all approaches; however, the CAT and SPRT approaches yielded more accuracy with the shorter test length. In terms of cutoff scores, predicting classification decision differed according to the location of cutoff scores based on the normal distribution of examinees. In terms of exposure control properties, the progressive-restricted exposure control procedure with the pre-set maximum test unit exposure rate was implemented effectively into the CAT and SPRT approaches. The CAT approach had, on average, a higher proportion of test units with low test unit exposure rates and produced better results in pool utilization rates than the SPRT approach. Finally, the MST approach administered all test units constructed for the panels for each condition. It had, on average, however, a higher proportion of test units with high test unit exposure rates because computations were based only on the proportion of whole test unit pool used for constructing the MST panels. / text

This research addresses the issue of how organisations can build capabilities to acquire, deploy, exploit and sustain computer-based information systems. With the application of information technology dramatically altering the strategies, structure, and processes of organisations, capabilities in acquiring and deploying computer-based information systems are considered critical to organisational success. It is often presumed that firms have similar capabilities to derive maximum value from deploying computer- based information systems. However, they have been shown to exhibit disparate capacities to successfully implement and exploit such systems. The concept information systems capability is introduced and refers to an organisation's capacity to effectively orchestrate the processes of acquiring, deploying, exploiting and sustaining computer-based information systems to support its strategic and functional objectives. Emphasising evolutionary and resource-based perspectives of the firm the research stresses the firm-specific, cumulative, and path-dependent nature of organisational IS capability. Three strategic dimensions of IS capability are identified. These are routines, resources, and contexts. Routines refer to the IS-related processes and practices of the organisation. Resources are its endowments. Contexts reflect the environmental factors influencing IS investment opportunities and decisions. Capabilities develop through a prescient understanding of the contexts, the strategic acquisition and deployment of IS resources and the establishment and enaction of effective organisational routines. Researchers are concerned about the persistence of ineffective information technology transfer and diffusion in developing countries. This research seeks to explicate the concept of information systems capability by drawing on examples from a developing country context. Through case studies and surveys done in Zimbabwe it explores organisational efforts to develop IS capability. The findings of the case studies confirm the significant impact of macro-contextual and organisational factors on capability building. A framework for IS capability building is proposed.

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The aim of this study has been to investigate the potential of collaborative learning using multimedia in the mathematics classroom. As part of the study, materials and approaches were developed and trialled in classrooms. These trials were carried out in three secondary schools in the Local Education Authorities of Rotherham, Sheffield and Barnsley. All the pupils involved in the classroom trials were 14 to 15 years old, in Years 9 and 10 of the National Curriculum. A case study approach was adopted and the study itself was divided into three major cycles. In Cycles 1 and 2 the focus of the development was on the integration of the use of the Domesday Interactive Video system, within a thematic approach involving practical activity, investigation, problem solving and small group collaboration. The chosen theme was that of Trees. The focus of development in Cycle 3 was the multimedia package entitled World of Number, which was sponsored by the National Curriculum Council. These resources were available on both laser disc and also CD ROM, with both versions being utilised in the classroom trials. Prior to Cycle 3 classroom trials the World of Number package was evaluated. This involved an initial evaluation by the researcher as an individual user, classroom observation of its use in school, interviews with classroom teachers and also a review of associated literature relating to evaluations and classroom use. The focus of the Cycle 3 classroom trials was on the multimedia-based activities involving one of the units from the package. This unit is based upon the analysis of video clips of motion from the real world using graphs involving speed, distance, height and time. The findings of this study have highlighted the potential of the use of multimedia in motivating pupils' interest and in promoting collaborative learning. The role of the system has been that of a medium for communication. As the study has developed the theoretical perspective offered by Vygotsky's cultural psychology has come to be increasingly relevant. Attention has been repeatedly drawn to the crucial importance of the role of the teacher and the notion of the orchestrating teacher has been seen to be resonant. The need for the provision of scaffolding by the teacher and also the need to integrate and coordinate multimedia-based activities with those of the wider classroom context has been emphasised. A micro-analysis of the discourse involved in the multimedia-based activities was carried out which revealed differences in terms of patterns of interaction. There was evidence of varying levels of collaboration and some quite superficial interaction. The importance of the role of the teacher in monitoring the peer interaction and in intervening where necessary has also been highlighted. By examining the development of pupil understanding, the analysis served to illuminate Vygotsky's notion of the function of egocentric speech and thus the direction of the development of thinking from the social to the individual, which is central to a sociocultural perspective. The study concludes with a consideration of the implications for the design of future multimedia resources, their mode of use, the role of the teacher and also the process of evaluation. Consideration is also given to possible further research questions and also to further related development.

This study’s purpose was to examine the impact of a computer-assisted reading program, “Academy of Reading,” on reading achievement of 2nd and 3rd grade readers. The researcher studied the impact a computer-aided reading program had on the reading achievement of students in a central Mississippi suburban school district. A quasi-experimental research design was used to conduct the research. There were a total of 8 intact classes out of 30 classes from 1 elementary school used in the study. Of these 8, 4 were 2nd-grade classes of 15 intact classes and 4 were 3rd-grade classes of 15 intact classes. The 2nd grade reading classes that were selected were identified as below average according to the Scientific Research Association (SRA) Reading Placement Test. The 3rd grade classes selected were performing at grade level. The 3rd grade did not have many intact classes below the established grade 3 level as in 2nd grade. The selected classes were randomly put in the control and quasi-experimental groups. Both groups were given the STAR reading assessment as a pretest. The quasi-experimental group contained 65 students who received the treatment for a 9-week period. Each class went to the computer lab 3 times a week for 30-minute sessions. The control group contained 68 students who continued with independent reading activities in the classroom. At the end of the quasi-experimental treatment both groups were administered the STAR reading assessment as the post-test. The control group had a pretest mean score of 3.14 and the quasi-experimental group had 2.64. An analysis of covariance was used to adjust for the pretest differences. The post-test scores indicated a slight increase in the mean scores in reading performance of both groups. The mean score for the control group was 3.30 and the quasi-experimental group was 2.87. The control group students improved the mean score by 0.16 and the quasi-experimental group improved by 0.23 points. There was no significant difference; therefore the null hypothesis was accepted. The quasi-experimental group had increased in reading performance as suggested by many articles and research publications, such as Fiedorowicz and Trites (1987), Colorado Commission of the States (1999), and Schacter (2000) supporting Academy of Reading. When the data were analyzed based on gender, ethnicity, and grade level, the quasi-experimental group had the largest increase in the mean scores. However, the findings showed that there was no statistical difference among the groups based on these demographic variables.

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