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This report summarizes an empirical study that addresses two related topics within the context of writing assessment-illusory halo and how much unique information is provided by multiple analytic scores. Specifically, we address the issue of whether unique information is provided by analytic scores assigned to student writing, beyond what is depicted by holistic scores, and to what degree multiple analytic scores assigned by a single rater display evidence of illusory halo.To that end, we analyze student responses to an expository writing prompt that were scored by six groups of raters-four groups assigned single analytic scores, one group assigned multiple analytic scores, and one group assigned holistic scores-using structural equation modeling. Our results suggest that there is evidence of illusory halo when raters assign multiple analytic scores to a single student response and that, at best, only two factors seem to be distinguishable in analytic writing scores assigned to expository essays.Keywords illusory halo, trait scores, analytic scores, holistic scores, writing assessment, performance assessment Student responses to writing assessment prompts are commonly scored using rubrics that assign either a single holistic score of writing quality or a set of analytic scores that depict the quality of each of several traits. In many contexts, raters who are not 1 Pearson,

For educators seeking to differentiate instruction, cognitive ability tests sampling multiple content domains, including verbal, quantitative, and nonverbal reasoning, provide superior information about student strengths and weaknesses compared with unidimensional reasoning measures. However, these ability tests have not been fully evaluated with respect to fairness and validity for English-language learners (ELL). In particular, reliability is an important aspect of validity that has not been sufficiently evaluated. In this study, multivariate generalizability methodologies were used to explore the differential reliability of the Cognitive Abilities Test across ELL and non-ELL students in two schools with large Hispanic populations. Results suggest that verbal and quantitative reasoning skills are measured less precisely for ELL students than for non-ELL students. However, the composite score of the three batteries showed strong reliability in both groups. We conclude that multidimensional tests provide reliable information about the academic strengths of ELL and non-ELL students, though further research is needed.

This study analyzed questionnaire and interview data on teachers' practices and perceptions with respect to test preparation. Questionnaire respondents were asked to rate the ethicality of various test‐preparation practices and indicate the extent to which they utilize these practices in their instruction. On the basis of questionnaire results, interviews were conducted with a smaller sample of teachers to determine their views on the appropriateness of particular test‐preparation practices, and to determine the factors affecting teacher perceptions about a given activity. Contrary to previous empirical work, questionnaire results indicated that neither use of a given practice nor teacher perceptions of the ethicality of the practice vary across levels of student achievement. On the other hand, consistent with previous empirical work, both use and perceptions varied across grade‐level configuration. Estimates of the prevalence of particular teacher practices and perceptions were obtained and compared with those from the literature. In addition, dimensions of teacher reasoning were explored, indicating that when considering the appropriateness of a given practice, teachers consider the following factors: score meaning, learning, the potential for raising student scores, professional ethics, equity, and external perceptions.

Radiation-induced brain injury occurs in many patients receiving cranial radiation therapy, and these deleterious effects are most profound in younger patients. Impaired neurocognitive functions in both humans and rodents are associated with inflammation, demyelination, and neural stem cell dysfunction. Here we evaluated the utility of lithium and a synthetic retinoid receptor agonist in reducing damage in a model of brain-focused irradiation in juvenile mice. We found that lithium stimulated brain progenitor cell proliferation and differentiation following cranial irradiation while also preventing oligodendrocyte loss in the dentate gyrus of juvenile mice. In response to inflammation induced by radiation, which may have encumbered the optimal reparative action of lithium, we used the anti-inflammatory synthetic retinoid Am80 that is in clinical use in the treatment of acute promyelocytic leukemia. Although Am80 reduced the number of cyclooxygenase-2-positive microglial cells following radiation treatment, it did not enhance lithium-induced neurogenesis recovery, and this alone was not significantly different from the effect of lithium on this proinflammatory response. Similarly, lithium was superior to Am80 in supporting the restoration of new doublecortin-positive neurons following irradiation. These data suggest that lithium is superior in its restorative effects to blocking inflammation alone, at least in the case of Am80. Because lithium has been in routine clinical practice for 60 years, these preclinical studies indicate that this drug might be beneficial in reducing post-therapy late effects in patients receiving cranial radiotherapy and that blocking inflammation in this context may not be as advantageous as previously suggested. STEM CELLS TRANSLATIONAL MEDICINE 2012;1:469 -479