No abstract

Although it is generally believed that early intervention programmes are an effective means to stimulate children's cognitive development, many questions remain concerning programme design and delivery. This article reviews 19 studies into the effectiveness of early intervention programmes published from 1985 onward. The database comprised 85 different outcomes or effect sizes (71 in the cognitive domain, 14 in the socioemotional domain). The overall effect size estimate was d ¼ 0.32 (SE ¼ 0.05) in the cognitive domain, and d ¼ 0.05 (SE ¼ 0.02) in the socioemotional domain. Effect sizes were found to depend on delivery mode. Centre-based interventions and interventions following the combined home-and centre-based delivery mode produced greater effect sizes than did home-based programmes in the cognitive domain, but not in the socioemotional domain. The programme inclusion of coaching of parenting skills was also positively related to outcomes in the cognitive domain. Several other programme characteristics, including age of onset, programme length and intensity, continuation after kindergarten, and the inclusion of social or economic support, appeared not to be uniquely related to outcomes.

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The ICILS Assessment Framework defines computer and information literacy (CIL) as an "individual's ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community" (Fraillon, Schulz, & Ainley, 2013, p. 18). According to the framework, CIL comprises two strands, each of which is specified in terms of a number of aspects. The strands describe CIL in terms of its two main purposes: receptive (collecting and managing information) and productive (producing and exchanging information). The aspects further articulate CIL in terms of the main processes applied within each strand. These are knowing about and understanding computer use, accessing and evaluating information, managing information, transforming information, creating information, sharing information, and using information safely and securely.In this chapter, we detail the measurement of CIL in ICILS and discuss student achievement across ICILS countries. We begin the chapter by describing the CIL assessment instrument and the proficiency scale derived from the ICILS test instrument and data. We also describe and discuss the international student test results relating to computer and information literacy.The content of this chapter relates to ICILS Research Question 1, which focuses on the extent of variation existing among and within countries with respect to student computer and information literacy. assessing CILBecause ICILS is the first international comparative research study to focus on students' acquisition of computer and information literacy, the ICILS assessment instrument is also unique in the field of crossnational assessment. The instrument's design built on existing work in the assessment of digital literacy (Binkley et al., 2012; Dede, 2009) and ICT literacy (Australian Curriculum, Assessment and Reporting Authority, 2012). It also included the following essential features of assessment in this domain:• Students completing tasks solely on computer;• The tasks having a real-world crosscurricular focus;• The tasks combining technical, receptive, productive, and evaluative skills; and• The tasks referencing safe and ethical use of computer-based information.In order to ensure standardization of students' test experience and comparability of the resultant data, the ICILS instrument operates in a "walled garden," which means students can explore and create in an authentic environment without the comparability of student data being potentially contaminated by differential exposure to digital resources and information from outside the test environment.The assessment instrument was developed over a year in consultation with the ICILS national research coordinators (NRCs) and other experts in the field of digital literacy and assessment. Questions and tasks were first created as storyboards, before 69 preparing for life in a digital age being authored into the computer-based delivery system. The results of the ICILS field trial, conducted in 2012, were used t...

A number of studies have evaluated the psychometric properties of the Functional Independence Measure (FIM™) using Rasch analysis, although none has done so using the National Institute on Disability, Independent Living, and Rehabilitation Research Traumatic Brain Injury Model Systems National Database, a longitudinal database that captures demographic and outcome information on persons with moderate to severe traumatic brain injury across the United States. In the current study, we examine the psychometric properties of the FIM as represented by persons within this database and demonstrate that the FIM comprises three subscales representing cognitive, self-care, and mobility domains. These subscales were analyzed simultaneously using a multivariate Rasch model in combination with a time dependent concurrent calibration scheme with the goal of creating a raw score-to-logit transformation that can be used to improve the accuracy of parametric statistical analyses. The bowel and bladder function items were removed because of misfit with the motor and cognitive items. Some motor items exhibited step disorder, which was addressed by collapsing Categories 1-3 for Toileting, Stairs, Locomotion, Tub/Shower Transfers; Categories 1 and 2 for Toilet and Bed Transfers; and Categories 2 and 3 for Grooming. The strong correlations (r = 0.82-0.96) among the three subscales suggest they should be modeled together. Coefficient alpha of 0.98 indicates high internal consistency. Keyform maps are provided to enhance clinical interpretation and application of study results.