An investigation of the psychometric evidence of CBM-R passage equivalence: Utility of readability statistics and equating for alternate forms

Claims have been made that grade appropriate curriculum-based measurement of reading (CBM-R) passages are of comparable difficulty and can be used interchangeably to monitor student progress. Empirical evidence to support claims of equivalence has been lacking. This research investigated the basis for making claims of equivalence. The use of readability statistics to justify passage equivalence was found to be lacking. Using a general measurement model for congeneric tests, CBM-R passages were found to measure a single latent factor with a high degree of reliability. However, evidence indicated that the raw scores, words read correctly per minute, across passages did not provide equivalent measurements. Statistical equating was investigated as an approach to overcome the lack of equivalence with promising results.     

What is the value of mentoring in a small business? Using narrative evaluation to find out

The paper examines the case of one small business manager (Alistair) and the value he gave to a mentoring intervention demonstrated by the use of narrative evaluation. Doubts about the efficacy of orthodox approaches to evaluation when applied to management development activities lead to the view that narratives are more appropriate. Narrative evaluation techniques are applied to a story told by Alistair, the Managing Director of a small business in Sheffield, concerning his view of his involvement in a mentoring programme. Alistair's initial reservations about the value of the programme are revealed rhetorically through a range of arguments. After such doubts, through a process of conversation, the story reveals how Alistair is able to find value from mentoring.     

Applied pluralism in the evaluation of employee counselling

The method and major findings of a complex, 'pluralist' evaluation, which investigated the effectiveness of the counselling provision of an employee support and counselling service in a local authority education department over 22 months, are outlined. Reference is made to the underlying philosophical approach of integrated pluralist evaluation, which may represent a significant step forward from the accepted methods of triangulation. In addition to achieving predicted high satisfaction rates from clients, counsellors and clients both indicated significant improvements in all measures used. These were maintained at follow-up which took place at intervals from 1 to 18 months after counselling had ended. Reduction in absenteeism post-counselling suggested the possibility of very substantial revenue savings. Responses also indicated the acute, and often chronic, need for employee counselling provision in the education system.     

Prolonged inactivation of the hippocampus reveals temporally graded retrograde amnesia for unreinforced spatial learning in rats

We investigated whether systems consolidation of spatial memory could be detected in a non-navigational, spatial-learning test that takes advantage of rats’ natural propensity to preferentially investigate an object that was displaced relative to spatial cues more than an object that remained stationary. Previous studies using navigational spatial-learning tests have generally failed to reveal temporally-graded retrograde amnesia, possibly because the hippocampus needs to be intact for the retrieval and/or processing of navigational information during the test. In the present study, the hippocampus of rats was kept inactivated, at two sites along its septo-temporal axis (dorsal and intermediate), for four consecutive days, beginning either 3 h or 5 days after familiarization to two identical objects in an open field. Rats that had their hippocampus inactivated beginning 5 days but not 3 h after familiarization showed evidence that they remembered the previous location of the displaced object. The results suggest that systems consolidation of spatial memories can be detected using a non-navigational test of spatial memory.     

Prompting Metacognition During a Job Search: Evidence from a Randomized Controlled Trial with University Job Seekers

Searching for a job is a self-directed activity that requires self-regulation over significant periods of time; yet, in the scientific community, we know little about proximal support interventions that shape the self-regulation processes during a job search. Using an experimental design, we tested a proximal support intervention in the form of metacognitive prompts and how this shaped metacognition and effort in 123 university job seekers over a period of 9 weeks. Job seekers who were exposed to the intervention reported higher levels of metacognition, effort, and a greater number of job interviews compared to job seekers in a control condition. Additionally, the present study revealed that the prompting intervention, compared to the active control condition, resulted in higher levels of metacognition for job seekers who were less committed to finding a job than for job seekers who were more committed to finding a job. In summary, the current study makes important contributions to the job search literature and practice by fine-tuning our understanding of the interventions that may support metacognition during the job search process and the individuals for whom these interventions may be most effective.