Continuous norming in learning progress monitoring-An example for a test in spelling from grade 2-4.

One of the main goals of the teacher and the school system as a whole is to close learning gaps and support children with difficulties in learning. The identification of those children as well as the monitoring of their progress in learning is crucial for this task. The derivation of comparative standards that can be applied well in practice is a relevant quality criterion in this context. Continuous normalization is particularly useful for progress monitoring tests that can be conducted at different points in time. Areas that were not available in the normalization sample are extrapolated, closing gaps in applicability due to discontinuity. In Germany, teachers participated in a state-funded research project to formatively measure their children's spelling performance in primary school. Data (N = 3000) from grade two to four were scaled, linked and translated into comparative values that can be used in classrooms independently from specific times. The tests meet the requirements of item response models and can be transferred well to continuous norms. However, we recommend using the 10th or 20th percentile as cut-off points for educational measures, as the 5th percentile is not discriminating enough.

Educator Perspectives on Data-Based Decision Making in Germany and the United States.

The purpose of this explorative study was to examine the use and understanding of key components of data-based decision making by educators in two countries-Germany and the United States. Educators responded to a survey that asked about data use and characteristics related to data-based decision making (DBDM). Results suggest educators in both countries are focused on using data to monitor progress, although less so in Germany. Educators in both countries noted similar understanding of important features (e.g., psychometric properties) of data. Educators in the United States reported they used data for decision making at the classroom level almost twice as often as their counterparts in Germany, while German educators focused on decision making at the student level. These findings will influence future research, including joint studies that could use the best practices of both countries, and professional learning opportunities for educators in Germany and the United States.

Scoliosis correction with pedicle screws in Duchenne muscular dystrophy.

This report describes the spinal fixation with pedicle-screw-alone constructs for the posterior correction of scoliosis in patients suffering from Duchenne muscular dystrophy (DMD). Twenty consecutive patients were prospectively followed up for an average of 5.2 years (min 2 years). All patients were instrumented from T3/T4 to the pelvis. Pelvic fixation was done with iliac screws similar to Galveston technique. The combination of L5 pedicle screws and iliac screws provided a stable caudal foundation. An average of 16 pedicle screws was used per patient. The mean total blood loss was 3.7 l, stay at the intensive care unit was 77 h and hospital stay was 19 days. Rigid stabilisation allowed immediate mobilisation of the patient in the wheel chair. Cobb angle improved 77% from 44 degrees to 10 degrees, pelvic tilt improved 65% from 14 degrees to 3 degrees. Lumbar lordosis improved significantly from 20 degrees to 49 degrees, thoracic kyphosis remained unchanged. No problems related to iliac fixation, no pseudarthrosis or implant failures were observed. The average percentage of predicted forced vital capacity (%FVC) of the patients was 55% (22-94%) preoperatively and decreased to 44% at the last follow-up. There were no pulmonary complications. One patient with a known cardiomyopathy died intraoperatively due to a sudden cardiac arrest. The rigid primary stability with pedicle screws allowed early mobilisation of the patients, which helped to avoid pulmonary complications.