Dissertationen: „Education, Tests and Measurements|Education, Special“

1

Taylor, Deborah. „Special Education Students and Standardized Assessments“. Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249256.

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Special education students with many different disabilities are taught in today’s classrooms, and since the passing of the No Child Left Behind Act in 2001, they are required to take the same standardized assessments as their regular education peers (Resmovits, 2013). Within this study, data were analyzed to determine the perceptions of two groups, which included third-grade regular education teachers and special education teachers of special education students who took the same standardized assessments as their regular education peers. In addition, data were also examined to determine if there was a relationship between how teachers from the two groups responded to survey statements and how students actually scored on the Missouri Assessment Program (MAP) for the years 2012-2014. Finally, data were analyzed to determine the perceptions of the two groups on the use of special education students’ assessment results for teacher evaluations. Sixty-three (N = 63) teachers, 30 regular and 33 special education teachers, from the Southwest Missouri region participated in completing a survey. Results indicated teachers in both groups negatively viewed the idea of special education students taking the same standardized assessments, with or without accommodations, as their non-disabled peers. In addition, a statistical relationship was found between the regular education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2013, 2014), and a statistical relationship was found between special education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2012) and math (2013). Finally, the data showed teachers in both groups negatively viewed the idea that special education students’ MAP scores should be used in teacher evaluations.

2

Fox, Lynn A. „Performance of Students with Visual Impairments on High-Stakes Tests| A Pennsylvania Report Card“. University of Pittsburgh, 2013.

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3

Schonebaum, Jennifer Ann 1973. „Assessing the multiple intelligences of children who are Deaf with the DISCOVER process and the use of American Sign Language“. Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278639.

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The following thesis explores the use of the DISCOVER Assessment with children who are Deaf. Nine students from two 3rd-4th grade classrooms at a residential school for Deaf children participated in this study. The participants were given the DISCOVER Assessment as a group and within their own classrooms. The instructions and communication throughout the assessment were expressed in the preferred language of the students (e.g. American Sign Language and/or Simultaneous Communication; signing and talking at the same time). Two observers collected data about the students problem-solving behaviors during the assessments. One observer was Deaf and one was hearing. Both observers were proficient in the preferred language of the students. Results show that the DISCOVER Assessment is an effective method for assessing Deaf children's strengths. In addition, two out of nine students were determined to be gifted, although none were considered gifted according to standardized IQ tests.

4

Griffiths, Sarah Elizabeth. „The comparative validity of assessments based on different theories for the purpose of identifying gifted ethnic minority students“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289555.

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The underrepresentation of ethnic minority students in programs for gifted and talented students is often a result of the identification process. Concerns have been raised through the years about the appropriateness of using standardized tests, especially standardized intelligence tests, with ethnic minority students (Maker, 1996; Richert, 1987). The problems with the use of standardized intelligence tests with ethnic minority students increase the difficulty of identifying gifted students from those populations. Therefore, the underrepresentation of ethnic minority students will persist unless more reliable and valid measures that tap into the intellectual strengths of diverse populations are developed. The DISCOVER assessment developed by Maker, Rogers, and Nielson (1992) seems to hold greater promise than other assessments for identifying ethnic minority students for placement in programs for the gifted. Therefore, the purpose of this study was to examine the comparative validity of the DISCOVER assessment, based on a contemporary theory of human ability, and two commonly administered standardized tests of intelligence, based on traditional views of intelligence, for the purpose of identifying gifted ethnic minority students. The DISCOVER assessment ratings and standardized scores from the WPPSI-R or WISC-III and the Raven Coloured Progressive Matrices of 34 participants were used to conduct the comparative validity analysis. Six research questions guided this study. The comparative validity was analyzed through (a) intercorrelations to determine construct validity, (b) correlations between methods of assessment to determine the presence or lack of relationship(s), (c) the predictive validity of the DISCOVER activities. The results of the intercorrelation, correlation, and multiple regression analyses allowed this researcher to conclude that the WPPSI-R or WISC-III and the Raven Coloured Progressive Matrices were not comparable to the DISCOVER assessment for the purpose of identifying gifted ethnic minority students. The DISCOVER assessment was found to be a better indicator of students' complex thinking, problem solving, and problem finding abilities. Therefore, the use of the DISCOVER assessment will result in the more equitable identification of highly competent students and should be more widely used among ethnic minority populations.

5

Levinson, Tami S. „The use of the Social Skills Rating System as applied to students who are visually impaired“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290117.

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This study investigated whether the Social Skills Rating System (SSRS) is a valid standardized assessment for students who are visually impaired, and to identify specific items that might not be appropriate to include in a version for students who are visually impaired. SSRS teacher, student and parent form data from the Arizona State School for the Deaf and Blind (ASDB) was examined from the 2002 and 2003 school years. Participant data was obtained from 71 elementary level and 106 secondary level students. Students were in grades 3-12, were visually impaired, and being served by ASDB on campus or in the five regional cooperatives across the state of Arizona. SSRS student data was collected using teacher and student forms in the spring semester of 2002 and again in 2003. SSRS student data using parent forms was collected in the summer of 2003. Statistical analysis of the reliability of the SSRS instrument was measured by construct stability (Pearson correlations), interrater reliability (interclass correlations) and internal consistency (coefficient alpha). Statistical analysis of the validity of the SSRS instrument was measured using construct validity using Pearson correlations and t-tests. The results revealed good evidence for the reliability and validity of the SSRS teacher, parent, and student forms. An item analysis did not identify any inappropriate items for use with students who are visually impaired. The item analysis revealed some noteworthy patterns and recommendations, and special recommendations are made regarding the use of the SSRS teacher, student and parent forms for screening and identification purposes of students who are visually impaired.

6

Spencer, Rebecca Ann. „Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.

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The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.

7

Denny, Gary Richard. „Discriminating attention-deficit hyperactivity disordered, learning disabled, and typical school aged children: Evaluating an assessment battery for learning clinics and schools“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282270.

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The performance of children with Attention-Deficit Hyperactivity Disorder (ADHD) or Learning Disability (LD) were compared to "typical" children using the Attention-Deficit Hyperactivity Disorder Experimental Assessment Battery (AEAB). The AEAB is a battery of assessment instruments that have been used individually and in various combinations in research to either (1) measure attention or other ADHD characteristics in research participants or (2) discriminate LD characteristics from the characteristics of typical participants. The present study examined whether these assessment instruments differentiated ADHD and LD from typical children. The two hypotheses that were addressed were (1) the combined scores on the Child Behavior Checklist - Attention Problems Scale, the Stroop Color - Word Test, the Hand Movements Test, and the Audiovisual Checking Task will discriminate ADHD from typical participants and (2) the combined scores on the Minnesota Percepto-Diagnostic Test - Revised and the Trail Making Test will discriminate LD from typical participants. The instruments used to measure attention characteristics were the Child Behavior Checklist - Attention Problems Scale (Achenbach & Edelbrock, 1983), the Stroop Color - Word Test (Golden, 1978), The Hand Movements Test from the Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983) and the Audiovisual Checking Task (Margolis, 1973). Two instruments were used to measure and discriminate LD characteristics. They were the Minnesota Percepto-Diagnostic Test - Revised (Fuller, 1983) and the Trail Making Test from the Halstead - Reitan Neuropsychological Test Battery (Reitan & Wolfson, 1985). A Kruskal - Wallis Analysis of Variance by Ranks (Hays, 1973) was calculated for the groups. The results showed that the groups were significantly different for the analyzed combined scores. These findings were discussed in regard to the research literature in this area.

8

Seraphim, Catherine Kerry Michel 1960. „Observation of problem-solving in multiple intelligences: Internal structure of the DISCOVER assessment checklist“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282382.

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The primary purpose of this study was to assess certain aspects of the internal structure of the DISCOVER assessment checklist to determine its construct validity. A secondary purpose was to assess gender differences in identifying giftedness using the assessment. The sample of this study consisted of 368 participants from kindergarten, fourth, fifth, and sixth grade levels divided into three subsamples. Participants were from two culturally diverse populations: Navajo Indians and Mexican-Americans. The methodology consisted of correlational analyses and chi-square tests. Separate, but identical analyses were conducted on each subsample. Three questions guided this study: (a) What is the relationship between observers' ratings of participants' problem-solving ability in one activity and their rating of participants in the other activities? (b) What items characterize each of the four rating categories? and (c) What are the gender differences occurring when using the assessment? The results of this study showed low and non significant inter-rating correlations, indicating high discriminant validity of the checklist. Significant, but low to moderately high inter-rating correlations were found between the Storytelling and Storywriting activities across subsamples. R-squared analyses revealed low percentages of variance accounted for, indicating low convergent validity of the checklist. Moreover, a pattern of higher percentages of item checks was found for higher ratings, indicating that observers checked items at a higher frequency rate for participants given higher ratings. Only items characterizing the "Definitely" category were possible to identify because all items represent superior problem-solving skills, thus were mostly checked for participants who demonstrated superior problem-solving processes or products. Items with zero frequencies were identified as well. Chi-square tests for gender by activity revealed significant gender differences in two activities. In Pablo°ler, a significantly higher number of sixth grade boys were rated "Definitely" and in Storytelling, a significantly higher number of fourth and fifth grade girls were rated "Definitely". No significant gender differences were found for any other activity across subsamples. Similarly, no significant overall gender differences were found across subsamples for gifted participants, indicating that equal proportions of males and females are identified through the use of the DISCOVER assessment.

9

Bombly, Sarah Mirlenbrink. „Reading Assessment Practices of Elementary General Education Teachers| A Descriptive Study“. Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604341.

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In this descriptive study, I researched five elementary general education teachers’ reading assessment practices as they worked within the context of IDEA (2004), NCLB (2002) and Response to Intervention (RTI). My own connection to the classroom and reading assessment practices brought me to this research. I presented my personal and professional connection through vignettes about my own classroom assessment practices. Relevant literature on both the context and culture of assessment were pertinent to this research.

I used a qualitative design, specifically, Colaizzi’s (1978) method of phenomenological analysis. Data were three in-depth phenomenological interviews, relevant documents and artifacts, and use of a researcher reflective blog. I summarized the initial findings of this research through 10 clustered themes; shift of focus, ever changing accountability, independent efforts with data, collaborative efforts with data, working environment, interventions and reading assessment practices in action, authenticity in practice, lack of decision making power, teacher emotion, and teacher needs and wants and a composite narrative in order to describe the lived experience of these teachers reading assessment practices.

Implications from my research with regard to policy include a perceived incongruence between an RTI framework and the teacher evaluation system with regard to active collaboration. Those toward practice include difficulty with the day-to-day implementation of an RTI framework and the perception of a singular focus of RTI as disability determination. My recommendations for future research include an action research agenda designed to explore increased involvement of stakeholders such as students, parents and other school personnel.

10

Legg, David E. „The utility of curriculum-based measurement within a multitiered framework| Establishing cut scores as predictors of student performance on the Alaska standards-based assessment“. Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557477.

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The purpose of this study was to explore the relationship between student performance on Reading Curriculum-based Measures (R-CBM) and student performance on the Alaska's standards based assessment (SBA) administered to students in Studied School District (SSD) Grade 3 through Grade 5 students in the Studied School District as required by Alaska's accountability system. The 2 research questions were: (a) To what extent, if at all, is there a relationship between student performance on the R-CBM tools administered in Grades 3, 4, and 5 in the fall, winter, and spring and student performance on the Alaska SBA administered in the spring of the same school year in the SSD? (b) To what extent, if at all, can cut scores be derived for each of the 3 R-CBM testing windows in the fall, winter, and spring that predict success on the Alaska SBA administered in the spring of the same school year in the SSD? The Study School District (SSD) served approximately 9,500 students, with 14% of students eligible for special education services. The enrollment was 81% Caucasian, 10% Alaska Native, 3% Hispanic, 3% multiethnic, and 4% as the total of American Indian, Asian, Black, and Native Hawaiian/Pacific Islander. The sample was 3rd (n = 472), 4th (n = 435), and 5th (n = 517) graders and consisted of all students with an Alaska SBA score and an R-CBM score for each of the 3 administrations of the R-CBM used in the 2009-2010 (FY10) and 2010-2011 (FY11) years. Pearson correlations were significant between R-CBM scores across 3rd, 4th, and 5th grades and the same grade Alaska SBA scores for FY10 data, r = .689 to r = .728, p < .01. A test of the full model with R-CBM as predictor against a constant-only model was statistically reliable, p < .001. The R-CBM reliably distinguished between passing and failing the Alaska SBA for students in Grades 3 through 5. Criterion validity of the cut scores was ascertained by applying scores to the FY11 data and yielded adequate levels of sensitivity from 49% to 88% while specificity levels ranged from 89% to 97%.

11

Trexler, Ellen L. „Categorical differences in statewide standardized testing scores of students with disabilities“. Thesis, Keiser University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558758.

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The No Child Left Behind Act requires all students be proficient in reading and mathematics by 2014, and students in subgroups to make Adequate Yearly Progress. One of these groups is students with disabilities, who continue to score well below their general education peers. This quantitative study identified scoring differences between disability groups on the Florida Comprehensive Assessment Test (FCAT) over a 6-year period. The percentages of students who scored at the proficient level in reading, mathematics, and writing in the fourth grade, and reading, mathematics, and science in the fifth grade were used to identify differences in 12 disability groups. All students with disabilities are combined into one category for reporting purposes and assigning school grades. Disaggregation of the special education categories revealed scoring differences between groups in all subjects and both grades. Students with speech impairments had the highest number of students scoring at the proficient level in all subjects, while students with intellectual disabilities had the fewest. The categorical rank order was identical for reading in both grades and similar in the other subjects. Students with specific learning disabilities, who constitute approximately 50% of all students with disabilities in these grades, were in the lowest five categories for both grades in reading and in fourth grade mathematics, and in the lower 50% in fifth grade mathematics and science. Recommendations included the need for alternate measures of student achievement; specifically, modified assessments, in addition to teacher evaluations and the impact on the Florida Flexibility Waiver's achievement goals.

12

Scott, Jessica A. „Beyond the Fourth Grade Glass Ceiling: Understanding Reading Comprehension Among Bilingual/Bimodal Deaf and Hard of Hearing Students“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461045.

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Research has found that, on average, deaf and hard of hearing (DHH) students graduate from high school reading at the fourth grade level (Allen, 1986). Additionally, DHH children of deaf parents (Charrow & Fletcher, 1974) and those with strong American Sign Language (ASL) proficiency (Strong & Prinz, 1997) tend to outperform DHH students without parents who are proficient in ASL. The Simple View of Reading (SVR; Gough & Tunmer, 1986) suggests that reading comprehension is a product of decoding and language proficiency. Many DHH students have limited auditory access, and may struggle to acquire English, especially the more demanding academic English characteristics of school texts (Mayer & Wells, 1996). Academic English has been identified as a strong predictor of reading comprehension among hearing children (Uccelli et al., 2015). Guided by a modified SVR model, in this study I investigate DHH secondary school students’ reading comprehension as predicted by receptive ASL proficiency, word reading fluency/decoding, and academic English proficiency. Guided by prior research on DHH and hearing students, I investigate the hypothesis that for secondary school DHH students enrolled in ASL/English bilingual/bimodal schools for the deaf, academic English proficiency is a significant predictor of reading comprehension alongside ASL proficiency. In this study, a sample of secondary school DHH students were tested in ASL proficiency, academic English proficiency, word reading fluency (a proxy for decoding), and reading comprehension. Using linear regression, an interaction between academic English proficiency and word reading fluency was detected, such that the lower the level of academic English proficiency, the higher the impact of word reading fluency on reading comprehension. ASL skills predicted reading comprehension across all models. Findings support a model in which socio-demographic factors, ASL proficiency, and word reading fluency are predictors of reading comprehension for secondary DHH students. This study is innovative in assessing three sets of language and reading skills essential for DHH students’ reading comprehension. The continued adaptation of instruments that target these constructs, as well as studies with larger samples, are critical to further explore the innovative theoretical model of reading comprehension for DHH students proposed in this study.
Human Development and Education

13

Patterson, Margaret Ann 1952. „Development and validation of a self-administered test of learning problems for college students“. Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278468.

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The reliability and validity of a new self-assessment questionnaire was evaluated. Fifty-five college freshmen with learning disabilities (SALT) and 55 freshmen with no learning disabilities (Control) rated their abilities using a Likert scale in 15 subscales (Writing, Spelling, Reading, Note Taking, Attention, Memory, Spatial Abilities, Mathematics, Cognitive Abilities, Social Relations, Study Habits, Motor Skills, Language, Processing Time, and Impact). The test-retest stability coefficient and the internal consistency proved the questionnaire to be reliable. Concurrent validity was examined by correlating the 15 subscales with the WAIS-R. Associations were found in the Writing, Attention, Memory, and Mathematics subscales. Construct validity was examined via t-test comparisons of the SALT and Control groups' mean scores on the subscales. The two groups rated themselves significantly different in abilities in 13 of 15 subscales (all but Social Relations and Study Habits), demonstrating that the questionnaire can discriminate between SALT and Control groups in these areas.

14

Saven, Jessica Lynn. „Do dollars matter beyond demographics? District contributions to reading and mathematics growth for students with disabilities“. Thesis, University of Oregon, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717466.

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Growth modeling in education has focused on student characteristics in multilevel growth accountability models and has rarely included financial variables. In this dissertation, relations of several demographic and financial characteristics of Oregon school districts to the reading and mathematics growth of students receiving special education services in Grades 3-8 were explored after accounting for student level demographic characteristics. Previous research indicated that three variables were potentially related to student growth: district level aggregated student demographics, district geography (e.g., location in a remote area), and district funding. Three sources of data were used to investigate these relationships: institutional data reported by the Oregon Department of Education, the Common Core of Data gathered by the National Center for Education Statistics, and Oregon Assessment of Knowledge and Skills test data collected as part of the National Center on Assessment and Accountability in Special Education.

Multi-level models of student growth across Grades 3-8 were constructed for reading and mathematics, with time (level-1) nested within students (level-2) and districts (level-3). Results demonstrated that although student-level demographic factors account for the majority of meaningful differences in student growth, both district demographic characteristics and financial investment in students were related to growth for students who received special education services.

15

Brown, Laureen Kay. „Out-of-level testing for special education students participating in large-scale achievement testing: A validity study“. Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280401.

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The purpose of this study was to examine the reliability and validity of out-of-level (OOL) testing for students with mild cognitive disabilities participating in large-scale accountability assessments. Federal law now requires maximum participation of students with disabilities in these assessments, and OOL testing is one method used to accomplish this mandate. However, the prevalence, reliability, and validity of this practice have not been established. This study involved the analysis of second through eighth grade students' OOL and grade-level (GL) Stanford 9 reading and math subtest data. Raw data was collected by the district studied, as part of an annual state-mandated testing program. Participation rates and methods of participation for students with Specific Learning Disability (SLD) and Mild Mental Retardation (MIMR) were examined over a five-year period. Results indicated that an over 700% increase in the numbers of MIMR and SLD students participating in Stanford 9 testing occurred from 1998 to 2002. The use of OOL tests also increased substantially during that period. With regard to reliability, results indicated that KR-20 coefficients were comparable across regular education GL and Special Education OOL test groups. In addition, comparable percentages of students in GL and OOL groups scored within the test's reliable range. Special Education students were not given tests that were too easy as a result of OOL testing options. Validity evaluation included comparisons of modified caution indices (MCI) and point-biserial correlations for matched GL and OOL groups, as well as differential item functioning (DIF) analyses. MCI and point-biserial analyses provided no evidence of differential validity for GL and OOL groups. Although DIF analyses identified more items as functioning differently across groups (GL vs. OOL) than would be expected by chance, no systematic patterns of bias resulting from the OOL test administration condition were identified. OOL testing was determined to be an appropriate method of achievement testing for students with SLD. True differences between OOL and GL groups, as well as differences in test administration other than the OOL versus GL condition are discussed. Recommendations regarding OOL testing policy, stakeholder education, test development and reporting practices, and future research are included.

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Jackson, Lisa Monica. „The effects of testing adaptations on students' standardized test scores for students with visual impairments in Arizona“. Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289979.

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To meet requirements of Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA), students with disabilities must be included in standardized assessment to measure their progress in the general curriculum (Public Law 107-110, 2002; Education Development Center, 1999). When implementing standardized assessments, all aspects of the assessment are to be standardized, to include administration procedures and time (Packer, 1989). The purpose of this study was to determine the relationship of testing modifications, a type of adaptation that may be necessary for students with disabilities, and the effects of demographic information on test scores for students with visual impairments. Ethnicity, home language, reading medium, and disability classification were considered. Typical testing modifications and possible re-occurring cluster data were analyzed. The sample consisted of 71 students in grades two through nine who attended a specialized school for the visually impaired or a public school with support from teachers of the visually impaired. Students' 2001--02 stanine scores for Total Reading, Total Mathematics, and Language from the Stanford Achievement Test, 9th edition were analyzed. A factorial analysis of variance (ANOVA) and factorial analysis of covariance (ANCOVA) were used to analyze previously collected data. A principal components analysis was completed on modification data to reduce the modifications into common reoccurring clusters. ANOVA and ANCOVA results indicated that reading medium, alone or in a cluster, has an effect on Total Mathematics and Language scores. In both the ANOVA for Language and the ANCOVA for Total Mathematics the reading medium of large print had the highest mean score followed by print then Braille. The ANOVA for Total Mathematics results showed print had a slightly higher mean score than large print, followed by Braille. When analyzing testing modification an effect was found in the area of Total Mathematics when reading medium was combined or clustered with other variables. When completing the principal component analysis the 19 variables were clustered and reduced to 4 components.

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Fraychineaud, Kathy Ann 1956. „A preliminary study of a measurement tool for American Sign Language stories“. Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291921.

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This study proposes an adaptation of Hunt's (1965) Terminal Miminal Syntactic Unit (T-Unit) to measure syntactic complexity in American Sign Language (ASL) syntax. Criterion for determining an American Sign Language T-Unit is based upon research into the linguistic structure and development of ASL. Nine deaf elementary aged students watched a non-verbal film and retold the story in ASL on videotape (Newport et al., in press). The stories were then transcribed into the Vista Glossing System (Smith, Lentz & Mikos, 1988). Transcriptions were segmented into T-Units and further analyzed for syntactic complexity. Results reveal an increase in ASL T-Units for all children from the fall to the spring. An increase in ASL T-Units translates to greater syntactic complexity. Results from the study suggest that an ASL T-unit analysis is an effective measure of ASL proficiency.

18

Keown, Sharon Marie 1948. „The usefulness of the HOTS program as a nontraditional tool for identification of giftedness in educationally disadvantaged students“. Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277977.

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This study was designed to investigate the usefulness of the Higher Order Thinking Skills (HOTS) program as a nontraditional tool for identification of giftedness in educationally disadvantaged students. Twenty-three HOTS students were studied. The comparison group consisted of eight students. This study used the quasi-experimental pre-posttest design. Pre and post tests of the Cognitive Abilities Test (Cog AT) were administered to both groups. The HOTS group was given the Woodcock Johnson Psych-educational Battery: Part One (W-J) and rated on a teacher's checklist before and after treatment. Treatment consisted of sixty hours of HOTS instruction. The t Test for dependent samples was used to analyze all the data to determine any significant gains. Significant growth was noted with the HOTS group in the quantitative and Nonverbal areas as well as in all the W-J subtests. The HOTS program is useful in advancing students' thinking skills in a short period of time. Further research is warranted to determine if greater gains would be achieved through a larger sampling and longer study.

19

Spiel, Craig F. „Is Reading Standardized Tests Aloud an Accommodation for Children with ADHD?“ Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1461602754.

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20

Govan, Gregory D. „Mental Health Screeners in Elementary Schools| Measurement Invariance across Racial and Ethnic Groups“. Thesis, University of Nevada, Reno, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685645.

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Mental health screeners need to demonstrate measurement equivalence across the populations of their intended use in order to improve the fairness in the identification of students in need of social, emotional, and behavioral supports. This study examined measurement invariance on three mental screeners across five racial and ethnic groups. The Elementary Social Behavior Assessment measures academic enablers associated with the latent construct of teachability (ESBA). The Student Risk Screening Scale assesses externalizing problems (SRSS) and the Student Internalizing Behavior Screener measures internalizing problems (SIBS). Multigroup confirmatory factor analyses tested for measurement invariance from the sample of African American (18%), Asian American/Pacific Islander (13%), Latino Hispanic (25%), European American (31%), and multiracial (11%) groups of students in elementary schools. Only the ESBA required respecification to establish an adequate baseline model. The ESBA, SRSS, and SIBS demonstrated metric invariance with ordinal ratings of never, occasionally, sometimes, and frequently in addition to scalar invariance with the thresholds between the ordinal ratings. Thus, the total scores from the ESBA, SRSS, and SIBS generalize across racial and ethnic groups and the student’s race or ethnicity is less likely to mask their true level of need for social, emotional, and behavioral supports. The results indicate that the ESBA, SRSS, and SIBS may help teachers to identify racially and ethnically students who need intervention, to customize the interventions, and to evaluate students’ response to intervention. Schools using these mental health screeners may reduce disproportionality in discipline and special education.

21

Hart, Jonathan. „RESPONSE TO INTERVENTION: AN EXAMINATION OF STUDENT OUTCOMES BEFORE AND AFTER IMPLEMENTATION“. Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/317876.

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Educational Psychology
Ph.D.
The current research study examined one district's journey through Response to Intervention (RtI) implementation. RtI is a program, now written into federal legislation (IDEIA, 2004; NCLB, 2002), that allows school districts to intervene with additional research-based education resources for struggling students. Districts are able to do this as a means of intervention prior to referral to special education in addition to identifying a student as eligible for special education services. The literature guiding districts through the RtI implementation process describes the components of RtI (Fuchs & Fuchs, 2006; Fuchs & Fuchs, 2007) but lacks empirical research to establish the effectiveness of RtI in terms of student achievement. This dissertation seeks to add to the current literature by examining student outcomes before and after implementation of an RtI framework, analyzing the use of assessments to determine student placement into intervention services, and noting the perceptions of teachers during implementation. The results of this study will assist school districts by presenting student data trends that occurred before and after implementation, which may affect district practices and policy. In addition, implications for future research are discussed.
Temple University--Theses

22

Smith, Patricia H. „How administration and scoring of the Woodcock-Johnson III educational achievement battery affects students' special education services /“. Electronic version, 2006. http://dl.uncw.edu/etd/2006/smithp/patriciasmith.html.

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23

Wong, Kwong-keung. „The validity and reliability of Hong Kong Certificate of Education technical subjects examination with special reference to the project method of assessment“. Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035152.

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24

Randles, Halle Ann Schoener. „Perceptions of Ohio Principals in Schools Which Include at Least One Primary Grade Level Regarding Their Knowledge of and the Importance of Preparation for Specific Elements Relating to Special Education“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312899405.

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25

Hull, Jennifer Ruhl. „General classroom and special education teachers' attitudes toward and perceptions of inclusion in relation to student outcomes“. [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000046.

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26

Abu-Hamour, Bashir Essa. „The Relationships among Cognitive Ability Measures and Irregular Word, Non-Word, and Word Reading“. Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195329.

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This study examined the relationships between and among: (a) Processing Speed (PS) Cluster and Rapid Automatized Naming (RAN) Total to reading ability; (b) measures of RAN and PS to irregular word, non-word, and word reading; and (c) the relationships among irregular word, non-word, and word reading. The word reading measures were predicted by using multiple cognitive abilities including Phonological Awareness (PA), RAN, PS, and Working Memory (WM). Sixty participants, 39 students who were average readers and 21 students with reading difficulties in Grades 1, 2, 3, and 4 were recruited.Correlational designs testing predictive relationships were used to conduct this study. The results indicated that the PS Cluster had the strongest correlation with irregular word reading, whereas the RAN Total had the strongest correlation with both word reading and non-word reading ability. Reading performance was best predicted by RAN-Letters. In addition, the Woodcock-Johnson III Visual Matching test had the strongest predictive power of reading ability among all of the PS measures.High correlations were found among the reading variables within normally distributed data, whereas there was no significant correlation between irregular and nonword reading within the group of students with Reading Difficulties. These findings provide support for the dual-route theory. Among the 21 students with RD, 10 students presented problems in both non-word reading and irregular word reading; 9 students presented problems just in non-word reading; and 2 students presented problems just in irregular word reading. A model consisting of RAN, PA, and PS, as included in the study measures, provided the most powerful prediction of all reading skills. These findings also lend more support to the double-deficit model and indicate that PA and naming speed problems contribute independently to variance in reading.This study provides direction for the assessment of specific reading disability and the cognitive underpinnings of this disorder. These findings support the need to assess PA, RAN, and PS, as well as various types of word reading skills, when making a reading disability diagnosis. Further research may cross validate the results of this study, or add other aspects of reading (eg., reading fluency or comprehension) to this line of research.

27

Wong, Kwong-keung, und 黃剛強. „The validity and reliability of Hong Kong Certificate of Education technical subjects examination with special reference to the projectmethod of assessment“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955617.

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28

Falk, Erin Marie. „A Study of Standardized Test Scores for Middle School Students Before and After the Block Schedule was Introduced“. Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/39069.

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School Psychology
Ph.D.
Block scheduling is a newer school scheduling structure, first appearing at the middle school level in the mid-1990's (Juvonen, Le, Kagenoff, Augustine, & Constant, 2004). Middle school advocates have supported block scheduling because research shows it meets the social-emotional and developmental needs of middle school children. Yet, little research on the impact of block scheduling on middle school standardized test scores currently exists. Using a sample of classrooms from a suburban public school in New Jersey, this study sought to compare standardized test scores in math, language arts literacy, and science of 8th grade students before and after the implementation of the block schedule. Twenty-seven one-way ANOVAs (accounting for subject, gender, and special education population) were conducted to assess for significant differences between testing years. Post hoc analyses were also conducted when differences were found. Overall, the study found no significant differences in standardized test scores in the area of science. A planned comparison of pre and post block scheduling standardized test scores revealed statistically significant decreases in mathematics and language arts literacy scores, but a second planned comparison which used data from fewer years revealed only significant decreases in language arts literacy scores which is believed to be a result of the 50% decrease in language arts literacy class time. Varied results by gender were also found. In contrast, special education students' test scores remained the same in all content areas over the seven years. While there are many limitations to the generalizability of these results, it is clear that further research on block scheduling at the middle school level could inform educational practice in these times of high stakes testing.
Temple University--Theses

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Musolff, Jennifer A. „Variables Considered by Educators when Determining Educational Placement for Children with Autism“. Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1486114952355454.

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30

Delong, Diana M. „The effects of limiting choices on adapted tests“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2005. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University of Pennsylvania, 2005.
Source: Masters Abstracts International, Volume: 45-06, page: 2800. Typescript. Abstract precedes thesis as 2 leaves (iii-iv). Includes bibliographical references (leaves 54-56).

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Thompson, Jacob C. (Jacob Cecil). „The Use of Group Achievement Test Data to Determine Special Education Referral Accuracy in Texas“. Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278974/.

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This study was designed to ascertain whether group achievement test data can determine special education referral accuracy. One hundred eighty-nine special education referrals from four school districts in Texas were examined. The demographics were limited to group achievement test data: grade equivalents and percentiles in the subject areas of reading, spelling, language arts, and mathematics. Also examined were referral and eligibility outcomes to special education.

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Ross, Michael A. „Resources, Pupil-Type, or Personal Attention: Investigating the Relationship between School Size and Student Achievement on Pennsylvania Standardized Tests“. Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1558520339278293.

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Jung, Eunju 1974. „Methods in creating alternate assessments: Calibrating a mathematics alternate assessment designed for students with disabilities using general education student data“. Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9221.

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xvi, 116 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
A significant challenge in developing alternate assessments is obtaining suitable sample sizes. This study investigated whether psychometric characteristics of mathematic alternate assessment items created for 2% students in grade 8 can be meaningfully estimated with data obtained from general education students in lower grades. Participants included 23 2% students in grade 8 and 235 general education students in grades 6-8. Twenty three 2% students were identified through the Student Performance Test (10 standard items and 10 2% items) and the Teacher Perception Survey. Performance on 10 2% items by the 2% students and the general education students were analyzed to address the questions: (a) are there grade levels at which the item parameters estimated from general education students in grade 6-8 are not different from those obtained using the 2% student sample? and (b) are there grade levels at which the estimated ability of general education students in grades 6-8 are not different the 2% student sample in grade 8? Results indicated that the item response patterns of 2% students in grade 8 were comparable to those of general education students in grades 6 and 7. Additionally, 2% students in grade 8 showed comparable mathematics performance on 2% items when compared to general education students in grades 6 and 7. Considering the content exposure of students in lower grades, this study concluded that data from general education students in grade 7 would be more appropriate to be used in designing alternate assessment for 2% students in grade 8 than data from students in grade 6. The general conclusion is that using data obtained from general education students in lower grade levels may be an appropriate and efficient method of designing alternate assessment items.
Advisers: Dr. Beth Ham, Co-Chair; Dr. Paul Yovanoff, Co-Chair

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McVey, Ann Francis. „Third Grade Teachers' Views and Perceptions of the Participation of Students with Disabilities in Statewide Testing“. Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1223744755.

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Dissertation (Ed.D.)--University of Toledo, 2008.
Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Education Degree in Educational Administration & Supervision ." Bibliography: leaves 159-171.

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Liu, Kimy H. 1967. „Development of an assessment rubric for the implementation of Response to Intervention (RTI) at elementary schools“. Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10330.

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xiv, 188 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Response to Intervention (RTI) is a relatively new approach to identifying students with learning disabilities that has impacted how schools coordinate resources and implement their instructional support and assessment systems. Because RTI is a federal initiative and relatively new approach, there is little consensus on specific approaches and practices to guide school in implementation. This approach has potentially great consequences in providing supports in a more efficient manner for at-risk students as well as improving outcomes for all students. However, to meet this goal, schools need a tool to help guide and evaluate their practices to ensure quality implementation. In this dissertation, I describe the development of a rubric designed to meet this need. This RTI Assessment Rubric is intended to be a tool that practitioners and researchers can use to evaluate the implementation of RTI at the elementary school level. Using qualitative methodologies, the rubric was developed based upon a review of the literature and validated by known experts in the field in terms of its breadth and depth of content. Through this process six components were identified which include evaluating: Tier 1 instruction, universal screening procedures, Tier 2 and Tier 3 interventions, progress monitoring practices, evidence-based decision-making, and organizational supports. Next, case studies were created on 5 second grade students who are at risk for reading disabilities in two elementary schools implementing RTI practices. These case studies included classroom observations, interviews with teachers/administrators, record reviews, as well as evaluating student response to school implemented interventions. When these case studies were examined by external reviewers using the RTI rubric, the device demonstrated initial evidence of inter-rater reliability and sensitivity in discriminating between the quality of RTI implementation in these two schools. Teachers reported that the rubric captured the RTI experience within their building. This rubric appears to be useful for both researchers and practitioners as they begin implementation of RTI in schools because it appears to provide relevant, practical, and useful information to guide schools' next steps in RTI implementation.
Committee in charge: Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences; Gerald Tindal, Co-Chairperson, Educational Methodology, Policy, and Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Yvonne Braun, Outside Member, Sociology

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Gallacher, Michael Sean. „Predicting Sixth Grade Performance on Criterion-Referenced Reading Tests with Third Grade Test Scores“. Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2491.pdf.

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Clary, Elaine D. (Elaine Devenport). „Superintendents' and Special Education Directors' Perceptions Regarding a Minimum Competency Testing Framework in Texas“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332142/.

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The purpose of this study was to determine superintendents' and special education directors' perceptions regarding a special education minimum competency testing framework in Texas. Additionally, this study attempted to determine a relationship between school districts' demographic characteristics and superintendents'and special education directors' perceptions. Questionnaires were mailed to a random sample of seventy five superintendents, seventy-five special education directors of single districts and seventy-five special education directors of cooperatives in the State of Texas.

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Hamsher, Sarah. „Reading Assessment of Students with Specific Learning Disability: A Comparison of Traditional and Naturally Occurring Texts“. University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1319133364.

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39

Davis, Christen R. „The Effect of a Computerized, Cognitive Intervention on the Working Memory and Mathematical Skill Performance of Inner-City Children“. Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1332879127.

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Holthaus, Colleen Marie Buckhalt Joseph Archie. „How school psychologists consider and accommodate for factors thought to influence children's performance on individually administered tests“. Auburn, Ala, 2009. http://hdl.handle.net/10415/1752.

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41

Briggs, Rebecca N. „Investigating variability in student performance on DIBELS Oral Reading Fluency third grade progress monitoring probes: Possible contributing factors“. Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11647.

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xv, 109 p. : col. ill.
The current study investigated variability in student performance on DIBELS Oral Reading Fluency (DORF) Progress Monitoring passages for third grade and sought to determine to what extent the variability in weekly progress monitoring scores is related to passage-level factors (e.g., type of passage [i.e., narrative or expository]), readability of the passage, reading rate for words in lists, passage specific comprehension, background knowledge, and interest in the topic of the passage) and student-level factors (e.g., the student's initial skill and variability across benchmark passages). In light of recent changes in IDEIA legislation allowing for the use of Response to Intervention models and formative assessment practices in the identification of specific learning disabilities, it was intent of this study to identify factors associated with oral reading fluency that, once identified, could potentially be altered or controlled during progress monitoring and decision-making to allow for more defensible educational decisions. The sample for analysis included 70 third grade students from one school in Iowa. Results of two-level HLM analyses indicated significant effects for background knowledge, interest in the passage, type of passage, retell fluency, readability, and word reading, with type of passage and readability demonstrating the largest magnitude effects. Magnitude of effect was based upon a calculation of proportion of reduction in level 1 residual variance. At level 2, initial risk status demonstrated a significant effect on a student's initial oral reading fluency score, while the benchmark variability demonstrated a significant effect on a student's growth over time. Results demonstrate support for readability as an indicator of passage difficulty as it relates to predicting oral reading fluency for students and suggest that consideration for the type of passage may be warranted when interpreting student ORF scores. Additionally, results indicated possible student-level effects of variables such as background knowledge and word list that were not investigated within the current study. Limitations of the study, considerations for future research, and implications for practice are discussed.
Committee in charge: Roland Good, Chairperson/Advisor; Laura Lee McIntyre, Member; Joe Stevens Member; Robert Davis, Outside Member; Scott Baker, Member

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von, der Embse Nathaniel Paul. „HIGH STAKES TESTING, SOCIO-ECONOMIC CLASS, AND TEST ANXIETY: OPPORTUNITIES FOR IMPACT“. Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1214510534.

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43

Unluol, Unal Neslihan. „Examination of a Rating Scale to Assess Teachers' Treatment Acceptability of Reading Interventions for Struggling Readers in Elementary Schools“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1522281162422657.

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44

Clapp, Robert Bruce Jr. „Demographic Variables and Intelligence Test Scores in Disability Applicants“. Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401588327.

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45

Greene, Robert W. „"The effect of ability-based versus effort-based praise on task performance, task persistence, and internal factors in children identified as gifted or talented in mathematics"“. Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1396546439.

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46

Free, Jennifer Lynelle. „Inherently Undesirable: American Identity and the Role of Negative Eugenics in the Education of Visually Impaired and Blind Students in Ohio, 1870-1930“. University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353009941.

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47

McKim, Alison. „The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?“ Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

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48

Buenrostro, Martha. „Affective Reactions and Psychosocial Functioning in the Course of Psycho-Educational Assessment“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2210/.

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Every day, children throughout the United States are given psychological evaluations for many different clinical and psycho-educational purposes. Very little research has attempted to investigate children's responses to the experience of having intellectual and achievement tests administered. The goal of the current research was to explore the effect a psycho-educational evaluation has on children in areas of self-concept and anxiety. Dependent variables consisted of pre- and post-test measures of anxiety and self-concept. A total of 75 children in the 4th 5th and 6th grades were recruited after referral for evaluation and possible placement in the Talented and Gifted Program or Special Education. This study employed Analysis of Variance (ANOVA), t-tests, multiple regression analysis, and correlational analysis. Findings included initial evidence that children endorsed decreased anxiety after psycho-educational assessments rather than increased anxiety, suggesting that fear of unknown situations may be more anxiety provoking than the actual situation itself, potentially beneficial findings for psychology and psychometric professionals who evaluate children daily. Students endorsement of academic self-concept significantly predicted anxiety after a psycho-educational evaluation, indicating that students who feel capable in academic areas may endorse less anxiety after an evaluation than students who do not feel academically capable. Finally, negative verbal interaction with parents significantly predicted lower general self-concept scores, providing evidence that the manner in which parents verbally relate to their children may have significant impact for the mental health of children.

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Huff-Franklin, Clairie Louisa. „AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS“. Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475.

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50

Dyson, Kaitlyn Nicole. „Predicting Performance on Criterion-Referenced Reading Tests with Benchmark Assessments“. BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1483.

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The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who completed the DRA, DIBELS, and ELA-CRT in the 2005-2006 school year. The primary purpose of the study was to determine the accuracy to which the Fall administrations of the DRA and the DIBELS predicted performance on the ELA-CRT. Supplementary analysis also included cross-sectional data for the DIBELS. Results indicated that both Fall administrations of the DRA and the DIBELS were statistically significant in predicting performance on the ELA-CRT. Students who were high risk on the benchmark assessments were less likely to score proficiently on the ELA-CRT. Also, demographic factors did not appear to affect individual performance on the ELA-CRT. Important implications include the utility of data collected from benchmark assessments to address immediate interventions for students at risk of failing end-of-year, high-stakes testing.

Dissertationen zum Thema „Education, Tests and Measurements|Education, Special“

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