Relevant bibliographies by topics / Achievement test

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Achievement test'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Achievement test.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Achievement test"

1

Cook, Linda L., William H. Angoff, and Alicia P. Schmitt. "ACHIEVEMENT TEST SCALING1." ETS Research Report Series 1988, no. 1 (1988): i—177. http://dx.doi.org/10.1002/j.2330-8516.1988.tb00290.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Turner, Haley Crisp. "Test Review: Young Children's Achievement Test." Journal of Psychoeducational Assessment 24, no. 3 (2006): 272–77. http://dx.doi.org/10.1177/0734282906286340.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Taylor, Ronald L. "Wechsler Individual Achievement Test." Diagnostique 24, no. 1-4 (1999): 275–84. http://dx.doi.org/10.1177/153450849902401-424.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Flanagan, Rosemary. "Book Review: Mini-Battery of Achievement, The Wechsler Individual Achievement Test, Wide Range Achievement Test (3rd ed.)." Journal of Psychoeducational Assessment 15, no. 1 (1997): 82–87. http://dx.doi.org/10.1177/073428299701500109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Treloar, Judith M. "Wechsler Individual Achievement Test (WIAT)." Intervention in School and Clinic 29, no. 4 (1994): 242–46. http://dx.doi.org/10.1177/105345129402900409.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Vogt, Benedikt. "Patience and achievement test results." Applied Economics Letters 24, no. 12 (2016): 846–49. http://dx.doi.org/10.1080/13504851.2016.1234692.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Smith, Teresa D., and Billy L. Smith. "Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test." Psychological Reports 83, no. 3 (1998): 963–67. http://dx.doi.org/10.2466/pr0.1998.83.3.963.

Full text
Abstract:
The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the Basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading spelling, and arithmetic.
APA, Harvard, Vancouver, ISO, and other styles
8

SMITH, TERESA D. "RELATIONSHIP BETWEEN THE WIDE RANGE ACHIEVEMENT TEST 3 AND THE WECHSLER INDIVIDUAL ACHIEVEMENT TEST." Psychological Reports 83, no. 7 (1998): 963. http://dx.doi.org/10.2466/pr0.83.7.963-967.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Suruchi, Suruchi, and Surender Singh Rana. "Test Item Analysis and Relationship Between Difficulty Level and Discrimination Index of Test Items in an Achievement Test in Biology." Paripex - Indian Journal Of Research 3, no. 6 (2012): 56–58. http://dx.doi.org/10.15373/22501991/june2014/18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Helton, George. "Book Review: Quick-Score Achievement Test." Journal of Psychoeducational Assessment 7, no. 3 (1989): 258–63. http://dx.doi.org/10.1177/073428298900700308.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Achievement test"

1

Donahue, Carla Jo. "Differences in scores derived from age-based norms versus grade-based norms on the Kaufman Test of Educational Achievement, second edition and Wechsler Individual Achievement test, second edition." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=980.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rezaei, Abbas Ali. "Test-taking strategies and test performance : a study of the effects of using test-taking strategies on the performance of Iranian students in multiple-choice language tests." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

COOK, PAUL CHRISTOPHER. "CULTURAL BIAS IN THE CALIFORNIA ACHIEVEMENT TESTS: A FOCUS ON INTERNAL INDICES." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184017.

Full text
Abstract:
This research focused on the cultural bias in the items the California Achievement Tests (CAT). Performance variability was examined across all individual items of the CAT for the third graders from four ethnic groups. A sample of 1600 third grade children was randomly selected from population of children attending various elementary schools in the state of Arizona. Four hundred subjects within each ethnic group were matched for sex, ethnicity, and grade level. A two-factor (items scores and ethnicity) ANOVA procedure was used to examine the interaction between the item performances and ethnicity for groups of Anglo and Black, Hispanic, and American Indian on all individual test items of the eight subtest of the CAT. An examination of obtained findings revealed that a total of 31 items were found to be as culturally biased against Hispanic, Blacks, and Native-American children. Of these items, thirty were biased toward American Indians, six items were biased toward Hispanics, and four items were biased toward Blacks. Some items were biased toward more than one ethnic group. Twenty-eight items identified as biased belonged to five of the six language subtests and three items are part of one of the two mathematics subtests. It should be noted that even though most of the items (98%) did not reveal any statistical evidence of bias, there were only four items (1.9%) on which minority group children performed higher than did the Anglo children. The overall direction of the findings would seem to suggest that most of the content of the CAT is free from cultural bias.
APA, Harvard, Vancouver, ISO, and other styles
4

Franklin, Linda L. "Eligibility for learning disabilities : a comparison of the Woodcock-Johnson revised achievement test and the Wechsler individual achievement test /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988659.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Miklavic, Rebecca Jane. "Third grade students' three-year test result deficiencies on the Ohio Achievement Test in Reading." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242332201.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pour, Robert L. "Race, gender and omissions on standard achievement tests." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39871.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jun, Hea Won. "Diagnostic measurement from a standardized math achievement test using multidimensional latent trait models." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51859.

Full text
Abstract:
The present study compares applications of continuous multidimensional item response theory (MIRT) models for their diagnostic potential. Typically, MIRT models have not been used for diagnosing the possession of skills or attributes by students, but several researchers have suggested that they can potentially be used for this purpose (e.g., Stout, 2007; Wainer, Vevea, Camacho, Reeve, Rosa, Nelson, Swygert, & Thissen, 2001). This study applies MIRT models to a standardized eighth grade mathematics achievement test that was constructed based on a hierarchically-structured blueprint consisting of standards, benchmarks, and indicators. Only the highest level, consisting of four standards, was used to define the dimensions. The confirmatory models were defined using the standards that had been scored for involvement in each item. For the current study, the exploratory MIRT (EMIRT) model was interpreted with respect to the dimensions. Then, the compensatory and confirmatory MIRT (CMIRT) models and the full information bifactor model were fitted. The interpretation of dimensions, empirical reliabilities of person estimates, and test- and item-fit were examined. Also, dimension and pattern probabilities were obtained for determining their diagnostic potential. Last, a noncompensatory MIRT model (MLTM-D; Embretson & Yang, 2011) and the DINA model (Haertel, 1989; Junker & Sijtsma, 2001) in use as diagnostic models were analyzed to compare pattern probabilities with the compensatory CMIRT model.
APA, Harvard, Vancouver, ISO, and other styles
8

Krueger, Barry. "Gender and test item-response formats." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9887.

Full text
Abstract:
The purpose of this study was to develop a better understanding of the patterns of science achievement for 154 ninth-grade girls and boys on multiple-choice and short-answer constructed-response items. The study was guided by a model, developed from an extensive review of the literature, incorporating the dimensions of generalised self-efficacy, item- specific self-efficacy and worry. These variables were operationalised through selected or specifically developed quantitative and/or qualitative research methods, and a series of equivalent multiple-choice and short-answer constructed-response achievement items was constructed for two different unit tests. The participants in the study rated their item-specific self-efficacies on 5-point Likert-type scales immediately before answering each of the achievement items, and they completed a series of worry items from Spielberger's Test Anxiety Inventory halfway through each test. Qualitative data were collected by surveying all the students and by interviewing selected students. The quasi-experimental analyses revealed the absence of any practically important gender-related differences in achievement for the multiple-choice and the constructed-response achievement items. However, the boys reported more item-specific self-efficacy and less worry than the girls for each of these item-response formats, and each of these gender-related differences was judged to be practically significant. The qualitative data provided additional evidence that the girls' self-perceptions of their efficacy for answering multiple-choice and short-answer constructed-response items was lower than that of the boys. It also provided support for the model underpinning the study. Overall, there was no evidence of any practically important interactions between gender and item-response formats, for either item-specific self-efficacy, worry or achievement, ++<br>indicating that neither of the item-response formats used in the study, with this group of students, advantaged one sex over the other. Additionally, the findings from this study suggested that sufficient time should be allowed during testing so that all students can complete tests to the levels of their capabilities and that, during tests, the influence of students' self-efficacies is mediated through the quality of their engagement with test items.
APA, Harvard, Vancouver, ISO, and other styles
9

McGrogan, Harold James Jr. "The determination of cultural item bias in the California Achievement Tests." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184721.

Full text
Abstract:
A three parameter model of Item Response Theory reported by Lord (1968, 1980) was used to determine whether cultural item bias existed in the Reading Comprehension subtest of the California Achievement Tests. Item responses from 1500 second graders from Southern Arizona schools with 500 responses from each of three groups (Anglo, Black, and Hispanic) were analyzed via MULTILOG program (Thissen, 1984) using the likelihood ratio chi-square (IRT-LR) method. Results indicated that there were no significant differences in item difficulty across items and groups. However, the typical group mean differences often reported wherein Anglos usually score between.5 to 1 standard deviation above the group means of other minorities on standardized tests did appear. The results of this study were also consistent with and supportive of the notion that most standardized tests today are not biased against specific minority groups. Selected items from the Reading Comprehension subtest on the California Achievement Tests are being used to date as anchor items for newer achievement tests. As such, this study lends support and credence to those items. Other implications for future research are discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

Amos, Zachary Scott. "The relationship of readability on the science achievement test a study of 5th grade achievement performance /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237770679.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Achievement test"

1

Hresko, Wayne P. Diagnostic achievement test for adolescents. Pro-Ed, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stone, Judith A. College Board achievement test, biology. Research and Education Association, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Newcomer, Phyllis L. Diagnostic achievement test for adolescents. Pro-Ed, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Switzer, Janet. NEAT: Norris educational achievement test. WPS, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lawrence, Solomon. College Board achievement test, chemistry. 3rd ed. Arco Pub., 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

College board achievement test, Spanish. Prentice Hall Press, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jeffrey, Spielberger, ed. College Board Achievement Test: English composition. 2nd ed. Arco, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lieberman, Leo. College Board Achievement Test: English composition. Arco, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

1952-, Murphy Patricia, ed. A fair test?: Assessment, achievement, and equity. Open University Press, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

John, Davis. Not the SAT test. Dell Pub., 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Achievement test"

1

Hill, Ashley K., and Kristin L. Johnson. "Wechsler Individual Achievement Test." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1499.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Johnson, Kristin L. "Wechsler Individual Achievement Test." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1499.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cooley, William W., and William E. Bickel. "Understanding Achievement Test Results." In Decision-Oriented Educational Research. Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4227-1_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hill, Ashley K., and Kristin L. Johnson. "Wechsler Individual Achievement Test." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1499-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Caplan, Bruce. "Wide Range Achievement Test-4." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_3000.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Caplan, Bruce. "Wide Range Achievement Test – 4." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_3000.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Volker, Martin A., and Audrey Smerbeck. "Peabody Individual Achievement Test, Revised." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1580.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Maye, Melissa. "Peabody Individual Achievement Test, Revised." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_240.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Volker, Martin A., and Audrey Smerbeck. "Peabody Individual Achievement Test, Revised." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1580.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Volker, Martin A., and Audrey Smerbeck. "Peabody Individual Achievement Test, Revised." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1580-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Achievement test"

1

Efrina, Gusnita, Ayu Rahma Nengsi, and Yona Syaida Oktira. "Teachers blue print test design in the development of learning achievement test." In International Conference Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Imam Bonjol Padang. Redwhite Press, 2020. http://dx.doi.org/10.32698/icftk421.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Inceoglu, Mustafa, and Selcan Kayahan. "DEVELOPING ACADEMIC ACHIEVEMENT TEST FOR DYNED MOBILE EDUCATION SOFTWARE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0930.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sinadia, Alfrits Roul, and Surya Jatmika. "Development of the Academic Achievement Test for Undergraduate Students." In 4th Asian Education Symposium (AES 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.043.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Samimi, Seyyed Mohammad Saleh, Ehsan Aerabi, Arash Nejat, Mahdi Fazeli, David Hely, and Vincent Beroulle. "High output hamming-distance achievement by a greedy logic masking approach." In 2016 IEEE East-West Design & Test Symposium (EWDTS). IEEE, 2016. http://dx.doi.org/10.1109/ewdts.2016.7807657.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Silva, Gabriel Natan P., and Ricardo O. Duarte. "Towards evolvable hardware and genetic algorithm operators to fail safe systems achievement." In 2018 IEEE 19th Latin-American Test Symposium (LATS). IEEE, 2018. http://dx.doi.org/10.1109/latw.2018.8349669.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kostyuk, Victor, Ma Victoria Almeda, and Ryan S. Baker. "Correlating affect and behavior in reasoning mind with state test achievement." In LAK '18: International Conference on Learning Analytics and Knowledge. ACM, 2018. http://dx.doi.org/10.1145/3170358.3170378.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pan, Buhan. "A Study of Designing a Final Achievement Test for English Pronunciation Course." In 2015 International Conference on Education Reform and Modern Management. Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.60.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Syahrial and Haryanto. "Function of Distractors in Mathematics Test Items on the Achievement Tests based on the Rasch Model." In International Conference on Mathematics and Islam. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008519502100216.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sardo, Bob, Bob Sardo, Clyde Cain, Dyna Benchergui, Dyna Benchergui, and Clyde Cain. "Early Flight Test and Development of the A6A Intruder Weapons System." In AIAA Centennial of Naval Aviation Forum "100 Years of Achievement and Progress". American Institute of Aeronautics and Astronautics, 2011. http://dx.doi.org/10.2514/6.2011-6952.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Shangarffam, Nasim. "THE COMPARATIVE EFFECT OF CONTEXT-BUILD, TEST-TEACH-TEST AND TEXT-BASED APPROACHES IN TEACHING GRAMMAR ON IRANIAN EFL LEARNERS’ GRAMMAR ACHIEVEMENT." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1819.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Achievement test"

1

Hansen, Karsten, James Heckman, and Kathleen Mullen. The Effect of Schooling and Ability on Achievement Test Scores. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w9881.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nelson, Christopher, and Kevin Hollenbeck. Does Charter School Attendance Improve Test Scores?: Comments and Reactions on the Arizona Achievement Study. W.E. Upjohn Institute, 2001. http://dx.doi.org/10.17848/wp01-70.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jacob, Brian. Test-Based Accountability and Student Achievement: An Investigation of Differential Performance on NAEP and State Assessments. National Bureau of Economic Research, 2007. http://dx.doi.org/10.3386/w12817.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

Full text
Abstract:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
APA, Harvard, Vancouver, ISO, and other styles
5

Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.

Full text
Abstract:
Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value &lt; .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
APA, Harvard, Vancouver, ISO, and other styles
6

Msukwa, Chimwemwe, Jane Burt, and John Colvin. Good Governance in Malawi: Impact evaluation of the ‘Strengthening Land Governance System for Smallholder Farmers in Malawi’ project. Oxfam GB, 2021. http://dx.doi.org/10.21201/2021.7345.

Full text
Abstract:
The EU-funded ‘Strengthening Land Governance System for Smallholder Farmers in Malawi’ project was implemented from 2015 to 2020 by a consortium made up of Oxfam in Malawi, LANDNET (until 2018) and CEPA, with technical support from DAI. The objective was to pilot, test and recommend for scale-up improved gender-sensitive land governance systems. This Effectiveness Review evaluates the success of this project to achieve the following focal outcomes: (1) By 2019, laws have been enacted that are relevant to the registration and titling of customary estates and are ready for implementation and (2) By 2020, women and men in two or more of the target Group Village Headpersons (GVHs) in Phalombe, Kasungu and Rumphi districts have secure land tenure with supporting land governance structures. Using a process tracing approach, achievement of these focal outcomes and the consortium's contribution were assessed. Find out more by reading the full report now.
APA, Harvard, Vancouver, ISO, and other styles
7

Hanushek, Eric, and Ludger Woessmann. Sample Selectivity and the Validity of International Student Achievement Tests in Economic Research. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w15867.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ward, Justin. Gentrification and Student Achievement: A Quantitative Analysis of Student Performance on Standardized Tests in Portland's Gentrifying Neighborhoods. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6743.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, 2015. http://dx.doi.org/10.51420/conf.2015.2.

Full text
Abstract:
A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
10

Montiel Olea, César E., and Leonardo R. Corral. Text Analysis of Project Completion Reports. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003611.

Full text
Abstract:
Project Completion Reports (PCRs) are the main instrument through which different multilateral organizations measure the success of a project once it closes. PCRs are important for development effectiveness as they serve to understand achievements, failures, and challenges within the project cycle they can feed back into the design and execution of new projects. The aim of this paper is to introduce text analysis tools for the exploration of PCR documents. We describe and apply different text analysis tools to explore the content of a sample of PCRs. We seek to illustrate a way in which PCRs can be summarized and analyzed using innovative tools applied to a unique dataset. We believe that the methods presented in this investigation have numerous potential applications to different types of text documents routinely prepared within the Inter-American Development Bank (IDB).
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography