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Relevant bibliographies by topics / Achievement testing

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Academic literature on the topic 'Achievement testing'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Achievement testing"

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Rindskopf, David, and Isaac I. Bejar. "Achievement Testing: Recent Advances." Journal of the American Statistical Association 80, no. 390 (June 1985): 482. http://dx.doi.org/10.2307/2287925.

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Swanson, D. B., K. Z. Holtzman, and A. Butler. "Cumulative achievement testing: Progress testing in reverse." Medical Teacher 32, no. 6 (January 2010): 516–20. http://dx.doi.org/10.3109/0142159x.2010.485657.

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Greer, W. Dwaine, and Ralph Hoepfner. "Achievement Testing in the Visual Arts." Design For Arts in Education 88, no. 1 (October 1986): 43–47. http://dx.doi.org/10.1080/07320973.1986.9940764.

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Lindenberg, Terry S., and David E. Keys. "Frequency of Testing and Student Achievement." Journal of Education for Business 62, no. 6 (March 1987): 266–69. http://dx.doi.org/10.1080/08832323.1987.10772825.

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Poteet, James A. "An Outline for Standardized Achievement Testing." Diagnostique 16, no. 1 (October 1990): 55–57. http://dx.doi.org/10.1177/153450849001600113.

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Paris, Scott G., Theresa A. Lawton, Julianne C. Turner, and Jodie L. Roth. "A Developmental Perspective on Standardized Achievement Testing." Educational Researcher 20, no. 5 (June 1991): 12–20. http://dx.doi.org/10.3102/0013189x020005012.

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VerBruggen, Robert. "Racial Gaps in Testing and Scholastic Achievement." Academic Questions 24, no. 4 (October 20, 2011): 499–505. http://dx.doi.org/10.1007/s12129-011-9249-4.

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Hennell, M. A. "Testing for the achievement of software reliability." Reliability Engineering & System Safety 32, no. 1-2 (January 1991): 119–34. http://dx.doi.org/10.1016/0951-8320(91)90050-h.

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Lewy, Arleh. "Postmodernism in the field of achievement testing." Studies in Educational Evaluation 22, no. 3 (January 1996): 223–44. http://dx.doi.org/10.1016/0191-491x(96)00013-2.

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Marchant, Gregory J., Sharon E. Paulson, and Adam Shunk. "Relationships between high-stakes testing policies and student achievement after controlling for demographic factors in aggregated data." education policy analysis archives 14 (November 20, 2006): 30. http://dx.doi.org/10.14507/epaa.v14n30.2006.

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With the mandate of No Child Left Behind, high-stakes achievement testing is firmly in place in every state. The few studies that have explored the effectiveness of high-stakes testing using NAEP scores have yielded mixed results. This study considered state demographic characteristics for each NAEP testing period in reading, writing, mathematics, and science from 1992 through 2002, in an effort to examine the relation of high-stakes testing policies to achievement and changes in achievement between testing periods. As expected, demographic characteristics and their changes were related significantly to most achievement outcomes, but high-stakes testing policies demonstrated few relationships with achievement. The few relationships between high-stakes testing and achievement or improvement in reading, writing, or science tended to appear only when demographic data were missing; and the minimal relationships with math achievement were consistent with findings in previous research. Considering the cost and potential unintended negative consequences, high-stakes testing policies seem to provide a questionable means of improving student learning.

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Dissertations / Theses on the topic "Achievement testing"

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Amos, Zachary S. "The Relationship of Readability on the Science Achievement Test: A Study of 5th Grade Achievement Performance." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237770679.

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Wallace, Keller Nicole Leigh. "Achievement Despite Poverty| Testing the Effectiveness of Timeless Principles." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736296.

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School districts composed of a large number of high-poverty students are generally not found to be high-achieving (Chenoweth & Theokas, 2013). In Missouri, districts are assessed in accordance with the fifth edition of the Missouri School Improvement Program (MSIP) which results in an Annual Performance Report (APR) score (Missouri Department of Elementary and Secondary Education [MODESE], 2014d). School administrators of districts having two consecutive years of APR scores over 95% while having a student population composed of a large number of students receiving free or reduced price meals were recruited for a qualitative study. Interview questions were developed based on the Rosenholtz (1985) paper about effective, high-poverty, inner-city schools. The questions were designed to extract information about the ways in which building leaders decrease teacher isolation, maintain a skilled teaching staff, set and monitor goals, remove non-instructional tasks for teachers, and maintain a collaborative school culture. Upon analyzing interview data, seven common themes emerged: collaboration, relationships, consistency and stability, high expectations, clarifying tasks or objectives, using and analyzing data, and community support. Over 60% of Missouri schools report a 50% or higher free and reduced price meal rate among students (MODESE, 2014j), which leads to additional challenges for educators (Balfanz, 2011; Hagelskamp & DiStasi, 2012; Jensen, 2013). Besides adding to current data about high-achieving, high-poverty districts, this study provides evidence specific to Missouri educators that can be used to inform future practices.

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Gamaroff, Raphael. "English proficiency testing and the prediction of academic achievement." Doctoral thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17870.

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Includes bibliographical references.
The study investigates the ability of English proficiency tests (1) to measure levels of English proficiency among learners who have English as the medium of teaching and learning, and (2) to predict long-term academic achievement (Grade 7 to Grade 12). The tests are "discrete-point" tests, namely, error recognition and grammar tests (both multiple-choice tests), and "integrative" tests, namely, cloze tests, essay tests and dictation tests. The sample of subjects consists of two groups: (1) those taking English as a First Language subject and those taking English as a Second Language subject. These groups are given the familiar labels of Ll and L2. The main interest lies in the L2 group. The main educational context is a high school in the North West Province of South Africa.

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Zgraggen, Franziska D. "The effects of frequent testing in the mathematics classroom." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009zgraggenf.pdf.

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McIlroy, David. "Achievement in education : improving measurement and testing models and predictors." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342390.

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Dockery, Lori Lee. "Testing accommodations for ELL students on an achievement test battery." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2477.

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How well students perform on standardized tests can affect their educational paths and the rest of their lives. In addition, students' performances on state assessments will affect their schools due to the No Child Left Behind Act. For English language learners (ELLs), the success on tests may be diminished due to their inability to completely understand what they are reading on a test. Because ELLs are a growing proportion of the population and have greater risk of not performing well in school, dropping out, and not moving on to have a job, it is very important to address their educational performance. To alleviate the difficulty of not being able to understand English competently, various testing accommodations can be given. The purpose of this study was to describe how different types of accommodations are being distributed, particularly among ELL students, on an achievement test battery. Several variables were examined to assess whether they related to which accommodation would be assigned to an individual student. This study used data from a recent 2010 national standardization of an achievement test battery, which sampled 33,226 students from grades 3-8 across the U. S. In addition to the tests, students completed a survey which asked for such information as gender, home language, and ethnicity, and test administrators reported on that same survey which testing accommodations students were given, whether students were migrants, whether students participated in a free or reduced-price lunch program, and whether students were ELL students. These variables, along with students' Reading, Math, and Science scores were used to describe the groups of students given each accommodation. Five testing accommodations were reported by the students - giving students extended time to take the test, allowing students to use a word-to-word dictionary, reading parts of the test aloud to the students, repeating instructions, and having the test administered by an ELL teacher. Of all these, the group that was most similar to the entire sample on the test results for the Reading, Math, and Science was the group given dictionaries, a group predominantly comprised of Asian students. The other testing accommodation groups had much lower percentile ranks on average. ELL students were largely Hispanic, spoke Spanish at home, and had lower percentile ranks on the Reading, Math, and Science tests than non-ELL students. Although the majority of ELL students in this sample was not free or reduced-price lunch eligible, there was a higher percentage than was found in the sample as a whole. It was found that several variables were potentially important in how testing accommodations were distributed among students, including grade level, ethnicity, home language, and socioeconomic status (SES). Variables which did not seem important were gender and school. Home language and SES were also important in testing performance, with low SES students performing much worse on average than the sample as a whole. Students who had Spanish as their home language did not perform as well on the tests as students whose home language was English or another language. Lastly, a gap analysis using effect sizes showed some evidence for the gap between ELL and non-ELL students being larger in higher grade levels.

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Childers, Elizabeth Anne. "Effects of Class Scheduling and Student Achievement on State Testing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5840.

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The purpose of this research study was to determine the effectiveness of four different class schedules on students' academic achievement on end-of-course testing and whether a specific class schedule is more conducive to student academic achievement on state-mandated standardized tests. Georgia Department of Education provided archived public data for the 2009-2012 school years for a high school with an approximate population of 1,400 students. This high school implemented different class schedules; a 4x4 block schedule, A/B block schedule, a mixed block and traditional period day, or traditional period schedule. The main research question was focused on students' state standardized end-of-course test scores performance (N = 8,972) between students instructed using 4 different class schedules. Data were analyzed using an ANOVA to determine whether there was a significant difference attributable to a specific curricular schedule. Students' academic achievement on state standardized testing showed a significant increase in math for students instructed on the block and A/B block schedule. The results were viewed through the theory of constructivism, as it is used to advocate for forms of block scheduling to promote increased instructional techniques and student academic achievement. Although the schedules taken in totality not show an improved student academic performance based on the schedule under which instruction occurred, the individual course analysis reflected statistically significant differences in the content area of math. The findings of this research promote positive social change by adding to the understanding of the effectiveness of different schedules on student academic achievement.

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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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Breakspear, Simon Leigh. "Measuring how the world learns : an examination of the OECD's PISA and its uses in national system evaluation." Thesis, University of Cambridge, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709499.

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Chu, Hoi-yen Ivy, and 朱凱茵. "Testing different achievement goal models among seconday school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45588910.

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Books on the topic "Achievement testing"

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Achievement testing. New York: P. Lang, 2005.

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Finchler, Judy. Testing Miss Malarkey. New York: Scholastic Inc., 2001.

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Fârnoagă, Georgiana. English language achievement testing: Curs special. București: Universitatea din București, Facultatea de Limbi și Literaturi Germanice, 1985.

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Branch, Alberta Student Evaluation. Student achievement testing program: Grade 3 mathematics. [Edmonton, Alta?]: Alberta Education, Student Evaluation Branch, 1985.

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Construction of an achievement motivation scale. [Rajshahi]: Dept. of Psychology, Rajshahi University, 1990.

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Bauman, Keith. Demonstrating levels of achievement. [Kitchener, Ont.]: Waterloo Region District School Board, 1999.

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Bauman, Keith. Demonstrating levels of achievement. [Kitchener, Ont.]: Waterloo Region District School Board, 1999.

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Prince, Cynthia D. Mathematics and science achievement in Colorado, 1998. Washington, DC (1255 22nd St., NW, Ste. 502, Washington 20037): National Education Goals Panel, 1998.

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Prince, Cynthia D. Mathematics and science achievement in Wisconsin, 1998. Washington, DC (1255 22nd St., NW, Ste. 502, Washington 20037): National Education Goals Panel, 1998.

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Essentials of standardized achievement testing: Validity and accountability. Boston: Allyn and Bacon, 2002.

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Book chapters on the topic "Achievement testing"

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Chang, Mei Y., and Andrew S. Davis. "Achievement Testing." In Encyclopedia of Child Behavior and Development, 21–22. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_32.

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Maye, Melissa. "Achievement Testing." In Encyclopedia of Autism Spectrum Disorders, 39–42. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_220.

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Maye, Melissa. "Achievement Testing." In Encyclopedia of Autism Spectrum Disorders, 44–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_220.

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Glasman, Naftaly S., and David Nevo. "Coordinating Student Achievement Testing." In Evaluation in Decision Making, 143–56. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2669-1_10.

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Jensen, Arthur R. "Psychometric G and Achievement." In Policy Perspectives on Educational Testing, 117–227. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2226-9_4.

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Rodriguez, Michael C., and Thomas M. Haladyna. "Objective testing of educational achievement." In APA handbook of testing and assessment in psychology, Vol. 1: Test theory and testing and assessment in industrial and organizational psychology., 305–14. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14047-018.

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McArthur, David L. "Generalizability Theory and Achievement Testing." In Alternative Approaches to the Assessment of Achievement, 187–231. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3257-9_7.

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Farahzad, Farzaneh. "Testing achievement in translation classes." In Teaching Translation and Interpreting, 271. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.56.41far.

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Aylward, Glen P. "Assessment of Academic Achievement." In Practitioner’s Guide to Developmental and Psychological Testing, 131–46. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-1205-3_8.

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Jones, Lyle V. "School Achievement Trends for Black Students." In Policy Perspectives on Educational Testing, 19–73. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-2226-9_2.

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Conference papers on the topic "Achievement testing"

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Křeménková, Lucie, and Jan Sebastian Novotný. "NEW MEASURE OF ACADEMIC ACHIEVEMENT: TESTING THE RELIABILITY AND FACTOR STRUCTURE OF THE ACADEMIC ACHIEVEMENT QUESTIONNAIRE (AAQ)." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1007.

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Makarevskaya, U. E. "The Adequacy Of Personal Success Prediction In Psychological Achievement Testing." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.22.

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Lebowitz, Stuart, and Craig T. Hodorek. "Testing to Ensure the Achievement of Corporate Goals for Customer Satisfaction." In Reliability, Maintainability, Supportability & Logistics (Rmsl) Conference & Workshop. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1996. http://dx.doi.org/10.4271/961276.

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Ando, Manabu, Mahito Negishi, Masafumi Takimoto, Akinobu Deguchi, and Nobuo Nakamura. "Super-smooth polishing on aspherical surfaces (II): achievement of a super-smooth polishing." In International Conferences on Optical Fabrication and Testing and Applications of Optical Holography, edited by Toshio Kasai. SPIE, 1995. http://dx.doi.org/10.1117/12.215613.

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Barry, Brian, Simon J. Parke, Nicholas W. Bown, Hansgeorg Riedel, and Martin Sitzmann. "The Flight Testing of Natural and Hybrid Laminar Flow Nacelles." In ASME 1994 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/94-gt-408.

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The achievement of large areas of laminar flow over aircraft engine nacelles offers significant savings in aircraft fuel consumption. Based upon current engine configurations nett sfc benefits of up to 2% are possible. In addition the engine nacelle is ideally suited to the early inclusion of laminar flow technology, being relatively self contained with the possibility of application to existing airframes. In September 1992 a European Consortium managed by Rolls-Royce including MTU and DLR began flight testing of a natural laminar flow nacelle. This programme was later extended by R-R and DLR to flight test a hybrid laminar flow nacelle featuring boundary layer suction and insect contamination protection. The tests evaluated the effects of flight and engine environment, boundary layer transition phenomena, suction system operation and insect contamination avoidance strategies. This paper describes the global conclusions from these flight tests which are a significant milestone leading to the future application of laminar flow technology to engine nacelles.

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White, Phillip R. "Turning ABET Accreditation Review Into a Continuous Improvement Process." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13591.

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For many engineering programs, the assessment required for ABET accreditation results in little actual improvement in the educational program and is viewed by many faculty simply as a hurdle to be overcome to maintain accreditation. Particularly tedious is the assessment of the achievement of the ABET (a-k) program educational outcomes. One innovative approach to minimize the work involved in assessing the achievement of the (a-k) program educational outcomes is based on the establishment of course outcomes for each required course along with a mapping of the course outcomes to the (a-k) program educational outcomes. Course outcomes are the required topics that are to be covered in each required course and are the topics whose achievement are normally assessed through tests, homework, quizzes, reports and presentations. Collecting data on achievement of course outcomes places little additional burden on instructors because the data is readily available in grade records normally created for each course. The mapping of course outcomes to (a-k) program educational outcomes indicates which of the (a-k) outcomes each course outcome addresses. Therefore using the course outcome achievement data provided by each instructor from their grade records and the mapping of course outcomes to (a-k) program educational outcomes, the achievement of the (a-k) program educational outcomes by the entire curriculum can be relatively easily assessed. The process of establishing and assessing course outcomes not only addresses the assessment of achievement of the (a-k) program educational outcomes but it can also easily lead to continuous improvement of the curriculum. Continuous improvement can result when assessment is done periodically and the results are discussed by faculty groups responsible for each course. The establishment of course outcomes and their achievement assessment can lead to serious dialog about what is being taught in each course and the continuity between courses. Instruction and testing are more focused and improved because faculty know they must provide assessment data for each outcome. And finally the strengths and weaknesses in the curriculum as a whole are determined when the mapping is used to assess the overall achievement of the (a-k) program educational outcomes.

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Bakirov, Murat, Sergei Chubarov, and Nikolay Trunov. "Development of Atlas of Defects of Steam Generators Heat Exchanging Tubes of NPPs With WWER and Analysis of Testing Results." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48815.

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The basic method of the operational inspection of metal of heat exchanging tubes (HET) of steam generators (SG) is eddy-current multifrequency method all over the world. The greatest distribution was received variant with eddy-current testing (ECT) by use of a bobbing probe on the Russian nuclear power plants (NPP). Tubes with the defects which a subject to plugging are defined by results of lead operational ECT over the certain algorithm. SG resource is settled and replacement is required at achievement of a limit on number of the plugged tubes [1].

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Andrinopoulos, Nikos, Damian Vogt, Jiasen Hu, and Torsten H. Fransson. "Design and Testing of a Vibrating Test Object for Investigating Fluid-Structure Interaction." In ASME Turbo Expo 2008: Power for Land, Sea, and Air. ASMEDC, 2008. http://dx.doi.org/10.1115/gt2008-50740.

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In this study the vibration properties of a deforming test object are presented. The test object is bump shaped and is integrated into the wall of a transonic wind tunnel. The purpose for using such a test object is to study, in a generic manner, the unsteady aerodynamic phenomena occurring due to the presence of a vibrating structure in the flow. The setup is part of an ongoing study to address the phenomena of fluid-structure interaction and shock-boundary layer interaction. The design objective for the test object is to assimilate a 1F vibration mode at a given section of a typical compressor blade. Finite element (FE) analyses have been used to predict the frequency response of the test object prior to manufacturing. The design objectives have been verified experimentally by time-resolved laser measurements. It has been found that the FE predictions are in good agreement with experimental data. Furthermore it has been shown that the present test object allows for the achievement of the targeted vibration properties up to a frequency of 250Hz, corresponding to a reduced frequency above 0.8.

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Bell, Russell C., Thomas W. Prete, and Jeffery T. Stewart. "Specification, Development, and Testing of the FT8-2 Dry Low NOx Control System." In ASME 1995 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/95-gt-398.

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This paper describes the specification, development and testing of the FT8-2 Dry Low NOx control system, and how the lean bum process requires an integration of the control system and combustion hardware. The FT8-2 digital fuel control system was developed to achieve the precise multi-zone fuel metering of both gas and liquid fuels, the calculation of combustor air flow necessary to achieve Dry Low NOx and the traditional governing/limiting control loops necessary for safe, stable engine operation. The achievement of the system design goals was accomplished by the concurrent development of software Based fuel metering algorithms and fuel metering hardware. The fuel metering hardware utilizes an all electronic valve positioner, employing a combination of feedback and software to achieve closed loop control of actual fuel flow. Extensive testing under actual gas flow conditions and closed loop bench testing using a real time engine model and fuel system model was conducted to prove system operation and develop system transient response prior to Installation on the test engine. The setup and results of the flow testing and dosed loop testing are described. The paper describes the control scheme used to apportion the gas fuel between combustion zones and how external conditions such as ambient temperature and fuel gas composition effect the apportionment. The paper concludes with a description of the control system installation in the engine test cell and a review of engine test results.

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Udofia, Emmanuel. "Empirical Design of Optimum Frequency of Well Testing for Deepwater Operation." In Offshore Technology Conference. OTC, 2021. http://dx.doi.org/10.4043/31180-ms.

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Abstract Well testing could be described as a process required to calculate the volumes of (oil, water and gas) production from a well in a bid to identify the current state of the well. Amongst other things, well testing aims to provide information for effective Well, Reservoir and Facility Management. Normally, as a means of well performance health-check, reconciliation factor (RF) is generated by comparing the fiscal production volume against the theoretical well test volume. Experiences from the Coronavirus pandemic has brought about the new normal into well test execution. In deepwater environment, the process of well testing is more challenging and this paper aims to address these challenges and propose optimum well test frequency for deepwater operations. It is usually required that routine well test be conducted once every month on all flowing strings, this is for statutory compliance and well health-check purposes. However, in deepwater environment, it is difficult to comply with this periodic well test requirement mainly due to production flow line slugging, plant process upset and/or tripping resulting in production deferment and operational risk exposure. Furthermore, to carry out well test in deepwater operation, production cutback is required for flow assurance purpose and this usually results in huge production deferment. In this field of interest, this challenge has been managed by deploying a data-driven application to monitor production on individual flowing strings in real-time thereby optimizing the frequency of well test on every flowing well. Varying rate well test data are captured and used to calibrate this tool or application for subsequent real-time production monitoring. This initiative ensures that all the challenges earlier mentioned are managed while actually optimizing the frequency of testing the wells using intelligent application which serves as a ‘virtual meter’ for testing all producing wells in real time. As mentioned, well testing in most deepwater assets remain a big challenge but this project based field experience has ensured effective well testing operation resulting in reduction of production deferment and safety exposure during plant tripping whilst optimizing frequency of testing the wells. Following this achievement of the optimized well test to quarterly frequency in this field in Nigerian deepwater, recommendation from this paper will assist other deepwater field operators in managing routine well testing operation optimally.

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Reports on the topic "Achievement testing"

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Hunter, Fumiyo T. ROTC (Reserve Officers' Training Corps) Achievement Testing Program: School Years 1983-1985. Fort Belvoir, VA: Defense Technical Information Center, August 1986. http://dx.doi.org/10.21236/ada178670.

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Grossman, Jean Baldwin Grossman, Carla Herrera Herrera, and Leigh L. Linden Linden. Staying On Track: Testing Higher Achievement's Long-Term Impact on Academic Outcomes and High School Choice. Philadelphia, PA United States: Public/Private Ventures, October 2013. http://dx.doi.org/10.15868/socialsector.15918.

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Teacher assessments could replace high-stake testing to improve student well-being. ACAMH, November 2019. http://dx.doi.org/10.13056/acamh.10674.

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Many students experience anxiety and distress during exams, and these emotions can have a negative effect on achievement. Notably, one of the top-reported concerns voiced by children in the UK is the stress and anxiety associated with school work and exam performance.

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