Relevant bibliographies by topics / Achievement tests

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

Academic literature on the topic 'Achievement tests'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Achievement tests"

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Korstange, Gordon. "California Achievement Tests." English Journal 77, no. 6 (October 1988): 86. http://dx.doi.org/10.2307/818631.

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Gitomer, Drew H. "Using Classroom Achievement Tests." Contemporary Psychology: A Journal of Reviews 34, no. 1 (January 1989): 66. http://dx.doi.org/10.1037/027570.

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Shaakumeni, Simson N., and Simon P. Mupupa. "National standardised achievement tests." Namibia CPD Journal for Educators 5 (November 20, 2019): 131–61. http://dx.doi.org/10.32642/ncpdje.v5i0.1250.

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Namibia has been implementing the national Standardized Achievement Tests (SATs) since 2009. These tests (SATs) as a national assessment are aimed at overcoming constraints in the assessment system, especially at the primary school level as well as to improve the quality of education through learner assessment. The Namibian SATs are low-stakes in nature; hence they are not used for promotional purposes but rather to provide diagnostic feedback to schools, decision makers and other education stakeholders. Six years down the line, the SATs results have been showing improvement in learner performance at primary school level. A perception survey conducted amongst primary school teachers in Namibia (N =130) revealed a largely positive perception about SATs with majority of respondents agreeing with the relevance of this assessment and its continuation in the education system. The purpose of this paper is to present an overview of Namibian SATs as well as to highlight teachers’ perceptions about this national assessment.
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Long, Vena M., Barbara Reys, and Steven J. Osterlind. "Using Calculators on Achievement Tests." Mathematics Teacher 82, no. 5 (May 1989): 318–25. http://dx.doi.org/10.5951/mt.82.5.0318.

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The content and emphasis of mathematics programs has been the subject of much discussion in recent years. Such technological advances as the increased availability and use of computers and calculators have caused a tremendous and sudden shift in the mathematical needs of today's citizens. Whereas twenty years ago mathematical operations using paper and pencil were the only means of doing tedious computation, today people use a hand-held calculator or computer to do such tasks as totaling grocery receipts, figuring interest payments, completing income tax forms, and balancing checkbooks.
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Stanley, Julian C., and Heinrich Stumpf. "Able youths and achievement tests." Behavioral and Brain Sciences 19, no. 2 (June 1996): 263–64. http://dx.doi.org/10.1017/s0140525x00042618.

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AbstractAchievement test differences between boys and girls and between young men and young women, mostly favoring males, extend far beyond mathematics. Such pervasive differences, illustrated here, may require an explanatory theory broader than Geary's.
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de Jong, John H. A. L. "Achievement tests and national standards." Studies in Educational Evaluation 12, no. 3 (January 1986): 295–304. http://dx.doi.org/10.1016/0191-491x(86)90048-9.

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Borghans, Lex, Bart H. H. Golsteyn, James J. Heckman, and John Eric Humphries. "What grades and achievement tests measure." Proceedings of the National Academy of Sciences 113, no. 47 (November 8, 2016): 13354–59. http://dx.doi.org/10.1073/pnas.1601135113.

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Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, but the correlations among them are far from perfect. This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ.
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Gierl, Mark J. "Construct Equivalence on Translated Achievement Tests." Canadian Journal of Education / Revue canadienne de l'éducation 25, no. 4 (2000): 280. http://dx.doi.org/10.2307/1585851.

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Piereson, Stephen. "Using State Achievement Tests— Some Guidelines." NASSP Bulletin 71, no. 499 (May 1987): 113–14. http://dx.doi.org/10.1177/019263658707149923.

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Urdan, Timothy C., and Scott G. Paris. "Teachers' Perceptions of Standardized Achievement Tests." Educational Policy 8, no. 2 (June 1994): 137–56. http://dx.doi.org/10.1177/0895904894008002003.

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Dissertations / Theses on the topic "Achievement tests"

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Wiberg, Marie H. "Computerized achievement tests : sequential and fixed length tests." Doctoral thesis, Umeå universitet, Statistiska institutionen, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148.

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The aim of this dissertation is to describe how a computerized achivement test can be constructed and used in practice. Throughout this dissertation the focus is on classifying the examinees into masters and non-masters depending on their ability. However, there has been no attempt to estimate their ability. In paper I, a criterion-referenced computerized test with a fixed number of items is expressed as a statistical inference problem. The theory of optimal design is used to find the test that has the strongest power. A formal proof is provided showing that all items should have the same item characteristics, viz. high discrimination, low guessing and difficulty near the cutoff score, in order to give us the most powerful statistical test. An efficiency study shows how many times more non-optimal items are needed if we do not use optimal items in order to achieve the same power in the test. In paper II, a computerized mastery sequential test is examined using sequential analysis. The focus is on examining the sequential probability ratio test and to minimize the number of items in a test, i.e. to minimize the average sample number function, abbreviated as the ASN function. Conditions under which the ASN function decreases are examined. Further, it is shown that the optimal values are the same for item discrimination and item guessing, but differ for item difficulty compared with tests with fixed number of items. Paper III presents three simulation studies of sequential computerized mastery tests. Three cases are considered, viz. the examinees' responses are either identically distributed, not identically distributed, or not identically distributed together with estimation errors in the item characteristics. The simulations indicate that the observed results from the operating characteristic function differ significantly from the theoretical results. The mean number of items in a test, the distribution of test length and the variance depend on whether the true values of the item characteristics are known and whether they are iid or not. In paper IV computerized tests with both pretested items with known item parameters, and try-out items with unknown item parameters are considered. The aim is to study how the item parameters for try-out items can be estimated in a computerized test. Although the unknown examinees' abilities may act as nuisance parameters, the asymptotic variance of the item parameter estimators can be calculated. Examples show that a more reliable variance estimator yields much larger estimates of the variance than commonly used variance estimators.
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Wiberg, Marie. "Computerized achievement tests : sequential and fixed length tests /." Umeå : Dept. of Statistics, Umeå Univ, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148.

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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.

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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.
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Farkas, Sandra Irene. "Gender differences in science achievement tests." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26465.

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The primary intent of this study was to examine the possible role of early learning experiences in contributing to sex-related differences in selected science achievement items. The science achievement items were drawn from the 1982 BC Science Assessment on the basis of a difference in P value (percent correct) of 10% or greater between males and females. The items were administered to a group of 23 8 high school students randomly selected from three schools in the Vancouver School District. The major data base for this study was obtained through interviewing 15 students with the basic question, "Can you tell me what you were thinking when you chose your answer for question 1.. 2.. ?" The interviews were audio-taped, transcribed, and condensed into five major categories which provided the main analytical framework for the study. Among the significant findings of this study were: 1. Boys' explanations for their responses to the test items referred to considerably more informal learning experiences than girls. 2. Girls' explanations for their responses to the test items referred to considerably more formal learning experiences than boys. 3. Even though girls used more formal experiences than boys to justify their answers, their performance was still substantially lower than boys for the majority of test items. 4. Girls expressed some negative reactions to a number of test items, particularly items in the physical sciences. 5. A substantial number of girls expressed uncertainty in their responses for a number of items.None of this uncertainty appeared among the boys. The findings of this study suggest that prior experiences appear to contribute to some of the sex-related differences observed in the science achievement items. It appears from this study that informal experiences reinforce and enhance school learning and could possibly result in superior performance levels.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Pour, Robert L. "Race, gender and omissions on standard achievement tests." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39871.

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Jurgens, Patricia P. "Effects of Standardized Achievement Tests on Mathematics Education." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/72.

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This research project deals with the effects of standardized achievement tests on elementary-school mathematics. It contains a review of current literature dealing with the decline in mathematics achievement, mathematics assessment, concept development, and the effects of standardized testing. A survey was conducted in seven elementary schools throughout Clay County, Florida. The purpose of the survey was to assess teachers' perceptions of how preparation for the major annual standardized achievement test affects the pacing, sequence, and presentation of their mathematics curricula. Eighty-six teachers from grades one, three, and five completed a limited response questionnaire. The results indicate that a majority of elementary school teachers try to prepare their students for the standardized achievement test by covering all testable skills by testing time. However, most teachers feel that preparation for this test has a negative impact on their mathematics programs. This implies that the mathematics education of our students may be suffering due to the emphasis on preparing for a standardized achievement test.
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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.

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Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds /." Title page, table of contents and summary only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd1782.pdf.

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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.

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Hurley, Noel P. "Resource allocation and student achievement: A microlevel impact study of differential resource inputs on student achievement outcomes." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9724.

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This study examined the relationships between resource allocation and student achievement using a modified version of a conceptual model designed by Bulcock (1989) within a general model proposed by Guthrie (1988). Five research questions were developed from a review of literature to investigate the relationship between microlevel student input variables and student output variables--both cognitive and affective. The mediating effects of the student perceptions of the quality of school life on student achievement outcomes were also examined. Multiple regression analyses were utilized and data were analyzed at both the individual and school levels. Models were used to investigate the indirect effects of the quality of school life on student achievement outcomes. Substantively meaningful relationships were identified between linguistic resources, language usage and reading outcomes; socioeconomic level, gender, linguistic resources, language usage, and mathematics achievement; gender, student attitudes, and student well-being. All grade eight Newfoundland students (10,146) were the subjects of the study. Participants in the study completed the Canadian Test of Basic Skills (CTBS) and the Bulcock Attitudinal Inventory (BAI). Females scored higher than males on every test of the CTBS and also had more favourable attitudes towards school as measured using the BAI. Urban students outperformed rural students by the equivalent of nearly one year on the CTBS scores. A variable was constructed to test Bernstein's (1961) theory of language discontinuity. Bernstein contended that the further an individual's language code departed from the standard language code in use in that society, the greater the difficulty that person would have in learning. The language code variable was constructed using the language usage score from the CTBS to create a continuous variable. This language code variable proved to be highly explanatory in that it explained a large percentage of the variance in reading achievement outcomes and in mathematics achievement outcomes. The measure for students' perceptions toward their schooling experiences explained a large percentage of the variance of student well-being. Two other noteworthy findings in the present study arose from relationships identified between mathematics achievement and independent variables. A strong relationship was identified between mathematics achievement and socioeconomic level. In general, the higher one's socioeconomic level the greater were the outcome measures in mathematics achievement. Indirect effects analyses produced a significant relationship between gender and mathematics achievement that favoured girls. The construction of the educational production function in the present study proved to be an accurate model. The present study contributed to research in several ways. This is one of the first studies that has employed Quality of School Life indicators as developed in the BAI in an educational production function model. A second contribution was the inclusion of microlevel student linguistic resources as predictors of cognitive achievement outcomes. The third contribution of the present study was the high percentage of variance of cognitive achievement outcomes explained by the modified Bulcock model.
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Books on the topic "Achievement tests"

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Board, College Entrance Examination, and Educational Testing Service, eds. Four popular achievement tests. [New York, NY]: The Board, 1988.

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H, Balow Irving, Farr Roger C, Hogan Thomas P, and Psychological Corporation, eds. MAT7: Metropolitan Achievement Tests. 7th ed. San Antonio: Psychological Corp., 1993.

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CTB/McGraw-Hill, ed. CAT/5: California achievement tests. 5th ed. Monterey: CTB/McGraw-Hill, 1996.

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Gronlund, Norman Edward. How to construct achievement tests. 4th ed. Boston, MA: Allyn and Bacon, 1988.

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Gronlund, Norman Edward. How to construct achievement tests. 4th ed. Englewood Cliffs, N.J: Prentice-Hall, 1988.

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Woodcock, Richard W. Woodcock-Johnson III tests of achievement. Itasca, IL: Riverside Pub., 2001.

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Juliana, Fazzone, ed. SuperCourse for College Board achievement tests. New York: Prentice Hall, 1991.

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Newcomer, Phyllis L. Diagnostic achievement test for adolescents. Austin, Tex. (5341 Industrial Oaks Blvd., Austin 78735): Pro-Ed, 1986.

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Hresko, Wayne P. Diagnostic achievement test for adolescents. Austin, Tex. (5341 Industrial Oaks Blvd., Austin 78735): Pro-Ed, 1993.

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Switzer, Janet. NEAT: Norris educational achievement test. Los Angeles, Calif. (12031 Wilshire Blvd. Los Angeles, 90025-1251): WPS, 1992.

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Book chapters on the topic "Achievement tests"

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Levesque, Roger J. R. "Achievement Tests." In Encyclopedia of Adolescence, 47–48. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_354.

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Bovaird, James A. "Achievement Tests." In Encyclopedia of Cross-Cultural School Psychology, 79–81. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_8.

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Levesque, Roger J. R. "Achievement Tests." In Encyclopedia of Adolescence, 1–3. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_354-2.

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Levesque, Roger J. R. "Achievement Tests." In Encyclopedia of Adolescence, 64–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_354.

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Spores, John M. "Achievement Tests." In Psychological Assessment and Testing, 251–98. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429326820-10.

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Madaus, George F., and Daniel L. Stufflebeam. "Constructing Achievement Tests." In Educational Evaluation: Classic Works of Ralph W. Tyler, 17–86. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2679-0_3.

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Franzen, Michael D. "Tests of Achievement and Aptitude." In Reliability and Validity in Neuropsychological Assessment, 319–29. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4757-3224-5_19.

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Ramsay, Michael C., and Cecil R. Reynolds. "Relations between Intelligence and Achievement Tests." In Comprehensive Handbook of Psychological Assessment, 25–50. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9780471726753.ch3.

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Dean, Raymond S. "Woodcock-Johnson III Tests of Achievement." In Encyclopedia of Child Behavior and Development, 1575–76. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3095.

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Szuwart, U., H. Bennefeld, and Th Herter. "Ergometric Achievement Tests in Young Hydrocephalus Patients." In Modern Methods in Neurosurgery, 234–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-642-73294-2_45.

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Conference papers on the topic "Achievement tests"

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Kaklauskas, Liudvikas, and Ingrida Morkevičienė. "A Research of Uses Tests of Self-control and Knowledge Control in E. Studies." In Applied Scientific Research. Šiaulių valstybinė kolegija / Šiauliai State Higher Education Institution, Lithuania, 2023. http://dx.doi.org/10.56131/tmt.2023.2.1.100.

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The student achievements in the virtual learning environment Moodle in research analyzed. The database of personalized Moodle activity records (N=11234) was used for the analysis. According to the research objectives, a derivative database (N=285) was formed. Self-control tests (S=18) and knowledge control tests (K=18) were assessed. 80 students took the tests, of which only 45% took the self-control tests. After the analysis, it was found that taking self-control tests guarantees students a higher evaluation of the control tests. Students whose grades meet the typical achievement level are more likely to take self-tests. Key words: e. studies, interactivity, self-control test, knowledge control test.
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Yüksel, Sedat, and Mestan Boyaci. "EXAMINING EFFECT OF ANIMATION APPLICATIONS ON STUDENT ACHIEVEMENT IN SCIENCE AND TECHNOLOGY COURSE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.51.

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The aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key wordThe aim of this study was to determine whether or not animation applications affect student achievement in science and technology course. For this purpose, effect of constructive approach supported by animations in the instruction of the unit “Living Organisms and Energy” to the 8th grade students on their academic achievement was investigated. This unit was taught to the experimental group using a constructivist approach supported by animations and to the control group using a constructivist approach without animations. For data collection, an achievement was developed and administered to experimental and control groups as pre-tests and post-tests. Collected data was analyzed using t-test and MANOVA. As a result of the research, it was revealed that supporting the constructivist approach with animations was more effective in increasing academic achievement. Key words: animation, constructivist science education, teaching supported by computer. s: animation, constructivist science education, teaching supported by computer.
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Penn, Mafor, and Ramnarain Umesh. "THE USE OF VIRTUAL LEARNING ENVIRONMENTS AND ACHIEVEMENT IN PHYSICS CONTENT TESTS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end112.

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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.

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Astanina, Anna, Tatiana Rasskazova, and Irina Beliaeva. "PROVIDING COMPUTER-BASED TESTING FOR LOW-LEVEL STUDENTS AT A RUSSIAN UNIVERSITY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-020.

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The method of computer-based testing is not new, being widely introduced both as cost-effective, quick for administering. Universities where English is not the language of tuition also seek ways of efficient assessment with the help of computer-based tests. However, there are some challenges of testing low-level learners, as there are very few valid ready-made tests designed for pre-A1 adult learners due to numerous factors: insufficient number of test versions, limitations of defining appropriate language items for testing, etc. Test-designers face challenges connected with choosing test constructs in general, vocabulary and grammar items in particular, finding appropriate sound tracks. The data described in the article present the results of two different tests: one that is offered by Russian federal test-designing body for university students irrespective of their level and the other is the first test that was designed specifically for pre-A1 adult students. The tests were administered as the achievement end-of-semester tests for first-year students of STEM subjects. The article presents the year 2015-2016 the number of pre-A1 learners entering the university was 20% of all first-year students (N=508). At the end of the first semester the Federal Internet Exam in Professional Education (FEPE) was administered as an independent computer-based test for university students as an achievement test. However, the failure rate among pre-A1 students was 100%. According to the University internal regulations, a student has to get at least 40% of the test tasks correctly to pass. Therefore, the need for context-specific pre-A1 achievement test was obvious. The test was designed by the end of the second term and included tasks on Reading (with use of English tasks integrated), Writing and Listening. The time limit was set at 40 minutes. The test results show that only 1 pre-A1 learner (out of the total number of 59 students who took the test) failed. The article dwells upon issues that test-designers face while meeting the requirements of testing pre-A1 learners, and suggests some practical implications into designing tests for pre-A1 learners.
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Birgili, Bengi. "An Ecological Approach to Identifying Mathematics Teachers' Response to Curriculum Change in Their Achievement Tests." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689598.

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Kralj, Marc, Rachel Felgate, Shani Sniedze-Gregory, Caithlin Power, Grant Barclay, and Darren Leech. "Using PAT data to inform teaching and learning." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-9.

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ACER works with thousands of Australian schools to set up Progressive Achievement Test (PAT) functionality, assign and administer tests, and to assist teachers to understand and interrogate the resulting test data and act upon findings. This session provides participants with an opportunity to hear about a school’s journey, and discuss this with the ACER team and our PAT school guest. ACER researchers have evaluated and documented assessment implementation and professional development opportunities, observing this school’s ability to track student and educator progress over time, which is a critical element in ACER’s Progressive Achievement approach. ACER’s educational consultants will demonstrate how PAT data ‘champions’ support staff across a primary and secondary school. Finally, we address and discuss the question many schools ask when using their data – ‘What does a year’s growth look like?’
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Hashim Mones AL- Fartoosi, A. P. D. Mohammed. "THE IMPACT OF THE STRATEGIES OF ALTERNATIVES AND THE INFORMATION GAP IN ACHIEVING SOCIOLOGY SUBJECT MATERIAL AND THE DEVELOPING DEEP UNDERSTANDING SKILLS FOR SECOND INTERMEDIATE CLASS STUDENTS." In IV. International research Scientific Congress of Humanities and Social Sciences. Rimar Academy, 2023. http://dx.doi.org/10.47832/ist.con4-5.

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the research aims to identify (the impact of the strategies of alternatives and the information gap in achieving sociology subject material and the developing deep understanding skills for Second intermediate class students). The researcher followed the experimental method, and intentionally chose a medium (AL.khulfau AL.rashedeen) affiliated to the first Rusafa Education Directorate / Baghdad for the purpose of applying the experimental there. The research sample consisted of (98) students in three classes who were the distributed randomly into three groups, The researcher equalize the three groups in many variables ( prior knowledge ,the age , IQ , achievement in geography for the previous year, pre-test for deep understanding skills). After determining the scientific material that included the first and second chapters of the social studies book, the content of those two chapters was analyzed for the purpose of determining its behavioral objectives according to all levels of Bloom classification, so (152) behavioral objectives were formulated, and in light of the objectives and content of the two chapters (26) teaching plans were prepared for each of the three groups. and two tests were used , the first is for Achievement including (40) test items, and the other for the skills of deep understanding adopted by the researcher which consisted of (40) items, the research experiment was applied in the first semester of the academic year (2022 – 2023),and after the end of the experiment and the application of the two tests, and using one-way analysis and Scheffe test ,the researcher reached following results:(The students superiority of the first and second experimental groups on the students of the control in the achievement test) and (The students superiority of the second experimental group on the students of the control group in the post-deep understanding test).In the light of the above results, the researcher came conclusions and proposals, and recommended and recommendation for other studies
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Hariyanti, Uun, and Wu-Yuin Hwang. "Design and Implementation of Ubiquitous Fraction App for Fraction Learning in Authentic Contexts." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6201.

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: An amount of research had identified some difficulties that were faced by students when they learned fractions, which is known as one of the essential parts of mathematics. On the other hand, designing mathematics learning in authentic contexts could beneficial to students, such as increase their motivation and collaboration. Thus, we develop a Ubiquitous App, namely Ubiquitous Fraction (U-Fraction), to facilitate fraction learning in authentic contexts by providing useful features. This study was designed to investigate the relationship among three categories of learning variables, including quantity of learning, quality of learning, and learning achievement, and to identify sequences of interactions when students use U-Fraction in authentic contexts. There were 27 five-grade students participated in this study. The data were analyzed using parametric and nonparametric tests, including pair t-test, correlation, lag sequential, and descriptive analysis. In summary, four important findings are highlighted in this study. First, the pair t-test result showed that there was a significant difference in students’ acquisition of fraction knowledge before and after the learning process. Second, the importance of correlation analysis results indicated that students’ learning achievement would depend more on their quality of learning rather than their quantity of tasks that had been solved by them. Third, results from sequential analysis indicated that students intended to do the next steps after they finished the previous step in fraction learning with authentic contexts. Fourth, a questionnaire, which is Sustainable and Scalable Authentic Learning (SSAL), results indicated that most students agree that learning with U-Fraction in authentic contexts could have a positive impact on the ability to collaborate with others. Finally, these results indicate that authentic learning supported by the Ubiquitous App can increase not only students’ achievements and engagements but also influence their positive attitude toward learning activities. Keywords: authentic contexts; ubiquitous fraction; authentic learning; peer sharing; peer assessment
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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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Reports on the topic "Achievement tests"

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

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

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Gust, Sarah. Global Universal Basic Skills: Current Deficits and Implications for World Development. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/114.

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How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional achievement tests, we map achievement onto a common (PISA) scale. We then estimate the share of children not achieving basic skills for 159 countries that cover 98.1 percent of world population and 99.4 percent of world GDP. We find that at least two-thirds of the world’s youth do not reach basic skill levels, ranging from 24 percent in North America to 89 percent in South Asia and 94 percent in Sub-Saharan Africa. Our economic analysis suggests that the present value of lost world economic output due to missing the goal of global universal basic skills amounts to over $700 trillion over the remaining century, or 11 percent of discounted GDP.
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Moreno, Martín, Jesús Duarte, María Soledad Bos, and Alejandro Morduchowicz. Educational Equity in Chile: Trends 1999-2011. Inter-American Development Bank, May 2013. http://dx.doi.org/10.18235/0010545.

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For over thirty years, Chile has been implementing reforms and policies aimed at improving educational efficiency, quality and equity. The latter has been of particular interest over the last decade. The quality and quantity of data available in Chile allows us to explore the evolution of learning gaps among students according to their socioeconomic background over increasingly longer periods of time. The findings of this study indicate positive changes in the distribution of learning achievement according to student socioeconomic level or, in other words, educational equity. However, the magnitude of these changes varies according to grade level and subject. Changes have been more notable in the fourth grade and in language than in the eighth grade and in math, and they have been minimal in the tenth grade. Furthermore, as a methodological contribution to studies on educational equity, we make use of a variety of tools in order to explore their consistency. Therefore, this document presents, in their respective sections: a) the results of national achievement tests from the past years and an analysis of trends in socioeconomic and academic segregation in schools; b) changes in the relationship of socioeconomic status to academic achievement between and within schools; and c) the evolution in learning gaps between students from different socioeconomic backgrounds.
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Posso, Christian, Estefanía Saravia, and Pablo Uribe. Acing the Test: Educational Effects of the SaberEs Test Preparation Program in Colombia. Banco de la República, June 2023. http://dx.doi.org/10.32468/be.1237.

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Education in Colombia and Latin America is characterized by significant gaps in the quality of education as measured by standardized test scores. This paper assesses the impact of a Colombian program called SaberEs, which strengthens preparation for standardized cognitive tests such as the high school exit exam in Colombia (Saber 11 ) for low socioeconomic status students. The program provides competency-based training sessions to develop skills for analyzing and solving specific types of questions within school hours. Our difference-in-differences estimates show that SaberEs increased Saber 11 scores by 2.22 ranks (or 0.074 standard deviations), which implies that the socioeconomic achievement gap was reduced by 23% regarding the control schools. Also, students affected by the program experienced a significant increase in access to tertiary education and merit-based scholarships in Colombia.
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Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.

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To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.
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Svedeman. L51732 Fitness for Purpose Assessment Procedures for Sleeve Welds in Pipelines-Summary Report. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), December 1994. http://dx.doi.org/10.55274/r0010265.

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Weld flaw acceptance criteria in the main body of the API 1104 pipeline code-Welding of Pipelines and Related Facilities is based on 'good workmanship' criteria. In allowing relaxed flaw acceptance criteria, the achievement of a critical CTOD value ensures that the flaws will remain stable during installation and service. This document presents alternative flaw acceptance criteria for pipeline girth welds which are based on the philosophy of fitness-for-purpose. The alternative flaw acceptance criteria can be applied in situations where specified minimum fracture toughness values are achieved in crack tip opening displacement (CTOD) tests performed on specimens notched into both the weld metal and heat-affected zone (HAZ). The alternative flaw acceptance criteria presented in Appendix A of API 1104 are restricted specifically to pipeline girth welds. In comparison, the flaw acceptance criteria in API RP1107-Recommended Pipeline Maintenance Welding Practices-which deals with pipeline sleeve welds are based entirely on 'good workmanship' standards.
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Hansen, Karsten, James Heckman, and Kathleen Mullen. The Effect of Schooling and Ability on Achievement Test Scores. Cambridge, MA: National Bureau of Economic Research, August 2003. http://dx.doi.org/10.3386/w9881.

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Ponce, Juan, Mercedes Onofa, and Paul E. Carrillo. Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador. Inter-American Development Bank, December 2010. http://dx.doi.org/10.18235/0011199.

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This paper studies the effects of information and communication technologies (ICT) in the school environment on educational achievement. To quantify these effects, the impact is evaluated of a project run by the municipality of Guayaquil, Ecuador, which provides computer-aided instruction in mathematics and language to students in primary schools. Using an experimental design, it is found that the program had a positive impact on mathematics test scores (about 0. 30 of a standard deviation) and a negative but statistically insignificant effect on language test scores. The impact is heterogeneous and is much larger for those students at the top of the achievement distribution.
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Gruodis, Alytis, Violeta Jadzgevičienė, and Gitana Čechamirienė. Automated Knowledge and Achievement Assessment System MISKANTAS-22 Based on the Neural Network Method. Publishing House - Vilnius Business College, August 2023. http://dx.doi.org/10.57005/ab.2023.1.6.

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Knowledge and achievement evaluation system MISKANTAS-22 based on density matrix and neural network methods were designed as an advisor to the lecturer for automated evaluation of open-type questions. New type of plugin for Moodle system Essay Plus was created, tested, and evaluated for grading purposes. New type of user-friendly interfaces for lecturer and for student in Moodle system was realized. New concept of test of Essay Plus type was created, tested, and realized. System allows to evaluate the student's answers in real time regime.
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