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Dissertations / Theses on the topic 'Achievement tests – Study guides'

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Published: 26 July 2024

Last updated: 31 July 2025

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1

Fiser, Timothy Paul. "Impact of Teacher Feedback on the Development of State Issued Scoring Guides for Science Inquiry and Engineering Design Performance Assessments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/991.

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In 2010, Oregon Department of Education (ODE) developed a set of rubrics designed to score a state required performance assessment targeting Science Inquiry (SI) and Engineering Design (ED) skills. During the development of the rubrics, ODE invited six panels of teachers to provide feedback on an early draft of the rubrics. This case study analyzed the teachers' feedback and the revisions of the rubrics to identify the types of feedback teachers offered and how ODE used that feedback to develop the rubrics. The results showed the teachers' feedback focused on defining the skills students were

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2

Lai, Chan-pong. "Item bias in the 2nd IEA mathematics study." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626445.

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3

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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4

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

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5

Hinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs." THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.

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Navajo school students, it is believed, underachieve at school in terms of school attendance, dropout rates, and standardized performance tests. Among the many reasons proposed to explain the persistent school underachievement is that school culture is largely based on individualism, interpersonal competition, and other Western norms and values. These, it is argued, are an anathema to Native Americans. Hence, school culture may predispose many Navajo High School students to failure. To test this belief I constructed a model of school achievement motivation drawn from Western conceptualizations

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6

Phillips, Jori K. "The Study of the Impact of Professional Learning Communities and Student Achievement." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621758.

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<p> The purpose of this study was to determine if a difference existed between student learning, using the Missouri Assessment Program (MAP), and Professional Learning Community (PLC) implementation within fifth-grade populations in the state of Missouri. The following research questions were utilized to drive the research: What is the difference in MAP communication arts scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What is the difference in MAP math scores for fifth-grade stude

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7

DiAntonio, Stephanie L. "A study of the predictive validity of the Gates-MacGinitie Reading Test and the New Jersey Assessment of Skills and Knowledge at the 4th, 5th and 6th grade levels /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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8

Cushing, Katherine Susan. "The effect of formal instruction in test taking skills using the Riverside "Improving Test Taking Skills" materials on standardized achievement test scores of students in fourth and fifth grade." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184472.

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Researchers have suggested that knowledge of how to take a test decreases the validity of achievement test scores as measures of content knowledge. Further, teaching students test taking skills generally improves student achievement test scores. However, little research exists regarding the efficacy of commercially prepared materials for formal test-wiseness instruction. Fourth and fifth grade students in 15 elementary schools participated in this study. Students in the Volunteer Selected group received instruction in test taking skills using the Riverside Improving Test Taking Skills material

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9

Lai, Chan-pong, and 黎鎮邦. "Item bias in the 2nd IEA mathematics study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626445.

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10

Geraci, Sanford A. "Effective mathematics placement testing strategies a study of mathematics placement test retake policy at a two-year public community college in Florida /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/2985.

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Thesis (D.A.)--George Mason University, 2008.<br>Vita: p. 72. Thesis director: Stephen H. Saperstone. Submitted in partial fulfillment of the requirements for the degree of Doctor of Arts in Community College Education. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. 69-71). Also issued in print.

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11

Bartley, Ronnie. "The effect of access to test item pools on student achievement and student study habits." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40468.

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This study investigated the effects of access to a test item pool on student achievement and study habits in an Introduction to Microcomputers class at Southwest Virginia Community College. The class was planned, delivered, and evaluated using Vogler's Curriculum-Pedagogy-Assessment (CPA) model. The study was designed as a quasi-experimental study. Three groups were used in the study: two treatment groups and a control group. A test item pool was furnished as study questions for the two treatment groups defined as unlimited access and just-in-time access groups. A control group did not have

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12

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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13

Powers, Abigail Dormire. "The fourth edition of the Stanford-Binet intelligence scale and the Woodcock-Johnson tests of achievement : a criterion validity study." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558350.

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The purpose of the study was to investigate the validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) area and composite scores and Sattler's SB:FE factor scores as predictors of school performance on the Woodcock-Johnson Tests of Achievement (WJTA).The subjects were 80 Caucasian third grade students enrolled in regular education in a rural and small town school district in northeastern Indiana. The SB:FE and WJTA were administered to all students.Two canonical analyses were conducted to test the overall relationships between sets of SB:FE predictor variables and the set of

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14

Dickson, Teresa K. "Assessing the Effect of Inquiry-Based Professional Development on Science Achievement Tests Scores." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3348/.

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This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or show

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15

Foreman, John Earl. "A descriptive study of the effects teacher turnover may have on standardized achievement test scores in America's Christian schools." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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16

Bartlett, John C. "Principal leadership practices : a correlation study of specific instructional leadership practices and student achievement in the Tennessee Gateway Tests." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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17

Wong, Chung-shun, and 黃忠信. "Using a cognitive approach to assess achievement in secondary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B42574274.

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18

Kabba, Momodu Ahmed. "A descriptive study of Sierra Leonean college and university students' perception of factors that affect performance on the General Certificate of Education Ordinary (GCE O)-Level Examination /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1996.

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19

Culver, Tiffany Fawn. "AN INVESTIGATION OF STUDY GUIDES AND QUIZZES TO IMPROVE COLLEGE STUDENTS' READING COMPLIANCE, COMPREHENSION, AND METACOGNITIVE STRATEGIES." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07102008-113351/.

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This study was designed to investigate practical and effective methods of increasing reading compliance, reading comprehension, and metacognitive reading strategies in the college classroom. Participants were recruited from Delta State University, a small university located in Cleveland, MS. There were 148 students who completed the study. 50% of these participants were Caucasian and 42% were African American. The average age of the participant was 20.0 years of age. Students were primarily freshman and sophomore undergraduate students taking a Psychology course. The following instruments were

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20

Farnsworth, Timothy Lloyd. "The construct of academic English in tests of academic achievement and its effect on student performance a confirmatory factor analytic study /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1579966941&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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21

Meng, Huijuan Vispoel Walter P. Lee Won-Chan. "A comparison study of IRT calibration methods for mixed-format tests in vertical scaling." Iowa City : University of Iowa, 2007. http://ir.uiowa.edu/etd/338.

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22

Taylor-Wood, Andrea Lee. "A case study : enhancing a learning organization with the construction of predictive models between local and state achievement assessments /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115594.

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23

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.

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24

Ney, Richard J. "A study of doubling class time for low achieving High School English and Math students and the impact on state tests required under NCLB." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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25

Williams, Arthur S. "An analysis of achievement tests for selected Virginia high school business computer applications students." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170601/.

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26

Barger, Brett. "A Quantitative Study of Educational Poverty, School Location, and Student Achievement Measured by the Program for International Student Assessment (PISA)." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668688.

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<p> The performance of the United States' students on international tests remains an ongoing source of concern, division, and anxiety for government, educational, and business leaders, teachers (and their unions), as well as the general public. These selfsame test results have been used as evidence to support diametrically opposed political and educational strategy and policy for decades. All too often the performance of students is discussed with a single test score number that is used to represent the entirety of the education system's students without accounting for geographical, demographi

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27

Shaakumeni, Simson Ndadaleka. "An exploration of natural science teachers' experiences and perceptions of the National Standardised Achievement Tests : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001670.

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The primary purpose of this study was to capture Natural Science teachers’ perceptions of the national standardised achievement tests (SATs), with a view to illuminating whether or not they were able to interpret and use the SATs reports to inform their practice and for improvement purposes as envisaged in the standardised tests’ objectives. It further sought to investigate how the grade 7 Natural Science teachers were teaching the subject matter, with a view to understanding the performance of learners as illustrated in the 2010 SATs results. The study mainly used qualitative methods such as

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28

Axon, Jonie Leigh. "The Relationship of Teacher Attitudes and Self-Efficacy to Student Achievement| A Case Study." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557877.

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<p>The dramatic shift of the demographics of the United States over the past thirty years is more pronounced in public schools than anywhere else in the country (Phuntsog, 1999). As the demographics of students grew, so did the disparity of achievement between diverse and White students. The achievement gap is one of the biggest problems within education (Dee, 2005). Due to the increasing achievement gap and growing diversity, teachers and schools are forced with the challenge of making instruction culturally relevant and responsive for all students (Brown, 2009). </p><p> The purpose of this

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29

Staub, Michael J. "A study of the content validity of the Stanford Achievement Test in relation to the Christian school curriculum." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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30

Houser, Timothy Scott. "Resource guide for the 2002 General Education Development Exam." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2158.

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31

Silve, McLachlan Richard, and Emma Lindström. "A comparative study of how the English A syllabus is interpreted in achievement tests focusing on writing ability." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30827.

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Studien är en jämförelsestudie av hur kursplanen för Engelska A tolkas i prestationsprov som fokuserar på skriftlig förmåga. Proven var hämtade från yrkesförberedande- och teoretiska program på gymnasiet. Jämförelsen mättes med en innehållsvaliditetsskala producerad med material från Brown (1983), Brown och Hudson (2002) och EN1201 - English A (2000) och analysen utfördes av två bedömare. Analysen visade ett flertal indexmedelvärden som skiljde sig åt mellan de två grupperna: yrkesförberedande och teoretiska. Proven tillhörande teoretiska program fick generellt ett högre indexmedelvärde än pro

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32

Belcher, Angela. "Effects of Looping, Kindergarten to First Grade, and Performance on State Reading Tests in Third, Fourth, and Fifth Grades: A Case Study." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595442483274655.

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33

Chin, Christine Hui Li. "The effects of computer-based tests on the achievement, anxiety and attitudes of grade 10 science students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29484.

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The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students. A 2 X 2 (mode of test administration by gender) factorial design

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34

McQuarrie, Maureen Anne. "An empirical validity study of the Canada French individual achievement test." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28171.

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35

Kotler, Ruth M. "Student Achievement in Ohio Charter Schools: A Comparative and Longitudinal Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336060460.

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36

Ramey, Jackie D. "A Case Study| Achievement Studies of Persistent, Transitional, and Transient Populations within the Blitz Program Model at a Large Midwestern Elementary School." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615442.

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<p> The United States' Public Education system shared concerns regarding declining achievement results across the nation. Numerous research studies suggested significant correlations to various variables, such as, SES (Socio-Economic Status), LEP (Limited English Proficiency), IEP (Individualized Educational Programs), ethnicity, and student mobility. The literature suggested these areas of concern need continued research to address specific issues, such as, how to close the educational gaps between students in these categories and students without these characteristics. </p><p> The Primar

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37

Strouse, Darla Fishbein. "A qualitative case study of the impact of principals' leadership and school performance awards on eight Maryland schools." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1478.

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Thesis (D. Ed.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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38

Gokce, Semirhan. "A Structural Equation Modeling Study: Factors Related To Mathematics And Geometry Achievement Across Grade Levels." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606697/index.pdf.

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The factors related to mathematics and geometry achievement were modeled in this study. It was based on the data obtained from the Student Assessment Program carried out by Ministry of National Education. Mathematics achievement tests and student questionnaires of each grade were analyzed by using principal component analysis to obtain different dimensions that are expected to be related with student achievement. Before the principal component analysis, a content based evaluation of the content of the mathematics achievement tests was actualized and the items were grouped as mathematics and ge

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39

Thomasson, Victoria Lee. "A Study of the Relationship Between School Climate and Student Performance on the Virginia Standards Of Learning Tests in Elementary Schools." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1810.

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40

Wargacki, Jennine Elise. "High-Stakes Testing and the Gender Gap: A Study of Fourth Grade Reading Performance on the Ohio Achievement Test." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206065793.

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41

Parish, Jennifer Bishop. "School climate and state standards: A study of the relationships between middle school organizational climate and student achievement on the Virginia Standards of Learning Tests." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618697.

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The purpose of this study was to determine the relationship between organizational school climate and middle school student achievement on state assessments. The author also sought to determine the relative weight of each of the factors of school organizational climate (collegial leadership, teacher professionalism, academic press and community engagement) in relation to student achievement. Finally, this study examined the relative effects of organizational climate and the socio-economic status (SES) of participating schools on student achievement.;Suburban, rural and urban middle schools in

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42

Kalender, Ilker. "A Structural Equation Modeling Study: Factors Affecting Science Achievement On Obbs-2002 Across Grade Levels And School Types." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605348/index.pdf.

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In this study, factors that affect students&#039<br>science achievement were modeled based on the data which was obtained from Study for Determination of Student Achievement &ndash<br>2002 (Ogrenci Basarisinin Belirlenmesi Calismasi &ndash<br>OBBS). First, using principle components analysis tecnique, dimensions of the student questionnaires and science achievement tests were found out. Using these dimensions for student questionnaires, latent variables socioeconomic status, student-centered activities, teacher-centered activities, private tutoring, experiments/technological material usage, an

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43

McAdoo, Penny Coyne. "The Effect of Professional Development in Performance Assessment on Mathematics Achievement and Attitude." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277837/.

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The problem of this study was to determine the effect of professional development in the use of performance assessment in fourth grade mathematics on student achievement and attitude toward mathematics. Achievement was measured by subtest and total mathematics scores on norm-referenced and criterion-referenced tests. Attitude was measured by a survey of student attitudes.

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44

Sevgi, Sevim. "The Connection Between School And Student Characteristics With Mathematics Achievement In Turkey." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611190/index.pdf.

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The purpose of study is to investigate the effects of school characteristics on students&rsquo<br>mathematics achievement across Turkey by analyzing the data collected from school questionnaire, student background questionnaire and mathematics achievement test in Trends in International Mathematics and Science Study 2007. The analyzed sample was comprised of 4,498 students in 146 schools. Student level factors were highest level of education of either parent, students speak the language of test at home, students&rsquo<br>parents born in country, books in home, computer and internet connection,

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45

Kiran, Dekant. "A Study On Sources And Consequences Of Elementary Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612503/index.pdf.

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A STUDY ON SOURCES AND CONSEQUENCES OF ELEMENTARY STUDENTS&rsquo<br>SELF-EFFICACY BELIEFS IN SCIENCE AND TECHNOLOGY COURSE KIRAN, Dekant M.S., Department of Elementary Science and Mathematics Education Supervisor: Assoc. Prof. Dr. Semra SUNGUR September 2010, 98 pages The present study aimed at investigating sources and consequences of middle school students&rsquo<br>science self-efficacy beliefs. While mastery experience, vicarious experience, verbal persuasion, and emotional arousal were examined as sources of self-efficacy beliefs, students&rsquo<br>achievement goals, metacognition,

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46

Mammei, Russell Rene. "Thin Films for the Transport of Polarized Ultracold Neutrons for Fundamental Symmetry Study." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/28714.

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The use of ultracold neutrons (UCN) to study fundamental parameters such as the neutron lifetime and decay correlations in polarized neutron beta decay are poised to make significant contributions to our understand of the Standard Model and its extensions. To this end, the UCNA experiment is pursuing a precision measurement (0.2%) of the angular correlation between the neutron spin and the direction of emission of the electron in polarized neutron decay (the ``A'' asymmetry). The UCNA experiment makes use of the spallation-driven solid deuterium (SD2) UCN source at the Los Alamos Neutron Sc

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47

Campbell, Elizabeth B. "A Comparative Study of the NAART and WRAT4 Word Reading Subtest to Estimate Reading Level." Wright State University Professional Psychology Program / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1565183703572753.

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48

Riesser, Sharon T. "Examination of reliability and validity of the Performance Assessment of Science Skills (PASS) instruments, alternative assessment instruments of science process skills." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902509.

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Assessment of science process skills in the elementary school is essential to a hands-on science program. Concern arises with the realization that there are few performance assessment instruments of science process skills, and most of the available instruments do not have documented reliability and validity standards. This study examines the reliability and validity of a set of science performance assessment instruments through the application of currently available statistical methods. The Performance Assessment of Science Skills (PASS) tests, which were formulated by S. M. Johnson as an alte

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49

Cobbinah, Charles. "Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013406.

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It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the

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50

Alderman, Duane Thomas. "A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26894.

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Learning in America has been restrained by time. Educators have developed a time-bound mentality and deceived themselves into believing that schools can educate all students at the same pace. Across the nation there is a growing trend toward restructuring as educators seek smaller class enrollment with more flexible use of time. Block scheduling utilizes classes organized into longer blocks of time and may be an element that meets these demands for restructuring. In Virginia, 4/4 block scheduling is the most popular (31.6%) arrangement of the school day. Advocates of 4/4 block scheduling are

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