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Dissertations / Theses on the topic 'Achievement tests'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

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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2

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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3

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

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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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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Urso, Christopher J. "Student Achievement in High-Poverty Schools: A Grounded Theory on School Success on Achievement Tests." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1206493498.

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13

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

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14

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 of achievement motivation described Navajo High School students achievement motivation. Using confirmatory factor analyses tests of equivalency were conducted that contrasted non-traditional Navajo students and females with near traditional Navajo students and males. Using structural equation modeling, I examined the relations of the language, location, and gender variables on the achievement goal factors, mediated by school measures of achievement, ability beliefs, social goals and achievement goals. I concluded that non-traditional and near traditional Navajo students are more similar than dissimilar. Clearly this raises concerns regarding the making of policy based on assumptions regarding presumed differences between non-traditional and near traditional Navajo High School students. I also concluded that, school achievement measures, the ability beliefs, and the social approval and social concern goals are important factors that influence the school achievement goals Navajo students emphasize. This has implications for the manner in which schools and teachers emphasize these factors in classrooms.
Doctor of Philosophy (PhD)

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15

Werner, Shelby Spare. "Intelligence and Achievement Score Profiles of Female Juvenile Offenders." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395310013.

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16

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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17

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 WJTA criterion variables. Results indicated that the SB:FE area scores and Sattler's SB:FE factor scores were valid predictors of academic achievement at a general level.To clarify the results of the canonical analyses, series of multiple regression analyses were conducted. Results of multiple regression with SB:FE area and composite scores indicated that the best single predictor of all WJTA scores was the SB:FE Test Composite Score. No other SB:FE variable provided a significant contribution to the regression equation for reading, math, and written language achievement over that offered by the Test Composite Score.Multiple regression analyses were also employed with Sattler's SB:FE factor scores and the WJTA scores. The optimal predictor composite for reading included the Verbal Comprehension and Memory factor scores. To predict math, the best predictor composite consisted of the Nonverbal Reasoning/Visualization and Verbal Comprehension factor scores. The optimal predictor composite for written language included the Nonverbal Reasoning/Visualization and Memory factor scores.Results of the regression analyses indicated that, without exception, the predictor composites composed of the SB:FE area and composite scores were superior in their prediction of school performance to the predictor composites developed from Sattler's SB:FE factor scores.The regression equation containing the SB:FE Test Composite Score alone was determined to be the preferred approach for predicting WJTA scores. Use of the Test Composite Score sacrifices only a minimal degree of accuracy in the prediction of achievement and requires no additional effort to compute.
Department of Educational Psychology

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18

COLEMAN-PUCKETT, ARGENTINA. "STUDENT ACHIEVEMENT IN SCHOOLS DESEGREGATED BY COURT ORDER (TESTS, READING)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183943.

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The purpose of this study was to determine whether, in public education, separate is inherently unequal and concomitantly, whether desegregation confers educational benefits upon all groups of students. The study investigated student achievement in schools which were placed under a court order to desegregate beginning in 1978. A mixed design, repeated measures analysis of variance (ANOVA) was utilized to investigate whether significant differences existed among various groups within the fifth-grade cohort of 212 subjects assigned to three desegregated schools. Conducted as an ex post facto investigation, the study utilized reading test scores of 1977, 1981 and 1983 extracted from the district's computerized data base. There are cautions and limitations inherent in any ex post facto research, as well as in reliance upon standardized test results as the solitary measure of student achievement, which should be kept in mind in accepting conclusions of this study. Significant differences were found among (1) racial/ethnic groups, (2) schools, (3) desegregation durations, (4) local and extended neighborhood students (LNS, ENS) and (5) school test profiles. Specific findings are that: (1) Slightly higher gains were recorded for minority students. (2) Phase III students showed significantly higher gains. (3) Highest performance was recorded for Phase I students and was attributed to the benefits of longer desegregation treatment. (4) Overall, LNS performed lower than ENS, yet in Phase III, LNS had nearly twice the gains of ENS. (5) The individual school's test profile showed a decrease during the first years of desegregation, then increased to a level which was comparable or higher than pre-desegregation levels. Keeping the aforementioned cautions in mind, the study concluded that desegregation conferred educational benefits upon all groups of students and continued to support the premise of Brown (1954) that, in public education, separate education is inherently unequal education.

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

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Miller, Tiffany L. "Straddling the fence the relationship of elementary versus secondary certification on middle school teachers' beliefs, practices, and student achievement /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3339131.

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Campbell, Krystal. "Correlations between the WISC-IV, SB: V, and the WJ-III Tests of Achievement which has a better relationship with reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=618.

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22

Leaf, Lindsey. "Gender and performance in the mathematics' [sic] sections of the Illinois Standards Achievement Test and the Prairie State Achievement Exam /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131395879.pdf.

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23

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

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

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24

Gambrell, James Lamar. "Effects of age and schooling on 22 ability and achievement tests." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2498.

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Although much educational research has investigated the relative effectiveness of different educational interventions and policies, little is known about the absolute net benefits of K-12 schooling independent of growth due to chronological age and out-of-school experience. The nearly universal policy of age tracking in schools makes this a difficult topic to investigate. However, a quasi-experimental regression discontinuity design can be used to separate observed test score differences between grades into independent age and schooling components, yielding an estimate of the net effects of school exposure at each grade level. In this study, a multilevel version of this design was applied to scores on 22 common ability and achievement tests from two major standardized test batteries. The ability battery contained 9 measures of Verbal, Quantitative, and Figural reasoning. The achievement battery contained 13 measures in the areas of Language, Mathematics, Reading, Social Studies, Science, and Sources of Information. The analysis was based on sample of over 20,000 students selected from a longitudinal database collected by a large U.S. parochial school system. The theory of fluid (Gf) and crystallized (Gc) intelligence predicts that these tests will show systematically different levels of sensitivity to schooling. Indeed, the achievement (Gc) tests were found to be three times more sensitive to schooling than they were to aging (one-year effect sizes of .41 versus .15), whereas the ability (Gf) tests were equally influenced by age (.18) and schooling (.19). Nonetheless, the schooling effect on most Gf tests was substantial, especially when the compounding over a typical school career is considered. This replicates the results of previous investigations of age and schooling using regression discontinuity methods and once again contradicts common interpretations of fluid ability. Different measures of a construct often exhibited varying levels of school sensitivity. Those tests that were less sensitive to schooling generally required reading, reasoning, transfer, synthesis, or translation; posed a wider range of questions; and/or presented problems in an unfamiliar format. Quantitative reasoning tests showed more sensitivity to schooling than figural reasoning tests, while verbal reasoning tests occupied a middle ground between the two. Schooling had the most impact on basic arithmetic skills and mathematical concepts, and a significantly weaker impact on the solution of math word problems. School-related gains on isolated language skills were much larger than gains on solving grammar problems in context. The weakest schooling impact overall was on reading comprehension where effects were no larger than those on verbal ability measures. An interesting dichotomy was found between spelling and paper folding (a measure of figural and spatial reasoning). Spelling skills showed robust schooling effects but a consistently negative age slope, a puzzling result which indicates that younger students in each group outperformed older students. Paper folding showed the opposite pattern, a large age effect and a small but consistently negative schooling effect. Results serve to rebut skepticism about both the impact of schooling on test scores and the validity of distinctions between ability and achievement. It is argued that the regression discontinuity design has great potential in the measurement of school effectiveness, while also offering a source of validity evidence for test developers and test users. Implications for theories of cognitive ability and future research on schooling effects are discussed.

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Cornwell, Steven Glenn. "The effect of multiple intelligence curriculum on group achievement test scores." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998cornwells.pdf.

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Krueger, Barry. "Gender and test item-response formats." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2001.

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

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27

Smith, Lisa W. "Using formative assessment results to predict student achievement on high stakes tests." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Hatfield, Bobby Boyd. "Preschool and kindergarten screening : how well can we predict later academic achievement?" Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902506.

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The purpose of the present study was to examine the nature of the relationship between data gathered during the preschool and kindergarten years and later academic achievement. Children were selected from a group of white, lower to middle-class participants who were screened during a child find procedure and pre-school round-up in the Spring of 1990 and kindergarten screening in 1991. Of the 257 subjects originally screened, 165 were located for theidentified as having complete data. There were approximately equal numbers of male (n=38) and female (n=32) subjects.The following research questions were addressed:1. What is the nature of the relationship between preschool screening and later achievement?2. What is the nature of the relationship between kindergarten screening and later achievement?3. What is the nature of the relationship between preschool and kindergarten screening?The preschool and kindergarten screening data were archival in nature. Preschool screening consisted of the, purposes of this study. However, only 70 subjects were administration of the Bracken Basic Concept Scale (BBCS), Preschool Prediction Minnesota Preschool Inventory (MPI), and the Developmental Test of Visual Motor Integration (DVMI). Kindergarten screening consisted of administration of the Metropolitan Readiness Test (MRT), Bracken Basic Concept Scale, and the Children's Learning Abilities Scale (CLAS).The second grade achievement data was collected by the current researcher. This data set consisted of the administration of the Children's Learning Abilities Scale to each child's teacher and collection of Indiana Statewide Testing for Educational Progress (ISTEP) scores.Results of canonical correlation analyses and post hoc analyses of separate multiple regressions for each dependent variable indicated that the Bracken total battery score, the Children's Learning Abilities Scale, and the Developmental scale of the Minnesota Preschool Inventory consistently accounted for a significant proportion of individual differences in later measures.Taken individually and with other kindergarten variables, teacher ratings proved to be the best predictors of second grade achievement. This is supportive of earlier research using structured teacher ratings as accurate predictors of children's school success (Graue & Shepard, 1988). However, we must continue to enhance our knowledge concerning the utility of preschool and kindergarten screening procedures.
Department of Educational Psychology

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29

Moore, Debra. "IQ and achievement verbal-performance differences as moderators /." Access abstract and link to full text, 1988. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8805400qm.

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Kozlak, Jonathan Michael. "Effect of formative assessment on achievement in mathematics /." Full Text (HTML) Full Text (PDF) Abstract, 2009. http://eprints.ccsu.edu/archive/00000565/02/2005FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2009.
Thesis advisor: Philip P. Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 36-39). Also available via the World Wide Web.

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Tallent, Rose O. "Predicting math achievement on the Missouri Assessment Program /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974688.

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Henschler, M. Jane Lamal. "COMPASS-Reading Scores as a predictor for success in the general education course, Written Communication." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006henschlerj.pdf.

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Wolfe, Laurie. "Using data from the Idaho Achievement Test as a tool for school improvement /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdweb?did=1184156701&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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34

Cummings, Amber. "Normative comparison for the Woodcock-Johnson III tests of achievement in 15 &18 year olds /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=931.

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35

Wilson, Tona. "Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/247.

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In an attempt to meet monetary-driven mandates to improve student achievement test scores, administrators are replacing physical education activities with subject matter classes in many American schools. This practice negates the positive contributions of physical activity to academic performance and student fitness. Guided by self-efficacy theory, this study assessed the impact of optimal versus minimal physical fitness state on student academic achievement. The study sample included 5,416 9th grade students from the same school district who completed a minimum of 5 of the 6 components of the FITNESSGRAM tests, and who also completed the math and English language arts (ELA) portions of the California Standards Test. The independent variables were optimal and minimal physical fitness based upon completing 6 or 5 FITNESSGRAM components, respectively. Analyses included independent samples t tests, ANOVA, and Dunnet's C test to detect differences in mean academic scores with gender and ethnicity as covariates. Optimally fit students had significantly higher (p < 0.05) scores in math and ELA tests relative to minimally fit students. Female academic test scores tended to be higher than male scores in both academic tests. School officials, when contemplating curricular programs devoid of a physical education component, might judiciously reassess the positive effects of physical fitness upon academic achievement and the associated biopsychosocial benefits for their students. Physically fit and academically enriched students may provide a foundation for positive social change directed at engendering a healthier, motivated, and productive citizenry.

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Berg, Cheryl Anne. "The effectiveness of three screening tests as predictors of kindergarten academic achievement." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30331.

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The early identification of children who may be "at-risk" of experiencing learning difficulties is of prime concern to educators and researchers. Several screening tests have been developed to identify "at-risk" children. Considerable interest has been shown in the use of these screening instruments. An examination of the literature indicates that there is lack of common agreement as to which screening measures will accurately identify children with potential learning difficulties, however, the literature does suggest that early screening is necessary. Most researchers agree that further study of kindergarten screening batteries will provide valuable information regarding the accurate prediction of elementary school achievement. The rationale for kindergarten screening is that "at-risk" children can be given special treatment before they develop severe learning problems. The purpose of this early exploratory study was to attempt to determine the validity of three well known instruments, the Brigance K & 1 Screen for Kindergarten (Brigance, 1987), the Fluharty Preschool Speech and Language Screening Test (Fluharty, 1978), Kaufman's Short Form of the McCarthy Scales of Children's Abilities (Kaufman, 1977), and informal teacher ratings, as predictors of academic achievement in kindergarten, as measured by the Brigance K & 1 Screen for First Grade and the Metropolitan Readiness Test. Correlation coefficients were computed to reveal the predictive validity of each screening test employed. Thirty-nine children enrolled in kindergarten participated in the study. The results of this study show that there is some support provided for using the Brigance K & 1 Screen for Kindergarten, Kaufman's Short Form of the McCarthy Scales of Children's Abilities, and informal teacher ratings. No support was provided for using the Fluharty Preschool Speech and Language Screening Test. Although many of the correlations obtained were statistically significant, most correlations were relatively low. The results of this study would have been more meaningful if the sample had been greater than 39 subjects.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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

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

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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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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 students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What are the perceptions of administrators of Missouri PLC districts regarding the Missouri PLC program and student achievement? Three years of math and communication arts data were analyzed in this study. Yearly mean scores were compared by applying a t-test to determine if a statistical significance existed between PLC implementation and student learning. Missouri PLC exemplary schools' data were analyzed and compared to data of like-demographic, non-PLC implementing schools. The data revealed, in the area of communication arts, no statistical significant difference in student achievement between PLC exemplary schools and non-PLC schools. These findings led to the decision to not reject the null hypothesis and not support the alternative hypothesis. A statistical significant difference was found in the area of math, and an overall conclusion was drawn that supported the alternate hypothesis and rejected the null hypothesis. In addition, interviews were conducted with Missouri PLC exemplary school administrators to gain perspectives into the daily successful workings and effect of the Missouri PLC model on student achievement. Administrators from the PLC exemplary schools attributed gains in student achievement to PLC implementation.

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Jenkins, Percy. "Effective or not the plight of Ohio's charter schools /." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1121886517.

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Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2005.
Title from first page of PDF document. Document formatted into pages; contains [1], v, 33, [5] p. : ill. Includes bibliographical references (p. 32-33).

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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 materials. Students in the Volunteer Not-Selected group received whatever test taking skill instruction their teachers provided as a result of wanting, but not being selected, to participate in the study. Students in the Control group received what was considered "normal" instruction in test taking skills. A gain score ANOVA of NCE scores from standardized testing was used to determine statistical significance on the Composite Battery and the Reading and Mathematics subtests. When reliable differences were indicated effect sizes were calculated. Formal instruction in test taking skills resulted in significant effects for fourth grade students on the Composite battery and the Mathematics subtest. However, average gains for students in the Volunteer Not-Selected group were as great as for students who received instruction using the Riverside materials. Significant effects for the Reading subtest were indicated only for achievement level. Positive effects were indicated for fifth grade students in the Volunteer Not-Selected group on the Composite and Mathematics subtest. At the fourth grade differential effects were indicated for achievement level, sex, and SES, but not for ethnicity. At the fifth grade achievement level, sex, SES, and ethnicity resulted in differential effects for students in all three groups. In summary, test taking skill instruction appeared beneficial to fourth grade students regardless of whether the instruction was delivered using the Riverside materials or using teacher made or teacher collected materials. At the fifth grade data the results were less clear cut. Further research must be conducted before policies can be established and educators can use with confidence, or not use at all, commercially prepared test taking skill instructional materials.

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Adkins, Carrie M. "The correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III achievement for college students which is a better predictor of reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=687.

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42

Shiroma, Paul Shigeo 1960. "Calculating the correlation coefficient between selected ability and achievement tests using validity generalization." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277013.

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The correlation coefficient between an ability test and achievement test is necessary in order to estimate the effects of the regression of IQ on achievement when calculating a discrepancy between them for the purpose of classifying a child as learning disabled. Weighted mean correlations and their respective variances were computed across studies for one of 11 ability-achievement test pairs using a meta-analysis procedure called Validity Generalization. The results indicated that there is no "global correlation coefficient" that will accurately represent the relationship between all ability and achievement tests. Furthermore, critical data necessary to adjust correlations and their respective variances for statistical artifacts were not reported in the literature. Thus, the results obtained from the subgroups could be due to capitalization on chance.

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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.
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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Vormittag, Isabella [Verfasser]. "Investigation of examiner effects on test takers in standardized achievement tests with special regard to gender / Isabella Vormittag." Berlin : Freie Universität Berlin, 2011. http://d-nb.info/1026265916/34.

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45

Al, Fraidan Abdullah A. A. "Test-taking strategies of EFL Saudi University level learners on two varieties of gap-filling vocabulary achievement tests." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517243.

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This thesis investigates how second year male and female English major Saudi students at King Faisal University-Hofuf (KFU) tackled two different gap-filling vocabulary achievement tests. The first is a 16 multiple choice gap-filling (MCGF) test where the subjects have to choose answers from a list of 21 alternatives above 16 disconnected sentences, while the other test is the classical cloze text with 16 non-random gapped words. These two tests were selected as a result of a preliminary study of vocabulary test types in the Saudi context, which found that these two tests are frequently used with second year university level English major male and female students in Saudi Arabia and mainly used to test knowledge of basic meaning of words. A background questionnaire, Nation’s (2001) Productive Levels Test, think-aloud and retrospective interviews were used to elicit data from 16 subjects on the effects of three main variables: test type, lexical proficiency, and gender. The verbal protocols helped in discovering what processes subjects selected intentionally to tackle test items and solve their problems during both tests. The analysis revealed a total of 86 distinct strategies in both tests along with 17 different sources of information (SI) utilised to select an answer and 8 miscellaneous behaviours during the two tests: 62 were common strategies to both tests, 7 cloze test specific and 17 MCGF specific. The ANOVA analysis showed some differences between the two tests in the common strategies, differences mainly for the better lexical proficient subjects over the poor ones, and some differences between males and females mostly in favour of males. The lexical proficiency factor was prominent over the other two variables. Almost all the strategies used in both tests are reflections of the subjects’ lexical knowledge, which show that both tests are valid measures of vocabulary knowledge.

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46

Weidner, Vivian Bleiler. "The relationship of a kindergarten prescreening score and student achievement at the end of kindergarten." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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47

Aguda, Narciso. "Is the College-Ready Teaching Framework related to student achievement?" Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631466.

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This dissertation examined the College-Ready Teaching Framework (CRTF), a multiple measure teacher effectiveness rubric created by Green Dot Public Schools. The purpose of the dissertation was to determine whether or not the CRTF as a whole or in part could account for differences in student outcomes (California Standards Test [CST] scores, student growth percentile [SGP], and grade point average [GPA]). The study included teachers and students at Green Dot during the 2012-2013 school year. Correlational analyses were used to determine if there was a relationship between student achievement outcomes and the CRTF. Factor analysis was used to discover other Factors in addition to the CRTF's original five Domains. Multiple regression and step-wise regression were employed to determine if a combination of indicators, Domains, or Factors could predict student scores. The results of the findings showed that overall there were no relationships between Teacher Effectiveness Score (TES), Teacher Observation Score (TObs), and student outcome metrics (SGP, CST, and GPA). Disaggregating the dataset for math, science, and history separately, however, moderate relationships emerged between TES, TObs, SGP, and CST. Four additional Factors emerged from factor analysis that were similar to the original theoretical Domains created by CRTF designers; however. neither the original Domains nor the additional Factors were related to student outcomes. Finally, no regression model was found to hold any practical significance as no combination of indicators, Domains, or Factors accounted for more than 19.5% of the variation in student outcomes. The findings of this study are largely consistent with similar studies in the research literature where correlation analysis has been promising, yet inconsistent. The results of this study represent the addition of the CRTF to the research literature. Future research on the study of the effect of professional development and the impact of various weights of the CRTF composite score are recommended.

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Mason, Bryce. "Achievement effects of five comprehensive school reform designs implemented in Los Angeles Unified School District." Santa Monica, Calif. : Rand, 2005. http://www.loc.gov/catdir/toc/fy0606/2005453275.html.

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Morrison, Mary Jo Laymon Ronald L. "The use of standardized achievement tests for evaluation in selected Illinois high schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713220.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 1, 2005. Dissertation Committee: Ronald L. Laymon (chair), Frank T. Chiodo, Norman T. Endsley, Patricia Klass, Mary Ann Lynn. Includes bibliographical references (leaves 115-127) and abstract. Also available in print.

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Gordon, Janet Victoria. "Performance on large-scale science tests item attributes that may impact achievement scores /." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/gordon/GordonJ0508.pdf.

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Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition, characteristics of test items themselves and/or opportunities to learn. Suggestions for future research are made.

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