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Journal articles on the topic 'Achievement tests'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

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

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2

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

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3

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

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Namibia has been implementing the national Standardized Achievement Tests (SATs) since 2009. These tests (SATs) as a national assessment are aimed at overcoming constraints in the assessment system, especially at the primary school level as well as to improve the quality of education through learner assessment. The Namibian SATs are low-stakes in nature; hence they are not used for promotional purposes but rather to provide diagnostic feedback to schools, decision makers and other education stakeholders. Six years down the line, the SATs results have been showing improvement in learner performance at primary school level. A perception survey conducted amongst primary school teachers in Namibia (N =130) revealed a largely positive perception about SATs with majority of respondents agreeing with the relevance of this assessment and its continuation in the education system. The purpose of this paper is to present an overview of Namibian SATs as well as to highlight teachers’ perceptions about this national assessment.
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4

Long, Vena M., Barbara Reys, and Steven J. Osterlind. "Using Calculators on Achievement Tests." Mathematics Teacher 82, no. 5 (May 1989): 318–25. http://dx.doi.org/10.5951/mt.82.5.0318.

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The content and emphasis of mathematics programs has been the subject of much discussion in recent years. Such technological advances as the increased availability and use of computers and calculators have caused a tremendous and sudden shift in the mathematical needs of today's citizens. Whereas twenty years ago mathematical operations using paper and pencil were the only means of doing tedious computation, today people use a hand-held calculator or computer to do such tasks as totaling grocery receipts, figuring interest payments, completing income tax forms, and balancing checkbooks.
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5

Stanley, Julian C., and Heinrich Stumpf. "Able youths and achievement tests." Behavioral and Brain Sciences 19, no. 2 (June 1996): 263–64. http://dx.doi.org/10.1017/s0140525x00042618.

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AbstractAchievement test differences between boys and girls and between young men and young women, mostly favoring males, extend far beyond mathematics. Such pervasive differences, illustrated here, may require an explanatory theory broader than Geary's.
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6

de Jong, John H. A. L. "Achievement tests and national standards." Studies in Educational Evaluation 12, no. 3 (January 1986): 295–304. http://dx.doi.org/10.1016/0191-491x(86)90048-9.

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7

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

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Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, but the correlations among them are far from perfect. This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ.
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8

Gierl, Mark J. "Construct Equivalence on Translated Achievement Tests." Canadian Journal of Education / Revue canadienne de l'éducation 25, no. 4 (2000): 280. http://dx.doi.org/10.2307/1585851.

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9

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

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10

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

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11

Pike, Gary R. "The Area Concentration Achievement Tests (ACAT)." Assessment Update 27, no. 1 (January 2015): 10–11. http://dx.doi.org/10.1002/au.30012.

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12

Kwuanyanwu, Paulo Nyereugo. "Effects of Science Achievement Tests, Technology Achievement Tests, Integrated Science, Technology And Community Tests And Micro Practice on Teacher's Entry Level Abilities." International Journal of Science and Society 1, no. 3 (December 19, 2019): 205–24. http://dx.doi.org/10.54783/ijsoc.v1i3.41.

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This study included both guidance tools and learning cases that were used to explore the entry potential of newly graduated science and technology teachers (NQSTTs). Using a semi-experimental model, the study took 106 NQSTTs, an experimental group (N = 54) and a control group (N = 52), which were subjected to a three-month Professional Certification (PQE) test program. Instruments such as the Science Performance Test (SAT), the Technology Performance Test (TAT), the Integrated Science, Technology and Society Test (ISTST) and microlearning were used to measure the entry capacity of NQSTT. All exams contained versions of the best test and test and were presented to both groups at the start of the study and at the end of the study. Significant changes in the initial ability of the teacher were detected by repeated measurements on ANOVA tests performed for each test with a significance level of 0.05. The results showed that the teachers' initial entry capacity was relatively better than expected, probably due to the type of teacher they were prepared for. It is hoped that these findings will help to show interesting differences in the programs designed to prepare teachers for certification/ admission. The didactic effects on science and technology education are discussed.
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13

AL-TAROUTI, AHMED. "Test-Wiseness and Foreign Language Achievement Tests." Journal of King Abdulaziz University-Educational Sciences 15, no. 1 (2002): 35–54. http://dx.doi.org/10.4197/edu.15-1.3.

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14

Finn, Amy S., Matthew A. Kraft, Martin R. West, Julia A. Leonard, Crystal E. Bish, Rebecca E. Martin, Margaret A. Sheridan, Christopher F. O. Gabrieli, and John D. E. Gabrieli. "Cognitive Skills, Student Achievement Tests, and Schools." Psychological Science 25, no. 3 (January 16, 2014): 736–44. http://dx.doi.org/10.1177/0956797613516008.

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15

Erb, Tom. "Achievement: What Tests Test or Something Grander?" Middle School Journal 35, no. 1 (September 2003): 4. http://dx.doi.org/10.1080/00940771.2003.11494519.

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16

Van Noord, Robert G., and Frances F. Prevatt. "Rater Agreement on IQ and Achievement Tests." Journal of School Psychology 40, no. 2 (March 2002): 167–76. http://dx.doi.org/10.1016/s0022-4405(02)00091-2.

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17

Yen, Wendy M., Donald Ross Green, and George R. Burket. "Valid Normative Information From Customized Achievement Tests." Educational Measurement: Issues and Practice 6, no. 1 (March 1987): 7–13. http://dx.doi.org/10.1111/j.1745-3992.1987.tb00393.x.

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18

Palisin, Helen. "Preschool temperament and performance on achievement tests." Developmental Psychology 22, no. 6 (November 1986): 766–70. http://dx.doi.org/10.1037/0012-1649.22.6.766.

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19

Ul Hassan, Mahmood, and Frank Miller. "Optimal Item Calibration for Computerized Achievement Tests." Psychometrika 84, no. 4 (June 10, 2019): 1101–28. http://dx.doi.org/10.1007/s11336-019-09673-6.

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20

Liu, Yu-Chin, and Po-Jung Chen. "Discovering discriminative test items for achievement tests." Expert Systems with Applications 39, no. 1 (January 2012): 1426–34. http://dx.doi.org/10.1016/j.eswa.2011.08.026.

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21

Gu, Xiaorong, and Wei-jun Jean Yeung. "Why do Chinese adolescent girls outperform boys in achievement tests?" Chinese Journal of Sociology 7, no. 2 (April 2021): 109–37. http://dx.doi.org/10.1177/2057150x211006586.

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The current study extends our understanding of the widely documented gender educational gap in favor of females and its contributing factors through a mixed-methods analysis of the Chinese case. We develop an analytical framework that incorporates three mechanisms—intergenerational social contract, non-cognitive skills, and cumulative (dis)advantage across the life course—to empirically assess gendered achievement patterns and their social mechanisms among Chinese adolescents. The Chinese Family Panel Studies data documented that adolescent girls have higher verbal and math achievements than boys, with the gap larger in verbal than in math scores. Three factors account for these gender gaps: (1) (grand)parents hold higher expectations for girls, monitor girls more closely, and invest in girls as much as in boys; (2) girls possess better non-cognitive skills; and (3) girls’ stronger performance in earlier years gives them an edge for later achievement. The in-depth interviews contextualize these statistical patterns in profound changes in families’ logic in supporting girls’ education and in reconfigured gender discourses about girls’ learning behavior. From the perspective of intergenerational contracts, in the context of low fertility, daughters have become cherished as long-term family members at the receiving end of intensive investment, particularly as educational competition intensifies in post-reform China. Moreover, a gender discourse, engaged by family members and teachers, about girls’ superior non-cognitive skills such as compliance and self-discipline exerts a powerful influence as a self-fulfilling prophecy with regards to girls’ achievement. The findings underscore the need to account for both cultural and policy contexts, and nuanced gender work at home and in school in understanding the gender-gap reversal in contemporary China.
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22

Cassidy, Virginia R. "Response Changing and Student Achievement on Objective Tests." Journal of Nursing Education 26, no. 2 (February 1987): 60–62. http://dx.doi.org/10.3928/0148-4834-19870201-05.

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23

Bokhorst, Frank D. "Confidence-Weighting and the Validity of Achievement Tests." Psychological Reports 59, no. 2 (October 1986): 383–86. http://dx.doi.org/10.2466/pr0.1986.59.2.383.

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Investigated was the criterion validity of confidence-testing as applied to a multiple-choice test in introductory psychology. Examinees made confidence judgements in addition to choosing the correct alternative. The test was scored conventionally with a penalty for guessing and again using confidence-weightings. Over-all achievement for the academic year in psychology was the criterion for validity. There was greater reliability but no improvement in validity. High test anxiety was associated with low confidence and poor achievement.
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24

Schutz, Dick. "Toward educational testing reform: Inside reading achievement tests." education policy analysis archives 21 (December 20, 2013): 90. http://dx.doi.org/10.14507/epaa.v21n90.2013.

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The commentary (1) uses the U. S. National Assessment of Educational Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.
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25

Caplan, Marlene K., and Thomas J. O'Rourke. "Improving Student Achievement on Standardized Tests: One Approach." NASSP Bulletin 72, no. 505 (February 1988): 54–58. http://dx.doi.org/10.1177/019263658807250511.

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26

Kolstad, RK, MJ Wagner, and RA Kolstad. "Format selection in machine-scored classroom achievement tests." Journal of Dental Education 49, no. 12 (December 1985): 799–803. http://dx.doi.org/10.1002/j.0022-0337.1985.49.12.tb01954.x.

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27

Cook, Linda L., Daniel R. Eignor, and Alicia P. Schmitt. "EQUATING ACHIEVEMENT TESTS USING SAMPLES MATCHED ON ABILITY." ETS Research Report Series 1990, no. 1 (June 1990): i—58. http://dx.doi.org/10.1002/j.2333-8504.1990.tb01351.x.

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28

Lestari, Dian Eva, Bambang Loeneto, and Diemroh Ihsan. "The Correlation among English Learning Anxiety, Speaking and Writing Achievements of Senior High School Students." Indonesian Journal of EFL and Linguistics 4, no. 2 (November 15, 2019): 135. http://dx.doi.org/10.21462/ijefl.v4i2.137.

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The objectives of the study were to analyze whether or not there were a significant correlation among English learning anxiety, speaking, and writing achievements of the eleventh graders’. The sample of the study were 112 eleventh graders’. They were selected randomly. The study used quantitative research design. The questionnaire and the writing and speaking tests were done to analyze the data. The researcher used foreign language classroom anxiety scale questionnaire to measure the students’ English learning anxiety with five-point likert scale, and speaking and writing tests were used to measure the students’ speaking and writing achievements. Pearson product moment correlation and regression were analyzed by using SPSS. The results of study were negative low correlation between English learning anxiety and speaking achievement (r=-.269 with p<0.01) and English learning anxiety and writing achievement (r=-.213 with p<0.05).
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29

Geiser, Saul. "Back to the Basics: In Defense of Achievement (and Achievement Tests) in College Admissions." Change: The Magazine of Higher Learning 41, no. 1 (January 2009): 16–23. http://dx.doi.org/10.3200/chng.41.1.16-23.

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30

Kamii, Constance, and Barbara Ann Lewis. "Achievement Tests in Primary Mathematics: Perpetuating Lower-Order Thinking." Arithmetic Teacher 38, no. 9 (May 1991): 4–9. http://dx.doi.org/10.5951/at.38.9.0004.

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The Curriculum and Evaluation Standards (NCTM 1989) states that if we want to improve the nation's mathematics education, it is necessary to change the current method of evaluation that depends on standardized achievement tests. The National Research Council (1989) is even more explicit about the harmful effects of achievement testing.
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31

Al Omari, Rania. "The relationship between the academic achievement of computerized tests and traditional tests of Business College students. An empirical study." Journal of Social Sciences (COES&RJ-JSS) 10, no. 1 (January 1, 2021): 59. http://dx.doi.org/10.25255/jss.2021.10.1.59.68.

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The study aims to investigate the relationship between the academic achievement of computerized tests and traditional pen and paper exams of Business College students at the University of Jordan- Aqaba branch as well as relate differences results to students` gender. The study sample comprised 136 students of a compulsory course at the Business Faculty. A computerized mid-term test was held while the final one was traditional. The results of the two tests were compared where the other general factors affecting students` academic achievement, namely ( the same students, course subject, course subject lecturer) were set. The tests marks were sampled as percentage to the test mark so as to delete the denominator difference of marks where the mid-term mark is out of 30 while the final test is out of 50. The SPSS was used to compare the results of the two tests. Results were related to students gender, whether gender-related differences are found. The study concluded that there is no statistical significant relationship between the academic achievement of computerized tests and traditional ones (paper and pen) held at the Business College in The University of Jordan- Aqaba branch. The results also indicated that the academic achievement differences resulting from computerized tests have to do with the student gender variable in favour of male students.
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32

Kurniawan, Kurniawan, Wachidi Wachidi, Turdjai Turdjai, and Wasidi Wasidi. "Development of Learning Materials for Multicultural-Based Civic Education to Improve Students’ Learning Achievements." Tarbawi : Jurnal Ilmu Pendidikan 17, no. 1 (June 20, 2020): 53–64. http://dx.doi.org/10.32939/tarbawi.v17i1.982.

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The research objective is to produce learning materials for multicultural-based Civic Education to improve students’ learning achievements. The development of this learning material applies the ADDIE model. The subjects of this study were 4 experts as validators and at the evaluation stage, a quasi-experiment was carried out with a sample of 90 students. The population of quasi-experiment is students of Teacher Education of Elementary School Study Program of State Islamic Institute of (IAIN) Curup. The sample was selected through a purposive technique. The research instruments are validation sheets, practicality sheets, and achievement tests. The achievement test data were analyzed using covariate analysis (ANCOVA). The result of data analysis states that multicultural-based Civic Education learning materials have met a high level of validity based on experts review and empirical tests. It has also met a high level of practicality. The multicultural-based Civic Education learning materials have met a high level of effectiveness and the learning achievements of students who are taught with these learning materials are better than the learning achievements of students who are taught conventionally.
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33

GÜVEN DEMİR, Elif, and Yücel ÖKSÜZ. "Investigating Animation-Based Achievement Tests According to Various Variables." Participatory Educational Research 9, no. 4 (July 1, 2022): 33–52. http://dx.doi.org/10.17275/per.22.78.9.4.

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34

Bouwmeester, Rianne A. M., Renske A. M. de Kleijn, Astrid W. M. Freriksen, Maarten G. van Emst, Rob J. Veeneklaas, Maggy J. W. van Hoeij, Matty Spinder, Magda J. Ritzen, Olle Th J. ten Cate, and Harold V. M. van Rijen. "Online formative tests linked to microlectures improving academic achievement." Medical Teacher 35, no. 12 (August 7, 2013): 1044–46. http://dx.doi.org/10.3109/0142159x.2013.818633.

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35

James Popham, W., David C. Berliner, Neal M. Kingston, Susan H. Fuhrman, Steven M. Ladd, Jeffrey Charbonneau, and Madhabi Chatterji. "Can today’s standardized achievement tests yield instructionally useful data?" Quality Assurance in Education 22, no. 4 (August 26, 2014): 303–18. http://dx.doi.org/10.1108/qae-07-2014-0033.

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Purpose – Against a backdrop of high-stakes assessment policies in the USA, this paper explores the challenges, promises and the “state of the art” with regard to designing standardized achievement tests and educational assessment systems that are instructionally useful. Authors deliberate on the consequences of using inappropriately designed tests, and in particular tests that are insensitive to instruction, for teacher and/or school evaluation purposes. Methodology/approach – The method used is a “moderated policy discussion”. The six invited commentaries represent voices of leading education scholars and measurement experts, juxtaposed against views of a prominent leader and nationally recognized teacher from two American education systems. The discussion is moderated with introductory and concluding remarks from the guest editor, and is excerpted from a recent blog published by Education Week. References and author biographies are presented at the end of the article. Findings – In the education assessment profession, there is a promising movement toward more research and development on standardized assessment systems that are instructionally sensitive and useful for classroom teaching. However, the distinctions among different types of tests vis-à-vis their purposes are often unclear to policymakers, educators and other test users, leading to test misuses. The authors underscore issues related to validity, ethics and consequences when inappropriately designed tests are used in high-stakes policy contexts, offering recommendations for the design of instructionally sensitive tests and more comprehensive assessment systems that can serve a broader set of educational evaluation needs. As instructionally informative tests are developed and formalized, their psychometric quality and utility in school and teacher evaluation models must also be evaluated. Originality/value – Featuring perspectives of scholars, measurement experts and educators “on the ground”, this article presents an open and balanced exchange of technical, applied and policy issues surrounding “instructionally sensitive” test design and use, along with other types of assessments needed to create comprehensive educational evaluation systems.
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36

Arffman, Inga. "Problems and Issues in Translating International Educational Achievement Tests." Educational Measurement: Issues and Practice 32, no. 2 (June 2013): 2–14. http://dx.doi.org/10.1111/emip.12007.

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37

Abedi, Jamal. "Standardized Achievement Tests and English Language Learners: Psychometrics Issues." Educational Assessment 8, no. 3 (August 2002): 231–57. http://dx.doi.org/10.1207/s15326977ea0803_02.

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38

Bauer, Scott C. "Should Achievement Tests be Used to Judge School Quality?" education policy analysis archives 8 (September 17, 2000): 46. http://dx.doi.org/10.14507/epaa.v8n46.2000.

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This study provides empirical evidence to answer the question whether student scores on standardized achievement tests represent reasonable measures of instructional quality. Using a research protocol designed by Popham and the local study directors, individual test items from a nationally-marketed standardized achievement test were rated by educators and parents to determine the degree to which raters felt that the items reflect important content that is actually taught in schools, and the degree to which raters felt that students' answers to the questions would be likely to be unduly influenced by confounded causality. Three research questions are addressed: What percentage of test items are considered suspect by raters as indicators of school instructional quality? Do educators and parents of school-age children differ in their ratings of the appropriateness of test items? Do educators and parents feel that standardized achievement test scores should be used as an indicator of school instructional quality? Descriptive statistics show that on average, raters felt that the content reflected in test questions measured material that is important for students to know. However, for reading and language arts questions, between about 20% to 40% of the items were viewed as suspect in terms of the other criteria.
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39

Capkova, Halka, Jarmila Kroupova, and Katerina Young. "An Analysis of Gap Fill Items in Achievement Tests." Procedia - Social and Behavioral Sciences 192 (June 2015): 547–53. http://dx.doi.org/10.1016/j.sbspro.2015.06.087.

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40

Abella, Rodolfo. "Achievement Tests and Elementary ESOL Exit Criteria: An Evaluation." Educational Evaluation and Policy Analysis 14, no. 2 (1992): 169. http://dx.doi.org/10.2307/1164500.

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41

Barootchi, Nasrin, and Mohammad Hossein Keshavarz. "Assessment of achievement through portfolios and teacher-made tests." Educational Research 44, no. 3 (January 2002): 279–88. http://dx.doi.org/10.1080/00131880210135313.

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42

Son, Hyun H. "A Multi-Country Analysis of Achievements and Inequalities in Economic Growth and Standards of Living." Asian Development Review 27, no. 01 (June 2010): 1–42. http://dx.doi.org/10.1142/s0116110510000011.

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This paper compares achievements and inequalities in standards of living across countries. Achievement is measured by an index constructed to reflect greater achievement for an increase in the standard of living of a country already at a high level of development compared to an equal increase in a country starting from a lower base. The paper tests for the statistical relationship between indicators of standards of living and per capita income using data from 177 countries covering 2000–2007. It analyzes disparities between countries of achievement in standards of living and explains inequality in achievement in standards of living both within and between regions. Furthermore, the paper estimates the number of years it will take for different regions and selected Asian countries to catch up with the average standard of living of the industrialized countries.
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43

Najmi, Hayatun, Yayuk Cicilia, and Rian Vebrianto. "Efektifitas Media Pembelajaran Melalui Model Discovery Learning terhadap Minat dan Hasil Belajar Peserta Didik SDN 193 Pekanbaru." Instructional Development Journal 3, no. 1 (April 20, 2020): 43. http://dx.doi.org/10.24014/idj.v3i1.9524.

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This study aims to determine the effect of the use of science learning media on discovery learning models on the interests and achievements of student learning outcomes in alternative energy materials. This study uses an experimental method, the sample consists of 2 classes, cognitive learning achievement data using tests, affective aspects of learning achievement using a questionnaire, hypothesis testing using the right-hand t-test. The data analysis technique used is the n-gain test and independent sample t-test using SPSS version 16.0. The results showed that students who were taught using science learning media on discovery learning models gave a good influence on students' interest and learning achievement better than students who were taught the lecture method. Students with high learning interest produce better average achievement than students with low learning interest, and there is an increase in student learning achievement using learning media
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44

Knoff, Howard M., Valerie Cotter, and William Coyle. "Differential Effectiveness of Receptive Language and Visual-Motor Assessments in Identifying Academically Gifted Elementary School Students." Perceptual and Motor Skills 63, no. 2 (October 1986): 719–25. http://dx.doi.org/10.2466/pms.1986.63.2.719.

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A sample of 50 gifted elementary students were administered two receptive language tests (the Peabody Picture Vocabulary Test and its revised version) and two visual-motor tests (the Bender Visual-motor Gestalt Test and the Developmental Test of Visual-motor Integration). These scores were then evaluated against an achievement test battery. The receptive language and visual-motor measures did not account for a significant amount of the achievement test's variance, although some significant correlations were obtained. These results and their implications for identifying gifted elementary students are discussed.
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45

Hartini, Musdiani, and Rahmatullah. "The Influence of Principal Leadership and Teacher Motivation to Improve Student Learning Achievement in Public Elementary Schools." Indonesian Journal of Instructional Media and Model 6, no. 1 (May 31, 2024): 34–48. http://dx.doi.org/10.32585/ijimm.v6i1.5304.

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This research aims to analyze the influence of principal leadership and teacher motivation to improve student learning achievement in State Elementary Schools in Batee District. This research uses a quantitative approach, this type of research uses correlation research methods. This research used 125 samples by dividing them into each elementary school in Batee District. Data collection in this research used questionnaires and documentation. Data analysis in this research used the SPSS version 26 program. In this research, validity tests, reliability tests, classical assumption tests, multiple linear regression tests, hypothesis tests and coefficient of determination tests (R2) were used. The research results prove that the principal's leadership partially has a significant effect on student learning achievement. Teacher work motivation partially has a significant effect on student learning achievement. The principal's leadership and teacher work motivation simultaneously have a significant effect on student learning achievement.
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46

Mahshanian, Amir, Reihane Shoghi, and Mohammad Bahrami. "Investigating the Differential Effects of Formative and Summative Assessment on EFL Learners’ End-of-term Achievement." Journal of Language Teaching and Research 10, no. 5 (September 1, 2019): 1055. http://dx.doi.org/10.17507/jltr.1005.19.

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In this study, an attempt has been made to highlight the importance of summative assessment in conjunction with teacher-based (formative) assessment on the learning. 107 advanced EFL learners in 3 classes were selected and grouped based on the type of assessment they received. Participants in this study were given tests for two main reasons. First, a general test of proficiency was administered in order to place the learners in different proficiency levels. Second, in an attempt to compare learners’ improvement based on different types of assessment within a 4-month learning period, an achievement test of the course was given two times, as pre and post-tests. The data obtained through learners’ scores on achievement tests were analyzed and then compared using ANOVA, ANCOVA and t-test. In light of the results of this study, it can be argued that a combination of formative and summative assessments can lead to higher achievements of EFL learners than either formative or summative assessment separately.
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Rizqi, Putri Adila Dwi, Rani Darmayanti, Rahmad Sugianto, Choirudin Choirudin, and Ilham Muhammad. "Problem Solving Analysis Through Tests in View Of Student Learning Achievement." Indonesian Journal of Learning and Educational Studies 1, no. 1 (May 26, 2023): 51–61. http://dx.doi.org/10.62385/ijles.v1i1.26.

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This research is motivated by the importance of problem solving abilities for students. The importance of having problem solving skills is one of the main tasks in learning mathematics, moreover the process of solving mathematical problems is the essence of mathematics. The purpose of writing this paper is to find out how problem-solving abilities through test questions are assessed from student achievement. Data collection was carried out in the Lamongan area with the subjects being grade VI elementary school students who were selected based on the results of student achievement which were then grouped into 3 categories, low, medium and high. The method used is descriptive qualitative with data collection techniques carried out by administering tests. Based on the results of the field trials, it was found that the ability to solve mathematical problems using test questions for students who are classified as having high learning achievement fulfills 3-4 indicators of problem solving. Students who are classified as having moderate learning achievement fulfill 3-2 indicators of problem solving. Meanwhile, students who are classified as having low learning achievement are unable to meet the indicators of solving mathematical problems
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48

Mecek, Saniye, and Erdal Taşlıdere. "Investigation of gifted students mathematics and physics achievements in terms of different variables." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 733–46. http://dx.doi.org/10.14527/pegegog.2015.040.

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The purpose of this study was to investigate whether 7th and 8th grade gifted students' academic achievements in mathematics and physics differ in terms of age, gender, grade level and number of siblings. Survey research method was used and 339 students, attending Science and Art Centers from 27 province, formed the sample of study. Mathematics and physics achievement tests and a demographic survey scale were developed by the researchers to measure and collect information about students' achievements and demographics properties. The validity and reliability evidences were established. The results denoted that there was a significant difference between students' collective dependent variables of mathematics and physics in terms of grade level and gender at the .05 significance level. But no significant differences were found for the gender and the number of sibling. Moreover 8th grade students' achievement in both physics and mathematics were significantly greater than those of 7th grade students. The results also denoted that students' mathematics and physics achievements differ significantly in terms of age. Although mathematics achievement increases with respect to age level, the same relation was not detected for the physics achievement. It is thought that the results of current study would contribute to the literature for the gifted students who comprised approximately 2% of the society.
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Fasya, Amalia, Nefi Darmayanti, and Junaidi Arsyad. "The Influence of Learning Motivation and Discipline on Learning Achievement of Islamic Religious Education in State Elementary Schools." Nazhruna: Jurnal Pendidikan Islam 6, no. 1 (December 11, 2022): 1–12. http://dx.doi.org/10.31538/nzh.v6i1.2711.

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This study aims to determine the influence of learning motivation on PAI learning achievement, the influence of discipline on PAI learning achievement, and the influence of learning motivation and discipline on PAI learning achievement at SDN 101815 Sidodadi together. This type of research is quantitative, with a population of all classes IV, V, and VI totalling 177 learners and a sample of 66 learners. The data collection technique uses a questionnaire with a Likert scale, while the data analysis technique uses instrument tests, validity, and reliability tests. The hypothesis test uses multiple linear regression tests, t-tests, F tests, and efficiency determination. The results revealed that there was a positive and significant influence between learning motivation on PAI learning achievement of 6,076 > 1,999 and a sig value of 0.000 < 0.05, while the influence between discipline on PAI learning achievement was 6,659 > 1,999 and a sig value of 0.000 < 0.05. The influence between learning motivation and discipline on PAI learning achievement was jointly obtained by 41,657 > 3,140 with a sig value of 0.000 < 0.05 and a determination value of R 0.569 (56.9 %) means that 56.9% of PAI learning achievement is influenced by learning motivation and discipline factors. In comparison, 43.1% is influenced by other factors that were not studied in this study, such as family, environmental, economic, facility and other factors.
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Poluakan, Cosmas. "The Effects Of High Scientific Literacy, Self-Efficacy, And Achievement Motivation On Teachers Ability To Compose Effective Tests: Case Study From Manado, Indonesia." Journal of College Teaching & Learning (TLC) 9, no. 4 (September 20, 2012): 313–26. http://dx.doi.org/10.19030/tlc.v9i4.7302.

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This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design. The instruments used in this research consist of questions to measure scientific literacy and teachers ability to make tests, and questionnaires to investigate the self-efficacy and achievement motivation of teachers. A path analysis was used to test the hypothesis that there are direct positive effect of high scientific literacy and self-efficacy, as well as indirect effects through achievement motivation, on teachers ability to compose effective tests. The results show positive influences of (1) high scientific literacy on achievement motivation; (2) self-efficacy on achievement motivation; (3) high scientific literacy on teachers ability to make tests; and (4) achievement motivation toward teachers ability to make tests. However, self-efficacy does not directly affect ability to make tests. The implications of this research are important for inservice/onservice programs (in which inservice refers to academic upgrading and onservice, to on-the-job training) for teachers, especially for those with teaching certificates (as opposed to teachers hired under the common practice of using honorary teachers, paid by stipend not salary, or volunteers).
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