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Dissertations / Theses on the topic 'Criterion-referenced tests'

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Published: 4 June 2021

Last updated: 28 July 2024

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1

Dyson, Kaitie. "Predicting performance on criterion-referenced reading tests with benchmark assessments /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2561.pdf.

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2

Dyson, Kaitlyn Nicole. "Predicting Performance on Criterion-Referenced Reading Tests with Benchmark Assessments." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1483.

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The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who complete

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3

Kerrison, Terence Michael. "A study of the effect of criterion-referencing on teaching, learning and assessment in secondary schools." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18047300.

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4

Woolsey, Robert A. "Development of collaborative criterion-referenced testing procedures at the Army Reserve Readiness Training Center (ARRTC)." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001woolseyr.pdf.

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5

Lin, Hui-Fen. "A Comparison of Three Item Selection Methods in Criterion-Referenced Tests." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332327/.

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This study compared three methods of selecting the best discriminating test items and the resultant test reliability of mastery/nonmastery classifications. These three methods were (a) the agreement approach, (b) the phi coefficient approach, and (c) the random selection approach. Test responses from 1,836 students on a 50-item physical science test were used, from which 90 distinct data sets were generated for analysis. These 90 data sets contained 10 replications of the combination of three different sample sizes (75, 150, and 300) and three different numbers of test items (15, 25, and 35).

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6

MacIntyre, Christine Campbell. "Criterion-referenced assessment for modern dance education." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.

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This study monitored the conceptualisation, implementation and evaluation of criterion-referenced assessment for Modern Dance by two teachers specifically chosen because they represented the two most usual stances in current teaching i.e. one valuing dance as part of a wider, more general education, the other as a performance art. The Review of Literature investigated the derivation of these differences and identified the kinds of assessment criteria which would be relevant in each context. It then questioned both the timing of the application of the criteria and the benefits and limitations i

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7

Kumazawa, Takaaki. "Systematic criterion-referenced test development in an English-language program." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/119394.

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Educational Administration<br>Ed.D.<br>Although classroom assessment is one of the most frequent practices carried out by teachers in all educational programs, limited research has been conducted to investigate the dependability and validity of criterion-referenced tests (CRTs). The main purpose of this study is to develop a criterion-referenced test for first-year Japanese university students in a general English program. To this end, four research questions are formulated: (a) To what extent do the criterion-referenced items function effectively?; (b) To what extent do the facets of persons,

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8

Dutschke, Cynthia F. (Cynthia Fleming). "The Characteristics and Properties of the Threshold and Squared-Error Criterion-Referenced Agreement Indices." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331415/.

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Educators who use criterion-referenced measurement to ascertain the current level of performance of an examinee in order that the examinee may be classified as either a master or a nonmaster need to know the accuracy and consistency of their decisions regarding assignment of mastery states. This study examined the sampling distribution characteristics of two reliability indices that use the squared-error agreement function: Livingston's k^2(X,Tx) and Brennan and Kane's M(C). The sampling distribution characteristics of five indices that use the threshold agreement function were also examined:

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9

Gallacher, Michael Sean. "Predicting Sixth Grade Performance on Criterion-Referenced Reading Tests with Third Grade Test Scores." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2491.pdf.

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10

Morgan, M. Sue. "Criterion validity of the Indiana Basic Competency Skills Test for third graders." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546153.

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The purpose of this study was to assess the criterion validity of the Indiana Basic Competency Skills Test (IBCST) by exploring the relationships between scores obtained on the IBCST and (a) student gender, (b) teacher-assigned letter grades, (c) scores obtained on the Otis-Lennon School Ability Test (OLSAT), and (a) scores obtained on the Stanford Achievement Test (SAT). The subjects were 300 third grade students enrolled in a small mid-Indiana school system. Data collected included gender, age, IBCST scores, OLSAT scores, SAT scores, and teacher-assigned letter grades in reading and mathemat

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11

Benn, Kenneth Robert Andrew. "A classroom-based investigation into the potential of a computer-mediated criterion-referenced test as an evaluation instrument for the assessment of primary end user spreadsheet skills." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003328.

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The demand for innovative end users of information technology is increasing along with the proliferation of computer equipment within the workplace. This has resulted in increasing demands being made upon educational institutions responsible for the education of computer end users. The demands placed upon the teachers are particularly high. Large class groups and limited physical resources make the task especially difficult. One of the most time consuming, yet important, tasks is that of student evaluation. To effectively assess the practical work of information technology students requires in

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12

Gaede, Charles S. (Charles Samuel). "A Criterion-Referenced Analysis of Form F of the Standardized Bible Content Tests of the American Association of Bible Colleges." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278871/.

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The purposes of this study were to: (a) analyze subjects' responses from Form F of the Standardized Bible Content Tests of the American Association of Bible Colleges by factor analysis and the Rasch measurement model and (b) determine dimensionality of Form F, determine the correlation to the Literal, Anti-literal, Mythological Scales, and determine the best criterion-referenced test design of Form F using Rasch measurement procedures. Volunteers from a purposefully selected sample of nine colleges from the American Association of Bible Colleges participated in the study. One research instrume

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13

Campbell, Chad. "Assessing Student Understanding of the "New Biology": Development and Evaluation of a Criterion-Referenced Genomics and Bioinformatics Assessment." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374118655.

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14

McDaniels, Darl. "A predictive validation study of criterion-referenced tests for the certification of soldiers in specialist-level military training programs." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618311.

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Problem. This study assessed the predictive validity of criterion-referenced tests in a military setting with cutoff scores set by the Angoff and conventional score-setting methods.;Procedure. Thirty-six instructors and thirty-six specialists assessed each test item for job relevance and the probability that a minimally competent person would answer each question correctly, resulting in a new test cutoff score. Intragroup variability and interrater reliability of judgments were calculated. Test predictive validity assessment compared classroom test scores, supervisory rating scores, and skill

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15

Hsieh, Ming-Chuan. "An investigation of a Bayesian decision-theoretic procedure in the context of mastery tests." Diss., University of Iowa, 2007. http://ir.uiowa.edu/etd/127.

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16

Halsall, Nancy Diane. "An investigation of the effectiveness of three judgmental techniques under two degrees of domain elaboration in establishing the item-domain congruence of criterion-referenced test items." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/21094.

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17

Hadley, Raylene Jo. "Principals' Opinions on the Impact of High-Stakes Testing on Teaching and Learning in the Public Elementary Schools in the State of Utah." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2385.

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The No Child Left Behind Act of 2001 (NCLB) brought high-stakes testing to the forefront of American public education. With its call for teachers and schools to be accountable for academic performance, NCLB has focused the spotlight on yearly progress, as measured by students' test scores. Issues associated with this charge include the questionable reliability of tests, the variation evident in state standards, and the consequences an emphasis on high-stakes testing may have on teaching and learning in the classroom. The purpose of this study was to investigate the consequences of high-stakes

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18

Hamberlin, Melanie Kidd. "Influence of Item Response Theory and Type of Judge on a Standard Set Using the Iterative Angoff Standard Setting Method." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332675/.

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The purpose of this investigation was to determine the influence of item response theory and different types of judges on a standard. The iterative Angoff standard setting method was employed by all judges to determine a cut-off score for a public school district-wide criterion-reformed test. The analysis of variance of the effect of judge type and standard setting method on the central tendency of the standard revealed the existence of an ordinal interaction between judge type and method. Without any knowledge of p-values, one judge group set an unrealistic standard. A significant disordinal

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19

Pester, Amber M. "Language Intervention Effects of Norm-Referenced and Criterion-Referenced Test Scores." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1050351250.

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20

Brar, Surinder. "A criterion-referenced approach to test construction in physical education." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26349.

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The primary purpose of this study was to apply criterion-referenced (CR) test construction procedures in the development of a Basic Fitness Theory Exam (BFTE) for the British Columbia Recreation Association-Fitness Branch as part of a registration model for Basic Fitness Leaders. The BFTE will be used to determine whether or not individuals have sufficient knowledge to be certified as fitness instructors in British Columbia. A secondary purpose was to provide a clear set of procedures for CR test development of Physical Education knowledge tests. The development of the BFTE consisted of a num

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21

Murray, Gregory V. "Relationships Between Classroom Schedule Types and Performance on the Algebra I Criterion-Referenced Test." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1403.

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Public education has options with regard to educational settings and structures. States and school districts may select varying lengths for the school year, lengths for the school day, and lengths for individual class periods. In Utah, one measure of students' achievement is scores on the State's end-of-level criterion-referenced test (CRT) for Algebra I. Additionally, an option regarding educational structures is the schedule type used to deliver Algebra I classes. This study examined the relationship between student achievement as measured by Algebra I CRT scores, and the schedule type used

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22

Walker, Shunda F. "Comparing Fountas and Pinnell's Reading Levels to Reading Scores on the Criterion Referenced Competency Test." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1987.

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Reading competency is related to individuals' success at school and in their careers. Students who experience significant problems with reading may be at risk of long-term academic and social problems. High-quality measures that determine student progress toward curricular goals are needed for early identification and interventions to improve reading abilities and ultimately prevent subsequent failure in reading. The purpose of this quantitative nonexperimental ex post facto research study was to determine whether a correlation existed amongst student achievement scores on the Fountas and Pinn

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23

Moulding, Louise Richards. "An Evaluative Argument-Based Investigation of Validity Evidence for the Utah Pre-Algebra Criterion-Referenced Test." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/6162.

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This study collected evidence to address the assumptions underlying the use of the Utah Core Assessment to Pre-Algebra (UCAP) to (a) measure student achievement in pre-algebra, and (b) assist teachers in making adjustments to instruction. An evaluative argument was defined to guide the collection of evidence. Each of the assumptions in the evaluative argument was addressed using data from a suburban northern Utah school district. To collect the evidence, test content was examined including item match to course objectives, reliability, and subtest intercorrelations. Analyses of correlations of

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24

Williams, Marcia Wright. "Comparison of fifth-grade students' mathematics achievement as evidenced by Georgia's Criterion-Referenced Competency Test traditional and departmentalized settings /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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25

Bishop, Nilda Soto. "Implementation and Assessment of a Test Anxiety Reduction Program with 10th Graders and Their Subsequent Performance on the MontCAS Criterion Referenced Test." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-03282007-161609/.

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This quantitative study investigated the relationship between performance on the MontCAS Criterion Referenced Test of 10th graders at Corvallis High School, Corvallis, Montana who participated in a systematic program for test anxiety reduction, and 10th graders who took the MontCAS but did not participate in the test anxiety reduction program. The population included all 10th graders at Corvallis High School who failed to achieve a score of proficient or higher, or who achieved in the low-proficient range on either the reading or math section on the last MontCAS administration, which was two y

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26

Ogden, Cheri Lynn. "Measuring the effectiveness of after-school programs via participants' pre and post-test performance levels on the Georgia Criterion Referenced Competency Test." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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27

Phemister, Art W. "The effects of Georgia's Choice curricular reform model on third grade science scores on the Georgia Criterion Referenced Competency Test." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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28

Fincher, Melissa. "Investigating the Effects of a Read-aloud Alteration on the Third-grade Reading Criterion-referenced Competency Test (CRCT) for Students with Disabilities." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/epse_diss/87.

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The purpose of this study was to examine the effects of a controversial test administration alteration, the read-aloud alteration, in which text (passages and questions) is read aloud to the student on a reading comprehension test. For students whose disabilities impair their skill in decoding text and reading fluently, accessing text to demonstrate their comprehension can be significantly impeded. Using a quasi-experimental design, this study examined whether the comprehension scores for students with disabilities with certain characteristics improved with the read-aloud alteration. Participa

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29

Higgins, Lynnda G. "An evaluation of the relationship between Criterion-Referenced Competency Test reading comprehension and Lexile scores and Fountas and Pinnell's guided reading levels in a Georgia Public School District." Lynchburg, Va. : Liberty University School of Education, 2009. http://digitalcommons.liberty.edu.

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30

Trevillian, Melissa Clark. "The effects of the graduation coach on the attendance and math and reading Georgia Criterion Referenced Competency Test Scores of At-Risk Students in a north Georgia middle school." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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31

Watson, Robert Jeffrey. "A comparison study of Montana's intermediate and k-8 schools with regard to student performance on a criterion referenced test, incidence of at-risk behaviors, and perceptions of educators from both grade configurations." [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-03262009-143435/unrestricted/Watson_umt_0136D_10020.pdf.

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Thesis (Ed.D.) -- University of Montana, 2009.<br>Title from author supplied metadata. Description based on contents viewed on June 11, 2009. ETD number: etd-03262009-143435. Author supplied keywords: at-risk behavior ; criterion referenced ; grade configuration ; intermediate school ; K-8 ; middle school. Includes bibliographical references.

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32

Hohensee, Daniel R. "Student performance as aligned to teacher perception a study of high school geometry performance in a large public school district and the impact of No Child Left Behind /." 2008. http://proquest.umi.com/pqdweb?did=1597602511&sid=9&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.<br>Title from title screen (site viewed Feb. 17, 2009). PDF text: 142 p. ; 2,127 Kb. UMI publication number: AAT 3326864. Includes bibliographical references. Also available in microfilm and microfiche formats.

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33

Joffe, Risha D. "Criteria-based content analysis : an experimental investigation with children." Thesis, 1992. http://hdl.handle.net/2429/1723.

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The aim of the present study was to experimentally test the Undeutsch Hypothesis, which holds that children's statements based on self-experienced events are qualitatively and quantitatively different from statements based on coaching. Specifically, this study tested the validity of Criteria-Based Content Analysis (CBCA, a system for assessing the credibility of eyewitness reports) for discriminating between credible and non credible eyewitness reports by children. As well, two other tests of the quantitative and qualitative differences between credible and noncredible eyewitness reports were

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34

Lee, Chia-Wen, and 李佳紋. "Sequential Methods in Computerized Criterion-referenced Test." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/15732549632626170216.

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碩士<br>國立政治大學<br>統計學系<br>88<br>In a traditional Paper-and-Pencil (p-and-p) test, all examinees have same test items and the number of items is fixed. The examinee fails or passes the exam depends on if his/her test score exceeds a predetermined scores, say, 60 out of 100. However, with the rapid advancement of modern computer technology, the test form has been converted from p-and-p to computer terminal. Computerized criterion-referenced classify the examinees into more than two categories according to his/her answers to the items. It differs from the conventional standardized test in that the

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35

Patterson, Patricia. "An investigation of the dependability of criterion-referenced test scores using generalizability theory." 1985. http://catalog.hathitrust.org/api/volumes/oclc/13118263.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1985.<br>Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 112-118).

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36

"The relationship between a connections math class and math Criterion Referenced Competency Test scores." UNIVERSITY OF PHOENIX, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3322003.

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37

Raithatha, Bhanumati C. "Development and validation of criterion-referenced test on vowel-coalition (Svarasandhi) in Sanskrit language." Thesis, 1988. http://hdl.handle.net/2009/4556.

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38

"A quantitative study on positive school culture and student achievement on a criterion-referenced competency test." UNIVERSITY OF PHOENIX, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3323353.

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39

Hsu, Po-Yang, and 許伯陽. "Construction of Criterion-referenced Test in Male's Health-related Fitness from 38 to 46 Years Old." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/t65648.

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碩士<br>國立體育學院<br>體育研究所<br>90<br>The purpose of the study was to construct a test of criterion-referenced in male’s health-related fitness from 38 to 46 years old. First, the objective of this study was to use the health-related fitness data of adult males, the age ranging from 25 to 49 years old, including 9 measurement indexes (systolic pressure, diastolic pressure, static heart rate, height, body weight, 30s sit-ups, 60s sit-ups, sit and reach and cardiorespiratory). The study used 5 year-old as the group to find the optimal age in dividing the group by utilizing hierarchical clustering analy

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