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Dissertations / Theses on the topic 'Educational tests and measurements Academic achievement Students Education, Elementary'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Bratberg, William D. "Comparison of student achievement based upon participation in the enhancing Missouri's Instructional Networked Teaching Strategies project as measured by the Missouri Assessment Program." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052152.

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2

Siegel, Scott M. "An analysis of the impact of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/101.

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The purpose of this study was to analyze the impact of the socioeconomic factors of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities. Scaled scores from the 2009 administration of the California Standards Tests in English language arts and mathematics and matched demographic information for 18,000 second through fifth grade students from six school districts in the San Joaquin Valley constituted the data source for this study. Multiple regressions were the primary statistical test used to analyze the data. The results showed a s

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3

Huff-Franklin, Clairie Louisa. "AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475.

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4

Chen, Tavymae W. "Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/487.

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The purpose of the present correlational, ex post facto study was to evaluate the predictive ability and academic achievement criterion outcomes of two district-developed interim mathematics assessment programs for a sample of 5,801 grade 6 students in a large urban school district. Average scores for both interim assessment types were statistically significantly more related to 2013 FCAT 2.0 scores (r = .75 and .72; p < .001) than all other predictors (i.e., student demographics, Florida school grade, and student course GPA) except for 2012 FCAT 2.0 scores (r = .78; p < .001). Further, the ne

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5

Peltz, Lindsay J. "At-Risk Students' Participation in After School Programs: Impact on Academic Achievement." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406745855.

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6

Potterton, Valerie Ann. "The development and implementation of records of student achievement in technikon education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1899.

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Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994<br>This pilot project to develop and implement a system for introducing records of student achievement in technikon education was based on developments in the United Kingdom over two decades ago. From a small beginning in a few schools, the movement, later known as 'profiling' flourished to the point where in 1984. it was officially adopted as part of school policy. Most teaching and learning in schools culminates in some form of assessment and evaluation. However, in many parts of the world, it has often been t

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7

Ip, Tsang Chui-hing Betty. "The construct validity of the aptitude test for prevocational schools." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862770X.

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8

Curry, Joseph Laurence. "The relationship of intellectual ability and psychomotor skills to the academic achievement of bilingual students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184568.

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This study was designed to investigate the relationship between discrete areas of cognitive processing and academic achievement in minority children. There have been many questions about the fairness of current testing practices as they have been applied to students from differing ethnicities. These students are entitled by law to a meaningful, nonbiased assessment of their abilities. The minority children targeted for study were bilingual Hispanic students. Cognitive processing tasks were drawn from established measures of perceptual-motor development, auditory recall, and nonverbal intellect

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9

Boren, Nickolas D. "The relationship of selected variables to student achievement in a rural Missouri high school /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052148.

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10

Kim, Young-Gyoung Angell Maureen E. "Teachers' perspectives, self-reported practices, and concerns related to the Illinois alternate assessment system." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128279.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: Maureen E. Angell (chair), Barbara M. Fulk, Mary O'Brian, Kenneth H. Strand, Emily H. Watts. Includes bibliographical references (leaves 132-142) and abstract. Also available in print.

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11

Piotrowski, Deborah. "The Effects of Kindergarten Entrance Age and Gender on Students’ Performance on the Ohio Third Grade Reading Achievement Assessment." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1293829127.

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12

Haniff, Ruth Elizabeth. "The Impact of Timed Versus Untimed Standardized Tests On Reading Scores Of Third Grade Students in Title I Schools." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5236.

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The purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f) test anxiety and stress, and (g) timed versus untimed tests. Six Title I schools participated in this

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13

Jessica, Cintron. "Exploring Parent Acculturation and Student Characteristics that are Related to Teacher Academic Ratings Among Latino Students with Symptoms of ADHD." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/137310.

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School Psychology<br>Ph.D.<br>Given that children who have academic and/or mental health issues exhibit underachievement, measures completed by teachers become a primary source of information for school psychologists (DuPaul & Stoner, 2003; Fuchs & Fuchs, 2006; Sherman, Rasmussen, & Baydala, 2008). However, teacher measures have been called into question because of the discrepancies between teacher academic ratings and student scores on direct (Feinberg & Shapiro, 2009; Hamilton & Shinn, 2003) and norm referenced measures (Eaves et al., 1994). The objective of this study was to examine the val

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14

Ip, Tsang Chui-hing Betty, and 葉鈤翠卿. "The construct validity of the aptitude test for prevocational schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862770X.

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15

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

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

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16

Coumbe, Kelly Lynn. "Effects of environmental factors present during the administration of the California High School Exit Exam on students' outcome scores." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2597.

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This study looked at the environmental factors present during testing for the spring 2004 administration of the California High School Exit Exam (CAHSEE) in an attempt to quantify some of the factors that were previously only qualitatively reported. Five factors were examined for their ability to predict passing percentages of students on the CASHSEE at the school level. The results indicated that socioeconomic status was the only significant predictor.

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17

Barnes, Sonya L. "The effects of curriculum structure on the achievement of grade 3 and grade 5 mobile students as measured by the Maryland School Assessement." 2007. http://etd1.library.duq.edu/theses/available/etd-04042007-174031/.

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18

Ellison, Brandy J. "Does getting A's really matter? a conceptualization of grades as a measure of educational outcomes /." 2008. http://etd.nd.edu/ETD-db/theses/available/etd-10252008-100518/.

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19

Zolezzi, Stefano Alberto. "The effectiveness of dynamic assessment as an alternative aptitude testing strategy." Thesis, 1995. http://hdl.handle.net/10500/17878.

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The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude testing. It was proposed that it is not always appropriate to use conventional aptitude tests to predict future academic success in the South African context. The study posited the belief that an alternative testing format could be facilitated by using a test-train-test procedure within a learning potential paradigm. The learning potential paradigm as formulated through Vygotskian and Feuersteinian theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in direct contr

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20

Thebe, Christopher Newa. "Towards a comprehensive model of formative assessment for self-regulated learning : a study of practice at Solusi University in Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/25023.

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The main purpose of this study was to explore what the true worth or value of formative assessment was in the context of self-regulated learning. It sought to find out how the quality of formative assessment practices is characterised by the lecturers and students at Solusi University, Zimbabwe. The evidence from this was to be compared with what the course outlines and related documents suggested regarding the quality of formative assessment practices at Solusi University. The study also intended to find out how the self-regulated learning approach could add value to formative assessment prac

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21

Wilson, Sarah Beth. "A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning." Thesis, 2015. http://hdl.handle.net/1805/10082.

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Indiana University-Purdue University Indianapolis (IUPUI)<br>The cyber Peer-Led Team Learning (cPLTL) workshops are a synchronous online adaptation of the educational intervention PLTL, in which students, under the guidance of undergraduate peer facilitators, collaboratively solve problems in small groups. The purpose of this parallel convergent mixed methods study was to assess the impact of implementing cPLTL in an organic chemistry course on students’ workshop experiences, performance, and development of curved-arrow formalism skills. Statistical analyses revealed comparable attendance rat

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