To see the other types of publications on this topic, follow the link: Florida Comprehensive Assessment Tests.
Dissertations / Theses on the topic 'Florida Comprehensive Assessment Tests'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 46 dissertations / theses for your research on the topic 'Florida Comprehensive Assessment Tests.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Johnson, Nicole. "Curriculum-embedded reading tests as predictors of success on Florida Comprehensive Assessment Test in reading." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4944.
Full textAbstract:
With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.ID: 031001447; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 31-34).
M.Ed.
Masters
Teaching, Learning and Leadership
Education
2
Johnson, Nicole. "Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5328.
Full textAbstract:
With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
Reading Education
3
Chester-d'Albertis, Lynn Marie. "Consequences of no child left behind how retention impacts learning gains on the Florida Comprehensive Assessment Test in a Northwest Florida school district /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000096.
Full text
4
Powell, Heather A. "Third Grade Retention And The Florida Comprehensive Assessment Test: An Exploratory Study." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001300.
Full text
5
Privé, Amanda A. "The Relationship Among Various Learner Characteristics and Reading Achievement as Measured by the Florida Comprehensive Assessment Test." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1206.
Full textAbstract:
The present study examined the relationships among various learner characteristics and reading achievement, as measured by the Florida Comprehensive Assessment Test (FCAT). Using a multiple regression, the independent variables grade, gender, ethnicity, and motivation to read were used to predict the dependent variable, reading achievement. Participants in this study consisted of 585 students from nine elementary, nine middle, and nine high schools across three districts in Florida.
Using archival data from a database composed by the Florida Center for Reading Research, the FCAT and Motivation to Read Profile were used to compute reading achievement and motivation to read, respectively. FCAT reading achievement was measured by the participant's Sunshine State Standard score in reading, and motivation to read was measured by student responses on the 4-point likert scale of the Motivation to Read Profile. The findings indicate that grade level and motivation to read were significant positive predictors of FCAT reading achievement, and African American and Hispanic ethnicity status were significant inverse predictors of FCAT reading achievement. African American ethnicity status was the strongest predictor of FCAT reading achievement and motivation to read was the second strongest. Gender and mixed ethnicity status did not significantly predict FCAT reading achievement. Results of this study support the findings of previous research.
6
Phillips, Neal R. "Music standards implementation and the relationship to fourth grade Florida Comprehensive Assessment Test scores from 2004 to 2006." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002063.
Full text
7
Dixon, Maressa L. "African American perceptions of the Florida Comprehensive Assessment Test (FCAT) and high school graduation." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002953.
Full text
8
Mullins, Mark Willard. "An analysis of the effect of involuntary mobility on student achievement as measured by the Florida Comprehensive Assessment Test." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4811.
Full textAbstract:
This study examined the impact of involuntary mobility on the academic achievement of tenth grade students in a Central Florida school district. Students of involuntary mobility were selected as the result of new attendance boundaries due to new high school construction. Students were compared against non-mobile peers at schools of like demographics (i.e. poverty level and ethnicity). Mobility status (involuntary or no mobility) was the independent variable. The dependent variable, academic achievement, was measured by students' tenth grade developmental scale scores in reading and mathematics on the Florida Comprehensive Assessment Test. Students' ninth grade test scores were used as a covariate to control for students’ prior achievement and isolate the impact of mobility. Additional subgroups (minority and poverty) were compared to determine if involuntary mobility had a more significant impact on these groups. Finally, a hierarchical linear regression was used to determine if a model for reading and mathematics could be used to predict future academic performance for students of involuntary mobility. Findings showed consistently there was no statistically significant difference in the achievement performance among groups or subgroups and the subject tests of reading and/or mathematics with one exception. There was a statistically significant difference in mathematics achievement in the all students group when comparing those students of involuntary mobility with students of stability. Students of mobility actually indicated a modest level of higher achievement than non-mobile peers. The hierarchical linear model was found to be marginally significant for predicting achievement among involuntary mobility students in the area of mathematics, but not necessarily in reading. Future research recommendations include broadening the research to additional grade-levels. This research only considered the impact of achievement on high school students. Future research should consider similar impact on students at both the elementary and/or middle school levels. Qualitative measures would provide additional information, particularly the perceptions and experiences that stakeholders have throughout the involuntary mobility process. Other at-risk subgroups, particularly those of residential mobility and/or previous retention, provide additional considerations that would add to this body of research. Finally, involuntary mobility as the result of school closings would provide additional insight as this factor often has public negative perceptions.ID: 030646251; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 109-113).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
9
Backel, Michelle. "The Influence of High School Dramatic Arts Classes on Remedial Readers on the Florida Comprehensive Assessment Test." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3784.
Full textAbstract:
This is the age of accountability in public schools. The public wants to know that the schools are producing high achieving students who are ready for the future. With this push for accountability the rise in standardized testing should not be surprising. However, it is difficult to test an abstract course such as the arts. With the increase of standardized testing and the recent tough economic times, it is no wonder that performing arts classes in our public schools are often the first to be pared down or dissolved (Mendels, 2008). It is the presiding feeling that these courses, while nice and fun for the students, do not offer any tangible, real, or marketable skills. "...imparting knowledge about the arts typically has not been a priority goal in our nation's schools' (Ward, 1983, ¶ 2). This study explored the benefits that students can achieve through their participation in the dramatic arts courses including, but not limited to, enhancement of reading and verbal scores. This study was designed to illustrate that the arts are a natural and necessary part of the high school educational experience and can play an instrumental part of learning even in a distressed economy, and/or in a regulated testing arena. Students who were freshmen or sophomores in 2008-2009 and scored a Level 1 or 2 (below average) score on the reading portion of the state test, the FCAT, and were from Orange and Seminole Counties in Florida became the sample set. These students were disaggregated into categories of students who took a dramatic arts course or not, by gender, by race, and by socioeconomic status to determine if participation in a dramatic arts course in high school would help raise a remedial reading score on the required state test. Although the data did not show a statistical significance, it did show a positive trend in a few of the tested areas. Suggestions for why the data appear to show only a trend and not significance are discussed further in Chapter 5.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
10
Privé, Amanda A. "The relationship among various learner characteristics and reading achievement as measured by the Florida Comprehensive Assessment Test." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000552.
Full text
11
Wheeler, John Morrison. "The impact of SuccessMaker on the FCAT reading scores of level-1 and level-2 sixth graders." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000072.
Full text
12
Phillips, Neal. "MUSIC STANDARDS IMPLEMENTATION AND THE RELATIONSHIP TO FOURTH GRADE FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES FROM 2004 TO 20." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4065.
Full textAbstract:
This study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any, between a school district's mean scale scores in reading, mathematics, and writing from 2004 to 2006 in grade 4 and (a) elementary music standards implementation, (b) the average amount of time spent in elementary school music classes per week, (c) demographic and economic factors, and (d) the reported average amount of time spent in elementary school music classes per week. Findings of the study indicated that, when all variables were considered, a relationship existed among district music supervisors' views on two variables, degree of music standards implementation and the amount of time allotted per month for elementary music in respondents' school districts in 2004, 2005, and 2006; and (a) the percentage of students achieving at proficient or higher on FCAT reading who were also identified as free and reduced lunch in 2004, 2005, and 2006, (b) the percentage of students achieving at proficient or higher on FCAT mathematics who were also identified as free and reduced lunch in 2004, 2005, and 2006, and (c) the percentage of students achieving at proficient or higher on FCAT writing who were also identified as Hispanic in 2004, 2005, and 2006. Finally, implications for educational decision making were offered and recommendations were made for future studies dealing with elementary music standards implementation in Florida's schools. These recommendations included (a) investigating reasons for achievement gaps on FCAT between majority and minority ethnic groups and between minorities themselves, (b) exploring socio-economic factors affecting FCAT scores, (c) continuing research giving special attention to brain research involving music and its impact on the brain, (d) determining why high-stakes testing is necessary, and (e) devising controlled studies both in Florida and nationwide that would compare the elementary students receiving consistent and varied teaching in music with those students not receiving consistent musical instruction. Controlled and experimental group studies of pre-schoolers should be conducted to determine the extent to which the use of musical rhythms impacts the rate of language acquisition.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
13
Underwood, Marilyn. "The Relationship of 10th-Grade District Progress Monitoring Assessment Scores to Florida Comprehensive Assessment Test Scores in Reading and Mathematics for 2008-2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3845.
Full textAbstract:
The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of students' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
14
Ax, Erin Elizabeth. "Relationship between curriculum-based measurement reading and statewide achievement test mastery for third grade students." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000568.
Full text
15
Diaz, Anna. "The Relationship Between Thinking Maps and Florida Comprehensive Assessment Test Reading and Math Scores in Two Urban Middle Schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3840.
Full textAbstract:
The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and students' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored.Ed.D.
Department of Child, Family and Community Sciences
Education
Education EdD
16
Abou-Assali, Mona. "The effect of a reform on a school organizational culture after receiving a failing Florida Comprehensive Assessment Test rating." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/1116.
Full textAbstract:
The purpose of this research was to explore the effects of a reform that took place in an elementary school during 2000/2001 as a result of a failure rating on the Florida Comprehensive Assessment Test on the structure and the personnel of the organization.
The exploration took place over a period of 10 months starting in August 2000 until June 2001. It focused on the effect of the failure rating on the: (a) structure and operation of the school; (b) morale, beliefs, behaviors, and daily lives of teachers and the principal; and (c) the effect of the reform effort on the leadership style of the principal, whether she became a transactional or a transformative leader.
The researcher assumed the role of a participant observer. Data sources were her personal recollections of major events that took place during the year of the reform, interviews, observations, and school documents. The sample included 15 teachers present during the time of the reform. Ten taught second through fifth grade. The remaining five participants were the music teacher, the counselor, and the writing, reading and technology specialists. Together they represented the instructional team or represented special education areas.
The findings indicated that the reform effort had an effect on the structure and the operation of the school. The changes included reorganization of the physical set up, changes in curriculum and instruction, changes in the means of communication among the staff, and the addition of new staff members including an official agent of change. The reform had a greater effect on the daily lives of teachers and their morale than on their beliefs and behaviors. Teachers reported that during the effort their daily lives were stressful and their morale very low due to the enormous expectations that they had to meet. On the other hand, the reform effort had a positive effect on the daily life, morale, beliefs, and behaviors of the principal. It energized her. She spoke positively about the change. She functioned as an effective, positive, resilient transactional leader who did what was necessary in order to enable the teachers to cope with the complex situation.
17
Dittmar, Kristine L. "Factors affecting the alignment of grades and reading scores for third grade students on the Florida Comprehensive Assessment Test." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2732.
Full textAbstract:
The purpose of this study was to aid in understanding the relationship between current Reading report card grading practices and standards-based state standardized testing results in Reading and factors associated with the alignment of this relationship. Report card and Florida Comprehensive Assessment Test (FCAT) data for 2004 were collected for 1064 third grade students in nine schools of one feeder pattern in Florida's Miami-Dade County Public Schools. A Third Grade Teacher Questionnaire was administered to 48 Reading teachers. The questionnaire contained items relating to teachers' education, teaching experience, grading practices, and beliefs about the FCAT, instructional Reading activities, methods, and materials.
Findings of this study support a strong relationship between report card grades and FCAT Reading achievement levels. However, individual school correlational analysis showed significant differences among schools' alignment measures. Higher teacher alignment between grades and FCAT levels was associated with teachers spending more time on individualized methods of Reading instruction and to teachers feeling there was not enough time to teach and help individual students. Lower teacher alignment of grades and achievement levels was associated with teachers taking homework into account in the final Reading grade. Teacher alignment of grades and achievement levels was not associated with teacher beliefs concerning the FCAT, instructional activities in Reading and Language Arts, the Reading program used, the model of delivery of the Reading program, instruction or type of instructional planning done by the teachers.
This study highlights the need for further investigations related to determining additional teacher factors that may affect the alignment relationship between report card grades and standards-based state standardized testing results.
18
Ketter, Lynn Carol. "High-stakes testing, achievement-goal structures, academic-related perceptions, beliefs, strategies, and school belonging among selected eighth-grade students in a northwest Florida school district." [Pensacola, Fla.] : University of West Florida, 2006. http://purl.fcla.edu/fcla/etd/WFE0000029.
Full text
19
Elizondo, Stewart Francis. "Accountability and the florida comprehensive assessment test effects of item format on low performing students in measuring one year's growth /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004828.
Full text
20
McMillen, Margaret. "The impact of academic vocabulary instruction on reading performance of sophomore students on the Florida Comprehensive Assessment Test from 2008 to 2009." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002909.
Full text
21
Sheehy, Colleen T. "THE IMPACT OF A MEDIA LITERACY EDUCATION PLAN ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) READING SCORES OF 9TH AND 10TH GRADE STUDENTS." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2252.
Full textAbstract:
This study investigated the impact of a media literacy education plan on the reading test scores of the Florida Comprehensive Assessment Test (FCAT) at an urban high school in Central Florida. A team of 9th and 10th grade teachers created a professional learning community and developed a treatment to enhance language arts instruction with various forms of media. This media literacy education plan included four lessons utilizing media such as television commercials, magazine photographs and the Internet; the lessons were taught during the four months leading to the administration of the 2007 FCAT. Data were gathered from the 2006 and 2007 FCAT scores of students in a control and treatment group. Using these pre test and post test data, statistical analysis comprised two independent t-tests and one repeated measures ANOVA. The data revealed statistical significance at the 9th and 10th grade level, but did not show statistical significance at any particular reading level (Levels 1-5). Implications from this study included strong professional learning communities produce effective teachers and that student achievement increases when a media literacy education plan is included in English Language Arts instruction. Furthermore, this study illustrates the need to embrace modern media as viable classroom instructional tools. Recommendations were made for further research utilizing different materials, different forms of media, different student populations. This study also concluded that further qualitative research be conducted. Ultimately, this study makes a strong argument for the inclusion of media and media literacy education in the secondary English Language Arts classroom.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
22
Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.
Full textAbstract:
From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
23
Haynes, Lloyd. "An exploratory quantitative and qualitative analysis of student performance in single-gender classrooms in one Florida elementary aschool sic] 2006-2009." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4918.
Full textAbstract:
The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys' classes, (b) single-gender all girls' classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys' class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest DSS 29 times (36%), and the single-gender girls' class achieved the highest DSS 7 times (9%).ID: 030423484; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 143-145).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
24
Miller, Donna W. "The impact of teacher incentive pay programs on the learning gains of low-performing middle school students." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4668.
Full textAbstract:
President Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unanswered--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how well--or poorly--their students performed. Nearly a century later, advocates of education reform continue to champion teacher compensation policies that link salary to student achievement. Researchers have identified two motivation theories that must be present in order to have a successful incentive pay program: goal theory and expectancy theory. The presence or absence of these theories, have produced mixed results at both the federal and state levels. Although the Florida Department of Education crafted its own statewide incentive pay plan, three public school districts have received multimillion dollar awards via competitive TIF grants. The purpose of this dissertation was to determine if any differences in learning gains existed between the 2008 and 2009 Florida Comprehensive Assessment Test (FCAT) Math scores among the students of math teachers at one urban Central Florida Title I middle school who participated in TIF when compared to the students of math teachers who did not participate in TIF. The dissertation also analyzed FCAT Math scores from 2005 through 2009 in one Central Florida school district to determine if any trends existed among the Title I middle schools participating in TIF; if any trends existed among the Title I middle schools that did not participate in TIF; and if any trends existed between the two groups when compared to each other. The literature review and results of this study found that learning gains existed among students whose teachers participated in TIF. In fact, at one urban Central Florida middle school, students of math teachers who did not participate in TIF also demonstrated learning gains. In addition, seven of the ten Title I middle schools from the same Central Florida district had increased FCAT Math scores with the implementation of the TIF grant along with the three Title I middle school that were not eligible to participate. This research suggested that the teacher incentive program implemented in a Central Florida district had a positive impact on learning gains of low-performing students. The results of the independent-samples tests revealed that there was no statistical difference in the math scores based on participation in TIF. Students of the math teachers who participated in TIF demonstrated at least one year's academic growth. Likewise, the findings were similar for students of teachers who opted not to participate as learning gains increased in this group as well. As a result of these findings, recommendations for further study include end-of-the-year interviews with TIF-eligible teachers whose students had learning gains, but chose not to participate. Suggestions for additional research include surveying teachers whose students had higher scores in the absence of an incentive program, analyzing the test scores of other subject areas, and researching other school districts in Florida that were awarded the TIF grant.ID: 028916862; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 118-126).
Ed.D.
Doctorate
Department of Educational Studies
Education
25
Connors, Linda. "Achievement for Advancement Via Individual Determination (AVID) Students and Non-AVID Students in Select Central Florida High Schools in 2007-2009: A Comparative Study." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2078.
Full textAbstract:
The focus of this study was to examine the relationship of student participation in the Advancement Via Individual Determination (AVID) program and student academic performance. More specifically, this study was conducted to determine if there was a mean difference in student performance on the Florida Comprehensive Assessment Test (FCAT) in mathematics, reading, and writing between students who participated in the AVID program during their first two years of high school and students who had similar demographics (e.g., ethnicity, gender, and economic status) but did not participate in the AVID program for 2007-2009. The population for this study consisted of students from six high schools with certified AVID programs during the 2007-2008 and 2008-2009 school years in two central Florida school districts. Students participating in the AVID program were matched with non-AVID participants for each school site by ethnicity, gender, socioeconomic status, and tenth grade mathematics or English course. The results of this study did not indicate statistically significant differences in the FCAT mathematics and reading developmental scale score gains between the AVID and non-AVID students. However, the non-AVID students performed significantly higher on the tenth grade writing component of the FCAT. Participation in the AVID program produced no statistically significant findings for the factors of gender, ethnicity, and socioeconomic status for FCAT mathematics, reading, or writing. The findings indicated that AVID and non-AVID students could not be differentiated by FCAT performance measures in the mathematics and reading domains.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
26
Sommella, Shannon R. "A comparative analysis of student achievement in Florida charter and non-charter public high schools 2007-2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4515.
Full textAbstract:
Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.; The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended.ID: 030423515; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 158-164).
Ed.D.
Doctorate
School of Teaching, Learning, and Leadership
Education
27
Novak, Kelley. "THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND THIRD-GRADE FCAT READING PROFICIENCY IN SEMINOLE COUNTY PUBLIC ELEMENTARY SCHOOLS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3838.
Full textAbstract:
ABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and correlated with third grade student achievement data, as measured by the 2007 Florida Comprehensive Assessment Test (FCAT) Reading to determine if there were any relationships between (a) school culture and student achievement; (b) the three key components of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement; and (c) principal tenure and school culture. Additional data analysis served to determine if there were any experiential or demographic differences among the teachers from the schools falling in the top, middle, and bottom 33% on the School Culture Triage Survey. To learn more about principal beliefs with regard to school culture and student achievement, principal interviews were conducted with some principals (N=8) from the participating schools. Through a review of the research results and related literature, the researcher concluded that a relationship between the overall school culture and student achievement did not exist. Further analysis revealed that there were no relationships between student achievement and collaboration, collegiality, and self-determination/efficacy, or between school culture and principal tenure for the schools participating in this study.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
28
Tedder, Tracey D. "Perceptions of principals and teachers of their roles and other variables in school culture in improving their school's Florida Comprehensive Assessment Test (FCAT) letter grade by two grade levels." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001785.
Full text
29
Bixler, Krista. "A Study of a Third Grade Summer Reading Camp: Its Promotion of Student Achievement and Its Cost Effectiveness." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5769.
Full textAbstract:
The purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion to the next grade level. Data was not available to determine immediate impact of summer school. To determine long term impact of summer school participation, 130 students who attended the program and passed were compared to a random sample of 130 students who received another good cause exemption. Results of an independent t-test indicated students who passed summer school by performing at or above the 50th percentile on the alternative assessment outperformed students who received another good cause exemption on the 2010 FCAT Reading assessment, t(258) = -9.50, p = .000, effect size r = 0.51,and 2011 FCAT Reading assessment, t(258) = -7.43, p = .000, effect size r = 0.42. Ninety percent of students who attended summer school and passed the alternative assessment for promotion made learning gains on the following year's FCAT Reading assessment; however, the majority of students performed below grade level on the 2010 and 2011 FCAT Reading assessment. Based on school district records for the cost of salaries, benefits, transportation, materials, and supplies, the total cost of summer school was calculated and adjusted for inflation to 2006 dollars so a comparison could be made to Yeh's (2010) cost-effectiveness analysis of summer school and other reading interventions that annualized the cost to 2006 dollars. The adjusted cost for the 2009 summer reading program was calculated at $872,681.23. Using this number and dividing by the total number of summer school student, which were 3,012 students, the cost per student annualized to 2006 was $289.74. Data to determine the immediate impact of summer school were not available, therefore, student performance on the 2009 FCAT Reading assessment was compared to their performance on the 2010 FCAT Reading assessment by calculating a paired samples t-test, t(1225) = 40.82, p = .000, d = 1.23, effect size r = 0.52. The effect size d was divided by the cost per student which calculated an effectiveness-cost ratio of 0.004245 compared to that derived by Yeh (2010) of 0.000125. Caution should be taken when interpreting these results as methodology was not in alignment to Yeh (2010) due to the lack of an immediate post-test measure after participation in summer school and an additional year of interventions and education is reflected in the test scores. The cost per student was calculated to be $1,225.26 less than the amount of money reported in Yeh's (2010) calculations. Based on this information, the diminishing effect of the summer school program on student reading performance in subsequent years, and the majority of students performing below grade level one and two years after summer school participation, it cannot be determined that this program is cost-effective in raising student reading achievement. It is recommended that this study be replicated with adjustments made to address the limitations identified. Further investigation should be made at the state level to determine if the current practice of good cause exemptions and summer school offerings perpetuates the achievement gap in reading.?Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive
30
Urbina, Josue N. "The Relationship between Selected Standardized Test Scores and Performance in Advanced Placement Math and Science Exams: Analyzing the Differential Effectiveness of Scores for Course Identification and Placement." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1208.
Full textAbstract:
There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida’s enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified.
The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years.
Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance.
These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with moderate to strong relationships, validation studies and development of expectancy tables, which estimate the probability of successful performance on these AP exams, are recommended. Also, findings established a need to examine other related research issues including, but not limited to, extensive longitudinal studies and analyses of other available or prospective standardized test scores.
31
Smith, Lisa W. "Using formative assessment results to predict student achievement on high stakes tests." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
Full text
32
Brown, Arlene Kaplan. "A comprehensive assessment of self-report experiences of adoptive parents of special needs children in Florida." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1888.
Full textAbstract:
Adoption of special needs children is now seen as a life long event whereby the adoptive child and family have unique needs. The need for postplacement resources throughout the life cycle of the adoption process is evident. This exploratory-descriptive research employed a random stratified cross-sectional design. The purpose of the study was to describe, identify, examine, and assess the relative ainfluence of identified empirically and conceptually relevant variables of self-report experiences of adoptive parents of special needs children. Primary areas of exploration included: (1) adoptive children and families' characteristics, (2) postplacement service needs, utilization and satisfaction, and (3) adoptive parents' perceptions of their adoption experiences. A proportionate stratified random mail survey was used to obtain 474 families who had adopted special needs children from the 15 geographic districts which make up the state adoption social service agency in Florida. A 144-item survey questionnaire was used to collect basic information on demographic data, service provision, and adoption experiences. Four research questions were analyzed to test the effect the predictor variables had on willingness to adopt another special needs child, successful adoption, satisfying experience, and realism about problems. All four research questions revealed that the full model and the child's antecedent and the adoptive parents' intervening variable blocks were significant in explaining the variance in the dependent variables. The child's intervening variables alone were only significant in explaining the variance for one of the dependent variables. The results of the statistical analysis on the fifth research question and the three hypotheses determined that (1) only one postplacement service, crisis intervention, had a statistically significant impact on the adoptive parents' perceived level of satisfaction with the adoption experience; ('2) adoptive parents who rate their adoption as successful are more likely to express a desire to adopt another special needs child; (3) the more adequate information on the child the adoptive parents perceived that they had prior to placement, the more they perceived they were realistic about the problems they would encounter; and (4) six specific postplacement services were found to be significant in predicting successful adoptions - crisis intervention, outpatient drug/alcohol treatment, maintenance subsidy, physical therapy, special medical equipment, and family counseling. Implications for the social, work field and future research are discussed.
33
Blanchard, Janey. "The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745625.
Full textAbstract:
This research study compared the three commonly used norm-referenced assessments (Northwest Evaluation Assessment, STAR Enterprise, and AIMSweb) to the Minnesota Comprehensive Assessment. The basic question was which one of the three assessments provided the best predictive validity scores to the Minnesota Comprehensive Assessment. Yearly scores from three years were gathered to evaluate which one of the three assessments had a stronger correlation score to the MCA. The study was confined to using 4th grade scores from three different schools located on a Native American reservation. Each school used one of the three common standardized reference assessments, and each school administered the MCA in the spring using winter scores. These scores were used to evaluate whether a student is on track to reach proficiency on the MCA. Findings showed that two of the three assessments had strong correlation scores. NWEA-MAP and STAR Enterprise had the strongest correlation. Further findings showed that STAR Enterprise had the strongest correlation score with a caveat that this is a new assessment and needs more research. Findings from this study allow schools to use two of the assessments with confidence that it is giving them quality scores.
34
Bryar, Phyllis H. "The effect of professional development on student performance on the Massachusetts Comprehensive Assessment System /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1565.html.
Full textAbstract:
Thesis (M.S.)--Central Connecticut State University, 1999.Thesis advisor: Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]." Includes bibliographical references (leaves 34-36).
35
Nivens, Ryan Andrew. "Alignment of Middle Grades Tennessee Comprehensive Assessment Program (TCAP) Practice Tests to the Common Core Standards." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/245.
Full text
36
Hurley, Kevin Michael. "Creativity in the time of accountability : lessons from three middle schools /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3103703.
Full text
37
Stone, Tena M. "Structure and predictors of teacher perceptions of Tennessee's alternate assessment portfolio : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2006. http://proquest.umi.com/pqdweb?index=103&did=1260790301&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1257361868&clientId=28564.
Full text
38
McGuffey, Amy R. "Validity and Utility of the Comprehensive Assessment of School Environment (CASE) Survey." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1417510261.
Full text
39
Plesa, Zuzana. "The Terranova mathematics test as a predictor for grades in algebra i." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000059.
Full text
40
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.
Full textAbstract:
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 newer interim assessment program with an instructional purpose and curriculum-based sequencing had slightly stronger overall predictive power (rs = .88) and a higher criterion mean score (M = 218.08) than the older, state-test mirror interim assessment program (rs = .85; M = 215.47). Regression models by prior year FCAT 2.0 Achievement Level yielded some predictor ranking discrepancies by prior achievement level. Although not statistically significant at the .01 level, groups of students with a more moderate total number of interim assessments outperformed groups with all or nothing.
Overall, the two types of interim assessment programs evaluated in the present study were good predictors of the state high-stakes test, 2012 Grade 6 Mathematics FCAT 2.0. However, more research must be done to identify with certainty whether or not the act of taking the interim tests and receiving feedback contributes to improved student learning.
41
Warry, Jaye Ellen. "An analysis of variables affecting standardized test results at the high school level." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33587.
Full textAbstract:
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Suburban), Gender, Race, Preliminary Scholastic Aptitude Test (PSAT) Verbal, and PSAT Writing. MCAS is a criterion-referenced examination administered to students at various grade levels to determine their knowledge of approved curriculum. As of 2003, students must pass the mathematics and English language arts sections in order to receive a diploma. Data for the study was gathered from three urban and four suburban school districts in Massachusetts. Data about 914 students was collected from Summer 2001 - Winter 2002. Multiple regression statistical analysis was used to examine the collective and separate contributions of five independent variables; gender, race, type of community (urban or suburban), score on the verbal subtest of the PSAT, and score on the writing subtest to the findings on the dependent variab le - tenth grade language arts achievement on the MCAS. Results of the statistical analyses showed a strong relationship between MCASELA and the five independent variables, with most of the relationship attributable to the PSAT Verbal test results. Three other variables combined - PSAT Writing, Type of Community, and Gender - accounted for just 4% of the additional variance. Step-wise multiple regression analysis indicated that exclusion of Race did not diminish predictiveness, and Gender added very little to predictiveness. PSAT Verbal, PSAT Writing, and Type of Community were the principal contributions to variation in MCAS-ELA in the study. The four null hypotheses and results follow: There is no significant relationship between the dependent variable - MCAS-ELA -- and the independent variables -- Type of Community, Gender, Race, PSA T Verbal, and PSAT Writing - rejected. There is no significant relationship between each independent variable and each of the other independent variables - rejected. There is no significant relationship between the dependent variable and the other variables taken together - rejected. There is no significant additional vanance m MCAS - ELA accou nted for by an independent variable after other variable (s) - responsible for greater contributions to variance - (have) accounted for as much of the variance as possible - accepted.
2031-01-01
42
Canto, Angela I. Proctor Briley E. "Predicting third grade students' FCAT reading achievement and oral reading fluency using student demographic, academic history, and performance indicators." 2006. http://etd.lib.fsu.edu/theses/available/etd-04102006-114229.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2006.Advisor: Briley E. Proctor, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed July 28, 2006). Document formatted into pages; contains x, 122 pages. Includes bibliographical references.
43
Turhan, Ahmet Kamata Akihito. "Multilevel 2PL item response model vertical equating with the presence of differential item functioning." Diss., 2006. http://etd.lib.fsu.edu/theses/available/etd-04072006-115219.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2006.Advisor: Akihito Kamata, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains x, 135 pages. Includes bibliographical references.
44
TSAI, YI-LIN, and 蔡貽琳. "A Corpus-based Analysis of the English Tests in the Comprehensive Assessment Program and the Basic Competence Test." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/erw4pd.
Full textAbstract:
碩士南臺科技大學
應用英語系
106
The Basic Competence Test (BCT) in the past and the Comprehensive Assessment Program (CAP) at present are the two most important examinations for Taiwanese junior high school students to enter senior high school. The research aims to determine (a) the word frequency based on the English reading tests in BCT and CAP, (b) the lexical coverage of the tests by the 1200-word list of Junior High and Elementary School promulgated by the MOE, (c) the lexical coverage of the tests by the GEPT elementary-level word list provided by LCCT, and (d) the lexical coverage of the tests by the MOE 1200+GEPT word list compiled by the researcher. Two corpus analysis tools, AntConc and AntWordProfiler, were utilized to compile and to analyze the frequency of words in texts, the coverage of words by 1200-word list, the elementary-level word list, and the 1200+GEPT word list. The results of the study are shown as follows: (1) 38% of the top 100 frequency words are content words, and 62% of the top 100 frequency words are function words; (2) the 1200-word list offers 95.76% coverage of the tests; (3) the GEPT elementary-level word list offers 96.96% coverage of the tests; (4) the 1200+GEPT word list offers 97.32% coverage of the tests. Pedagogically significantly, the results of this research provide junior high school teachers and students the essential and high-frequency words in the CAP English tests that are covered by the new word list combing the MOE 1200-word list and the GEPT elementary level list. This study also makes important implications for future test design of the CAP, English learning by junior high students, and the editing of junior high English textbooks.
45
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.
Full textAbstract:
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 practices in this university. This became important on account of the major functions of assessment in general and continuous assessment in particular to act as a barometer of the quality of learning going on in an institution. The qualitative research approach was adopted using interviews and analysis of formative assessment documents such as the course outlines as well as quizzes and tests. It emerged from the findings that formative assessment practices at Solusi University are characterised by performance as the major issue. Performance is the overemphasis of marks and scores whilst ignoring the other major learning aspects of formative assessment. This is so because there is no assessment guide to inform on the criteria and standards to follow. The course objectives were based on the lower-order levels of learning which dwell more on rote learning for the sake of grading or performance. Even though assignments were preferred, more quizzes were being used so as to garner enough marks. This picture could be altered if the theories that underpin this study namely, Self-Regulated Learning, the BEAR Assessment System and Bloom’s Taxonomy of Learning Objectives respectively were applied in the formative assessment practices in the university. This would allow for transparency and collaboration in the formative assessment process with students being active participants. In this case the self-regulated learning approach would have been used to enhance the quality of formative assessment practices.Educational Leadership and Management
D. Ed. (Education Management)
46
Blake, Janice Ellen. "The Consequential Effects of High-Stakes Testing on Teacher Pedagogy, Practice and Identity: Teacher Voices Disrupt the A Priori." 2008. http://etd.utk.edu/2008/December2008Dissertations/BlakeJaniceEllen.pdf.
Full text