Journal articles: 'Iowa Tests of Basic Skills'

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Stevens, Joseph J. "Confirmatory factor analysis of the Iowa tests of basic skills." Structural Equation Modeling: A Multidisciplinary Journal 2, no. 3 (1995): 214–31. http://dx.doi.org/10.1080/10705519509540010.

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Duran, Ricardo, and Stephen Powers. "Reliabilities of the Iowa Tests of Basic Skills for Hispanic- and Anglo-American Students." Psychological Reports 73, no. 1 (1993): 64–66. http://dx.doi.org/10.2466/pr0.1993.73.1.64.

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Cronbach alpha reliabilities were computed separately for 425 Hispanic-American and Anglo-American students in Grades 3 to 6 on the Iowa Tests of Basic Skills Reading Comprehension and Vocabulary subtests. Anglo-American students' scores showed significantly higher reliabilities than Hispanic-American students' scores in Grades 4 and 5.

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Estes, Robert E., Douglas L. Baum, and Nanci M. Bray. "Standard and Modified Administrations of the Iowa Tests of Basic Skills with Learning Disabled Students." Perceptual and Motor Skills 62, no. 2 (1986): 619–25. http://dx.doi.org/10.2466/pms.1986.62.2.619.

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The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.

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Shriner, James, and John Salvia. "Chronic Noncorrespondence between Elementary Math Curricula and Arithmetic Tests." Exceptional Children 55, no. 3 (1988): 240–48. http://dx.doi.org/10.1177/001440298805500306.

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The content match of two elementary mathematics curricula (Distar Arithmetic and Scott Foresman Mathematics) and two arithmetic tests (KeyMath and the Iowa Tests of Basic Skills) was examined for Grades I through 3. Correspondence was assessed for content (material and operation) as well as the types of learning that were required of the student (i.e., knowledge, computation, comprehension, application). Eighty-one of the 90 comparisons were significant at the .001 level. Thus, a consistent lack of content correspondence was found among curricula and tests at all levels.

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Beer, John. "Relationship of Divorce to Self-Concept, Self-Esteem, and Grade Point Average of Fifth and Sixth Grade School Children." Psychological Reports 65, no. 3_suppl2 (1989): 1379–83. http://dx.doi.org/10.2466/pr0.1989.65.3f.1379.

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61 children (33 in Grade 5 and 28 in Grade 6) participated and were administered the Piers-Harris Self-concept Test, the Coopersmith Self-esteem Inventory—School Form, and the Children's Depression Inventory. At the end of the school year grade point averages (GPAs; 12-point scale) were calculated and Iowa Tests of Basic Skills were taken from their transcripts. Among the 58, 21 children were from divorced homes (10 girls and 11 boys) and 37 were from nondivorced homes (21 girls and 16 boys). Other subjects' data were not used because some data were missing. Children from divorced homes scored significantly lower on the self-concept test, self-esteem tests, and GPAs than children from nondivorced homes, although both scores would be considered average. Girls had significantly higher GPAs than boys. Children from divorced homes scored significantly higher on the Children's Depression Inventory than children from nondivorced homes, but there were no significant effects for the composite score from the Iowa Tests of Basic Skills for marital status of parents. Present results agree with prior observations that divorce has negative effects upon the children involved.

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Canivez, Gary L. "Predictive and construct validity of the developing cognitive abilities test: Relations with the iowa tests of basic skills." Psychology in the Schools 37, no. 2 (2000): 107–13. http://dx.doi.org/10.1002/(sici)1520-6807(200003)37:2<107::aid-pits2>3.0.co;2-9.

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Meisels, Samuel J. "Impact of Instructional Assessment on Elementary Children's Achievement." education policy analysis archives 11 (February 28, 2003): 9. http://dx.doi.org/10.14507/epaa.v11n9.2003.

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This study examined the trajectory of change in scores on the Iowa Tests of Basic Skills (ITBS) of low-income, urban, third and fourth graders who had been enrolled in classrooms where the Work Sampling System (WSS), a curriculum-embedded performance assessment, was used for at least three years. The ITBS scores of children exposed to WSS were compared with those of students in a group of non-WSS contrast schools that were matched by race, income, mobility, school size, and number of parents in the home and to a comparison group of all other students in the school district.

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Sweeney, Nancy Symmes. "The Age Position Effect: School Entrance Age, Giftedness, and Underachievement." Journal for the Education of the Gifted 18, no. 2 (1995): 171–88. http://dx.doi.org/10.1177/016235329501800205.

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This article examines the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). All students in this study (grades 2–8) had obtained a minimum score of 129 on the Cognitive Abilities Test (Thorndike & Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills (Hieronymous, Hoover, & Linquest, 1986), teacher checklists of classroom behavior and handwriting skill. Data were obtained for two groups: older students (with birthdates in the four months immediately following the legal cutoff school entrance date) and younger students (with birthdates in the four months immediately preceding that date). Data analysis (ANOVA) did reveal a significant but nonmeaningful difference between older and younger groups in academic achievement and no significant differences in classroom behavior or visual-motor skill, thus refuting findings of earlier studies on this issue.

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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.

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Stone, Brian J. "Group Ability Test versus Teachers' Ratings for Predicting Achievement." Psychological Reports 75, no. 3_suppl (1994): 1487–90. http://dx.doi.org/10.2466/pr0.1994.75.3f.1487.

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Standardized group tests of ability are sometimes considered biased when group means are unequal. A more accurate measure of bias is fairness in prediction. To assess whether a group ability test predicted achievement fairly, the association of the Verbal Ability score of the Cognitive Abilities Test and the Composite score of the Iowa Tests of Basic Skills was examined for four ethnic groups. The relationship between 25 teachers' ratings of students' ability and the same achievement measure was also examined for bias. Subjects were 403 third-graders (38 Asian-American, 84 African-American, 60 Hispanic, and 221 Caucasian). Multiple regression analyses showed the relationship between scores on the Cognitive Abilities Test and achievement was equivalent for all groups; however, teachers' ratings showed bias against Caucasian and Asian-American students by underpredicting their achievement scores.

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Haddad, Frederick A., and Jane M. Juliano. "Relations among Scores on Matrix Analogies Test, Draw-A-Person, and the Iowa Tests of Basic Skills for Low Socioeconomic Children." Psychological Reports 69, no. 1 (1991): 299–302. http://dx.doi.org/10.2466/pr0.1991.69.1.299.

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Hildebrand, Myrene, and H. D. Hoover. "A Comparative Study of the Reliability and Validity of the Degrees of Reading Power and the Iowa Tests of Basic Skills." Educational and Psychological Measurement 47, no. 4 (1987): 1091–98. http://dx.doi.org/10.1177/0013164487474026.

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HADDAD, FREDERICK A. "RELATIONS AMONG SCORES ON MATRIX ANALOGIES TEST, DRAW-A-PERSON, AND THE IOWA TESTS OF BASIC SKILLS FOR LOW SOCIOECONOMIC CHILDREN." Psychological Reports 69, no. 5 (1991): 299. http://dx.doi.org/10.2466/pr0.69.5.299-302.

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Martin, David J., and Stephen B. Dunbar. "Hierarchical Factoring in a Standardized Achievement Battery." Educational and Psychological Measurement 45, no. 2 (1985): 343–51. http://dx.doi.org/10.1177/001316448504500219.

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This study was concerned with the factorial validity of the Iowa Tests of Basic Skills (ITBS). Previous research identified a strong general factor for this battery, which was taken as evidence of redundancy among the subtests. Hierarchical factor analysis was done with a subset of the standardization data to explore the presence of second-order group factors. The results supported the construct validity of the Language and Mathematics subscales, though a degree of factorial complexity was found in both. Verbal and Visual Information group factors were also identified. Extension of the ITBS general and group factors to subtests of the Cognitive Abilities Test supported the interpretations made of the various group factors.

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Chipps, Bradley E., and Nancy Ostrom. "DOES ASTHMA OR TREATMENT WITH THEOPHYLLINE LIMIT CHILDREN'S ACADEMIC PERFORMANCE?" Pediatrics 94, no. 2 (1994): 265–66. http://dx.doi.org/10.1542/peds.94.2.265a.

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Purpose of the Study. To determine the effect of theophylline and asthma on academic performance as measured by scores on standardized achievement tests. Study Population. One hundred children with asthma who had siblings within 4 years of age who did not require any regular medications. All subjects had taken standardized achievement tests within 4 years. All were patients in health care facilities staffed by the authors. Methods. Parents were interviewed regarding any perceived effect of asthma or asthma medication on their child's learning. Medical records were reviewed regarding medication prescribed at the time of the testing session. Results of the Iowa Tests of Basic Skills (ITBS) for grades 1 through 8 and Iowa Tests of Educational Development (ITED) for grades 9 through 12 were obtained from the testing agency. Findings. The mean scores for reading, mathematics, and composite for both groups were 0.6 to 0.8 standard deviations above the national averages. The asthma and control groups did not significantly differ on scores of the ITBS or ITED. The number of children with scores below the 10th percentile was similar (3% asthma and 5% siblings). Of the asthmatic children, 72% were taking maintenance theophylline, and this group did not significantly differ from the whole. Parental interviews revealed that 23% attribute behavioral problems to the disease itself. The parents ascribe learning problems to asthma in 23% of the patients and 18% of the parents believed asthma medications produced learning difficulties. Reviewers' Comments. The study supports lack of demonstrable effect of asthma or maintenance theophylline therapy on standardized test performances.

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Liu, Yuming, E. Matthew Schulz, and Lei Yu. "Standard Error Estimation of 3PL IRT True Score Equating With an MCMC Method." Journal of Educational and Behavioral Statistics 33, no. 3 (2008): 257–78. http://dx.doi.org/10.3102/1076998607306076.

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A Markov chain Monte Carlo (MCMC) method and a bootstrap method were compared in the estimation of standard errors of item response theory (IRT) true score equating. Three test form relationships were examined: parallel, tau-equivalent, and congeneric. Data were simulated based on Reading Comprehension and Vocabulary tests of the Iowa Tests of Basic Skills®. For parallel and congeneric test forms within valid IRT true score ranges, the pattern and magnitude of standard errors of IRT true score equating estimated by the MCMC method were very close to those estimated by the bootstrap method. For tau-equivalent test forms, the pattern of standard errors estimated by the two methods was also similar. Bias and mean square errors of equating produced by the MCMC method were smaller than those produced by the bootstrap method; however, standard errors were larger. In educational testing, the MCMC method may be used as an additional or alternative procedure to the bootstrap method when evaluating the precision of equating results.

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Call, Garrett, Joe Beer, and John Beer. "General and Test Anxiety, Shyness, and Grade Point Average of Elementary School Children of Divorced and Nondivorced Parents." Psychological Reports 74, no. 2 (1994): 512–14. http://dx.doi.org/10.2466/pr0.1994.74.2.512.

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116 boys and girls in elementary Grades 4, 5, and 6 were administered the General Anxiety Scale, Test Anxiety Scale, and the Shyness Scale. Their GPAs were obtained from school records as were Normal Curve Equivalents from the Iowa Tests of Basic Skills given the previous school year. Children of divorced parents ( n = 31) had lower GPAs than children of nondivorced parents ( n = 85). The girls had higher GPAs and general anxiety scores than the boys. The students who scored lower on test anxiety had higher Normal Curve Equivalents. Pearson correlations were significant for scores on Test Anxiety with those on general anxiety ( r = .57), GPA ( r = − .25), and Normal Curve Equivalents ( r = – .26). Normal Curve Equivalents correlated significantly with GPA ( r = .66), but shyness did not correlate significantly with any other measure.

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Casa, Tutita M., Janine M. Firmender, M. Katherine Gavin, and Susan R. Carroll. "Kindergarteners’ Achievement on Geometry and Measurement Units That Incorporate a Gifted Education Approach." Gifted Child Quarterly 61, no. 1 (2016): 52–72. http://dx.doi.org/10.1177/0016986216671806.

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This research responds to the call by early childhood educators advocating for more challenging mathematics curriculum at the primary level. The kindergarten Project M2 units focus on challenging geometry and measurement concepts by positioning students as practicing mathematicians. The research reported herein highlights the features of the kindergarten units and reports on student achievement, including the differences between the intervention and comparison groups. Hierarchical linear modeling results indicate that students in the intervention group ( n = 210) outperformed those in the comparison group ( n = 196) on the Iowa Tests of Basic Skills Mathematics subscale ( p < .01; d = 0.25), and an open-response assessment ( p < .001; d = 2.68) encompassing performance-based, verbal, and written components. These results suggest that kindergarteners can achieve at high levels of mathematical understanding when given the opportunity to learn from more challenging curriculum.

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Gavin, M. Katherine, Tutita M. Casa, Jill L. Adelson, and Janine M. Firmender. "The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students." Journal for Research in Mathematics Education 44, no. 3 (2013): 478–509. http://dx.doi.org/10.5951/jresematheduc.44.3.0478.

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The primary goal of Project M2 was to develop and field–test challenging geometry and measurement units for all K—2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open–response assessment. Hierarchical linear modeling indicated no significant differences between the experimental (n = 193) and comparison group (n = 192) on the ITBS (84% of items focused on number); thus, mathematics concepts were not negatively impacted by this 12–week study of geometry and measurement. Statistically significant differences (p < .001) with a large effect size (d = 0.89) favored the experimental group on the open–response assessment. Thus, the experimental group exhibited a deeper understanding of geometry and measurement concepts as measured by the open–response assessment while still performing as well on a traditional measure covering all mathematics content.

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Rudner, Lawrence M. "Achievement and Demographics of Home School Students: 1998." education policy analysis archives 7 (March 23, 1999): 8. http://dx.doi.org/10.14507/epaa.v7n8.1999.

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This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS) or the Tests of Achievement and Proficiency (TAP), depending on their current grade. The parents responded to a questionnaire requesting background and demographic information. Major findings include: the achievement test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile; 25% of home school students are enrolled one or more grades above their age-level public and private school peers; this group of home school parents has more formal education than parents in the general population; the median income for home school families is significantly higher than that of all families with children in the United States; and almost all home school students are in married couple families. Because this was not a controlled experiment, the study does not demonstrate that home schooling is superior to public or private schools and the results must be interpreted with caution. The report clearly suggests, however, that home school students do quite well in that educational environment.

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Barnhart, June E. "Criterion-Related Validity of Interpretations of Children's Performance on Emergent Literacy Tasks." Journal of Reading Behavior 23, no. 4 (1991): 425–44. http://dx.doi.org/10.1080/10862969109547752.

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Researchers in emergent literacy have described an array of reading and writing behaviors and concepts exhibited by children prior to entry into formal instruction in school. Although these descriptions suggest that children's early literacy behaviors are legitimate aspects of literacy development which ultimately develop into conventional reading and writing, the validity of these assumptions has not been examined. The present paper reports the findings from two studies in which the emergent literacy behaviors of 5-year-olds were described and correlated with scores on a standardized reading readiness test in kindergarten and scores on a reading achievement test in third grade. In Study 1, 39 children from two kindergarten classrooms from one school district were presented with four emergent literacy tasks and the Metropolitan Readiness Test. In Study 2, the Iowa Tests of Basic Skills was administered to 34 children from Study 1. Results showed a wide range of behaviors across emergent literacy tasks in Study 1. Further, significant correlations were found between all four emergent literacy tasks and the readiness test in kindergarten, as well as between all five measures of early literacy development in kindergarten and literacy achievement in third grade. These findings present two forms of criterion-related evidence to support the validity of literacy-related interpretations arising from these emergent literacy tasks.

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Alexander, James R. M., and Frances Martin. "Norming tests of basic reading skills." Australian Journal of Psychology 52, no. 3 (2000): 139–48. http://dx.doi.org/10.1080/00049530008255381.

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Daniel, Michael L., Ronald L. Taylor, and James A. Siders. "Students in Compensatory Education Programs: Analysis of Scores on Performance Assessments for the Iowa Test of Basic Skills." Psychological Reports 82, no. 2 (1998): 577–78. http://dx.doi.org/10.2466/pr0.1998.82.2.577.

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Analysis of Mathematics and Language Arts scores for 11,438 fourth-and 8,972 seventh-grade students in compensatory education programs on the performance assessments for the Iowa Test of Basic Skills indicated the students performed poorly, particularly in mathematics.

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Gitomer, Drew H., Terran L. Brown, and John Bonett. "Useful Signal or Unnecessary Obstacle? The Role of Basic Skills Tests in Teacher Preparation." Journal of Teacher Education 62, no. 5 (2011): 431–45. http://dx.doi.org/10.1177/0022487111412785.

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Many individuals who attempt to enter teacher education programs are precluded from doing so because of an inability to pass basic skills tests. The authors examine whether these tests are simply a gate that needs to be passed through or whether they provide useful early information about how individuals are likely to perform on subsequent licensure tests. By examining a pool of individuals who took both basic skills and licensure tests, the authors contrast the likelihood of passing licensure tests given how well individuals performed on the basic skills test. The results support the hypothesis that basic skills tests are measuring cognitive skills important to the learning of material required for success in attaining teacher licensure and are not simply a bureaucratic hurdle.

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Abdul Kareem, Eather, Abdul Kareem Aljawadi, and Luay Al-Sumayday. "Designing Tests for Measurement of the Basic Skills of Tennis." Al-Rafidain Journal For Sport Sciences 12, no. 40 (2006): 124–39. http://dx.doi.org/10.33899/rajsport.2006.6067.

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Patkowski, Mark S. "Basic Skills Tests and Academic Success of ESL College Students." TESOL Quarterly 25, no. 4 (1991): 735. http://dx.doi.org/10.2307/3587096.

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Boo, Jaeyool, and Walter Vispoel. "Computer versus Paper-and-Pencil Assessment of Educational Development: A Comparison of Psychometric Features and Examinee Preferences." Psychological Reports 111, no. 2 (2012): 443–60. http://dx.doi.org/10.2466/10.03.11.pr0.111.5.443-460.

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The purposes of this study were to assess the comparability of scores obtained from computer and paper-and-pencil versions of the Iowa Tests of Educational Development and to evaluate examinees' attitudes about multiple aspects of test administration in the two modes. Findings supported the comparability of scores across administration modes with regard to scaling (means and standard deviations), internal consistency, and criterion- and construct-related validity. Overall, examinees preferred taking the computerized tests and valued many operational features of those tests. The least favorable attitudes were reported for the literary skills tests and their scrollable reading passages in particular.

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Soto, Lourdes Diaz, Murray I. Gellen, and John D. Morris. "School Perceptions of Puerto Rican Mothers and Achievement of Their Children." Psychological Reports 62, no. 1 (1988): 187–92. http://dx.doi.org/10.2466/pr0.1988.62.1.187.

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The purpose of this study was to examine the correlations between school-related perceptions of 57 Puerto Rican mothers residing in east-central Pennsylvania and achievement of their children. The school-related perceptions were obtained using the Marjoribanks Family Environment Schedule, which yielded scores for satisfaction with school, teachers, and subject areas as well as a measure of the mother's language of preference for instruction. The children's achievement was measured by the Iowa Test of Basic Skills. Statistically significant correlations were not found between the Iowa reading scores and maternal satisfaction with all school-related variables. However, a significant value of .27 was identified between maternal satisfaction with teachers' and the children's Iowa mathematics scores. Of the mothers 86% expressed a preference for English as the language of instruction for their children. The school personnel need to identify factors contributing to these positive attitudes.

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Hanson, Ralph A., and Richard E. Schutz. "A Comparison of Methods for Measuring Achievement in Basic Skills Program Evaluation." Educational Evaluation and Policy Analysis 8, no. 1 (1986): 101–13. http://dx.doi.org/10.3102/01623737008001101.

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Standardized achievement tests continue to be used as the primary criterion measures in the evaluation of basic skills programs despite explicit recommendations against this practice by many testing and evaluation experts. A major issue behind this criticism is examined in this comparative study of three types of tests. These tests represent three points on a content validity continuum which references their correspondence to the instructional program being evaluated. Data are examined on these tests at two levels in eight groups of elementary school students receiving instruction on various basic skills. The results show why and how standardized tests provide different information from other tests that are more closely matched to program instruction. They also show why out-of-level standardized test results often correspond more closely to the results of instructionally referenced tests as compared to at-level tests. The implications of this research for basic skill program evaluations are discussed.

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Passoneau, Sarah, and Michele Christian. "Participant Learning in an Archival Education and Outreach Program to Fraternities and Sororities: An Implementation of Evidence-Based Librarianship and Information Science." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 14, no. 2 (2013): 92–110. http://dx.doi.org/10.5860/rbm.14.2.404.

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What can researchers do when they want to transform a traditional lecture into a collaborative, hands-on learning experience? How can participants learn and become empowered to construct and maintain historical records that reflect their experiences? An archivist can lecture students about basic archival practices and the students can learn a few skills, but hands-on activities for record creation and maintenance that facilitate participants’ learning will create collaborators with basic, but important, archival skills.At Iowa State University (ISU), the University Archivist and the Assessment Librarian partnered to create an educational outreach program with Greek (fraternity and sorority) students and alumni.

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Bass, George, Roger Ries, and William Sharpe. "Teaching Basic Skills through Microcomputer Assisted Instruction." Journal of Educational Computing Research 2, no. 2 (1986): 207–19. http://dx.doi.org/10.2190/kean-rwux-7bl2-fp3v.

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Low achieving students in grades 4–6 were given supplementary microcomputer assisted instruction in reading and mathematics. Students' performance was assessed with a pretest/posttest nonequivalent control group design using standardized achievement and affective tests. Although all microcomputer experimental groups showed statistically significant pretest/posttest gains in reading and mathematics, the control groups using conventional instructional methods also showed similar gains. Analysis of covariance of achievement gains revealed only one experimental group, sixth grade reading, to be statistically superior to the control groups' performance. No significant changes in students' attitudes toward schooling or sense of control over their own performance were detected. Implications of this study's design and findings are discussed with respect to past CAI research and present CAI school practices.

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Allen, Brenda S., and Brenda J. Lohman. "Positive Youth Development Life Skills Gained at the Iowa 4-H Youth Conference." Journal of Youth Development 11, no. 1 (2016): 62–76. http://dx.doi.org/10.5195/jyd.2016.434.

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Research suggests 4-H programs build Life Skills such as leadership, communication, citizenship and learning. However, 4-H programs vary from long-term on-going experiences to shorter, more intense opportunities. This paper discusses a program evaluation articulating the life skill development of participants in a 3-day residential State 4-H Conference on a Midwestern college campus. The Life Skills assessed were in the areas of leadership, citizenship, communication, and learning as part of overall Life Skill development. Participants were youth ages 14-18 years. A retrospective pretest-posttest was used to evaluate skill development and understanding. Analysis, including paired sample t-tests, indicated growth in each of the 12 common outcome measures evaluated. This study supports the importance of purposeful planning and youth engagement in the learning process to achieve desired life skill outcomes.

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Nezirović, Alma. "THE RELATIONSHIP BETWEEN BASIC MOTOR SKILLS AND DEFORMITY IN STUDENTS." Zbornik radova 16, no. 16 (December 15, 2018): 303–22. http://dx.doi.org/10.51728/issn.2637-1480.2019.16.303.

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In this paper we refer to the definition by which motor skills are those human skills that are involved in resolving motor tasks, and that determine successful movement. The primary aims of the paper were to ascertain whether the level of physical deformity affects the results the participants show on the tests of basic motor skills, as well as whether the level of deformity differs between male and female population. The research sample included 299 students of the University of Sarajevo. The findings indicated that the level of deformity does not significantly affect the results obtained on the tests of basic motor skills, and that there is no difference in the level of deformity between the male and female participants.

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Farkash, Ebraheem, Wadii Zayed, and Naila Bali. "The effect of using the two competitive teaching styles and stations on learning some basic football skills for physical education students." Physical education of students 26, no. 6 (2022): 308–15. http://dx.doi.org/10.15561/20755279.2022.0605.

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Purpose: The present study investigates the effect of two different teaching methods, which are represented in the collective competitive method and the station method in teaching some basic football skills to students of faculty of physical education and sports sciences . Material: Data were collected with 40 students (STs). the research sample was divided randomly into two groups of (20) students for each group, where the first group applied the competitive method, and the second applied the stations method. A quantitative study used based on tests and measurements consisting to identifying basic skills in football. Results: Students shared several two experimental groups approach. However, significant differences emerged in developing some basic football skills. The competitive method made a remarkable development in all basic skills. However, the latest stations style marked development in all basic skills. In addition, data are provided indicating that the competitive style surpassed the stations method in the post tests in all basic skills. Conclusions: This study will encourage teachers to use two styles (competitive style and station style) to develop the basic skills of football, organize the units in such a way that they achieve the principle of continuity through succession between the parts of the skill to teach.

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Rickard, Timothy C., and Lyle E. Bourne. "Some tests of an identical elements model of basic arithmetic skills." Journal of Experimental Psychology: Learning, Memory, and Cognition 22, no. 5 (1996): 1281–95. http://dx.doi.org/10.1037/0278-7393.22.5.1281.

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Ridlon, Candice L. "Christi Makes Sense of Sixth-Grade Mathematics." Mathematics Teaching in the Middle School 5, no. 6 (2000): 367–73. http://dx.doi.org/10.5951/mtms.5.6.0367.

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IN FALL 1997, A LOCAL PUBLIC MIDDLE school granted me permission to try a new curriculum with twenty-six sixth graders for nine weeks. I wanted to study children in ordinary classrooms using commonly available materials, like an overhead projector and worksheets. These students were randomly selected from 153 low achievers in mathematics on the basis of scores from the Iowa Test of Basic Skills (ITBS)—scores below the fortieth percentile—and recommendation by a classroom teacher.

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Nurrochmah, Siti, Rachmad Fariz Furrochman, and Guntur Firmansyah. "Analysis of physical conditions and basic skills of table tennis players in malang city." Jurnal Maenpo : Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi 12, no. 2 (2022): 151. http://dx.doi.org/10.35194/jm.v12i2.2738.

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The purpose of this study was to determine and examine the description of the physical condition that has components which are strength, agility and reaction speed as well as basic service and drive technical skills possessed by table tennis athletes in Table Tennis Federation of Malang City. This research is a quantitative descriptive type and uses an observational test approach. The population was 55 people and the sampling used a purposive proportionate random sampling technique with a portion of 90% of 55 people, a total sample of 50 people. Data collection uses measurement techniques in the form of physical condition tests and sports skills tests. The results obtained in the components of agility, arm muscle strength, reaction speed, as well as basic drive technical skill were in the "enough" category, the dominant arm muscle strength component is "sufficient", the dominant reaction speed component is "enough", the basic dominant technique skills are "insufficient", and the basic dominant drive technique skills are "enough". The conclusion of the research results indicated that each component of physical condition obtained a “satisfactory” category whereas the basic technical skills mostlyobtained a “satisfactory” category. Keywords: Physical condition, strength, agility, reaction speed, serve, drive.

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Stevens, Joseph J., and Keith Zvoch. "Confirmatory Factor Analysis of the TerraNova Comprehensive Tests of Basic Skills/5." Educational and Psychological Measurement 67, no. 6 (2007): 976–89. http://dx.doi.org/10.1177/0013164406299107.

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أ.د. نجلاء عباس, زينة حسن. "The effect of using the bubble mental map on learning the skills of preparation and receiving transmissions in female students volleyball." Modren Sport Journal 19, no. 4 (2020): 0049. http://dx.doi.org/10.54702/msj.2020.19.4.0049.

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Several cognitive strategies, methods, methods, and teaching aids have emerged that help the teacher achieve the goal they want. Among these learning methods are mind maps, which are one of the means that contribute to stabilizing the information of the learner, especially the game of volleyball, which includes many basic skills. The basic skills of volleyball, as the study aims to identify the effect of using the bubble mental map in learning some basic skills of volleyball for students, and also included two assumptions, namely 1- There are no statistically significant differences between the pre and post tests of the experimental and the control groups in some basic skills of female students volleyball 2- There are no statistically significant differences between the experimental and control groups in the post test in some basic skills of female students volleyball ,Consequently, the researcher concluded that there is a clear effect of the bullous mental map used during the lesson, through the results obtained by the researcher from the difference between the results of the tribal and posttest tests on the students, and therefore the study recommends the need to use the mental map during the educational process because of the educational effect of the lesson.

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Melawati, Oka, Ngadimin Ngadimin, and Soewarno Soewarno. "The Development of Physics Student Skills Test Using Basic Physics Measuring Instruments." Asian Journal of Science Education 1, no. 1 (2019): 45–52. http://dx.doi.org/10.24815/ajse.v1i1.14744.

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Learning about laboratory equipment is often done. However, at the end of the learning that is often carried out tests is knowledge. While the skills possessed by students are rarely carried out tests, even though skills are part of the competencies that must be achieved. This can be caused by the unavailability of test kits that can be used to measure skills. Therefore in this study researchers conducted research on the development of physics student skills tests using basic physics measuring instruments in the Fkip Unsyiah Physics Education laboratory. This study aims to obtain a skill test device using a valid basic physics measurement tool for physics education study program students. The products produced are in the form of assessment instruments in the form of rubrics on a scale of 1-3. This study uses the development model Rowntree which consists of three stages, namely: 1) Planning; 2) Development; and 3) Evaluation. The results showed that the instrument validation obtained a percentage of 80% with a very feasible category. While the results of the average percentage of practical performance using calipers is 90.3%, micrometer 92.1%, voltmeter 81.5%, and ampermeter 81.6%. That is, the average percentage of student performance is categorized as very feasible.

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Kloer, Mary, Laurence Mynors-Wallis, and Denise Cope. "Basic competency testing to meet Clinical Negligence Scheme for Trusts standards." Psychiatric Bulletin 31, no. 5 (2007): 173–75. http://dx.doi.org/10.1192/pb.bp.106.009688.

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Aims and MethodIn order to meet revised (2005) Clinical Negligence Scheme for Trusts standards, tests of competency in key clinical skills were set for psychiatric senior house officers (SHOs) at the start of their posts.ResultsThe assessment of basic competencies demonstrated that 9 out of 14 SHOs met the required standards in tests of key clinical skills (overall competency rate of 64%). Senior house officers were generally in agreement with the principles behind the assessments.Clinical ImplicationsCompetency testing is becoming important at all stages of training and within all medical specialties. The recommended methods combine assessment of both knowledge-based competencies and clinical performance in the workplace.

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KHALIL, Joulan Hussain. "OXYGEN EXERCISES AND THEIR EFFECT ON PSYCHOLOGICAL COMPATIBILITY، SOME FUNCTIONAL INDICATORS, CONCENTRATION OF BETA-ENDORPHINS AND BASIC SKILLS OF AL-KARKH JUNIOR BASKETBALL TEAM PLAYERS." International Journal of Humanities and Educational Research 04, no. 1 (2022): 41–51. http://dx.doi.org/10.47832/2757-5403.12.3.

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Identified the research problem stating that the oxygen exercises prepared by the two researchers have an effect on improving psychological compatibility, functional and chemical indicators, and basic basketball skills for young players? Through it, the researcher set the objectives of this study in terms of first: identifying the tribal and dimensional differences between the level of psychological adjustment، oxygen susceptibility, functional indicators، beta-endorphin and basic skills in basketball for the junior category for the experimental and control samples, and secondly: identifying the dimensional differences in psychological adjustment, oxygen susceptibility, functional indicators and beta-endorphin And the basic skills of basketball for the junior category between the experimental and control samples, using the statistical methods of the program spss shows the result of the first goal. It appeared that the level of statistical significance for all variables is less than (0.05), which indicates that there are significant differences between the results of these pre and post tests and in favor of the post tests. As for the result of the second goal, it also appears that its level of statistical significance is smaller from (0.05), which indicates that there are significant differences between the results of these pre and post tests in the previous tests and in favor of the post tests.

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Sparks, Richard, Leonore Ganschow, and Alex Thomas. "Role of Intelligence Tests in Speech/Language Referrals." Perceptual and Motor Skills 83, no. 1 (1996): 195–204. http://dx.doi.org/10.2466/pms.1996.83.1.195.

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This study examined the relation of the WISC–R Verbal IQ with measures of oral and written language among 190 students referred to a private educational clinic over a 5-yr. period. Correlations of Verbal IQ with scores on measures of oral language, written language, receptive language, reading comprehension, and basic reading skills were calculated for the total sample and by Grades 1–3, 4–7, and 8–11. Standard regression coefficients were used to estimate the proportion of variance explained by these five measures. Significant correlations were found for Verbal IQ with the measures, ranging from .36 (Basic Reading Skills) to .69 (Receptive Vocabulary). Multiple regression indicated that 59% of the variance was explained by the five measures and that three—Oral Language, Receptive Vocabulary, and Reading Comprehension—contributed significantly to Verbal IQ. Correlations across grades showed inconsistent differences by grade for Verbal IQ with language variables. Implications for speech-language referral practices are discussed.

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HUSSEIN, Raad Abdulqader, and Nibras Kamil HADEAT. "THE EFFECT OF FLIPPED CLASSROOM STRATEGY IN LEARNING SOME BASIC ‎FOOTBALL SKILLS FOR JONIOR INTERMEDIATE SCHOOL STUDENTS." International Journal of Humanities and Educational Research 03, no. 06 (2021): 550–58. http://dx.doi.org/10.47832/2757-5403.6-3.42.

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The search aims to: ‎ ‎- Recognize the effect of the inverted grade strategy in learning some ‎of the basic skills of football for second graders. ‎ ‎- Identify the differences between the past and subsequent tests of ‎the two groups of research in learning some of the basic skills of ‎football for second grade students.‎ ‎- Identify the differences between the subsequent tests of the two ‎groups of research in learning some of the basic skills of football for ‎students of the second grade literary.‎ The researchers used the experimental approach to suitability and the ‎nature of the research. The research society consisted of students of ‎the second grade intermediate school in Al-Malwia for boys in the ‎district of Baqubeh in the province of Diyala. The total number of ‎students was (43) and (30) students were randomly chosen to be the ‎sample of the research and divided into two experimental and ‎experimental groups (15), And the two experimental design ‎researchers، called (equal group design، random selection with pre-‎test and post-test) were used to achieve parity between them.‎ and then the main experiment was applied by two units a week for six ‎weeks. After that the post tests were applied. After the data collection ‎and unloading) And test (t) for associated and independent samples، ‎arithmetic mean and standard deviation. After the statistical treatment ‎and the appearance of the results, the researchers concluded the ‎following: ‎- The flipped classroom strategy has the effect of learning some basic ‎football skills for a sample search.‎ ‎- The advantage of strategic inverted grade on the traditional style of ‎the article teacher in learning some basic football skills for sample ‎research. ‎ Therefor, the researchers recommended using this strategy in ‎learning other skills for other. activities.‎

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Hudson, J. Blaine, Sidney A. McPhee, and Joseph Petrosko. "The Relationship Between Tests, Course Placement, and the Academic Performance of College Freshmen." NACADA Journal 13, no. 2 (1993): 5–14. http://dx.doi.org/10.12930/0271-9517-13.2.5.

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Standardized and basic skills placement tesh are used routinely as indicators of academic ability and potential in academic advising. By analyzing the relationship between test scores and the academic performance patterns of more than 1,800 freshmen attending an urban public university, the authors found that basic skills placement tesh measured academic preparation more accurately than did the American College Test (ACT). However, standardized and locally developed placement tests predicted academic performance with only low to moderate reliability. In particular, the tests tended to underestimate both the academic preparation and the likelihood of satisfactory academic performance of female and non-White students.

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Qodir, Abdul. "The Effectiveness of Training on improving Knowledge and Skills Basic Life support in Lay People." Jurnal Ilmiah Kesehatan Media Husada 9, no. 1 (2020): 19–26. http://dx.doi.org/10.33475/jikmh.v9i1.215.

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Out-of-hospital cardiac arrest (OHCA) is a major health problem throughout the world. The best survival rates are achieved when trained people provide OHCA victims with basic life support (CPR). This study aims to evaluate the effectiveness of training on improving knowledge and skills basic life support in lay people. One group pretes posttest design was conducted in this study in integrated laboratory Widyagama Husada School of health. A total 15 participants were ware selected by Consecutive Sampling. Data were collected on respondent characteristics, knowledge and practical skills basic life support. Data were analyzed using paired t-tests. The mean score in knowledge and skills ware 54,67 and 33,67 at pretest and 76,3 and 85,07 (p = 0.000) at posttest. The Training significant on improving Knowledge and Skills Basic Life support in Lay People.

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Berry, Robert. "Spotlight on the Principles: The Equity Principle through the Voices of African American Male Students." Mathematics Teaching in the Middle School 10, no. 2 (2004): 100–103. http://dx.doi.org/10.5951/mtms.10.2.0100.

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Calvin is a sixth-grade African American male student in a school district in the southeastern United States. As an elementary school student, Calvin earned the highest level of achievement on his state's standardized mathematics test in grades 3, 4, and 5. In addition, he scored in the 98th percentile on the Iowa Test of Basic Skills in mathematics. On all objective measures in mathematics, Calvin performed well and, in most cases, excelled. In addition, he earned A's and B's consistently in mathematics. Calvin stated that mathematics is his favorite subject and that mathematics comes naturally to him and is easy. He loves challenging mathematics problems and mathematics puzzles.

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Kohen-Raz, Reuven, and Maruan Masalha. "Relations of Basic Arithmetic and Motor Skills in Deaf Elementary School Children." Perceptual and Motor Skills 66, no. 1 (1988): 275–82. http://dx.doi.org/10.2466/pms.1988.66.1.275.

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3 segregated groups of Arab and Jewish deaf children of CA 10;9 ( n = 28) were compared with a group of hearing Arab first graders (CA = 6;10, n = 32) on tests of basic arithmetic, static balance control, and the ability to suppress synkinetic finger movements. The hearing-impaired performed as well on arithmetic tasks and on the tests of synkinetic control as their normal peers who were four years younger, while on static balance they were even inferior to the latter. Significant correlations were found between the basic airthmetic and motor skills, within the hearing as well as within the hearing-impaired groups; these remained significant even within the small subgroups of the latter. As these results cannot be accounted for by low intelligence and neurological disturbances, or by direct or indirect effects of deficient language development, the assumption is supported that some type of neurological immaturity, unrelated to hearing loss, interferes with the acquisition of numerical skills in deaf children.

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Ahmed, Shazia, and Ruth Douglas. "Success in employers’ numeracy tests." MSOR Connections 17, no. 2 (2019): 25. http://dx.doi.org/10.21100/msor.v17i2.983.

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Final year students applying for graduate jobs in industry are often required to sit numeracy tests as part of the recruitment process. Students in the College of Arts can be disadvantaged in this area as, often, the last time they will have come across any Mathematics will have been at National 5, GCSE or equivalent level (at the age of 15 or 16). This project was a collaboration between the Mathematics & Statistics support within the Learning Enhancement and Academic Development Service (LEADS) and the Careers Service to create a repository of resources designed to help students refresh their basic mathematical skills and give them the confidence to tackle Employers’ Numeracy tests successfully. A Moodle course including videos and tailored learning materials was created to enable students to improve their confidence and ability in relevant mathematical and statistical skills, as well as sample tests (both timed and untimed) to give students an idea of what to expect in a real assessment.

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Lieberth, Ann K., and Douglas R. Martin. "The Instructional Effectiveness of a Web-Based Audiometry Simulator." Journal of the American Academy of Audiology 16, no. 02 (2005): 079–84. http://dx.doi.org/10.3766/jaaa.16.2.3.

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With distance learning becoming more of a reality than a novelty in many undergraduate and graduate training programs, web-based clinical simulations can be identified as an instructional option in distance education that has both a sound pedagogical foundation and clinical relevance. The purpose of this article is to report on the instructional effectiveness of a web-based pure-tone audiometry simulator by undergraduate and graduate students in speech-language pathology. Graduate and undergraduate majors in communication sciences and disorders practiced giving basic hearing tests on either a virtual web-based audiometer or a portable audiometer. Competencies in basic testing skills were evaluated for each group. Results of our analyses of the data indicate that both undergraduate and graduate students learned basic audiometric testing skills using the virtual audiometer. These skills were generalized to basic audiometric testing skills required of a speech language pathologist using a portable audiometer.

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Journal articles on the topic 'Iowa Tests of Basic Skills'

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