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Dissertations / Theses on the topic 'Students' assessments'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Wright, Terra. "Middle School Teachers' Perceptions of Incorporating Alternative Assessments to Accommodate Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1354.

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A suburban middle school located in the southeastern United States included differentiated instruction and technology in all aspects of the curriculum. Teachers at this school received professional development on differentiated strategies; however, many teachers did not apply the strategies to assessments and continued to use traditional assessments despite the poor performance of their students on class evaluations. This qualitative case study, rooted in constructivist theories, examined middle school teachers' perceptions and use of alternative assessments. All 6th Language Arts teachers wer

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Taylor, Deborah. "Special Education Students and Standardized Assessments." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249256.

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<p> Special education students with many different disabilities are taught in today’s classrooms, and since the passing of the No Child Left Behind Act in 2001, they are required to take the same standardized assessments as their regular education peers (Resmovits, 2013). Within this study, data were analyzed to determine the perceptions of two groups, which included third-grade regular education teachers and special education teachers of special education students who took the same standardized assessments as their regular education peers. In addition, data were also examined to determi

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Caldwell, Jennifer E. "Self-assessments skills of occupational therapy students." Thesis, Robert Gordon University, 1997. http://hdl.handle.net/10059/610.

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Increasingly health workers are expected to self-evaluate within the work-place thus raising the question as to how they develop such skills. To date there has been very little research on self-assessment in higher education courses which prepare health professionals for their future careers. The project aimed to investigate occupational therapy students' self-evaluation skills during their professional education and within their first work-place. This practice based investigation was conducted by a member of academic staff in one of the two centres in Scotland offering a BSc in Occupational T

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Kwan, Kam-Por. "How university students rate their teachers : a study of the attitudes and rating behaviours of university students in teaching evaluations." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1606/.

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Wright, Kimberly Dawn. "Authenticated writing assessments of agricultural education graduate students." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1255.

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Lindner, Murphy, and Wingenbach (2002), noted that agricultural education's core is communication because it is the component that spreads a variety of ideas to a large group of people and is the essential form of education needed for scholarship. Research is needed to ensure that agricultural education students are taught to write, effectively and efficiently, an argument paper that establishes the following components: coherence, audience awareness, argument, summary, sources, and grammar. The purpose of this descriptive study was to determine if the writing competencies of the Doc@Distanc

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Kidner, Cindy L. (Cindy Lee). "Increasing Differentiation on Vocational Assessments among Gifted High School Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278958/.

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Multipotentiality makes career counseling with gifted students difficult. High-flat vocational profiles give the impression that gifted students can develop a wide range of abilities to an equally high level. High-flat vocational profiles may be due to assessments that consider abilities and disregard interests and values, and ceiling effects from the use of age-appropriate, rather than cognitively-appropriate measures. Subjects included 170 gifted students from a residential, early college entrance program (M=15.9 yrs., SD=.361). Subjects completed the Scholastic Aptitude Test, Self-Directed

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Chan, Tina Kim. "Assessing online assessments: A comparison study of math assessment tools for third-grade students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3074.

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The study reported here examined the move towards online assessments and addressed the question of whether or not different assessment tools affect student scores and student learning. The research activities covered a three-week period, from June 5, 2006 to June 23, 2006. During this time, seventeen third grade students served as their own control group by taking several math tests online and several math tests with paper and pencil. Results were compared to see if performance on computer-based tests would be more successful than pencil-and-paper tests. A follow-up survey to evaluate and inte

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Jung, Eunju. "Methods in creating alternate assessments : calibrating a mathematics alternate assessment designed for students with disabilities using general education student data /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9221.

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Thesis (Ph. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-116). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Jung, Eunju 1974. "Methods in creating alternate assessments: Calibrating a mathematics alternate assessment designed for students with disabilities using general education student data." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9221.

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xvi, 116 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>A significant challenge in developing alternate assessments is obtaining suitable sample sizes. This study investigated whether psychometric characteristics of mathematic alternate assessment items created for 2% students in grade 8 can be meaningfully estimated with data obtained from general education students in lower grades. Participants included 23 2% students in grade 8 and 235 general education students in grades 6-8. Twenty three 2% students we

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Francis, Nalda J. "ESL College Students' Perspectives on Classroom Content Delivery and Assessments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7139.

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The purpose of this qualitative case study was to gather the perspectives of English as a Second Language (ESL) students to determine their views regarding content delivery and assessments in their content’ specific classes. This case study is based on the concept that students’ perspectives should be considered when planning content delivery and assessments for ESL students at Constitution College (pseudonym), a 4-year college in South Florida. ESL college students receive content and assessments in the same manner as native English - speaking students at Constitution College after completing

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11

Barnes, Barbara (Principal). "Impact of Teacher and Student Ethnicity on Student Assessments." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburb

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Van, de Vord Rebecca. "Predictors of credibility assessments in online information seeking of college students." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/r_vandevord_050509.pdf.

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Hansen, Helena. "The Accuracy of EFL Self-assessments made by Swedish Primary School Students." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35318.

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The objective of this study was to examine the accuracy of Swedish primary school students’ EFL self-assessments. Self-assessment is an important component of formative assessment, which is the main tool used by Swedish primary school teachers when evaluating EFL proficiency. In the study, a survey and a vocabulary picture test were conducted. The survey consisted of Likert-scale statements and was used for students’ EFL self-assessments. It was followed by an English vocabulary picture test to evaluate students’ English vocabulary. To investigate whether there was a correlation between the re

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Maniccia, Angelo Caesar. "Strategies and Assessments to Support Special Education Students' Writing the Literacy Test." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5500.

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Many special education (SPED) students are failing the Ontario Secondary School Literacy Test (OSSLT) despite writing instruction provided by SPED teachers. The purpose of this study was to understand teachers' perceptions about why students were failing the literacy/writing test and document whether evidence-based assessment and writing practices were implemented. Cognitive-behavioral theory served as the conceptual framework for this study. The research questions in this study focused on SPED teachers perceptions regarding students not passing the OSSLT, observations of whether assessment an

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Alenezi, Hanadi. "Evaluating Dental Students’ Preferences of the Current Assessment Methods Used in Dental Education and their Impact on Learning Approaches." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3106.

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Assessment is a critical component of the educational experience. The purpose of this study was to examine dental students’ assessment preferences and their relation to students’ approaches to learning. The study also investigates the impact of gender, age, GPA and class level on dental students’ assessment preferences. Two hundred sixteen dental students at University of the Pacific Arthur Dugoni School of Dentistry have completed a self-reported 67-item questionnaire. Open-ended questions requiring long answers were the least preferred assessment method as perceived by the dental students, w

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Gromoll, Maryann. "TEACHER PERCEPTIONS OF THE ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES ON STATEWIDE ASSESSMENTS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3590.

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Each year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement standards (Thompson, Lazarus, Clapper, & Thurlow, 2006). State departments of education are responsible to e

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Baker-Herring, Michelle M. "Middle School Students’ Perceptions of Having the Opportunity to Retest on Summative Assessments." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1339716305.

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Jones, Karen Anne. "Measures of writing skills as predictors of high stakes assessments for secondary students." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8015.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Been, Christina. "Comparison of Student Success between Graduate and Undergraduate Students on the Missouri Content Assessments at a Private Midwestern University." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10937063.

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<p> This study analyzed the results of undergraduate and graduate teacher candidate scores on the Elementary Missouri Content Assessment at a private Midwestern University. The intent was to examine the possibility of a difference between pre-service teachers who satisfied coursework requirements through an undergraduate program or through a graduate program. This study focused on the content knowledge domain of teacher knowledge that had been the focus of teacher competency studies since Lee Shulman’s research in 1986. This study used pre-service teacher Missouri Content Assessment scor

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Green, Christopher George. "The effects of formative assessments on performance and attitudes of ninth-grade science students." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/green/GreenC0811.pdf.

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The importance of formative assessments has been in the forefront of current pedagogy. In this study, ninth-grade urban science classes were taught using clear "I can" statements, given meaningful feedback on their assignments, and provided with multiple attempts to successfully reach the learning goals. While the overall performance of students showed marginal improvement, the data indicates that their attitudes towards science and learning seemed to become more positive.

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Ashford, Charlotte. "The Influence of Teachers' Technology Attitude and Aptitude on Students' Performance on Computerized Assessments." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828089.

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<p> The purpose of this grounded theory study is to identify teacher factors that affect student performance on computerized exams such as teacher beliefs, professional development, and school resources. Additionally, the researcher seeks to identify student factors that can have an impact on student performance such as student demographics and the socioeconomic status of students. </p><p> To analyze and describe any differences in teacher beliefs between two schools, the researcher compared teacher training, administrative support, and teacher comfort with technology as it related to the te

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Mospan, Courtney M., Rick Hess, Reid B. Blackwelder, Susan Glover, and Chris Dula. "A Two-Year Review of Suicide Ideation Assessments Among Medical, Nursing, and Pharmacy Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6904.

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Suicide is the 10th leading cause of death in the U.S. and has increased in prevalence during the past 15 years. Patients who attempt suicide are more likely to have contact with their primary care provider than a mental health provider in the month before attempting suicide, highlighting the need for competency in suicide ideation (SI) assessment. The Communications Skills for Health Professionals is an interprofessional course involving first-year medical, nursing, and pharmacy students. Specific instruction regarding assessment of SI was delivered through an online module and later practice

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Mospan, Courtney M., Rick Hess, Reid Blackwelder, Susan Glover, and Chris Dula. "A Two-Year Review of Suicide Ideation Assessments Among Medical, Nursing and Pharmacy Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6931.

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Green, Tetaime Sherie. "Resiliency of Students Who Failed the State of Texas Assessments of Academic Readiness Exam." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6569.

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The purpose of this study was to investigate former high school students' resilience following the administration of the State of Texas Assessments of Academic Readiness (STAAR) exam based on the comparison of male and female students who passed the STAAR exam the first time and those who failed it at least 2 times. This study fills a gap in the literature by offering additional data and increased knowledge about the relationship of resiliency to school performance. A total of 133 adults aged 18-29 years who had been enrolled in 3 high schools in a large metropolitan area in Texas were referre

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Pasciuto, Nicholas. "The Impact of Altering the title of an Assessment on Students' Performance and Perceptions." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555686367962077.

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Coutinho, M., and Lori J. Marks. "Classroom Based Performance Assessments: Using Standards and Lesson Plans to Accommodate Academic Diversity Among Students." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3572.

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Cooper, Consuela Michelle. "Effect of Summer Bridge Programming on Students' Performance on the Texas Success Initiative Assessment." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3666.

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Summer bridge programs (SBPs) have been used as a means of increasing students' college readiness and academic skills. University Southeast implemented a SBP in 2013 for students placing into developmental courses on the Texas Success Initiative Assessment (TSIA). However, researchers have found mixed results when evaluating the effectiveness of SBPs, and at University Southeast, it has not been investigated. The purpose of this quantitative study was to examine the difference in TSIA score gains between first-time-in-college students with developmental-level test scores who attended a three-w

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Sloan, Carol BonDurant. "Planning for Academic Success: Survey of University Professors' Assessments of Non-native Students' Language Skill Needs." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4777.

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The purpose of this study is to examine which language skills university professors believe are most essential for academic success in Portland State University classes. The study can shed light on a question for future research: Do current academic ESL classes at Portland State University teach the necessary skills to help international students maximize their second-language learning potential in university-level courses. Enrollment statistics for 1993 I 94 show 53 percent of the 815 international students declared majors in two programs: the school of Business Administration and the school

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Garber, Tammy L. "The effect of written feedback on formative assessments on students' performance in a high school mathematics class." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 89 p, 2008. http://proquest.umi.com/pqdweb?did=1654487941&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Villafañe-García, Sachel M. "Use of Assessments in College Chemistry Courses: Examining Students' Prior Conceptual Knowledge, Chemistry Self-efficacy, and Attitude." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5591.

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Students' retention in STEM-related careers is of great concern for educators and researchers, especially the retention of underrepresented groups such as females, Hispanics, and Blacks in these careers. Therefore it is important to study factors that could potentially influence students' decision to stay in STEM. The work described in this dissertation involved three research studies where assessments have been used in college chemistry courses to assess students' prior content knowledge, chemistry-self-efficacy, and attitude toward science. These three factors have been suggested to have an

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Allan, John Morland. "Participants' voice : what works well in helping students to learn to pass assessments in the further education college 'classroom'? : implications for learning, teaching and assessment." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/24475.

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This thesis is concerned with learning, teaching and assessment in the Scottish Further Education College Sector. The thesis employs a phenomenological approach to the collection, analysis and interpretation of data grounded in the experience of principal participants – senior managers, lecturers and students – in 4 further education colleges in central Scotland during academic year 2003/04. The research question was concerned with exploration and identification of teaching and learning strategies that enabled student success in assessments in FE, and the data collection was designed to elicit

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Hollinger, Jamie L. "The relationship between students' reading performance on diagnostic assessments and the Third Grade Reading Achievement Test in Ohio." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1255983678.

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Griffiths, Sarah Elizabeth. "The comparative validity of assessments based on different theories for the purpose of identifying gifted ethnic minority students." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289555.

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The underrepresentation of ethnic minority students in programs for gifted and talented students is often a result of the identification process. Concerns have been raised through the years about the appropriateness of using standardized tests, especially standardized intelligence tests, with ethnic minority students (Maker, 1996; Richert, 1987). The problems with the use of standardized intelligence tests with ethnic minority students increase the difficulty of identifying gifted students from those populations. Therefore, the underrepresentation of ethnic minority students will persist unles

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Buchanan, Phil. "The association between learning preferences and preferred methods of assessment of dental students." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/38.

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This study is designed to gather information concerning a possible relationship between how dental students prefer to take in and communicate new information and how they prefer to be assessed. Though there are numerous references in the literature regarding the learning styles of students there are also references to the inaccuracy of such studies. Part of the problem is in the definition of what construes a particular learning style and how to match the outcomes of one study based on one set of criteria with another study based on a dissimilar set of guide lines. This study focuses on learni

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Majerus, Pamela Marie. "Teacher Perceptions of Common Core-Based Evaluations for Students With Cognitive Impairments." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1415.

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Education reform in schools has focused on inclusion of all students in general education environments and accountability measures. Students with cognitive impairments are mandated to participate in standards-based alternate assessments. Special education teachers in a school district in a southeastern state in this study have been faced with the challenge of implementing these assessments. A bounded case study design was used to examine their perceptions of the use of standards-based alternate assessments for students with cognitive impairments. Guiding research questions focused on the natur

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Couvillon, Michael A. "Measurement and Utility of Functional Behavioral Assessments and Behavior Intervention Plans in Classrooms for Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5469/.

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This research study examined how education service providers conduct functional behavioral assessments and utilize behavior intervention plans to address the social and emotional needs of students with challenging behaviors. The data are based on a 20-item survey administered to educators who identified themselves as working with students diagnosed with emotional and behavioral disorders. The results and implications of the survey are discussed and evaluated to the review of literature conducted prior to the study. Recommendations for future research are also explored.

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Kautz, Janna Lynn. "Current Trends of Function-Based Assessments for Elementary Age Students with Emotional Disabilities Serviced in Self-Contained Programs in Arizona." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/217052.

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The purpose of the study was to determine the current trends of FBAs and BIPs in a large school district in Arizona. The FBA and BIP components determined best practice by previous literature (Van Acker, et al., 2005; Blood & Neel, 2007) were used to analyze FBAs and BIPs of elementary age students grades Kindergarten through fifth grade serviced in a self-contained classroom designed for students with Emotional Disabilities. BASC-2 composite scores were reviewed and compared to students in the typical population as a means of determining a standard for self-contained placement for the parti

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Carrizales, Dianna Clare. "Validating the performance standards and cutscores for Oregon's alternate assessments : procedural evidence, teacher perception, and impact data /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192179761&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 157-162). Also available for download via the World Wide Web; free to University of Oregon users.

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Gifford, Tierney A. "Predictive Validity of Curriculum-Based Reading Measures for High-Stakes Outcome Assessments with Secondary Students Identified as Struggling Readers." Thesis, State University of New York at Albany, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241844.

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<p> Curriculum-based measurement (CBM) tools are used widely to assess students’ progress within different stages of the Response to Intervention (RTI) process. Despite the wide-spread use, little research has identified the efficacy of reading CBMs in predicting secondary student outcomes on high-stakes assessments. High-stakes assessments are being utilized to determine outcomes for not just students, but teachers, administrators, and districts. More research is needed to determine if reading CBMs are useful tools for the populations of struggling secondary readers. The current stu

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Thornton, Heather C. "Long-Term Effectiveness of Brief Multiple-Stimulus Without Replacement Preference Assessments on Individualized Education Plan Reading Progress of Students with Severe Disabilities." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/37.

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To teach operant behaviors to individuals with severe disabilities, stimulus preference assessment (SPA) methods have been developed to accurately identify stimuli that may function as reinforcers. Previous researchers have used multiple-stimulus preference assessments without replacement (MSWO) effectively over a short time period to teach target behaviors to individuals with disabilities. The present study investigated the long-term effects of incorporating brief MSWO preference assessments into the instructional routine for students with severe disabilities on individualized education plan

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Peeso, Jennifer. "The Effects of Personal Health Assessments on Health Knowledge and Health Behavior Among Students Enrolled in an Undergraduate Personal Health Course." TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/796.

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The purpose of this research was to determine whether personal health assessments would increase Personal Health 100 students' health knowledge and healthy behaviors. This research is important because of the objectives set by Healthy People 2000 to promote health and because of the need for comprehensive school health education programs. By focusing on health promotion in the school setting, more effective preventive programs can be devised. The factors investigated included health knowledge and the following health behaviors: exercise, alcohol consumption, use of tobacco, sleep, breakfast, s

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Bleyer, Charles T. "One-to-One Laptop Programs| Do Students in Identified Illinois High Schools Have an Advantage when State Assessments Are Computer-Based?" Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288083.

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<p> The purpose of this study was to determine if students in identified Illinois high schools who were a part of a one-to-one (1:1) laptop program achieved higher results on the computer-based Partnership for the Assessment of Readiness for College and Careers (PARCC) assessment than students in identified Illinois high schools that did not participate in a laptop program. In addition, gaps between males, females, large high schools, and small high schools were analyzed to discern if laptop programs possibly helped close achievement disparities. This study used a quantitative, non-experimenta

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Jackson, Yvonne Jackson. "Health Science Adminstrators' Perception of Remediation with Students in the Professional Track Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2833.

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Remediation to improve student retention is rapidly becoming an important part of health science programs in higher education. A career college located in the midwestern United States implemented remediation for students to address declining enrollment health science professional-track programs. The purpose of this qualitative case study was to explore how remediation was carried out by college instructors and their perceptions of instructional best practices for students in health science programs in the context of current research. The conceptual framework that guided this study was based on

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Montesino, Paul V. "Effect of Electronic Portfolio Assessments On The Motivation And Computer Interest of Fourth And Fifth Grade Students In A Massachusetts Suburban School." NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/732.

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A preliminary causal-comparative study was conducted in an elementary suburban school in Massachusetts to investigate the impact of electronic portfolio assessments in student's intrinsic motivation and computer interest. The target population were two groups of fourth grade and two groups of fifth grade students for a total of 77 subjects. They were trained and introduced to electronic portfolio assessments, a program which lasted for the entire school year. The students used Hyper Studio, a multimedia software program developed and marketed by Roger Wagner Publishing, Inc. It was the intenti

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Grau, Turuelo Constantino, García Oscar Banos та Cornelia Breitkopf. "thermoEⁱⁿᵗ: E-Assessments for International Students in Mechanical Engineering: Using Technical Thermodynamics as Pilot for Mathematics Oriented Subjects at the TU Dresden". TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74311.

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In recent years, the development of e-learning content has proved to be a very practical tool for improving existing learning options for students and workers, as e-learning can be used anytime and anywhere. At the universities, this versatility simplifies the process of reaching a larger number of students, especially those who have difficulties understanding the lecture.This is especially true in the case of foreign students, as language is an important barrier to overcome in early stages of the study. In order to improve the integration and success of foreign students at the Technical Unive

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Kendler, Adam. "A Comparison of Performance for 3rd Through 8th Grade Students on the 2014 NJ ASK and 2015 End-Of-Year PARCC Assessments." Thesis, Fairleigh Dickinson University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28151890.

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State-mandated standardized testing comprises a significant component of student outcome measures utilized by the state and federal government to assess school district performance. Failure to meet Adequate Yearly Progress (AYP) on standardized assessments can result in negative consequences for districts both systemically and financially. The current study analyzes the transition from the New Jersey Assessment of Skills and Knowledge (NJ ASK) to the Partnership for Assessment of Readiness for College and Careers (PARCC) for the 2014-2015 school year. Among the differences between the two asse

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Abell, Timothy Noah. "Investigating General Chemistry and Physical Chemistry Students' Understanding of Solutions Chemistry: The Development of the Enthalpy and Entropy in Dissolution and Precipitation Inventory." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1555083886097745.

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Marion, G. Greg. "An examination of the relationship between students' use of the Fast ForWord reading program and their performance on standardized assessments in elementary schools." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0331104-180636/unrestricted/MarionG041504f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0331104-180636. Includes bibliographical references. Also available via Internet at the UMI web site.

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Nwaogu, Eze. "The Effect of Aleks on Students' Mathematics Achievement in an Online Learning Environment and the Cognitive Complexity of the Initial and Final Assessments." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/94.

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For many courses, mathematics included, there is an associated interactive e-learning system that provides assessment and tutoring. Some of these systems are classified as Intelligent Tutoring Systems. MyMathLab, Mathzone, and Assessment of LEarning in Knowledge Space (ALEKS) are just a few of the interactive e-learning systems in mathematics. In ALEKS, assessment and tutoring are based on the Knowledge Space Theory. Previous studies in a traditional learning environment have shown ALEKS users to perform equally or better in mathematics achievement than the group who did not use ALEKS. The pur

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Pierre, Paul R. "The effects of using rubric-based formative assessments with feedback to close the loop of understanding on students' understanding of high school chemistry concepts." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/pierre/PierreP0811.pdf.

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Over the past years teaching chemistry, I have noticed there are some topics which constantly pose a challenge to students. From my own observation and interaction with my students, I have always thought that my students understand the concepts I am teaching. However, when it comes to taking tests and doing assessments in these areas students do not seem to demonstrate the knowledge and understanding required. Through my readings, I have noticed the use of rubrics as an important assessment technique, which can help students perform well on a given task. As a result, I have decided to investig

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