Littérature scientifique sur le sujet « Education, Tests and Measurements|Education, Special »
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Articles de revues sur le sujet "Education, Tests and Measurements|Education, Special":
Stotsky, Sandra. « Licensure Tests for Special Education Teachers ». Journal of Learning Disabilities 42, no 5 (26 juin 2009) : 464–74. http://dx.doi.org/10.1177/0022219409338740.
Wall, M. « Special tests ». Nurse Education Today 9, no 5 (octobre 1989) : 359. http://dx.doi.org/10.1016/0260-6917(89)90136-6.
Hoy, Mary P. « Observation opportunities for rural special education ». Rural Special Education Quarterly 8, no 2 (juin 1987) : 2–6. http://dx.doi.org/10.1177/875687058700800201.
Kanaya, Tomoe. « Intelligence and the Individuals with Disabilities Education Act ». Journal of Intelligence 7, no 4 (21 novembre 2019) : 24. http://dx.doi.org/10.3390/jintelligence7040024.
Mabry, Kemp. « A Guide to 75 Tests for Special Education by Carolyn Compton ». Measurement and Evaluation in Counseling and Development 20, no 3 (octobre 1987) : 134. http://dx.doi.org/10.1080/07481756.1987.12022861.
Connelly, James B. « Published Tests—Which Ones Do Special Education Teachers Perceive as Useful ? » Journal of Special Education 19, no 2 (juillet 1985) : 149–55. http://dx.doi.org/10.1177/002246698501900203.
Yaman, Ç., V. Uluışık, G. Hergüner et A. Önal. « Examining the attitudes of physical education teachers towards special education (the handicapped) ». Physical education of students 22, no 4 (28 août 2018) : 207–16. http://dx.doi.org/10.15561/20755279.2018.0406.
Hessen, David J. « Likelihood Ratio Tests for Special Rasch Models ». Journal of Educational and Behavioral Statistics 35, no 6 (décembre 2010) : 611–28. http://dx.doi.org/10.3102/1076998609359787.
Tamir, Pinchas. « Marking strategies of student tests in Israel with special reference to an innovative marking procedure of practical tests ». Studies in Educational Evaluation 13, no 1 (janvier 1987) : 91–103. http://dx.doi.org/10.1016/s0191-491x(87)80023-8.
Hurwitz, Sarah, Brea Perry, Emma D. Cohen et Russell Skiba. « Special Education and Individualized Academic Growth : A Longitudinal Assessment of Outcomes for Students With Disabilities ». American Educational Research Journal 57, no 2 (25 juin 2019) : 576–611. http://dx.doi.org/10.3102/0002831219857054.
Thèses sur le sujet "Education, Tests and Measurements|Education, Special":
Taylor, Deborah. « Special Education Students and Standardized Assessments ». Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249256.
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 determine if there was a relationship between how teachers from the two groups responded to survey statements and how students actually scored on the Missouri Assessment Program (MAP) for the years 2012-2014. Finally, data were analyzed to determine the perceptions of the two groups on the use of special education students’ assessment results for teacher evaluations. Sixty-three (N = 63) teachers, 30 regular and 33 special education teachers, from the Southwest Missouri region participated in completing a survey. Results indicated teachers in both groups negatively viewed the idea of special education students taking the same standardized assessments, with or without accommodations, as their non-disabled peers. In addition, a statistical relationship was found between the regular education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2013, 2014), and a statistical relationship was found between special education teachers’ perceptions and special education students’ MAP scores in the area of communication arts (2012) and math (2013). Finally, the data showed teachers in both groups negatively viewed the idea that special education students’ MAP scores should be used in teacher evaluations.
Fox, Lynn A. « Performance of Students with Visual Impairments on High-Stakes Tests| A Pennsylvania Report Card ». University of Pittsburgh, 2013.
Schonebaum, Jennifer Ann 1973. « Assessing the multiple intelligences of children who are Deaf with the DISCOVER process and the use of American Sign Language ». Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278639.
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.
Levinson, Tami S. « The use of the Social Skills Rating System as applied to students who are visually impaired ». Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290117.
Spencer, Rebecca Ann. « Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments ». Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.
Denny, Gary Richard. « Discriminating attention-deficit hyperactivity disordered, learning disabled, and typical school aged children : Evaluating an assessment battery for learning clinics and schools ». Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282270.
Seraphim, Catherine Kerry Michel 1960. « Observation of problem-solving in multiple intelligences : Internal structure of the DISCOVER assessment checklist ». Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282382.
Bombly, Sarah Mirlenbrink. « Reading Assessment Practices of Elementary General Education Teachers| A Descriptive Study ». Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604341.
In this descriptive study, I researched five elementary general education teachers’ reading assessment practices as they worked within the context of IDEA (2004), NCLB (2002) and Response to Intervention (RTI). My own connection to the classroom and reading assessment practices brought me to this research. I presented my personal and professional connection through vignettes about my own classroom assessment practices. Relevant literature on both the context and culture of assessment were pertinent to this research.
I used a qualitative design, specifically, Colaizzi’s (1978) method of phenomenological analysis. Data were three in-depth phenomenological interviews, relevant documents and artifacts, and use of a researcher reflective blog. I summarized the initial findings of this research through 10 clustered themes; shift of focus, ever changing accountability, independent efforts with data, collaborative efforts with data, working environment, interventions and reading assessment practices in action, authenticity in practice, lack of decision making power, teacher emotion, and teacher needs and wants and a composite narrative in order to describe the lived experience of these teachers reading assessment practices.
Implications from my research with regard to policy include a perceived incongruence between an RTI framework and the teacher evaluation system with regard to active collaboration. Those toward practice include difficulty with the day-to-day implementation of an RTI framework and the perception of a singular focus of RTI as disability determination. My recommendations for future research include an action research agenda designed to explore increased involvement of stakeholders such as students, parents and other school personnel.
Legg, David E. « The utility of curriculum-based measurement within a multitiered framework| Establishing cut scores as predictors of student performance on the Alaska standards-based assessment ». Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557477.
The purpose of this study was to explore the relationship between student performance on Reading Curriculum-based Measures (R-CBM) and student performance on the Alaska's standards based assessment (SBA) administered to students in Studied School District (SSD) Grade 3 through Grade 5 students in the Studied School District as required by Alaska's accountability system. The 2 research questions were: (a) To what extent, if at all, is there a relationship between student performance on the R-CBM tools administered in Grades 3, 4, and 5 in the fall, winter, and spring and student performance on the Alaska SBA administered in the spring of the same school year in the SSD? (b) To what extent, if at all, can cut scores be derived for each of the 3 R-CBM testing windows in the fall, winter, and spring that predict success on the Alaska SBA administered in the spring of the same school year in the SSD? The Study School District (SSD) served approximately 9,500 students, with 14% of students eligible for special education services. The enrollment was 81% Caucasian, 10% Alaska Native, 3% Hispanic, 3% multiethnic, and 4% as the total of American Indian, Asian, Black, and Native Hawaiian/Pacific Islander. The sample was 3rd (n = 472), 4th (n = 435), and 5th (n = 517) graders and consisted of all students with an Alaska SBA score and an R-CBM score for each of the 3 administrations of the R-CBM used in the 2009-2010 (FY10) and 2010-2011 (FY11) years. Pearson correlations were significant between R-CBM scores across 3rd, 4th, and 5th grades and the same grade Alaska SBA scores for FY10 data, r = .689 to r = .728, p < .01. A test of the full model with R-CBM as predictor against a constant-only model was statistically reliable, p < .001. The R-CBM reliably distinguished between passing and failing the Alaska SBA for students in Grades 3 through 5. Criterion validity of the cut scores was ascertained by applying scores to the FY11 data and yielded adequate levels of sensitivity from 49% to 88% while specificity levels ranged from 89% to 97%.
Livres sur le sujet "Education, Tests and Measurements|Education, Special":
Salvia, John. Assessment in special and inclusive education. 9e éd. Boston : Houghton Mifflin, 2004.
Salvia, John. Assessment in special and inclusive education. Boston, MA : Houghton Mifflin Co., 2007.
Salvia, John. Assessment in special and inclusive education. Belmont, CA : Wadsworth/Cencage Learning, 2010.
Salvia, John. Assessment in special and inclusive education. Belmont, CA : Wadsworth/Cencage Learning, 2010.
Compton, Carolyn. A guide to 85 tests for special education. Belmont, CA : Fearon Education, 1990.
Salvia, John. Assessment in special and inclusive education. Belmont, CA : Wadsworth/Cencage Learning, 2013.
Salvia, John. Assessment in special and remedial education. 3e éd. Boston : Houghton Mifflin, 1985.
Salvia, John. Assessment in special and remedial education. 4e éd. Boston : Houghton Mifflin Co., 1988.
Hoy, Cheri. Assessment : The special educator's role. Pacific Grove, CA : Brooks/Cole Pub. Co., 1994.
Gearheart, Carol. Introduction to special education assessment : Principles and practices. Denver, Colo : Love Pub. Co., 1990.
Chapitres de livres sur le sujet "Education, Tests and Measurements|Education, Special":
Detterman, Robin, Jenny Ventura, Lihi Rosenthal et Ken Berrick. « Assessment ». Dans Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.003.0012.
Schulte, Ann C., et Diane Ν. Villwock. « Using High-Stakes Tests to Derive School-Level Measures of Special Education Efficacy ». Dans Large-scale Testing of Students With Disabilities, 107–26. Routledge, 2018. http://dx.doi.org/10.4324/9780203764466-4.
Triantis, Dimos, et Errikos Ventouras. « Enhancing Electronic Examinations through Advanced Multiple-Choice Questionnaires ». Dans Higher Education Institutions and Learning Management Systems, 178–98. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-884-2.ch009.
Carneiro, Maria João, Leonor Teixeira, Celeste Eusébio, Elisabeth Kastenholz et Andreia Antunes Moura. « Use of the Internet to Plan Tourism Trips by People With Special Needs ». Dans ICT Tools and Applications for Accessible Tourism, 74–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6428-8.ch004.
Akbarova, Sanobar Narzikulovna. « Taxonomies of Human Performance by Edwin A. Fleishman ». Dans Modern challenges of education and psychology of personality formation, 115–23. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96429.
Drigas, Athanasios, Dimitris Kouremenos et John Vrettaros. « E-Learning, Fuzzy Methods, and Sign Language Video to Enhance Teaching for Hearing Impaired ». Dans Advances in Educational Marketing, Administration, and Leadership, 193–203. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4233-1.ch009.
Catalano, Amy J., et Michael A. Marino. « Tests of Science Content Knowledge for Teachers ». Dans Measurements in Evaluating Science Education, 109–31. Routledge, 2020. http://dx.doi.org/10.4324/9780429052958-5.
Corrêa, Ana Grasielle Dionísio. « Interactive Books in Augmented Reality for Mobile Devices ». Dans Mobile Computing and Wireless Networks, 1238–56. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8751-6.ch053.
Corrêa, Ana Grasielle Dionísio. « Interactive Books in Augmented Reality for Mobile Devices ». Dans Technology Platform Innovations and Forthcoming Trends in Ubiquitous Learning, 1–18. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4542-4.ch001.
« Child health promotion ». Dans Oxford Handbook of Primary Care and Community Nursing, sous la direction de Judy Brook, Caroline McGraw et Val Thurtle, 151–256. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831822.003.0006.
Actes de conférences sur le sujet "Education, Tests and Measurements|Education, Special":
Pelleriti, Margherita. « Dyslexic students : from language learning to language testing ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.
Nazaruk, Stanisława K., et Joanna Marchel. « EFFECTIVENESS IN THE DEVELOPMENT AND ACQUISITION OF MATHEMATICAL SKILLS IN CHILDREN IN RURAL AND URBAN PRESCHOOLS ». Dans 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.145.
Martins, Inês, Cristiane Lima Nunes, Simone Aparecida Capellini et Graça S. Carvalho. « COGNITIVE AND LINGUISTIC SKILLS ASSESSMENT PROTOCOL : ADAPTATION AND VALIDATION FOR EUROPEAN PORTUGUESE ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end116.
Naumenko, Yulia, Lilia Vokhmina et Ekaterina Budnik. « The Usage of the Flipped Class Model when Teaching International Students Theoretical Disciplines at the Philological Faculty ». Dans The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3109.
Merchante, Catharina, David Posé, Fernando Gallardo, Mar Quiñones, Juan Antonio Gálvez et Beatriz Martínez-Poveda. « NEW ACTIVE METHODOLOGIES FOR CRITICAL LEARNING IN THE FIELD OF BIOCHEMISTRY OF HUMAN NUTRITION ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end142.
Cooper, Richard. « Workshop 2 | Helping Students Reduce Test Anxiety ». Dans World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0004.
Hasselmann, Karsten, Felix Reinker, Stefan aus der Wiesche, Eugeny Y. Kenig, Frithjof Dubberke et Jadran Vrabec. « Performance Predictions of Axial Turbines for Organic Rankine Cycle (ORC) Applications Based on Measurements of the Flow Through Two-Dimensional Cascades of Blades ». Dans ASME 2014 Power Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/power2014-32098.
Kim, Jaehwan, Woochul Jung, William J. Craft, John Shelton, Kyo Song, Sang H. Choi et Jag Sankar. « Properties of Electro-Active Paper and Its Potential as a Bio-Inspired Actuator for Special Applications ». Dans ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-62486.
Babkina, N. V. « Children with developmental delay : self-regulation development through education ». Dans INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.777.789.
Bugala, Martin. « Physical Fitness Of Army Forces Of The Czech Republic ». Dans 12th International Conference on Kinanthropology. Brno : Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-41.
Rapports d'organisations sur le sujet "Education, Tests and Measurements|Education, Special":
Gaponenko, Artiom, et Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, novembre 2018. http://dx.doi.org/10.12731/er0158.09112018.
Brokert, V. V., et O. N. Nazarova. Electronic tests for the current control of knowledge in the discipline "Applied Geometry and Engineering Graphics" (training direction : 160000 Aviation and rocket and space technology, the level of higher education - specialty, bachelor's degree). Science and Innovation Center Publishing House, janvier 2017. http://dx.doi.org/10.12731/brokertnazarova17012017.22528.
Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, mars 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.
Bank of tasks in the test form "Radiation diagnostics in dentistry" for students in the field of training 31.05.03 "Dentistry", the level of education specialty, graduate qualification dentist. OFERNIO, août 2020. http://dx.doi.org/10.12731/ofernio.2020.24563.