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1

Locus of control and aptitude test scores as predictors of academic achievement  

Microsoft Academic Search

The experimenters studied the relationships among academic achievement in graduate school, perceived locus of control, and a relevant aptitude test. Grades in 15 individual courses and overall grade point average (GPA) were used as the criteria of academic success. Three I-E scores (total scores and ideological and personal control subscores) and the Admissions Test for Graduate Study in Business (ATGSB)

Walter R. Nord; Francis Connelly; George Daignault

1974-01-01

2

Neuropsychological test scores, academic performance, and developmental disorders in Spanish-speaking children.  

PubMed

Limited information is currently available about performance of Spanish-speaking children on different neuropsychological tests. This study was designed to (a) analyze the effects of age and sex on different neuropsychological test scores of a randomly selected sample of Spanish-speaking children, (b) analyze the value of neuropsychological test scores for predicting school performance, and (c) describe the neuropsychological profile of Spanish-speaking children with learning disabilities (LD). Two hundred ninety (141 boys, 149 girls) 6- to 11-year-old children were selected from a school in Bogotá, Colombia. Three age groups were distinguished: 6- to 7-, 8- to 9-, and 10- to 11-year-olds. Performance was measured utilizing the following neuropsychological tests: Seashore Rhythm Test, Finger Tapping Test (FTT), Grooved Pegboard Test, Children's Category Test (CCT), California Verbal Learning Test-Children's Version (CVLT-C), Benton Visual Retention Test (BVRT), and Bateria Woodcock Psicoeducativa en Español (Woodcock, 1982). Normative scores were calculated. Age effect was significant for most of the test scores. A significant sex effect was observed for 3 test scores. Intercorrelations were performed between neuropsychological test scores and academic areas (science, mathematics, Spanish, social studies, and music). In a post hoc analysis, children presenting very low scores on the reading, writing, and arithmetic achievement scales of the Woodcock battery were identified in the sample, and their neuropsychological test scores were compared with a matched normal group. Finally, a comparison was made between Colombian and American norms. PMID:11827093

Rosselli, M; Ardila, A; Bateman, J R; Guzmán, M

2001-01-01

3

Association of Health Sciences Reasoning Test Scores With Academic and Experiential Performance  

PubMed Central

Objectives. To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum. Methods. The HSRT was administered to 329 first-year (P1) PharmD students. Performance on the HSRT and its subscales was compared with academic performance in 29 courses throughout the curriculum and with performance in advanced pharmacy practice experiences (APPEs). Results. Significant positive correlations were found between course grades in 8 courses and HSRT overall scores. All significant correlations were accounted for by pharmaceutical care laboratory courses, therapeutics courses, and a law and ethics course. Conclusion. There was a lack of moderate to strong correlation between HSRT scores and academic and experiential performance. The usefulness of the HSRT as a tool for predicting student success may be limited. PMID:24850935

McLaughlin, Jacqueline E.

2014-01-01

4

The Relationship between Academic Averages of Primary School Science and Technology Class and Test Sub-Test Scores of Placement Test of Science  

ERIC Educational Resources Information Center

In this research, the relationship between written exam scores of science and technology class of 6th, 7th, and 8th grades, project, participation in class activities and performance work, year-end academic success point averages and sub-test raw scores of LDT science of 6th, 7th and 8th grades. Academic success point averages were used as…

Guzeller, Cem Oktay

2012-01-01

5

Investigating Differences in Mean Score on Adaptive and Paper and Pencil Versions of the College Level Academic Skills Reading Test.  

ERIC Educational Resources Information Center

Possible causes of a 16-point mean score increase for the computer adaptive form of the College Level Academic Skills Test (CLAST) in reading over the paper-and-pencil test (PPT) in reading are examined. The adaptive form of the CLAST was used in a state-wide field test in which reading, writing, and computation scores for approximately 1,000…

Legg, Sue M.; Buhr, Dianne C.

6

The Relationship Between Nelson-Denny Test Scores and Academic Performance of Educational Opportunity Program Students. EAC Reports.  

ERIC Educational Resources Information Center

The relationship of Nelson-Denny Reading Test scores and an English course placement recommendation to academic success of Educational Opportunity Program students at the University of Washington was studied. The placement recommendation was based on a writing sample and test scores. The 207 freshmen students who entered in either 1976 or 1978…

Yamagishi, Midori; Gillmore, Gerald M.

7

Relationships of Myers-Briggs Type Indicator Personality Characteristics and Self-Reported Academic Problems and Skill Ratings with Scholastic Aptitude Test Scores  

Microsoft Academic Search

The relationships of students' Scholastic Aptitude Test (SAT) scores with their Myers-Briggs Type Indicator characteristics, self-reported academic problems, and self-ratings in 14 skill areas were studied for 1,902 college students. The purpose was to determine if such personality variables could explain variability in the SAT scores that was independent of gender and high school and college classroom achievement. Results of

K. Terry Schurr; Virgil E. Ruble; L. W. Henriksen

1988-01-01

8

Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores Among Urban Youth in the United States*  

PubMed Central

Background The Institute of Medicine (2012) concluded that we must “strengthen schools as the heart of health.” To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement, and (2) examine cumulative effects of these assets on academic achievement. Methods Participants include 940 students (grades 5 and 6) from 12 schools randomly selected from an urban district. Data include physical assessments, fitness testing, surveys, and district records. Fourteen health indicators were gathered including physical health (eg, body mass index [BMI]), health behaviors (eg, meeting recommendations for fruit/vegetable consumption), family environment (eg, family meals), and psychological well-being (eg, sleep quality). Data were collected 3-6 months prior to standardized testing. Results On average, students reported 7.1 health assets out of 14. Those with more health assets were more likely to be at goal for standardized tests (reading/writing/mathematics), and students with the most health assets were 2.2 times more likely to achieve goal compared with students with the fewest health assets (both p < .001). Conclusions Schools that utilize nontraditional instructional strategies to improve student health may also improve academic achievement, closing equity gaps in both health and academic achievement. PMID:24320151

Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

2014-01-01

9

Methods of Expressing Test Scores.  

ERIC Educational Resources Information Center

The simplicity of standard score systems, percentile equivalents, and their relation to the ideal normal distribution are discussed and illustrated. Standard scores are z-scores, the T-scores, College Entrance Examination Board scores, and Army General Classification Test scores. A derivative of the general standard score system is the stanine…

Seashore, Harold G.

1955-01-01

10

Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores among Urban Youth in the United States  

ERIC Educational Resources Information Center

Background: The Institute of Medicine (2012) concluded that we must "strengthen schools as the heart of health." To intervene for better outcomes in both health and academic achievement, identifying factors that impact children is essential. Study objectives are to (1) document associations between health assets and academic achievement,…

Ickovics, Jeannette R.; Carroll-Scott, Amy; Peters, Susan M.; Schwartz, Marlene; Gilstad-Hayden, Kathryn; McCaslin, Catherine

2014-01-01

11

Bridging the Gap through Academic Intervention Programs: A Quantitative Study of the Efficacy of the Health Sciences and Technology Academy (HSTA) on Underrepresented Students' State Standardized Test Scores  

ERIC Educational Resources Information Center

The purpose of the quantitative research study was to determine if participation in the Health Sciences and Technology Academy (HSTA) led to significant differences in the math and reading/language arts scores on the West Virginia Educational Standards Test 2 (WESTEST 2), between students who participated in the program compared to students who…

Smith, Feon M.

2012-01-01

12

High Test Scores: The Wrong Road to National Economic Success  

ERIC Educational Resources Information Center

A widely held view is that good schools are essential to a nation's international economic success and that high test scores on international tests of academic skills and knowledge indicate how good a nation's schools are. The widespread belief that good schools are an important contributor to a nation's economic success in the world is supported…

Baker, Keith

2011-01-01

13

A User's Guide To BRILLIANT! TEST SCORING AND ITEM ANALYSIS  

E-print Network

A User's Guide To BRILLIANT! TEST SCORING AND ITEM ANALYSIS August, 2008 Program Brilliant!: Test ....................................................................................................2 Test Scoring Enhancements.............................................................................................................................................................2 Scoring different test forms

14

What Do Test Scores in Texas Tell Us?  

NSDL National Science Digital Library

This paper by Stephen P. Klein, et al., was at the center of the Presidential campaign last week as Al Gore seized on its conclusion that the great disparity in Texas between student scores on state (Texas Assessment of Academic Skills) vs. federal (NAEP) tests suggested that the improvements claimed by Governor Bush in the state's education system were in fact inflated, possibly due to a policy of teachers teaching to the Texas tests.

15

Cultural Standards and Test Scores.  

ERIC Educational Resources Information Center

Two features limit the value of legislatively mandated high-stakes tests such as Alaska's Benchmark and High School Graduation Qualifying Exam as accountability tools in the current standards-driven environment. First, the sheer numbers of tests administered have led to a reliance on multiple choice and short-answer questions, with only minimal…

Barnhardt, Ray; Kawagley, Angayuqaq Oscar; Hill, Frank

2000-01-01

16

Raising Standardized Test Scores and the Role of PeaceBuilders®: A School Climate Shift Program  

Microsoft Academic Search

Problem Definition: Having a low performing school academically, where only 16.1% of students were meeting or exceeding standards, the school needed to change not only academics but its entire environment. Therefore CES 132 in the Bronx brought in PeaceBuilders to change the social-emotional environment. 2. Method The method was to follow the pre implementation test scores and the test scores

Max L. Vosskuhler; Steve Issman

17

What Do Test Score Really Mean? A Latent Class Analysis of Danish Test Score Performance  

ERIC Educational Resources Information Center

Latent class Poisson count models are used to analyse a sample of Danish test score results from a cohort of individuals born in 1954-1955, tested in 1968, and followed until 2011. The procedure takes account of unobservable effects as well as excessive zeros in the data. We show that the test scores measure manifest or measured ability as it has…

McIntosh, James; Munk, Martin D.

2014-01-01

18

Improving Scores on the IELTS Speaking Test  

ERIC Educational Resources Information Center

This article presents three strategies for teaching students who are taking the IELTS speaking test. The first strategy is aimed at improving confidence and uses a variety of self-help materials from the field of popular psychology. The second encourages students to think critically and invokes a range of academic perspectives. The third strategy…

Issitt, Steve

2008-01-01

19

The Test Score Decline: Meaning and Issues.  

ERIC Educational Resources Information Center

This collection of original papers, first published in the June and July, 1976 issues of Educational Technology Magazine, was prompted by the enormous public outcry which greeted the general public realization that achievement and college aptitude test scores were continuing in recent months and years the steady erosion which began in the…

Lipsitz, Lawrence, Ed.

20

Misidentifying Factors Underlying Singapore's High Test Scores  

ERIC Educational Resources Information Center

Singapore students have scored exceedingly well on international tests in mathematics. In response, there has been a desire in the United States--both at the policy level and at the school level--to emulate Singapore. Because what can be identified most easily about Singapore's school mathematics can be gleaned from curriculum documents from the…

Usiskin, Zalman

2012-01-01

21

The Black-White Scoring Gap on SAT II Achievement Tests: Some of the News Is Cheering.  

ERIC Educational Resources Information Center

Academically accomplished applicants to the nation's top colleges usually take SAT II Achievement Tests. While scoring gaps between college-bound Blacks and Whites on these tests tend to be smaller than gaps on the basic SAT, a racial scoring gap persists. However, black students appear to be making progress in closing the racial scoring gap on…

Journal of Blacks in Higher Education, 2003

2003-01-01

22

Test anxiety and academic performance in chiropractic students*  

PubMed Central

Objective We assessed the level of students' test anxiety, and the relationship between test anxiety and academic performance. Methods We recruited 166 third-quarter students. The Test Anxiety Inventory (TAI) was administered to all participants. Total scores from written examinations and objective structured clinical examinations (OSCEs) were used as response variables. Results Multiple regression analysis shows that there was a modest, but statistically significant negative correlation between TAI scores and written exam scores, but not OSCE scores. Worry and emotionality were the best predictive models for written exam scores. Mean total anxiety and emotionality scores for females were significantly higher than those for males, but not worry scores. Conclusion Moderate-to-high test anxiety was observed in 85% of the chiropractic students examined. However, total test anxiety, as measured by the TAI score, was a very weak predictive model for written exam performance. Multiple regression analysis demonstrated that replacing total anxiety (TAI) with worry and emotionality (TAI subscales) produces a much more effective predictive model of written exam performance. Sex, age, highest current academic degree, and ethnicity contributed little additional predictive power in either regression model. Moreover, TAI scores were not found to be statistically significant predictors of physical exam skill performance, as measured by OSCEs. PMID:24350946

Zhang, Niu; Henderson, Charles N. R.

2014-01-01

23

The Relationship between Testing Condition and Student Test Scores.  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relationship between testing condition and student test scores. The testing conditions studied were: independent, cheat sheet, homogenous grouping with cheat sheet, and heterogeneous group without cheat sheet. Participants were 141 undergraduates in a course required for entry into the teacher…

Skidmore, Ronald L.; Aagaard, Lola

24

A Psychometric Measurement Model for Adult English Language Learners: Pearson Test of English Academic  

ERIC Educational Resources Information Center

The aim of this study was to apply Rasch modeling to an examination of the psychometric properties of the "Pearson Test of English Academic" (PTE Academic). Analyzed were 140 test-takers' scores derived from the PTE Academic database. The mean age of the participants was 26.45 (SD = 5.82), ranging from 17 to 46. Conformity of the participants'…

Pae, Hye K.

2012-01-01

25

Gains in Standardized Test Scores: Evidence of Diminishing Returns to Achievement  

ERIC Educational Resources Information Center

In many states, standardized tests are used to hold schools accountable for student academic achievement. To motivate improvement in test scores, financial awards are given to teachers and administrators in schools that show the greatest gains. However, failure to adjust for initial conditions may put awards out of the reach of some schools and…

Driscoll, Donna; Halcoussis, Dennis; Svorny, Shirley

2008-01-01

26

Evaluating Academic Journals Using Impact Factor and Local Citation Score  

ERIC Educational Resources Information Center

This study presents a method for journal collection evaluation using citation analysis. Cost-per-use (CPU) for each title is used to measure cost-effectiveness with higher CPU scores indicating cost-effective titles. Use data are based on the impact factor and locally collected citation score of each title and is compared to the cost of managing…

Chung, Hye-Kyung

2007-01-01

27

Changes in Body Mass Index Z Score Over the Course of the Academic Year Among Children Attending Head Start  

PubMed Central

Objective We tested the hypothesis that among 3- to 5-year-old children attending Head Start, body mass index z score will decline during the academic year and increase during the summer. Methods We used retrospective longitudinal growth data collected over 5 academic years from 1914 children (51% boys, 62% white) enrolled in a Michigan Head Start program. Changes in body mass index (BMI) z score, calculated as annual rate of change, during 2 academic years and the intervening summer were assessed by piecewise linear regression analysis. Potential covariates were gender, single-parent status, program year, race/ethnicity, age at initial enrollment, and family income (divided by household size). Results Mean BMI z score at the start of Head Start enrollment was 0.52 (95% confidence interval [95% CI] 0.39 to 0.65). Mean annual rates of BMI z score change were: ?0.07 (95% CI ?0.28 to 0.14) during the first year of enrollment, 0.62 (95% CI ?0.0005 to 1.23) over the summer, and ?0.82 (95% CI ?1.50 to ?0.13) during the second year of enrollment. The effect was most robust among girls of minority race/ethnicity. Conclusions Head Start is associated with a shifting of BMI z scores toward the norm among low-income preschool-aged children, particularly among girls of minority race/ethnicity. PMID:20399173

Lumeng, Julie C.; Kaciroti, Niko; Frisvold, David E.

2014-01-01

28

The Relationship between Testing Condition and Student Test Scores  

ERIC Educational Resources Information Center

Active student engagement with course materials, such as note-taking and cooperative learning, is associated with greater performance. This study investigated the relationship between scores achieved by students in an undergraduate course and active engagement during testing, whether using a cheat sheet or engaging in a form of cooperative…

Skidmore, Ronald L.; Aagaard, Lola

2004-01-01

29

Relationship of WISC-R Factor Scores to Academic Achievement and Classroom Behaviors of Native American Navajos.  

ERIC Educational Resources Information Center

Reports data on the predictive utility of the WISC-R factor scores for Native American Navajos and examines the diagnostic utility of the FD scores as a correlate of academic achievement. Results indicate limited utility of the WISC-R factor scores in predicting academic achievement for Native American Navajos. (Author/RC)

Mishra, Shitala P.

1981-01-01

30

Making sense of divergent career test scores  

E-print Network

counseling their clients. To do this, the researcher conducted one study using canonical correlation to study the relationships and interrelationships between scores on the MBTI dichotomies and the SII GOTs. A second study utilized MANOVA to increase our...

Rodriguez, Steven

2009-05-15

31

Transiency, Test Scores, and the Public: One School District's Story  

ERIC Educational Resources Information Center

Research documents that transient students who change schools frequently oftensuffer from low academic achievement. This article investigates standardized group measures by disentangling elementary achievement scores. Located in a highly transient area outside of Philadelphia, Pennsylvania, Main Street School had their fifth grade Pennsylvania…

Sanderson, D.R.

2004-01-01

32

Scholarship Award/Benefits GPA & Test Scores IB Score** USF IB World Scholars Award and USF  

E-print Network

Scholarship Award/Benefits GPA & Test Scores IB Score** USF IB World Scholars Award and USF Green+ ACT 33-34 USF International Student Scholarship (Freshmen only) $2,000 ($500 per year) 3.50+ GPA USF International Transfer Student Scholarship (Transfers only) $1,000 ($500 per year) Cumulative

Meyers, Steven D.

33

Test Score Reporting Referenced to Doubly-Moderated Cut Scores Using Splines  

ERIC Educational Resources Information Center

This study discusses and presents an example of a use of spline functions to establish and report test scores using a moderated system of any number of cut scores. Our main goals include studying the need for and establishing moderated standards and creating a reporting scale that is referenced to all the standards. Our secondary goals are to make…

Schafer, William D.; Hou, Xiaodong

2011-01-01

34

Estimating the Reliability of a Test Battery Composite or a Test Score Based on Weighted Item Scoring  

ERIC Educational Resources Information Center

In some settings, the validity of a battery composite or a test score is enhanced by weighting some parts or items more heavily than others in the total score. This article describes methods of estimating the total score reliability coefficient when differential weights are used with items or parts.

Feldt, Leonard S.

2004-01-01

35

Acceleration in Elementary School: Using Propensity Score Matching to Estimate the Effects on Academic Achievement  

ERIC Educational Resources Information Center

Using German data, we examined the effects of one specific type of acceleration--grade skipping--on academic performance. Prior research on the effects of acceleration has suffered from methodological restrictions, especially due to a lack of appropriate comparison groups and a priori measurements. For this reason, propensity score matching was…

Kretschmann, Julia; Vock, Miriam; Lüdtke, Oliver

2014-01-01

36

Admission Scores as a Predictor of Academic Success in the Fiji School of Medicine  

ERIC Educational Resources Information Center

Secondary education in Fiji ends with the Form 7 examination. Predictive validity for academic success of Form 7 scores which form the basis for admission into the Bachelor of Medicine Bachelor of Surgery programme of the Fiji School of Medicine was examined via a cohort of 129 students. Success rates for year 1 in 2008, 2009, and 2010 were 90.7…

Ezeala, Christian C.; Swami, Niraj S.; Lal, Nilesh; Hussain, Shagufta

2012-01-01

37

Low Test Scores + High Retention Rates = More Dropouts  

ERIC Educational Resources Information Center

The latest efforts in reform and accountability, most of which are replays of efforts enacted in the early 1980s, include the use of required minimum standardized test scores to end the practice of social promotion. Greater reliance is being placed on the use of single test scores in making all or a large part of the retention decision, despite…

Holmes, C. Thomas

2006-01-01

38

Predicting Mutation Score Using Source Code and Test Suite Metrics  

E-print Network

Predicting Mutation Score Using Source Code and Test Suite Metrics Kevin Jalbert, Jeremy S, Canada {kevin.jalbert, jeremy.bradbury}@uoit.ca Abstract--Mutation testing has traditionally been used to evaluate the effectiveness of test suites and provide confidence in the testing process. Mutation testing

Bradbury, Jeremy S.

39

Missing the Mark: What Test Scores Really Tell Us  

ERIC Educational Resources Information Center

State test scores administered for accountability purposes are regularly used to adjust instruction in nuanced ways. This is no accident--No Child Left Behind demanded that students' scores be returned quickly to teachers in order that this might be the case, and the idea of data-driven decision making continues as one way the promise of education…

Tanner, John R.

2011-01-01

40

Mental health matters in elementary school: first-grade screening predicts fourth grade achievement test scores  

Microsoft Academic Search

The objective of the study was to evaluate whether mental health problems identified through screens administered in first\\u000a grade are related to poorer academic achievement test scores in the fourth grade. The government of Chile uses brief teacher-\\u000a and parent-completed measures [Teacher Observation of Classroom Adaptation-Revised (TOCA-RR) and Pediatric Symptom Checklist\\u000a (PSC-Cl)] to screen for mental health problems in about

Maria Paz Guzman; Michael Jellinek; Myriam George; Marcela Hartley; Ana Maria Squicciarini; Katia M. Canenguez; Karen A. Kuhlthau; Recai Yucel; Gwyne W. White; Javier Guzman; J. Michael Murphy

41

Effects of Coaching on GRE Aptitude Test Scores.  

ERIC Educational Resources Information Center

After adjusting for different background characteristics of students, effects on test scores were related to the length and type of test coaching programs offered. The data suggest that the test item types in the Graduate Record Examination General Test appear to show little susceptibility to formal coaching experiences. (Author/DWH)

Powers, Donald E.

1985-01-01

42

Relationship of Scores and Times of Test Administration via Computer.  

ERIC Educational Resources Information Center

The purpose of this study was to determine if a relationship exists between scores and the times that medical students choose to take a computer-administered test. The results indicate that students who choose to take a test later within a given time period tend to perform less well than students who take the test earlier. Although the magnitude…

Gorney, Barbara; Maury, Marcia

43

The Uses and Misuses of Test Scores: Technical Assistance Perspective.  

ERIC Educational Resources Information Center

The uses and misuses of standardized test results used for program evaluation as seen by a staff member of an Elementary Secondary Education Act (ESEA) Title I Technical Assistance Center are described. In ESEA Title I, test scores are used to select students for the program. Although federal requirements do not require using standardized test

Echternacht, Gary

44

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. North Dakota  

ERIC Educational Resources Information Center

This paper profiles North Dakota's test score trends through 2008-09. Between 2005 and 2009, the percentage of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grades 4 and 8 in both reading and math. Average annual gains were larger on the state test

Center on Education Policy, 2010

2010-01-01

45

State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Maryland  

ERIC Educational Resources Information Center

This paper profiles Maryland's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased at grades 4 and 8 in both reading and math. Average annual gains were larger on the state test than…

Center on Education Policy, 2010

2010-01-01

46

State Test Score Trends Through 2007-08, Part 2: Is There a Plateau Effect in Test Scores?  

ERIC Educational Resources Information Center

Many in the research and policy worlds have taken for granted the existence of a phenomenon known as the "plateau effect," wherein test scores rise in the early years of a test-based accountability system and then level off. Drawing from our database of reading and math test results from all 50 states going back as far as 1999, the Center on…

Chudowsky, Naomi; Chudowsky, Victor

2009-01-01

47

Effect of self-assessment on test scores: student perceptions  

NSDL National Science Digital Library

After a sudden increase in most of the individual grades in a multiple-choice test, students were asked to rank the three most relevant factors responsible for this outcome. Among eight others, the availability of a test for self-assessment before the final test was by far the most frequently mentioned (82.4% of the students). Questions applied during different course activities did not have the same effect on student scores as the "online" self-assessment test.

Beatriz U Ramirez (Universidad de Santiago de Chile)

2010-09-01

48

Propensity score matching and variations on the balancing test  

Microsoft Academic Search

Balancing tests are diagnostics designed for use with propensity score methods, a widely used non-experimental approach in\\u000a the evaluation literature. Such tests provide useful information on whether plausible counterfactuals have been created. Currently,\\u000a multiple balancing tests exist in the literature but it is unclear which is the most useful. This article highlights the poor\\u000a size properties of commonly employed balancing

Wang-Sheng Lee

49

Background Variables, Levels of Aggregation, and Standardized Test Scores  

ERIC Educational Resources Information Center

This article examines the role of student demographic characteristics in standardized achievement test scores at both the individual level and aggregated at the state, district, school levels. For several data sets, the majority of the variance among states, districts, and schools was related to demographic characteristics. Where these background…

Paulson, Sharon E.; Marchant, Gregory J.

2009-01-01

50

Study Finds Link between Quality Music Programs, Test Scores  

ERIC Educational Resources Information Center

A recent study found that students in high-quality school music education programs score higher on standardized tests compared to students in schools with deficient music education programs. The study, which was published in the Winter 2006 issue of MENC's Journal for Research in Music Education, is the first to examine the quality of school music…

Teaching Music, 2007

2007-01-01

51

What We Lose in Winning the Test Score Race  

ERIC Educational Resources Information Center

To achieve perpetually better test results each year as mandated by the No Child Left Behind Act (NCLB), teachers in successful schools such as Leroy Anderson Elementary in San Jose, California, will "try anything" to raise scores, as the school's principal stated in an interview with "The San Jose Mercury News." In schools across California for…

Jorgenson, Olaf

2012-01-01

52

Benefits of Coaching on Test Scores Seen as Negligible.  

ERIC Educational Resources Information Center

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: A new study by a pair of Harvard University researchers discounts earlier findings that coaching can substantially improve student performance on the Scholastic Aptitude Test (SAT). "There is simply insufficient evidence that large score increases are a result of a coaching program," write Rebecca…

Report on Education Research, 1983

1983-01-01

53

Grade Level Expectations and Grade Equivalent Scores in Reading Tests.  

ERIC Educational Resources Information Center

Statistical methods and test writing for reading comprehension have been based on the assumption that certain reading tasks or levels are appropriate at one age level that would be too difficult at another. A clear-cut determination of grade levels for reading materials has, however, not been defined. Grade and age equivalent scores on silent…

Tucker, Elizabeth Sulzby

54

School Choice in Suburbia: Test Scores, Race, and Housing Markets  

ERIC Educational Resources Information Center

Home buyers exercise school choice when shopping for a private residence due to its location in a public school district or attendance area. In this quantitative study of one Connecticut suburban district, we measure the effect of elementary school test scores and racial composition on home buyers' willingness to purchase single-family homes over…

Dougherty, Jack; Harelson, Jeffrey; Maloney, Laura; Murphy, Drew; Smith, Russell; Snow, Michael; Zannoni, Diane

2009-01-01

55

How To Raise Test Scores. K-College.  

ERIC Educational Resources Information Center

This booklet illustrates proven instructional strategies to help teachers help students raise their test scores. Techniques are outlined that will help students improve their communication skills, learn how to mediate their thinking strategies, and understand the best way to attack a question. The advice is developed in the structure of an…

Fogarty, Robin

56

Manual for Scoring the Test of Directed Imagination.  

ERIC Educational Resources Information Center

A scoring manual for the Directed Imagination Test, a projective technique wherein the subject is instructed to write four fictional stories (four minutes are allowed for each) about teachers and their experiences, is presented. The manual provides detailed instructions for rating each story by fifteen dimensions relevant to teacher education…

Veldman, Donald J.; And Others

57

Assessment Test Scores of Incoming Students, Fall 2001.  

ERIC Educational Resources Information Center

This assessment of placement test scores in reading, math, and sentence skills from incoming students at College of the Desert (California) shows that students are overwhelmingly underprepared for study at the college. Only 15% of students were prepared in sentence skills, 27% in reading skills, 7% in math skills; only 3% were prepared in all 3…

Negron, Maggie; Breindel, Matthew

58

Vital Statistics: Average SAT Scores by Years of Study in Six Academic Subjects.  

ERIC Educational Resources Information Center

Average Scholastic Aptitude Test verbal and mathematics scores are charted according to the total number of years the students tested studied 6 subjects (arts and music, English, foreign language, mathematics, natural science, and social sciences and history) in high school, ranging from fewer than 15 to over 20 hours. (MSE)

College Board Review, 1989

1989-01-01

59

Scoring Multiple True False Items: A Comparison of Summed Scores and Response Pattern Scores at Item and Test Levels.  

ERIC Educational Resources Information Center

The additive and response patterns scoring methods within and between multiple true-false (MTF) items were examined using data for 5,000 students for each of 2 years from the mathematics portion of the national college entrance examination in Taiwan. For additive scoring at item level, response to each option was scored dichotomously and added up…

Wu, Brad C.

60

An Analysis of the Relationships of Academic Success and Selected Achievement/Attitude Tests.  

ERIC Educational Resources Information Center

A study was conducted at Dabney S. Lancaster Community College (DSLCC) to examine the relationships between reading achievement, academic major, selected personality variables, grade point average (GPA), and scores on the College Guidance and Placement Test (CGPT). The Iowa Silent Reading Test, the Survey of Study Habits and Attitudes, and the…

Dutrow, Anita Marceca; Houston, Charles A.

61

Test-Taking Strategy as a Mediator between Race and Academic Performance  

ERIC Educational Resources Information Center

The issue of race differences in standardized test scores and academic achievement continues to be a vexing one for behavioral scientists and society at large. Ellis and Ryan (2003) suggested that a portion of the cognitive-ability test performance differences between White/Caucasian-American and Black/African-American college students could be…

Dollinger, Stephen J.; Clark, M. H.

2012-01-01

62

Enhancing Standardized Assessment Scores and Academic Performance through Learning-Styles  

ERIC Educational Resources Information Center

Many educators contend that standardized assessments coerce instructors into teaching-to-the-test, a method which they claim promotes rote learning, limits academic growth and marginalizes at-risk learners. However, this researcher asserts that when underachieving developmental community college students are instructed with techniques congruent…

Rochford, Regina A.

2006-01-01

63

Improving Student Achievement: What NAEP State Test Scores Tell Us  

NSDL National Science Digital Library

This report from the RAND organization analyzes results from the NAEP (National Assessment of Educational Progress) state test scores of 1990, 1992, 1994, and 1996. The report is unique in offering comparative data on similar student demographics across states, allowing the authors to examine the impact of state educational reforms on comparable populations. The results show that some states are doing much better than others with similar populations. For instance, states such as Texas and North Carolina showed remarkable gains in scores of minority and disadvantaged students, while states such as California and Louisiana did not. The authors conclude that "the most efficient and effective use of education dollars is to target states with higher proportions of minority and disadvantaged students with funding for lower pupil-teacher ratios, more widespread prekindergarten efforts, and more adequate teaching resources." Teacher salaries did not seem to be a key factor in test score improvements, though the authors suggest this may be a result of the fact that current salary structures do not differentiate between high- and low-quality teachers.

Flanagan, Ann.; Grissmer, David W. (David Waltz), 1941-.; Kawata, Jennifer H., 1955-.; Williamson, Stephanie, 1969-.

2000-01-01

64

The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement  

NASA Astrophysics Data System (ADS)

There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with moderate to strong relationships, validation studies and development of expectancy tables, which estimate the probability of successful performance on these AP exams, are recommended. Also, findings established a need to examine other related research issues including, but not limited to, extensive longitudinal studies and analyses of other available or prospective standardized test scores.

Urbina, Josue N.

65

The Test Anxiety Scale for Children as a Generalized Measure of Academic Anxiety.  

ERIC Educational Resources Information Center

Factor analysis of scores on the 30-item Test Anxiety Scale for Children (TASC) of 455 seventh and eighth graders supports previous findings of a 4-factor structure. Item response theory analysis suggests that the TASC is a continuum defining an academic anxiety construct of clusters of commonly related items. (SLD)

Ludlow, Larry H.; Guida, Frank V.

1991-01-01

66

21 CFR 866.6050 - Ovarian adnexal mass assessment score test system.  

Code of Federal Regulations, 2011 CFR

...2011-04-01 false Ovarian adnexal mass assessment score test system. 866...Systems § 866.6050 Ovarian adnexal mass assessment score test system. (a) Identification. An ovarian/adnexal mass assessment test system is a device...

2011-04-01

67

Predicting Academic Success in First-Year Mathematics Courses Using ACT Mathematics Scores and High School Grade Point Average  

ERIC Educational Resources Information Center

Improving college performance and retention is a daunting task for colleges and universities. Many institutions are taking action to increase retention rates by exploring their academic programs. Regression analysis was used to compare the effectiveness of ACT mathematics scores, high school grade point averages (HSGPA), and demographic factors…

Mayo, Sandra Sims

2012-01-01

68

WISC-R Factor Scores and Student Self-Ratings of Behavior as Predictors of Academic Achievement.  

ERIC Educational Resources Information Center

Investigated capability of Wechsler Intelligence Scale for Children-Revised (WISC-R) Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores and student self-ratings of behavior to predict academic achievement in students referred for psychological evaluations due to learning and behavior…

Wiese, Martin J.; And Others

1988-01-01

69

School accountability and the black-white test score gap.  

PubMed

Since at least the 1960s, researchers have closely examined the respective roles of families, neighborhoods, and schools in producing the black-white achievement gap. Although many researchers minimize the ability of schools to eliminate achievement gaps, the No Child Left Behind Act (NCLB) increased pressure on schools to do so by 2014. In this study, we examine the effects of NCLB's subgroup-specific accountability pressure on changes in black-white math and reading test score gaps using a school-level panel dataset on all North Carolina public elementary and middle schools between 2001 and 2009. Using difference-in-difference models with school fixed effects, we find that accountability pressure reduces black-white achievement gaps by raising mean black achievement without harming mean white achievement. We find no differential effects of accountability pressure based on the racial composition of schools, but schools with more affluent populations are the most successful at reducing the black-white math achievement gap. Thus, our findings suggest that school-based interventions have the potential to close test score gaps, but differences in school composition and resources play a significant role in the ability of schools to reduce racial inequality. PMID:24468431

Gaddis, S Michael; Lauen, Douglas Lee

2014-03-01

70

Step 2: Click on the test title Step 3: Click on the test score  

E-print Network

Step 2: Click on the test title Step 3: Click on the test score Step 1: Click on "My Grades test results in HuskyCT Instructors apply settings that determine the extent of the feedback that students see after taking a test in HuskyCT and when that information becomes available. Minimal

Alpay, S. Pamir

71

Antecedents of Academic Emotions: Testing the Internal/External Frame of Reference Model for Academic Enjoyment  

ERIC Educational Resources Information Center

The present study focused on students' academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh's internal/external (I/E) frame of reference model and Pekrun's control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students' academic

Goetz, Thomas; Frenzel, Anne C.; Hall, Nathan C.; Pekrun, Reinhard

2008-01-01

72

Using Patterns of Summed Scores in Paper-and-Pencil Tests and Computer-Adaptive Tests to Detect Misfitting Item Score Patterns  

ERIC Educational Resources Information Center

Two new methods have been proposed to determine unexpected sum scores on sub-tests (testlets) both for paper-and-pencil tests and computer adaptive tests. A method based on a conservative bound using the hypergeometric distribution, denoted p, was compared with a method where the probability for each score combination was calculated using a…

Meijer, Rob R.

2004-01-01

73

Schoolwide Test Preparation: One Elementary School's Instructional Approach That Dramatically Raised Standardized Test Scores. ERS Monograph.  

ERIC Educational Resources Information Center

This book describes how educators at Harrison Elementary School in Twin Falls, Idaho, used the Standardized Timed Curriculum (STC) to raise students' standardized test scores. The monograph, which is divided into eight chapters, opens with an overview of testing in schools, the growth of the test-preparation business, and the need for school…

Smith, Steven H.

74

Score Gains on "g"-Loaded Tests: No "g"  

ERIC Educational Resources Information Center

IQ scores provide the best general predictor of success in education, job training, and work. However, there are many ways in which IQ scores can be increased, for instance by means of retesting or participation in learning potential training programs. What is the nature of these score gains? Jensen [Jensen, A. R. (1998a). "The g factor: The…

te Nijenhuis, Jan; van Vianen, Annelies E. M.; van der Flier, Henk

2007-01-01

75

EXPERIMENTAL SCORING MANUALS FOR MINNESOTA TESTS OF CREATIVE THINKING AND WRITING.  

ERIC Educational Resources Information Center

THIS MANUAL DESCRIBES PROPOSED SCORING PROCEDURES FOR THE MINNESOTA TEST OF CREATIVE THINKING AND WRITING. TEST FORMS FOR SIX VERBAL TASKS AND THREE NONVERBAL TASKS ARE PRESENTED. FOR MOST TASKS, THIS SCORING MANUAL HAS EXTRACTED FROM THE TEST PROTOCOLS FOUR SCORES TO REPRESENT FOUR ABILITIES OF CREATIVE THINKING-- FLUENCY, FLEXIBILITY,…

YAMAMOTO, KAORU

76

Developing Test Score Reports that Work: The Process and Best Practices for Effective Communication  

ERIC Educational Resources Information Center

Test scores matter these days. Test-takers want to understand how they performed, and test score reports, particularly those for individual examinees, are the vehicles by which most people get the bulk of this information. Historically, score reports have not always met the examinees' information or usability needs, but this is clearly changing…

Zenisky, April L.; Hambleton, Ronald K.

2012-01-01

77

Test Scores and Learning Styles: Understanding Student Achievement  

ERIC Educational Resources Information Center

This two-year study explored the academic lives of three boys in a combined fifth-sixth grade classroom. As these case studies illustrate, viewing students' academic worlds from multiple perspectives can lead to more accurate, comprehensive evaluations and efficacious adaptations of students' learning environments. Richard Snow's aptitude theory…

Wade, Patricia A.; Schuh, Kathy L.

2006-01-01

78

The Persisting Racial Scoring Gap on Graduate and Professional School Admission Tests.  

ERIC Educational Resources Information Center

Discusses the racial scoring gap on tests for admission to medical, business, law, and other graduate programs, noting that in the highest-scoring brackets on the Medical College Admission Test (MCAT), the racial gap is even larger. Whites are five times, twelve times, and seven times more likely, respectively, to score higher on the MCAT, Law…

Journal of Blacks in Higher Education, 2003

2003-01-01

79

Situational Effects May Account for Gain Scores in Cognitive Ability Testing: A Longitudinal SEM Approach  

ERIC Educational Resources Information Center

Mean gain scores for cognitive ability tests between two sessions in a selection setting are now a robust finding, yet not fully understood. Many authors do not attribute such gain scores to an increase in the target abilities. Our approach consists of testing a longitudinal SEM model suitable to this view. We propose to model the scores' changes…

Matton, Nadine; Vautier, Stephane; Raufaste, Eric

2009-01-01

80

Using Subpopulation Invariance to Assess Test Score Equity  

ERIC Educational Resources Information Center

Score equity assessment (SEA) is introduced, and placed within a fair assessment context that includes differential prediction or fair selection and differential item functioning. The notion of subpopulation invariance of linking functions is central to the assessment of score equity, just as it has been for differential item functioning and…

Dorans, Neil J.

2004-01-01

81

Beyond Standardized Test Scores: An Examination of Leadership and Climate as Leading Indicators of Future Success in the Transformation of Turnaround Schools  

ERIC Educational Resources Information Center

Districts throughout the nation are engaged in comprehensive transformation to "turn around" low performing schools. Standardized test scores are used to gauge student achievement; however, academic gains may lag behind leading indicators such as improved school climate and effective leadership. This study examines 16 underperforming…

May, Judy Jackson; Sanders, Eugene T. W.

2013-01-01

82

Predictive validity of the classroom strategies scale-observer form on statewide testing scores: an initial investigation.  

PubMed

The present study examined the validity of a teacher observation measure, the Classroom Strategies Scale--Observer Form (CSS), as a predictor of student performance on statewide tests of mathematics and English language arts. The CSS is a teacher practice observational measure that assesses evidence-based instructional and behavioral management practices in elementary school. A series of two-level hierarchical generalized linear models were fitted to data of a sample of 662 third- through fifth-grade students to assess whether CSS Part 2 Instructional Strategy and Behavioral Management Strategy scale discrepancy scores (i.e., ? |recommended frequency--frequency ratings|) predicted statewide mathematics and English language arts proficiency scores when percentage of minority students in schools was controlled. Results indicated that the Instructional Strategy scale discrepancy scores significantly predicted mathematics and English language arts proficiency scores: Relatively larger discrepancies on observer ratings of what teachers did versus what should have been done were associated with lower proficiency scores. Results offer initial evidence of the predictive validity of the CSS Part 2 Instructional Strategy discrepancy scores on student academic outcomes. PMID:24341925

Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis

2013-12-01

83

Student Test Scores Are Improved in a Virtual Learning Environment  

NSDL National Science Digital Library

A study conducted that shows that students learn well and score higher on exams in a "Virtual Learning Environment" where the students are presented the same material that is traditionally presented in lecture.

PhD Harry R. Goldberg (Johns Hopkins University Zanvyl Krieger Mind/Brain Institute and Department of Biology); Guy M. McKhann (Johns Hopkins University Zanvyl Krieger Mind/Brain Institute and Dept. of Neurology)

2000-06-01

84

Scoring and Testing Procedures Devoted to Probabilistic Seismic Hazard Assessment  

NASA Astrophysics Data System (ADS)

This review addresses long-term (tens of years) seismic ground-motion forecasting (seismic hazard assessment) in the presence of alternative computational models (the so-called epistemic uncertainty affecting hazard estimates). We review the different approaches that have been proposed to manage epistemic uncertainty in the context of probabilistic seismic hazard assessment (PSHA). Ex-ante procedures (based on the combination of expert judgments about inherent characteristics of the PSHA model) and ex-post approaches (based on empirical comparison of model outcomes and observations) should not be considered as mutually exclusive alternatives but can be combined in a coherent Bayesian view. Therefore, we propose a procedure that allows a better exploitation of available PSHA models to obtain comprehensive estimates, which account for both epistemic and aleatory uncertainty. We also discuss the respective roles of empirical ex-post scoring and testing of alternative models concurring in the development of comprehensive hazard maps. In order to show how the proposed procedure may work, we also present a tentative application to the Italian area. In particular, four PSHA models are evaluated ex-post against macroseismic effects actually observed in a large set of Italian municipalities during the time span 1957-2006. This analysis shows that, when the whole Italian area is considered, all the models provide estimates that do not agree with the observations. However, two of them provide results that are compatible with observations, when a subregion of Italy (Apulia Region) is considered. By focusing on this area, we computed a comprehensive hazard curve for a single locality in order to show the feasibility of the proposed procedure.

Albarello, Dario; D'Amico, Vera

2015-01-01

85

Can Machine Scoring Deal with Broad and Open Writing Tests as Well as Human Readers?  

ERIC Educational Resources Information Center

This article considers the claim that machine scoring of writing test responses agrees with human readers as much as humans agree with other humans. These claims about the reliability of machine scoring of writing are usually based on specific and constrained writing tasks, and there is reason for asking whether machine scoring of writing requires…

McCurry, Doug

2010-01-01

86

Improving the Predictive Ability of Placement Tests Using the Rasch Model for Scoring.  

ERIC Educational Resources Information Center

To improve the accuracy of college placement, Rasch scoring and person-fit statistics on the Comparative Guidance and Placement test (CGP) was compared to the traditional right-only scoring. Correlations were calculated between English and mathematics course grades and scores of 1,448 entering freshmen on the reading, writing, and mathematics…

Smith, Richard M.; Mitchell, Virginia P.

87

The Impact of Academic Vocabulary Instruction on Reading Performance of Sophomore Students on the Florida Comprehensive Assessment Test from 2008 and 2009  

ERIC Educational Resources Information Center

This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine if the impact of the…

McMillen, Margaret

2009-01-01

88

The achievement impact of the inclusion model on the standardized test scores of general education students  

NASA Astrophysics Data System (ADS)

The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.

Garrett-Rainey, Syrena

89

School Inputs, Household Substitution, and Test Scores. NBER Working Paper No. 16830  

ERIC Educational Resources Information Center

Empirical studies of the relationship between school inputs and test scores typically do not account for the fact that households will respond to changes in school inputs. We present a dynamic household optimization model relating test scores to school and household inputs, and test its predictions in two very different low-income country…

Das, Jishnu; Dercon, Stefan; Habyarimana, James; Krishnan, Pramila; Muralidharan, Karthik; Sundararaman, Venkatesh

2011-01-01

90

NCME 2007 Presidential Address: The Concordance Table--An Invitation to Misuse Test Scores  

ERIC Educational Resources Information Center

This article discusses a particular type of concordance table and the potential for test score misuse that may result from employing such a table. The concordance that is discussed is typically created between scores on different, nonequatable versions of a test that share the same or close to the same test title. These concordance tables often…

Eignor, Daniel R.

2008-01-01

91

Relationships of National Teacher Examination Communication Skills and General Knowledge Scores with High School and College Grades, Myers-Briggs Type Indicator Characteristics, and Self-Reported Skill Ratings and Academic Problems  

Microsoft Academic Search

Relationships of National Teacher Examination (NTE) Communication Skills (CS) and General Knowledge (GK) test scores with the Myers-Briggs Type Indicator (MBTI) characteristics, self-reported academic problems, and 14 skill self-ratings were examined for 161 college teaching majors. The purpose was to determine if such personality data, collected 4 years before the students took the National Teacher Examination (NTE) tests, could explain

K. Terry Schurr; Virgil E. Ruble; L. W. Henriksen; Bruce K. Alcorn

1989-01-01

92

A Study of Methods for Estimating Distributions of Test Scores.  

ERIC Educational Resources Information Center

This study compared five density estimation techniques applied to samples from a population of 272,244 examinees' ACT English Usage and Mathematics Usage raw scores. Unsmoothed frequencies, kernel method, negative hypergeometric, four-parameter beta compound binomial, and Cureton-Tukey methods were applied to 500 replications of random samples of…

Cope, Ronald T.; Kolen, Michael J.

93

Research-tested Intervention Programs: About Program Scores  

Cancer.gov

About RTIPs Scores This site provides a consumer-reports-like list of programs that have been reviewed by a panel of topic experts in the field. Programs are rated on 3 criteria which include the following: research integrity, intervention impact, and

94

Comparison of scores on two recent editions of the Developmental Test of Visual-Motor Integration.  

PubMed

Standard scores on the third and fourth editions of the Developmental Test of Visual-motor Integration (VMI-3 and VMI-4) were compared for a sample of 120 children (4-17 years of age) referred to an outpatient diagnostic clinic for developmental learning, attention, mood, and behavior problems. The two editions of the test have the same items, so the test was administered only once to each child, but the editions differ in their scoring systems and norms. The correlation between the pairs of standard scores on the two editions was .99, and the absolute mean difference between scores was only 1.5 points. PMID:10075539

Mayes, S D; Calhoun, S L

1998-12-01

95

Comparison of subjective and objective intradermal allergy test scoring methods in dogs with atopic dermatitis.  

PubMed

An intradermal allergy test (IDT) is an important diagnostic tool for identifying offending allergens in canine atopic dermatitis. No standardized method of scoring an IDT has been described. The purpose of this study was to determine whether there is a correlation between a conventional, subjective IDT scoring method based on perceived wheal diameter, erythema, and turgor (0-4+) and an objective scoring method based on measuring wheal diameter alone. Thirty-four atopic dogs were skin tested with 68 different allergens. All skin tests were performed according to standard procedures, and any IDT score ?2+ was considered clinically significant. When the subjective IDT scores were compared with the objective IDT scores in all dogs, there was a moderate level of correlation overall (r=0.457; P <0.0001). The highest level of agreement between subjective and objective scores was noted with the reactions assigned subjective scores of "0" and "2+." Overall, there was a slight level of agreement between subjective and objective scores based on clinical significance (i.e., subjective scores ?2+; ?=0.20; P <0.0001). In conclusion, the authors believe that the objective scoring method used in this study may provide a point of reference for inexperienced individuals (dermatology residents, veterinarians, technicians) when learning to grade an IDT. PMID:22058346

Hubbard, Tomeshia L; White, Patricia D

2011-01-01

96

The Influence of an NCLB Accountability Plan on the Distribution of Student Test Score Gains  

ERIC Educational Resources Information Center

Previous research on the effect of accountability programs on the distribution of student test score gains is decidedly mixed. This study examines the issue by estimating an educational production function in which test score gains are a function of the incentives schools have to focus instruction on below-proficient students. NCLB's threat of…

Springer, Matthew G.

2008-01-01

97

Sex Differences in Cognitive Abilities Test Scores: A UK National Picture  

ERIC Educational Resources Information Center

Background and aims: There is uncertainty about the extent or even existence of sex differences in the mean and variability of reasoning test scores ( Jensen, 1998; Lynn, 1994, ; Mackintosh, 1996). This paper analyses the Cognitive Abilities Test (CAT) scores of a large and representative sample of UK pupils to determine the extent of any sex…

Strand, Steve; Deary, Ian J.; Smith, Pauline

2006-01-01

98

TEST OF ADULT COLLEGE APTITUDE (TACA). MANUAL FOR ADMINISTRATION, SCORING AND INTERPRETATION.  

ERIC Educational Resources Information Center

THIS PRELIMINARY MANUAL OUTLINES CONTENT, ADMINISTRATIVE AND SCORING PROCEDURES, ANTECEDENT RESEARCH, AND AVAILABLE NORM DATA FOR THE TEST OF ADULT COLLEGE APTITUDE (TACA). THE TACA, A COMBINED TEST AND ANSWER SHEET ADAPTED FOR VISUAL SCORING BY AN OPTICAL SCANNER, CONSISTS OF 22 ITEMS ON BIOGRAPHICAL DATA (AGE, SEX, OCCUPATION, FAMILY AND MARITAL…

DUBOIS, PHILIP H.; WIENTGE, KING M.

99

Using Raters from India to Score a Large-Scale Speaking Test  

ERIC Educational Resources Information Center

We investigated the scoring of the Speaking section of the Test of English as a Foreign Language[TM] Internet-based (TOEFL iBT[R]) test by speakers of English and one or more Indian languages. We explored the extent to which raters from India, after being trained and certified, were able to score the TOEFL examinees with mixed first languages…

Xi, Xiaoming; Mollaun, Pam

2011-01-01

100

Scoring Yes-No Vocabulary Tests: Reaction Time vs. Nonword Approaches  

ERIC Educational Resources Information Center

Despite a number of research studies investigating the Yes-No vocabulary test format, one main question remains unanswered: What is the best scoring procedure to adjust for testee overestimation of vocabulary knowledge? Different scoring methodologies have been proposed based on the inclusion and selection of nonwords in the test. However, there…

Pellicer-Sanchez, Ana; Schmitt, Norbert

2012-01-01

101

Understanding the Black-White Test Score Gap in the First Two Years of School  

Microsoft Academic Search

In previous research, a substantial gap in test scores between white and black students persists, even after controlling for a wide range of observable characteristics. Using a newly available data set (the Early Childhood Longitudinal Study), we demonstrate that in stark contrast to earlier studies, the black-white test score gap among incoming kindergartners disappears when we control for a small

Roland G. Fryer Jr; Steven D. Levitt

2004-01-01

102

Interpreting Standardized Test Scores: Strategies for Data-Driven Instructional Decision Making  

ERIC Educational Resources Information Center

This book is designed to help K-12 teachers and administrators understand the nature of standardized tests and, in particular, the scores that result from them. This useful manual helps teachers develop the skills necessary to incorporate these test scores into various types of instructional decision making--a process known as "data-driven…

Mertler, Craig A.

2007-01-01

103

Alignment, High Stakes, and the Inflation of Test Scores. CSE Report 655  

ERIC Educational Resources Information Center

There are many reasons to align tests with curricular standards, but this alignment is not sufficient to protect against score inflation. This report explains the relationship between alignment and score inflation by clarifying what is meant by inappropriate test preparation. It provides a concrete, hypothetical example that illustrates a process…

Koretz, Daniel

2005-01-01

104

The Dynamics of the Evolution of the Black-White Test Score Gap  

ERIC Educational Resources Information Center

We apply a quantile version of the Oaxaca-Blinder decomposition to estimate the counterfactual distribution of the test scores of Black students. In the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), we find that the gap initially appears only at the top of the distribution of test scores. As children age, however,…

Sohn, Kitae

2012-01-01

105

The Influence of Foreign Language Learning during Early Childhood on Standardized Test Scores  

ERIC Educational Resources Information Center

Increasing standardized test scores in reading and math is of high importance to the California Department of Education to meet requirements mandated by the No Child Left Behind (NCLB) act of 2001. More research is needed to understand the best ways to improve tests scores to meet concerns of the NCLB act. The purpose of the study was to evaluate…

Shaw, Tommetta

2010-01-01

106

Beyond Correlations: Usefulness of High School GPA and Test Scores in Making College Admissions Decisions  

ERIC Educational Resources Information Center

Correlational evidence suggests that high school GPA is better than admission test scores in predicting first-year college GPA, although test scores have incremental predictive validity. The usefulness of a selection variable in making admission decisions depends in part on its predictive validity, but also on institutions' selectivity and…

Sawyer, Richard

2013-01-01

107

Test Score Stability and Construct Validity of the Adult Manifest Anxiety Scale-College Version Scores among College Students: A Brief Report  

ERIC Educational Resources Information Center

In this study, the authors investigated the temporal stability and construct validity of the Adult Manifest Anxiety Scale-College Version (AMAS-C; C. R. Reynolds, B. O. Richmond, & P. A. Lowe, 2003b) scores. Results indicated that the AMAS-C scores had adequate to excellent test score stability, and evidence supported the construct validity of the…

Lowe, Patricia A.; Papanastasiou, Elena C.; DeRuyck, Kimberly A.; Reynolds, Cecil R.

2005-01-01

108

Arkansas Teacher Testing: A Penny for Your Scores.  

ERIC Educational Resources Information Center

Teacher testing began in Arkansas when the governor threatened to veto a 1% sales tax if a teacher testing bill were not passed. With enactment of Act 76 in 1983, an instrument was developed for field testing in 1984 over objections of the Arkansas Education Association. The test, the Arkansas Educational Skills Assessment, is comprised of 50…

Kennedy, Robert L.

109

A scoring test on probabilistic seismic hazard estimates in Italy  

NASA Astrophysics Data System (ADS)

Probabilistic estimates of seismic hazard represent a basic element for planning seismic risk reduction strategies and they are key elements of seismic regulation. Due to its importance, it is mandatory to select most effective estimates among the available ones. A possible empirical scoring strategy is described here and is applied to a number of time-independent hazard estimates available in Italy both at national and regional scale. Scoring is based on the comparison of outcomes provided by available computational models at a number of accelerometric sites where observations are available for 25 years. This comparison also allows identifying computational models providing outcomes that contrast observations and thus should be discarded. The analysis shows that most of hazard estimates so far proposed for Italy do not contrast with observations and some computational models perform significantly better than the others do. Furthermore, one can see that, at least locally, older estimates can perform better that the most recent ones. Finally, since the same computational model can perform differently depending on the region considered and on average return time of concern, no single model can be considered as the best performing one. This implies that time-by-time, the most suitable model must be selected by considering the specific problem of concern.

Albarello, D.; Peruzza, L.; D'Amico, V.

2014-09-01

110

An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models  

ERIC Educational Resources Information Center

Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scores. Rasch analysis scores were compared with classical test theory (CTT) scores. The partial credit model demonstrated a high goodness of fit and correlations between Rasch and CTT scores ranged from 0.91 to 0.99. CRIS scores are supported by both methods.…

Sussman, Joshua; Beaujean, A. Alexander; Worrell, Frank C.; Watson, Stevie

2013-01-01

111

Effect of Self-Assessment on Test Scores: Student Perceptions  

ERIC Educational Resources Information Center

After a sudden increase in most of the individual grades in a multiple-choice test, students were asked to rank the three most relevant factors responsible for this outcome. Among eight others, the availability of a test for self-assessment before the final test was by far the most frequently mentioned (82.4% of the students). Questions applied…

Ramirez, Beatriz U.

2010-01-01

112

A "Rearrangement Procedure" for Scoring Adaptive Tests with Review Options  

ERIC Educational Resources Information Center

Because of the increased popularity of computerized adaptive testing (CAT), many admissions tests, as well as certification and licensure examinations, have been transformed from their paper-and-pencil versions to computerized adaptive versions. A major difference between paper-and-pencil tests and CAT from an examinee's point of view is that in…

Papanastasiou, Elena C.; Reckase, Mark D.

2007-01-01

113

The Non-Credible Score of the Rey Auditory Verbal Learning Test: Is It Better at Predicting Non-Credible Neuropsychological Test Performance Than the RAVLT Recognition Score?  

PubMed

The ability of both the non-credible score of the Rey Auditory Verbal Learning Test (RAVLT NC) and the recognition score of the RAVLT (RAVLT Recog) to predict credible versus non-credible neuropsychological test performance was examined. Credible versus non-credible group membership was determined according to diagnostic criteria with consideration of performance on two stand-alone performance validity tests. Findings from this retrospective data analysis of outpatients seen for neuropsychological testing within a Veterans Affairs Medical Center (N = 175) showed that RAVLT Recog demonstrated better classification accuracy than RAVLT NC in predicting credible versus non-credible neuropsychological test performance. Specifically, an RAVLT Recog cutoff of ?9 resulted in reasonable sensitivity (48%) and acceptable specificity (91%) in predicting non-credible neuropsychological test performance. Implications for clinical practice are discussed. Note: The views contained here within are those of the authors and not representative of the institutions with which they are associated. PMID:25599723

Whitney, Kriscinda A; Davis, Jeremy J

2015-03-01

114

Optimal Scoring Methods of Hand-Strength Tests in Patients with Stroke  

ERIC Educational Resources Information Center

The purpose of this study was to determine the optimal scoring methods for measuring strength of the more-affected hand in patients with stroke by examining the effect of reducing measurement errors. Three hand-strength tests of grip, palmar pinch, and lateral pinch were administered at two sessions in 56 patients with stroke. Five scoring methods…

Huang, Sheau-Ling; Hsieh, Ching-Lin; Lin, Jau-Hong; Chen, Hui-Mei

2011-01-01

115

TOEFL iBT Speaking Test Scores as Indicators of Oral Communicative Language Proficiency  

ERIC Educational Resources Information Center

Scores assigned by trained raters and by an automated scoring system (SpeechRater[TM]) on the speaking section of the TOEFL iBT[TM] were validated against a communicative competence criterion. Specifically, a sample of 555 undergraduate students listened to speech samples from 184 examinees who took the Test of English as a Foreign Language…

Bridgeman, Brent; Powers, Donald; Stone, Elizabeth; Mollaun, Pamela

2012-01-01

116

The Impact of the 2004 Hurricanes on Florida Comprehensive Assessment Test Scores: Implications for School Counselors  

ERIC Educational Resources Information Center

What is the impact of natural disasters on students' statewide assessment scores? To answer this question, Florida Comprehensive Assessment Test (FCAT) scores of 55,881 students in grades 4 through 10 were analyzed to determine if there were significant decreases after the 2004 hurricanes. Results reveal that there was statistical but no practical…

Baggerly, Jennifer; Ferretti, Larissa K.

2008-01-01

117

Alignment, High Stakes, and the Inflation of Test Scores  

ERIC Educational Resources Information Center

No one can dispute that tests should measure important content, and for many (but not all) purposes, tests should be aligned with curricular goals. Thus in many cases, alignment is clearly better than the alternative, and nothing that follows here argues otherwise. Unfortunately, however, this does not imply that alignment is sufficient protection…

Koretz, Daniel

2005-01-01

118

Test Score Stability and the Relationship of Adult Manifest Anxiety Scale-College Version Scores to External Variables among Graduate Students  

ERIC Educational Resources Information Center

A sample of 79 individuals participated in the present study to evaluate the test score stability (8-week test-retest interval) and construct validity of the scores of the Adult Manifest Anxiety Scale-College Version, a new measure used to assess anxiety in college students, for application to graduate-level students. Results of the study…

Lowe, Patricia A.; Peyton, Vicki; Reynolds, Cecil R.

2007-01-01

119

Relationships between spatial activities and scores on the mental rotation test as a function of sex.  

PubMed

Previous results suggested that female college students' scores on the Mental Rotations Test might be related to their prior experience with spatial tasks. For example, women who played video games scored better on the test than their non-game-playing peers, whereas playing video games was not related to men's scores. The present study examined whether participation in different types of spatial activities would be related to women's performance on the Mental Rotations Test. 31 men and 59 women enrolled at a small, private church-affiliated university and majoring in art or music as well as students who participated in intercollegiate athletics completed the Mental Rotations Test. Women's scores on the Mental Rotations Test benefitted from experience with spatial activities; the more types of experience the women had, the better their scores. Thus women who were athletes, musicians, or artists scored better than those women who had no experience with these activities. The opposite results were found for the men. Efforts are currently underway to assess how length of experience and which types of experience are related to scores. PMID:16060458

Ginn, Sheryl R; Pickens, Stefanie J

2005-06-01

120

A weighted generalized score statistic for comparison of predictive values of diagnostic tests.  

PubMed

Positive and negative predictive values are important measures of a medical diagnostic test performance. We consider testing equality of two positive or two negative predictive values within a paired design in which all patients receive two diagnostic tests. The existing statistical tests for testing equality of predictive values are either Wald tests based on the multinomial distribution or the empirical Wald and generalized score tests within the generalized estimating equations (GEE) framework. As presented in the literature, these test statistics have considerably complex formulas without clear intuitive insight. We propose their re-formulations that are mathematically equivalent but algebraically simple and intuitive. As is clearly seen with a new re-formulation we presented, the generalized score statistic does not always reduce to the commonly used score statistic in the independent samples case. To alleviate this, we introduce a weighted generalized score (WGS) test statistic that incorporates empirical covariance matrix with newly proposed weights. This statistic is simple to compute, always reduces to the score statistic in the independent samples situation, and preserves type I error better than the other statistics as demonstrated by simulations. Thus, we believe that the proposed WGS statistic is the preferred statistic for testing equality of two predictive values and for corresponding sample size computations. The new formulas of the Wald statistics may be useful for easy computation of confidence intervals for difference of predictive values. The introduced concepts have potential to lead to development of the WGS test statistic in a general GEE setting. PMID:22912343

Kosinski, Andrzej S

2013-03-15

121

Evaluating the equal-interval hypothesis with test score scales.  

PubMed

The axioms of additive conjoint measurement provide a means of testing the hypothesis that testing data can be placed onto a scale with equal-interval properties. However, the axioms are difficult to verify given that item responses may be subject to measurement error. A Bayesian method exists for imposing order restrictions from additive conjoint measurement while estimating the probability of a correct response. In this study an improved version of that methodology is evaluated via simulation. The approach is then applied to data from a reading assessment intentionally designed to support an equal-interval scaling. PMID:24532164

Domingue, Ben

2014-01-01

122

Computerized Placement Testing and Academic Placement.  

ERIC Educational Resources Information Center

The Testing Center at Central Piedmont Community College (CPCC) in North Carolina, Educational Testing Service, and the College Board are participating jointly in pilot and field testing Computerized Placement Tests (CPTs). CPTs, which assess communications, reading, and mathematics skills, have the following benefits: (1) students may take the…

Webb, Nan; Tripp, John

123

The Effect of Black Peers on Black Test Scores  

ERIC Educational Resources Information Center

Recent studies have used increasingly complex methodologies to estimate the effect of peer characteristics--race, poverty, and ability--on student achievement. A paper by Hanushek, Kain, and Rivkin using Texas state testing data has received particularly wide attention because it found a large negative effect of school percent black on black math…

Armor, David J.; Duck, Stephanie

2007-01-01

124

Improving Test Scores through Environmental Education: Is It Possible?  

ERIC Educational Resources Information Center

The present research investigated the impact of environmental education (EE) programs on student achievement in math, reading, and writing by comparing student performances on two standardized tests for environmental education schools and schools with traditional curriculum. Quantitative analysis was used to evaluate the impact of the EE programs.…

Bartosh, Oksana; Tudor, Margaret; Ferguson, Lynne; Taylor, Catherine

2006-01-01

125

Validity of Alternative Cut-Off Scores for the Back-Saver Sit and Reach Test  

ERIC Educational Resources Information Center

The purpose of the study was to determine if currently used FITNESSGRAM[R] cut-off scores for the Back Saver Sit and Reach Test had the best criterion-referenced validity evidence for 6-12 year old children. Secondary analyses of an existing data set focused on the passive straight leg raise and Back Saver Sit and Reach Test flexibility scores of…

Looney, Marilyn A.; Gilbert, Jennie

2012-01-01

126

Item Response Theory for Scores on Tests Including Polytomous Items with Ordered Responses  

Microsoft Academic Search

Item response theory (IRT) provides procedures for scoring tests including any combination of rated constructed-response and keyed multiple-choice items, in that each response pattern is associated with some modal or expected a posteriori estimate of trait level. However, various considerations that frequently arise in large-scale testing make response-pattern scoring an undesirable solution. Methods are described based on IRT that pro-vide

David Thissen; Mary Pommerich; Kathleen Billeaud; Valerie S. L. Williams

1995-01-01

127

Comparing actual to estimated base rates of "abnormal" scores on neuropsychological test batteries: implications for interpretation.  

PubMed

Clinicians can use the prevalence of low scores to help interpret test performance. However, this information is limited for most test batteries. In 2007, Crawford, Garthwaite, and Gault presented Monte Carlo simulation software for estimating the base rates of low scores for any battery of tests. The purpose of this study is to examine the accuracy of a Monte Carlo simulation program for estimating the base rates of low scores. Base rates of low scores were: (a) calculated from large normative samples (actual base rates) for the Neuropsychological Assessment Battery and the Wechsler Adult Intelligence Scale-III/Wechsler Memory Scale-Third Edition and compared to (b) Monte Carlo estimations (estimated base rates). Monte Carlo estimations of the base rates of low scores had good accuracy when compared with the actual base rates of low scores for the two batteries. However, estimated base rates lose considerable accuracy in those with low or high intelligence. Monte Carlo simulation software is a potential option for clinicians to compute the base rates of low scores for any battery with published intercorrelations. However, the Monte Carlo program underestimates the base rates for those with low intelligence and overestimates the base rates for those with high intelligence. PMID:20015965

Brooks, Brian L; Iverson, Grant L

2010-02-01

128

Commentary: Student Cognition, the Situated Learning Context, and Test Score Interpretation  

ERIC Educational Resources Information Center

Although it is assumed that student cognition contributes to student performance on achievement tests, it may be that current testing models lack the degree of specification necessary to warrant such inferences. With test score interpretations as the referent, the authors in this special issue address the role of student cognition in learning and…

La Marca, Paul M.

2006-01-01

129

The 5-Step Way to Raise Test Scores: Using the Data to Drive Your Instruction  

ERIC Educational Resources Information Center

Many teachers look at standardized tests as something to be dreaded. This author and teacher looks at standardized-test scores and sees a tool to bring students learning to new heights. This is a way for teachers to target instruction exactly where it's needed. A way to get students looking forward to end-of-the-year tests (really!) as a way to…

East, Pam C.

2005-01-01

130

NAEP tests show that general economics students who participated in a stock market simulation score significantly  

E-print Network

free staff development and on-going technical support for teachers. For more information, complete NAEP literacy. * Activities listed: FBLA, DECA, Junior Achievement, economics-related clubs, academic test or economics questions on a broader test gathering information on personal finance, local, US

Hardy, Christopher R.

131

A method to incorporate prior information into score test for genetic association studies  

PubMed Central

Background The interest of the scientific community in investigating the impact of rare variants on complex traits has stimulated the development of novel statistical methodologies for association studies. The fact that many of the recently proposed methods for association studies suffer from low power to identify a genetic association motivates the incorporation of prior knowledge into statistical tests. Results In this article we propose a methodology to incorporate prior information into the region-based score test. Within our framework prior information is used to partition variants within a region into several groups, following which asymptotically independent group statistics are constructed and then combined into a global test statistic. Under the null hypothesis the distribution of our test statistic has lower degrees of freedom compared with those of the region-based score statistic. Theoretical power comparison, population genetics simulations and results from analysis of the GAW17 sequencing data set suggest that under some scenarios our method may perform as well as or outperform the score test and other competing methods. Conclusions An approach which uses prior information to improve the power of the region-based score test is proposed. Theoretical power comparison, population genetics simulations and the results of GAW17 data analysis showed that for some scenarios power of our method is on the level with or higher than those of the score test and other methods. PMID:24450486

2014-01-01

132

Clinical Factors Affecting Discrepant Correlation Between Asthma Control Test Score and Pulmonary Function  

PubMed Central

The Asthma Control Test (ACT) score is widely used in asthma clinics, particularly with the recent emphasis on achievement and maintenance of optimal asthma control. However, this self-assessment score does not always correspond with lung function parameters, leading to uncertainty about each patient's control status; therefore, we investigated the clinical characteristics that are associated with discrepant correlation between the ACT score and pulmonary function. The 252 adult asthmatic subjects were divided into 5 groups according to their changes in FEV1% predicted values and ACT scores between 2 consecutive visits three months apart. The data were retrospectively reviewed and several clinical variables were compared. Elderly, non-eosinophilic, non-atopic asthma patients were more likely to show paradoxical changes of pulmonary function and ACT score. Female patients were prone to report exaggerated changes of ACT score compared with baseline lung function and changes in FEV1 levels. This group was using more medications for rhinosinusitis. Male patients seemed less sensitive to changes in lung function. From these findings, we conclude that when assessing asthma control status, physicians should carefully consider patient age, gender, atopy status, blood eosinophil levels, and comorbidities along with their ACT scores and pulmonary function test results. PMID:25553267

Park, So Young; Yoon, Sun-Young; Shin, Bomi; Kwon, Hyouk-Soo; Kim, Tae-Bum; Moon, Hee-Bom

2015-01-01

133

Clinical factors affecting discrepant correlation between asthma control test score and pulmonary function.  

PubMed

The Asthma Control Test (ACT) score is widely used in asthma clinics, particularly with the recent emphasis on achievement and maintenance of optimal asthma control. However, this self-assessment score does not always correspond with lung function parameters, leading to uncertainty about each patient's control status; therefore, we investigated the clinical characteristics that are associated with discrepant correlation between the ACT score and pulmonary function. The 252 adult asthmatic subjects were divided into 5 groups according to their changes in FEV1% predicted values and ACT scores between 2 consecutive visits three months apart. The data were retrospectively reviewed and several clinical variables were compared. Elderly, non-eosinophilic, non-atopic asthma patients were more likely to show paradoxical changes of pulmonary function and ACT score. Female patients were prone to report exaggerated changes of ACT score compared with baseline lung function and changes in FEV1 levels. This group was using more medications for rhinosinusitis. Male patients seemed less sensitive to changes in lung function. From these findings, we conclude that when assessing asthma control status, physicians should carefully consider patient age, gender, atopy status, blood eosinophil levels, and comorbidities along with their ACT scores and pulmonary function test results. PMID:25553267

Park, So Young; Yoon, Sun-Young; Shin, Bomi; Kwon, Hyouk-Soo; Kim, Tae-Bum; Moon, Hee-Bom; Cho, You Sook

2015-01-01

134

Academic Testing Services Strategic Plan 2010 -2015  

E-print Network

a quiet, reduced distraction environment Provide flexibility in scheduling to accommodate extra-time to the success of students Strategies: Provide a quiet, optimal test environment Adhere to established

Rock, Chris

135

Semi-quantitative scoring of an immunochromatographic test for circulating filarial antigen.  

PubMed

Abstract. The value of a semi-quantitative scoring of the filarial antigen test (Binax Now Filariasis card test, ICT) results was evaluated during a field survey in the Republic of Congo. One hundred and thirty-four (134) of 774 tests (17.3%) were clearly positive and were scored 1, 2, or 3; and 11 (1.4%) had questionable results. Wuchereria bancrofti microfilariae (mf) were detected in 41 of those 133 individuals with an ICT test score ? 1 who also had a night blood smear; none of the 11 individuals with questionable ICT results harbored night mf. Cuzick's test showed a significant trend for higher microfilarial densities in groups with higher ICT scores (P < 0.001). The ICT scores were also significantly correlated with blood mf counts. Because filarial antigen levels provide an indication of adult worm infection intensity, our results suggest that semi-quantitative reading of the ICT may be useful for grading the intensity of filarial infections in individuals and populations. PMID:24019435

Chesnais, Cédric B; Missamou, François; Pion, Sébastien D S; Bopda, Jean; Louya, Frédéric; Majewski, Andrew C; Weil, Gary J; Boussinesq, Michel

2013-11-01

136

Semi-Quantitative Scoring of an Immunochromatographic Test for Circulating Filarial Antigen  

PubMed Central

The value of a semi-quantitative scoring of the filarial antigen test (Binax Now Filariasis card test, ICT) results was evaluated during a field survey in the Republic of Congo. One hundred and thirty-four (134) of 774 tests (17.3%) were clearly positive and were scored 1, 2, or 3; and 11 (1.4%) had questionable results. Wuchereria bancrofti microfilariae (mf) were detected in 41 of those 133 individuals with an ICT test score ? 1 who also had a night blood smear; none of the 11 individuals with questionable ICT results harbored night mf. Cuzick's test showed a significant trend for higher microfilarial densities in groups with higher ICT scores (P < 0.001). The ICT scores were also significantly correlated with blood mf counts. Because filarial antigen levels provide an indication of adult worm infection intensity, our results suggest that semi-quantitative reading of the ICT may be useful for grading the intensity of filarial infections in individuals and populations. PMID:24019435

Chesnais, Cédric B.; Missamou, François; Pion, Sébastien D. S.; Bopda, Jean; Louya, Frédéric; Majewski, Andrew C.; Weil, Gary J.; Boussinesq, Michel

2013-01-01

137

Relating Scores on the Enhanced ACT Assessment and the SAT Test Batteries.  

ERIC Educational Resources Information Center

A study examined the appropriateness of two methods for relating the enhanced American College Testing Program (ACT) Assessment Composite and Scholastic Aptitude Test (SAT) total scores: equipercentile concordance and regression. Study results, potential inaccuracies, and the usefulness of institutional concordances based on their own data are…

Houston, Walter; Sawyer, Richard

1991-01-01

138

76 FR 82129 - Medical Devices; Ovarian Adnexal Mass Assessment Score Test System; Labeling; Black Box Restrictions  

Federal Register 2010, 2011, 2012, 2013, 2014

...test systems to restrict these devices so that a prescribed warning...Scott McFarland, Center for Devices and Radiological Health, Food...assessment score test system is a device that measures one or more proteins...in the context of a negative primary clinical and radiological...

2011-12-30

139

A study of platelet Count, body fat and Harvard Step Test Score  

Microsoft Academic Search

The relationship between platelet count, bodyfat, and Harvard step test score was examined in 15 post-absorptive male subjects. Subjects rested for five minutes at the beginning of the testing period. A fingertip blood sample was then obtained and the platelet count determined by the method of Brecher and Cronkite. One-percent ammonium oxalate was employed as the dilution fluid. Bodyfat was

W. P. Marley; A. C. Linnerud

1973-01-01

140

Observations on the Use of Test Scores as a Basis for Allocating Educational Funds.  

ERIC Educational Resources Information Center

Test-based funding (TBF) is the concept that allocations of educational funds from one political unit to another should be larger as the proportion of pupils in the receiving unit tho have low test scores is larger. The arguments offered in support of TBF are presented. The most serious acknowledged drawback to TBF is its potential disincentive…

Feldmesser, Robert A.

141

Detection of Invalid Test Scores: The Usefulness of Simple Nonparametric Statistics  

ERIC Educational Resources Information Center

In recent guidelines for fair educational testing it is advised to check the validity of individual test scores through the use of person-fit statistics. For practitioners it is unclear on the basis of the existing literature which statistic to use. An overview of relatively simple existing nonparametric approaches to identify atypical response…

Tendeiro, Jorge N.; Meijer, Rob R.

2014-01-01

142

Low intelligence test scores in 18 year old men and risk of suicide: cohort study  

Microsoft Academic Search

Objective To examine the association between intelligence test scores in men, measured at age 18, and subsequent suicide. Design Record linkage study of the Swedish military service conscription register (1968-94) with the multi-generation register, cause of death register and census data. Four tests were performed at conscription covering logic, language, spatial, and technical skills. Setting Sweden. Participants 987 308 Swedish

D Gunnell; F Rasmussen

2004-01-01

143

Qualitative Dimensions in Scoring the Rey Visual Memory Test of Malingering.  

ERIC Educational Resources Information Center

A new qualitative scoring system for the Rey Visual Memory Test was tested for its ability to distinguish between malingerers and nonmalingerers. The new system, based on the types of errors made, was able to distinguish between 53 psychiatrically disabled and 64 normal nonmalingerers, and between nonmalingerers and 91 possible malingerers. (SLD)

Griffin, G. A. Elmer; And Others

1996-01-01

144

A Score Based on Screening Tests to Differentiate Mild Cognitive Impairment from Subjective Memory Complaints  

PubMed Central

It is not easy to differentiate patients with mild cognitive impairment (MCI) from subjective memory complainers (SMC). Assessments with screening cognitive tools are essential, particularly in primary care where most patients are seen. The objective of this study was to evaluate the diagnostic accuracy of screening cognitive tests and to propose a score derived from screening tests. Elderly subjects with memory complaints were evaluated using the Mini Mental State Examination (MMSE) and the Brief Cognitive Battery (BCB). We added two delayed recalls in the MMSE (a delayed recall and a late-delayed recall, LDR), and also a phonemic fluency test of letter P fluency (LPF). A score was created based on these tests. The diagnoses were made on the basis of clinical consensus and neuropsychological testing. Receiver operating characteristic curve analyses were used to determine area under the curve (AUC), the sensitivity and specificity for each test separately and for the final proposed score. MMSE, LDR, LPF and delayed recall of BCB scores reach statistically significant differences between groups (P=0.000, 0.03, 0.001 and 0.01, respectively). Sensitivity, specificity and AUC were MMSE: 64%, 79% and 0.75 (cut off <29); LDR: 56%, 62% and 0.62 (cut off <3); LPF: 71%, 71% and 0.71 (cut off <14); delayed recall of BCB: 56%, 82% and 0.68 (cut off <9). The proposed score reached a sensitivity of 88% and 76% and specificity of 62% and 75% for cut off over 1 and over 2, respectively. AUC were 0.81. In conclusion, a score created from screening tests is capable of discriminating MCI from SMC with moderate to good accurancy. PMID:24147213

de Gobbi Porto, Fábio Henrique; Spíndola, Lívia; de Oliveira, Maira Okada; Figuerêdo do Vale, Patrícia Helena; Orsini, Marco; Nitrini, Ricardo; Dozzi Brucki, Sonia Maria

2013-01-01

145

A score based on screening tests to differentiate mild cognitive impairment from subjective memory complaints.  

PubMed

It is not easy to differentiate patients with mild cognitive impairment (MCI) from subjective memory complainers (SMC). Assessments with screening cognitive tools are essential, particularly in primary care where most patients are seen. The objective of this study was to evaluate the diagnostic accuracy of screening cognitive tests and to propose a score derived from screening tests. Elderly subjects with memory complaints were evaluated using the Mini Mental State Examination (MMSE) and the Brief Cognitive Battery (BCB). We added two delayed recalls in the MMSE (a delayed recall and a late-delayed recall, LDR), and also a phonemic fluency test of letter P fluency (LPF). A score was created based on these tests. The diagnoses were made on the basis of clinical consensus and neuropsychological testing. Receiver operating characteristic curve analyses were used to determine area under the curve (AUC), the sensitivity and specificity for each test separately and for the final proposed score. MMSE, LDR, LPF and delayed recall of BCB scores reach statistically significant differences between groups (P=0.000, 0.03, 0.001 and 0.01, respectively). Sensitivity, specificity and AUC were MMSE: 64%, 79% and 0.75 (cut off <29); LDR: 56%, 62% and 0.62 (cut off <3); LPF: 71%, 71% and 0.71 (cut off <14); delayed recall of BCB: 56%, 82% and 0.68 (cut off <9). The proposed score reached a sensitivity of 88% and 76% and specificity of 62% and 75% for cut off over 1 and over 2, respectively. AUC were 0.81. In conclusion, a score created from screening tests is capable of discriminating MCI from SMC with moderate to good accurancy. PMID:24147213

de Gobbi Porto, Fábio Henrique; Spíndola, Lívia; de Oliveira, Maira Okada; Figuerêdo do Vale, Patrícia Helena; Orsini, Marco; Nitrini, Ricardo; Dozzi Brucki, Sonia Maria

2013-01-01

146

Cognitive Ability and Personality Variables as Predictors of School Grades and Test Scores in Adolescents  

ERIC Educational Resources Information Center

The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students' achievement because they are operative in situations…

Hofer, Manfred; Kuhnle, Claudia; Kilian, Britta; Fries, Stefan

2012-01-01

147

Predictive effects of teachers and schools on test scores, college attendance, and earnings  

PubMed Central

I studied predictive effects of teachers and schools on test scores in fourth through eighth grade and outcomes later in life such as college attendance and earnings. For example, predict the fraction of a classroom attending college at age 20 given the test score for a different classroom in the same school with the same teacher and given the test score for a classroom in the same school with a different teacher. I would like to have predictive effects that condition on averages over many classrooms, with and without the same teacher. I set up a factor model that, under certain assumptions, makes this feasible. Administrative school district data in combination with tax data were used to calculate estimates and do inference. PMID:24101492

Chamberlain, Gary E.

2013-01-01

148

PHYSICAL FITNESS AND ACADEMIC ACHIEVEMENT  

Microsoft Academic Search

Grissom JB. Physical Fitness And Academic Achievement. JEPonline 2005;8(1):11-25 . The purpose of this study was to evaluate the relationship between physical fitness and academic achievement. To do so, scores on the FITNESSGRAM®, a physical fitness test, were compared to reading and mathematics scores on the Stanford Achievement Test 9th edition, a standardized norm-referenced achievement test. Subjects were all 5th,

Robert Robergs; Grissom JB

149

Language, Content and Skills in the Testing of English for Academic Purposes.  

ERIC Educational Resources Information Center

A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

Gamaroff, R.

1998-01-01

150

Impact of a standardized test package on exit examination scores and NCLEX-RN outcomes.  

PubMed

The purpose of this ex post facto correlational study was to compare exit examination scores and NCLEX-RN(®) pass rates of baccalaureate nursing students who differed in level of participation in a standardized test package. Three cohort groups emerged as a standardized test package was introduced: (a) students who did not participate in a standardized test package; (b) students with two semesters of a standardized test package; and (c) students with four semesters of a standardized test package. Benner's novice-to-expert theory framed the study in the belief that students best acquire knowledge and skills through practice and reflection. Students participating in four semesters of a standardized test package demonstrated higher exit examination scores and NCLEX-RN pass rates compared with students who did not participate in this package. This study's results could inform nurse educators about strategies to facilitate nursing student success on exit examinations and the NCLEX-RN. PMID:23413805

Homard, Catherine M

2013-03-01

151

Admissions Testing at Career College and Trade School Training Programs. Test Score Guidelines, Norms, and Student Demographics.  

ERIC Educational Resources Information Center

This report provides a method for determining minimum score by vocational program based on the use of the Wonderlic Scholastic Level Exam (SLE). The SLE has been demonstrated to be a highly accurate and reliable measure of adult cognitive ability. It is currently in use as an admissions test at many career colleges and trade schools. The SLE test

Wonderlic, Charles F.; And Others

152

The Effect of School Poverty on Racial Gaps in Tests Scores: The Case of the Minnesota Basic Standards Tests  

ERIC Educational Resources Information Center

A data from 1996,1998 and 1999 Minnesota comprehensive statewide testing on eight graders is used to analyze whether African American students perform worse than the white students who attend the poverty schools. The analyses conclude that African American-White test score gap is attributed more to the racial discriminations and racial treatments…

Myers, Samuel L.; Kim, Hyeoneui; Mandala, Cheryl

2004-01-01

153

The reliability and validity of qualitative scores for the Controlled Oral Word Association Test.  

PubMed

The reliability and validity of two qualitative scoring systems for the Controlled Oral Word Association Test [Benton, A. L., Hamsher, de S. K., & Sivan, A. B. (1983). Multilingual aplasia examination (2nd ed.). Iowa City, IA: AJA Associates] were examined in 108 healthy young adults. The scoring systems developed by Troyer et al. [Troyer, A. K., Moscovich, M., & Winocur, G. (1997). Clustering and switching as two components of verbal fluency: Evidence from younger and older healthy adults. Neuropsychology, 11, 138-146] and by Abwender et al. [Abwender, D. A., Swan, J. G., Bowerman, J. T., & Connolly, S. W. (2001a). Qualitative analysis of verbal fluency output: Review and comparison of several scoring methods. Assessment, 8, 323-336] each demonstrated excellent interrater reliability (all indices at or above r(icc)=.9). Consistent with previous research [e.g., Ross, T. P. (2003). The reliability of cluster and switch scores for the COWAT. Archives of Clinical Psychology, 18, 153-164), test-retest reliability coefficients (N=53; M interval 44.6 days) for the qualitative scores were modest to poor (r(icc)=.6 to .4 range). Correlations among COWAT scores, measures of executive functioning, verbal learning, working memory, and vocabulary were examined. The idea that qualitative scores represent distinct executive functions such as cognitive flexibility or strategy utilization was not supported. We offer the interpretation that COWAT performance may require the ability to retrieve words in a non-routine manner while suppressing habitual responses and associated processing interference, presumably due to a spread of activation across semantic or lexical networks. This interpretation, though speculative at present, implies that clustering and switching on the COWAT may not be entirely deliberate, but rather an artifact of a passive (i.e., state-dependent) process. Ideas for future research, most noticeably experimental studies using cognitive methods (e.g., priming), are discussed. PMID:17317094

Ross, Thomas P; Calhoun, Emily; Cox, Tara; Wenner, Carolyn; Kono, Whitney; Pleasant, Morgan

2007-05-01

154

Test Score Gaps between Private and Government Sector Students at School Entry Age in India  

ERIC Educational Resources Information Center

Various studies have noted that students enrolled in private schools in India perform better on average than students in government schools. In this paper, I show that large gaps in the test scores of children in private and public sector education are evident even at the point of initial enrollment in formal schooling and are associated with…

Singh, Abhijeet

2014-01-01

155

A Follow-Up of Suspect Sophomore Scores on the COMP Test.  

ERIC Educational Resources Information Center

The College Outcome Measures Program (COMP) objective test is used by colleges and universities to monitor the success of their undergraduate programs and as part of general assessment efforts. At Northeast Missouri State University (Kirksville), 102 students were identified as having suspect COMP scores based on the three criteria of: (1) COMP…

Olsen, Scott A.; Wilson, Kim

156

Factors affecting milk ELISA scores of cows tested for Johne’s disease  

Technology Transfer Automated Retrieval System (TEKTRAN)

Infection with Mycobacterium avium subsp. paratuberculosis (Johne’s disease) has been estimated to cost dairy producers over $1.5 billion per year. The objective of this study was to examine the influence a number of environmental and genetic factors have on ELISA milk test scores for Johne’s diseas...

157

California Standards Test Scores and Attendance Rates in an Afterschool Program  

ERIC Educational Resources Information Center

The Problem: The purpose of this study was to investigate whether or not there were any statistically significant differences in the Mathematics California Standard Test scores and attendance rates for African American and Latina high school girls who participated in an afterschool program. Method: A quasi-experimental design was conducted with…

Diamond, Sandra M.

2013-01-01

158

Comprehensive School Reform and Standardized Test Scores in Illinois Elementary and Middle Schools  

ERIC Educational Resources Information Center

The study examined the effects of the federally funded Comprehensive School Reform (CSR) program on student performance on mandated standardized tests. The study focused on the mathematics and reading scores of Illinois public elementary and middle and junior high school students. The federal CSR program provided Illinois schools with an annual…

McEnroe, James D.

2010-01-01

159

Integrating GIS in the Middle School Curriculum: Impacts on Diverse Students' Standardized Test Scores  

ERIC Educational Resources Information Center

This case study conducted with 1,425 middle school students in Palm Beach County, Florida, included a treatment group receiving GIS instruction (256) and a control group without GIS instruction (1,169). Quantitative analyses on standardized test scores indicated that inclusion of GIS in middle school curriculum had a significant effect on student…

Goldstein, Donna; Alibrandi, Marsha

2013-01-01

160

The Fight's Not Always Fixed: Using Literary Response to Transcend Standardized Test Scores  

ERIC Educational Resources Information Center

In 2004, the National Endowment for the Arts (NEA) concluded that "literature reading is fading as a meaningful activity, especially among younger people." How can educators continue to teach students about the power of literary response when the priority is for them to achieve proficiency on standardized tests, whose scores can only be narrowly…

Avila, JuliAnna

2012-01-01

161

Permanent Income and the Black-White Test Score Gap. NBER Working Paper No. 17610  

ERIC Educational Resources Information Center

Analysts often examine the black-white test score gap conditional on family income. Typically only a current income measure is available. We argue that the gap conditional on permanent income is of greater interest, and we describe a method for identifying this gap using an auxiliary data set to estimate the relationship between current and…

Rothstein, Jesse; Wozny, Nathan

2011-01-01

162

National Poverty Center Working Paper Series The Black-White Test Score Gap  

E-print Network

National Poverty Center Working Paper Series #05-09 June 2005 The Black-White Test Score Gap This paper is available online at the National Poverty Center Working Paper Series index at: http of the author(s) and do not necessarily reflect the view of the National Poverty Center or any sponsoring agency

Shyy, Wei

163

Changes in Student Populations and Average Test Scores of Dutch Primary Schools  

ERIC Educational Resources Information Center

This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean…

Luyten, Hans; de Wolf, Inge

2011-01-01

164

Relationships among High School Grades, ACT Test Scores, and College Grades.  

ERIC Educational Resources Information Center

This study assessed the utility of using both the American College Testing (ACT) Program composite score and high school grade point average (GPA) as predictors of students' success in college, as measured by the GPA at the end of the students' first semester in college. Data were obtained from 420 first-time entering freshmen at a medium-sized…

Myers, Richard S.; Pyles, Michelle R.

165

Comparing State and District Test Results to National Norms: Interpretations of Scoring "Above the National Average."  

ERIC Educational Resources Information Center

Norm-referenced test results reported by states and school districts and factors related to those scores were studied through mail and telephone surveys of 35 states and a nationally representative sample of 153 school districts to determine the degree to which "above average" results were being reported. Part of the stimulus for this study came…

Linn, Robert L.; And Others

166

Pyramid Power: Searching for an Error in Test Scoring with 830,000 Helpers  

Microsoft Academic Search

A mathematics question that was asked on the Preliminary Scholastic Aptitude Test was scored incorrectly. This subsequently was discovered and became the subject of national attention. In this article we examine the data generated by this item from almost 830,000 examinees and find that detailed statistical analysis with even this enormous sample size would not have yielded clues to the

Howard Wainer

1983-01-01

167

Intelligence Test Scores and Birth Order among Young Norwegian Men (Conscripts) Analyzed within and between Families  

ERIC Educational Resources Information Center

The present paper reports the results of a within and between family analysis of the relation between birth order and intelligence. The material comprises more than a quarter of a million test scores for intellectual performance of Norwegian male conscripts recorded during 1984-2004. Conscripts, mostly 18-19 years of age, were born to women for…

Bjerkedal, Tor; Kristensen, Petter; Skjeret, Geir A.; Brevik, John I.

2007-01-01

168

Using Automated Essay Scores as an Anchor When Equating Constructed Response Writing Tests  

ERIC Educational Resources Information Center

Assessments consisting of only a few extended constructed response items (essays) are not typically equated using anchor test designs as there are typically too few essay prompts in each form to allow for meaningful equating. This article explores the idea that output from an automated scoring program designed to measure writing fluency (a common…

Almond, Russell G.

2014-01-01

169

Methods for Improving Test Scores: The Good, the Bad, and the Ugly  

ERIC Educational Resources Information Center

The No Child Left Behind Act (NCLB 2001) has the faculties of every public and charter school scrambling to drive test scores of seven identified groups of children (African-American children, Anglo-White children, children with disabilities, Hispanic children, children of poverty, children with English language limitations, and Native-American…

Wright, Robert J.

2009-01-01

170

Evaluation of Score Interpretive Information from the Perspective of Failed and Passed Test-Takers.  

ERIC Educational Resources Information Center

Candidates who had taken examinations for certification required by the American Production and Inventory Control Society (APICS) were surveyed to acquire feedback about the effectiveness of score interpretive information given to test takers. Those sampled included 488 passers and 389 failers of the Inventory Management (IM) examination and 457…

Shannon, Gregory A.

171

Statistical Approaches to Achieving Sufficiently High Test Score Reliabilities for Research Purposes  

Microsoft Academic Search

The author provides statistical approaches to aid investigators in assuring that sufficiently high test score reliabilities are achieved for specific research purposes. The statistical approaches use tests of statistical significance between the obtained reliability and lowest population reliability that an investigator will tolerate. The statistical approaches work for coefficient alpha and related coefficients and for alternate-forms, split-half (2-part alpha), and

Richard A. Charter

2008-01-01

172

Survival analysis of cancer patients with multiple endpoints using global score test methodology  

NASA Astrophysics Data System (ADS)

Progression-free survival (PFS), time-to-progression (TTP) and overall survival (OS) are examples of multiple endpoints commonly used in clinical trials of cancer patients. PFS is increasingly used as a primary endpoint in evaluation of patients with solid tumors, while multiple endpoints are often analysed independently. These endpoints are indeed correlated and it is desirable to evaluate effectiveness of treatments by means of a single parameter. In this paper, a single overall treatment effect is provided by combining the univariate score statistics for comparing treatments with respect to each survival endpoint. This global score test methodology was applied in analysis of 330 patients with an aggressive cancer, each with two endpoints recorded, T1 and T2, relating to disease progression and death respectively. The values of score statistics obtained from the proposed method matched closely those from the logrank test. Meanwhile, the correlations between the two score test statistics were found to be similar to those computed using the established Wei, Lin and Weissfeld method. Simulations further confirmed the consistent performance of this new method in analysis of bivariate survival data.

Zain, Zakiyah; Whitehead, John

2014-06-01

173

Relation between renal function tests and a retrospective organic solvent exposure score.  

PubMed Central

In case-control studies on glomerulonephritis and organic solvents several authors have assessed exposure to organic solvents with a score based on the self reported occupational history. The underlying principle is that all exposures can be weighted by an intensity factor and then added to get one number representative of lifetime exposure. As this score has hitherto not been validated the relation between this exposure score and kidney function tests in a population of workers with past or present exposure to organic solvents was examined. The results suggest that such relations do exist for the N-acetyl-beta-D-glucosaminidase (NAG) activity, erythrocyturia, and, perhaps, albuminuria but not for the protein creatinine ratio or for leucocyturia. PMID:2590648

Hotz, P; Pilliod, J; Söderström, D; Rey, F; Boillat, M A; Savolainen, H

1989-01-01

174

Pose prediction and virtual screening performance of GOLD scoring functions in a standardized test.  

PubMed

The performance of all four GOLD scoring functions has been evaluated for pose prediction and virtual screening under the standardized conditions of the comparative docking and scoring experiment reported in this Edition. Excellent pose prediction and good virtual screening performance was demonstrated using unmodified protein models and default parameter settings. The best performing scoring function for both pose prediction and virtual screening was demonstrated to be the recently introduced scoring function ChemPLP. We conclude that existing docking programs already perform close to optimally in the cognate pose prediction experiments currently carried out and that more stringent pose prediction tests should be used in the future. These should employ cross-docking sets. Evaluation of virtual screening performance remains problematic and much remains to be done to improve the usefulness of publically available active and decoy sets for virtual screening. Finally we suggest that, for certain target/scoring function combinations, good enrichment may sometimes be a consequence of 2D property recognition rather than a modelling of the correct 3D interactions. PMID:22371207

Liebeschuetz, John W; Cole, Jason C; Korb, Oliver

2012-06-01

175

An NCME Instructional Module on Quality Control Procedures in the Scoring, Equating, and Reporting of Test Scores  

ERIC Educational Resources Information Center

There is significant potential for error in long production processes that consist of sequential stages, each of which is heavily dependent on the previous stage, such as the SER (Scoring, Equating, and Reporting) process. Quality control procedures are required in order to monitor this process and to reduce the number of mistakes to a minimum. In…

Allalouf, Avi

2007-01-01

176

Examining the Validity of GED[R] Tests Scores with Scheduling and Setting Accommodations. GED Testing Service Research Studies, 2004-1  

ERIC Educational Resources Information Center

Current testing standards call for test developers to provide evidence that testing procedures and test scores, and the inferences made based on the test scores, show evidence of validity and are comparable across subpopulations (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on…

George-Ezzelle, Carol E.; Skaggs, Gary

2004-01-01

177

Spatial and verbal memory test scores following yoga and fine arts camps for school children.  

PubMed

The performance scores of children (aged 11 to 16 years) in verbal and spatial memory tests were compared for two groups (n = 30, each), one attending a yoga camp and the other a fine arts camp. Both groups were assessed on the memory tasks initially and after ten days of their respective interventions. A control group (n = 30) was similarly studied to assess the test-retest effect. At the final assessment the yoga group showed a significant increase of 43% in spatial memory scores (Multivariate analysis, Tukey test), while the fine arts and control groups showed no change. The results suggest that yoga practice, including physical postures, yoga breathing, meditation and guided relaxation improved delayed recall of spatial information. PMID:15648409

Manjunath, N K; Telles, Shirley

2004-07-01

178

Using Undergraduate Factors to Predict Psychology Graduate Record Examination Scores.  

ERIC Educational Resources Information Center

Examines Scholastic Aptitude Test (SAT) scores and undergraduate academic factors for their prediction of performance on the Graduate Record Examination Subject Test in Psychology (GRE-P). Indicates that SAT performance affects GRE-P performance directly and indirectly. Certain academic factors, such as psychology grade point average and the…

Lollis, Teresa J.; And Others

1987-01-01

179

Correcting Two-Sample "z" and "t" Tests for Correlation: An Alternative to One-Sample Tests on Difference Scores  

ERIC Educational Resources Information Center

In order to circumvent the influence of correlation in paired-samples and repeated measures experimental designs, researchers typically perform a one-sample Student "t" test on difference scores. That procedure entails some loss of power, because it employs N - 1 degrees of freedom instead of the 2N - 2 degrees of freedom of the…

Zimmerman, Donald W.

2012-01-01

180

Pediatric Residents' Learning Styles and Temperaments and Their Relationships to Standardized Test Scores  

PubMed Central

Background Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that 5 affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. Methods This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. Results The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P ?=? .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. Conclusions The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents. PMID:23205211

Tuli, Sanjeev Y.; Thompson, Lindsay A.; Saliba, Heidi; Black, Erik W.; Ryan, Kathleen A.; Kelly, Maria N.; Novak, Maureen; Mellott, Jane; Tuli, Sonal S.

2011-01-01

181

Predicting First Year University Students' Academic Success  

ERIC Educational Resources Information Center

Introduction: Premature withdrawal from university due to academic failure can present problems for students, families and educators. In an effort to widen the understanding regarding factors predicting academic success in higher institutions, prior academic achievement measures (preparatory school grade average point (GPA), aptitude test scores,…

Olani, Aboma

2009-01-01

182

Recent Trends in Mean Scores and Characteristics of Test-Takers on "Praxis II" Licensure Tests  

ERIC Educational Resources Information Center

This study concerns the "highly qualified teacher" provisions of the "Elementary and Secondary Education Act" ("ESEA," 2002), as reauthorized, and other policies at the federal, state and local levels, which have aimed to elevate the content knowledge of teachers. This examination of "Praxis II" score trends was not meant to serve as an evaluation…

Gitomer, Drew H.; Qi, Yi

2010-01-01

183

The effect of instructional methodology on high school students natural sciences standardized tests scores  

NASA Astrophysics Data System (ADS)

Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

Powell, P. E.

184

The Impact of Household Possessions on Youth's Academic Achievement in the Ghana YouthSave Experiment: A Propensity Score Analysis  

ERIC Educational Resources Information Center

Household assets as part of youth's family background have been found to have a significant impact on youth's academic achievement. In this study, the impact of household possessions on youth's academic achievement in the Ghana YouthSave experiment is investigated. Findings support the hypothesized positive direction of the impact of household…

Chowa, Gina A. N.; Masa, Rainier D.; Wretman, Christopher J.; Ansong, David

2013-01-01

185

Development and validation of a self-scoring test for coronary heart disease risk  

Microsoft Academic Search

Self-administered tests to assess an individual's coronary heart disease risk are common in the popular press. However, delusion and inaccuracy in self-scoring may impair their utility as educational tools. Self-assessment questions concerning dietary cholesterol, weight, cigarette smoking, and blood pressure were administered several days prior to risk measurement to 246 randomly selected adults aged twenty-five to sixty-four. A standard risk

Phyllis L. Pirie; Russell V. Luepker; David R. Jacobs; James W. Brown; Nancy Hall

1983-01-01

186

Extended Homozygosity Score Tests to Detect Positive Selection in Genome-wide Scans  

E-print Network

and chromosome 2 of the HapMap Phase II data. ? marked new regions; abbreviations: Chrms | Chromosome, Popu. | Population, Pct | percentile. In the flrst column, the Genes provided names and positions of genes which were located in a region.... : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 32 IX One region and SNPs which had highest EHHT scores, strongest difierentiations, and high derived allele frequency in the tested population (> 0.5) on chromosome 2 of the HapMap Phase II data. ? marked new regions; abbreviations: Chrms...

Zhong, Ming

2011-08-08

187

Relationships of Teacher-Assigned Grades in High School Chemistry to Taxonomy-Type Objective Test Scores.  

ERIC Educational Resources Information Center

Reported is a study designed (1) to investigate the relationship between teacher-assigned chemistry grades and the scores obtained on a multiple-choice chemistry test built on taxonomic principles, and (2) to compare the contributions of various predictor variables to the explainable variance of the grades and the total test scores. The sample…

Even, Alexander

188

Interpreting the "g" Loadings of Intelligence Test Composite Scores in Light of Spearman's Law of Diminishing Returns  

ERIC Educational Resources Information Center

The linear loadings of intelligence test composite scores on a general factor ("g") have been investigated recently in factor analytic studies. Spearman's law of diminishing returns (SLODR), however, implies that the "g" loadings of test scores likely decrease in magnitude as g increases, or they are nonlinear. The purpose of this study was to (a)…

Reynolds, Matthew R.

2013-01-01

189

Level of intrauterine cocaine exposure and neuropsychological test scores in preadolescence: subtle effects on auditory attention and narrative memory.  

PubMed

Neuropsychological processes such as attention and memory contribute to children's higher-level cognitive and language functioning and predict academic achievement. The goal of this analysis was to evaluate whether level of intrauterine cocaine exposure (IUCE) alters multiple aspects of preadolescents' neuropsychological functioning assessed using a single age-referenced instrument, the NEPSY: A Developmental Neuropsychological Assessment (NEPSY) (Korkman et al., 1998), after controlling for relevant covariates. Participants included 137 term 9.5-year-old children from low-income urban backgrounds (51% male, 90% African American/Caribbean) from an ongoing prospective longitudinal study. Level of IUCE was assessed in the newborn period using infant meconium and maternal report. 52% of the children had IUCE (65% with lighter IUCE, and 35% with heavier IUCE), and 48% were unexposed. Infants with Fetal Alcohol Syndrome, HIV seropositivity, or intrauterine exposure to illicit substances other than cocaine and marijuana were excluded. At the 9.5-year follow-up visit, trained examiners masked to IUCE and background variables evaluated children's neuropsychological functioning using the NEPSY. The association between level of IUCE and NEPSY outcomes was evaluated in a series of linear regressions controlling for intrauterine exposure to other substances and relevant child, caregiver, and demographic variables. Results indicated that level of IUCE was associated with lower scores on the Auditory Attention and Narrative Memory tasks, both of which require auditory information processing and sustained attention for successful performance. However, results did not follow the expected ordinal, dose-dependent pattern. Children's neuropsychological test scores were also altered by a variety of other biological and psychosocial factors. PMID:24978115

Beeghly, Marjorie; Rose-Jacobs, Ruth; Martin, Brett M; Cabral, Howard J; Heeren, Timothy C; Frank, Deborah A

2014-01-01

190

Genome-wide association study of rheumatoid arthritis by a score test based on wavelet transformation  

PubMed Central

Background We have conducted a genome-wide association study on the Genetic Analysis Workshop (GAW) 16 rheumatoid arthritis data using a multilocus score test based on wavelet transform proposed recently by the authors. The wavelet-based test automatically adjusts for the amount of noise suppressed from the data. The power of the test is also increased by using the genetic information contained in the spatial ordering of single-nucleotide polymorphisms on a chromosome. Results After adjusting for the effect of population stratification, the test identified some previously discovered rheumatoid arthritis susceptibility loci (HLA-DRB1 and rs3761847) as well as some loci (rs2076530 and rs3130340) known to have association with sarcoidosis and bone mineral density. It was previously reported that patients with rheumatoid arthritis have elevated prevalence of sarcoidosis and have reduced bone mass. Conclusion This new test provides a useful tool in genome-wide association studies. PMID:20018075

2009-01-01

191

Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement  

ERIC Educational Resources Information Center

This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic

Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

2013-01-01

192

A score-type test for heterogeneity in zero-inflated models in a stratified population.  

PubMed

We propose a score-type statistic to evaluate heterogeneity in zero-inflated models for count data in a stratified population, where heterogeneity is defined as instances in which the zero counts are generated from two sources. Evaluating heterogeneity in this class of models has attracted considerable attention in the literature, but existing testing procedures have primarily relied on the constancy assumption under the alternative hypothesis. In this paper, we extend the literature by describing a score-type test to evaluate homogeneity against general alternatives that do not neglect the stratification information under the alternative hypothesis. The limiting null distribution of the proposed test statistic is a mixture of chi-squared distributions that can be well approximated by a simple parametric bootstrap procedure. Our numerical simulation studies show that the proposed test can greatly improve efficiency over tests of heterogeneity that ignore the stratification information. An empirical application to dental caries data in early childhood further shows the importance and practical utility of the methodology in using the stratification profile to detect heterogeneity in the population. PMID:24488881

Cao, Guanqun; Hsu, Wei-Wen; Todem, David

2014-05-30

193

Bayes' Theorem to estimate population prevalence from Alcohol Use Disorders Identification Test (AUDIT) scores  

PubMed Central

Aim The aim in this methodological paper is to demonstrate, using Bayes' Theorem, an approach to estimating the difference in prevalence of a disorder in two groups whose test scores are obtained, illustrated with data from a college student trial where 12-month outcomes are reported for the Alcohol Use Disorders Identification Test (AUDIT). Method Using known population prevalence as a background probability and diagnostic accuracy information for the AUDIT scale, we calculated the post-test probability of alcohol abuse or dependence for study participants. The difference in post-test probability between the study intervention and control groups indicates the effectiveness of the intervention to reduce alcohol use disorder rates. Findings In the illustrative analysis, at 12-month follow-up there was a mean AUDIT score difference of 2.2 points between the intervention and control groups: an effect size of unclear policy relevance. Using Bayes' Theorem, the post-test probability mean difference between the two groups was 9% (95% confidence interval 3–14%). Interpreted as a prevalence reduction, this is evaluated more easily by policy makers and clinicians. Conclusion Important information on the probable differences in real world prevalence and impact of prevention and treatment programmes can be produced by applying Bayes' Theorem to studies where diagnostic outcome measures are used. However, the usefulness of this approach relies upon good information on the accuracy of such diagnostic measures for target conditions. PMID:19438421

Foxcroft, David R; Kypri, Kypros; Simonite, Vanessa

2009-01-01

194

Web-Based Adaptive Testing System (WATS) for Classifying Students Academic Ability  

ERIC Educational Resources Information Center

Computer Adaptive Testing (CAT) has been highlighted as a promising assessment method to fulfill two testing purposes: estimating student academic ability and classifying student academic level. In this paper, assessment for we introduced the Web-based Adaptive Testing System (WATS) developed to support a cost effective assessment for classifying…

Lee, Jaemu; Park, Sanghoon; Kim, Kwangho

2012-01-01

195

Improving Personality Facet Scores with Multidimensional Computer Adaptive Testing: An Illustration with the Neo Pi-R  

ERIC Educational Resources Information Center

Narrowly defined personality facet scores are commonly reported and used for making decisions in clinical and organizational settings. Although these facets are typically related, scoring is usually carried out for a single facet at a time. This method can be ineffective and time consuming when personality tests contain many highly correlated…

Makransky, Guido; Mortensen, Erik Lykke; Glas, Cees A. W.

2013-01-01

196

Validation of Automated Scores of TOEFL iBT Tasks against Non-Test Indicators of Writing Ability  

ERIC Educational Resources Information Center

Automated scoring has the potential to dramatically reduce the time and costs associated with the assessment of complex skills such as writing, but its use must be validated against a variety of criteria for it to be accepted by test users and stakeholders. This study approaches validity by comparing human and automated scores on responses to…

Weigle, Sara Cushing

2010-01-01

197

Differential Item Functioning for a Test with a Cutoff Score: Use of Limited Closed-Interval Measures.  

ERIC Educational Resources Information Center

A procedure to detect differential item functioning (DIF) is introduced that is suitable for tests with a cutoff score. DIF is assessed on a limited closed interval of thetas in which a cutoff score falls. How this approach affects the identification of DIF items is demonstrated with real data sets. (SLD)

Oshima, T. C.; And Others

1994-01-01

198

Math 199 Contract of Understanding You are enrolled in Math 199 because your Calculus Placement Test score was below the  

E-print Network

Math 199 Contract of Understanding You are enrolled in Math 199 because your Calculus Placement Test score was below the cutoff for Math 231. Statistical data from previous semesters shows that students with placement scores of 22 and below (out of 45) have a much higher W/D/F rate in Math 231

Taalman, Laura

199

Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures  

ERIC Educational Resources Information Center

In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behind these surprising results. Sorting by incoming…

Nomi, Takako; Allensworth, Elaine M.

2013-01-01

200

Participation in a coteaching classroom and students' end-of-course test scores  

NASA Astrophysics Data System (ADS)

General education students consistently perform poorly on standardized science tests. Coteaching is an instructional strategy that improves the achievement of students with disabilities, but very little research exists that examines the effect of coteaching classrooms on the performance of general education students. The purpose of this study was to examine the effect of coteaching classrooms on the performance of general education students. The constructivist theoretical framework provided the foundation for this research. The research question examined the effect that coteaching classrooms had on the performance of general education biology students. In this experimental design utilizing a posttest-only control group, coteaching instructional strategy was the treatment, and student performance was measured using the scores obtained from the biology end-of-course test. Data for this study was analyzed using an independent t-test. The results of this study revealed that there was not a statistically significant difference in student performance on the biology end-of-course test between treatment and control groups. More than half of the general education biology students enrolled in coteaching classrooms failed the end-of-course test. Researchers may use this study as a catalyst to examine other instructional practices that may improve student performance in science courses. The results of this study may be used to persuade coteachers of the importance of attending frequent professional development opportunities that examine a variety of coteaching instructional strategies. Improving the performance of general education students in science may improve standardized test scores, afford more students the opportunity to attend college, and ensure that students are able to compete on a global level.

Debro, Ava

201

The Factorial Validity of Scores from a Cognitively Designed Test: The Spatial Learning Ability Test.  

ERIC Educational Resources Information Center

Four studies of the factorial validity of the Spatial Learning Ability Test (SLAT), involving 431 undergraduates, were summarized to elaborate nomothetic span. These studies support the SLAT as a spatial processing measure. The SLAT, compared to a test with the same item type, was a more pure measure of spatial ability. (SLD)

Embretson, Susan E.

1997-01-01

202

The Childhood Asperger Syndrome Test (CAST): Test-Retest Reliability in a High Scoring Sample  

ERIC Educational Resources Information Center

The Childhood Asperger Syndrome Test (CAST) is a 37-item parental self-completion questionnaire designed to screen for high-functioning autism spectrum conditions in epidemiological research. The CAST has previously demonstrated good accuracy for use as a screening test, with high sensitivity in studies with primary school aged children in…

Allison, Carrie; Williams, Jo; Scott, Fiona; Stott, Carol; Bolton, Patrick; Baron-Cohen, Simon; Brayne, Carol

2007-01-01

203

Sex differences in Cognitive Abilities Test scores: A UK national picture  

Microsoft Academic Search

Methods. The sheer size of the sample ensures that any sex difference will achieve statistical significance. Therefore, effect sizes (d) and variance ratios (VR) are employed to evaluate the magnitude of sex differences in mean scores and in score variability, respectively. Results. The mean verbal reasoning score for girls was 2.2 standard score points higher than the mean for boys,

Steve Strand; Ian J. Deary; Pauline Smith

2006-01-01

204

Test and Score Data Summary for TOEFL[R] Internet-Based and Paper-Based Tests. January 2008-December 2008 Test Data  

ERIC Educational Resources Information Center

The Test of English as a Foreign Language[TM], better known as TOEFL[R], is designed to measure the English-language proficiency of people whose native language is not English. TOEFL scores are accepted by more than 6,000 colleges, universities, and licensing agencies in 130 countries. The test is also used by governments, and scholarship and…

Educational Testing Service, 2008

2008-01-01

205

Prediction of mathematics 102 grades from high school algebra grades and the cooperative elementary algebra test scores  

E-print Network

PREDICTION OF MATHEMATICS 102 GRADES FROM HIGH SCHOOL ALGEBRA GRADES AND THE COOPERATIVE ELEMENTARY ALGEHRA TEST SCORES A thesis by ELDRED SEAMON OLDHAM Subaitted to the Graduate School oi the Agricultural and Mechanical College of Texas... in Dsrtisl fulfillaent of the requirenents for the degree of MASTER OF SCIENCE May I 962 Ma/or Subject Education PREDICTION OF MATHENAT ICE 102 GRADES PRON HIGH SCHOOL ALGEBRA GRADES AND THE COOPERATIVE ELENENTARY ALGEBRA TEST SCORES A thesis...

Oldham, Eldred Beamon

2012-06-07

206

Relationship of Students' Prior Knowledge and Order of Questions on Tests to Students' Test Scores.  

ERIC Educational Resources Information Center

A study examined whether students beginning a cell biology course with prior knowledge of its three areas (genetics, histology, and biochemistry) would retain that advantage throughout the course and whether achievement was influenced by the order of questions in a test. (MSE)

Papp, Klara K.; And Others

1987-01-01

207

Predicting First-Quarter Test Scores from the New Medical College Admission Test.  

ERIC Educational Resources Information Center

The predictive validity of the new Medical College Admission Test as it relates to end-of-quarter examinations in anatomy, histology, physiology, biochemistry, and "ages of man" is presented. Results indicate that the Science Knowledge assessment areas of chemistry and physics and the Science Problems subtest were most useful in predicting student…

Cullen, Thomas J.; And Others

1980-01-01

208

An Assessment of the Predictive Validity of Impact Factor Scores: Implications for Academic Employment Decisions in Social Work  

ERIC Educational Resources Information Center

Objective: Bibliometrics is a method of examining scholarly communications. Concerns regarding the use of bibliometrics in general, and the impact factor score (IFS) in particular, have been discussed across disciplines including social work. Although there are frequent mentions in the literature of the IFS as an indicator of the impact or quality…

Holden, Gary; Rosenberg, Gary; Barker, Kathleen; Onghena, Patrick

2006-01-01

209

Determining Minimum Cognitive Scores for the First-Time Academic Achievement Success on the Education Doctoral Comprehensive Examination  

ERIC Educational Resources Information Center

This purpose of the present study was to estimate minimum admission requirements using cognitive measures that will maximize candidate success on the doctoral comprehensive examination. Moreover, the present study established minimum scores on the Graduate Record Examinations (verbal and quantitative components) that will maximize doctoral student…

Cavil, Jafus Kenyatta

2009-01-01

210

Guided-Inquiry Lessons Raise Scores on the Sixth Grade Georgia Science Test  

NASA Astrophysics Data System (ADS)

At the local level, G Middle School has the highest district-wide percentage of 6th grade science students who are not meeting standards. It is imperative that G middle school take corrective action to reduce the number of students failing to meet state science standards. Dewey's theory of conceptual framework, which involves knowledge constructed on a person's personal experience and mind activity through active forms of learning, guided this study. The goal of the study was to determine whether inquiry-based science modules produce greater 6th grade science achievement, as measured by an equivalent instrument of the science section of the Georgia Criterion-Referenced Competency Test, when compared to traditional instruction among eastern Georgia 6th graders. The sample consisted of 230 students in the nonintervention group and 119 students in the intervention group. All students were from intact classes. At the end of the intervention, an independent t test was conducted to analyze the scores. According to the study t test, (t = 12.33, df = 304.56, p < 0.05), the difference between the means was statistically significant. This project's potential impact on social change includes increasing student motivation towards, comprehension of, and interest in science concepts. At the local level, these inquiry lessons can be shared with science teachers across grade levels and within the district to improve county-wide science scores. An increase in student interest and comprehension of science concepts could ultimately lead to the United States producing more students in the fields of science, technology, engineering, and mathematics (STEM) education.

Page, Purlie M.

211

Counseling College-Bound Students: Can ACT Scores Be Predicted?  

ERIC Educational Resources Information Center

Examined relationships between American College Testing Program (ACT) academic test and Peabody Picture Vocabulary Test-Revised (PPVT-R), Wechsler Adult Intelligence Scale-Revised (WAIS-R), and 1986 Stanford-Binet Intelligence Scale: Fourth Edition (Binet IV). Thirty college students for whom ACT scores were available took other tests. Concluded…

Carvajal, Howard; And Others

1989-01-01

212

Multiple tests for wind turbine fault detection and score fusion using two- level multidimensional scaling (MDS)  

NASA Astrophysics Data System (ADS)

Wind is an important renewable energy source. The energy and economic return from building wind farms justify the expensive investments in doing so. However, without an effective monitoring system, underperforming or faulty turbines will cause a huge loss in revenue. Early detection of such failures help prevent these undesired working conditions. We develop three tests on power curve, rotor speed curve, pitch angle curve of individual turbine. In each test, multiple states are defined to distinguish different working conditions, including complete shut-downs, under-performing states, abnormally frequent default states, as well as normal working states. These three tests are combined to reach a final conclusion, which is more effective than any single test. Through extensive data mining of historical data and verification from farm operators, some state combinations are discovered to be strong indicators of spindle failures, lightning strikes, anemometer faults, etc, for fault detection. In each individual test, and in the score fusion of these tests, we apply multidimensional scaling (MDS) to reduce the high dimensional feature space into a 3-dimensional visualization, from which it is easier to discover turbine working information. This approach gains a qualitative understanding of turbine performance status to detect faults, and also provides explanations on what has happened for detailed diagnostics. The state-of-the-art SCADA (Supervisory Control And Data Acquisition) system in industry can only answer the question whether there are abnormal working states, and our evaluation of multiple states in multiple tests is also promising for diagnostics. In the future, these tests can be readily incorporated in a Bayesian network for intelligent analysis and decision support.

Ye, Xiang; Gao, Weihua; Yan, Yanjun; Osadciw, Lisa A.

2010-04-01

213

Survival analysis of colorectal cancer patients with tumor recurrence using global score test methodology  

NASA Astrophysics Data System (ADS)

Colorectal cancer is the third and the second most common cancer worldwide in men and women respectively, and the second in Malaysia for both genders. Surgery, chemotherapy and radiotherapy are among the options available for treatment of patients with colorectal cancer. In clinical trials, the main purpose is often to compare efficacy between experimental and control treatments. Treatment comparisons often involve several responses or endpoints, and this situation complicates the analysis. In the case of colorectal cancer, sets of responses concerned with survival times include: times from tumor removal until the first, the second and the third tumor recurrences, and time to death. For a patient, the time to recurrence is correlated to the overall survival. In this study, global score test methodology is used in combining the univariate score statistics for comparing treatments with respect to each survival endpoint into a single statistic. The data of tumor recurrence and overall survival of colorectal cancer patients are taken from a Malaysian hospital. The results are found to be similar to those computed using the established Wei, Lin and Weissfeld method. Key factors such as ethnic, gender, age and stage at diagnose are also reported.

Zain, Zakiyah; Aziz, Nazrina; Ahmad, Yuhaniz; Azwan, Zairul; Raduan, Farhana; Sagap, Ismail

2014-12-01

214

The Relationship between Students’ Verbal and Nonverbal Test Scores within the Context of Poverty  

E-print Network

–achievement relationship within the context of poverty. The purpose of this study was to examine the relationship between the verbal and the nonverbal scores of students within the context of poverty. The study investigated how students’ verbal and nonverbal scores...

Kaya, Fatih

2013-03-13

215

Getting the Message Out: An Evaluation of NAEP Score Reporting Practices with Implications for Disseminating Test Results  

ERIC Educational Resources Information Center

How a testing agency approaches score reporting can have a significant impact on the perception of that assessment and the usefulness of the information among intended users and stakeholders. Too often, important decisions about reporting test data are left to the end of the test development cycle, but by considering the audience(s) and the kinds…

Zenisky, April L.; Hambleton, Ronald K.; Sireci, Stephen G.

2009-01-01

216

Metric-Free Measures of Test Score Trends and Gaps with Policy-Relevant Examples. CSE Report 665  

ERIC Educational Resources Information Center

Problems of scale typically arise when comparing test score trends, gaps, and gap trends across different tests. To overcome some of these difficulties, we can express the difference between the observed test performance of two groups with graphs or statistics that are metric-free (i.e., invariant under positive monotonic transformations of the…

Ho, Andrew D.; Haertel, Edward H.

2006-01-01

217

Meta-Analyses of the Relationship of Creative Achievement to both IQ and Divergent Thinking Test Scores  

ERIC Educational Resources Information Center

There is disagreement among researchers about whether IQ tests or divergent thinking (DT) tests are better predictors of creative achievement. Resolving this dispute is complicated by the fact that some research has shown a relationship between IQ and DT test scores (e.g., Runco & Albert, 1986; Wallach, 1970). The present study conducted…

Kim, Kyung Hee

2008-01-01

218

Breed differences in pig temperament scores during a performance test and their phenotypic relationship with performance  

Microsoft Academic Search

Nucleus populations of Chester White, Duroc, Landrace, and Yorkshire boars and gilts (n=4774) were used to estimate breed differences in temperament and the relationship with performance. Adjusted backfat, adjusted loin depth, days to 113.4 kilograms (DAYS), estimated percent fat-free lean (LEAN), and three temperament scores: load score, scale score, and vocal score were recorded, on a scale of 1 (calm)

C. L. Yoder; C. Maltecca; J. P. Cassady; W. L. Flowers; S. Price; M. T. See

2011-01-01

219

Validation of a new scoring system for the Weigl Color Form Sorting Test in a memory disorders clinic sample.  

PubMed

The Bristol Memory Disorders Clinic uses the Weigl Color Form Sorting Test (CFST) to appraise abstraction and the ability to shift set. The original scoring system for the CFST (Grewal & Haward, 1984), developed on the premise that sorting to form is more difficult than sorting to color, had no score for an individual able to sort to form and subsequently unable to shift to color with a cue. Clinical experience suggested that the performance of some individuals required such a score. A new scoring system was developed and validated in a memory-disorders-clinic sample. The validation showed the new score to be necessary and gave support to the original premise that people with organic brain damage show a preference for sorting to color. PMID:9777483

Byrne, L M; Bucks, R S; Cuerden, J M

1998-04-01

220

Relationship of Admission Test Scores to Writing Performance of Native and Nonnative Speakers of English.  

ERIC Educational Resources Information Center

Four writing samples were obtained from 638 foreign college applicants who represented three major foreign language groups (Arabic, Chinese, and Spanish), and from 60 native English speakers. All four were scored holistically, two were also scored for sentence-level and discourse-level skills, and some were scored by the Writer's Workbench…

Carlson, Sybil B.; And Others

221

[Information Concerning Mean Test Scores for the Graduate Management Admission Test (GMAT), Graduate Record Examinations (GRE), Law School Admission Test (LSAT), Preliminary Scholastic Aptitude Test (PSAT), and Scholastic Aptitude Test (SAT) for the National Commission on Excellence in Education.  

ERIC Educational Resources Information Center

Data are provided to the National Commission on Excellence in Education on the Graduate Management Admission Test (GMAT), Graduate Record Examinations (GRE), Law School Admission Test (LSAT), Preliminary Scholastic Aptitude Test (PSAT), and Scholastic Aptitude Test (SAT). Statistics are provided on the following: yearly GMAT mean scores 1965-1966…

Solomon, Robert J.

222

Relationship between Academic Stress and Suicidal Ideation: Testing for Depression as a Mediator Using Multiple Regression  

ERIC Educational Resources Information Center

Relations among academic stress, depression, and suicidal ideation were examined in 1,108 Asian adolescents 12-18 years old from a secondary school in Singapore. Using Baron and Kenny's [J Pers Soc Psychol 51:1173-1192, 1986] framework, this study tested the prediction that adolescent depression mediated the relationship between academic stress…

Ang, Rebecca P.; Huan, Vivien S.

2006-01-01

223

Longitudinal Test of a Social Cognitive Model of Academic and Life Satisfaction  

ERIC Educational Resources Information Center

The authors tested a social cognitive model of academic and overall life satisfaction in a sample of 769 university students. The predictors, drawn from Lent's unifying perspective on well-being and psychosocial adjustment, included social cognitive (academic self-efficacy, goal progress, social support) and personality (trait positive affect)…

Singley, Daniel B.; Lent, Robert W.; Sheu, Hung-Bin

2010-01-01

224

Terrorist Attacks Put Academic Freedom to the Test.  

ERIC Educational Resources Information Center

Explores how, in the aftermath of the airplane hijackings and deaths at New York's World Trade Center and the Pentagon, academic freedom may be under threat. Provides examples of student or administrative action against professors offering different viewpoints. (EV)

Wilson, Robin; Cox, Ana Marie

2001-01-01

225

Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. NCEE 2010-4004  

ERIC Educational Resources Information Center

This paper addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using realistic performance measurement system schemes based on hypothesis testing, we develop error rate formulas based on OLS and Empirical Bayes estimators.…

Schochet, Peter Z.; Chiang, Hanley S.

2010-01-01

226

Predicting Grades in Specific College Freshman Courses from ACT Test Scores and Self-Reported High School Grades. November 1987.  

ERIC Educational Resources Information Center

The validity of American College Testing Program (ACT) test scores and self-reported high school grades for predicting grades in specific college freshman courses was studied. Specific course grades are typically used to place students in remedial, standard, or advanced classes. These placement decisions, in turn, have immediate implications for…

Noble, Julie P.; Sawyer, Richard

227

How Out-of-Level Testing Affects the Psychometric Quality of Test Scores. Out-of-Level Testing Report 2.  

ERIC Educational Resources Information Center

This report is a review and analysis of the psychometric literature on the topic of out-of-level testing. Out-of-level testing refers to the practice of using a level of the test other than the test taken by most of the students in a student's current grade level. Much of the research on out-of-level testing was conducted in the 1970s and 1980s,…

Bielinski, John; Thurlow, Martha; Minnema, Jane; Scott, Jim

228

The genetic basis of academic achievement on the Queensland Core Skills Test and its shared genetic variance with IQ.  

PubMed

First, this study examined genetic and environmental sources of variation in performance on a standardised test of academic achievement, the Queensland Core Skills Test (QCST) (Queensland Studies Authority, 2003a). Second, it assessed the genetic correlation among the QCST score and Verbal and Performance IQ measures using the Multidimensional Aptitude Battery (MAB), [Jackson, D. N. (1984) Multidimensional Aptitude Battery manual. Port Huron, MI:Research Psychologist Press, Inc.]. Participants were 256 monozygotic twin pairs and 326 dizygotic twin pairs aged from 15 to 18 years (mean 17 years+/-0.4 [SD]) when achievement tested, and from 15 to 22 years (mean 16 years+/-0.4 [SD]) when IQ tested. Univariate analysis indicated a heritability for the QCST of 0.72. Adjustment to this estimate due to truncate selection (downward adjustment) and positive phenotypic assortative mating (upward adjustment) suggested a heritability of 0.76 The phenotypic (0.81) and genetic (0.91) correlations between the QCST and Verbal IQ (VIQ) were significantly stronger than the phenotypic (0.57) and genetic (0.64) correlations between the QCST and Performance IQ (PIQ). The findings suggest that individual variation in QCST performance is largely due to genetic factors and that common environmental effects may be substantially accounted for by phenotypic assortative mating. Covariance between academic achievement on the QCST and psychometric IQ (particularly VIQ) is to a large extent due to common genetic influences. PMID:15685427

Wainwright, Mark A; Wright, Margaret J; Geffen, Gina M; Luciano, Michelle; Martin, Nicholas G

2005-03-01

229

The Token and Reporter's Tests--Using Two Scoring Conventions: A Normative Study with 286 Grade and Junior High Students and Use with 123 Language-Disordered Students.  

ERIC Educational Resources Information Center

Performance of 286 normal children (grades K-9) on the De Renzi and Faglioni form of the Token Test and the De Renzi and Ferrari Reporter's Test were analyzed. Two different scoring conventions were compared: number correct versus weighted scores. Normative data are presented by grade level and age. Specific administration and scoring procedures…

Jordan, Linda S.; Hall, Penelope K.

1985-01-01

230

Reaction to Stress as a Predictor of Academic Success.  

ERIC Educational Resources Information Center

Although studies on test anxiety are abundant in the research literature, there are few investigations of the relationship of stress to academic achievement. To test the hypothesis that maladaptive methods of coping with stress are related to academic achievement in greater magnitude than the relationship of Scholastic Aptitude Test (SAT) scores,…

Bentley, Donna Anderson

231

Academic and Occupational Performance: A Quantitative Synthesis.  

ERIC Educational Resources Information Center

A synthesis of results from 35 studies of the association between academic and occupational performance in various fields indicated that academic indicators such as grades and test scores account for only 2.4 percent of the variance in occupational performance criteria such as income, job satisfaction, and effectiveness ratings. (Author/BW)

Samson, Gordon E.; And Others

1984-01-01

232

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Utah  

ERIC Educational Resources Information Center

This paper profiles Utah's test score trends through 2008-09. In 2004, the mean scale score on the state 4th grade reading test was 167 for non-Title I students and 164 for Title I students. In 2009 the mean scale score in 4th grade reading was 168 for non-Title I students and 164 for Title I students. Between 2004 and 2009, the mean scale score

Center on Education Policy, 2011

2011-01-01

233

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Idaho  

ERIC Educational Resources Information Center

This paper profiles Idaho's test score trends through 2008-09. In 2007, the mean scale score on the state 4th grade reading test was 209 for non-Title I students and 205 for Title I students. In 2007, the mean scale score in 4th grade reading was 211 for non-Title I students and 208 for Title I students. Between 2007 and 2009, the mean scale score

Center on Education Policy, 2011

2011-01-01

234

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Kansas  

ERIC Educational Resources Information Center

This paper profiles Kansas' test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 80 for non-Title I students and 73 for Title I students. In 2009, the mean scale score in 4th grade reading was 84 for non-Title I students and 78 for Title I students. Between 2006 and 2009, the mean scale score

Center on Education Policy, 2011

2011-01-01

235

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Maine  

ERIC Educational Resources Information Center

This paper profiles Maine's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 445 for non-Title I students and 438 for Title I students. In 2009, the mean scale score in 4th grade reading was 477 for non-Title I students and 441 for Title I students. Between 2006 and 2009, the mean scale score

Center on Education Policy, 2011

2011-01-01

236

An Investigation of Calculator Use on Employment Tests of Mathematical Ability: Effects on Reliability, Validity, Test Scores, and Speed of Completion  

ERIC Educational Resources Information Center

Handheld calculators have been used on the job for more than 30 years, yet the degree to which these devices can affect performance on employment tests of mathematical ability has not been thoroughly examined. This study used a within-subjects research design (N = 167) to investigate the effects of calculator use on test score reliability, test

Bing, Mark N.; Stewart, Susan M.; Davison, H. Kristl

2009-01-01

237

Accelerated Desensitization and Adaptive Attitudes Interventions and Test Gains with Academic Probation Students  

ERIC Educational Resources Information Center

The study evaluates the test-gain benefits of an accelerated desensitization and adaptive attitudes intervention for test-anxious students. College students were screened for high test anxiety. Twenty anxious students, half of them on academic probation, were assigned to an Intervention or to a minimal treatment Control group. The Intervention was…

Driscoll, Richard; Holt, Bruce; Hunter, Lori

2005-01-01

238

Detection of acute deterioration in health status visit among COPD patients by monitoring COPD assessment test score  

PubMed Central

Background The Chronic Obstructive Pulmonary Disease Assessment Test (CAT) could play a role in detecting acute deterioration in health status during monitoring visits in routine clinical practice. Objective To evaluate the discriminative property of a change in CAT score from a stable baseline visit for detecting acute deterioration in health status visits of chronic obstructive pulmonary disease (COPD) patients. Methods The CAT questionnaire was administered to stable COPD patients routinely attending the chest clinic of Chiang Mai University Hospital who were monitored using the CAT score every 1–3 months for 15 months. Acute deterioration in health status was defined as worsening or exacerbation. CAT scores at baseline, and subsequent visits with acute deterioration in health status were analyzed using the t-test. The receiver operating characteristic curve was performed to evaluate the discriminative property of change in CAT score for detecting acute deterioration during a health status visit. Results A total of 354 follow-up visits were made by 140 patients, aged 71.1±8.4 years, with a forced expiratory volume in 1 second of 47.49%±18.2% predicted, who were monitored for 15 months. The mean CAT score change between stable baseline visits, by patients’ and physicians’ global assessments, were 0.05 (95% confidence interval [CI], ?0.37–0.46) and 0.18 (95% CI, ?0.23–0.60), respectively. At worsening visits, as assessed by patients, there was significant increase in CAT score (6.07; 95% CI, 4.95–7.19). There were also significant increases in CAT scores at visits with mild and moderate exacerbation (5.51 [95% CI, 4.39–6.63] and 8.84 [95% CI, 6.29–11.39], respectively), as assessed by physicians. The area under the receiver operating characteristic curve of CAT score change for the detection of acute deterioration in health status was 0.89 (95% CI, 0.84–0.94), and the optimum cut-off point score was at 4, with a sensitivity, specificity, and accuracy of 76.8%, 83.6%, and 82.4%, respectively. Conclusions Change in CAT score during monitoring visits is useful for detecting acute deterioration in health status, and a change of 4 units could make a moderate prediction of acute deterioration in health status.

Pothirat, Chaicharn; Chaiwong, Warawut; Limsukon, Atikun; Deesomchok, Athavudh; Liwsrisakun, Chalerm; Bumroongkit, Chaiwat; Theerakittikul, Theerakorn; Phetsuk, Nittaya

2015-01-01

239

Symposium of Scores on the California Test of Personality with Reading Achievement  

ERIC Educational Resources Information Center

The present study was designed to examine the relationship of certain personality factors to certain reading and reading related scores of children referred to a reading clinic because of presumed reading difficulties. (Authors)

Callaway, Byron; And Others

1972-01-01

240

Examination of the Psychometric Properties of the Test Anxiety Scale for Elementary Students (TAS-E) Scores  

ERIC Educational Resources Information Center

The psychometric properties of the Test Anxiety Scale for Elementary Students (TAS-E) scores were examined. In Study 1, an exploratory factor analysis (EFA) was performed on the responses of 997 students in Grades 2 to 6 on the TAS-E. The results of the EFA produced a four-factor solution: Physiological Hyperarousal, Social Concerns, Task…

Lowe, Patricia A.; Grumbein, Matthew J.; Raad, Jennifer M.

2011-01-01

241

Supplemental Educational Services and Student Test Score Gains: Evidence from a Large, Urban School District. Working Paper  

ERIC Educational Resources Information Center

This study examines the effect of supplemental educational services (SES) on student test score gains and whether particular subgroups of students benefit more from No Child Left Behind (NCLB) tutoring services. The sample used includes information on students enrolled in 3rd through 8th grades nested in 121 elementary and middle schools over a…

Springer, Matthew G.; Pepper, Matthew J.; Ghosh-Dastidar, Bonnie

2009-01-01

242

Legal Issues in the Use of Student Test Scores and Value-Added Models (VAM) to Determine Educational Quality  

ERIC Educational Resources Information Center

A growing number of states and local schools across the country have adopted educator evaluation and accountability programs based on the use of student test scores and value-added models (VAM). A wide array of potential legal issues could arise from the implementation of these programs. This article uses legal analysis and social science evidence…

Pullin, Diana

2013-01-01

243

Incomplete Psychometric Equivalence of Scores Obtained on the Manual and the Computer Version of the Wisconsin Card Sorting Test?  

ERIC Educational Resources Information Center

The Wisconsin Card Sorting Test (WCST) assesses executive and frontal lobe function and can be administered manually or by computer. Despite the widespread application of the 2 versions, the psychometric equivalence of their scores has rarely been evaluated and only a limited set of criteria has been considered. The present experimental study (N =…

Steinmetz, Jean-Paul; Brunner, Martin; Loarer, Even; Houssemand, Claude

2010-01-01

244

Critical Factors to Consider in Evaluating Standard-Setting Studies to Map Language Test Scores to Frameworks of Language Proficiency  

ERIC Educational Resources Information Center

In this article, we consolidate and present in one place what is known about quality indicators for setting standards so that stakeholders may be able to recognize the signs of standard-setting quality. We use the context of setting standards to associate English language test scores with language proficiency descriptions such as those presented…

Tannenbaum, Richard J.; Cho, Yeonsuk

2014-01-01

245

Changes in the Black-White Test score Gap in the Elementary School Grades. CSE Report 715  

ERIC Educational Resources Information Center

In a pair of recent studies, Fryer and Levitt (2004a, 2004b) analyzed the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to explore the characteristics of the Black-White test score gap in young children. They found that the gap grew markedly between kindergarten and the third grade and that they could predict the gap from…

Koretz, Daniel; Kim, Young-Suk

2007-01-01

246

Faith Schools, Social Capital and Academic Attainment: Evidence from TIMSS-R Mathematics Scores in Flemish Secondary Schools  

ERIC Educational Resources Information Center

Social capital theory, recent developments in the theory of identity and a small econometric literature all suggest positive attainment effects from faith schooling. To test this hypothesis, the authors use a unique data set on Flemish secondary school students from the 1999 repeat of the Third International Mathematics and Science Study to…

Pugh, Geoff; Telhaj, Shqiponje

2008-01-01

247

Use of e-rater[R] in Scoring of the TOEFL iBT[R] Writing Test. Research Report. ETS RR-11-25  

ERIC Educational Resources Information Center

Alternative approaches are discussed for use of e-rater[R] to score the TOEFL iBT[R] Writing test. These approaches involve alternate criteria. In the 1st approach, the predicted variable is the expected rater score of the examinee's 2 essays. In the 2nd approach, the predicted variable is the expected rater score of 2 essay responses by the…

Haberman, Shelby J.

2011-01-01

248

How Close Is Close Enough? Testing Nonexperimental Estimates of Impact against Experimental Estimates of Impact with Education Test Scores as Outcomes. Discussion Paper.  

ERIC Educational Resources Information Center

This study tested the performance of nonexperimental estimators of impacts applied to a class size reduction intervention with achievement test scores as the outcome. Nonexperimental estimates of impacts were compared to "true impact" estimates provided by a random-assignment design that assessed intervention effects. Data came from Project STAR,…

Wilde, Elizabeth Ty; Hollister, Robinson

249

Effects of Testing Accommodations on Standardized Mathematics Test Scores: An Experimental Analysis of the Performances of Students with and without Disabilities.  

ERIC Educational Resources Information Center

Examines the effects of testing accommodations on the mathematics test scores of a sample of fourth-grade students, which included students with disabilities (SWD) and students without disabilities (SWOD). Primary analyses indicated that SWDs experienced a larger effect in the accommodated condition than did SWODs. The SWDs profited more than…

Schulte, Aleta A. Gilbertson; Elliott, Stephen N.; Kratochwill, Thomas R.

2001-01-01

250

Release Time and English Language Proficiency: Does Releasing Students for Spiritual Instruction Negatively Affect Test Scores?  

ERIC Educational Resources Information Center

The population of students with limited English proficiency--a disproportionate number of whom are urban Latinos living in low-income neighborhoods--is increasing rapidly. School districts serving these populations must meet escalating academic benchmarks, as stipulated by No Child Left Behind, or incur sanctions. This pressure has led many…

Hodge, David R.

2012-01-01

251

The Influence of Social Capital on Test Scores: How Much Do Families, Schools & Communities Matter?  

Microsoft Academic Search

Promoting the academic success of America's youth has been debated intensely within national and state policy arenas. Evidence has accumulated which shows that families and communities must be engaged in helping youth to be successful in school. In this paper, we employ the notion of social capital as a framework for understanding the performance of public school students. Our earlier

Glenn D. Israel; Lionel J. Beaulieu

252

The Reciprocal Internal/External Frame of Reference Model Using Grades and Test Scores  

ERIC Educational Resources Information Center

Background: The reciprocal I/E model (RI/EM) combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self-concept have positive effects…

Möller, Jens; Zimmermann, Friederike; Köller, Olaf

2014-01-01

253

The Impact of Curriculum Looping on Standardized Literacy and Mathematics Test Scores  

ERIC Educational Resources Information Center

There is a lack of research on the practice of curriculum looping and student achievement. The purpose of this study was to examine academic achievement between students in looping classes and those in nonlooping classes. The theoretical model of this study was based on the social cognitive theory of Bandura and Maslow's hierarchy of needs theory.…

Nessler, Ralph D.

2010-01-01

254

Relationship of Technology Skill Competencies and Reading and Math Standardized Test Scores  

ERIC Educational Resources Information Center

The purpose of this study was to determine if a relationship exists between technology skills and academic achievement among eighth-grade students. Previous studies investigated the relationship between the use of technology as a teaching tool and student outcomes, but none had specifically examined students' technology skill competencies…

Jordan, Stacie L.

2012-01-01

255

More Feet Hitting the Road: Ten Ways to Get Impoverished Childrens' Test Scores Up  

ERIC Educational Resources Information Center

Poverty most likely will always be a concern in the United States, particularly in at-risk populations of the public schools. Many students in poverty enter public schools behind in academic and social skills due to a lack of quality early learning experiences. Regular education teachers work diligently to catch these children up in vital skills;…

Costley, Kevin C.; Bell, David; Leggett, Timothy

2014-01-01

256

Brain syndrome and WAIS PIO VIO difference scores corrected for test artifact.  

PubMed

Found an artifactual discrepancy of six units between VIQ and PIQ in Ss (N = 62) of low and bright, but not of mid-range IQ. Despite the matching of psychiatric cases for dominant and nondominant cognitive function, the discrepancy took the form of a lowered PIQ. The application of an equivalent correction to the PIQs of consecutive and unmatched psychiatric cases failed to improve the neurological predictive utility of the VIQ PIQ difference score. The latter failed statistically as an alerting device for abnormal CT and EEG results and whether a neurological event was recorded in the file. Despite the observation of a strong relationship between CT outcome and VIQ PIQ difference score evidence of cognitive intactness, it was concluded that difference score, whether corrected or not, should be used with extreme caution as a screening device for psychiatric cases who might be harboring an underlying brain syndrome. PMID:6746941

Kljaji?, I; Berry, D

1984-01-01

257

Classifying and scoring of molecules with the NGN: new datasets, significance tests, and generalization  

PubMed Central

This paper demonstrates how a Neural Grammar Network learns to classify and score molecules for a variety of tasks in chemistry and toxicology. In addition to a more detailed analysis on datasets previously studied, we introduce three new datasets (BBB, FXa, and toxicology) to show the generality of the approach. A new experimental methodology is developed and applied to both the new datasets as well as previously studied datasets. This methodology is rigorous and statistically grounded, and ultimately culminates in a Wilcoxon significance test that proves the effectiveness of the system. We further include a complete generalization of the specific technique to arbitrary grammars and datasets using a mathematical abstraction that allows researchers in different domains to apply the method to their own work. Background Our work can be viewed as an alternative to existing methods to solve the quantitative structure-activity relationship (QSAR) problem. To this end, we review a number approaches both from a methodological and also a performance perspective. In addition to these approaches, we also examined a number of chemical properties that can be used by generic classifier systems, such as feed-forward artificial neural networks. In studying these approaches, we identified a set of interesting benchmark problem sets to which many of the above approaches had been applied. These included: ACE, AChE, AR, BBB, BZR, Cox2, DHFR, ER, FXa, GPB, Therm, and Thr. Finally, we developed our own benchmark set by collecting data on toxicology. Results Our results show that our system performs better than, or comparatively to, the existing methods over a broad range of problem types. Our method does not require the expert knowledge that is necessary to apply the other methods to novel problems. Conclusions We conclude that our success is due to the ability of our system to: 1) encode molecules losslessly before presentation to the learning system, and 2) leverage the design of molecular description languages to facilitate the identification of relevant structural attributes of the molecules over different problem domains. PMID:21034429

2010-01-01

258

Relationships between a Statewide Language Proficiency Test and Academic Achievement Assessments. LEP Projects Report 4  

ERIC Educational Resources Information Center

Minnesota is one of many states that began development of an English proficiency test before federal requirements were in place to do so. It had decided to put into place a test that would provide the state with a better and more uniform gauge of how its population of English language learners (ELLs) was doing in their acquisition of academic

Kato, Kentaro; Albus, Debra; Liu, Kristin; Guven, Kamil; Thurlow, Martha

2004-01-01

259

Usability Testing of an Academic Library Web Site: A Case Study.  

ERIC Educational Resources Information Center

Discusses usability testing as a tool for evaluating the effectiveness and ease of use of academic library Web sites; considers human-computer interaction; reviews major usability principles; and explores the application of formal usability testing to an existing site at the University at Buffalo (NY) libraries. (Author/LRW)

Battleson, Brenda; Booth, Austin; Weintrop, Jane

2001-01-01

260

The Relationship between Kindergarten Students' Home Block Play and Their Spatial Ability Test Scores  

ERIC Educational Resources Information Center

Researchers are increasingly aware of the role of spatial skills in preparing children for future mathematics achievement (National Mathematics Advisory Panel, 2008). In addition, sex differences have been consistently documented showing boys score higher than girls in assessments of spatial ability, particularly mental rotation (Linn & Peterson,…

Jones, Tracy Anne

2010-01-01

261

Effects of Public Preschool Expenditures on the Test Scores of Fourth Graders: Evidence from TIMSS  

ERIC Educational Resources Information Center

This study examines the effects of public preschool expenditures on the math and science scores of 4th graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in 7 Organisation for Economic Co-operation and Development (OECD) countries--Australia, Japan, the…

Waldfogel, Jane; Zhai, Fuhua

2008-01-01

262

Optimal Calibration Designs for Tests of Polytomously Scored Items Described by Item Response Theory Models.  

ERIC Educational Resources Information Center

Studied calibration designs that maximize the determinants of Fisher's information matrix on the item parameters for sets of polytomously scored items. Analyzed these items using a number of item response theory models. Results show that for the data and models used, a D-optimal calibration design for an answer or set of answers can reduce the…

Holman, Rebecca; Berger, Martijn P. F.

2001-01-01

263

Academic Handbook, Admission, English Proficiency Page 1 Issued: 2013 06  

E-print Network

Discretionary Range Test of English as a Second Language (TOEFL) ­ Paper 580 + 5 TWE 550 + 5 TWE +45-50 TSE with no score less than 50 Test of English as a Second Language (TOEFL) ­ Internet 88 with a score of 22Academic Handbook, Admission, English Proficiency Page 1 Issued: 2013 06 English Language

Lennard, William N.

264

Using Nonverbal Tests to Help Identify Academically Talented Children  

ERIC Educational Resources Information Center

Language-reduced (nonverbal) ability tests are the primary talent identification tools for ELL children. The appropriate use of such tests with low-SES and minority children is more nuanced. Whenever language-reduced tests are used for talent identification, nonverbal tests that measure more than figural reasoning abilities should be employed. For…

Lohman, David F.; Gambrell, James L.

2012-01-01

265

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Kentucky  

ERIC Educational Resources Information Center

This paper profiles Kentucky's test score trends through 2008-09. In 2007, the mean scale score on the state 4th grade reading test was 455 for non-Title I students and 451 for Title I students. In 2009, the mean scale score in 4th grade reading was 455 for non-Title I students and 451 for Title I students. Between 2007 and 2009, the mean scale…

Center on Education Policy, 2011

2011-01-01

266

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? North Carolina  

ERIC Educational Resources Information Center

This paper profiles North Carolina's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade math test was 351 for non-Title I students and 347 for Title I students. In 2009, the mean scale score in 4th grade math was 354 for non-Title I students and 350 for Title I students. Between 2006 and 2009, the mean scale…

Center on Education Policy, 2011

2011-01-01

267

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Arizona  

ERIC Educational Resources Information Center

This paper profiles Arizona's test score trends through 2008-09. In 2005, the mean scale score on the state 4th grade reading test was 478 for non-Title I students and 445 for Title I students. In 2008, the mean scale score in 4th grade reading was 477 for non-title I students and 450 for title I students. Between 2005 and 2008, the mean scale…

Center on Education Policy, 2011

2011-01-01

268

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Maryland  

ERIC Educational Resources Information Center

This paper profiles Maryland's test score trends through 2008-09. In 2004, 82% of non-Title I 4th graders and 61% of Title I 4th graders scored at the proficient level on the state reading test. In 2009, 90% of non-Title I 4th graders and 78% of Title I 4th graders scored at the proficient level in reading. Between 2004 and 2009, the percentage…

Center on Education Policy, 2011

2011-01-01

269

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Texas  

ERIC Educational Resources Information Center

This paper profiles Texas's test score trends through 2008-09. In 2005, the mean scale score on the state 4th grade reading test was 2297 for non-Title I students and 2207 for Title I students. In 2009, the mean scale score in 4th grade reading was 2334 for non-Title I students and 2235 for Title I students. Between 2005 and 2009, the mean scale…

Center on Education Policy, 2011

2011-01-01

270

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? California  

ERIC Educational Resources Information Center

This paper profiles California's test score trends through 2008-09. In 2004, the mean scale score on the state 4th grade reading test was 341 for non-Title I students and 315 for Title I students. In 2008, the mean scale score in 4th grade reading was 379 for non-Title I students and 340 for Title I students. Between 2004 and 2008, the mean scale…

Center on Education Policy, 2011

2011-01-01

271

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Colorado  

ERIC Educational Resources Information Center

This paper profiles Colorado's test score trends through 2008-09. In 2003, the mean scale score on the state 4th grade reading test was 598 for non-Title I students and 558 for Title I students. In 2009, the mean scale score in 4th grade reading was 599 for non-Title I students and 556 for Title I students. Between 2003 and 2009, the mean scale…

Center on Education Policy, 2011

2011-01-01

272

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Tennessee  

ERIC Educational Resources Information Center

This paper profiles Tennessee's test score trends through 2008-09. In 2004, the mean scale score on the state 4th grade reading test was 501 for non-Title I students and 486 for Title I students. In 2009, the mean scale score in 4th grade reading was 512 for non-Title I students and 495 for Title I students. Between 2004 and 2009, the mean scale…

Center on Education Policy, 2011

2011-01-01

273

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Massachusetts  

ERIC Educational Resources Information Center

This paper profiles Massachusetts's test score trends through 2008-09. In 2006, 59% of non-Title I 4th graders and 29% of Title I 4th graders scored at the proficient level on the state reading test. In 2009, 64% of non-Title I 4th graders and 31% of Title I 4th graders scored at the proficient level in reading. Between 2006 and 2009, the…

Center on Education Policy, 2011

2011-01-01

274

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? New Hampshire  

ERIC Educational Resources Information Center

This paper profiles New Hampshire's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 445 for non-Title I students and 438 for Title I students. In 2009, the mean scale score in 4th grade reading was 448 for non-Title I students and 441 for Title I students. Between 2006 and 2009, the mean…

Center on Education Policy, 2011

2011-01-01

275

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Delaware  

ERIC Educational Resources Information Center

This paper profiles Delaware's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 474 for non-Title I students and 464 for Title I students. In 2009, the mean scale score in 4th grade reading was 478 for non-Title I students and 467 for Title I students. Between 2006 and 2009, the mean scale…

Center on Education Policy, 2011

2011-01-01

276

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Pennsylvania  

ERIC Educational Resources Information Center

This paper profiles Pennsylvania's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 1390 for non-Title I students and 1220 for Title I students. In 2009, the mean scale score in 4th grade reading was 1420 for non-Title I students and 1270 for Title I students. Between 2006 and 2009, the mean…

Center on Education Policy, 2011

2011-01-01

277

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Rhode Island  

ERIC Educational Resources Information Center

This paper profiles Rhode Island's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 445 for non-Title I students and 435 for Title I students. In 2009, the mean scale score in 4th grade reading was 448 for non-Title I students and 440 for Title I students. Between 2006 and 2009, the mean…

Center on Education Policy, 2011

2011-01-01

278

State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? Missouri  

ERIC Educational Resources Information Center

This paper profiles Missouri's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 661 for non-Title I students and 642 for Title I students. In 2009, the mean scale score in 4th grade reading was 661 for non-Title I students and 648 for Title I students. Between 2006 and 2009, there was no…

Center on Education Policy, 2011

2011-01-01

279

Development and Psychometric Testing of a Quality of Recovery Score After General Anesthesia and Surgery in Adults  

Microsoft Academic Search

a significant negative relationship between QoR Score and female gender (P 5 0.048) and older age (P 5 0.041). There was also good interrater agreement (r 5 0.55, P , 0.0001), test-retest reliability (median r 5 0.61, P , 0.0001), and internal consistency (a 5 0.57 and 0.90, P , 0.0001). There was a significant difference between the groups of

Paul S. Myles; Jennifer O. Hunt; Claire E. Nightingale; Helen Fletcher; Terence Beh; Deral Tanil; Attila Nagy; Alan Rubinstein; Jennie L. Ponsford

1999-01-01

280

Stated vocational aims and Strong interest test scores of high school senior girls  

Microsoft Academic Search

One-fourth of the stated vocational choices of 297 girl senior students from the pre-college, commercial, and general and home economics groups of two Flint, Michigan, high schools was in office work. The concentration of highest Strong scores was in stenography, office work, home-making, and nursing––4 occupations between which the Strong Blank does not discriminate adequately. Therefore the Strong Blank is

M. Skodak; O. L. Crissey

1942-01-01

281

Correlations Between Chiropractic National Board (Part I) Scores and Basic Science Course Grades and Related Data.  

ERIC Educational Resources Information Center

A study at one institution found significant correlations between students' scores on the National Board of Chiropractic Examiners test and academic achievement data. Results indicate that it is not always course subject matter that influences the relationship between course grade and board scores, but may instead be the ability to assimilate…

Wolfenberger, Virginia

1999-01-01

282

The Impact of Scholastic Instrumental Music and Scholastic Chess Study on the Standardized Test Scores of Students in Grades Three, Four, and Five  

ERIC Educational Resources Information Center

This study examines the impact of instrumental music study and group chess lessons on the standardized test scores of suburban elementary public school students (grades three through five) in Levittown, New York. The study divides the students into the following groups and compares the standardized test scores of each: a) instrumental music…

Martinez, Edwin E.

2012-01-01

283

The effect of an intervention program on functional movement screen test scores in mixed martial arts athletes.  

PubMed

Bodden, JG, Needham, RA, and Chockalingam, N. The effect of an intervention program on functional movement screen test scores in mixed martial arts athletes. J Strength Cond Res 29(1): 219-225, 2015-This study assessed the basic fundamental movements of mixed martial arts (MMA) athletes using the functional movement screen (FMS) assessment and determined if an intervention program was successful at improving results. Participants were placed into 1 of the 2 groups: intervention and control groups. The intervention group was required to complete a corrective exercise program 4 times per week, and all participants were asked to continue their usual MMA training routine. A mid-intervention FMS test was included to examine if successful results were noticed sooner than the 8-week period. Results highlighted differences in FMS test scores between the control group and intervention group (p = 0.006). Post hoc testing revealed a significant increase in the FMS score of the intervention group between weeks 0 and 8 (p = 0.00) and weeks 0 and 4 (p = 0.00) and no significant increase between weeks 4 and 8 (p = 1.00). A ? analysis revealed that the intervention group participants were more likely to have an FMS score >14 than participants in the control group at week 4 (? = 7.29, p < 0.01) and week 8 (? = 5.2, p ? 0.05). Finally, a greater number of participants in the intervention group were free from asymmetry at week 4 and week 8 compared with the initial test period. The results of the study suggested that a 4-week intervention program was sufficient at improving FMS scores. Most if not all, the movements covered on the FMS relate to many aspects of MMA training. The knowledge that the FMS can identify movement dysfunctions and, furthermore, the fact that the issues can be improved through a standardized intervention program could be advantageous to MMA coaches, thus, providing the opportunity to adapt and implement new additions to training programs. PMID:23860293

Bodden, Jamie G; Needham, Robert A; Chockalingam, Nachiappan

2015-01-01

284

Regular College Preparatory Students' Perceptions of the Student Teams Achievement Divisions Approach in an Academic College Preparatory Biology Class  

ERIC Educational Resources Information Center

Cooperative learning allows individuals with varying abilities to work alongside their peers. Students are placed into achievement levels based on placement test scores. The Regular College Preparatory (RCP) level is a score of 59% or lower and Academic College Preparatory (ACP) level is a score of 60-92% on the placement test. The purpose of this…

Brooks, Aarti P.

2009-01-01

285

Construct Validity and Measurement Invariance of Computerized Adaptive Testing: Application to Measures of Academic Progress (MAP) Using Confirmatory Factor Analysis  

ERIC Educational Resources Information Center

The purposes of this study are twofold. First, to investigate the construct or factorial structure of a set of Reading and Mathematics computerized adaptive tests (CAT), "Measures of Academic Progress" (MAP), given in different states at different grades and academic terms. The second purpose is to investigate the invariance of test factorial…

Wang, Shudong; McCall, Marty; Jiao, Hong; Harris, Gregg

2012-01-01

286

Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam  

ERIC Educational Resources Information Center

Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group…

Karatas, Hakan; Alci, Bulent; Aydin, Hasan

2013-01-01

287

Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance  

ERIC Educational Resources Information Center

The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…

Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

2009-01-01

288

The Sternberg Triarchic Abilities Test (STAT) as a measure of academic achievement and general intelligence  

Microsoft Academic Search

The degree to which practical, creative, and analytical abilities, measured by the Sternberg Triarchic Abilities Test (STAT) (Sternberg, 1993), significantly contribute to the prediction of academic achievement, independent of general intelligence, was investigated. Although Sternberg et al. (2000) claim that the STAT is not related to, nor a measure of, general intelligence, data obtained by Sternberg, Ferrari, Clinkenbeard, and Grigorenko

Lena C. Koke; Philip A. Vernon

2003-01-01

289

Reducing Test Anxiety and Improving Academic Performance in Fourth Grade Students: Exploring an Intervention  

ERIC Educational Resources Information Center

This quantitative study investigated the effectiveness of a teacher-implemented intervention of eight sessions integrated into an existing curriculum to reduce test anxiety and improve academic performance in fourth grade students. The experimental group, n=23 was drawn from a sample of 64 students in a southwestern Rhode Island public school…

Donato, Jeanne M.

2009-01-01

290

Speededness of the Academic Assessment Placement Program (AAPP) Reading Comprehension Test.  

ERIC Educational Resources Information Center

Whether the time limits of the Academic Assessment Placement Program (AAPP) Reading Comprehension Test of the State Board of Regents (SBR) of Tennessee provide fair treatment for all underprepared students was assessed. Focus was on studying various response patterns and completion rates that indicate whether or not speededness (SP) is critical.…

Davis, Todd; And Others

291

Laboratory assessment by combined z score values in proficiency tests: experience gained through the European Union proficiency tests for pesticide residues in fruits and vegetables.  

PubMed

The obligation for accredited laboratories to participate in proficiency tests under ISO 17025, performing multiresidue methods (MRMs) for pesticide residues, involves the reporting of a large number of individual z scores making the evaluation of the overall performance of the laboratories difficult. It entails, time and again, the need for ways to summarise the laboratory's overall assessment into a unique combined index. In addition, the need for ways to continually evaluate the performance of the laboratory over the years is equally acknowledged. For these reasons, following 14 years of the European Union Reference Laboratory for Pesticide Residues in Fruits and Vegetables (EUPT-FV), useful formulas have been designed to globally evaluate the assessment of the participating laboratories. The aim is to achieve a formula which is easy to understand, which can be applied and which fits the purposes of long-term evaluation detecting positive and negative trends. Moreover, consideration is needed for a fair compensation of bad results in MRM, taking into account the large number of compounds that are covered. It is therefore important to be aware of the difficulties in getting satisfactory values from a wide range of compounds. This work presents an evaluation of the main well-established combined z score formulas together with those new ones developed here which have been applied to the European proficiency test results (EUPTs) over the years. Previous formulas such as the rescaled sum of z score (RSZ), the sum squared of z score (SSZ) and the relative laboratory performance (RLP) are compared with the newer ones: the sum of weighted z scores (SWZ) and the sum of squared z scores (SZ2). By means of formula comparisons, conclusions on the advantages, drawbacks and the most fit-for-purpose approach are achieved. PMID:20571782

Medina-Pastor, P; Mezcua, M; Rodríguez-Torreblanca, C; Fernández-Alba, A R

2010-08-01

292

Work Ethic and Academic Performance: Predicting Citizenship and Counterproductive Behavior  

ERIC Educational Resources Information Center

In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition…

Meriac, John P.

2012-01-01

293

Implementation intentions and test anxiety: Shielding academic performance from distraction  

Microsoft Academic Search

College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if–then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e., task-facilitating plans). Regression analyses showed that as test anxiety increased, the effectiveness of temptation-inhibiting

Elizabeth J. Parks-Stamm; Peter M. Gollwitzer; Gabriele Oettingen

2010-01-01

294

A standardized scoring method for the copy of cube test, developed to be suitable for use in psychiatric populations  

PubMed Central

Background Although the 'copy of cube test', a version of which is included in the Short Test of Mental Status (STMS), has existed for years, little has been done to standardize it in detail. The aim of the current study was to develop a novel and detailed standardized method of administration and scoring this test. Methods The study sample included 93 healthy control subjects (53 women and 40 men) aged 35.87 ± 12.62 and 127 patients suffering from schizophrenia (54 women and 73 men) aged 34.07 ± 9.83 years. The psychometric assessment included the Positive and Negative Symptoms Scale (PANSS) the Young Mania Rating Scale (YMRS), and the Montgomery-Åsberg Depression Rating Scale (MADRS). Results A scoring method was developed based on the frequencies of responses of healthy controls. Cronbach's ? was equal to 0.75 and inter-rater reliability was 0.90. Three indices and five subscales of the Standardized Copy of the Cube Test (SCCT) were eventually developed. They included the Deficit Index (DcI), which includes the Missing Elements (ME) Mirror Image (M) subscales, the Deformation Index (DfI) which includes the Deformation (D) and the Rotation (R) subscales and the Closing-In Index (CiI). Discussion The SCCT seems to be a reliable, valid and sensitive to change instrument for the testing of psychiatric patients. The great advantage of this instrument is the fact that it only requires paper and a pencil, and is this easily administered and brief. Further research is necessary to test its usefulness as a neuropsychological test. PMID:21745404

2011-01-01

295

Relationship between Air Force Officer Qualifying Test Scores and Success in Air Weapons Controller Training. Interim Report for the Period November 1982-February 1984.  

ERIC Educational Resources Information Center

This project investigated the relationship between Air Force Officer Qualifying Test (AFOQT) composite scores and student performance in Air Force air weapons controller training. The purpose of this study was to examine the feasibility of using AFOQT scores as one selection criteria for entry to the air weapons controller field. An analysis of…

Finegold, Lawrence S.; Rogers, Deborah

296

Changes in Test Scores Distribution for Students of the Fourth Grade in Brazil: A Relative Distribution Analysis for the Years 1997-2005  

ERIC Educational Resources Information Center

In Brazil, the mean of math test scores for students of the fourth grade declined by approximately 0.2 standard deviation in the late 1990s. However, the potential changes in the distribution of scores have never been addressed. It is unclear if the decline was caused by deterioration in student performance levels at the upper and/or lower tails…

Rodrigues, Clarissa Guimaraes; Rios-Neto, Eduardo Luiz Goncalves; de Xavier Pinto, Cristine Campos

2013-01-01

297

SCORe-CT: a new method for testing effectiveness of sulfide-control chemicals used in sewer systems.  

PubMed

A new method for testing the effectiveness of chemical products for sulfide control in sewers is reported. The method, called SCORe-CT (Sewer Corrosion and Odour Research - Chemical Testing), consists of two specially designed laboratory-scale systems that mimic sulfide production in real rising main sewers, and a multi-phase and multi-facet testing protocol. The monitoring tools/methods include both routine chemical analysis of various sulfurous and carbonaceous compounds in liquid and their on-line monitoring using advanced sensors. Molecular methods and microelectrodes can also be employed to examine the microbial structure and activity of sewer biofilms. The SCORe-CT method is not proposed to replace field trials but to screen chemicals prior to their often costly trials/applications in field conditions. For effective chemicals the method helps to reveal the mechanisms involved, and assists with the design of optimal dosage strategies, which would significantly reduce application costs. In this paper, the method is explained in detail and demonstrated with several case studies. PMID:22170831

Gutierrez, Oriol; Sudarjanto, Gatut; Sharma, Keshab R; Keller, Jurg; Yuan, Zhiguo

2011-01-01

298

Academic Goals and Emotions: A Test of Two Models  

Microsoft Academic Search

Motivational goal orientations were postulated to be forms of defensive mechanisms and to be associated with specific emotions. Structural equation models were tested to determine whether emotions could be predicted from motivational goal orientation or whether motivational goal orientation would be predicted from emotions. Seventy-nine fifth-grade students responded to a self-report motivation questionnaire. Results supported the model in which emotions

Timothy L. Seifert

1995-01-01

299

Wisconsin-Milesky Test of Lip Reading Potential: A Composite of Subtest Scores  

ERIC Educational Resources Information Center

It is noted that the Wisconsin-Milesky Battery, which includes such tests as subtests from the Wechsler Intelligence Scale for Children and the Goodenough-Harris Draw-A-Man Test, provides a profile of elements predictive of the young deaf child's lip reading potential. (SBH)

Milesky, Samuel D.

1977-01-01

300

The Impact of Linking Distinct Achievement Test Scores on the Interpretation of Student Growth in Achievement  

ERIC Educational Resources Information Center

Changes to state tests impact the ability of State Education Agencies (SEAs) to monitor change in performance over time. The purpose of this study was to evaluate the Standardized Performance Growth Index (PGIz), a proposed statistical model for measuring change in student and school performance, across transitions in tests. The PGIz is a…

Airola, Denise Tobin

2011-01-01

301

The Impact of Intensive Reading Interventions on Student Standardized Test Scores  

ERIC Educational Resources Information Center

The purpose of this study was to identify the impact intensive reading instruction had for 28 students with learning disabilities at the middle school level on standardized tests. National Assessment of Education Progress testing indicates that across the United States, learning disabled students literacy skills are decreasing annually, and these…

Munoz, Carolyn Sue

2010-01-01

302

8/2013 O:\\Orientation\\BLANCHE\\placementtestscores.doc Placement Test Scores  

E-print Network

once, after two weeks have passed. After the second test, a calendar year must pass before that test can be repeated again. #12;8/2013 O:\\Orientation\\BLANCHE\\placementtestscores.doc Chinese Placement Students with any background in Chinese, formal or informal, who wish to take Chinese language courses must

Kaminsky, Werner

303

Test based on a normal score for efficient edge detection in image  

NASA Astrophysics Data System (ADS)

The current paper proposes an efficient method for edge detection in original and noisy images using Waerden's statistic. Edges represent a significant amount of information on an image. For example, edges reveal the location of objects, their shape and size, and something about their texture. Since edges represent where the intensity of an image moves from a low value to a high value or vice versa, edge detection is often the first step in image segmentation. As a field of image analysis, image segmentation groups pixels into regions to determine the image composition. Therefore, the current paper describes the nonparametric Wilcoxon test and parametric T test based on statistical hypothesis testing for edge detection. Here, the threshold is determined by specifying a significance level, whereas Bovik, Huang, and Munson considered a range of possible test statistic values for the threshold. In the current study, the test statistic is calculated based on pixel gray levels obtained using an edge-height parameter and compared with the threshold determined by a significance level. Experiments were conducted to evaluate the performance of these methods in both original and noisy images. As a result, the Wilcoxon and T test was found to be sensitive to a noisy image, whereas the proposed Waerden test was robust in both noisy and noise-free images under ?=0.0005. Furthermore, when compared with Sobel, LoG, and Canny operators, the proposed Waerden test was also more effective in both noisy and noise-free images.

Choi, Myong H.; Lee, Ho-Keun; Ha, Yeong-Ho

2003-05-01

304

The Effects of a Translation Bias on the Scores for the "Basic Economics Test"  

ERIC Educational Resources Information Center

International comparisons of economic understanding generally require a translation of a standardized test written in English into another language. Test results can differ based on how researchers translate the English written exam into one in their own language. To confirm this hypothesis, two differently translated versions of the "Basic…

Hahn, Jinsoo; Jang, Kyungho

2012-01-01

305

Time-Score Analysis in Criterion-Referenced Tests. Final Report.  

ERIC Educational Resources Information Center

The family of Weibull distributions was investigated as a model for the distributions of response times for items in computer-based criterion-referenced tests. The fit of these distributions were, with a few exceptions, good to excellent according to the Kolmogorov-Smirnov test. For a few relatively simple items, the two-parameter gamma…

Tatsuoka, Kikumi K.; Tatsuoka, Maurice M.

306

Addressing criticisms of existing predictive bias research: Cognitive ability test scores still overpredict African Americans' job performance.  

PubMed

Predictive bias studies have generally suggested that cognitive ability test scores overpredict job performance of African Americans, meaning these tests are not predictively biased against African Americans. However, at least 2 issues call into question existing over-/underprediction evidence: (a) a bias identified by Aguinis, Culpepper, and Pierce (2010) in the intercept test typically used to assess over-/underprediction and (b) a focus on the level of observed validity instead of operational validity. The present study developed and utilized a method of assessing over-/underprediction that draws on the math of subgroup regression intercept differences, does not rely on the biased intercept test, allows for analysis at the level of operational validity, and can use meta-analytic estimates as input values. Therefore, existing meta-analytic estimates of key parameters, corrected for relevant statistical artifacts, were used to determine whether African American job performance remains overpredicted at the level of operational validity. African American job performance was typically overpredicted by cognitive ability tests across levels of job complexity and across conditions wherein African American and White regression slopes did and did not differ. Because the present study does not rely on the biased intercept test and because appropriate statistical artifact corrections were carried out, the present study's results are not affected by the 2 issues mentioned above. The present study represents strong evidence that cognitive ability tests generally overpredict job performance of African Americans. (PsycINFO Database Record (c) 2015 APA, all rights reserved). PMID:25150378

Berry, Christopher M; Zhao, Peng

2015-01-01

307

21 CFR 866.6050 - Ovarian adnexal mass assessment score test system.  

Code of Federal Regulations, 2013 CFR

... Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES IMMUNOLOGY AND MICROBIOLOGY DEVICES Tumor Associated Antigen immunological Test Systems § 866.6050 Ovarian adnexal mass...

2013-04-01

308

21 CFR 866.6050 - Ovarian adnexal mass assessment score test system.  

Code of Federal Regulations, 2012 CFR

... Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES IMMUNOLOGY AND MICROBIOLOGY DEVICES Tumor Associated Antigen immunological Test Systems § 866.6050 Ovarian adnexal mass...

2012-04-01

309

Validating Placement Tests in the Community College: The Role of Test Scores, Biographical Data, and Grading Variation.  

ERIC Educational Resources Information Center

Concerns over equity, access, and fairness of placement testing have resulted in state regulations requiring validity evidence of the placement test with respect to a criterion variable, such as final course grades. A study was conducted to assess the validity of placement tests used to place students in pre-collegiate and college-level English…

Armstrong, William B.

310

The Forensic Science Assessment Test (FSAT): A Potential Tool for the Academic Assessment of Forensic Science Programs  

Microsoft Academic Search

Forensic science college and university education, like college education in general, needs assessment tools to ensure the accountability and continued improvement of academic programs. Both forensic science educators and practitioners have vested interests in the successful student outcomes of forensic science programs and the need for rigorous high quality academic programs. The Forensic Science Assessment Test (FSAT) may provide a

Lawrence A. Presley; Michael Haas; Lawrence Quarino

2009-01-01

311

21 CFR 866.6050 - Ovarian adnexal mass assessment score test system.  

Code of Federal Regulations, 2014 CFR

...is a device that measures one or more proteins in serum or plasma. It yields a single result for the likelihood that an adnexal pelvic mass in a woman, for whom surgery is planned, is malignant. The test is for adjunctive use, in the context of a...

2014-04-01

312

LIBIDO TEST SCORES, BODY CONFORMATION AND TESTICULAR TRAITS IN BOER AND KIKO GOAT BUCKS  

Microsoft Academic Search

Independent of whether natural mating or artificial insemination is used for breeding, libido (sex drive) is evidently crucial to reproductive competence in all male meat animal species. Breeding goat bucks vary in their levels of libido; therefore, there is a need for the development of a predictive standardized test for estimating sex drive. The objective of this study was to

D. Ford Jr.; C. Okere; O. Bolden-Tiller

313

A Factor Analysis of Learning Data and Selected Ability Test Scores  

ERIC Educational Resources Information Center

A verbal concept-learning task permitting the externalizing and quantifying of learning behavior and 16 ability tests were administered to female graduate students. Data were analyzed by alpha factor analysis and incomplete image analysis. Six alpha factors and 12 image factors were extracted and orthogonally rotated. Four areas of cognitive…

Jones, Dorothy L.

1976-01-01

314

The Epidemiology of Modern Test Score Use: Anticipating Aggregation, Adjustment, and Equating  

ERIC Educational Resources Information Center

In his thoughtful focus article, Haertel (this issue) pushes testing experts to broaden the scope of their validation efforts and to invite scholars from other disciplines to join them. He credits existing validation frameworks for helping the measurement community to identify incomplete or nonexistent validity arguments. However, he notes his…

Ho, Andrew

2013-01-01

315

Validity Evidence for Eating Attitudes Test Scores in a Sample of Female College Athletes  

ERIC Educational Resources Information Center

The purpose of this study was to examine the psychometric properties of the 26-item Eating Attitudes Test (EAT-26; Garner, Olmsted, Bohr, & Garfinkel, 1982) using a sample of 207 female college athletes. Previous studies using nonathlete populations have supported a number of factor structures, but a series of confirmatory factor analyses (CFAs)…

Doninger, Gretchen L.; Enders, Craig K.; Burnett, Kent F.

2005-01-01

316

A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores  

ERIC Educational Resources Information Center

Little empirical evidence suggested that independent reading abilities of students enrolled in biology predicted their performance on the Biology I Graduation End-of-Course Assessment (ECA). An archival study was conducted at one Indiana urban public high school in Indianapolis, Indiana, by examining existing educational assessment data to test

Allen, Denise A.

2014-01-01

317

Cognitive Style as a Factor Affecting Task-Based Reading Comprehension Test Scores  

ERIC Educational Resources Information Center

For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' overall and task-specific performance on task-based reading comprehension tests. 1743 freshman, sophomore, junior, and senior students all majoring in English at different Iranian universities and colleges…

Salmani-Nodoushan, Mohammad Ali

2005-01-01

318

76 FR 16350 - Medical Devices; Ovarian Adnexal Mass Assessment Score Test System; Labeling; Black Box Restrictions  

Federal Register 2010, 2011, 2012, 2013, 2014

...determine whether or not to proceed with surgery. Elsewhere in this issue of the Federal...intended for use in those patients for whom surgery is planned, and should not be used to...whether or not a patient should receive surgery. The test is used in conjunction...

2011-03-23

319

Test Methods for Score-Based Interactive Music Systems Clement Poncelet  

E-print Network

software like SBIMS: (i) the generation of relevant input data for testing, including delay values and will continue. However, IMS practitioners know that a crash or misbehavior of an THIS WORK HAS BEEN PARTLY, checking that the system is not crashing and that the result sounds in a satis- fiable way. The problem

Boyer, Edmond

320

The Influences of Linguistic Demand and Cultural Loading on Cognitive Test Scores  

ERIC Educational Resources Information Center

The increasing diversity of the U.S. population has resulted in increased concerns about the psychological assessment of students from culturally and linguistically diverse backgrounds. To date, little empirical research supports recommendations in test selection and interpretation, such as those presented in the Culture-Language Interpretative…

Cormier, Damien C.; McGrew, Kevin S.; Ysseldyke, James E.

2014-01-01

321

An Evaluation of an Innovation: Standardized Test Scores Were Not Valid Indicators of Success.  

ERIC Educational Resources Information Center

An overview is provided of the evaluation of the Lighthouse Project, an education enhancement project that began in one urban and two suburban districts. Its methodology was the context for showing how the focus on the results of a standardized achievement test in mathematics inhibited the implementation of mathematics reform in the elementary…

Uslick, JoAnn; Walker, Carole

322

Distributed Leadership and High-Stakes Testing: Examining the Relationship between Distributed Leadership and LEAP Scores  

ERIC Educational Resources Information Center

Educational stakeholders are aware that school administration has become an incredibly intricate dynamic that is too complex for principals to handle alone. Test-driven accountability has made the already daunting task of school administration even more challenging. Distributed leadership presents an opportunity to explore increased leadership…

Boudreaux, Wilbert

2011-01-01

323

The Relationship between Receptive and Expressive Subskills of Academic L2 Proficiency in Nonnative Speakers of English: A Multigroup Approach  

ERIC Educational Resources Information Center

The purpose of this study was to examine the relationship between receptive and expressive language skills characterized by the performance of nonnative speakers (NNSs) of English in the academic context. Test scores of 585 adult NNSs were selected from Form 2 of the Pearson Test of English Academic's field-test database. A correlated…

Pae, Hye K.; Greenberg, Daphne

2014-01-01

324

Standard Scores  

NSDL National Science Digital Library

In this chapter, the authors will discuss the following types of standard scores: percentile ranks , z-scores , and T-scores . All are based on concepts--such as the mean, the normal distribution, and the standard deviation--already

Christmann, Edwin P.; Badgett, John L.

2008-11-01

325

Changes in rod and frame test scores recorded in schoolchildren during development--a longitudinal study.  

PubMed

The Rod and Frame Test has been used to assess the degree to which subjects rely on the visual frame of reference to perceive vertical (visual field dependence-independence perceptual style). Early investigations found children exhibited a wide range of alignment errors, which reduced as they matured. These studies used a mechanical Rod and Frame system, and presented only mean values of grouped data. The current study also considered changes in individual performance. Changes in rod alignment accuracy in 419 school children were measured using a computer-based Rod and Frame test. Each child was tested at school Grade 2 and retested in Grades 4 and 6. The results confirmed that children displayed a wide range of alignment errors, which decreased with age but did not reach the expected adult values. Although most children showed a decrease in frame dependency over the 4 years of the study, almost 20% had increased alignment errors suggesting that they were becoming more frame-dependent. Plots of individual variation (SD) against mean error allowed the sample to be divided into 4 groups; the majority with small errors and SDs; a group with small SDs, but alignments clustering around the frame angle of 18°; a group showing large errors in the opposite direction to the frame tilt; and a small number with large SDs whose alignment appeared to be random. The errors in the last 3 groups could largely be explained by alignment of the rod to different aspects of the frame. At corresponding ages females exhibited larger alignment errors than males although this did not reach statistical significance. This study confirms that children rely more heavily on the visual frame of reference for processing spatial orientation cues. Most become less frame-dependent as they mature, but there are considerable individual differences. PMID:23724139

Bagust, Jeff; Docherty, Sharon; Haynes, Wayne; Telford, Richard; Isableu, Brice

2013-01-01

326

Effects of Testing Accommodations on Math and Reading Scores: An Experimental Analysis of the Performance of Students with and without Disabilities  

ERIC Educational Resources Information Center

This study examined the effects of testing accommodations on the mathematics and reading test scores of a sample of 119 fourth graders and 78 eighth graders. The sample included 49 fourth-grade students diagnosed with a disability and 39 eighth-grade students diagnosed with a disability. All students were tested under two conditions (i.e.,…

Kettler, Ryan J.; Niebling, Bradley C.; Mroch, Andrew A.; Feldman, Elizabeth S.; Newell, Markeda L.; Elliott, Stephen N.; Kratochwill, Thomas R.; Bolt, Daniel M.

2005-01-01

327

Effect of Different Score Reports of Web-Based Formative Test on Students' Self-Regulated Learning  

ERIC Educational Resources Information Center

A new score report based on a mechanism of formative assessment and feedback is developed to offer individual testees not only their final scores but also their sub-scale scores, their percentile position, as well as corresponding feedback on self-regulation strategies. Structural equation modeling is adopted in the confirmatory factor analysis to…

Zou, Xiaoling; Zhang, Xuning

2013-01-01

328

New Tests Put States on Spot  

ERIC Educational Resources Information Center

As states begin to demand more rigor on their high-stakes tests--and the tests evolve to incorporate revised academic standards--many officials are gambling that an initial wave of lower scores will give way to greater student achievement in the future. Changes to statewide tests and subsequent plummeting scores sparked controversy and emergency…

Ujifusa, Andrew

2012-01-01

329

TOEFL and FCE Tests as Predictors of Academic Success for Undergraduate Students at the University of Bahrain.  

ERIC Educational Resources Information Center

The purpose of this study was to examine the multivariate relationship of the Test of English as a Foreign Language (TOEFL) and the First Certificate of English (FCE), administered by the University of Cambridge Local Examinations Syndicate, and to determine whether students' total score on the TOEFL or their overall score on the FCE tends to be a…

Al-Musawi, Nu'man M.; Al-Ansari, Saif H.

330

The Effect of Music on the Test Scores of the Students in Limits and Derivatives Subject in the Mathematics Exams Done with Music  

ERIC Educational Resources Information Center

In the exams based on limits and derivatives, in this study, it was tried to determine that if there was any difference in students' test scores according to the type of music listened to and environment without music. For this purpose, the achievement test including limits and derivatives and whose reliability coefficient of Cronbach Alpha is…

Kesan, Cenk; Ozkalkan, Zuhal; Iric, Hamdullah; Kaya, Deniz

2012-01-01

331

What "No Child Left Behind" Leaves behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades  

ERIC Educational Resources Information Center

The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In…

Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli

2012-01-01

332

TRACKING Trounces Test Scores  

ERIC Educational Resources Information Center

This article presents an adaptation of an article from School Board News, January 6, 2004 edition. The article describes the effort of de-tracking students of varying ability levels, made by officials of South Side High School, in Rockville Centre, New York, and Noble High School, in North Berwick, Maine. Officials from both schools say that the…

Education Digest: Essential Readings Condensed for Quick Review, 2004

2004-01-01

333

Academic Optimism and Organizational Climate: An Elementary School Effectiveness Test of Two Measures  

ERIC Educational Resources Information Center

This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index…

Reeves, Jonathan Bart

2010-01-01

334

Scoring Package  

National Institute of Standards and Technology Data Gateway

NIST Scoring Package (PC database for purchase)   The NIST Scoring Package (Special Database 1) is a reference implementation of the draft Standard Method for Evaluating the Performance of Systems Intended to Recognize Hand-printed Characters from Image Data Scanned from Forms.

335

Propensity Scores  

ERIC Educational Resources Information Center

Propensity score analysis is a relatively recent statistical innovation that is useful in the analysis of data from quasi-experiments. The goal of propensity score analysis is to balance two non-equivalent groups on observed covariates to get more accurate estimates of the effects of a treatment on which the two groups differ. This article…

Luellen, Jason K.; Shadish, William R.; Clark, M. H.

2005-01-01

336

Effects of Summer Academic Programs in Middle School on High School Test Scores, Course-Taking, and College Major  

ERIC Educational Resources Information Center

Through their participation in a seventh-grade talent search in 1996-1997, students qualified to attend a summer program at Duke University's Talent Identification Program (Duke TIP). of the North Carolina students in this group, some attended at least one summer program in middle school and others had qualified for but did not attend a summer…

Li, Yan; Alfeld, Corinne; Kennedy, Rebecca Prince; Putallaz, Martha

2009-01-01

337

Exploring the Relationship between Access Technology and Standardized Test Scores for Youths with Visual Impairments: Secondary Analysis of the National Longitudinal Transition Study 2  

ERIC Educational Resources Information Center

This article presents the findings of a secondary analysis of the National Longitudinal Transition Study 2 that explored the predictive association between training in access technology and performance on the Woodcock-Johnson Tests of Academic Achievement: III. The results indicated that the use of access technology had a limited predictive…

Freeland, Amy L.; Emerson, Robert Wall; Curtis, Amy B.; Fogarty, Kieran

2010-01-01

338

The Relationship of Non-Verbal Intelligence Measures to Academic Achievement among Deaf Adolescents.  

ERIC Educational Resources Information Center

The study examined the correlations between academic achievement and scores on the Hiskey-Nebraska Test of Learning Aptitude, the Wechsler Adult Intelligence Scale-Revised (WAIS-R) Performance Scale, with 35 deaf high school students. Results validated the use of the WAIS-R as a predictor of academic achievement for this population. (DB)

Paal, Nicholaus; And Others

1988-01-01

339

Score 2009  

Cancer.gov

Objectives/Purpose: The SCORE 2009 workshop has been conducted annually for the past eight years. This workshop brings together key program personnel and site coordinators, research nurses, data managers, and quality assurance officers from institutions

340

Attributions for Academic Success and Failure: An Individual Difference Investigation of Academic Achievement and Gender  

Microsoft Academic Search

Ability, effort, and external attributions for academic success\\/failure as a function of achievement and gender were investigated for 237 elementary school children. Six attributions were the dependent measures for two 2 (achievement) × 2 (gender) MANOVAs. Groups were formed by Total Reading and Total Math scores on the Comprehensive Test of Basic Skills\\/4; for both MANOVAs results yielded significant main

Sherry Mee Bell; R. Steve McCallum; Janna Bryles; Karla Driesler; Jama McDonald; Soo Hee Park; Audrey Williams

1994-01-01

341

The Impact of Music Education and Athletic Participation on Academic Achievement.  

ERIC Educational Resources Information Center

This study sought to determine if participation as a musician or an athlete had an effect on academic achievement as measured by standardized test scores. It was hypothesized that students who received training as musicians would score higher on the core battery composite of reading, language, and mathematics sections of the California Achievement…

Schneider, Timothy W.; Klotz, Jack

342

Peer Effects in Academic Outcomes: Evidence from a Natural Experiment. Discussion Paper.  

ERIC Educational Resources Information Center

This study used data from Williams College to implement a quasi-experimental empirical strategy aimed at measuring peer effects in academic outcomes. Data on individual students' grades, Scholastic Assessment Test (SAT) scores, and the SAT scores of their roommates were used. The paper makes the case that first-year roommates are assigned randomly…

Zimmerman, David J.

343

A Pilot Study of SPINE Test Scores and Measures of Tongue Deviancy in Speakers with Severe-to Profound Hearing Loss.  

ERIC Educational Resources Information Center

This study found that clinician-generated SPINE (Speech Intelligibility Evaluation) test scores were correlated with objective computer-generated measures of tongue deviancy during vowel production in 28 persons (ages 14-20) with severe/profound hearing loss. Data suggest that subjects were more deviant in their production of front vowels than…

Wold, Donald C.; And Others

1994-01-01

344

The Relationship of GRE General Test Scores to First-Year Grades for Foreign Graduate Students: Report of a Cooperative Study.  

ERIC Educational Resources Information Center

The validity of the Graduate Record Examinations (GRE) was examined for foreign students enrolled in U.S. graduate schools. Subjects included 1,353 foreign students for whom English was a second language (ESL) and 42 foreign students whose native language was English. The relationships between college departments' scores on the GRE General Test

Wilson, Kenneth M.

345

A Cross-Validation of easyCBM Mathematics Cut Scores in Washington State: 2009-2010 Test. Technical Report #1105  

ERIC Educational Resources Information Center

In this technical report, we document the results of a cross-validation study designed to identify optimal cut-scores for the use of the easyCBM[R] mathematics test in the state of Washington. A large sample, randomly split into two groups of roughly equal size, was used for this study. Students' performance classification on the Washington state…

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2011-01-01

346

A Pilot Evaluation of the Test-Retest Score Reliability of the Dimensions of Mastery Questionnaire in Preschool-Aged Children  

ERIC Educational Resources Information Center

Preschool-aged children continually learn new skills and perfect existing ones. "Mastery motivation" is theorized to be a personality trait linked to skill learning. The Dimensions of Mastery Questionnaire (DMQ) quantifies mastery motivation. This pilot study evaluated DMQ test-retest score reliability (preschool-version) and included exploratory…

Igoe, Deirdre; Peralta, Christopher; Jean, Lindsey; Vo, Sandra; Yep, Linda Ngan; Zabjek, Karl; Wright, F. Virginia

2011-01-01

347

What Makes a Test Score? The Respective Contributions of Pupils, Schools and Peers in Achievement in English Primary Education. CEE DP 102  

ERIC Educational Resources Information Center

What makes a test score? There is a great deal of uncertainty surrounding the exact contribution of school quality, pupil background, and peers in educational achievement. If peers make most of the difference, then diversity and heterogeneous classrooms may narrow the gap between high- and low-performing students. If pupil background is the first…

Kramarz, Francis; Machin, Stephen; Ouazad, Amine

2009-01-01

348

Smoothing and Equating Methods Applied to Different Types of Test Score Distributions and Evaluated with Respect to Multiple Equating Criteria. Research Report. ETS RR-11-20  

ERIC Educational Resources Information Center

In equating research and practice, equating functions that are smooth are typically assumed to be more accurate than equating functions with irregularities. This assumption presumes that population test score distributions are relatively smooth. In this study, two examples were used to reconsider common beliefs about smoothing and equating. The…

Moses, Tim; Liu, Jinghua

2011-01-01

349

Choosing among Tucker or Chained Linear Equating in Two Testing Situations: Rater Comparability Scoring and Randomly Equivalent Groups with an Anchor  

ERIC Educational Resources Information Center

Tucker and chained linear equatings were evaluated in two testing scenarios. In Scenario 1, referred to as rater comparability scoring and equating, the anchor-to-total correlation is often very high for the new form but moderate for the reference form. This may adversely affect the results of Tucker equating, especially if the new and reference…

Puhan, Gautam

2012-01-01

350

The patterning of test scores of children living in proximity to an inactive toxic waste disposal site who are classified as neurologically impaired  

SciTech Connect

This study investigated the relationship between the pattern of impairment on test scores of the neurologically impaired children and proximity to an inactive toxic waste disposal site. Subjects (N = 147) were students, ages 6-16, classified as neurologically impaired. Seventy-six who lived within six miles of the site served as the experimental group and 71 who did not live near a site comprised the control group. Research was based on existing data available through the Child Study Team evaluation process. Attention was given to the ACID cluster of the WISC-R, the Arithmetic and Reading subtests on the WRAT, and the Koppitz scores of the Bender Visual Motor Gestalt Test. No significant difference was found between the experimental and control groups. Sex differences within the experimental group were not significant. Time of exposure and patterning of scores in the experimental group were investigated. Time had a significant main effect on WISC-R Arithmetic and Digit Span subtests, the ACID cluster and the Bender Test for the total group. Main effect for sex was significant for the WISC-R Information subtest. An interaction effect was found to be significant on the WRAT Arithmetic subtest WRAT. The longer the girls lived within the site area the lower they scored on the WISC-R Information subtest and the WRAT Arithmetic subtest. The variable exposure (interaction of distance and time) was related to lower scores on the WISC-R Arithmetic and Digit Span subtest. A two-way interaction was found on the WRAT Arithmetic subtest. The longer the females were exposed to the waste site area, the lower they scored on the WRAT Arithmetic subtest. A comparison of those children in the site area from birth and those in the area three years prior to the evaluation was done. A significant main effect was found for the Bender Gestalt.

Licata, L.

1992-01-01

351

Prediction of Mortality Using On-Line, Self-Reported Health Data: Empirical Test of the Realage Score  

PubMed Central

Objective We validate an online, personalized mortality risk measure called “RealAge” assigned to 30 million individuals over the past 10 years. Methods 188,698 RealAge survey respondents were linked to California Department of Public Health death records using a one-way cryptographic hash of first name, last name, and date of birth. 1,046 were identified as deceased. We used Cox proportional hazards models and receiver operating characteristic (ROC) curves to estimate the relative scales and predictive accuracies of chronological age, the RealAge score, and the Framingham ATP-III score for hard coronary heart disease (HCHD) in this data. To address concerns about selection and to examine possible heterogeneity, we compared the results by time to death at registration, underlying cause of death, and relative health among users. Results The RealAge score is accurately scaled (hazard ratios: age 1.076; RealAge-age 1.084) and more accurate than chronological age (age c-statistic: 0.748; RealAge c-statistic: 0.847) in predicting mortality from hard coronary heart disease following survey completion. The score is more accurate than the Framingham ATP-III score for hard coronary heart disease (c-statistic: 0.814), perhaps because self-reported cholesterol levels are relatively uninformative in the RealAge user sample. RealAge predicts deaths from malignant neoplasms, heart disease, and external causes. The score does not predict malignant neoplasm deaths when restricted to users with no smoking history, no prior cancer diagnosis, and no indicated health interest in cancer (p-value 0.820). Conclusion The RealAge score is a valid measure of mortality risk in its user population. PMID:24466068

Hobbs, William R.; Fowler, James H.

2014-01-01

352

Accuracy of clinical stroke scores for distinguishing stroke subtypes in resource poor settings: A systematic review of diagnostic test accuracy  

PubMed Central

Background: Stroke is the second leading cause of death globally. Computerized tomography is used to distinguish between ischemic and hemorrhagic subtypes, but it is expensive and unavailable in low and middle income countries. Clinical stroke scores are proposed to differentiate between stroke subtypes but their reliability is unknown. Materials and Methods: We searched online databases for studies written in English and identified articles using predefined criteria. We considered studies in which the Siriraj, Guy's Hospital, Besson and Greek stroke scores were compared to computerized tomography as the reference standard. We calculated the pooled sensitivity and specificity of the clinical stroke scores using a bivariate mixed effects binomial regression model. Results: In meta-analysis, sensitivity and specificity for the Siriraj stroke score, were 0.69 (95% CI 0.62-0.75) and 0.83 (95% CI 0.75-0.88) for ischemic stroke and 0.65 (95% CI 0.56-0.73) and 0.88 (95% CI 0.83-0.91) for hemorrhagic stroke. For the Guy's hospital stroke score overall sensitivity and specificity were 0.70 (95% CI 0.53-0.83) and 0.79 (95% CI 0.68-0.87) for ischemic stroke and 0.54 (95% CI 0.42-0.66) and 0.89 (95% CI 0.83-0.94) for hemorrhagic stroke. Conclusions: Clinical stroke scores are not accurate enough for use in clinical or epidemiological settings. Computerized tomography is recommended for differentiating stroke subtypes. Larger studies using different patient populations are required for validation of clinical stroke scores. PMID:25288833

Mwita, Clifford C.; Kajia, Duncan; Gwer, Samson; Etyang, Anthony; Newton, Charles R.

2014-01-01

353

WISC-R Factor Scores as Predictors of WRAT Performance: A Multivariate Analysis.  

ERIC Educational Resources Information Center

Investigated capability of WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores to predict academic achievement as measured by the Wide Range Achievement Test (WRAT). Multivariate multiple regression analysis revealed FD and VC factors predict WRAT reading, spelling, and arithmetic…

Grossman, Fred M.; Johnson, Kathleen M.

1982-01-01

354

Walk Score®  

PubMed Central

Background Walk Score® is a nationally and publicly available metric of neighborhood walkability based on proximity to amenities (e.g., retail, food, schools). However, few studies have examined the relationship of Walk Score to walking behavior. Purpose To examine the relationship of Walk Score to walking behavior in a sample of recent Cuban immigrants, who overwhelmingly report little choice in their selection of neighborhood built environments when they arrive in the U.S. Methods Participants were 391 recent healthy Cuban immigrants (M age=37.1 years) recruited within 90 days of arrival in the U.S., and assessed within 4 months of arrival (M=41.0 days in the U.S.), who resided throughout Miami-Dade County FL. Data on participants’ addresses, walking and sociodemographics were collected prospectively from 2008 to 2010. Analyses conducted in 2011 examined the relationship of Walk Score for each participant’s residential address in the U.S. to purposive walking, controlling for age, gender, education, BMI, days in the U.S., and habitual physical activity level in Cuba. Results For each 10-point increase in Walk Score, adjusting for covariates, there was a significant 19% increase in the likelihood of purposive walking, a 26% increase in the likelihood of meeting physical activity recommendations by walking, and 27% more minutes walked in the previous week. Conclusions Results suggest that Walk Score is associated with walking in a sample of recent immigrants who initially had little choice in where they lived in the U.S. These results support existing guidelines indicating that mixed land use (such as parks and restaurants near homes) should be included when designing walkable communities. PMID:23867028

Brown, Scott C.; Pantin, Hilda; Lombard, Joanna; Toro, Matthew; Huang, Shi; Plater-Zyberk, Elizabeth; Perrino, Tatiana; Perez-Gomez, Gianna; Barrera-Allen, Lloyd; Szapocznik, José

2013-01-01

355

Evaluation of the performance of 57 Japanese participating laboratories by two types of z-scores in proficiency test for the quantification of pesticide residues in brown rice.  

PubMed

A proficiency test for the analysis of pesticide residues in brown rice was carried out to support upgrading in analytical skills of participant laboratories. Brown rice containing three target pesticides (etofenprox, fenitrothion, and isoprothiolane) was used as the test samples. The test samples were distributed to the 57 participants and analyzed by appropriate analytical methods chosen by each participant. It was shown that there was no significant difference among the reported values obtained by different types of analytical method. The analytical results obtained by National Metrology Institute of Japan (NMIJ) were 3 % to 10 % greater than those obtained by participants. The results reported by the participant were evaluated by using two types of z-scores, that is, one was the score based on the consensus values calculated from the analytical results of participants, and the other one was the score based on the reference values obtained by NMIJ with high reliability. Acceptable z-scores based on the consensus values and NMIJ reference values were achieved by 87 % to 89 % and 79 % to 94 % of the participants, respectively. PMID:25258285

Otake, Takamitsu; Yarita, Takashi; Aoyagi, Yoshie; Numata, Masahiko; Takatsu, Akiko

2014-11-01

356

Validation of the accuracy of pretest and exercise test scores in women with a low prevalence of coronary disease: the NHLBI-sponsored Women's Ischemia Syndrome Evaluation (WISE) study  

Microsoft Academic Search

BackgroundRecently revised American College of Cardiology\\/American Heart Association guidelines have suggested that exercise test scores be used in decisions concerning patients with suspected coronary artery disease (CAD). Pretest and exercise test scores derived for use in women without known CAD have not been tested in women with a low prevalence of CAD.

Anthony P Morise; Marian B Olson; C. Noel Bairey Merz; Sunil Mankad; William J Rogers; Carl J Pepine; Steven E Reis; Barry L Sharaf; George Sopko; Karen Smith; Gerald M Pohost; Leslee Shaw

2004-01-01

357

Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects  

ERIC Educational Resources Information Center

Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…

Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David

2010-01-01

358

Syncope diagnostic scores.  

PubMed

The diagnosis of syncope poses unique challenges. Syncope has multiple etiologies, with most carrying benign prognoses, and a few less common causes carrying a risk of serious morbidity or death. The history at first glance carries few clues. Faced with this many patients are heavily investigated with tests known to be both useless and expensive. For these reasons considerable emphasis has been placed on developing evidence-based and quantitative histories that might distinguish among the main causes of syncope. Quantitative histories were first developed in populations of several hundred patients with definite diagnoses of various losses of consciousness. Their derivation and use mirror those of experienced clinicians. The first score - the Calgary Syncope Seizures Score - discriminates between epileptic convulsions and syncope with a sensitivity and specificity of about 94%. The second score, the Calgary Syncope Score for normal hearts, discriminates between vasovagal syncope and other causes of syncope with a sensitivity and specificity of about 90%. The third score, the Calgary Syncope Score for Structural Heart Disease, diagnoses ventricular tachycardia with 98% sensitivity and 71% specificity. It also accurately predicts serious arrhythmic outcomes and all cause death. Gaps in the accuracy of the second score have been identified and are being addressed. These scores are proving useful in the clinic, and as entry criteria for observation studies, genetic studies, and randomized clinical trials. A very simple score predicts vasovagal syncope recurrences, based on the number of faints in the preceding year. Work from several centres indicates that scores will distinguish among competing causes of syncope in select populations, such as those with bifascicular heart block, Brugada syndrome, and Long QT syndrome. PMID:23472776

Sheldon, Robert

2013-01-01

359

Differential Variability of Test Scores among Schools: A Multilevel Analysis of the Fifth-Grade INVALSI Test Using Heteroscedastic Random Effects  

ERIC Educational Resources Information Center

The performance of a school system can be evaluated through the learning levels of the pupils, usually summarized by school mean scores. The variability of the mean scores among schools is rarely studied in detail, though it is a crucial issue especially in primary schools: in fact, a high variability among schools raises doubts on the capacity of…

Sani, Claudia; Grilli, Leonardo

2011-01-01

360

Academic Performance of High School Students as a Function of Mental Capacity, Cognitive Style, Mobility-Fixity Dimension, and Creativity.  

ERIC Educational Resources Information Center

Students at a Venezuela high school were tested to determine creativity, cognitive variables, and academic performance. Multiple regression analyses showed that the mobility-fixity dimension was the most consistent predictor of academic performance with creativity scores also explaining variance between subject areas. Results suggest the…

Niaz, Mansoor; De Nunez, Grecia Saud; De Pineda, Isangela Ruiz

2000-01-01

361

Academic Achievement and Behavioral Health among Asian American and African American Adolescents: Testing the Model Minority and Inferior Minority Assumptions  

ERIC Educational Resources Information Center

The present study tested the model minority and inferior minority assumptions by examining the relationship between academic performance and measures of behavioral health in a subsample of 3,008 (22%) participants in a nationally representative, multicultural sample of 13,601 students in the 2001 Youth Risk Behavioral Survey, comparing Asian…

Whaley, Arthur L.; Noel, La Tonya

2013-01-01

362

A Comparative Study on China-U.S.' APTHS (Academic Proficiency Test for High Schools): Past, Present and Future  

ERIC Educational Resources Information Center

This study followed the comparative research mode of description, interpretation, juxtaposition and comparison. Based on the literatures and data collected on the topic, the paper compared and analyzed the past, present and future of APTHS (academic proficiency test for high schools) in the two countries. Some contemplations on the common issues…

Li, Xin; Yan, Wenfan

2012-01-01

363

The Relationship of Scores Based on GRE General Test Item Types to Undergraduate Grades: An Exploratory Study for Selected Subgroups.  

ERIC Educational Resources Information Center

This study used multiple discriminant analysis (MDA) to assess differences among subgroups defined in terms of sex and undergraduate major area, and ethnic group and undergraduate major area, with respect to patterns of performance on Graduate Record Examination (GRE) item-type part scores. Special subscores based on item types included in the…

Wilson, Kenneth M.

364

Adjusting the Passing Scores for Gearing up for Safety: Production Agriculture Safety Training for Youth Curriculum Test Instruments  

ERIC Educational Resources Information Center

Minimum passing scores for the Gearing Up for Safety: Production Agriculture Safety Training for Youth curriculum (Gearing Up for Safety) were set in 2006 with widely used and established procedures by efforts of subject matter experts (French, Breidenbach et al., 2007; French, Field, and Tormoehlen, 2006, 2007). While providing a research-based…

Hoover, William Brian; French, Brian F.; Field, William E.; Tormoehlen, Roger L.

2012-01-01

365

Propensity Score Techniques and the Assessment of Measured Covariate Balance to Test Causal Associations in Psychological Research  

ERIC Educational Resources Information Center

There is considerable interest in using propensity score (PS) statistical techniques to address questions of causal inference in psychological research. Many PS techniques exist, yet few guidelines are available to aid applied researchers in their understanding, use, and evaluation. In this study, the authors give an overview of available…

Harder, Valerie S.; Stuart, Elizabeth A.; Anthony, James C.

2010-01-01

366

Academic Entitlement and Academic Performance in Graduating Pharmacy Students  

PubMed Central

Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled. Methods. Graduating students at a private health sciences institution were asked to complete an electronic survey instrument that included demographic data, academic performance, and 2 validated academic entitlement instruments. Results. One hundred forty-one of 243 students completed the survey instrument. Fourteen (10%) students scored greater than the median total points possible on 1 or both of the academic entitlement instruments and were categorized as more academically entitled. Less academically entitled students required fewer reassessments and less remediation than more academically entitled students. The highest scoring academic entitlement items related to student perception of what professors should do for them. Conclusion. Graduating pharmacy students with lower levels of academic entitlement were more academically successful than more academically entitled students. Moving from an expert opinion approach to evidence-based decision-making in the area of academic entitlement will allow pharmacy educators to identify interventions that will decrease academic entitlement and increase academic success in pharmacy students. PMID:25147388

Barclay, Sean M.; Stolte, Scott K.

2014-01-01

367

Test Review: Colarusso, R. P., & Hammill, D. D. (2003). "Motor-Free Visual Perception Test."(3rd ed.). Novata, CA: Academic Therapy Publications  

ERIC Educational Resources Information Center

The Motor-Free Visual Perception Test: Third edition (MVPT-3; Colarusso & Hammill, 2003) purports to measure overall visual perceptual ability. Task responses require no motor ability, eliminating the effect of motor performance on the overall visual perception score. The test authors suggested that this MVPT-3 characteristic allows for its use…

McCane, Sara Jean

2006-01-01

368

Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students  

PubMed Central

Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children’s perceptions of classmates’ academic competence are distinct from their perceptions of peers’ other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children’s academic self concept. Implications of these findings for educational practice and future research are discussed. PMID:19617931

Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

2008-01-01

369

Keeping Score  

NSDL National Science Digital Library

Conductor Michael Tilson Thomas has embarked on a number of intriguing and worthy projects during his career, including a series of ambitious recordings with the San Francisco Symphony and a number of well-received concerts with the late Sarah Vaughan in the 1980s. Most recently, he has teamed up with PBS (and his colleagues in the San Francisco Symphony) to create the âÂÂKeeping Score: Revolutions in Musicâ television series. Visitors to this site can explore the very fine multimedia presentations that are meant to accompany and enhance the entire educational and aesthetic experience of the television programs. Currently, there are multimedia profiles of StravinskyâÂÂs âÂÂRite of SpringâÂÂ, BeethovenâÂÂs âÂÂEroicaâ Symphony and the development of CoplandâÂÂs approach to creating an âÂÂAmericanâ sound. Each site features a brief introduction by Thomas, and then visitors are invited into the score to follow along as the piece progresses. In the top left-hand corner of the score, visitors can watch Thomas as he conducts. Overall, the experience of this website is stimulating and edifying, without being visually (or aurally) overwhelming.

370

Changing Resident Test Ordering Behavior: A Multilevel Intervention to Decrease Laboratory Utilization at an Academic Medical Center.  

PubMed

Hospital laboratory test volume is increasing, and overutilization contributes to errors and costs. Efforts to reduce laboratory utilization have targeted aspects of ordering behavior, but few have utilized a multilevel collaborative approach. The study team partnered with residents to reduce unnecessary laboratory tests and associated costs through multilevel interventions across the academic medical center. The study team selected laboratory tests for intervention based on cost, volume, and ordering frequency (complete blood count [CBC] and CBC with differential, common electrolytes, blood enzymes, and liver function tests). Interventions were designed collaboratively with residents and targeted components of ordering behavior, including system changes, teaching, social marketing, academic detailing, financial incentives, and audit/feedback. Laboratory ordering was reduced by 8% cumulatively over 3 years, saving $2 019 000. By involving residents at every stage of the intervention and targeting multiple levels simultaneously, laboratory utilization was reduced and cost savings were sustained over 3 years. PMID:24443317

Vidyarthi, Arpana R; Hamill, Timothy; Green, Adrienne L; Rosenbluth, Glenn; Baron, Robert B

2014-01-17

371

Effects of learning-style environmental and tactal\\/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students  

Microsoft Academic Search

This investigator analyzed the effects of learning-style environmental and tactual\\/kinesthetic preferences on the understanding of scientific terms and attitude test scores of fifth-grade students. To identify individual preferences, the Learning-Styles Inventory (Dunn, Dunn & Price, 1996) was administered to students who attended a suburban elementary school. Forty-six general education students were given instruction through the gradual establishment of an environmentally-

Angela Tirino Sullivan

1999-01-01

372

Hypnotherapy and Test Anxiety: Two Cognitive-Behavioral Constructs. The Effects of Hypnosis in Reducing Test Anxiety and Improving Academic Achievement in College Students.  

ERIC Educational Resources Information Center

A two-group randomized multivariate analysis of covariance (MANCOVA) was used to investigate the effects of cognitive-behavioral hypnosis in reducing test anxiety and improving academic performance in comparison to a Hawthorne control group. Subjects were enrolled in a rigorous introductory psychology course which covered an entire text in one…

Sapp, Marty

373

Using School Scholarships to Estimate the Effect of Private Education on the Academic Achievement of Low Income Students in Chile  

ERIC Educational Resources Information Center

This paper estimates the impact of private education on the academic achievement of low-income students in Chile. To deal with selection bias, we use propensity score matching to compare the test scores of reduced-fee paying, low-income students in private voucher schools to those of similar students in public schools and free private voucher…

Anand, Priyanka; Mizala, Alejandra; Repetto, Andrea

2008-01-01

374

A Lower Bound to the Probability of Choosing the Optimal Passing Score for a Mastery Test When There is an External Criterion [and] Estimating the Parameters of the Beta-Binomial Distribution.  

ERIC Educational Resources Information Center

A mastery test is frequently described as follows: an examinee responds to n dichotomously scored test items. Depending upon the examinee's observed (number correct) score, a mastery decision is made and the examinee is advanced to the next level of instruction. Otherwise, a nonmastery decision is made and the examinee is given remedial work. This…

Wilcox, Rand R.

375

Unforgiving Confucian Culture: A Breeding Ground for High Academic Achievement, Test Anxiety and Self-Doubt?  

ERIC Educational Resources Information Center

This paper reviews findings from several studies that contribute to our understanding of cross-cultural differences in academic achievement, anxiety and self-doubt. The focus is on comparisons between Confucian Asian and European regions. Recent studies indicate that high academic achievement of students from Confucian Asian countries is…

Stankov, Lazar

2010-01-01

376

Constructed-Response Test Questions: Why We Use Them; How We Score Them. R&D Connections. Number 11  

ERIC Educational Resources Information Center

To many people, standardized testing means multiple-choice testing. However, some tests contain questions that require the test taker to produce the answer, rather than simply choosing it from a list. The required response can be as simple as the writing of a single word as complex as the design of a laboratory experiment to test a scientific…

Livingston, Samuel A.

2009-01-01

377

Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia  

NASA Astrophysics Data System (ADS)

This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following research questions: Are there significant differences in performance levels in seventh grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading, and language arts associated with performance categories in tenth grade biology End of Course Test (EOCT) and the following demographic variables : gender, ethnicity, socioeconomic status, disability category, and English language proficiency level? Is there a relationship among the categorical variables on the tenth grade biology EOCT and the same five demographic variables? Retrospective causal comparative research was used on a representative sample from the middle schools in three North Georgia counties who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in the 2009-2010 school year. Chi square was used to determine the relationships of the various demographic variables on three biology EOCT performance categories. Twoway ANOVA determined relationships between the seventh grade CRCT scores of students in the various demographic groups and their performance levels on the biology EOCT. Students' performance levels on the biology EOCT matched their performance levels on the seventh grade CRCTs consistently. Females performed better than males on all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on reading and language arts CRCTs than students who were better off. Special education students did worse on science, reading, and language arts CRCTs than students not receiving special education services. English language learners did worse than native English speakers on all seventh grade CRCTs. These findings suggest that remedial measures may be taken in the seventh grade that could impact performance levels on the biology EOCT.

Ward, Jennifer Henry

378

Course of COPD assessment test (CAT) and clinical COPD questionnaire (CCQ) scores during recovery from exacerbations of chronic obstructive pulmonary disease  

PubMed Central

Introduction COPD exacerbations have a negative impact on lung function, decrease quality of life (QoL) and increase the risk of death. The objective of this study was to assess the course of health status after an outpatient or inpatient exacerbation in patients with COPD. Methods This is an epidemiological, prospective, multicentre study that was conducted in 79 hospitals and primary care centres in Spain. Four hundred seventy-six COPD patients completed COPD assessment test (CAT) and Clinical COPD Questionnaire (CCQ) questionnaires during the 24 hours after presenting at hospital or primary care centres with symptoms of an exacerbation, and also at weeks 4–6. The scores from the CAT and CCQ were evaluated and compared at baseline and after recovery from the exacerbation. Results A total of 164 outpatients (33.7%) and 322 inpatients (66.3%) were included in the study. The majority were men (88.2%), the mean age was 69.4 years (SD?=?9.5) and the mean FEV1 (%) was 47.7% (17.4%). During the exacerbation, patients presented high scores in the CAT: [mean: 22.0 (SD?=?7.0)] and the CCQ: [mean: 4.4 (SD?=?1.2)]. After recovery there was a significant reduction in the scores of both questionnaires [CAT: mean: -9.9 (SD?=?5.1) and CCQ: mean: -3.1 (SD?=?1.1)]. Both questionnaires showed a strong correlation during and after the exacerbation and the best predictor of the magnitude of improvement in the scores was the severity of each score at onset. Conclusions Due to their good correlation, CAT and CCQ can be useful tools to measure health status during an exacerbation and to evaluate recovery. However, new studies are necessary in order to identify which factors are influencing the course of the recovery of health status after a COPD exacerbation. PMID:23987232

2013-01-01

379

Effect of differing PowerPoint slide design on multiple-choice test scores for assessment of knowledge and retention in a theriogenology course.  

PubMed

Third-year veterinary students in a required theriogenology diagnostics course were allowed to self-select attendance at a lecture in either the evening or the next morning. One group was presented with PowerPoint slides in a traditional format (T group), and the other group was presented with PowerPoint slides in the assertion-evidence format (A-E group), which uses a single sentence and a highly relevant graphic on each slide to ensure attention is drawn to the most important points in the presentation. Students took a multiple-choice pre-test, attended lecture, and then completed a take-home assignment. All students then completed an online multiple-choice post-test and, one month later, a different online multiple-choice test to evaluate retention. Groups did not differ on pre-test, assignment, or post-test scores, and both groups showed significant gains from pre-test to post-test and from pre-test to retention test. However, the T group showed significant decline from post-test to retention test, while the A-E group did not. Short-term differences between slide designs were most likely unaffected due to required coursework immediately after lecture, but retention of material was superior with the assertion-evidence slide design. PMID:25000882

Root Kustritz, Margaret V

2014-01-01

380

The Relationship between Music and Visual Arts Formal Study and Academic Achievement on the Eighth-Grade Louisiana Educational Assessment Program (LEAP) Test  

ERIC Educational Resources Information Center

The purpose of this study was to examine the policy implications allowing administrators to exempt a student from required arts instruction if the student obtained unsatisfactory scores on the high-stake state mandated tests in English and mathematics. This study examined English language arts and math test scores for 37,222 eighth grade students…

Baker, Richard Allen, Jr.

2011-01-01

381

Scoring with the Computer: Alternative Procedures for Improving the Reliability of Holistic Essay Scoring  

ERIC Educational Resources Information Center

Automated essay scoring can produce reliable scores that are highly correlated with human scores, but is limited in its evaluation of content and other higher-order aspects of writing. The increased use of automated essay scoring in high-stakes testing underscores the need for human scoring that is focused on higher-order aspects of writing. This…

Attali, Yigal; Lewis, Will; Steier, Michael

2013-01-01

382

Variance between walking speed and neuropsychological test scores during three gait tasks across the Irish Longitudinal study on Aging (TiLDA) dataset.  

PubMed

This study investigated the relationship between neuropsychological test scores and gait speed in three gait tasks using baseline cross-sectional data from 4694 healthy adults (54% women, age (mean±sd) 62.4±8.2) from The Irish Longitudinal study on Aging (TiLDA). Global cognition, short term memory, speed of processing, executive function and sustained attention were measured by a detailed battery of neuropsychological tests. Gait speed was recorded from a GaitRite™ pressure sensing mat during a single walk and two dual walking tasks; dual cognitive walk (alternate letters) and dual motor walk (carrying a glass of water). Correlations between neuropsychological test scores and the three gait speed outcomes were investigated using univariate and multiple linear regressions models; firstly adjusting for age, gender, height, education and depression only and then including all neuropsychological test scores in the same regression model and adjusting as previously. It was found that short term memory, speed of processing and attention were significantly correlated with gait speed in all three gait conditions, with global cognition and executive function also significantly correlated with gait speed in the dual cognitive walk. The nature and complexity of the task performed affected gait speed with the addition of the cognitive task while walking causing a larger reduction in gait speed than the addition of the motor task. This indicates that for this healthy nationally representative population sample there is a link between neural processes involved in movement and cognition and this association differs depending on the gait task performed. PMID:24111336

Killane, Isabelle; Donoghue, Orna A; Savva, George M; Cronin, Hilary; Kenny, Rose Anne; Reilly, Richard B

2013-01-01

383

The Role of GRE General and Subject Test Scores in Graduate Program Admission. ETS Research Report 84-14.  

ERIC Educational Resources Information Center

To learn more about graduate program selectivity, admission test requirements, and the role that the Graduate Record Examinations (GRE) play in the admission process, a two-phase study was conducted. First, the GRE General Test and Subject Test requirements of a broad range (over 12,000) of graduate programs were summarized by examining data in…

Oltman, Philip K.; Hartnett, Rodney T.

384

The Impact of Test-Taking Behaviors on WISC-IV Spanish Domain Scores in Its Standardization Sample  

ERIC Educational Resources Information Center

The use of individually administered measures of intelligence and other cognitive abilities requires clinicians to monitor a client's test behaviors, given the need for a client to be engaged fully, attentive, and cooperative during the testing process. The use of standardized and norm-referenced measures of test-taking behaviors facilitates this…

Oakland, Thomas; Callueng, Carmelo; Harris, Josette G.

2012-01-01

385

Academic self-concept of ability and cortisol reactivity.  

PubMed

The present study aimed to clarify the relationship between a school-specific trait (academic self-concept of ability [ASCA]) and hormonal stress response by using a trait-compatible stressor (test). First, we determined 52 students' ASCA scores for biology and measured their salivary cortisol concentration before and after a biology test (experimental group, n=28) or a free writing task (control group, n=24). For participants who took the test, statistical analysis indicated a significant negative correlation between ASCA score and cortisol response. In contrast, the control group showed a decrease in cortisol concentrations between test times and no correlation between cortisol concentration and ASCA scores were found. These findings indicated an interaction between ASCA scores and hormonal stress response when an academic-related stressor is present. Furthermore, these variables might influence each other adversely: high cortisol concentrations during a test situation may lead to greater feelings of insecurity, resulting in low ASCA scores and awareness of these low scores may lead to a further increase in cortisol, creating a vicious cycle. PMID:24219306

Minkley, N; Westerholt, D M; Kirchner, W H

2014-05-01

386

Cross-Validation of easyCBM Reading Cut Scores in Washington: 2009-2010. Technical Report #1109  

ERIC Educational Resources Information Center

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Washington state. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 900 students per grade, randomly split into two…

Irvin, P. Shawn; Park, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2011-01-01

387

Cross-Validation of easyCBM Reading Cut Scores in Oregon: 2009-2010. Technical Report #1108  

ERIC Educational Resources Information Center

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Oregon. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 2,000 students per grade, randomly split into two groups of…

Park, Bitnara Jasmine; Irvin, P. Shawn; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2011-01-01

388

Academic Achievement And Work In West  

E-print Network

Academic Achievement And Work In West Virginia 2007 Results By ACT Score And College Grade Point.......................................................................................................15 #12;#12;Academic Achievement And Work In West Virginia 2007 1 Executive Summary Public

Mohaghegh, Shahab

389

Questionnaire Design: Carry-Over Effects of Overall Acceptance Question Placement and Pre-evaluation Instructions on Overall Acceptance Scores in Central Location Tests.  

PubMed

Question placement and usage of pre-evaluation instructions (PEI) in questionnaires for food sensory analysis may bias consumers' scores via carry-over effects. Data from consumer sensory panels previously conducted at a central location, spanning 11 years and covering a broad range of food product categories, were compiled. Overall acceptance (OA) question placement was studied with categories designated as first (the first evaluation question following demographic questions), after nongustation questions (immediately following questions that do not require panelists to taste the product), and later (following all other hedonic and just-about-right [JAR] questions, but occasionally before ranking, open-ended comments, and/or intent to purchase questions). Each panel was categorized as having or not having PEI in the questionnaire; PEI are instructions that appear immediately before the first evaluation question and show panelists all attributes they will evaluate before receiving test samples. Postpanel surveys were administered regarding the self-reported effect of PEI on panelists' evaluation experience. OA scores were analyzed and compared (1) between OA question placement categories and (2) between panels with and without PEI. For most product categories, OA scores tended to be lower when asked later in the questionnaire, suggesting evidence of a carry-over effect. Usage of PEI increased OA scores by 0.10 of a 9-point hedonic scale point, which is not practically significant. Postpanel survey data showed that presence of PEI typically improved the panelists' experience. Using PEI does not appear to introduce a meaningful carry-over effect. PMID:25604650

Bastian, Mauresa; Eggett, Dennis L; Jefferies, Laura K

2015-02-01

390

Item Response Modeling with Sum Scores  

ERIC Educational Resources Information Center

One of the distinctions between classical test theory and item response theory is that the former focuses on sum scores and their relationship to true scores, whereas the latter concerns item responses and their relationship to latent scores. Although item response theory is often viewed as the richer of the two theories, sum scores are still…

Johnson, Timothy R.

2013-01-01

391

Practicing Accounting Profession Criterial Skills in the Classroom: A Study of Collaborative Testing and the Impact on Final Exam Scores  

ERIC Educational Resources Information Center

This mixed methods study (Creswell, 2008) was designed to test the influence of collaborative testing on learning using a quasi-experimental approach. This study used a modified embedded mixed method design in which the qualitative and quantitative data, associated with the secondary questions, provided a supportive role in a study based primarily…

VanderLaan, Ski R.

2010-01-01

392

Scoring Correction for MMPI-2 Hs Scale with Patients Experiencing a Traumatic Brain Injury: A Test of Measurement Invariance.  

PubMed

It has been suggested that MMPI-2 scoring requires removal of some items when assessing patients after a traumatic brain injury (TBI). Gass (1991. MMPI-2 interpretation and closed head injury: A correction factor. Psychological assessment, 3, 27-31) proposed a correction procedure in line with the hypothesis that MMPI-2 endorsement may be affected by symptoms of TBI. This study assessed the validity of the Gass correction procedure. A sample of patients with a TBI (n = 242), and a random subset of the MMPI-2 normative sample (n = 1,786). The correction procedure implies a failure of measurement invariance across populations. This study examined measurement invariance of one of the MMPI-2 scales (Hs) that includes TBI correction items. A four-factor model of the MMPI-2 Hs items was defined. The factor model was found to meet the criteria for partial measurement invariance. Analysis of the change in sensitivity and specificity values implied by partial measurement invariance failed to indicate significant practical impact of partial invariance. Overall, the results support continued use of all Hs items to assess psychological well-being in patients with TBI. PMID:25413486

Alkemade, Nathan; Bowden, Stephen C; Salzman, Louis

2014-11-20

393

^WThe relative stability of social, intellectual, and academic status in grades II to IV, and the inter-relationships between these^R various forms of growth  

Microsoft Academic Search

For 3 successive years scores on general social acceptance and mutual friendships were obtained by means of a technique requiring expressed pupil choices of various sorts. Group intelligence tests and measures of academic achievement were also given. All the correlations between the scores of successive grade levels were quite high with the exception of those for mutual friendships. General social

M. E. Bonney

1943-01-01

394

Using School Scholarships to Estimate the Effect of Private Education on the Academic Achievement of Low-Income Students in Chile  

ERIC Educational Resources Information Center

This paper estimates the impact of private education on the academic achievement of low-income students in Chile. To deal with selection bias, we use propensity score matching to compare the test scores of reduced-fee paying, low-income students in fee-charging private voucher schools to those of similar students in public schools and free private…

Anand, Priyanka; Mizala, Alejandra; Repetto, Andrea

2009-01-01

395

The Frog Pond Revisited: High School Academic Context, Class Rank, and Elite College Admission  

ERIC Educational Resources Information Center

In this article, the authors test a "frog-pond" model of elite college admission proposed by Attewell, operationalizing high school academic context as the secondary school-average SAT score and number of Advanced Placement tests per high school senior. Data on more than 45,000 applications to three elite universities show that a high school's…

Espenshade, Thomas J.; Hale, Lauren E.; Chung, Chang Y.

2005-01-01

396

WISC-R Incentives and the Academic Achievement of Conduct Disordered Adolescent Females: A Validity Study.  

ERIC Educational Resources Information Center

Studied the relationship between Wechsler Intelligence Scale for Children (Revised) scores obtained through three testing conditions (praise, neutral feedback, and token reinforcement) and previous records of academic achievement for conduct-disordered adolescent girls (N=51). Results showed that regardless of testing conditions, the subtests were…

Saigh, Philip A.; Antoun, Fuad T.

1983-01-01

397

The Relationship between Scores on a Diagnostic Writing Skills Test and Success in a Basic Business Communication Course.  

ERIC Educational Resources Information Center

Finds that the Diagnostic Writing Skills Test, used as a diagnostic grammar pretest for students in a basic business communication course, shows positive correlations between the pretest and the final course grade, but does not predict that grade. (SR)

Richerson, Virginia; Sutrick, Kenneth

1992-01-01

398

The Influence of Spatial Ability on Gender Differences in Mathematics College Entrance Test Scores Across Diverse Samples  

Microsoft Academic Search

The relationship between mental rotation ability and gender differences in Scholastic Aptitude Test—Math (SAT–M) across diverse samples was investigated. Talented preadolescents, college students, and high- and low-ability college-bound youths, totaling 760, were administered the Vandenberg Mental Rotation Test. Gender comparisons showed male outperforming female students in both mental rotation and SAT–M for all 3 high-ability groups but not for the

M. Beth Casey; Ronald Nuttall; Elizabeth Pezaris; Camilla Persson Benbow

1995-01-01

399

The Machine Scoring of Writing  

ERIC Educational Resources Information Center

This article provides an introduction to the kind of computer software that is used to score student writing in some high stakes testing programs, and that is being promoted as a teaching and learning tool to schools. It sketches the state of play with machines for the scoring of writing, and describes how these machines work and what they do.…

McCurry, Doug

2010-01-01

400

Neural network credit scoring models  

Microsoft Academic Search

This paper investigates the credit scoring accuracy of five neural network models: multilayer perceptron, mixture-of-experts, radial basis function, learning vector quantization, and fuzzy adaptive resonance. The neural network credit scoring models are tested using 10-fold crossvalidation with two real world data sets. Results are benchmarked against more traditional methods under consideration for commercial applications including linear discriminant analysis, logistic regression,

David West

2000-01-01

401

Skyrocketing Scores: An Urban Legend  

ERIC Educational Resources Information Center

A new urban legend claims, "As a result of the state dropping bilingual education, test scores in California skyrocketed." Krashen disputes this theory, pointing out that other factors offer more logical explanations of California's recent improvements in SAT-9 scores. He discusses research on the effects of California's Proposition 227, which…

Krashen, Stephen

2005-01-01

402

The Family-Study Interface and Academic Outcomes: Testing a Structural Model  

ERIC Educational Resources Information Center

Expanding on family-work and work-study models, this article investigated a model for family-study conflict and family-study facilitation. The focus of the study was the relationship of family-study conflict and family-study facilitation with students' effortful behaviors and academic performance among a sample of university students (N = 1,656).…

Meeuwisse, Marieke; Born, Marise Ph.; Severiens, Sabine E.

2011-01-01

403

The North Carolina State University Libraries Search Experience: Usability Testing Tabbed Search Interfaces for Academic Libraries  

ERIC Educational Resources Information Center

Creating a learnable, effective, and user-friendly library Web site hinges on providing easy access to search. Designing a search interface for academic libraries can be particularly challenging given the complexity and range of searchable library collections, such as bibliographic databases, electronic journals, and article search silos. Library…

Teague-Rector, Susan; Ballard, Angela; Pauley, Susan K.

2011-01-01

404

Teacher's Academic Optimism: The Development and Test of a New Construct  

ERIC Educational Resources Information Center

The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of…

Hoy, Anita Woolfolk; Hoy, Wayne K.; Kurz, Nan M.

2008-01-01

405

A Multiple Regression Analysis of the Variables from the CGP Test upon GPA.  

ERIC Educational Resources Information Center

Prior to attending Mount Wachusett Community College, Massachusetts, all freshmen are required to undertake a Comparative Guidance and Placement (CGP) test which yields raw scores in reading, sentences, math, and academic motivation. Based on the scores on the continuous independent variables measured by the CGP test and the dichotomous…

Rogers, Raymond

406

Mediators of Gender Differences in Mathematics College Entrance Test Scores: A Comparison of Spatial Skills with Internalized Beliefs and Anxieties.  

ERIC Educational Resources Information Center

Used path analysis to examine effects of spatial skill, math anxiety, and math self-confidence as mediators of gender differences in Mathematics Scholastic Aptitude Test (SAT-M) in upper third of college-bound adolescents. Found that mental rotation and math self-confidence indirectly mediated the gender-SAT-M relationship. Most of the mediational…

And Others; Casey, M. Beth

1997-01-01

407

The Test Matters: The Relationship between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment  

ERIC Educational Resources Information Center

In this study, we examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. Using data from the Measures of Effective Teaching Project, we found that PLATO was more strongly related to the…

Grossman, Pam; Cohen, Julie; Ronfeldt, Matthew; Brown, Lindsay

2014-01-01

408

Something That Test Scores Do Not Show: Engaging in Community Diversity as a Local Response to Global Education Trends  

ERIC Educational Resources Information Center

At Smith Street Elementary School, the globalizing education trends that English language learner (ELL) teachers face focus on measuring student achievement through testing and the English mainstreaming of non-dominant students as opposed to the cultivation of the students' linguistic and cultural diversity. The ELL teachers at Smith Street…

Valdiviezo, Laura A.

2014-01-01

409

State Test Score Trends through 2007-08, Part 5: Are There Differences in Achievement between Boys and Girls?  

ERIC Educational Resources Information Center

This report by the Center on Education Policy (CEP), an independent nonprofit organization, looks at the achievement of boys and girls on the state reading and mathematics tests used for No Child Left Behind (NCLB) accountability. The report addresses four main questions: (1) What is the current status of performance differences between boys and…

Chudowsky, Naomi; Chudowsky, Victor

2010-01-01

410

The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.  

ERIC Educational Resources Information Center

The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

Meloy, Linda L.; Deville, Craig; Frisbie, David

411

Evaluation of a weighted test in the analysis of ordinal gait scores in an additivity model for five OP pesticides.  

EPA Science Inventory

Appropriate statistical analyses are critical for evaluating interactions of mixtures with a common mode of action, as is often the case for cumulative risk assessments. Our objective is to develop analyses for use when a response variable is ordinal, and to test for interaction...

412

Estimating the Effect of Changes in Criterion Score Reliability on the Power of the "F" Test of Equality of Means  

ERIC Educational Resources Information Center

This article presents a simple, computer-assisted method of determining the extent to which increases in reliability increase the power of the "F" test of equality of means. The method uses a derived formula that relates the changes in the reliability coefficient to changes in the noncentrality of the relevant "F" distribution. A readily available…

Feldt, Leonard S.

2011-01-01

413

Relationships between Narrative Language Samples and Norm-Referenced Test Scores in Language Assessments of School-Age Children  

ERIC Educational Resources Information Center

Purpose: Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment. Method: The study is a retrospective analysis of clinical records from…

Ebert, Kerry Danahy; Scott, Cheryl M.

2014-01-01

414

On the Myth and the Reality of the Temporal Validity Degradation of General Mental Ability Test Scores  

ERIC Educational Resources Information Center

Claims of changes in the validity coefficients associated with general mental ability (GMA) tests due to the passage of time (i.e., temporal validity degradation) have been the focus of an on-going debate in applied psychology. To evaluate whether and, if so, under what conditions this degradation may occur, we integrate evidence from multiple…

Reeve, Charlie L.; Bonaccio, Silvia

2011-01-01

415

Academ Academ ModernAcademLanguagesAcademandAcademLiteraturesAcadem PageAcadem189SonomaAcademStateAcademUniversityAcadem2010-2011AcademCatalog modern langUages and literatUres  

E-print Network

Academ Academ ModernAcademLanguagesAcademandAcademLiteraturesAcadem PageAcadem189SonomaAcademStateAcademUniversityAcadem2010-2011AcademCatalog modern langUages and literatUres Department Office StevensonAcademHallAcadem3016,AcademLiteratureAcademandAcademCultureAcademofAcademtheAcademGerman- SpeakingAcademWorld,AcademEthnicAcademMinority

Ravikumar, B.

416

Effect of an enrichment program on DAT scores of potential dental students from disadvantaged backgrounds.  

PubMed

The objectives of this study were to explore whether Dental Admission Test (DAT) training in an enrichment program for potential dental students increases the participants' Perceptual Achievement Test (PAT) and academic average (AA) scores and whether the length of the program and personal factors such as the number of disadvantages correlate with the DAT scores. Data were collected from 361 students in the summer enrichment program at one dental school between 1994 and 2011. Their baseline, midpoint, and end of program PAT and AA DAT scores were collected. Seventy students self-reported official scores. These students' PAT scores increased from 14.40 at baseline to 17.09 at midpoint to 17.84 at program end (p<0.001), and their AA scores increased from 13.53 to 14.09 to 15.12 (p<0.001). Their official scores were higher than the beginning scores (PAT: 14.42 vs. 16.15; p<0.001; AA: 13.61 vs. 16.23; p<0.001). The longer the program, the more the students improved their official scores (PAT: r=0.35; p=0.003; AA: r=0.24; p=0.044). The more disadvantages the students self-reported, the better their official test scores were (PAT: r=0.40; p<0.001; AA: r=0.43; p<0.001). This study found that the DAT training during summer enrichment programs for students from disadvantaged backgrounds led to significant improvements in their DAT scores. The longer the programs, the more the students improved; and the more disadvantages the students had, the more they benefitted. PMID:23929576

Johnson, Kimberly P; Woolfolk, Marilyn; May, Kenneth B; Inglehart, Marita R

2013-08-01

417

Mediators of Gender Differences in Mathematics College Entrance Test Scores: A Comparison of Spatial Skills With Internalized Beliefs and Anxieties  

Microsoft Academic Search

This study was designed to investigate whether spatial skill, math anxiety, and math self-confidence functioned as mediators of a significant gender difference in the Mathematics Scholastic Aptitude Test (SAT-M) among the top third of a college-bound sample. Using path analytic techniques, the decomposition of the significant gender–SAT-M correlation into direct and indirect effects indicated that there were no direct effects

M. Beth Casey; Ronald L. Nuttall; Elizabeth Pezaris

1997-01-01

418

Testing international dental maturation scoring system and population-specific Demirjian versions on Saudi sub-population  

PubMed Central

Objectives: The purpose of this study was to test the applicability of the Demirjian method and revised versions for estimating chronological age (CA) from dental age (DA) in a sample of children. Study Design: A sample of 252 individuals of known age (4 to 14 yrs), sex (males: 125, females: 127), and ethnicity (Saudi) was collected. Each individual was aged using the original Demirjian method and revised versions, including Saudi, Kuwaiti, Belgian, and revised international curves. The differences between dental age and chronological age were analyzed using paired sample t-tests with Bonferroni corrections and multinomial regression tests at the 0.05 level of significance. Results: The results indicated an over-aging of the sample as a whole by about 10 months using Demirjian tables, 5.5 months using Kuwaiti tables, 24.7 months using Belgian tables, and 5 months using revised international tables. The sample was under-aged by 0.6 month using Saudi tables. The overall discrepancies between CA and DA were statistically significant (P < 0.0001) for all methods with the exception of Saudi curves. Conclusions: The findings suggest that the Saudi population method is most accurate on a Saudi population. Key words:Age estimation, juvenile, forensic dentistry, Saudi Arabia. PMID:24790713

2014-01-01

419

Computer-Aided Quantification of Interstitial Lung Disease from High Resolution Computed Tomography Images in Systemic Sclerosis: Correlation with Visual Reader-Based Score and Physiologic Tests  

PubMed Central

Objective. To evaluate the performance of a computerized-aided method (CaM) for quantification of interstitial lung disease (ILD) in patients with systemic sclerosis and to determine its correlation with the conventional visual reader-based score (CoVR) and the pulmonary function tests (PFTs). Methods. Seventy-nine patients were enrolled. All patients underwent chest high resolution computed tomography (HRCT) scored by two radiologists adopting the CoVR. All HRCT images were then analysed by a CaM using a DICOM software. The relationships among the lung segmentation analysis, the readers, and the PFTs results were calculated using linear regression analysis and Pearson's correlation. Receiver operating curve analysis was performed for determination of CaM extent threshold. Results. A strong correlation between CaM and CoVR was observed (P < 0.0001). The CaM showed a significant negative correlation with forced vital capacity (FVC) (P < 0.0001) and the single breath carbon monoxide diffusing capacity of the lung (DLco) (P < 0.0001). A CaM optimal extent threshold of 20% represented the best compromise between sensitivity (75.6%) and specificity (97.4%). Conclusions. CaM quantification of SSc-ILD can be useful in the assessment of extent of lung disease and may provide reliable tool in daily clinical practice and clinical trials. PMID:25629053

Salaffi, Fausto; Carotti, Marina; Bosello, Silvia; Bichisecchi, Elisabetta; Giuseppetti, Gianmarco; Ferraccioli, Gianfranco

2015-01-01

420

Interpreting Standardized Assessment Test Scores and Setting Performance Goals in the Context of Student Characteristics: The Case of the Major Field Test in Business  

ERIC Educational Resources Information Center

The Major Field Test in Business (MFT-B), a standardized assessment test of business knowledge among undergraduate business seniors, is widely used to measure student achievement. The Educational Testing Service, publisher of the assessment, provides data that allow institutions to compare their own MFT-B performance to national norms, but that…

Bielinska-Kwapisz, Agnieszka; Brown, F. William; Semenik, Richard

2012-01-01

421

An empirical test of five prominent explanations for the black–white academic performance gap  

Microsoft Academic Search

The viability of five prominent explanations for the black–white performance gap (“academic engagement,” “cultural capital,”\\u000a “social capital,” “school quality” and “biased treatment”) is examined using NELS data and a LISREL model that adjusts for\\u000a clustering of students within schools. Empirical models have typically assessed these factors individually—a practice that probably fosters overestimation of their explanatory power. School quality and biased

Gary L. St. C. Oates; C. Oates

2009-01-01

422

PEER EFFECTS IN ACADEMIC OUTCOMES  

Microsoft Academic Search

Abstract In this paper I use data from Williams College to implement a quasi-experimental empirical strategy aimed at measuring peer effects in academic outcomes. In particular, I use data on individual student's grades, SAT scores, and the SAT scores of their roommates. I argue that first year roommates,are assigned randomly,with respect to academic ability. This allows me to measure differences

David J. Zimmerman

423

Comparison of gross anatomy test scores using traditional specimens vs. QuickTime Virtual Reality animated specimens  

NASA Astrophysics Data System (ADS)

In recent years, technological advances such as computers have been employed in teaching gross anatomy at all levels of education, even in professional schools such as medical and veterinary medical colleges. Benefits of computer based instructional tools for gross anatomy include the convenience of not having to physically view or dissect a cadaver. Anatomy educators debate over the advantages versus the disadvantages of computer based resources for gross anatomy instruction. Many studies, case reports, and editorials argue for the increased use of computer based anatomy educational tools, while others discuss the necessity of dissection for various reasons important in learning anatomy, such as a three-dimensional physical view of the specimen, physical handling of tissues, interactions with fellow students during dissection, and differences between specific specimens. While many articles deal with gross anatomy education using computers, there seems to be a lack of studies investigating the use of computer based resources as an assessment tool for gross anatomy, specifically using the Apple application QuickTime Virtual Reality (QTVR). This study investigated the use of QTVR movie modules to assess if using computer based QTVR movie module assessments were equal in quality to actual physical specimen examinations. A gross anatomy course in the College of Veterinary Medicine at Cornell University was used as a source of anatomy students and gross anatomy examinations. Two groups were compared, one group taking gross anatomy examinations in a traditional manner, by viewing actual physical specimens and answering questions based on those specimens. The other group took the same examinations using the same specimens, but the specimens were viewed as simulated three-dimensional objects in a QTVR movie module. Sample group means for the assessments were compared. A survey was also administered asking students' perceptions of quality and user-friendliness of the QTVR movie modules. The comparison of the two sample group means of the examinations show that there was no difference in results between using QTVR movie modules to test gross anatomy knowledge versus using physical specimens. The results of this study are discussed to explain the benefits of using such computer based anatomy resources in gross anatomy assessments.

Maza, Paul Sadiri

424

Apparent effect of type of compensation seeking (disability versus litigation) on performance validity test scores may be due to other factors.  

PubMed

Neuropsychologists use performance validity tests (PVTs; Larrabee, 2012 ) to ensure that results of testing are reflective of the test taker's true neurocognitive ability, and their use is recommended in all compensation-seeking settings. However, whether the type of compensation context (e.g., personal injury litigation versus disability seeking) impacts the nature and extent of neurocognitive symptom feigning has not been adequately investigated. PVT performance was compared in an archival data set of noncredible individuals in either a personal injury litigation (n = 163) or a disability-seeking context (n = 201). Individuals were deemed noncredible based on meeting Slick, Sherman, and Iverson's ( 1999 ) criteria including failure on at least two PVTs and a lack of congruency between their low cognitive scores and normal function in activities of daily living (ADLs). In general, disability seekers tended to perform in a less sophisticated manner than did litigants (i.e., they failed more indicators and did so more extensively). Upon further investigation, these differences were in part accounted for by type of diagnoses feigned; those seeking compensation for mental health diagnoses were more likely to feign or exaggerate a wide variety of cognitive deficits, whereas those with claimed medical diagnoses (i.e., traumatic brain injury) were more targeted in their attempts to feign and/or exaggerate neurocognitive compromise. PMID:25157537

Cottingham, Maria Easter; Victor, Tara L; Boone, Kyle B; Ziegler, Elizabeth A; Zeller, Michelle

2014-01-01

425

The impact of the Oncotype DX Recurrence Score on treatment decisions and clinical outcomes in patients with early breast cancer: the Maccabi Healthcare Services experience with a unified testing policy  

PubMed Central

The Oncotype DX Recurrence Score is a validated prognosticator in oestrogen receptor positive (ER+) breast cancer. Our retrospective analysis of a prospectively defined cohort summarises the clinical implications associated with Oncotype DX testing according to the Maccabi Healthcare Services (MHS) policy. The MHS eligibility criteria for testing included ER+ N0/pN1mic invasive tumours, discussion of test implications with an oncologist, ductal carcinoma 0.6–1 cm Grade 2–3, HER2 negative ductal carcinomas with 1.1–4.0 cm Grade 1–2, or lobular carcinoma. Large (> 1 cm) Grade 3 tumours could have grade reassessed. We linked Recurrence Score results with patients’ information and used chi-squared tests to assess the associations thereof. Between January 2008 and December 2011, tests were performed on 751 patients (MHS-eligible, 713); 54%, 38%, and 8% of patients had low, intermediate, and high Recurrence Score results, respectively. Recurrence Score distribution varied significantly with age (P = 0.002), with increasing Recurrence Score values with decreasing age. The proportion of patients with high Recurrence Score results varied by grade/size combination and histology, occurring in 32% of small (? 1 cm) Grade 3 and 3% of larger (1.1–4 cm) Grade 1 ductal tumours and only in 2% of lobular carcinomas. Chemotherapy was administered to 1%, 13%, and 61% of patients with low, intermediate, and high Recurrence Score results, respectively (P < 0.0001), but only to 2% of intermediate score patients ? 65 years. Luteinising-hormone-releasing hormone agonists with tamoxifen were used in 27% of low Recurrence Score patients ? 50 years. With a median follow-up of 26 months, no systemic recurrences were documented, whereas four patients exhibited locoregional recurrences. In summary, in this low-to-moderate risk patient population, testing identified 46% of patients as intermediate/high risk. Treatment decisions were influenced by Recurrence Score results and patients’ age. The current MHS policy seems to achieve the goal of promoting chemotherapy use according to the test results in a prespecified patient population. PMID:24386009

Siegelmann-Danieli, Nava; Silverman, Barbara; Zick, Aviad; Beit-Or, Anat; Katzir, Itzhak; Porath, Avi

2013-01-01

426

The impact of the Oncotype DX Recurrence Score on treatment decisions and clinical outcomes in patients with early breast cancer: the Maccabi Healthcare Services experience with a unified testing policy.  

PubMed

The Oncotype DX Recurrence Score is a validated prognosticator in oestrogen receptor positive (ER+) breast cancer. Our retrospective analysis of a prospectively defined cohort summarises the clinical implications associated with Oncotype DX testing according to the Maccabi Healthcare Services (MHS) policy. The MHS eligibility criteria for testing included ER+ N0/pN1mic invasive tumours, discussion of test implications with an oncologist, ductal carcinoma 0.6-1 cm Grade 2-3, HER2 negative ductal carcinomas with 1.1-4.0 cm Grade 1-2, or lobular carcinoma. Large (> 1 cm) Grade 3 tumours could have grade reassessed. We linked Recurrence Score results with patients' information and used chi-squared tests to assess the associations thereof. Between January 2008 and December 2011, tests were performed on 751 patients (MHS-eligible, 713); 54%, 38%, and 8% of patients had low, intermediate, and high Recurrence Score results, respectively. Recurrence Score distribution varied significantly with age (P = 0.002), with increasing Recurrence Score values with decreasing age. The proportion of patients with high Recurrence Score results varied by grade/size combination and histology, occurring in 32% of small (? 1 cm) Grade 3 and 3% of larger (1.1-4 cm) Grade 1 ductal tumours and only in 2% of lobular carcinomas. Chemotherapy was administered to 1%, 13%, and 61% of patients with low, intermediate, and high Recurrence Score results, respectively (P < 0.0001), but only to 2% of intermediate score patients ? 65 years. Luteinising-hormone-releasing hormone agonists with tamoxifen were used in 27% of low Recurrence Score patients ? 50 years. With a median follow-up of 26 months, no systemic recurrences were documented, whereas four patients exhibited locoregional recurrences. In summary, in this low-to-moderate risk patient population, testing identified 46% of patients as intermediate/high risk. Treatment decisions were influenced by Recurrence Score results and patients' age. The current MHS policy seems to achieve the goal of promoting chemotherapy use according to the test results in a prespecified patient population. PMID:24386009

Siegelmann-Danieli, Nava; Silverman, Barbara; Zick, Aviad; Beit-Or, Anat; Katzir, Itzhak; Porath, Avi

2013-01-01

427

The Effects of Binge Drinking on College Students’ Next-Day Academic Test-Taking Performance and Mood State  

PubMed Central

Aim To assess the effects of binge drinking on students’ next-day academic test-taking performance. Design A placebo-controlled cross-over design with randomly assigned order of conditions. Participants were randomized to either alcoholic beverage (mean =.12 g% breath alcohol concentration [BrAC]) or placebo on the first night and then received the other beverage a week later. The next day, participants were assessed on test-taking, neurocognitive performance and mood state. Participants 193 college students (? 21 years) recruited from greater Boston. Setting The trial was conducted at the General Clinical Research Center at the Boston Medical Center. Measurements The Graduate Record Exams © (GREs) and a quiz on a lecture presented the previous day measured test-taking performance; the Neurobehavioral Evaluation System (NES3) and the Psychomotor Vigilance Test (PVT) measured neurocognitive performance; and, the Profile of Mood States (POMS) measured mood. Findings Test-taking performance was not affected the morning after alcohol administration, but mood state and attention/reaction time were. Conclusion Drinking to a level of .12 g% BrAC does not affect next-day test-taking performance, but does affect some neurocognitive measures and mood state. PMID:20403018

Howland, Jonathan; Rohsenow, Damaris J; Greece, Jacey A; Littlefield, Caroline A; Almeida, Alissa; Heeren, Timothy; Winter, Michael; Bliss, Caleb A.; Hunt, Sarah; Hermos, John

2010-01-01

428

Early Awareness Test Preparation Pilot Program.  

ERIC Educational Resources Information Center

This document examines whether early targeted academic intervention can improve college admission test scores and pre- college planning for students identified through the Duke Talent Search and the school system Challenge Program. Students selected for the Early Awareness Test Preparation Pilot Program were invited to participate during their…

Muskin, Mary-Beth; Friedlander, Sharon Cipperley

429

Bayesian inference of genetic parameters for test-day milk yield, milk quality traits, and somatic cell score in Burlina cows.  

PubMed

The aim of the study was to infer (co)variance components for daily milk yield, fat and protein contents, and somatic cell score (SCS) in Burlina cattle (a local breed in northeast Italy). Data consisted of 13,576 monthly test-day records of 666 cows (parities 1 to 8) collected in 10 herds between 1999 and 2009. Repeatability animal models were implemented using Bayesian methods. Flat priors were assumed for systematic effects of herd test date, days in milk, and parity, as well as for permanent environmental, genetic, and residual effects. On average, Burlina cows produced 17.0 kg of milk per day, with 3.66 and 3.33 percent of fat and protein, respectively, and 358,000 cells per mL of milk. Marginal posterior medians (highest posterior density of 95%) of heritability were 0.18 (0.09-0.28), 0.28 (0.21-0.36), 0.35 (0.25-0.49), and 0.05 (0.01-0.11) for milk yield, fat content, protein content, and SCS, respectively. Marginal posterior medians of genetic correlations between the traits were low and a 95 percent Bayesian confidence region included zero, with the exception of the genetic correlation between fat and protein contents. Despite the low number of animals in the population, results suggest that genetic variance for production and quality traits exists in Burlina cattle. PMID:21063066

Penasa, M; Cecchinato, A; Battagin, M; De Marchi, M; Pretto, D; Cassandro, M

2010-01-01

430

Claims of Improved Academic Performance--The Questions You Should Ask.  

ERIC Educational Resources Information Center

Discusses how to examine and evaluate claims of improved academic performance in advertisements for computer-assisted instruction. Highlights include the proper use of comparison groups; types of statistical analyses; the Hawthorne effect; the interpretation of scores; interpreting graphic presentations; tests of significance; and cost…

Smith, Richard Alan

1988-01-01

431

Cross-Cultural Invariance of the Academic Expectations Stress Inventory: Adolescent Samples from Canada and Singapore  

ERIC Educational Resources Information Center

We provide further evidence for the two-factor structure of the 9-item Academic Expectations Stress Inventory (AESI) using confirmatory factor analysis on a sample of 289 Canadian adolescents and 310 Singaporean adolescents. Examination of measurement invariance tests the assumption that the model underlying a set of scores is directly comparable…

Ang, Rebecca P.; Klassen, Robert M.; Chong, Wan Har; Huan, Vivien S.; Wong, Isabella Y. F.; Yeo, Lay See; Krawchuk, Lindsey L.

2009-01-01

432

Effects of an Intelligent Web-Based English Instruction System on Students' Academic Performance  

ERIC Educational Resources Information Center

This research conducted quasi-experiments in four middle schools to evaluate the long-term effects of an intelligent web-based English instruction system, Computer Simulation in Educational Communication (CSIEC), on students' academic attainment. The analysis of regular examination scores and vocabulary test validates the positive impact of…

Jia, J.; Chen, Y.; Ding, Z.; Bai, Y.; Yang, B.; Li, M.; Qi, J.

2013-01-01

433

The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance  

ERIC Educational Resources Information Center

This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…

Davenport, Kevin O.

2010-01-01

434

The effects of participation in school instrumental music programs on student academic achievement and school attendance  

Microsoft Academic Search

This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration variables such as gender, ethnicity, or socioeconomic status. This study concentrated on

Kevin O Davenport

2010-01-01

435

Expanding Beyond Academics: Who Benefits and How? Trends in Education Research. Issue Brief. Number 2  

ERIC Educational Resources Information Center

This brief summarizes the findings of Mathematica's Valuing Competencies study, which analyzed the effects of students' high school competencies on their postsecondary earnings and educational attainment. The effects of several competency measures, including academic achievement (as captured by test scores) and composite measures of leadership…

Deke, John; Haimson, Joshua

2006-01-01

436

Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale  

ERIC Educational Resources Information Center

In this research, the authors examined the construct validity of scores of the Academic Motivation Scale using exploratory structural equation modeling. Study 1 and Study 2 involved 1,416 college students and 4,498 high school students, respectively. First, results of both studies indicated that the factor structure tested with exploratory…

Guay, Frédéric; Morin, Alexandre J. S.; Litalien, David; Valois, Pierre; Vallerand, Robert J.

2015-01-01

437

The USMLE, the NBME Subject Examinations, and Assessment of Individual Academic Achievement.  

ERIC Educational Resources Information Center

The appropriateness of using Steps 1 and 2 of the United States Medical Licensing Examination (USMLE) to make individual academic decisions and the appropriateness of determining course grades with scores from the National Board of Medical Examiners (NBME) subject tests are examined. Underlying philosophical and psychometric assumptions are…

Hoffman, Kaaren I.

1993-01-01

438

The Relationship between Young Children's Academic Achievement and Measures of Intelligence.  

ERIC Educational Resources Information Center

To test the validity of brief measures of intelligence and explore how well these instruments relate to academic performance, the WPPSI-R, the Kaufman Brief Intelligence Scale, Draw-A-Person: Quantitative Scoring System, and the K-ABC Achievement Scale were administered to 50 kindergarten and first-grade children. Results indicated all measures…

Lassiter, Kerry S.

1995-01-01

439

The Minimum Competency Exam Requirement, Teachers' and Students' Expectations and Academic Performance  

Microsoft Academic Search

This paper analyzes whether the minimum competency exam requirement for high school graduation affects students' academic performance directly or affects the educational process by moderating the effect of teachers' expectations on students' mathematics test score gains, proficiency levels, and high school graduation. Tenth-grade students and their mathematics teachers from the National Education Longitudinal Study of 1988 are analyzed. Contingent, negative

Chandra Muller

1997-01-01

440

A Study of the Effectiveness of Ability Grouping on the Academic Achievement of Middle School Students.  

ERIC Educational Resources Information Center

This study examined the effects of grouping students by ability or achievement on middle school students' academic achievement. Mathematics achievement scores from the California Test of Basic Skills (CTBS) were obtained from 25 seventh graders randomly selected from a group of 80 who had received instruction in an ability-grouped setting for…

Phares, Barbara Georgeson

441

Developing Score Reports for Cognitive Diagnostic Assessments  

ERIC Educational Resources Information Center

This paper presents a framework to provide a structured approach for developing score reports for cognitive diagnostic assessments ("CDAs"). Guidelines for reporting and presenting diagnostic scores are based on a review of current educational test score reporting practices and literature from the area of information design. A sample diagnostic…

Roberts, Mary Roduta; Gierl, Mark J.

2010-01-01

442

Local Linear Observed-Score Equating  

ERIC Educational Resources Information Center

Two methods of local linear observed-score equating for use with anchor-test and single-group designs are introduced. In an empirical study, the two methods were compared with the current traditional linear methods for observed-score equating. As a criterion, the bias in the equated scores relative to true equating based on Lord's (1980)…

Wiberg, Marie; van der Linden, Wim J.

2011-01-01

443

"Not Too Late to Take the Sanitation Test": Notes of a Non-Gifted Academic from the Working Class  

ERIC Educational Resources Information Center

Working-class academic narratives reveal a number of common themes, like dual estrangement and internalized class conflict. A less popularized motif is the bookish child who is catapulted out of her working-class origins. But some working-class academics, like myself, were not academically ambitious as children. I am a nontraditional working-class…

Borkowski, David

2004-01-01

444

Knowing the Score  

ERIC Educational Resources Information Center

Before rehearsals begin, conductors need to thoroughly study the score. What elements go into a comprehensive score preparation? To learn music scores efficiently, having a detailed and systematic study method helps. The author has developed a score preparation guide that works for directors of bands, choruses, and orchestras, even when there's…

Strouse, Lewis H.

2009-01-01

445

Revised Aug 2011 Scoring Sheet for  

E-print Network

Revised Aug 2011 Scoring Sheet for Fullerton Advanced Balance Scale Name: Date of Test onto and over a 6-inch (15 cm) bench ( ) 0 Unable to step up onto the bench without loss of balance closed for 20 seconds Do not perform test item 8 if score is 2 or lower on test item 4. Also do

de Lijser, Peter

446

Revised Feb 2010 Scoring Sheet for  

E-print Network

Revised Feb 2010 Scoring Sheet for Fullerton Advanced Balance Scale Name: Date of Test onto and over a 6-inch (15 cm) bench ( ) 0 Unable to step up onto the bench without loss of balance closed for 20 seconds Do not perform test item 8 if score is 2 or lower on test item 4. Also do

de Lijser, Peter

447

Examining the Potential for Gender Bias in the Prediction of Symptom Validity Test Failure by MMPI-2 Symptom Validity Scale Scores  

ERIC Educational Resources Information Center

Using a sample of individuals undergoing medico-legal evaluations (690 men, 519 women), the present study extended past research on potential gender biases for scores of the Symptom Validity (FBS) scale of the Minnesota Multiphasic Personality Inventory-2 by examining score- and item-level differences between men and women and determining the…

Lee, Tayla T. C.; Graham, John R.; Sellbom, Martin; Gervais, Roger O.

2012-01-01

448

The Stroop Test and Its Relationship to Academic Performance and General Behaviour of Young Students  

ERIC Educational Resources Information Center

The test developed by Stroop some 70 years ago is used, among other purposes, as an indicator of attention disorder and general mood fluctuations. The present research attempted to determine whether a correlation existed between the Stroop Test, student ability as defined by a standardised IQ test, and general classroom behaviour. This study…

Imbrosciano, Anthony; Berlach, Richard G.

2005-01-01

449

Review of Pearson Test of English Academic: Building an Assessment Use Argument  

ERIC Educational Resources Information Center

This review departs from current practice in reviewing tests in that it employs an "argument-based approach" to test validation to guide the review (e.g. Bachman, 2005; Kane, 2006; Mislevy, Steinberg, & Almond, 2002). Specifically, it follows an approach to test development and use that Bachman and Palmer (2010) call the process of "assessment…

Wang, Huan; Choi, Ikkyu; Schmidgall, Jonathan; Bachman, Lyle F.

2012-01-01

450

Academ Academ CreativeAcademWritingAcadem PageAcadem99SonomaAcademStateAcademUniversityAcadem2010-2011AcademCatalog english Department Office  

E-print Network

Pain.AcademHerAcademworkAcademhasAcadembeenAcademanthologizedAcademinAcademoverAcadem20Academ nationalAcademandAcademinternationalAcademanthologies,AcademincludingAcademtheAcademNorton Anthology,AcademandAcademLyric Postmodernisms. Gillian Co- noleyAcademhasAcademtaughtAcadematAcademtheAcadem

Ravikumar, B.

451

Relationship of selection criteria to subsequent academic performance in an Australian undergraduate dental school.  

PubMed

In 1998, in addition to previous academic achievement, an aptitude test (UMAT) and a structured interview were introduced into selection for the Bachelor of Dental Science (BDSc), the undergraduate dental course at the University of Western Australia. The aim of this study was to determine the relationship between the combination of school-leaver dental students' entry scores, some demographic characteristics and subsequent student performance in the undergraduate course. Three hundred and ninety-eight school-leavers who enrolled in the BDSc from 1999 through 2011 were studied. Regression models were constructed comprising entry scores, gender and age as predictors in relation to subsequent academic performance. The main outcome measure was the weighted average mark (WAM) for each of five academic year levels as well as results in specific units, defined as either 'knowledge' based or 'clinically' based. Of the variables studied, previous academic performance and female gender had the strongest relationship with yearly WAM for Years 1 through 4 and for both 'knowledge' based and 'clinically' based units. The interview score showed a strong relationship in the major clinical years and in a range of 'clinically' based units. UMAT scores were less consistent in relationship to WAM. These results support assessment through a highly structured interview together with prior academic achievement as an evidence-based approach to selection of students for this undergraduate dental course. PMID:23279391

Mercer, A; Abbott, P V; Puddey, I B

2013-02-01

452

Factors Affecting School District Performance Scores in Louisiana  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relationship between District Performance Scores (DPS) in Louisiana and (a) socio-economic status of students, (b) academic achievement using average ACT scores, (c) percentage of certified teachers, (d) district class size, (e) per pupil expenditure, and (f) percentage of minority students in…

Harrison, Ronnie

2010-01-01

453

The Role of Test Hope and Hopelessness in Self-Regulated Learning: Relations between Volitional Strategies, Cognitive Appraisals and Academic Achievement  

ERIC Educational Resources Information Center

The aim of this study was to examine the relationships amongst students' test emotions of hope and hopelessness, their antecedents of cognitive control and value appraisals and volitional strategies during learning, as well as their effects on academic achievement in the domain of mathematics, using the control-value theoretical framework. Sample…

Buric, Irena; Soric, Izabela

2012-01-01

454

Super Bowl Scores  

NSDL National Science Digital Library

This Illumination activity focuses on analyzing the scores for football games. Students study combinations of numbers to produce possible scores for football games. The lesson includes a student worksheet and extension questions.

2009-01-01

455

44 Academic Regulations Academic Regulations  

E-print Network

. Because students are responsible themselves for meeting academic goals and requirements, they are urged with their advisors to discuss academic, personal and professional goals; to review the academic regulations44 · Academic Regulations Academic Regulations The Honor System Among the most significant

Shaw, Leah B.

456

Are SSATs and GPA Enough? A Theory-Based Approach to Predicting Academic Success in Secondary School  

ERIC Educational Resources Information Center

Two studies were carried out to predict academic success in the highly competitive environment of a private preparatory school, Choate Rosemary Hall. The 1st study focused on the question of whether there are indicators beyond middle school grade-point average (GPA) and standardized test scores that might enhance the validity of measures for…

Grigorenko, Elena L.; Jarvin, Linda; Diffley, Ray; Goodyear, Julie; Shanahan, Edward J.; Sternberg, Robert J.

2009-01-01

457

A Longitudinal Study of the Simultaneous Influence of Mothers' and Teachers' Educational Expectations on Low-Income Youth's Academic Achievement  

ERIC Educational Resources Information Center

This short-term longitudinal study investigated the simultaneous influences of adults' (mothers and teachers) educational expectations and youth's achievement (standardized test scores and teachers' ratings of academic performance) across a 3-year time span on youth's performance in school (GPA). Participants were an ethnically diverse sample of…

Mistry, Rashmita S.; White, Elizabeth S.; Benner, Aprile D.; Huynh, Virginia W.

2009-01-01

458

The Academic Performance of Piedmont Virginia Community College Transfer Students at the University of Virginia. Research Report 5-84.  

ERIC Educational Resources Information Center

A study was conducted to assess the academic performance of students who transferred from Piedmont Virginia Community College (PVCC) to the University of Virginia (UVA), using information on student application and acceptance rates, test scores, grade point averages (GPA's), and graduation rates. Data supplied by UVA on 291 students who…

Doherty, Frank J.; Vaughan, George B.

459

Predictors of academic achievement among students at Hillsborough Community College: Can school engagement close the racial gap of achievement?  

Microsoft Academic Search

In the United States today, significant gaps exist among the races along a variety of measures of academic success, including standardized test scores, grade point averages, and drop-out and graduation rates. In recent decades, social scientists and educators alike have sought to uncover the reasons for these gaps, and many have focused on the role of cultural and institutional factors

Warren T Smith

2010-01-01

460

The role of achievement goals, academic motivation, and learning strategies in statistics anxiety: Testing a causal model  

Microsoft Academic Search

The present study aims at analyzing the effect of achievement goals on statistics anxiety through academic motivation and statistics learning approaches. In doing so, 345 undergraduate students (68 male and 277 female) from the faculties of psychology and educational sciences of Tehran city were selected using census sampling method. The participants answered the questionnaires prepared on achievement goals, academic motivation,

Masoud Gholamali Lavasani; Mokhtar Weisani; Javad Ejei

2011-01-01

461

So Many Children Left BehindSegregation and the Impact of Subgroup Reporting in No Child Left Behind on the Racial Test Score Gap  

Microsoft Academic Search

Although the No Child Left Behind Act was intended to help “all students meet high academic standards,” it is focused on subgroups of low-achieving students. The authors analyze the possible impact of the legislation's requirement for performance reporting by racial subgroup in light of the considerable racial segregation in U.S. schools. In particular, using data on elementary and middle schools

Leanna Stiefel; Amy Ellen Schwartz; Colin C. Chellman

2007-01-01

462

The Impact of the McKinney-Vento Program on the End-of-Grade Test Scores of Homeless Grade 6 Students  

ERIC Educational Resources Information Center

Congressional concern about homeless students resulted in the McKinney-Vento Act (MCKV) in 2001, which provides funds to local educational agencies (LEAs). MCKV is almost a decade old, yet no evaluations of its academic effectiveness have been reported. Using a systems theory framework, this study answered research questions (RQs) involving…

Hendricks, George

2010-01-01

463

Divorce, approaches to learning, and children's academic achievement: a longitudinal analysis of mediated and moderated effects.  

PubMed

Data from the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) were used to test the hypothesis that approaches to learning (ATL) mediates the link between parental divorce and academic achievement. Fixed effects regression was utilized to test for mediation, and subsequent moderation analyses examining gender and age at time of divorce also were conducted. Results indicated that divorce was associated with less growth in test scores and that ATL mediated 18% and 12% of this association in reading and mathematics respectively. Parental divorce also was associated with larger negative effects for children who experienced divorce at an older age as well as for girls' mathematics test scores. These findings contribute to the understanding of the impact of parental divorce on children's academic achievement and underscore the importance of focusing on the variability of child outcomes following parental divorce. PMID:24930818

Anthony, Christopher J; DiPerna, James Clyde; Amato, Paul R

2014-06-01

464

Multidimensional CAT Item Selection Methods for Domain Scores and Composite Scores: Theory and Applications  

ERIC Educational Resources Information Center

Multidimensional computer adaptive testing (MCAT) can provide higher precision and reliability or reduce test length when compared with unidimensional CAT or with the paper-and-pencil test. This study compared five item selection procedures in the MCAT framework for both domain scores and overall scores through simulation by varying the structure…

Yao, Lihua

2012-01-01

465

Effectiveness of Cognitive/Relaxation Therapy and Study-Skills Training in Reducing Self-Reported Anxiety and Improving the Academic Performance of Test-Anxious Students.  

ERIC Educational Resources Information Center

Results indicated relaxation/cognitive therapy was effective in reducing anxiety but failed to improve classroom test scores; study-skills training had no significant effect. The combined therapy both reduced anxiety and improved performance relative to the no-treatment control condition and was significantly more effective than was either…

Dendato, Kenneth M.; Diener, Don

1986-01-01

466

Parent-Child Acculturation Profiles as Predictors of Chinese American Adolescents' Academic Trajectories.  

PubMed

Acculturation plays a critical role in the adjustment of Asian Americans, as a large proportion of them are immigrants in the US. However, little is known about how acculturation influences Asian American adolescents' academic trajectories over time. Using a longitudinal sample of 444 Chinese American families (54 % female children), the current study explored the effect of mothers', fathers', and adolescents' individual acculturation profiles and parent-child acculturation dissonance on adolescents' academic trajectories from 8th to 12th grade. Academic performance was measured by grade point average (GPA), and by standardized test scores in English language arts (ELA) and Math every year. Latent growth modeling analyses showed that adolescents with a Chinese-oriented father showed faster decline in GPA, and Chinese-oriented adolescents had lower initial ELA scores. Adolescents whose parents had American-oriented acculturation profiles tended to have lower initial Math scores. These results suggest that Chinese and American profiles may be disadvantageous for certain aspects of academic performance, and bicultural adolescents and/or adolescents with bicultural parents are best positioned to achieve across multiple domains. In terms of the role of parent-child acculturation dissonance on academic trajectories, the current study highlighted the importance of distinguishing among different types of dissonance. Adolescents who were more Chinese-oriented than their parents tended to have the lowest initial ELA scores, and adolescents experiencing more normative acculturation dissonance (i.e., who were more American-oriented than their parents) had the highest initial ELA scores. No effects of parent-child acculturation dissonance were observed for GPAs or standardized Math scores. Altogether, the current findings add nuances to the current understanding of acculturation and adolescent adjustment. PMID:24820295

Kim, Su Yeong; Wang, Yijie; Chen, Qi; Shen, Yishan; Hou, Yang

2014-05-13

467

The PCA3 test for guiding repeat biopsy of prostate cancer and its cut-off score: a systematic review and meta-analysis  

PubMed Central

The specificity of prostate-specific antigen (PSA) for early intervention in repeat biopsy is unsatisfactory. Prostate cancer antigen 3 (PCA3) may be more accurate in outcome prediction than other methods for the early detection of prostate cancer (PCa). However, the results were inconsistent in repeated biopsies. Therefore, we performed a systematic review and meta-analysis to evaluate the role of PCA3 in outcome prediction. A systematic bibliographic search was conducted for articles published before April 2013, using PubMed, Medline, Web of Science, Embase and other databases from health technology assessment agencies. The quality of the studies was assessed on the basis of QUADAS criteria. Eleven studies of diagnostic tests with moderate to high quality were selected. A meta-analysis was carried out to synthesize the results. The results of the meta-analyses were heterogeneous among studies. We performed a subgroup analysis (with or without inclusion of high-grade prostatic intraepithelial neoplasia (HGPIN) and atypical small acinar proliferation (ASAP)). Using a PCA3 cutoff of 20 or 35, in the two sub-groups, the global sensitivity values were 0.93 or 0.80 and 0.79 or 0.75, specificities were 0.65 or 0.44 and 0.78 or 0.70, positive likelihood ratios were 1.86 or 1.58 and 2.49 or 1.78, negative likelihood ratios were 0.81 or 0.43 and 0.91 or 0.82 and diagnostic odd ratios (ORs) were 5.73 or 3.45 and 7.13 or 4.11, respectively. The areas under the curve (AUCs) of the summary receiver operating characteristic curve were 0.85 or 0.72 and 0.81 or 0.69, respectively. PCA3 can be used for repeat biopsy of the prostate to improve accuracy of PCa detection. Unnecessary biopsies can be avoided by using a PCa cutoff score of 20. PMID:24713827

Luo, Yong; Gou, Xin; Huang, Peng; Mou, Chan

2014-01-01

468

High Scores at BASIS Charter Schools  

ERIC Educational Resources Information Center

While U.S. schools struggled to reach even an average score on a key international exam for 15-year-olds in 2012, BASIS Tucson North, an economically modest, ethnically diverse charter school in Arizona, outperformed every country in the world, and left even Shanghai, China's academic gem in the dust. With the U.S. frantic about its place in…

Kronholz, June

2014-01-01

469

The efficiency of tennis doubles scoring systems.  

PubMed

In this paper a family of scoring systems for tennis doubles for testing the hypothesis that pair A is better than pair B versus the alternative hypothesis that pair B is better than A, is established. This family or benchmark of scoring systems can be used as a benchmark against which the efficiency of any doubles scoring system can be assessed. Thus, the formula for the efficiency of any doubles scoring system is derived. As in tennis singles, one scoring system based on the play-the-loser structure is shown to be more efficient than the benchmark systems. An expression for the relative efficiency of two doubles scoring systems is derived. Thus, the relative efficiency of the various scoring systems presently used in doubles can be assessed. The methods of this paper can be extended to a match between two teams of 2, 4, 8, …doubles pairs, so that it is possible to establish a measure for the relative efficiency of the various systems used for tennis contests between teams of players. Key pointsA relatively straightforward expression or formula for the efficiency of a tennis doubles scoring system has been established.The expression for the relative efficiency of two tennis doubles scoring systems is a simple one, and is the same as that for two singles scoring systems.The methodology of this paper can be used and extended so that the efficiency of a scoring system for a match between two teams of doubles pairs can be measured. PMID:24149632

Pollard, Geoff; Pollard, Graham

2010-01-01

470

Testing Informant Discrepancies as Predictors of Early Adolescent Psychopathology: Why Difference Scores Cannot Tell You What You Want to Know and How Polynomial Regression May  

ERIC Educational Resources Information Center

Multiple informants commonly disagree when reporting child and family behavior. In many studies of informant discrepancies, researchers take the difference between two informants' reports and seek to examine the link between this difference score and external constructs (e.g., child maladjustment). In this paper, we review two reasons why…

Laird, Robert D.; De Los Reyes, Andres

2013-01-01

471

Comparison of chiropractic student scores before and after utilizing active learning techniques in a classroom setting  

PubMed Central

Objective We report the differences in final examination scores achieved by students at the culmination of two different teaching strategies in an introductory skills course. Methods Multiple choice examination scores from six consecutive academic calendar sessions over 18 months (n = 503) were compared. Two groups were used: Cohort A (n = 290) represented students who were enrolled in the course 3 consecutive academic sessions before an instructional change and Cohort B (n = 213) included students who were enrolled in 3 consecutive academic sessions following the instructional change, which included a more active learning format. Statistical analyses used were 2-tailed independent t-test, one-way ANOVA, Tukey's honestly significant difference (HSD), and effect size. Results The 2-tailed independent t-test revealed a significant difference between the two groups (t = ?3.71, p < .001; 95% confidence interval [CI] 1.29–4.20). Significant difference was found in the highest performing subgroup compared to the lowest performing subgroup in Cohort A (F = 3.343, p = .037). For Cohort A subgroups 1 and 2, Tukey's HSD was p < .028. In Cohort B, no difference was found among subgroups (F = 1.912, p = .150, HSD p > .105). Conclusion Compared to previous versions of the same course taught by the same instructor, the students in the new course design performed better, suggesting that using active learning techniques helps improve student achievement. PMID:23964739

Guagliardo, Joseph G.; Hoiriis, Kathryn T.

2013-01-01

472

Academic Hospitality  

ERIC Educational Resources Information Center

Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with…

Phipps, Alison; Barnett, Ronald

2007-01-01

473

Role of test motivation in intelligence testing  

PubMed Central

Intelligence tests are widely assumed to measure maximal intellectual performance, and predictive associations between intelligence quotient (IQ) scores and later-life outcomes are typically interpreted as unbiased estimates of the effect of intellectual ability on academic, professional, and social life outcomes. The current investigation critically examines these assumptions and finds evidence against both. First, we examined whether motivation is less than maximal on intelligence tests administered in the context of low-stakes research situations. Specifically, we completed a meta-analysis of random-assignment experiments testing the effects of material incentives on intelligence-test performance on a collective 2,008 participants. Incentives increased IQ scores by an average of 0.64 SD, with larger effects for individuals with lower baseline IQ scores. Second, we tested whether individual differences in motivation during IQ testing can spuriously inflate the predictive validity of intelligence for life outcomes. Trained observers rated test motivation among 251 adolescent boys completing intelligence tests using a 15-min “thin-slice” video sample. IQ score predicted life outcomes, including academic performance in adolescence and criminal convictions, employment, and years of education in early adulthood. After adjusting for the influence of test motivation, however, the predictive validity of intelligence for life outcomes was significantly diminished, particularly for nonacademic outcomes. Collectively, our findings suggest that, under low-stakes research conditions, some individuals try harder than others, and, in this context, test motivation can act as a third-variable confound that inflates estimates of the predictive validity of intelligence for life outcomes. PMID:21518867

Duckworth, Angela Lee; Quinn, Patrick D.; Lynam, Donald R.; Loeber, Rolf; Stouthamer-Loeber, Magda

2011-01-01

474

[Scores and stages in pneumology].  

PubMed

Useful scales and classifications for patients with pulmonary diseases are discussed. The modified Medical Research Council breathlessness scale (mMRC) is a measure of disability in lung patients. The GOLD classifications, the COPD-Assessment Test (CAT) and the BODE Index are important to classify the severity of COPD and to measure the disability of these patients. The Geneva score is a clinical prediction rule used in determining the pre-test probability of pulmonary embolism. The Pulmonary Embolism Severity Index (PESI) is a scoring system used to predict 30 day mortality in patients with pulmonary embolism. The Epworth Sleepiness Scale is intended to measure daytime sleepiness in patients with sleep apnea syndrome. The Asthma Controll Test (ACT) determines if asthma symptoms are well controlled. PMID:24091342

Kuhn, Max

2013-10-01

475

Academic Advising Center Academic Advising Interaction Form  

E-print Network

):____________________________________ Other: ___________________________________________ Academic Goals: Occupational EndorsementAcademic Advising Center Academic Advising Interaction Form Student Name: ______________________________________ UAF ID:#______________________________ AAC Academic Advisor:______________________________ Date

Ickert-Bond, Steffi

476

The Effects of a Two-Way Dual Language Immersion Environment on Elementary Mathematics TAKS Test Scores in Texas: An Overall Comparison and an Analysis of Questions With and Without a Visual Prompt  

E-print Network

. Cifuentes Head of Department, Dennie L. Smith May 2011 Major Subject: Curriculum and Instruction iii ABSTRACT The Effects of a Two-Way Dual Language Immersion Environment on Elementary Mathematics TAKS Test Scores in Texas: An Overall... effects of question type and group based on educational setting. A quasi-experimental design with static-group comparison was used for the purposes of this study. Data were collected from the Texas Education Agency [TEA] for all students who took...

Beck, Shari A.

2012-07-16

477

Enriching Automated Essay Scoring Using Discourse Marking.  

ERIC Educational Resources Information Center

Electronic Essay Rater (e-rater) is a prototype automated essay scoring system built at Educational Testing Service that uses discourse marking in addition to syntactic information and topical content vector analyses to assign essay scores automatically. This paper gives a general description of e-rater as a whole, but its emphasis is on the…

Burstein, Jill; Kukich, Karen; Wolff, Susanne; Lu, Chi; Chodorow, Martin

478

More Issues in Observed-Score Equating  

ERIC Educational Resources Information Center

This article is a response to the commentaries on the position paper on observed-score equating by van der Linden (this issue). The response focuses on the more general issues in these commentaries, such as the nature of the observed scores that are equated, the importance of test-theory assumptions in equating, the necessity to use multiple…

van der Linden, Wim J.

2013-01-01

479

Mathematics Achievement Scale Score  

E-print Network

Saudi Arabia 410 Oman 385 Tunisia 359 Kuwait 342 Morocco 335 Yemen 248 Country Average Scale Score Sixth 438 Saudi Arabia 429 United Arab Emirates 428 Armenia 416 Qatar 394 Oman 377 Kuwait 347 Tunisia 346 Indonesia 386 Syrian Arab Republic 380 Morocco 371 Oman 366 Ghana 331 #12;Country Average Scale Score Ninth

Huang, Jianyu

480

Peer Effects in Academic Outcomes: Evidence from a Natural Experiment  

Microsoft Academic Search

I use data from Williams College to implement a quasi-experimental empirical strategy aimed at measuring peer effects in academic outcomes. In particular, I use data on individual students' grades, their SAT scores, and the SAT scores of their roommates. I argue that first-year roommates are assigned randomly with respect to academic ability. This allows me to measure differences in grades

David J. Zimmerman

2003-01-01

481

Peer Effects in Academic Outcomes: Evidence From a Natural Experiment  

Microsoft Academic Search

In this paper I use data from Williams College to implement a quasi-experimental empirical strategy aimed at measuring peer effects in academic outcomes. In particular, I use data on individual student's grades, SAT scores, and the SAT scores of their roommates. I argue that first year roommates are assigned randomly with respect to academic ability. This allows me to measure

David J. Zimmerman

1999-01-01

482

Comparison of WPPSI and VMI Scores of Intellectually Bright Children  

Microsoft Academic Search

This study investigated the comparability of scores on two visual-motor measures for a sample of intellectually bright children ages 4 to 6. Standard scores on the Geometric Design sub-test of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) correlated significantly with standard sceres on the Development Test of Visual Motor Integration (VMi), but the VMI yielded significantly lower scores

Linda White Hawthorne; Sandra Kelley Speer; Leonard Buccellato

1983-01-01

483

Policy Implications: Replacing the Reading TAKS Cut Scores with the Common Core Curriculum Reading Cut Scores on Three Middle School Campuses  

E-print Network

must still prepare students for academic success. This study determined how the use of more rigorous Lexile standards found in other states and associated with the Common Core Curriculum Standards would affect passing scores on Texas reading assessments...

Thaemlitz, Kristi

2013-07-30

484

Music and Academic Success Go Together at Whitworth; University's Survey Results Also Suggest High School Music May Boost Chances of College Admittance  

ERIC Educational Resources Information Center

This article presents the results of a research by Whitworth University music professor Richard Strauch which assesses the freshman class for Whitworth's 2007-08 academic year. Strauch found that Whitworth students who stuck with their high school music program had higher GPAs and standardized test scores upon entering the university than…

Olson, Catherine Applefeld

2009-01-01

485

Breakup Effects on University Students' Perceived Academic Performance  

ERIC Educational Resources Information Center

The Problem: Problems that might be expected to affect perceived academic performance were studied in a sample of 283 university students. Results: Breakup Distress Scale scores, less time since the breakup and no new relationship contributed to 16% of the variance on perceived academic performance. Variables that were related to academic

Field, Tiffany; Diego, Miguel; Pelaez, Martha; Deeds, Osvelia; Delgado, Jeannette

2012-01-01

486

Kernel score statistic for dependent data.  

PubMed

The kernel score statistic is a global covariance component test over a set of genetic markers. It provides a flexible modeling framework and does not collapse marker information. We generalize the kernel score statistic to allow for familial dependencies and to adjust for random confounder effects. With this extension, we adjust our analysis of real and simulated baseline systolic blood pressure for polygenic familial background. We find that the kernel score test gains appreciably in power through the use of sequencing compared to tag-single-nucleotide polymorphisms for very rare single nucleotide polymorphisms with <1% minor allele frequency. PMID:25519324

Malzahn, Dörthe; Friedrichs, Stefanie; Rosenberger, Albert; Bickeböller, Heike

2014-01-01

487

Kernel score statistic for dependent data  

PubMed Central

The kernel score statistic is a global covariance component test over a set of genetic markers. It provides a flexible modeling framework and does not collapse marker information. We generalize the kernel score statistic to allow for familial dependencies and to adjust for random confounder effects. With this extension, we adjust our analysis of real and simulated baseline systolic blood pressure for polygenic familial background. We find that the kernel score test gains appreciably in power through the use of sequencing compared to tag-single-nucleotide polymorphisms for very rare single nucleotide polymorphisms with <1% minor allele frequency. PMID:25519324

2014-01-01

488

Toward standard HER2 testing of endometrial serous carcinoma: 4-year experience at a large academic center and recommendations for clinical practice.  

PubMed

HER2 overexpression and/or amplification have been reported in endometrial serous carcinoma, suggesting that HER2 may be a promising therapeutic target. However, there is considerable variation in the reported rates of HER2 overexpression and amplification, likely--at least in part--resulting from variability in the testing methods, interpretation, and scoring criteria used. Unlike in breast and gastric cancer, currently there are no established guidelines for HER2 testing in endometrial carcinoma. A total of 108 endometrial carcinoma cases--85 pure serous carcinomas and 23 mixed endometrial carcinomas with serous component--were identified over a 4-year period. All H&E and HER2 immunohistochemical slides were reviewed and HER2 FISH results (available on 52 cases) were retrieved from pathology reports. HER2 immunohistochemical scores were assigned according to the FDA criteria and the current breast ASCO/CAP scoring criteria. Clinical information was retrieved from the patients' medical records. Thirty-eight cases (35%) showed HER2 overexpression and/or gene amplification, 20 of which (53%) had significant heterogeneity of protein expression by immunohistochemistry. Lack of apical membrane staining resulting in a lateral/basolateral staining pattern was observed in the majority of HER2-positive tumors. Five of the HER2-positive cases (13%) demonstrated discrepant immunohistochemical scores when using the FDA versus ASCO/CAP scoring system. The overall concordance rate between HER2 immunohistochemistry and FISH was 75% (39/52) when using the FDA criteria, compared with 81% (42/52) by the ASCO/CAP scoring system. In conclusion, in this largest comprehensive study, 35% of endometrial serous carcinoma harbors HER2 protein overexpression and/or gene amplification, over half of which demonstrate significant heterogeneity of protein expression. The current breast ASCO/CAP scoring criteria provide the highest concordance between immunohistochemistry and FISH. Assessment of HER2 immunohistochemistry on multiple tumor sections or sections with large tumor areas is recommended, due to the significant heterogeneity of HER2 protein expression. PMID:23765245

Buza, Natalia; English, Diana P; Santin, Alessandro D; Hui, Pei

2013-12-01

489

Short-Term Effects of Grade Retention on the Growth Rate of Woodcock-Johnson III Broad Math and Reading Scores  

PubMed Central

We investigated the effects of grade retention in first grade on the growth of the Woodcock-Johnson broad mathematics and reading scores over three years using linear growth curve modeling on an academically at-risk sample. A large sample (n = 784) of first grade children who were at risk for retention were initially identified based on low literacy scores. Scores representing propensity for retention were constructed based on 72 variables collected in comprehensive baseline testing in first grade. We closely matched 97 pairs of retained and promoted children based on their propensity scores using optimal matching procedures. This procedure adjusted for baseline differences between the retained and promoted children. We found that grade retention decreased the growth rate of mathematical skills but had no significant effect on reading skills. In addition, several potential moderators of the effect of retention on growth of mathematical and reading skills were identified including limited English language proficiency and children's conduct problems. PMID:19083352

Wu, Wei; West, Stephen G.; Hughes, Jan N.

2008-01-01

490

Multiple Dichotomous-Scored Items in Second Language Testing: Investigating the Multiple True-False Item Type under Norm-Referenced Conditions  

ERIC Educational Resources Information Center

This study examined the multiple true-false (MTF) test format in second language testing by comparing multiple-choice (MCQ) and multiple true-false (MTF) test formats in two language areas of general English: vocabulary and reading. Two counter-balanced experimental designs--one for each language area--were examined in terms of the number of MCQ…

Dudley, Albert

2006-01-01

491

The Shrinking Black-White Gap on SAT II Achievement Tests.  

ERIC Educational Resources Information Center

Recent research shows that the SAT II test is a much better predictor of college success than the standard SAT. In recent years, black students appear to be making progress in closing the racial scoring gap on the wide variety of academic subjects (particularly chemistry, world history, and biology) that are measured by the SAT II test. (SM)

Journal of Blacks in Higher Education, 2002

2002-01-01

492

How Academic Is Academic Development?  

ERIC Educational Resources Information Center

University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are…

Fraser, Kym; Ling, Peter

2014-01-01

493

Classroom Assessment Techniques: Scoring Rubrics  

NSDL National Science Digital Library

This page describes how to use scoring rubrics to assess student learning. It is one of a series of Classroom Assessment Techniques (CATs) provided by the Field-tested Learning Assessment Guide (FLAG) website. The CATs of FLAG were constructed as a resource for science, technology, engineering and mathematics instructors to emphasize deeper levels of learning and to give instructors valuable feedback during a course. Rubrics are a way of describing evaluation criteria based on the expected outcomes and performances of students. This site provides information about why scoring rubrics are beneficial to use and how to use them. The site is also linked to a set of discipline-specific "tools" that can be downloaded for immediate use, as well as supplementary links and sources to further explore this assessment tool.

Ebert-May, Diane; The National Institute for Science Education; College Level One Team

494

Academic Achievement and Social Identity Among Bilingual Students in the U.S  

Microsoft Academic Search

This chapter discusses academic achievement and social identity development among bilingual students with respect to changing\\u000a demographics of increased linguistic diversity and poverty for school-aged children in the United States. Institutional policies\\u000a and practices are described that lead to blaming the victims of institutional inequity for low test scores and high dropout\\u000a rates. Contrasting paradigms in literacy research are also

Shelley Wong; Rachel Grant

495

Assessing the Significance of Cohort and Period Effects in Hierarchical Age-Period-Cohort Models: Applications to Verbal Test Scores and Voter Turnout in U.S. Presidential Elections  

PubMed Central

In recently developed hierarchical age-period-cohort (HAPC) models, inferential questions arise: How can one assess or judge the significance of estimates of individual cohort and period effects in such models? And how does one assess the overall statistical significance of the cohort and/or the period effects? Beyond statistical significance is the question of substantive significance. This paper addresses these questions. In the context of empirical applications of linear and generalized linear mixed-model specifications of HAPC models using data on verbal test scores and voter turnout in U.S. presidential elections, respectively, we describe a two-step approach and a set of guidelines for assessing statistical significance. The guidelines include assessments of patterns of effects and statistical tests both for the effects of individual cohorts and time periods as well as for entire sets of cohorts and periods. The empirical applications show strong evidence that trends in verbal test scores are primarily cohort driven, while voter turnout is primarily a period phenomenon. PMID:25392566

Frenk, Steven M.; Yang, Yang Claire; Land, Kenneth C.

2014-01-01

496

Testing a Multi-Stage Screening System: Predicting Performance on Australia's National Achievement Test Using Teachers' Ratings of Academic and Social Behaviors  

ERIC Educational Resources Information Center

This study addresses the predictive validity of results from a screening system of academic enablers, with a sample of Australian elementary school students, when the criterion variable is end-of-year achievement. The investigation included (a) comparing the predictive validity of a brief criterion-referenced nomination system with more…

Kettler, Ryan J.; Elliott, Stephen N.; Davies, Michael; Griffin, Patrick

2012-01-01

497

Factor Structure of the Test Anxiety Inventory for Children and Adolescents (TAICA) Scores across Gender among Students in Elementary and Secondary School Settings  

ERIC Educational Resources Information Center

The factor structure of the Test Anxiety Inventory for Children and Adolescents, a new multidimensional measure used to assess test anxiety in elementary and secondary school students, is examined across gender. The sample consisted of 696 elementary and secondary school students (391 girls and 305 boys). Coefficient of congruence and salient…

Lowe, Patricia A.; Lee, Steven W.

2008-01-01

498

The Case for Use of Simple Difference Scores to Test the Significance of Differences in Mean Rates of Change in Controlled Repeated Measurements Designs  

Microsoft Academic Search

A previous Monte Carlo study examined the relative powers of several simple and more complex procedures for testing the significance of difference in mean rates of change in a controlled, longitudinal, treatment evaluation study. Results revealed that the relative powers depended on the correlation structure of the simulated repeated measurements. Tests on dropout-weighted linear slope coefficients fitted to all of

John E. Overall; Scott Tonidandel

2010-01-01

499

Access to What Should Be Taught and Will Be Tested: Students’ Opportunity to Learn the Intended Curriculum  

Microsoft Academic Search

\\u000a The annual large-scale assessment of student achievement for accountability purposes is expected to provide reliable test\\u000a scores that permit valid inferences about the extent to which students have achieved the intended academic content standards.\\u000a The fact that schools are open to sanctions and rewards on the basis of student achievement also indicates that these test\\u000a score interpretations include inferences about

Alexander Kurz

500

Scoring Dawg Core Breakoff and Retention Mechanism  

NASA Technical Reports Server (NTRS)

This novel core break-off and retention mechanism consists of a scoring dawg controlled by a set of two tubes (a drill tube and an inner tube). The drill tube and the inner tube have longitudinal concentric holes. The solution can be implemented in an eccentric tube configuration as well where the tubes have eccentric longitudinal holes. The inner tube presents at the bottom two control surfaces for controlling the orientation of the scoring dawg. The drill tube presents a sunk-in profile on the inside of the wall for housing the scoring dawg. The inner tube rotation relative to the drill tube actively controls the orientation of the scoring dawg and hence its penetration and retrieval from the core. The scoring dawg presents a shaft, two axially spaced arms, and a tooth. The two arms slide on the control surfaces of the inner tube. The tooth, when rotated, can penetrate or be extracted from the core. During drilling, the two tubes move together maintaining the scoring dawg completely outside the core. After the desired drilling depth has been reached the inner tube is rotated relative to the drill tube such that the tooth of the scoring dawg moves toward the central axis. By rotating the drill tube, the scoring dawg can score the core and so reduce its cross sectional area. The scoring dawg can also act as a stress concentrator for breaking the core in torsion or tension. After breaking the core, the scoring dawg can act as a core retention mechanism. For scoring, it requires the core to be attached to the rock. If the core is broken, the dawg can be used as a retention mechanism. The scoring dawg requires a hard-tip insert like tungsten carbide for scoring hard rocks. The relative rotation of the two tubes can be controlled manually or by an additional actuator. In the implemented design solution the bit rotation for scoring was in the same direction as the drilling. The device was tested for limestone cores and basalt cores. The torque required for breaking the 10-mm diameter limestone cores was 5 to 5.8 lb-in. (0.56 to 0.66 N-m).

Badescu, Mircea; Sherrit, Stewart; Bar-Cohen, Yoseph; Bao, Xiaoqi; Backes, Paul G.

2011-01-01