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Sample records for achievement levels test

  1. Competency Level of Nigerian Primary 4 Pupils in Life Skills Achievement Test

    ERIC Educational Resources Information Center

    Adewale, J. Gbenga

    2011-01-01

    One of the goals of education in Nigeria is to develop in children the ability to adapt to their changing environment. This goal could be achieved through competency in life skills. Therefore, this study examines the competency level of Nigerian Primary 4 pupils in the life skills achievement test. The test was administered on a sample of 22,638…

  2. Graded Achievement, Tested Achievement, and Validity

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2015-01-01

    Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time. "Graded…

  3. Claims, Evidence and Achievement Level Descriptors as a Foundation for Item Design and Test Specifications

    ERIC Educational Resources Information Center

    Hendrickson, Amy; Huff, Kristen; Luecht, Ric

    2009-01-01

    [Slides] presented at the Annual Meeting of National Council on Measurement in Education (NCME) in San Diego, CA in April 2009. This presentation describes how the vehicles for gathering student evidence--task models and test specifications--are developed.

  4. Is It Really Possible to Test All Educationally Significant Achievements with High Levels of Reliability?

    ERIC Educational Resources Information Center

    Davis, Andrew

    2015-01-01

    PISA claims that it can extend its reach from its current core subjects of Reading, Science, Maths and problem-solving. Yet given the requirement for high levels of reliability for PISA, especially in the light of its current high stakes character, proposed widening of its subject coverage cannot embrace some important aspects of the social and…

  5. Teaching the Low Level Achiever.

    ERIC Educational Resources Information Center

    Salomone, Ronald E., Ed.

    1986-01-01

    Intended for teachers of the English language arts, the articles in this issue offer suggestions and techniques for teaching the low level achiever. Titles and authors of the articles are as follows: (1) "A Point to Ponder" (Rachel Martin); (2) "Tracking: A Self-Fulfilling Prophecy of Failure for the Low Level Achiever" (James Christopher Davis);…

  6. Perils of Standardized Achievement Testing

    ERIC Educational Resources Information Center

    Haladyna, Thomas M.

    2006-01-01

    This article argues that the validity of standardized achievement test-score interpretation and use is problematic; consequently, confidence and trust in such test scores may often be unwarranted. The problem is particularly severe in high-stakes situations. This essay provides a context for understanding standardized achievement testing, then…

  7. Examining the Contribution of Teacher Graduate Degrees on Student Achievement as Measured by District Level TAKS Test Performance

    ERIC Educational Resources Information Center

    Badgett, Kevin W.

    2011-01-01

    In a time of limited means and continued calls for higher student achievement, school leaders need to be wise in their use of resources. Earlier research has called for greater levels of teacher preparation, and, while many school districts provide greater compensation for teachers with graduate degrees, some districts have begun phasing out this…

  8. Program for Area Concentration Achievement Testing.

    ERIC Educational Resources Information Center

    Golden, Anthony J.

    The Program for Area Concentration Achievement Testing (PACAT) produces the cooperative assessment instrument known as the Area Concentration Achievement Test (ACAT). The ACAT uses a model designed specifically to measure curricular strengths and weaknesses and to provide this information at the departmental level. PACAT has developed 57…

  9. Cumulative achievement testing: progress testing in reverse.

    PubMed

    Swanson, D B; Holtzman, K Z; Butler, A

    2010-01-01

    This collaborative project between the National Board of Medical Examiners (NBME) and Case Western Reserve University (CWRU) School of Medicine explored the design and use of cumulative achievement tests in basic science education. In cumulative achievement testing, integrative end-of-unit tests are deliberately constructed to systematically retest topics covered in previous units as well as material from the just-completed unit. CWRU faculty developed and administered a series of six web-based cumulative achievement tests using retired United States Medical Licensing Examination (USMLE) step 1 test material and tools provided by NBME's Customized Assessment Services, and trends in student performance were examined as the new CWRU basic science curriculum unfolded. This article provides the background information about test design and administration, as well as samples of score reporting information for students and faculty. While firm conclusions about the effectiveness of cumulative achievement testing are not warranted after a pilot test at a single school, preliminary results suggest that cumulative achievement testing may be an effective complement to progress testing, with the former used to encourage retention of already-covered material and the latter used to assess growth toward the knowledge and skills expected of a graduating student.

  10. The Relationship of Laboratory Performance Ratings, Information Achievement and Pencil-Paper Performance Test Scores in College-Level Electricity.

    ERIC Educational Resources Information Center

    Francis, Charles E.

    In this study, a pencil paper performance test (PPPT) was developed and administered to an experimental group of 46 students and a control group of 48 students to determine: (1) the difference between laboratory performance and the successful completion of a laboratory course in electricity, (2) the relationship between laboratory performance as…

  11. Toward Educational Testing Reform: Inside Reading Achievement Tests

    ERIC Educational Resources Information Center

    Schutz, Dick

    2013-01-01

    The commentary (1) uses the U. S. National Assessment of Educational Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.

  12. Teacher Use of Achievement Test Score Data

    ERIC Educational Resources Information Center

    Miller, Steven C.

    2012-01-01

    The Wyoming Department of Education (WDE) has invested time and money developing standardized achievement test score reports designed to give teachers data about each of their students' levels of mastery of particular concepts in order to differentiate their instruction. The purpose of this study was to determine the extent to which eighth-grade…

  13. Test Anxiety, Test Comfort and Student Achievement Test Performance.

    ERIC Educational Resources Information Center

    Fyans, Leslie J., Jr.

    The Illinois Inventory of Educational Progress (IIEP) Test Comfort Scale was administered and test results were studied in terms of student achievement and correlates of achievement. Using the revised, seven-item scale, it was determined that: in grade 4, there was no main significant effect for sex or ethnic differences, although Orientals and…

  14. RESOURCE LETTER AT-1 ON ACHIEVEMENT TESTING.

    ERIC Educational Resources Information Center

    KRUGLAK, HAYM

    SOURCES OF INFORMATION ABOUT THE MEASUREMENT OF STUDENT ACHIEVEMENT IN COLLEGE PHYSICS ARE PRESENTED. DESCRIPTIVE SUMMARIES INCLUDE COMPLETE CITATIONS OF PERTINENT DOCUMENTS PUBLISHED PRIOR TO 1965 AND ARE GROUPED IN CATEGORIES WHICH INCLUDE (1) BACKGROUND REFERENCES, (2) THEORY AND TECHNOLOGY IN TEST CONSTRUCTION, (3) ACHIEVEMENT TESTING, (4)…

  15. What grades and achievement tests measure

    PubMed Central

    Borghans, Lex; Golsteyn, Bart H. H.; Heckman, James J.; Humphries, John Eric

    2016-01-01

    Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, but the correlations among them are far from perfect. This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ. PMID:27830648

  16. Aligning Items and Achievement Levels: A Study Comparing Expert Judgments

    ERIC Educational Resources Information Center

    Kaliski, Pamela; Huff, Kristen; Barry, Carol

    2011-01-01

    For educational achievement tests that employ multiple-choice (MC) items and aim to reliably classify students into performance categories, it is critical to design MC items that are capable of discriminating student performance according to the stated achievement levels. This is accomplished, in part, by clearly understanding how item design…

  17. Standardized Testing: Measurement of Academic Achievement

    ERIC Educational Resources Information Center

    Weaver, Keshia

    2011-01-01

    Standardized testing has been a very important issue in education today. Many schools use the testing score to determine whether a child should continue to the next grade level. As we review the methods teachers use to prepare students for these types of tests, the amount of instruction time utilized to cover test materials, and the level of…

  18. Exploratory Study of Levels of Cognitive Skills in Achievement Goals Program, Comprehensive Test of Basic Skills, and a Commercial Program Using the Taxonomy of Educational Objectives.

    ERIC Educational Resources Information Center

    San Diego City Schools, CA. Evaluation Services Dept.

    Using Bloom's Taxonomy of Educational Objectives (1956), this study explores whether the San Diego Schools are teaching and/or testing higher level cognitive skills. The Taxonomy arranges cognitive processes in ascending order in six areas; (1) recall of knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6)…

  19. Exploratory Studies of Bias in Achievement Tests.

    ERIC Educational Resources Information Center

    Green, Donald Ross; Draper, John F.

    This paper considers the question of bias in group administered academic achievement tests, bias which is inherent in the instruments themselves. A body of data on the test of performance of three disadvantaged minority groups--northern, urban black; southern, rural black; and, southwestern, Mexican-Americans--as tryout samples in contrast to…

  20. High Stakes Testing and Student Achievement.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    The effects of high stakes testing may be critical in the lives of public school students and may have many consequences for schools and teachers. There are no easy answers in measuring student achievement and in holding teachers accountable for learner progress. High stakes testing also involves responsibilities on the part of the principal who…

  1. The Wide Range Achievement Test and the Peabody Individual Achievement Test: A Comparative Study.

    ERIC Educational Resources Information Center

    Harmer, William R.; Williams, Fern

    A comparison of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT) indicates that the two should be used interchangeably only with caution and understanding of the differences. While there is a moderate to high correlation between the test scores, nevertheless, the two have distinctly different strengths and…

  2. Project for Area Concentration Achievement Testing (PACAT).

    ERIC Educational Resources Information Center

    Austin Peay State Univ., Clarksville, TN.

    The history of the Project for Area Concentration Achievement Testing (PACAT), a university based national curriculum assessment project, is described in this report. The project performs surveys of academic curricula by content area, collects examination items from the faculty of participating departments, and constructs, distributes, and scores…

  3. Designing the Board's New Literature Achievement Test.

    ERIC Educational Resources Information Center

    Purves, Alan C.

    1968-01-01

    This article describes the problems that the College Entrance Examination Board's Committee of Review for the Examinations in English encountered in creating a fair, objective, hour-long literature achievement test which would meet four objectives--to measure the breadth of a student's reading, his understanding of that reading, his response to…

  4. The Wide Range Achievement Test and the Peabody Individual Achievement Test: A Comparative Study.

    ERIC Educational Resources Information Center

    Harmer, William R.; Williams, Fern

    1978-01-01

    The article presents a statistical and descriptive comparison, with emphasis on math subtests, of the Wide Range Achievement Test and the Peabody Individual Achievement Test, based on scores obtained from clients (in grades 1-12) at a university-affiliated learning disabilities center. (SBH)

  5. Organizational Health and Student Achievement in Tennessee Middle Level Schools

    ERIC Educational Resources Information Center

    Henderson, Christopher L.; Buehler, Alison E.; Stein, William L.; Dalton, John E.; Robinson, Teresa R.; Anfara, Vincent A., Jr.

    2005-01-01

    Although the successful middle level school was designed to address both the affective and cognitive development of young adolescents (NMSA 2003), academic achievement is the outcome of paramount importance in the current political context of accountability, high-stakes testing, and the No Child Left Behind Act of 2001. In their efforts to reform,…

  6. CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test.

    PubMed

    Codding, Robin S; Petscher, Yaacov; Truckenmiller, Adrea

    2015-05-01

    A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.

  7. Effort Analysis: Individual Score Validation of Achievement Test Data

    ERIC Educational Resources Information Center

    Wise, Steven L.

    2015-01-01

    Whenever the purpose of measurement is to inform an inference about a student's achievement level, it is important that we be able to trust that the student's test score accurately reflects what that student knows and can do. Such trust requires the assumption that a student's test event is not unduly influenced by construct-irrelevant factors…

  8. Proficiency Testing for Achieving Accreditation in Thermometry

    NASA Astrophysics Data System (ADS)

    Bruce, S.; Strouse, G. F.

    2009-02-01

    The establishment of traceability is an essential component of laboratory accreditation for calibration laboratories accredited by the National Voluntary Laboratory Accreditation Program (NVLAP). Traceability requires that an unbroken chain of comparisons to national standards with stated and documented uncertainties be established. The use of proficiency testing is an important tool for validating uncertainty claims contained within a Scope of Accreditation. As such, the National Institute of Standards and Technology (NIST) Thermometry Group conducts proficiency testing for NVLAP-accredited contact thermometry laboratories. These proficiency tests include thermometric fixed points, standard platinum resistance thermometers, industrial platinum resistance thermometers, thermistors, thermocouples, and liquid-in- glass thermometers. The NIST Thermometry Group proficiency tests scale inversely in difficulty as a function of the uncertainties contained within a facility’s Scope of Accreditation. The offered proficiency tests are designed to establish confidence in the participant’s calibration capabilities and uncertainty claims without being an undue burden to the calibration facility. The NIST Thermometry Group proficiency tests involve measurements of NIST-owned artifact(s) at NIST, measurements of the artifact(s) at the participant’s calibration facility, and then a second set of measurements at NIST. On completion of the measurement phase of a proficiency test, a detailed report is generated to give the difference in temperature realization between that of the participant and NIST and the degree of equivalence. As part of the goal to improve the participant’s measurement capabilities, the report also gives suggested solutions to any identified measurement issues that need attention. The role of proficiency testing as part of the process in achieving NVLAP accreditation in thermometry is discussed in the article. Additionally, the descriptions of the NIST

  9. Development of Achievement Test: Validity and Reliability Study for Achievement Test on Matter Changing

    ERIC Educational Resources Information Center

    Kara, Filiz; Celikler, Dilek

    2015-01-01

    For "Matter Changing" unit included in the Secondary School 5th Grade Science Program, it is intended to develop a test conforming the gains described in the program, and that can determine students' achievements. For this purpose, a multiple-choice test of 48 questions is arranged, consisting of 8 questions for each gain included in the…

  10. Louisiana's Graduation Exit Examination for the 21st Century (GEE 21). Released Test Items: Sample Student Work Illustrating GEE 21 Achievement Levels, Grade 10, English Language Arts

    ERIC Educational Resources Information Center

    Louisiana State Department of Education, 2004

    2004-01-01

    This document is part of a series of materials meant to promote understanding of the knowledge and skills students must have and the kinds of work they must produce to be successful on the GEE 21. The GEE 21 English Language Arts test is composed of four parts: Writing, Using Information Resources, Reading and Responding, and Proofreading.

  11. CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations among Indices and Unique Predictions with a State Achievement Test

    ERIC Educational Resources Information Center

    Codding, Robin S.; Petscher, Yaacov; Truckenmiller, Adrea

    2015-01-01

    A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM…

  12. Using a Multidimensional Approach to Measure the Impact of Classroom-Level Factors upon Student Achievement: A Study Testing the Validity of the Dynamic Model

    ERIC Educational Resources Information Center

    Kyriakides, Leonidas; Creemers, Bert P. M.

    2008-01-01

    The dynamic model does not only refer to different effectiveness factors and groupings of factors operating at different levels but also supports that each factor can be defined and measured using 5 dimensions: frequency, focus, stage, quality, and differentiation. The importance of taking each dimension into account is raised in this paper.…

  13. Teachers and Tests: Assessing Pupils' Reading Achievement in Primary Schools

    ERIC Educational Resources Information Center

    Johansson, Stefan; Myrberg, Eva; Rosen, Monica

    2012-01-01

    The purpose of the present study was to examine validity aspects of teachers' judgements of pupils' reading skills. Data come from Sweden's participation in the Progress in International Reading Literacy Study (PIRLS) 2001, for Grades 3 and 4. For pupils at the same achievement levels, as measured by PIRLS 2001 test, teachers' judgements of…

  14. Relationship between Uric Acid Level and Achievement Motivation. Final Report.

    ERIC Educational Resources Information Center

    Mueller, Ernst F.; French, John R. P., Jr.

    In an investigation of the relationship of uric acid (a metabolic end product) to achievement, this study hypothesized that a person's serum urate level (a factor often associated with gout) is positively related to achievement need as well as indicators of actual achievement. (Speed of promotion and number of yearly publications were chosen as…

  15. Predicting Mathematics Achievement by Motivation and Self-Efficacy across Gender and Achievement Levels

    ERIC Educational Resources Information Center

    Sartawi, AbdelAziz; Alsawaie, Othman N.; Dodeen, Hamzeh; Tibi, Sana; Alghazo, Iman M.

    2012-01-01

    This study investigated the extent to which self-efficacy and motivation served as a predictor for mathematics achievement of fifth grade students in United Arab Emirates (UAE) across gender and achievement levels. Self-efficacy was measured by two scales, which differed in levels of specificity--Category Specific and Task Specific. Motivation was…

  16. Directory of Achievement Tests for Occupational Education.

    ERIC Educational Resources Information Center

    Boyd, Joseph L., Jr.; Shimberg, Benjamin

    This directory was compiled to assist vocational teachers and researchers in locating tests in various occupational fields. Test data was gathered from publishers, directors of vocational programs, union officials, and members of the American Vocational Association. Selection of the instruments depended on their availability and standardization,…

  17. Grade Level of Achievement Reporting: Teacher and Administrator Handbook

    ERIC Educational Resources Information Center

    Armstrong, Dale; Laird, Alice; Mulgrew, Anne

    2006-01-01

    The purpose of this Handbook is to assist educators in understanding grade level of achievement (GLA), the role it plays in communicating student learning, and how to effectively implement the reporting of grade level of achievement for students enrolled in grades one through nine to Alberta Education as an adjunct to the on-going reporting to…

  18. Grade Level of Achievement Reporting: Teacher and Administrator Handbook. Revised

    ERIC Educational Resources Information Center

    Armstrong, Dale; Laird, Alice; Mulgrew, Anne

    2008-01-01

    The purpose of this Handbook is to assist educators in understanding grade level of achievement (GLA), the role it plays in communicating student learning, and how to effectively implement the reporting of grade level of achievement for students enrolled in grades one through nine to Alberta Education as an adjunct to the on-going reporting to…

  19. Piagetian Tasks, Traditional Intelligence and Achievement Tests.

    ERIC Educational Resources Information Center

    Kingma, J.; Koops, W.

    1983-01-01

    A study conducted with kindergarten and elementary school children showed that Piagetian tasks which measured seriation, conservation, and multiple classification were equal or superior to traditional intelligence tests in predicting number language, number line comprehension, and verbal arithmetic. (GC)

  20. Social Deprivation, School-Level Achievement and Special Educational Needs.

    ERIC Educational Resources Information Center

    Croll, Paul

    2002-01-01

    Data from interviews with 299 teachers in 46 English primary schools revealed that the correlation between free school meals and achievement and between free school meals and special educational needs may stem from teacher judgments. The very poorest schools with the lowest achievement have substantially higher levels of special needs identified…

  1. On the factor structure of standardized educational achievement tests.

    PubMed

    Gaffney, Tim W; Cudeck, Robert; Ferrer, Emilio; Widaman, Keith F

    2010-01-01

    This research analyzed the factor structure at both the item- and subtest-level of California's norm- and criterion-referenced standardized educational achievement tests (SEAT) used in that state's high-stakes educational accountability assessments. It was shown through full information factor analysis and multidimensional IRT models (e.g., TESTFACT and NOHARM) that, at the item-level, SEATs are invariably highly unidimensional (i.e., they appear to tap a unidimensional theta scale) even when items representing such diverse content areas such as English, science, mathematics, and history are analyzed simultaneously as a single measure. These item-level factors also accounted for a relatively small proportion (1/4 to 1/3) of the variance. It was also shown that, when these tests are analyzed using more reliable indicators such as subtests, a much richer factor structure emerged that accounted for a larger portion (about 2/3) of the total common variance. As expected, these factor structure configurations (and underlying dimensionality) were preserved across the item- and subtest-levels. However, the factors emerging from both the item- and subtest-level analyses were highly correlated and produced strong second-order and general factors. The meaning underlying these results was examined, along with their implications with respect to the assumptions underlying modern approaches to test calibration, scaling, and score interpretation.

  2. Dearborn 1981-82 Achievement Test Scores (Fifth Annual Report).

    ERIC Educational Resources Information Center

    Dearborn Public Schools, MI.

    The purpose of the fifth annual Dearborn Achievement Test Score report is to summarize and to help interpret the test results so that Dearborn citizens and educators will have a better understanding of the educational achievements of Dearborn students. The District-wide Testing Program assesses reading readiness, scholastic aptitude, academic…

  3. Validity of Standardized Achievement Tests for English Language Learners.

    ERIC Educational Resources Information Center

    Abedi, Jamal; Leon, Seth; Mirocha, Jim

    The concurrent validity of standardized achievement tests (the Stanford 9 and the Iowa Tests of Basic Skills) was examined using data from different school districts nationwide and a latent variable modeling approach. Items in the standardized achievement tests in several content areas were divided into parcels. Parcel scores were used to create…

  4. Provincial Report: Achievement Tests, September 1986. Student Evaluation.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Student Evaluation and Data Processing Branch.

    This document reports the provincial results of the June 1986 student achievement tests in Alberta in grade 3 mathematics, grade 6 science, and grade 9 English language arts. The achievement tests are specific to the program of studies prescribed by the Minister of Education. The document starts with general information about the testing program…

  5. Back to the Basics: In Defense of Achievement (and Achievement Tests) in College Admissions

    ERIC Educational Resources Information Center

    Geiser, Saul

    2009-01-01

    In this article, the author describes the growth and acceptance of achievement tests, such as the Scholastic Aptitude Test (SAT), over the past century, advocating that many SAT claims of equity, uniformity, technical reliability, and prediction, over traditional measures of academic achievement have been found to be illusory. Summarizing a series…

  6. Grade Level of Achievement: 2007-08 Report on Programs

    ERIC Educational Resources Information Center

    Alberta Education, 2009

    2009-01-01

    This report presents the outcomes of the analysis of Grade Level of Achievement (GLA) data at the provincial level to inform the program planning and evaluation needs of Alberta Education as well as school and central office based administrators. GLA data reported to Alberta Education is a teacher's judgment of a student's academic progress. GLA…

  7. Middle Level Best Practice and Student Achievement in Texas

    ERIC Educational Resources Information Center

    Williams, Dawn Michelle

    2015-01-01

    The purpose of this study was to determine the implementation level of best practice strategies for middle level education in the state of Texas described by This We Believe (AMLE, 2010) and to determine the relationship of those practices with the schools' academic achievement in math and reading. A survey was distributed to principals of all…

  8. A Study of the Construct Validity of Six Vocational Achievement Tests in the Ohio Vocational Education Achievement Test Program.

    ERIC Educational Resources Information Center

    Hines, Constance V.; And Others

    A study examined the construct validity of six vocational achievement tests used in the Ohio Vocational Achievement Testing Program. (Subject areas covered in the tests were agricultural mechanics, carpentry, diesel mechanics, distributive education for food services personnel, fabric services, and home economics/food service.) In order to…

  9. Self Statements, Test Anxiety and Academic Achievement: A Correlational Analysis.

    ERIC Educational Resources Information Center

    Couch, James V.; And Others

    An investigation of self-statements, test anxiety and academic achievement studied 426 college students. Research methodology is defined, demographics and student profiles for both facilitative and debilitative test anxiety are presented, with the resulting findings for each testing component. The student profile for high facilitative test anxiety…

  10. Testing Accommodations for ELL Students on an Achievement Test Battery

    ERIC Educational Resources Information Center

    Dockery, Lori Lee

    2013-01-01

    How well students perform on standardized tests can affect their educational paths and the rest of their lives. In addition, students' performances on state assessments will affect their schools due to the No Child Left Behind Act. For English language learners (ELLs), the success on tests may be diminished due to their inability to completely…

  11. Science at 0 Level: Subject Choice and Achievement.

    ERIC Educational Resources Information Center

    McGuffin, S. J.

    1983-01-01

    Examines science course selection by curriculum candidates (N=2178) for Northern Ireland GCE 0 level in 1980. Data are provided for nature (biology, chemistry, physics) and number of courses selected, and achievement (pass/failure rates). Data are also reported for males/females and type of school. (JN)

  12. Beyond ORF: Student-Level Predictors of Reading Achievement

    ERIC Educational Resources Information Center

    Canto, Angela I.; Proctor, Briley E.

    2013-01-01

    This study explored student-level predictors of reading achievement among third grade regular education students. Predictors included student demographics (sex and socioeconomic status (SES), using free and reduced lunch as proxy for SES), direct observations of reading skills (oral reading fluency (ORF) and word decoding skill (nonsense word…

  13. Test-Taking Strategies of High and Low Mathematics Achievers

    ERIC Educational Resources Information Center

    Hong, Eunsook; Sas, Maggie; Sas, John C.

    2006-01-01

    The authors explored test-preparation and test-taking strategies that high school students used in algebra tests. From a pool of high school students (N = 156), 61 students participated in interviews, and of those interviewed, 26 represented those who were high achieving as well as highly interested in mathematics (n = 15) vs. those who were low…

  14. The Defense Language Institute Foreign Language Center Achievement Test Program.

    ERIC Educational Resources Information Center

    Henderson, Robert G.

    This article describes the organization, functions, and components of the Defense Language Institute. The test division is responsible for aptitude, achievement, and proficiency tests and for test development in a variety of resident and non-resident programs. The progress that has been made over a 10-year period is also described and special…

  15. Effect of Direct Teaching Method on the Academic Achievement of High and Low Achievers in the Subject of English at the Secondary Level

    ERIC Educational Resources Information Center

    Hussain, Ishtiaq; Hamdani, Syed Nisar Hussain; Quraishi, Uzma; Zeeshan, Muhammad

    2010-01-01

    The major objective of the study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the Solomon Four-Design pre-test/post-test equivalent group design was considered to be the most useful design for this study. The pre-test was used to…

  16. Customizing a Norm-References Achievement Test to Achieve Curricular Validity: A Case Study.

    ERIC Educational Resources Information Center

    Jolly, S. Jean; Gramenz, Gary W.

    1984-01-01

    A norm-referenced achievement test, in combination with supplementary items, can be used to produce norm-referenced data as well as objective-referenced data. The experiences of the Palm Beach County (Florida) school district in developing and using such a test are described. (EGS)

  17. Biological Gender Differences in Students' Errors on Mathematics Achievement Tests

    ERIC Educational Resources Information Center

    Stewart, Christie; Root, Melissa M.; Koriakin, Taylor; Choi, Dowon; Luria, Sarah R.; Bray, Melissa A.; Sassu, Kari; Maykel, Cheryl; O'Rourke, Patricia; Courville, Troy

    2017-01-01

    This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications…

  18. Achievement Test Performance of Intellectually Advanced Preschool Children.

    ERIC Educational Resources Information Center

    Shorr, David N.; And Others

    1980-01-01

    The study assessed the feasibility of using the Peabody Individual Achievement Test (PIAT) with 24 intellectually precocious preschoolers. Ss' performances suggested that the PIAT is an appropriate instrument for assessing the academic skills of intellectually advanced preschoolers. (SBH)

  19. The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

    ERIC Educational Resources Information Center

    Nath, Samir Ranjan

    2012-01-01

    This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

  20. The Impact of Charter Schools on Promoting High Levels of Mathematics Achievement

    ERIC Educational Resources Information Center

    Plucker, Jonathan A.; Makel, Matthew C.; Rapp, Kelly E.

    2007-01-01

    This study compares achievement levels for high ability students attending charter schools and students in traditional public schools in Georgia. Researchers examined student achievement (as assessed by the state's Criterion-Referenced Competency Tests) using three comparison groups: students in the closest traditional schools with similar grade…

  1. High-Stakes Testing: Does It Increase Achievement?

    ERIC Educational Resources Information Center

    Nichols, Sharon L.

    2007-01-01

    I review the literature on the impact on student achievement of high-stakes testing. Its popularity as a mechanism for holding educators accountable has triggered studies to examine whether its promise to increase student learning has been fulfilled. The review concludes there is no consistent evidence to suggest high-stakes testing leads to…

  2. The Relationship between Learning Style, Test Anxiety and Academic Achievement

    ERIC Educational Resources Information Center

    Yazici, Kubilay

    2017-01-01

    This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…

  3. Problems and Issues in Translating International Educational Achievement Tests

    ERIC Educational Resources Information Center

    Arffman, Inga

    2013-01-01

    The article reviews research and findings on problems and issues faced when translating international academic achievement tests. The purpose is to draw attention to the problems, to help to develop the procedures followed when translating the tests, and to provide suggestions for further research. The problems concentrate on the following: the…

  4. The Word Part Levels Test

    ERIC Educational Resources Information Center

    Sasao, Yosuke; Webb, Stuart

    2017-01-01

    Knowledge of English affixes plays a significant role in increasing knowledge of words. However, few attempts have been made to create a valid and reliable measure of affix knowledge. The Word Part Levels Test (WPLT) was developed to measure three aspects of affix knowledge: form (recognition of written affix forms), meaning (knowledge of affix…

  5. Impact of testing styles and testing methods on achievement in general chemistry

    NASA Astrophysics Data System (ADS)

    Howell, Byron Edward

    2001-12-01

    This research conducted at a community college located in Northeast Texas studied testing style and testing methods in relation to achievement in general chemistry. Data was collected and examined from 212 participants. Of these, 143 completed both the MBTI and PEPS surveys. This provided 71 subjects designated as Sensor (S) types for the final phase of the study. The subjects were divided into two groups by performance on the PEPS. One group consisted of subjects that indicated a preference to communicate (test) using a formal/pencil-paper test format (linguistic testing style) and the other subjects indicated a preference to communicate (test) using a hands-on/movement test format (tactile testing style). All subjects were administered both a linguistic and tactile pretest prior to treatment and both a linguistic and tactile posttest after treatment. The data was analyzed using a 2 x 2 ANOVA for significant effects at the p < 0.05 level of confidence. The results indicated a significant interaction effect between the student testing style and test methods. While not conclusive, this study does indicate that the type of testing done in general chemistry may be favoring students with certain types of communication preferences (testing styles). Therefore students with many of the worker characteristics desired by the chemical industry may not be successful in general chemistry and choose a different career path.

  6. Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

    ERIC Educational Resources Information Center

    Halvari, Hallgeir; Skjesol, Knut; Bagoien, Tor Egil

    2011-01-01

    The present research tested the longitudinal relations over a school-year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students' mastery goals measured early in the…

  7. System-level flight test

    SciTech Connect

    Cornwall, J.; Dyson, F.; Eardley, D.; Happer, W.; LeLevier, R.; Nierenberg, W.; Press, W.; Ruderman, M.; Sullivan, J.; York, H.

    1999-11-23

    System-level flight tests are an important part of the overall effort by the United States to maintain confidence in the reliability, safety, and performance of its nuclear deterrent forces. This study of activities by the Department of Energy in support of operational tests by the Department of Defense was originally suggested by Dr. Rick Wayne, Director, National Security Programs, Sandia National Laboratory/Livermore, and undertaken at the request of the Department of Energy, Defense Programs Division. It follows two 1997 studies by JASON that focused on the Department of Energy's Enhanced Surveillance Program for the physics package — i.e. the nuclear warhead.

  8. Achieving network level privacy in Wireless Sensor Networks.

    PubMed

    Shaikh, Riaz Ahmed; Jameel, Hassan; d'Auriol, Brian J; Lee, Heejo; Lee, Sungyoung; Song, Young-Jae

    2010-01-01

    Full network level privacy has often been categorized into four sub-categories: Identity, Route, Location and Data privacy. Achieving full network level privacy is a critical and challenging problem due to the constraints imposed by the sensor nodes (e.g., energy, memory and computation power), sensor networks (e.g., mobility and topology) and QoS issues (e.g., packet reach-ability and timeliness). In this paper, we proposed two new identity, route and location privacy algorithms and data privacy mechanism that addresses this problem. The proposed solutions provide additional trustworthiness and reliability at modest cost of memory and energy. Also, we proved that our proposed solutions provide protection against various privacy disclosure attacks, such as eavesdropping and hop-by-hop trace back attacks.

  9. Cut performance levels and testing.

    PubMed

    Bennett, Bill; Moreland, Jeff

    2011-11-01

    While the ISEA performance levels and general recommendations detailed above can help tp provide guidance when selecting hand protection products, the responsibility for testing products for specific end-user applications still rests with the end user. We can indicate, for example, that a medium-weight, uncoated Kevlar glove will typically have an ISEA cut rating of 3, but we cannot say the glove will provide the level of protection needed for the range of jobs on an automobile assembly line. Another Level 3 glove might be better suited to an application the require the worker to have an oil grip. As glove manufacturers, we know gloves. We do not know the details about every workplace. We therefore, must look to our customers to provide us the properties they need for hand protection products that will sufficiently protect their workers on the job.

  10. Evaluating the Instructional Sensitivity of Four States' Student Achievement Tests

    ERIC Educational Resources Information Center

    Polikoff, Morgan S.

    2016-01-01

    As state tests of student achievement are used for an increasingly wide array of high- and low-stakes purposes, evaluating their instructional sensitivity is essential. This article uses data from the Bill and Melinda Gates Foundation's Measures of Effective Project to examine the instructional sensitivity of 4 states' mathematics and English…

  11. A Validity Investigation of the Achievement Anxiety Test.

    ERIC Educational Resources Information Center

    Plake, Barbara S.; And Others

    The concurrent validity of the Achievement Anxiety Test (AAT) and its factor structure are investigated to provide empirical evidence about the quality of AAT. State and trait anxiety were measured by State and Trait Anxiety Inventory (STAI), mathematics anxiety was assessed by a 24-item revised version of the 98-item Mathematics Anxiety Rating…

  12. A Validity Investigation of the Achievement Anxiety Test.

    ERIC Educational Resources Information Center

    Plake, Barbara S.; And Others

    1981-01-01

    The concurrent and predictive validity of the Achievement Anxiety Test (AAT) were investigated. The evidence gives cause to be concerned about the quality of a difference score because of the nonindependence of the two scores. Further, the underlying structure of the instrument appears to be more complex than originally hypothesized. (Author/GK)

  13. An Examination of English Language Proficiency and Achievement Test Outcomes

    ERIC Educational Resources Information Center

    Mojica, Tammy C.

    2013-01-01

    The purpose of the study was to compare the relationship between grade eight English language proficiency as measured by the ACCESS for ELL's assessment (Assessing Comprehension and Communication in English State to State for English Language Learners) and achievement test outcomes on the Pennsylvania System of School Assessment, a state mandated…

  14. How to achieve high-level expression of microbial enzymes

    PubMed Central

    Liu, Long; Yang, Haiquan; Shin, Hyun-dong; Chen, Rachel R.; Li, Jianghua; Du, Guocheng; Chen, Jian

    2013-01-01

    Microbial enzymes have been used in a large number of fields, such as chemical, agricultural and biopharmaceutical industries. The enzyme production rate and yield are the main factors to consider when choosing the appropriate expression system for the production of recombinant proteins. Recombinant enzymes have been expressed in bacteria (e.g., Escherichia coli, Bacillus and lactic acid bacteria), filamentous fungi (e.g., Aspergillus) and yeasts (e.g., Pichia pastoris). The favorable and very advantageous characteristics of these species have resulted in an increasing number of biotechnological applications. Bacterial hosts (e.g., E. coli) can be used to quickly and easily overexpress recombinant enzymes; however, bacterial systems cannot express very large proteins and proteins that require post-translational modifications. The main bacterial expression hosts, with the exception of lactic acid bacteria and filamentous fungi, can produce several toxins which are not compatible with the expression of recombinant enzymes in food and drugs. However, due to the multiplicity of the physiological impacts arising from high-level expression of genes encoding the enzymes and expression hosts, the goal of overproduction can hardly be achieved, and therefore, the yield of recombinant enzymes is limited. In this review, the recent strategies used for the high-level expression of microbial enzymes in the hosts mentioned above are summarized and the prospects are also discussed. We hope this review will contribute to the development of the enzyme-related research field. PMID:23686280

  15. Teaching Aptitude of Student Teachers and their Academic Achievements at Graduate Level

    ERIC Educational Resources Information Center

    Sajan, K. S.

    2010-01-01

    The present investigation aims at studying teaching aptitude of student teachers with respect to their gender and academic achievement at graduate level examination. The sample for this study is selected by stratified random sampling from the Teacher Education institutions of Malabar area of Kerala. Teaching Aptitude Test Battery (T A T B)…

  16. Level of Students' Achievement in Mathematics at the End of Elementary Education in Yemen

    ERIC Educational Resources Information Center

    Khair, Tarig Mohamed Ali Mohamed; Khairani, Ahmad Zamri; Elrofai, Tahra Aisa

    2012-01-01

    The main purpose of this study was to investigate the level of student's achievement in mathematics in Yemen. This study use a sample of 200 male students and 200 female students, chosen from eight government schools on the basis of diversified sampling techniques. A mathematics test which composed of seventy five items that covered geometrical…

  17. Academic Achievement, Perfectionism and Social Support as Predictors of Test Anxiety

    ERIC Educational Resources Information Center

    Yildirim, Ibrahim; Genctanirim, Dilek; Yalcin, Ilhan; Baydan, Yaprak

    2008-01-01

    This study examined likelihood of high school students' gender, levels of academic achievement, perfectionism and perceived social support in predicting their degree of test anxiety. Participants were 505 students from high schools in the Ankara metropolitan area. The Test Anxiety Inventory, Multidimensional Perfectionism Scale and Perceived…

  18. High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data

    ERIC Educational Resources Information Center

    Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

    2012-01-01

    The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of…

  19. Single-Parent Households and Children’s Educational Achievement: A State-Level Analysis

    PubMed Central

    Amato, Paul R.; Patterson, Sarah; Beattie, Brett

    2015-01-01

    Although many studies have examined associations between family structure and children’s educational achievement at the individual level, few studies have considered how the increase in single-parent households may have affected children’s educational achievement at the population level. We examined changes in the percentage of children living with single parents between 1990 and 2011 and state mathematics and reading scores on the National Assessment of Educational Progress. Regression models with state and year fixed effects revealed that changes in the percentage of children living with single parents were not associated with test scores. Increases in maternal education, however, were associated with improvements in children’s test scores during this period. These results do not support the notion that increases in single parenthood have had serious consequences for U.S. children’s school achievement. PMID:26188447

  20. Single-parent households and children's educational achievement: A state-level analysis.

    PubMed

    Amato, Paul R; Patterson, Sarah; Beattie, Brett

    2015-09-01

    Although many studies have examined associations between family structure and children's educational achievement at the individual level, few studies have considered how the increase in single-parent households may have affected children's educational achievement at the population level. We examined changes in the percentage of children living with single parents between 1990 and 2011 and state mathematics and reading scores on the National Assessment of Educational Progress. Regression models with state and year fixed effects revealed that changes in the percentage of children living with single parents were not associated with test scores. Increases in maternal education, however, were associated with improvements in children's test scores during this period. These results do not support the notion that increases in single parenthood have had serious consequences for U.S. children's school achievement.

  1. Predictors of cultural capital on science academic achievement at the 8th grade level

    NASA Astrophysics Data System (ADS)

    Misner, Johnathan Scott

    The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

  2. Measuring Student Achievement in Travel and Tourism. Sample Test Questions.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Business Education.

    The sample test items included in this document are intended as a resource for teachers of Marketing and Distributive Education programs with emphasis on hospitality and recreation marketing, and tourism and travel services marketing. The related curriculum material has been published in the Travel and Tourism syllabus, an advanced-level module in…

  3. Achievement Goals and Discrete Achievement Emotions: A Theoretical Model and Prospective Test

    ERIC Educational Resources Information Center

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

    2006-01-01

    A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) x 2 (positive/negative valence) taxonomy. Two prospective studies tested…

  4. Role of the Direct Teaching Method in the Academic Achievement of Students in English at the Secondary Level

    ERIC Educational Resources Information Center

    Hussain, Ishtiaq; Inamullah, Hafiz; Naseer-Ud-Din, Muhammad; Hafizatullah, Hafiz

    2009-01-01

    The major objective of this study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the "Solomon Four-Design pre-test/post-test equivalent group design" was considered to be the most useful design for this study. The pre-test…

  5. Grade 9 Achievement Test. Mathematics. June 1988 = 9e Annee Test de Rendement. Mathematiques. Juin 1988.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    This achievement test for ninth grade mathematics is written in both French and English. The test consists of 75 multiple-choice items. Students are given 90 minutes to complete the examination, with the use of calculators permitted. The test content covers a wide range of mathematical content including: positive and negative exponents; word…

  6. The Visual Aural Digit Span Test and Bender Gestalt Test as Predictors of Wide Range Achievement Test-Revised Scores.

    ERIC Educational Resources Information Center

    Smith, Teresa C.; Smith, Billy L.

    1988-01-01

    Examined Visual Aural Digit Span Test (VADS) and Bender-Gestalt (BG) scores as predictors of Wide Range Achievement Test-Revised (WRAT-R) scores among 115 elementary school students referred for low academic achievement. Divided children into three age groups. Results suggest BG and VADS Test can be effective screening devices for young children…

  7. Creative Artistic Achievement Is Related to Lower Levels of Alexithymia

    ERIC Educational Resources Information Center

    Lennartsson, Anna-Karin; Horwitz, Eva Bojner; Theorell, Töres; Ullén, Fredrik

    2017-01-01

    Alexithymia is characterized by deficits in the ability to identify, differentiate, and describe emotions--abilities that are of importance for social interactions, well-being, and, consequently, also for health. The aim of this study was to investigate whether achievements in cultural activities are associated with alexithymia. Participants from…

  8. Comparison of the Level of Using Metacognitive Strategies during Study between High Achieving and Low Achieving Prospective Teachers

    ERIC Educational Resources Information Center

    Doganay, Ahmet; Demir, Ozden

    2011-01-01

    The main purpose of this study is to compare the level of using metacognitive strategies during study between high achieving and low achieving prospective classroom teachers. This study was designed as a mixed method study. Metacognitive Learning Strategies Scale developed by Namlu (2004) was used to measure the use of metacognitive strategies…

  9. A Study of Relationship between Achievement Motivation, Self Concept and Achievement in English and Mathematics at Secondary Level

    ERIC Educational Resources Information Center

    Awan, Riffat-Un-Nisa; Noureen, Ghazala; Naz, Anjum

    2011-01-01

    This study examined the achievement and its relationship with achievement motivation and self concept. The subjects consisted of 336 students (146 males and 172 females) from four public and four private schools of the Sargodha district at the secondary level. Intact groups of all eight schools enrolled in 9th grade were involved in the study. An…

  10. Comparison of the Minnesota Percepto-Diagnostic Test-Revised and Bender-Gestalt in Predicting Achievement.

    ERIC Educational Resources Information Center

    Fuller, Gerald B.; Vance, Booney

    1993-01-01

    Investigated whether Minnesota Percepto-Diagnostic Test-Revised (MPD-R) or Bender-Gestalt Test (BG) would more accurately predict achievement at first-, third-, and fifth-grade levels. Administered both tests to 84 children in counterbalanced order. Results indicated that MPD-R was better predictor of achievement than BG, especially at first- and…

  11. The effects of preservice teacher's cognitive questioning level and redirecting on student science achievement

    NASA Astrophysics Data System (ADS)

    Riley, Joseph P., II

    The objectives of this experimental study were to investigate the effects of 100% high cognitive questions, 50% high cognitive questions and 0% high cognitive questions on primary and intermediate students' achievement at the knowledge, comprehension, and analysis levels. A second purpose was to examine the effects of redirecting questions on student achievement. Groups of 5 subjects were randomly selected from 16 intermediate and 16 primary classrooms and then randomly assigned to one of three treatment levels. Data were collected on 154 subjects. Within the three cognitive questioning treatment levels the subjects were also randomly assigned to one of two questioning strategies: (1) redirected and (2) directed. Redirection occurs when the teacher asks the same question to a number of students (in this case 2). Thirty preservice teachers conducted the treatments. The teachers were trained to follow a prescribed behavior pattern and were video taped during the treatment to insure fidelity to the scripted questions. At the end of the lesson a criterion test was administered with 3 subtests measuring at the knowledge, comprehension, and analysis levels of Bloom's Taxonomy. There was no significant difference among scores on the total criterion measure or the sub tests due to cognitive questioning level. There was a significant difference due to redirecting questions (p = 0.05). Students assigned to teachers using redirection scored significantly higher than those assigned to teachers not using this strategy. This difference was found on the knowledge subtest. Significant interactions occurred between questioning level and questioning strategy on the comprehension and total test.

  12. Student science achievement and the integration of indigenous knowledge in the classroom and on standardized tests

    NASA Astrophysics Data System (ADS)

    Benson, Juliann

    In science education, there has been little research focused on indigenous students' achievement on science standardized tests when indigenous knowledge is integrated into the test questions. However, there has been an increased amount of research investigating the impact of culturally relevant curriculum adaptations on indigenous students' achievement in standardized assessments (Aikenhead, 1997, 2001b; Barnhardt, 2005b). This dissertation examines the achievement gap that is present between American Indian and White students in Montana. I use data from Montana eighth-grade standardized state science tests to determine whether incorporating indigenous material into classrooms and on state standardized science tests supported these initiatives and whether expected outcomes, such as a decrease in the achievement gap and in increase in Native student test scores, are being generated. Using a quantitative methodology, this study focuses on how American Indian students in Montana perform on standardized state science assessments when knowledge from a cultural curriculum, "Indian Education for All," has been included on the tests. Montana is the first state in the United States to use a culturally relevant curriculum in all schools and to create standardized test items based on this curriculum. This study compares White and American Indian students' test scores on these particular test items and overall test scores to determine the effectiveness of the culturally relevant educational initiatives implemented by Montana's Office of Public Instruction in terms of student achievement on state standardized tests. Results of this study uncover the persistence of an achievement gap, with Native students still underperforming when compared to their majority counterparts. American Indian students continue to score at the "nearing proficiency" level, which is one level lower than White students are scoring, at the proficient level. When scores are investigated for items written

  13. Stability testing of low-level waste forms

    SciTech Connect

    Piciulo, P.L.; Shea, C.E.; Barletta, R.E.

    1983-01-01

    The NRC Technical Position on Waste Form identifies methods for thermal cycle testing and biodegradation testing of low-level waste forms. These tests were carried out on low-level waste forms to establish whether the tests are reasonable and can be achieved. The thermal-cycle test is believed adequate for demonstrating the thermal stability of solidified waste forms. The biodegradation tests are sufficient for distinguishing materials that are susceptible to biodegradation. However, failure of either of these tests should not be regarded of itself as an indication that the waste form will biodegrade to an extent that the form does not meet the stability requirements of 10 CFR Part 61.

  14. The National Item Analysis Program. Metropolitan Achievement Tests, 1978 Edition. Special Report Number 7.

    ERIC Educational Resources Information Center

    Psychological Corp., New York, NY.

    The following information on the development of the 1978 Metropolitan Achievement Tests (MAT), fifth edition, is given; the purpose and importance of item analysis, steps preceding item tryout, characteristics of the sample population, and data obtained. Item analysis allows elimination of undesirable items, adjustment of the difficulty level of…

  15. Using State or Study-Administered Achievement Tests in Impact Evaluations

    ERIC Educational Resources Information Center

    Olsen, Robert B.; Unlu, Fatih; Jaciw, Andrew P.

    2010-01-01

    This report, which has been prepared by Abt Associates for the Institute of Education Sciences' National Center for Education Evaluation and Regional Assistance, takes an important first step in sorting out the implications of relying on state tests for general, student-level measures of reading and math achievement in evaluations of educational…

  16. Modeling Student Test-Taking Motivation in the Context of an Adaptive Achievement Test

    ERIC Educational Resources Information Center

    Wise, Steven L.; Kingsbury, G. Gage

    2016-01-01

    This study examined the utility of response time-based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid-guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent…

  17. Organizational health and the achievement level of students in science at the secondary-level schools in Sri Lanka

    NASA Astrophysics Data System (ADS)

    Pakkeer-Jaufar, Pakkeer Cadermohideen

    This study sought to identify those organizational health factors that might have overriding influence on the achievement level of students in science in Sri Lankan secondary schools. This study involved 752 students, 33 science teachers, and 10 principals from two different districts, Ampara and Colombo, in Sri Lanka. Ten Tamil medium, secondary level, public schools were selected to participate in this study. Data were collected using four types of instruments: a questionnaire for pupils; interview schedules for science teachers and principals; checklists for classroom/school facilities, science laboratory facilities, and science practicals; and a science achievement test. The analysis focused on the collective perceptions of students, science teachers, and principals. Regression and path analyses were used as major analysis techniques, and the qualitative data provided by science teachers and principals were considered for a crosschecking of the quantitative inferences. The researcher found teacher affiliation, academic emphasis, and instructional leadership of the principal, in descending order, were the overriding influential factors on the achievement level of students in science in Sri Lankan secondary schools. At the same time a similar descending order was found in their mean values and qualities. The researcher concluded that increasing the quality of the organizational health factors in Sri Lankan secondary schools would result in improved better achievement in science. The findings further indicate that instructional leadership of the principal had both direct and indirect effects on students' achievement in science when academic emphasis and teacher affiliation were taken into account. In addition, the resource support of the principal did not make any difference in students' science achievement and the findings stress the availability of the resources for individual students instead of assuming the general facilities of the school are available to all

  18. Evidence of Construct Validity in Published Achievement Tests.

    ERIC Educational Resources Information Center

    Nolet, Victor; Tindal, Gerald

    Valid interpretation of test scores is the shared responsibility of the test designer and the test user. Test publishers must provide evidence of the validity of the decisions their tests are intended to support, while test users are responsible for analyzing this evidence and subsequently using the test in the manner indicated by the publisher.…

  19. Lightning testing at the subsystem level

    NASA Technical Reports Server (NTRS)

    Luteran, Frank

    1991-01-01

    Testing at the subsystem or black box level for lightning hardness is required if system hardness is to be assured at the system level. The often applied philosophy of lighting testing only at the system level leads to extensive end of the line design changes which result in excessive costs and time delays. In order to perform testing at the subsystem level two important factors must be defined to make the testing simulation meaningful. The first factor is the definition of the test stimulus appropriate to the subsystem level. Application of system level stimulations to the subsystem level usually leads to significant overdesign of the subsystem which is not necessary and may impair normal subsystem performance. The second factor is the availability of test equipment needed to provide the subsystem level lightning stimulation. Equipment for testing at this level should be portable or at least movable to enable efficient testing in a design laboratory environment. Large fixed test installations for system level tests are not readily available for use by the design engineers at the subsystem level and usually require special operating skills. The two factors, stimulation level and test equipment availability, must be evaluated together in order to produce a practical, workable test standard. The neglect or subordination of either factor will guarantee failure in generating the standard. It is not unusual to hear that test standards or specifications are waived because a specified stimulation level cannot be accomplished by in-house or independent test facilities. Determination of subsystem lightning simulation level requires a knowledge and evaluation of field coupling modes, peak and median levels of voltages and currents, bandwidths, and repetition rates. Practical limitations on test systems may require tradeoffs in lightning stimulation parameters in order to build practical test equipment. Peak power levels that can be generated at specified bandwidths with

  20. The Effects of Grade Level and Other Factors on the Achievement in Project Physics among High School Physics Students.

    ERIC Educational Resources Information Center

    Fletcher, Richard Kenard, Jr.

    This study was designed to determine experimentally the relationship between achievement and grade level for 64 tenth-grade students, 48 eleventh-grade students, and 95 twelfth-grade physics students. All students were enrolled in the Project Physics course in their respective schools. The Physics Achievement Test (PAT) and the algebra I and II…

  1. A Multi-Level Simultaneous Analysis of How Student and School Characteristics Are Related to Students' English Language Achievement

    ERIC Educational Resources Information Center

    Güvendir, Emre

    2015-01-01

    This study examines how student and school characteristics are related to Turkish students' English language achievement in Evaluation of Student Achievement Test (ÖBBS) of 2009. The participants of the study involve 43707 ninth year students who were required to take ÖBBS in 2009. For data analysis two level hierarchical linear modeling was…

  2. Achievement Testing for English Language Learners, Ready or Not?

    ERIC Educational Resources Information Center

    Tsang, Sau-Lim; Katz, Anne; Stack, Jim

    2008-01-01

    School reform efforts across the US have focused on creating systems in which all students are expected to achieve to high standards. To ensure that students reach those standards and to document what students know and can do, schools collect assessment information on students' academic achievement. More information is needed, however, to find out…

  3. Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

    PubMed Central

    Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda

    2016-01-01

    In the context of adolescents’ subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents’ SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students’ academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students’ GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents’ SWB are discussed with regard to potential underlying processes. PMID:26779096

  4. Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects.

    PubMed

    Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda

    2015-01-01

    In the context of adolescents' subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents' SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students' academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students' GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents' SWB are discussed with regard to potential underlying processes.

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

    ERIC Educational Resources Information Center

    Airola, Denise Tobin

    2011-01-01

    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…

  6. Implicit theories of intelligence, perceived academic competence, and school achievement: testing alternative models.

    PubMed

    Gonida, Eleftheria; Kiosseoglou, Grigoris; Leondari, Angeliki

    2006-01-01

    In the present study 3 alternative causal models concerning the relationships between implicit theories of intelligence, perceived academic competence, and school achievement were tested. The direction of changes in implicit theories and perceived competence during early adolescence also was examined. A total of 187 fifth and sixth graders were tested and retested a year later, when they were sixth and seventh graders, respectively. Cross-lagged regression analyses indicated that school achievement determined the adoption of a particular implicit theory through the mediation of perceived competence. Implicit theories were found to change toward the adoption of more incremental beliefs and perceived academic competence declined; however, high achievers, as compared with their low- and middle-level classmates, adopted more incremental beliefs and had significantly higher perceived competence.

  7. Developing models to predict 8th grade students' achievement levels on timss science based on opportunity-to-learn variables

    NASA Astrophysics Data System (ADS)

    Whitford, Melinda M.

    Science educational reforms have placed major emphasis on improving science classroom instruction and it is therefore vital to study opportunity-to-learn (OTL) variables related to student science learning experiences and teacher teaching practices. This study will identify relationships between OTL and student science achievement and will identify OTL predictors of students' attainment at various distinct achievement levels (low/intermediate/high/advanced). Specifically, the study (a) address limitations of previous studies by examining a large number of independent and control variables that may impact students' science achievement and (b) it will test hypotheses of structural relations to how the identified predictors and mediating factors impact on student achievement levels. The study will follow a multi-stage and integrated bottom-up and top-down approach to identify predictors of students' achievement levels on standardized tests using TIMSS 2011 dataset. Data mining or pattern recognition, a bottom-up approach will identify the most prevalent association patterns between different student achievement levels and variables related to student science learning experiences, teacher teaching practices and home and school environments. The second stage is a top-down approach, testing structural equation models of relations between the significant predictors and students' achievement levels according.

  8. On Reporting Student Achievement: The Need for Meaningful Test Results

    ERIC Educational Resources Information Center

    Linden, Kathryn W.; Garrison, Wayne M.

    1977-01-01

    This paper provides users of teacher-made tests with a computer program designed to improve reporting of student performance on academic tasks. Test planning and construction and form and technique for reporting student performance are described. (CHK)

  9. Maladaptive achievement patterns: a test of a diathesis-stress analysis of helplessness.

    PubMed

    Boggiano, A K

    1998-06-01

    The present study tested the assumptions, derived from a diathesis-stress model, that students' perceptions of autonomy-support in their classroom produce a relatively intrinsic as opposed to extrinsic motivational approach to academic tasks and that this approach, in turn, predicts qualitatively different responses to uncontrollable events. It was further assumed that students' motivational orientation would be more reliable than attributional style or perceptions of competence in predicting achievement patterns, including performance level after failure, use of adaptive attributions, and overall achievement scores. Results supported these predictions and further demonstrated, in longitudinal analyses, that motivational orientation may contribute to the formation of perceptions of competence and attributional style in students.

  10. Adolescent Sleep Duration, Variability, and Peak Levels of Achievement and Mental Health.

    PubMed

    Fuligni, Andrew J; Arruda, Erin H; Krull, Jennifer L; Gonzales, Nancy A

    2017-01-27

    To inform public health recommendations for adolescent sleep, the amounts of sleep associated with the highest levels of academic achievement and mental health were examined. The degree to which daily variability in sleep duration represents an underappreciated but functionally significant sleep behavior also was tested. A total of 421 adolescents (Mage  = 15.03 years) with Mexican-American backgrounds reported nightly sleep times for 2 weeks; approximately 80% repeated the same protocol 1 year later. Multilevel modeling indicated that the amount of sleep associated with the lowest levels of internalizing and externalizing symptoms was more than 1 hr greater than the amount associated with the highest levels of academic performance. Greater daily variability in sleep duration predicted greater symptomatology and mixed academic outcomes.

  11. Mathematical Models of the Value of Achievement Testing.

    ERIC Educational Resources Information Center

    Pinsky, Paul D.

    The mathematical models of this paper were developed as an outgrowth of working with the Comprehensive Achievement Monitoring project (Project CAM) which was conceived as a model and application of sampling procedures such as those used in industrial quality control techniques to educational measurement. This paper explores mathematical modeling…

  12. Challenging Masculinities: Disability and Achievement in Testing Times.

    ERIC Educational Resources Information Center

    Benjamin, Shereen

    2001-01-01

    Describes a feminist project on masculinities involving boys in a special education school. These labeled, segregated boys were invested in achieving successful positioning within a culture of hegemonic masculinity. Institutional and media preoccupations with quantifiable academic attainments had reinscribed them within a world of hetero/sexist…

  13. Testing the Connection: Student Achievement, Student Behavior, and New Construction

    ERIC Educational Resources Information Center

    Cox, Edward P.; Landis, Lynn Patrick

    2013-01-01

    This article asks the following questions: (1) Is there a link between new construction and student achievement? (2) What role does socioeconomics play in the answer? Data were collected for seven academic indicators and two behavioral indicators. The high schools ranked in the lowest wealth quartile were then divided into two groups: schools with…

  14. Bilingual vs. Oral Education: A Comparison of Academic Achievement Levels in Deaf Eighth-Graders from Two Decades.

    ERIC Educational Resources Information Center

    Heiling, Kerstin

    This study examined whether the level of academic achievement changed when deaf pupils in Sweden were introduced to sign communication at the preschool or kindergarten level. The study compared performance of 40 deaf students, attending a school for the deaf, on a comprehensive testing program (covering Swedish language and mathematical and…

  15. Test Reliability by Ability Level of Examinees.

    ERIC Educational Resources Information Center

    Green, Kathy; Sax, Gilbert

    Achievement test reliability as a function of ability was determined for multiple sections of a large university French class (n=193). A 5-option multiple-choice examination was constructed, least attractive distractors were eliminated based on the instructor's judgment, and the resulting three forms of the examination (i.e. 3-, 4-, or 5-choice…

  16. Food Service Worker. Dietetic Support Personnel Achievement Test.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater.

    This guide contains a series of multiple-choice items and guidelines to assist instructors in composing criterion-referenced tests for use in the food service worker component of Oklahoma's Dietetic Support Personnel training program. Test items addressing each of the following occupational duty areas are provided: human relations; personal…

  17. Food Service Supervisor. Dietetic Support Personnel Achievement Test.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater.

    This guide contains a series of multiple-choice items and guidelines to assist instructors in composing criterion-referenced tests for use in the food service supervisor component of Oklahoma's Dietetic Support Personnel training program. Test items addressing each of the following occupational duty areas are provided: human relations; nutrient…

  18. Cherry Creek Schools Student Achievement Testing, 1986-87.

    ERIC Educational Resources Information Center

    Bracey, Gerald W.; And Others

    In order to assess the locally developed curricula, the Cherry Creek School District of Colorado developed several objective-referenced tests focused on objectives that instructional staff have identified as important for all district students. The local assessments are designed to work in conjunction with the Iowa Tests of Basic Skills (ITBSs) to…

  19. Food Production Worker. Dietetic Support Personnel Achievement Test.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater.

    This guide contains a series of multiple-choice items and guidelines to assist instructors in composing criterion-referenced tests for use in the food production worker component of Oklahoma's Dietetic Support Personnel training program. Test items addressing each of the following occupational duty areas are provided: human relations; hygiene and…

  20. Test Review: Kaufman, A. S., & Kaufman, N. L. (2014), "Kaufman Test of Educational Achievement, Third Edition." Bloomington, MN: NCS Pearson

    ERIC Educational Resources Information Center

    Frame, Laura B.; Vidrine, Stephanie M.; Hinojosa, Ryan

    2016-01-01

    The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive academic achievement test (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individual achievement test normed for individuals of ages 4 through 25 years, or for those in…

  1. Harmonization of laboratory testing - Current achievements and future strategies.

    PubMed

    Tate, Jillian R; Johnson, Roger; Barth, Julian; Panteghini, Mauro

    2014-05-15

    Harmonization in laboratory testing is more far-reaching than merely analytical harmonization. It includes all aspects of the total testing process from the "pre-pre-analytical" phase through analysis to the "post-post-analytical" phase. Harmonizing the pre-analytical phase requires use of standardized operating procedures for correct test selection, sample collection and handling, while standardized test terminology, and units and traceability to ISO standard 17511 are required to ensure equivalency of measurement results. Use of harmonized reference intervals and decision limits for analytes where platforms share allowable bias requirements will reduce inaccurate clinical interpretation and unnecessary laboratory testing. In the post-analytical phase, harmonized procedures for the management of critical laboratory test results are required to improve service quality and ensure patient safety. Monitoring of the outcomes of harmonization activities is through surveillance by external quality assessment schemes that use commutable materials and auditing of the "pre-pre-analytical" and "post-post-analytical" phases. Successful implementation of harmonization in laboratory testing requires input by all stakeholders, including the clinical laboratory community, diagnostics industry, clinicians, professional societies, IT providers, consumer advocate groups and governmental bodies.

  2. Achievement Testing of Disadvantaged and Minority Students for Educational Program Evaluation.

    ERIC Educational Resources Information Center

    Wargo, Michael J., Ed.; Green, Donald Ross, Ed.

    The following papers were delivered: Introductory Remarks, John W. Evans; An Evaluator's Perspective, Michael J. Wargo; Problems of Achievement Tests in Program Evaluation, Donald Ross Green; Diverse Human Populations and Problems in Educational Program Evaluation via Achievement Testing, Edmund W. Gordon; Critical Issues in Achievement Testing of…

  3. Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement

    PubMed Central

    GLENNIE, ELIZABETH; BONNEAU, KARA; VANDELLEN, MICHELLE; DODGE, KENNETH A.

    2013-01-01

    Background/Context Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. Purpose/Objective/Focus This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Research Design Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time—that is, between one year’s achievement and the subsequent year’s dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. Findings/Results This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved

  4. What Is Important in Electronic Textbooks for Students of Different Achievement Levels?

    ERIC Educational Resources Information Center

    Luik, Piret; Mikk, Jaan

    2008-01-01

    This paper reports the findings of a study that explored which characteristics of electronic textbooks correlated with knowledge acquisition by learners of different achievement levels. The study was carried out on 35 units of electronic textbooks that were studied by 19 high-achieving and 19 low-achieving students in four Estonian schools. The…

  5. Mechanized pivot shift test achieves greater accuracy than manual pivot shift test.

    PubMed

    Musahl, Volker; Voos, James; O'Loughlin, Padhraig F; Stueber, Volker; Kendoff, Daniel; Pearle, Andrew D

    2010-09-01

    The objective of this study was to design a navigated mechanized pivot shift test setup and evaluate its repeatability in the ACL-deficient knee. It was hypothesized that translations and rotations measured with the mechanized pivot shift would be more repeatable when compared to those obtained with a manual pivot shift. Twelve fresh frozen cadaveric hip-to-toe whole lower extremities were used for this study. A manual pivot shift test was performed in the intact knee and in the ACL-deficient knee and was repeated three times. A navigation system simultaneously recorded tibial translation and rotation. The mechanized pivot shift test consists of a modified continuous passive motion (CPM) machine and a custom-made foot holder to allow for the application of internal rotation moments at the knee. Valgus moments were achieved by a 45 degrees tilt of the CPM machine with respect to the supine position and a Velcro strap secured across the proximal tibia. The mechanized pivot shift was repeated three times. Repeated measures ANOVA was used to compare manual and mechanized pivot shift testing. An intra-class correlation coefficient (ICC) was used to determine variability within each knee at each testing condition. In the ACL-deficient knee, translation with manual pivot shift testing (11.7 +/- 2.6 mm) was significantly higher than with mechanized pivot shift testing (7.4 +/- 2.5 mm; p < 0.05). Rotation with the manual pivot shift testing (18.6 +/- 5.4 degrees) was also significantly higher than with mechanized pivot shift testing (11.0 +/- 2.3 degrees; p < 0.05). The intra-class ICC for translations was 0.76 for manual pivot shift and 0.92 for the mechanized pivot shift test. The intra-class ICC for rotations was 0.89 for manual pivot shift and 0.82 for the mechanized pivot shift test. This study introduced a modified CPM for mechanized pivot shift testing. Although recorded translations and rotations with the mechanized pivot shift test were lower than with manual

  6. Building America Residential System Research Results: Achieving 30% Whole House Energy Savings Level in Cold Climates

    SciTech Connect

    Building Industry Research Alliance; Building Science Consortium; Consortium for Advanced Residential Buildings; Florida Solar Energy Center; IBACOS; National Renewable Energy Laboratory

    2006-08-01

    The Building America program conducts the system research required to reduce risks associated with the design and construction of homes that use an average of 30% to 90% less total energy for all residential energy uses than the Building America Research Benchmark, including research on homes that will use zero net energy on annual basis. To measure the program's progress, annual research milestones have been established for five major climate regions in the United States. The system research activities required to reach each milestone take from 3 to 5 years to complete and include research in individual test houses, studies in pre-production prototypes, and research studies with lead builders that provide early examples that the specified energy savings level can be successfully achieved on a production basis. This report summarizes research results for the 30% energy savings level and demonstrates that lead builders can successfully provide 30% homes in Cold Climates on a cost-neutral basis.

  7. Performance Assessment of High and Low Income Families through "Online RAW Achievement Battery Test" of Primary Grade Students

    ERIC Educational Resources Information Center

    Ahmed, Tamim; Hanif, Maria

    2016-01-01

    This study is intended to investigate student's achievement capability among two families i.e. Low and High income families and designed for primary level learners. A Reading, Arithmetic and Writing (RAW) Achievement test that was developed as a part of another research study (Tamim Ahmed Khan, 2015) was adopted for this study. Both English medium…

  8. Cost optimization of spacecraft test levels

    NASA Technical Reports Server (NTRS)

    Young, J. P.

    1974-01-01

    Common to all nondestructive type testing of hardware that provides the necessary confidence in the design is the question regarding the proper magnitude of the test level. The objective of this investigation was to study the possibility of establishing cost optimized test levels of a rather general nature. This investigation was based on studying the influence of test level on a cost of error cost model that reflects the adverse effects of 'undertesting' and 'overtesting'. For the assumed conditions of normal distribution for the random variables and a protoflight spacecraft case, the results indicated that the limits for an optimum test factor can range between slightly less than 1.0 to slightly more than 1.5.

  9. WIDE RANGE ACHIEVEMENT TEST IN AUTISM SPECTRUM DISORDER: TEST-RETEST STABILITY.

    PubMed

    Jantz, Paul B; Bigler, Erin D; Froehlich, Alyson L; Prigge, Molly B D; Cariello, Annahir N; Travers, Brittany G; Anderson, Jeffrey; Zielinski, Brandon A; Alexander, Andrew L; Lange, Nicholas; Lainhart, Janet E

    2015-06-01

    The principal goal of this descriptive study was to establish the test-retest stability of the Reading, Spelling, and Arithmetic subtest scores of the Wide Range Achievement Test (WRAT-3) across two administrations in individuals with autism spectrum disorder. Participants (N = 31) were males ages 6-22 years (M = 15.2, SD = 4.0) who were part of a larger ongoing longitudinal study of brain development in children and adults with autism spectrum disorder (N = 185). Test-retest stability for all three subtests remained consistent across administration periods (M = 31.8 mo., SD = 4.1). Age at time of administration, time between administrations, and test form did not significantly influence test-retest stability. Results indicated that for research involving individuals with autism spectrum disorder with a full scale intelligence quotient above 75, the WRAT-3 Spelling and Arithmetic subtests have acceptable test-retest stability over time and the Reading subtest has moderate test-retest stability over time.

  10. Ontario Pins Hopes on Practices, Not Testing, to Achieve

    ERIC Educational Resources Information Center

    Olson, Lynn

    2007-01-01

    This article reports on Ontario's way of school improvement which focuses less on test-score results and more on engaging teachers and principals. Like the United States, the Canadian province of Ontario has committed itself to reaching key numeric targets: at least 75 percent of 6th graders able to read, write, and do mathematics at the…

  11. Curriculum and Testing Strategies to Maximize Special Education STAAR Achievement

    ERIC Educational Resources Information Center

    Johnson, William L.; Johnson, Annabel M.; Johnson, Jared W.

    2015-01-01

    This document is from a presentation at the 2015 annual conference of the Science Teachers Association of Texas (STAT). The two sessions (each listed as feature sessions at the state conference) examined classroom strategies the presenter used in his chemistry classes to maximize Texas end-of-course chemistry test scores for his special population…

  12. Big fish in big ponds: a multilevel analysis of test anxiety and achievement in special gifted classes.

    PubMed

    Goetz, Thomas; Preckel, Franzis; Zeidner, Moshe; Schleyer, Esther

    2008-04-01

    This study analyzes the effects of individual achievement and achievement level of student reference group on test anxiety in a national sample of 769 gifted Israeli students (grade levels 4-9), which was previously investigated by Zeidner and Schleyer (1999a). We hypothesized that when controlling for individual achievement, students' experiences of test anxiety should increase with the increasing ability level of their peer reference group. It was assumed that this effect was largely mediated by reference group effects on academic self-concept (big-fish-little-pond effect). Zeidner and Schleyer found that gifted students within a gifted peer reference group showed higher levels of test anxiety than gifted students within a non-gifted peer reference group. Of note, the present study focused exclusively on gifted students attending special gifted classes. The main research question was whether or not the assumed effects of individual and class achievement can be found for gifted students in special gifted classes when taking the variance of achievement level (grades) of the special gifted classes into account. Using hierarchical linear modeling (HLM) methodology, the assumed effects were vindicated for this special group of high ability students. Thus, in line with previous results, the Worry component of test anxiety was more highly reactive to the effects of individual achievement than the Emotionality component. Also, in line with our theoretical assumptions, achievement/anxiety relations were largely mediated by the effects of academic self-concept.

  13. Benefits of Spacecraft Level Vibration Testing

    NASA Technical Reports Server (NTRS)

    Gordon, Scott; Kern, Dennis L.

    2015-01-01

    NASA-HDBK-7008 Spacecraft Level Dynamic Environments Testing discusses the approaches, benefits, dangers, and recommended practices for spacecraft level dynamic environments testing, including vibration testing. This paper discusses in additional detail the benefits and actual experiences of vibration testing spacecraft for NASA Goddard Space Flight Center (GSFC) and Jet Propulsion Laboratory (JPL) flight projects. JPL and GSFC have both similarities and differences in their spacecraft level vibration test approach: JPL uses a random vibration input and a frequency range usually starting at 5 Hz and extending to as high as 250 Hz. GSFC uses a sine sweep vibration input and a frequency range usually starting at 5 Hz and extending only to the limits of the coupled loads analysis (typically 50 to 60 Hz). However, both JPL and GSFC use force limiting to realistically notch spacecraft resonances and response (acceleration) limiting as necessary to protect spacecraft structure and hardware from exceeding design strength capabilities. Despite GSFC and JPL differences in spacecraft level vibration test approaches, both have uncovered a significant number of spacecraft design and workmanship anomalies in vibration tests. This paper will give an overview of JPL and GSFC spacecraft vibration testing approaches and provide a detailed description of spacecraft anomalies revealed.

  14. Testing a Motivational Model of Achievement: How Students' Mathematical Beliefs and Interests Are Related to Their Achievement

    ERIC Educational Resources Information Center

    Jones, Brett D.; Wilkins, Jesse L. M.; Long, Margaret H.; Wang, Feihong

    2012-01-01

    Blackwell et al. (Child Development 78(1):246-263, 2007) tested a motivational model of achievement in which an incremental theory of intelligence leads to learning goals and positive effort beliefs, which leads to fewer ability-based, helpless attributions, and more positive strategies, which leads to improved grades. In the present study, we…

  15. Construct Validity of the Computerized Continuous Performance Test with Measures of Intelligence, Achievement, and Behavior.

    ERIC Educational Resources Information Center

    Campbell, Janice Whitten; And Others

    1991-01-01

    Administered Continuous Performance Test (CPT), Wechsler Intelligence Scale for Children-Revised, Wide Range Achievement Test-Revised, Bender Visual-Motor Gestalt Test, and reading comprehension subtest of Peabody Individual Achievement Test to 54 school-aged children and adolescents referred for evaluation of learning disabilities. Parents…

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

    ERIC Educational Resources Information Center

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

    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,…

  17. Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement

    ERIC Educational Resources Information Center

    Yildiz, Ali

    2012-01-01

    In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test…

  18. Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students

    ERIC Educational Resources Information Center

    Rezazadeh, Mohsen; Tavakoli, Mansoor

    2009-01-01

    The construct of anxiety plays a major role in one's life. One of these anxieties is test anxiety or apprehension over academic evaluation. The present study was designed to investigate the relationship between gender, academic achievement, years of study and levels of test anxiety. This investigation is a descriptive analytic study and was done…

  19. Relationships between Chronological Age, Developmental Age, and Standardized Achievement Tests in Kindergarten.

    ERIC Educational Resources Information Center

    Freberg, Laura

    1991-01-01

    Evaluated chronological age and results of Gesell School Readiness Test as predictors of kindergarten performance as measured by Stanford Achievement Test. Results from 284 kindergarten children indicated that both chronological and developmental age provided good predictors of Stanford Achievement Test performance in kindergarten. Findings have…

  20. Achievement Goals as Mediators of the Relationship between Competence Beliefs and Test Anxiety

    ERIC Educational Resources Information Center

    Putwain, David W.; Symes, Wendy

    2012-01-01

    Background: Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. Aim: To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations.…

  1. Relationship of Achievement Test Scores and State Board Performance in a Diploma Nursing Program.

    ERIC Educational Resources Information Center

    Washburn, Gail

    The relationship between the National League for Nursing (NLN) achievement test scores and performance on the State Board Test Pool Examination (SBTPE) was studied with 166 graduates of a diploma degree school of nursing between 1976 and 1978. It was found that NLN achievement test scores had a highly significant correlation with SBTPE results.…

  2. The Screening Test of Academic Readiness (STAR) as a Predictor of Third-Grade Achievement.

    ERIC Educational Resources Information Center

    Nichta, Lawrence J., Jr.; And Others

    1982-01-01

    Evaluated the Screening Test of Academic Readiness (STAR) using a sample of 28 third graders. The third graders' scores on the Peabody Individual Achievement Test were correlated with their total STAR scores from prekindergarten testing. Results showed the STAR is a useful instrument for predicting third grade achievement. (Author/JAC)

  3. The Effect of Teacher Certification and Task Level on Mathematics Achievement.

    ERIC Educational Resources Information Center

    Mandeville, Garrett K.; Liu, Qiduan

    1997-01-01

    This study examined the interaction effect of teachers' mathematics preparation and the thinking level of mathematics problems on student performance. Achievement scores of students whose teachers differed on level of mathematics preparation indicated that students performed better on higher level thinking tasks when teachers had advanced…

  4. Profiling Differences in Achievement and Social Goals of Students at Different Levels of Expertise

    ERIC Educational Resources Information Center

    O'Malley, Patricia Tenowich; Sonnenschein, Susan

    2010-01-01

    The purpose of this study was to integrate domain-learning theory and goal theory to investigate the learning processes, achievement goals, social goals, and achievement of 141 college students. Cluster-analytic procedures were used to categorize participants at different levels of expertise based on their responses on knowledge, interest, and…

  5. Leading in the Middle: Leadership Behaviors of Middle Level Principals that Promote Student Achievement

    ERIC Educational Resources Information Center

    Minus, Eric L.

    2010-01-01

    This study sought to investigate the relationship between middle school principals' instructional leadership behaviors and student achievement. In particular, this study investigated the specific principal leadership behaviors of middle level principals that promote student achievement in school. A secondary variable for consideration was student…

  6. Evaluation Studies of the Nuffield A-Level Biology Trials - 4. School Characteristics and Achievement

    ERIC Educational Resources Information Center

    Kelly, P. J.

    1972-01-01

    Teacher motivation, class size, type of school (administrative arrangement), and instructional facilities available had little differential influence on student achievement in the trials of the Nuffield A-Level Biology course. The mean achievement of the students in the schools tended to reflect the general calibre and aspirations of past and…

  7. Neuroanatomical correlates of performance in a state-wide test of math achievement.

    PubMed

    Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R

    2017-03-03

    The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related to the development of math skills. However, it is unknown how these findings relate to in-school math learning. The present study is the first to address this issue by investigating the relationship between regional differences in grey matter (GM) volume and performance in grade-level mathematics as measured by a state-wide, school-based test of math achievement (TCAP math) in children from 3rd to 8th grade. Results show that increased GM volume in the bilateral hippocampal formation and the right inferior frontal gyrus, regions associated with learning and memory, is associated with higher TCAP math scores. Secondary analyses revealed that GM volume in the left angular gyrus had a stronger relationship to TCAP math in grades 3-4 than in grades 5-8 while the relationship between GM volume in the left inferior frontal gyrus and TCAP math was stronger for grades 5-8. These results suggest that the neuroanatomical architecture related to in-school math achievement differs from that related to math achievement measured by standardized tests, and that the most related neural structures differ as a function of grade level. We suggest, therefore, that the use of school-relevant outcome measures is critical if neuroscience is to bridge the gap to education.

  8. The Ontario Test of English Achievement. The Final Report on Its Development.

    ERIC Educational Resources Information Center

    Evans, P.; And Others

    Information on the Ontario Test of English Achievement is presented. Attention is directed to the background and objectives of the test, test development, subtest characteristics and properties, validity, and recommendations concerning test use. The objective of the test was to determine the language competence of incoming students to assist…

  9. Ultrasonic interface level analyzer shop test procedure

    SciTech Connect

    STAEHR, T.W.

    1999-05-24

    The Royce Instrument Corporation Model 2511 Interface Level Analyzer (URSILLA) system uses an ultrasonic ranging technique (SONAR) to measure sludge depths in holding tanks. Three URSILLA instrument assemblies provided by the W-151 project are planned to be used during mixer pump testing to provide data for determining sludge mobilization effectiveness of the mixer pumps and sludge settling rates. The purpose of this test is to provide a documented means of verifying that the functional components of the three URSILLA instruments operate properly. Successful completion of this Shop Test Procedure (STP) is a prerequisite for installation in the AZ-101 tank. The objective of the test is to verify the operation of the URSILLA instruments and to verify data collection using a stand alone software program.

  10. Achievement motivation level in students of Shiraz University of Medical Sciences and its influential factors

    PubMed Central

    KAVOUSIPOUR, SOMAYEH; NOORAFSHAN, ALI; POURAHMAD, SAEEDEH; DEHGHANI-NAZHVANI, ALI

    2015-01-01

    Introduction: Many studies have investigated the relationship between motivation and educational outcomes. The present study was conducted to determine whether the students’ motivation in Shiraz University of Medical Sciences (SUMS) decreases during educational years. Methods: 770 students in SUMS were selected by multi-stage stratified random sampling from each field and entrance year. The first questionnaire contained 57 questions on the effect of economic, social, educational, geographical and personality factors on the students’ motivation. The second one was based on 50 incomplete sentences. The validity and reliability of these questionnaires were approved by the experts and Cronbach's Alpha coefficients (85% and 90%, respectively). In this cross-sectional study, ANOVA, t-test and Chi-square tests were applied for data analysis at the 0.05 significance level. Results: Six factors with the most effect on academic motivation were "family attitudes", "getting good jobs in future", "respect for themselves", " the ability to learn", "believing their role in victory and defeat" and "the tendency toward optimism about themselves". In addition, comparing professional doctorate and basic sciences’ results revealed no significant relationship between academic motivation and educational years (F=0.819, p=0.397). But comparing field by field showed that Dentistry and Hospital Management and Medical Information (HMMI) had a significant decrease in motivation score by increase in educational years (F=3.991, p=0.015). Conclusion: Achievement motivation level in SUMS students was higher than average and did not decrease during educational years. Also, the results showed that personal, social and educational related factors affected motivation level more than economic and environmental factors. PMID:25587552

  11. Validity Studies Using the Comprehensive Ability Battery (CAB): IV. Predicting Achievement at the University Level.

    ERIC Educational Resources Information Center

    Hakstian, A. Ralph; Woolsey, Lorette K.

    1985-01-01

    The paper presented evidence of the criterion related validity of several Comprehensive Ability Battery (CAB) tests relative to criterion variables representing first year college achievement. Information regarding the criterion related validity of nontraditional tests of the CAB reflecting divergent production hypothesized to be associated with…

  12. Grade 9 English Language Arts, Student Achievement Testing Program, 1985-86 School Year.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for both teachers and students, this bulletin presents specific information about the design, parts, and scoring of the Grade 9 English Language Arts Achievement Test for the 1985-86 school year in Alberta, Canada. General information is presented regarding the (1) purpose and nature of the Achievement Testing Program (ATP), (2) students…

  13. Meta-Analysis of the Relationship between Piagetian and School Achievement Tests.

    ERIC Educational Resources Information Center

    Jordan, Valerie Barnes; Brownlee, Linda

    The relationship between Piagetian and school achievement tests was examined through a meta-analysis of correlational data between tests in these domains. Highlighted is the extent to which performance on Piagetian tasks was related to achievement in these areas. The average age for the subjects used in the analysis was 88 months, the average IQ…

  14. Predicting Examination Performance Using an Expanded Integrated Hierarchical Model of Test Emotions and Achievement Goals

    ERIC Educational Resources Information Center

    Putwain, Dave; Deveney, Carolyn

    2009-01-01

    The aim of this study was to examine an expanded integrative hierarchical model of test emotions and achievement goal orientations in predicting the examination performance of undergraduate students. Achievement goals were theorised as mediating the relationship between test emotions and performance. 120 undergraduate students completed…

  15. Test Format and the Variation of Gender Achievement Gaps within the United States

    ERIC Educational Resources Information Center

    Reardon, Sean; Fahle, Erin; Kalogrides, Demetra; Podolsky, Anne; Zarate, Rosalia

    2016-01-01

    Prior research demonstrates the existence of gender achievement gaps and the variation in the magnitude of these gaps across states. This paper characterizes the extent to which the variation of gender achievement gaps on standardized tests across the United States can be explained by differing state accountability test formats. A comprehensive…

  16. The National Conference on Achievement Testing and Basic Skills. March 1-3, 1978. Conference Proceedings.

    ERIC Educational Resources Information Center

    National Inst. of Education (DHEW), Washington, DC.

    Extracts from the papers and position statements presented at the National Conference on Achievement Testing and Basic Skills are provided in an attempt to capture both the diversity and the consensus among the participants. Six sessions are summarized: (1) achievement tests and basic skills: the issues and the setting--by Harold Howe II; (2)…

  17. Correlation between Picture Use in Test Format and Students' Vocabulary Achievement

    ERIC Educational Resources Information Center

    Vedyanto

    2016-01-01

    This study investigated the correlation between picture use in test format and vocabulary achievement of 41 male and female seventh graders of Santu Petrus Junior High School. Hence, in this paper, the writer presents how strong the correlation between picture use in test format and vocabulary achievement of the seventh graders, and the students'…

  18. Health Instruction Packages: Test-Taking Strategies for the N. L. N. (National League of Nursing) Achievement Tests.

    ERIC Educational Resources Information Center

    Bateman, Leslie Miller

    As an informational aid for students who are planning to take NLN (National League of Nursing) Achievement Tests, the text and accompanying exercises in this module describe NLN testing procedures and fundamental test-taking skills. After introductory material discussing the importance of mastering test-taking skills, the module describes how to…

  19. The Relation between Pre-Service Music Teachers' Psychological Resilience and Academic Achievement Levels

    ERIC Educational Resources Information Center

    Yokus, Tuba

    2015-01-01

    This study aims to examine the relation between pre-service music teachers' psychological resilience and academic achievement levels and to determine what variables influence their psychological resilience levels. The study sample consisted of students enrolled in a music education program in the 2013-2014 academic year (N = 333). In respect with…

  20. Who Achieves Level 2 Qualifications during Adulthood? Evidence from the NCDS

    ERIC Educational Resources Information Center

    Sabates, Ricardo; Feinstein, Leon; Skaliotis, Eleni

    2007-01-01

    This paper describes the characteristics of people who return to learning to achieve at least a level 2 qualification, drawing on the 1958 National Child Development Cohort Study. Results show that adults who gained level 2 were more likely than those who did not to have been engaged in a range of learning activities at earlier ages, including…

  1. The Influence of Parents Educational Level on Secondary School Students Academic Achievements in District Rajanpur

    ERIC Educational Resources Information Center

    Khan, Rana Muhammad Asad; Iqbal, Nadeem; Tasneem, Saima

    2015-01-01

    This study was conducted to focus the influence and impact of parents educational level on students academic achievement at secondary level of education. The study utilizes the students results of the 9th class in secondary school certificate examination taken by the Board of Intermediate & Secondary Education Dera Ghazi Khan. Oral interview,…

  2. Investigating the Relationship between School Level Accountability Practices and Science Achievement

    ERIC Educational Resources Information Center

    Gándara, Fernanda; Randall, Jennifer

    2015-01-01

    This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as…

  3. The Latino Education Crisis: School-Level Factors Influencing Student Achievement

    ERIC Educational Resources Information Center

    Kieffer, Christie

    2012-01-01

    The purpose of this research was to quantitatively examine the relationships among various school-level factors (school socioeconomic status, school size, average class size, and teacher effectiveness) and to determine which school-level factors predict Latino academic achievement and Adequate Yearly Progress. Measuring teacher effectiveness is at…

  4. The effect of teacher education level, teaching experience, and teaching behaviors on student science achievement

    NASA Astrophysics Data System (ADS)

    Zhang, Danhui

    Previous literature leaves us unanswered questions about whether teaching behaviors mediate the relationship between teacher education level and experience with student science achievement. This study examined this question with 655 students from sixth to eighth grade and their 12 science teachers. Student science achievements were measured at the beginning and end of 2006-2007 school year. Given the cluster sampling of students nested in classrooms, which are nested in teachers, a two-level multilevel model was employed to disentangle the effects from teacher-level and student-level factors. Several findings were discovered in this study. Science teachers possessing of advanced degrees in science or education significantly and positively influenced student science achievement. However, years of teaching experience in science did not directly influence student science achievement. A significant interaction was detected between teachers possessing an advanced degree in science or education and years of teaching science, which was inversely associated to student science achievement. Better teaching behaviors were also positively related to student achievement in science directly, as well as mediated the relationship between student science achievement and both teacher education and experience. Additionally, when examined separately, each teaching behavior variable (teacher engagement, classroom management, and teaching strategies) served as a significant intermediary between both teacher education and experience and student science achievement. The findings of this study are intended to provide insights into the importance of hiring and developing qualified teachers who are better able to help students achieve in science, as well as to direct the emphases of ongoing teacher inservice training.

  5. Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation.

    PubMed

    Balogun, Anthony Gbenro; Balogun, Shyngle Kolawole; Onyencho, Chidi Victor

    2017-02-13

    This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students' achievement motivation.

  6. ISS SGANT Group Level Offloading Test Mechanism

    NASA Technical Reports Server (NTRS)

    Zhang, Xi-Lin

    2002-01-01

    The International Space Station (ISS) Space-to-Ground Antenna (SGANT) is used for ISS communication with earth through the Tracking and Data Relay Satellite (TDRSS). Due to the different speeds of travel between earth, ISS and TDRSS, a steerable SGANT was required on the ISS. The mechanical design of SGANT is an unbalanced mechanism with insufficient strength and driving torque to support and drive itself in a 1G environment. For ground testing, a specially designed offloading mechanism is required. Basically, the test mechanism must offload the SGANT in a two-axis operation, allowing the SGANT to move within a specific range, speed and acceleration; therefore the SGANT can move from elevation 0 to 90 deg and be tested at both the 0 and 90 deg positions. The load introduced by the test equipment should be less than 10.17 N-m (7.5 ft-lbf). The on-ground group level tracking test is quite challenging due to the unbalanced antenna mechanical design and tough specification requirements. This paper describes the detailed design, fabrication, and calibration of the test mechanism, and how the above requirements are met. The overall antenna is simplified to a mass model in order to facilitate the offloading mechanism design and analysis. An actual SGANT mass dummy was made to calibrate the system. This paper brings together the theoretical analysis and the industrial experience that were relied upon to meet the above-mentioned requirements for the ground test. The lessons learned during the calibration phase are extremely important for future double or multiple offloading system designs. The ISS SGANT QM and FM units passed their ground test and the SGANT/Boom fit check successfully, and the Flight Model (FM) was delivered to SSPF in April 1998. It is now installed on ISS and functioning well.

  7. Estimating Achievement Gaps from Test Scores Reported in Ordinal "Proficiency" Categories

    ERIC Educational Resources Information Center

    Ho, Andrew D.; Reardon, Sean F.

    2012-01-01

    Test scores are commonly reported in a small number of ordered categories. Examples of such reporting include state accountability testing, Advanced Placement tests, and English proficiency tests. This paper introduces and evaluates methods for estimating achievement gaps on a familiar standard-deviation-unit metric using data from these ordered…

  8. Estimating Achievement Gaps from Test Scores Reported in Ordinal "Proficiency" Categories

    ERIC Educational Resources Information Center

    Ho, Andrew D.; Reardon, Sean F.

    2012-01-01

    Test scores are commonly reported in a small number of ordered categories. Examples of such reporting include state accountability testing, Advanced Placement tests, and English proficiency tests. This article introduces and evaluates methods for estimating achievement gaps on a familiar standard-deviation-unit metric using data from these ordered…

  9. Progressive Achievement Tests in Reading: Comprehension & Vocabulary. Teacher's Handbook. Second Edition.

    ERIC Educational Resources Information Center

    Australian Council for Educational Research, Hawthorn.

    The teacher handbook for Progressive Achievement Tests (PATs) in Reading presents an overall description of these survey tests in reading comprehension and vocabulary knowledge for school years 3 to 9. There are two alternative forms of each test: (1) the Reading Comprehension tests are designed to measure two major aspects of reading skills…

  10. 2×2 dominant achievement goal profiles in high-level swimmers.

    PubMed

    Fernandez-Rio, Javier; Cecchini Estrada, Jose A; Mendez-Giménez, Antonio; Fernández-Garcia, Benjamín; Saavedra, Pablo

    2014-01-01

    The goal of this study was to assess achievement goal dominance, self-determined situational motivation and competence in high-level swimmers before and after three training sessions set at different working intensities (medium, sub-maximal and maximal). Nineteen athletes (males, n=9, 18.00±2.32 years; females, n=10, 16.30±2.01 years, range = 14-18) agreed to participate. They completed a questionnaire that included the Dominant Achievement Goal assessment instrument, the 2×2 Achievement Goals Questionnaire for Sport (AGQ-S), The Situational Motivation Scale (SIMS) and the Competence subscale of the Basic Psychological Needs in Exercise questionnaire (BPNES). Results indicated that participants overwhelmingly showed mastery-approach achievement goal dominance, and it remained stable at the conclusion of the different training sessions under all intensity levels. This profile was positively correlated to self-determined situational motivation and competence. However, swimmers' feelings of competence increased only after the medium intensity level training session. After the completion of the maximal intensity training session, swimmers' self-determined motivation was significantly lower compared to the other two training sessions, which could be caused by a temporary period of burnout. Results indicated that high-level swimmers had a distinct mastery-approach dominant achievement goal profile that was not affected by the workload of the different training sessions. They also showed high levels of self-determined situational motivation and competence. However, heavy workloads should be controlled because they can cause transitory burnout.

  11. Benchmarking and testing the "Sea Level Equation

    NASA Astrophysics Data System (ADS)

    Spada, G.; Barletta, V. R.; Klemann, V.; van der Wal, W.; James, T. S.; Simon, K.; Riva, R. E. M.; Martinec, Z.; Gasperini, P.; Lund, B.; Wolf, D.; Vermeersen, L. L. A.; King, M. A.

    2012-04-01

    The study of the process of Glacial Isostatic Adjustment (GIA) and of the consequent sea level variations is gaining an increasingly important role within the geophysical community. Understanding the response of the Earth to the waxing and waning ice sheets is crucial in various contexts, ranging from the interpretation of modern satellite geodetic measurements to the projections of future sea level trends in response to climate change. All the processes accompanying GIA can be described solving the so-called Sea Level Equation (SLE), an integral equation that accounts for the interactions between the ice sheets, the solid Earth, and the oceans. Modern approaches to the SLE are based on various techniques that range from purely analytical formulations to fully numerical methods. Despite various teams independently investigating GIA, we do not have a suitably large set of agreed numerical results through which the methods may be validated. Following the example of the mantle convection community and our recent successful Benchmark for Post Glacial Rebound codes (Spada et al., 2011, doi: 10.1111/j.1365-246X.2011.04952.x), here we present the results of a benchmark study of independently developed codes designed to solve the SLE. This study has taken place within a collaboration facilitated through the European Cooperation in Science and Technology (COST) Action ES0701. The tests involve predictions of past and current sea level variations, and 3D deformations of the Earth surface. In spite of the signi?cant differences in the numerical methods employed, the test computations performed so far show a satisfactory agreement between the results provided by the participants. The differences found, which can be often attributed to the different numerical algorithms employed within the community, help to constrain the intrinsic errors in model predictions. These are of fundamental importance for a correct interpretation of the geodetic variations observed today, and

  12. Life insurance and genetic test results: a mutation carrier's fight to achieve full cover.

    PubMed

    Keogh, Louise A; Otlowski, Margaret F A

    2013-09-02

    Currently, there is debate about life insurance companies' use of genetic information for assessing applicants. In his early 20s, James (pseudonym) was denied full life insurance cover because he revealed that he had discussed genetic testing with a genetic counsellor. He was later tested and found to carry a mutation in the MSH6 gene; after disclosing this, he was denied cover for cancer by two other life insurance companies. Unsatisfied with the insurance companies' risk assessments, and based on his understanding that regular colonoscopy significantly reduced his risk of cancer, James made a complaint to the Australian Human Rights Commission. After informing the third insurance company that he had done so, he was offered full coverage, which suggests that the company did not have actuarial data to justify its decision. This case provides evidence of the high level of initiative and proactivity required for a consumer to achieve a fair result. Few Australians would be in a position to pursue the level of research and advocacy undertaken by James (a professional with scientific training). We call on a collaborative approach between industry, government and researchers to address the issues that James's case raises about genetic testing and life insurance.

  13. Chameleon Effects in Homework Research: The Homework-Achievement Association Depends on the Measures Used and the Level of Analysis Chosen

    ERIC Educational Resources Information Center

    Trautwein, Ulrich; Schnyder, Inge; Niggli, Alois; Neumann, Marko; Ludtke, Oliver

    2009-01-01

    Using a data set specifically tailored to homework research, with a sample of 1275 students from 70 classes in Switzerland, the association between homework and achievement in French as a second language was tested at three levels (class level, between-student level, and within-student level). The strength and direction of the homework-achievement…

  14. Above-Level Test Item Functioning across Examinee Age Groups

    ERIC Educational Resources Information Center

    Warne, Russell T.; Doty, Kristine J.; Malbica, Anne Marie; Angeles, Victor R.; Innes, Scott; Hall, Jared; Masterson-Nixon, Kelli

    2016-01-01

    "Above-level testing" (also called "above-grade testing," "out-of-level testing," and "off-level testing") is the practice of administering to a child a test that is designed for an examinee population that is older or in a more advanced grade. Above-level testing is frequently used to help educators design…

  15. Test Review: Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Achievement

    ERIC Educational Resources Information Center

    Villarreal, Victor

    2015-01-01

    The Woodcock-Johnson IV Tests of Achievement (WJ IV ACH; Schrank, Mather, & McGrew, 2014a) is an individually administered measure containing tests of reading, mathematics, written language, and academic knowledge. Areas of reading, mathematics, and written language each include tests of basic skills, fluency, and application. Academic…

  16. Learning nanotechnology with texts and comics: the impacts on students of different achievement levels

    NASA Astrophysics Data System (ADS)

    Lin, Shu-Fen; Lin, Huann-shyang

    2016-05-01

    Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two media which attract high-school students to learn science. A mixed-method quasi-experimental design was adopted. The participants were 697 grade ten students from eight schools with different levels of academic achievement. Two similar classes in each of the eight schools were assigned as the comic group or the text group. The results indicated that the science comic book benefited medium achievers more than the science text booklet did, but the contrary result was found for the high achievers. In comparison, the two media benefited the low achievers equally, but both had only a limited effect due to the students' lack of prior knowledge. We conclude four kinds of evidence, including perceived difficulty of comprehension, reasons for interest/disinterest, emotional perceptions of learning science, and learning time, to support the phenomenon of the learning benefit of media specific to certain achievers' science learning.

  17. Comparison of Earth Science Achievement between Animation-Based and Graphic-Based Testing Designs

    ERIC Educational Resources Information Center

    Wu, Huang-Ching; Chang, Chun-Yen; Chen, Chia-Li D.; Yeh, Ting-Kuang; Liu, Cheng-Chueh

    2010-01-01

    This study developed two testing devices, namely the animation-based test (ABT) and the graphic-based test (GBT) in the area of earth sciences covering four domains that ranged from astronomy, meteorology, oceanography to geology. Both the students' achievements of and their attitudes toward ABT compared to GBT were investigated. The purposes of…

  18. Auditory Automotive Mechanics Diagnostic Achievement Test. Center Technical Paper No. 2.

    ERIC Educational Resources Information Center

    Swanson, Richard Arthur

    The Auditory Automotive Mechanics Diagnostic Achievement Test assesses an automobile mechanic's ability to determine mechanical faults from auditory cues alone. The 44-item test and its instructions are recorded on magnetic tape; answer choices are presented on tape, and are also written in the printed test booklets. The norming and validity…

  19. Achievement Testing in the No Child Left Behind Era: The Arkansas Benchmark

    ERIC Educational Resources Information Center

    Hall, John D.; Howerton, D. Lynn; Jones, Craig H.

    2008-01-01

    The No Child Left Behind Act and the accountability movement in public education caused many states to develop criterion-referenced academic achievement tests. Scores from these tests are often used to make high stakes decisions. Even so, these tests typically do not receive independent psychometric scrutiny. We evaluated the 2005 Arkansas…

  20. Psychometric Approach to Error Analysis on Response Patterns of Achievement Tests.

    ERIC Educational Resources Information Center

    Tatsuoka, Kikumi K.; And Others

    Implementation of an adaptive achievement test for teaching signed-numbers operations to junior high students is described. A computer program capable of finding 240 basic errors in signed-number computations was written on the PLATO system and used for analyzing a 64-item conventional test, as well as an adaptive test of addition problems. The…

  1. The Effect of Schooling and Ability on Achievement Test Scores. NBER Working Paper Series.

    ERIC Educational Resources Information Center

    Hansen, Karsten; Heckman, James J.; Mullen, Kathleen J.

    This study developed two methods for estimating the effect of schooling on achievement test scores that control for the endogeneity of schooling by postulating that both schooling and test scores are generated by a common unobserved latent ability. The methods were applied to data on schooling and test scores. Estimates from the two methods are in…

  2. Science Anxiety: An Investigation of Science Achievement, Sex and Grade Level Factors.

    ERIC Educational Resources Information Center

    Czerniak, Charlene; Chiarelott, Leigh

    This study reviews literature on science anxiety related to such variables as sex, intellectual capacity, achievement, and attitudes. To measure science anxiety, a questionnaire (included in an appendix) was developed, pilot-tested on students in grades 5 and 7 in the Bowling Green (Ohio) School District, and administered in final form to 532…

  3. Test Review: D. Wechsler "Wechsler Individual Achievement Test-Third Edition." San Antonio, TX--NCS Pearson, 2009

    ERIC Educational Resources Information Center

    McCrimmon, Adam W.; Climie, Emma A.

    2011-01-01

    This article reviews the "Wechsler Individual Achievement Test-Third Edition" (WIAT-III), a newly updated individual measure of academic achievement for students in Pre-Kindergarten through Grade 12 (age 4 years, 0 months to 19 years, 11 months). Suitable for use in educational, clinical, and research settings, the stated purposes of the WIAT-III…

  4. The effects of student-level and classroom-level factors on elementary students' science achievement in five countries

    NASA Astrophysics Data System (ADS)

    Kaya, Sibel

    The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are

  5. An Introduction to Longitudinal Testing Using Item Sampling Techniques: Comprehensive Achievement Monitoring.

    ERIC Educational Resources Information Center

    Allen, D. W.; and Others

    Comprehensive Achievement Monitoring (CAM), a new evaluation method, systematically and comprehensively measures student achievement. The unique characteristics of this model are described in detail, as are those of two more familiar models, classroom testing, and curriculum program evaluation. The amount and quality of information available from…

  6. Teachers' and School Administrators' Perspectives and Use of Standardized Achievement Tests: A Review of Published Research.

    ERIC Educational Resources Information Center

    Etsey, Y. Kafui

    Stakeholders and practitioners are concerned about the extent to which standardized achievement tests are meeting the general and specific purposes they were designed to achieve. Several empirical studies have been conducted to this end. This study reviews this research to determine current trends in teachers' and school administrators'…

  7. Comparison of the Minnesota Percepto-Diagnostic Test and Bender-Gestalt: Relationship with Achievement Criteria.

    ERIC Educational Resources Information Center

    Fuller, Gerald B.; Wallbrown, Fred H.

    1983-01-01

    Compared the Bender Gestalt (BD) and Minnesota Percepto-Diagnostic Test (MPD) in predicting academic achievement for younger children (N=69). Results suggested that the MPD is more sensitive than the Bender in identifying visual-motor perception areas of achievement performance problems. (LLL)

  8. The Role of Achievement Goals in Online Test Anxiety and Help-Seeking

    ERIC Educational Resources Information Center

    Yang, Yan; Taylor, Jeff

    2013-01-01

    The purpose of this study was to examine the role of achievement goals in online test anxiety and help-seeking while controlling for self-efficacy and potential demographic differences. A total of 150 online students participated in the survey. Separate hierarchical regression analysis results suggested the differential roles of achievement goals…

  9. A Definition of Achievement Level II in the Control of Spanish Syntax. Final Report.

    ERIC Educational Resources Information Center

    Christensen, Clay Benjamin; Shawl, James Robert

    A third volume of a highly articulated set of language materials defines achievement level 2 in the control of Spanish syntax while providing descriptions and interrelationships of vital syntactic structures and expected student performance. The noun phrase, predicate phrase, verbal aspects, adverbials, relativization, noun modification,…

  10. Addition by Subtraction: The Relation between Dropout Rates and School-Level Academic Achievement

    ERIC Educational Resources Information Center

    Glennie, Elizabeth; Bonneau, Kara; vanDellen, Michelle; Dodge, Kenneth A.

    2012-01-01

    Background/Context: Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding…

  11. Students' Extrinsic and Intrinsic Motivation Level and Its Relationship with Their Mathematics Achievement

    ERIC Educational Resources Information Center

    Acar Güvendir, Meltem

    2016-01-01

    This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…

  12. The Efficacy of Instructional Strategy on Mathematics Achievement, Attitudes, and Anxiety Levels of Developmental Math Students

    ERIC Educational Resources Information Center

    Thomas-Browne, Carmen G.

    2009-01-01

    This dissertation investigated three instructional strategies in developmental math classes to determine if instructional strategy had a positive effect on student achievement, attitude towards mathematics, and anxiety level towards mathematics at a college in western Pennsylvania for students majoring in applied arts. The significance of this…

  13. Analyzing State and Private School Students' Achievement Goal Orientation Levels in Terms of Some Variables

    ERIC Educational Resources Information Center

    Türkçapar, Ünal

    2015-01-01

    The purpose of this study is to investigate the state and private school students' achievement goal orientation levels in terms of some variables. Quantitative survey method was used in this study. Study group in this research consists of 201 students who are studying at state and private school in Kahramanmaras during the 2014-2015 academic year.…

  14. Antecedent and Concurrent Psychosocial Skills That Support High Levels of Achievement within Talent Domains

    ERIC Educational Resources Information Center

    Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C.

    2015-01-01

    Motivation and emotional regulation are important for the sustained focused study and practice required for high levels of achievement and creative productivity in adulthood. Using the talent development model proposed by the authors as a framework, the authors discuss several important psychosocial skills based on the psychological research…

  15. Relationship among School Size, School Culture and Students' Achievement at Secondary Level in Pakistan

    ERIC Educational Resources Information Center

    Ahmad Salfi, Naseer; Saeed, Muhammad

    2007-01-01

    Purpose: This paper seeks to determine the relationship among school size, school culture and students' achievement at secondary level in Pakistan. Design/methodology/approach: The study was descriptive (survey type). It was conducted on a sample of 90 secondary school head teachers and 540 primary, elementary and high school teachers working in…

  16. Learning Nanotechnology with Texts and Comics: The Impacts on Students of Different Achievement Levels

    ERIC Educational Resources Information Center

    Lin, Shu-Fen; Lin, Huann-shyang

    2016-01-01

    Comics are popular with adolescents because of their features of humor, narrative, and visual imagery. The purposes of this study were to examine the learning outcomes and emotional perceptions of reading a science comic book and a science text booklet for students of different levels of achievement, and to explore the main factors of the two…

  17. Exploring the Relationship between Student Approaches to Learning and Reading Achievement at the School Level

    ERIC Educational Resources Information Center

    Musu-Gillette, Lauren E.; Barofsky, Meryl Y.; List, Alexandra

    2015-01-01

    Using the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998 (ECLS-K, 98), a nationally representative sample of kindergarteners in the United States, we investigated the relationship between approaches to learning and spring reading achievement with particular emphasis on classroom and school-level differences. We employed…

  18. The Impact of Scaffolding and Student Achievement Levels in a Problem-Based Learning Environment

    ERIC Educational Resources Information Center

    Simons, Krista D.; Klein, James D.

    2007-01-01

    This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in which they were trying to become the youngest person to fly around the world in a balloon. One-hundred…

  19. 76 FR 9004 - Public Comment on Setting Achievement Levels in Writing

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-16

    ... Document. Materials for Review and Comment Policymakers, teachers, researchers, State and local writing specialists, members of professional writing and teacher organizations, and members of the public are invited... Public Comment on Setting Achievement Levels in Writing AGENCY: U.S. Department of Education,...

  20. Effects of Eclectic Learning Approach on Students' Academic Achievement and Retention in English at Elementary Level

    ERIC Educational Resources Information Center

    Suleman, Qaiser; Hussain, Ishtiaq

    2016-01-01

    The purpose of the research paper was to investigate the effect of eclectic learning approach on the academic achievement and retention of students in English at elementary level. A sample of forty students of 8th grade randomly selected from Government Boys High School Khurram District Karak was used. It was an experimental study and that's why…

  1. Playing level achieved, throwing history, and humeral torsion in Masters baseball players.

    PubMed

    Whiteley, Rod; Adams, Roger; Ginn, Karen; Nicholson, Leslie

    2010-09-01

    Humeral torsion is thought to be beneficial for throwing. To examine this hypothesis, the throwing and non-throwing arms of 84 Masters baseball players over 35 years of age were measured for humeral torsion, and the highest playing level they achieved and their playing history were recorded. Regression analyses were used to obtain predictors of the highest playing level achieved, throwing arm humeral torsion, and side-to-side difference in humeral torsion. Equations accounting for 36%, 46%, and 12% of the variance respectively were produced. Achieving representative level playing status was associated with the number of seasons played under 16 years of age and having greater throwing arm humeral retrotorsion. Throwing arm humeral retrotorsion was associated with non-throwing arm humeral retrotorsion and an increased number of seasons played before the age of 16 years. A model in which repeated throwing develops an adaptive unilateral bone torsion along with growth in baseball expertise is proposed. Thus dominant arm humeral retrotorsion is a predictor of highest baseball playing level achieved, which in turn is influenced by genetic endowment (as seen in the torsion of the non-throwing arm) and amount of throwing activity, particularly prior to the age of 16.

  2. Students' Commitment, Engagement and Locus of Control as Predictor of Academic Achievement at Higher Education Level

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Ashrafi, Ghulam Muhammad

    2014-01-01

    The purpose of this study was to analyze Students' Commitment, Engagement and Locus of Control as predictors of Academic Achievement at Higher Education Level. We used analytical model and conclusive research approach to conduct study and survey method for data collection. We selected 369 students using multistage sampling technique from three…

  3. Resilience and Academic Achievement of Male and Female Secondary Level Students in Pakistan

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Inamullah, Hafiz; Khan, Naeemullah; Anwar, Nadeem

    2010-01-01

    Resilience is the ability to succeed despite barriers that make it difficult for the students to succeed. The purpose of this study was to investigate the relationship between resilience and academic achievement of secondary level students of Gujranwala, Pakistan. A Resilience scale was used to collect data. The sample consisted of 127 secondary…

  4. Achieving Higher Levels of Success for A.D.H.D. Students Working in Collaborative Groups

    ERIC Educational Resources Information Center

    Simplicio, Joseph S. C.

    2007-01-01

    This article explores a new and innovative strategy for helping students with Attention Deficit Hyperactivity Disorder (A.D.H.D.) achieve higher levels of academic success when working in collaborative groups. Since the research indicates that students with this disorder often have difficulty in maintaining their concentration this strategy is…

  5. Locus of control, test anxiety, academic procrastination, and achievement among college students.

    PubMed

    Carden, Randy; Bryant, Courtney; Moss, Rebekah

    2004-10-01

    114 undergraduates completed the Internal-External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter.

  6. Cohort versus Non-Cohort High School Students' Math Performance: Achievement Test Scores and Coursework

    ERIC Educational Resources Information Center

    Parke, Carol S.; Keener, Dana

    2011-01-01

    The purpose of this study is to compare multiple measures of mathematics achievement for 1,378 cohort students who attended the same high school in a district from 9th to 12th grade with non-cohort students in each grade level. Results show that mobility had an impact on math achievement. After accounting for gender, ethnicity, and SES, adjusted…

  7. The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students.

    PubMed

    Rahafar, Arash; Maghsudloo, Mahdis; Farhangnia, Sajedeh; Vollmer, Christian; Randler, Christoph

    2016-01-01

    Previous findings have demonstrated that chronotype (morningness/intermediate/eveningness) is correlated with cognitive functions, that is, people show higher mental performance when they do a test at their preferred time of day. Empirical studies found a relationship between morningness and higher learning achievement at school and university. However, only a few of them controlled for other moderating and mediating variables. In this study, we included chronotype, gender, conscientiousness and test anxiety in a structural equation model (SEM) with grade point average (GPA) as academic achievement outcome. Participants were 158 high school students and results revealed that boys and girls differed in GPA and test anxiety significantly, with girls reporting better grades and higher test anxiety. Moreover, there was a positive correlation between conscientiousness and GPA (r = 0.17) and morningness (r = 0.29), respectively, and a negative correlation between conscientiousness and test anxiety (r = -0.22). The SEM demonstrated that gender was the strongest predictor of academic achievement. Lower test anxiety predicted higher GPA in girls but not in boys. Additionally, chronotype as moderator revealed a significant association between gender and GPA for evening types and intermediate types, while intermediate types showed a significant relationship between test anxiety and GPA. Our results suggest that gender is an essential predictor of academic achievement even stronger than low or absent test anxiety. Future studies are needed to explore how gender and chronotype act together in a longitudinal panel design and how chronotype is mediated by conscientiousness in the prediction of academic achievement.

  8. Use of tactual materials on the achievement of content specific vocabulary and terminology acquisition within an intermediate level science curriculum

    NASA Astrophysics Data System (ADS)

    Terry, Brian H.

    In this quasi-experimental study, the researcher investigated the effectiveness of three tactual strategies and one non-tactual strategy of content specific vocabulary acquisition. Flash cards, task cards, and learning wheels served as the tactual strategies, and vocabulary review sheets served as a non-tactual strategy. The sample (n=85) consisted of all middle school students in a small high performing middle school located in the northern suburbs of New York City. All of the vocabulary words and terms came from the New York State Intermediate Level Science Core Curriculum. Pre-tests and post-tests were used to collect the data. A repeated measures ANOVA was conducted on the gain scores from each of the treatments. Multiple paired sample t-tests were conducted to analyze the results. Repeated measures ANOVAs were used to determine if there was a variance between the academic achievement levels of the students, gender, and grade level for each of the treatments. All of the treatments significantly improved the science achievement of the students, but significance was found between them. Significance was found between the achievement groups with the above average students attaining a higher mean on the pre-test and post-test for each treatment, whereas the below average students had the lowest mean on both assessments. The sixth grade students showed significant improvement over the seventh grade students while using the flash cards (p=.004) and learning wheel (p=.007). During the learning wheel treatment, the males scored significantly better (p=.021) than the females on the pre-test and post-test. During the worksheet treatment, significance (p=.034) was found between gender and achievement group. The below average male students had the greatest gain from the pre-test to the post-test, but the post-test mean was still the lowest of the groups. Limitations, implications for future research and current practice are discussed. Key words are: flash cards, task cards

  9. The Wide Range Achievement Test-4 Reading Subtest “Holds” in HIV-infected Individuals

    PubMed Central

    Casaletto, K. B.; Cattie, J.; Franklin, D. R.; Moore, D. J.; Woods, S. P.; Grant, I.; Heaton, R. K.

    2014-01-01

    Background In order to detect HIV-associated neurocognitive decline, it is important to accurately estimate individuals’ premorbid levels of cognitive functioning. Although previous studies have operated under the assumption that word reading tests are valid and stable indicators of premorbid abilities in HIV infection, studies of other populations have found this is not always the case. Therefore, it is important to empirically examine the validity of word reading tests as estimates of premorbid functioning specifically within the HIV population. Methods The Wide Range Achievement Test-4 Reading subtest (WRAT-4 Reading) was administered along with comprehensive neurocognitive assessments to 150 HIV seropositive (HIV+) and 76 HIV seronegative (HIV-) age-, education-, and sex-matched participants at baseline; a subset of 48 HIV+ individuals completed a second study visit (M=14.4 months), in which the alternate version of the WRAT-4 was administered. Results Although HIV+ individuals evidenced worse current neurocognitive functioning than HIV- participants, WRAT-4 Reading performance was comparable between groups. Longitudinally, HIV+ participants evidenced improved disease and neuropsychological functioning, yet WRAT-4 Reading demonstrated strong test-retest reliability, no practice effect, and did not differ between the initial and follow-up assessments. Test-retest differences in reading performance were minor and not associated with changes in neurocognitive performance or changes in HIV disease. Conclusions We found no evidence of WRAT-4 Reading performance decline in HIV infection, despite HIV+/HIV- group differences in neurocognitive functioning. Additionally, reading performances among HIV+ individuals demonstrated consistency across study visits. These results begin to support the validity of the WRAT-4 Reading subtest as an indicator of premorbid cognitive functioning in HIV+ individuals. PMID:25283135

  10. Test Review: D. Wechsler "Wechsler Individual Achievement Test" (3rd ed.). San Antonio, Texas--Pearson, 2009

    ERIC Educational Resources Information Center

    Vaughan-Jensen, Jessica; Adame, Cindy; McLean, Lauren; Gamez, Brenda

    2011-01-01

    This article reviews "Wechsler Individual Achievement Test-Third Edition" (WIAT-III), which is designed to assess students' skills in listening, speaking, reading, writing, and mathematics. The test can identify an individual's strengths and weaknesses, assist professionals who are determining whether a student is eligible for special…

  11. Predicting Mathematical Achievement and Mathematical Learning Disability with a Simple Screening Tool: The Number Sets Test

    ERIC Educational Resources Information Center

    Geary, David C.; Bailey, Drew H.; Hoard, Mary K.

    2009-01-01

    The Number Sets Test was developed to assess the speed and accuracy with which children can identify and process quantities represented by Arabic numerals and object sets. The utility of this test for predicting mathematics achievement and risk for mathematical learning disability (MLD) was assessed for a sample of 223 children. A signal detection…

  12. Relationships Between the Gesell School Readiness Test and Standardized Achievement and Intelligence Measures.

    ERIC Educational Resources Information Center

    May, Deborah

    1986-01-01

    The relationships between the Gesell School Readiness Test and standarized achievement and intelligence measures were examined. Children were tested before kindergarten, at the end of kindergarten, and at the end of first grade. Correlation coefficients varied from grade to grade, but did not show a higher correlation between related measures.…

  13. Grade 9 English Language Arts Achievement Test. Part B: Reading (Multiple Choice). Readings Booklet. 1986 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 9 English Language Arts Achievement Test in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains eight short reading selections taken from fiction, nonfiction, and poetry, including the following: "Thieving Raffles" (Eric Nicol); "Flight of the…

  14. Major Field Achievement Test in Business: Guidelines for Improved Outcome Scores--Part I

    ERIC Educational Resources Information Center

    McLaughlin, J. Patrick; White, Jason T.

    2007-01-01

    Outcomes measurements have always been an important part of proving to outside constituencies how you "measure up" to other schools with your business programs. A common nationally-normed exam that is used is the Major Field Achievement Test in Business from Educational Testing Services. Our paper discusses some guidelines that we are…

  15. Invariance of Equating Functions across Different Subgroups of Examinees Taking a Science Achievement Test

    ERIC Educational Resources Information Center

    Yi, Qing; Harris, Deborah J.; Gao, Xiaohong

    2008-01-01

    This study investigated the group invariance of equating results using a science achievement test. Examinees were divided into different subgroups based on the average composite score for test centers, whether they had taken a physics course, and self-reported science grade point average. The reason for dividing examinees into subgroups using such…

  16. The Concurrent Validity of Standardized Achievement Tests by Content Area Using Teachers' Ratings as Criteria.

    ERIC Educational Resources Information Center

    Hopkins, Kenneth D.; And Others

    1985-01-01

    Forty-two fourth- and fifth-grade teachers rated their 1,032 students in the five curricular subjects: reading, mathematics, language arts, science, and social science. The teachers' ratings substantially agreed with students' scores on the Comprehensive Tests of Basic Skills, indicating the concurrent validity of standardized achievement tests.…

  17. Developing an Achievement Test for the Subject of Sound in Science Education

    ERIC Educational Resources Information Center

    Sözen, Merve; Bolat, Mualla

    2016-01-01

    The purpose of this study is to develop an achievement test which includes the basic concepts about the subject of sound and its properties in middle school science lessons and which at the same time aims to reveal the alternative concepts that the students already have. During the process of the development of the test, studies in the field and…

  18. Student-Support Portfolio System with Students' Assessment of Their Own Level of Achievement

    NASA Astrophysics Data System (ADS)

    Oishi, Hisami; Saika, Takashi

    A JABEE educational program must be regularly improved in educational methods and educational environment. For the purpose, the program must establish a system that enhances students' understanding of class work, promoting students' enthusiasm to learn, while coping with students' requests. The mechanical engineering departments of Kogakuin University have established a portfolio system to support students from entrance to graduation. Specifically the portfolios on students' learning and life are continuously maintained, and students' ledgers are arranged and updated. Furthermore, a system, by which students can assess their own level of achievement against the program's learning and educational objectives, is also introduced. The achievement level can be checked from various viewpoints so that students could improve their learning plans.

  19. A West Valley Demonstration Project Milestone - Achieving Certification to Ship Waste to the Nevada Test Site

    SciTech Connect

    Jackson, J. P.; Pastor, R. S.

    2002-02-28

    The West Valley Demonstration Project (WVDP) has successfully pretreated and vitrified nearly all of the 600,000 gallons of liquid high-level radioactive waste that was generated at the site of the only commercial nuclear fuel reprocessing plant to have operated in the United States. Low-level waste (LLW) generated during the course of the cleanup effort now requires disposal. Currently the WVDP only ships Class A LLW for off-site disposal. It has been shipping Class A wastes to Envirocare of Utah, Inc. since 1997. However, the WVDP may also have a future need to ship Class B and Class C waste, which Envirocare is not currently authorized to accept. The Nevada Test Site (NTS), a U.S. Department of Energy (DOE) facility, can accept all three waste classifications. The WVDP set a goal to receive certification to begin shipping Class A wastes to NTS by 2001. Formal certification/approval was granted by the DOE Nevada Operations Office on July 12, 2001. This paper discusses how the WVDP contractor, West Valley Nuclear Services Company (WVNSCO), completed the activities required to achieve NTS certification in 2001 to ship waste to its facility. The information and lessons learned provided are significant because the WVDP is the only new generator receiving certification based on an NTS audit in January 2001 that resulted in no findings and only two observations--a rating that is unparalleled in the DOE Complex.

  20. Storytelling in the digital world: achieving higher-level learning objectives.

    PubMed

    Schwartz, Melissa R

    2012-01-01

    Nursing students are not passive media consumers but instead live in a technology ecosystem where digital is the language they speak. To prepare the next generation of nurses, educators must incorporate multiple technologies to improve higher-order learning. The author discusses the evolution and use of storytelling as part of the digital world and how digital stories can be aligned with Bloom's Taxonomy so that students achieve higher-level learning objectives.

  1. State Report Appendix: Arizona Student Achievement Program, Spring 1997. Individual Percentile Rank Scores by School, District, County, and State, Grades 3 through 12. Stanford Achievement Test, Ninth Edition.

    ERIC Educational Resources Information Center

    Arizona State Dept. of Education, Phoenix.

    This is the 17th year of statewide student testing under the Arizona Student Achievement Program. To fulfill the requirements of Arizona law, a nationally standardized, norm-referenced achievement test in the subjects of reading, language, and mathematics must be adopted and implemented for Arizona schools. For the 1996-97 school year, the State…

  2. A Study of General Cognitive Operations in Two Achievement Test Batteries and Their Relationship to Item Difficulty.

    ERIC Educational Resources Information Center

    Marzano, Robert J.; Jesse, Daniel M.

    In this study 6,942 items from two standardized achievement test batteries--the Stanford (Early School Achievement Battery, Achievement Battery, and Test of Academic Skills) and the Comprehensive Test of Basic Skills--were analyzed. Focus was on determining: (1) the extent to which these test batteries included general cognitive operations (GCOs)…

  3. Electrophysiological dynamic brain connectivity during symbolic magnitude comparison in children with different mathematics achievement levels.

    PubMed

    Gómez-Velázquez, Fabiola R; Vélez-Pérez, Hugo; Espinoza-Valdez, Aurora; Romo-Vazquez, Rebeca; Salido-Ruiz, Ricardo A; Ruiz-Stovel, Vanessa; Gallardo-Moreno, Geisa B; González-Garrido, Andrés A; Berumen, Gustavo

    2017-02-08

    Children with mathematical difficulties usually have an impaired ability to process symbolic representations. Functional MRI methods have suggested that early frontoparietal connectivity can predict mathematic achievements; however, the study of brain connectivity during numerical processing remains unexplored. With the aim of evaluating this in children with different math proficiencies, we selected a sample of 40 children divided into two groups [high achievement (HA) and low achievement (LA)] according to their arithmetic scores in the Wide Range Achievement Test, 4th ed.. Participants performed a symbolic magnitude comparison task (i.e. determining which of two numbers is numerically larger), with simultaneous electrophysiological recording. Partial directed coherence and graph theory methods were used to estimate and depict frontoparietal connectivity in both groups. The behavioral measures showed that children with LA performed significantly slower and less accurately than their peers in the HA group. Significantly higher frontocentral connectivity was found in LA compared with HA; however, when the connectivity analysis was restricted to parietal locations, no relevant group differences were observed. These findings seem to support the notion that LA children require greater memory and attentional efforts to meet task demands, probably affecting early stages of symbolic comparison.

  4. Human figure drawings: validity in assessing intellectual level and academic achievement.

    PubMed

    Aikman, K G; Belter, R W; Finch, A J

    1992-01-01

    In a sample of 216 child and adolescent psychiatric inpatients, significant but low correlations were found between Goodenough-Harris (GH) drawing scores and both Full Scale IQs and academic achievement. The percentage of subjects correctly classified in appropriate IQ categories ranged from 35 to 44%; the percentage of misclassified subjects ranged from 56 to 65%. Consideration of visual-motor integration, using the Bender-Gestalt, did not improve the accuracy of G-H scores in predicting IQ scores in this sample. These results indicate that human figure drawings should not be substituted for other well-established intelligence and achievement tests nor used as an additional measure of these constructs when one is evaluating psychiatric patients.

  5. How, and at what costs, can low-level stabilization be achieved? - an overview

    SciTech Connect

    Bert Metz; Detlef van Vuuren

    2006-02-15

    In order to prevent 'dangerous anthropogenic interference with the climate system', stabilization of greenhouse gases at low levels (at 550 ppmv CO{sub 2} equivalent or below) might be needed. This paper discusses some of the current literature on whether stabilization at such a low level is possible based on available technologies and on stabilisation scenarios (including their costs). Technology options considered were: energy efficiency improvement; renewable energy; nuclear power; CO{sub 2} capture and storage; biological sequestration; and non-CO{sub 2} gases reduction. The combined technical potential of different options as reported in the literature seems, in principle, to be sufficient to achieve low-level stabilization. Application of these technologies, however, is more uncertain as it requires further development, technology transfer, and widespread diffusion. Effective and efficient stabilization strategies use a portfolio of options (changing over time) to achieve a least cost approach. For low-level stabilization marginal costs will increase steadily as more and more expensive measures are required. Costs in terms of welfare loss, compared to a situation without climate policy measures, highly depend on the underlying socioeconomic development. If the most efficient implementation (including multi-gas strategies, maximum participation of countries in a global emission trading regime, optimal timing of reduction actions) is chosen, current studies estimate global costs in the order of a maximum of a few per cent GDP loss by the year 2050. Costs for individual countries may highly differ. By looking at mitigation/stabilization costs in a wider context we can help identify co-benefits of policies for achieving sustainable development, energy security or environmental goals, and so reduce costs. 42 refs., 4 figs., 2 tabs.

  6. 18. STATIC TEST TOWER VIEW FROM REMOVABLE LEVEL DOWN ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    18. STATIC TEST TOWER - VIEW FROM REMOVABLE LEVEL DOWN TOWARDS GANTRY CRANE AND THREE TEST CELLS. - Marshall Space Flight Center, Saturn Propulsion & Structural Test Facility, East Test Area, Huntsville, Madison County, AL

  7. An exploration of the perceptions, developmental reasoning levels, differences in learning processes, and academic achievement levels of students in introductory college microbiology

    NASA Astrophysics Data System (ADS)

    Poole, Barbara Ann Matherly

    1997-11-01

    This study explored the relationship between the grades students earned in introductory college microbiology and American College Testing scores, sex, race, age, GED or high school diploma, full-time or part-time student status, developmental reasoning levels, memory tactics, and expected achievement. The study also explored student perceptions at the beginning and the end of the microbiology courses for science preparation, expected achievement, relevancy of microbiology, and expectations for the course. Archival records for 121 freshman level and 119 sophomore level microbiology students were accessed to obtain final grades, ACT scores, sex, race, age, GED or high school diploma and full-time or part-time status. The same information was obtained for the 113 freshman level and the 85 sophomore level students who participated in the study. The study groups were given the Group Assessment of Logical Thinking to assess their level of formal reasoning ability, the Inventory of Learning Processes-Revised to assess three memory techniques, an initial perception survey, and an exit perception survey. Academic achievement in microbiology could not be predicted using composites of the predictor variables. There were significant relationships between the GALT scores and the predicted grades with both the freshman and the sophomore final grades. The Self-Efficacy Fact Retention scores and the Literal Memorization scores had significant relationships to the final grades of the freshmen but not the sophomores. There was not a significant relationship between the Deep Semantic scores and the final grades in either group. Students indicated that high school science had given them only a medium to low level of preparation for college microbiology. The sophomores felt that previous college science classes had given them a much better preparation for microbiology than did the freshmen students. Both groups expressed the importance of the laboratory experience to the understanding

  8. The effects of monitoring and ability to achieve cognitive structure on the psychological distress during HIV testing.

    PubMed

    Delaney, Eileen; O'Brien, William H

    2009-10-01

    Many people undergoing HIV testing experience substantial psychological distress. The psychological distress associated with testing may be influenced by monitoring. Monitoring refers to a strategy wherein a person tends to seek out information concerning threatening events. Furthermore, the ability to achieve cognitive structure (AACS) may influence the relationship between monitoring and psychological distress. The present study examined individuals who were undergoing HIV testing. Specifically, the researchers examined the association among monitoring and AACS on psychological distress during HIV testing. Results indicated that there was no interaction between monitoring and AACS on psychological distress. It was found that AACS was related to participants' level of psychological distress. However, the level of monitoring was not related to participants' psychological distress. Limitations of the study, clinical implications and suggestions for future research are also discussed.

  9. Using Out-of-Level Items in Computerized Adaptive Testing

    ERIC Educational Resources Information Center

    Wei, Hua; Lin, Jie

    2015-01-01

    Out-of-level testing refers to the practice of assessing a student with a test that is intended for students at a higher or lower grade level. Although the appropriateness of out-of-level testing for accountability purposes has been questioned by educators and policymakers, incorporating out-of-level items in formative assessments for accurate…

  10. Does meditation play an integral role in achieving high-level wellness as defined by Travis and Ryan (2004)?

    PubMed

    Albrecht, Nicole J

    2011-01-01

    In the emerging discipline of wellness, Travis and Ryan (2004) develop a dynamic theory of wellness that while not explicitly stated takes a systems theory approach to health and wellness. As a result, their theory of wellness resonates with many of the concepts and ideals experienced through a meditation practice. It is with this congruence in mind that the current paper explores whether there is any relationship between meditation and high-level wellness and if meditation techniques play an integral role in helping to achieve enhanced levels of wellness. A wide range of research across disciplines is reviewed, and despite controversies in the methodology employed to test meditation's efficacy, it is readily apparent that numerous benefits or wellness outcomes are derived from a meditation practice. However, it is doubtful that meditation is the only path to deliver high-level wellness, other means exist-some that may be a function of the natural human condition.

  11. Factors Associated with Performance on the Educational Testing Service (ETS) Major Field Achievement Test in Business (MFAT-B)

    ERIC Educational Resources Information Center

    Bycio, Peter; Allen, Joyce S.

    2007-01-01

    Accrediting bodies, including Association to Advance Collegiate Schools of Business-International (AACSB), require evidence that business schools fulfill their stated missions. This often involves using the Major Field Achievement Test in Business (MFAT-B). In this article, the authors studied MFAT-B performance for its relationship to grade point…

  12. Relating children's attentional capabilities to intelligence, memory, and academic achievement: a test of construct specificity in children with asthma.

    PubMed

    Annett, Robert D; Bender, Bruce G; Gordon, Michael

    2007-01-01

    The relationship between attention, intelligence, memory, achievement, and behavior in a large population (N = 939) of children without neuropsychologic problems was investigated in children with mild and moderate asthma. It was hypothesized that different levels of children's attentional capabilities would be associated with different levels of intellectual, memory, and academic abilities. Children ages 6-12 at the eight clinical centers of the Childhood Asthma Management Program (CAMP) were enrolled in this study. Standardized measures of child neuropsychological and behavioral performance were administered to all participants, with analyses examining both the developmental trajectory of child attentional capabilities and the associations between Continuous Performance Test (CPT) scores and intellectual functioning, and measures of memory, academic achievement, and behavioral functioning. Findings demonstrated that correct responses on the CPT increase significantly with age, while commission errors decrease significantly with age. Performance levels on the CPT were associated with differences in child intellectual function, memory, and academic achievement. Overall these findings reveal how impairments in child attention skills were associated with normal levels of performance on measures of children's intelligence, memory, academic achievement, and behavioral functioning, suggesting that CPT performance is a salient marker of brain function.

  13. PageFocus: Using paradata to detect and prevent cheating on online achievement tests.

    PubMed

    Diedenhofen, Birk; Musch, Jochen

    2016-08-29

    Cheating threatens the validity of unproctored online achievement tests. To address this problem, we developed PageFocus, a JavaScript that detects when participants abandon test pages by switching to another window or browser tab. In a first study, we aimed at testing whether PageFocus could detect and prevent cheating. We asked 115 lab and 186 online participants to complete a knowledge test comprising items that were difficult to answer but easy to look up on the Internet. Half of the participants were invited to look up the solutions, which significantly increased their test scores. The PageFocus script detected test takers who abandoned the test page with very high sensitivity and specificity, and successfully reduced cheating by generating a popup message that asked participants not to cheat. In a second study, 510 online participants completed a knowledge test comprising items that could easily be looked up and a reasoning task involving matrices that were impossible to look up. In a first group, a performance-related monetary reward was promised to the top scorers; in a second group, participants took part in a lottery that provided performance-unrelated rewards; and in a third group, no incentive was offered. PageFocus revealed that participants cheated more when performance-related incentives were offered. As expected, however, this effect was limited to items that could easily be looked up. We recommend that PageFocus be routinely employed to detect and prevent cheating on online achievement tests.

  14. l[subscript z] Person-Fit Index to Identify Misfit Students with Achievement Test Data

    ERIC Educational Resources Information Center

    Seo, Dong Gi; Weiss, David J.

    2013-01-01

    The usefulness of the l[subscript z] person-fit index was investigated with achievement test data from 20 exams given to more than 3,200 college students. Results for three methods of estimating ? showed that the distributions of l[subscript z] were not consistent with its theoretical distribution, resulting in general overfit to the item response…

  15. Testing for All: The Emergence and Development of International Assessment of Student Achievement, 1958-2012

    ERIC Educational Resources Information Center

    Pizmony-Levy, Oren

    2013-01-01

    This dissertation examines a vital catalyst in the globalization of education: international assessments--that involve testing and rankings--of student achievement in academic subjects. Nearly all high-income countries participate in international assessments such as Trends in International Mathematics and Science Study (TIMSS), Progress in…

  16. The Bender Visual Motor Gestalt Test: Implications for the Diagnosis and Prediction of Reading Achievement.

    ERIC Educational Resources Information Center

    Lesiak, Judi

    1984-01-01

    Reviews 32 studies about the utility of the Bender Visual-Motor Gestalt Test (BG) as a predictor of reading, its relationship to reading achievement, and ability to differentiate between good and poor readers. Results question the use of the BG (scored using discrete error systems) in a diagnostic reading battery. (BH)

  17. The Correlation among EFL Learners' Test Anxiety, Foreign Language Anxiety and Language Achievement

    ERIC Educational Resources Information Center

    Cakici, Dilek

    2016-01-01

    The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayis…

  18. Science Anxiety: Relation with Gender, Year in Chemistry Class, Achievement, and Test Anxiety.

    ERIC Educational Resources Information Center

    Wynstra, Sharon; Cummings, Corenna

    The relationships of science anxiety to measures of achievement, test anxiety, year of chemistry taken, and gender were investigated for high school students; the study also attemped to establish reliability data on the Czerniak Assessment of Science Anxiety (CASA) of L. Chiarelott and C. Czerniak (1987). Subjects were 101 students (45 males and…

  19. Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

    ERIC Educational Resources Information Center

    Bas, Gökhan

    2016-01-01

    The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high…

  20. Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective

    ERIC Educational Resources Information Center

    Peng, Hsin-Hui; Md-Yunus, Sham'ah

    2014-01-01

    The study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies than students who attended non-Montessori elementary programs. One hundred ninety six children in first, second, and third grade participated in the study.…

  1. The Effects of Diagnostic Testing and Remediation on Science Achievement and Retention.

    ERIC Educational Resources Information Center

    Long, Joe C.; And Others

    The purpose of this study was to provide students with differing types of learning needs instruction following diagnostic testing; also examined were the effects of the instruction on science achievement and retention. A total of 154 seventh-grade students from six classes completed a five-week block of instruction in earth science composed of…

  2. Untangling the Global-Distant-Local Knot: The Politics of National Academic Achievement Testing in Japan

    ERIC Educational Resources Information Center

    Takayama, Keita

    2013-01-01

    This study examines one of the most notable manifestations of Japanese education's incorporation into the global education restructuring movement: the 2007 reintroduction of national academic achievement testing ("zenkoku gakuryoku gakushuu joukyou chousa"). In so doing, I aim to untangle the complex intermingling of national and global…

  3. School and Individual Factors That Contribute to the Achievement Gap in College Admissions Tests in Chile

    ERIC Educational Resources Information Center

    Perez Mejias, Paulina

    2012-01-01

    In Chile, reports and research papers have shown that there is an achievement gap in college admissions tests mostly associated to students' gender, socioeconomic status and type of school attended. This gap represents a barrier for low-income and female students to access higher education, as well as for graduates of public schools. Prior studies…

  4. Mental Abilities and School Achievement: A Test of a Mediation Hypothesis

    ERIC Educational Resources Information Center

    Vock, Miriam; Preckel, Franzis; Holling, Heinz

    2011-01-01

    This study analyzes the interplay of four cognitive abilities--reasoning, divergent thinking, mental speed, and short-term memory--and their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = 1135). Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states…

  5. Selected Demographic Variables, School Music Participation, and Achievement Test Scores of Urban Middle School Students

    ERIC Educational Resources Information Center

    Kinney, Daryl W.

    2008-01-01

    Nontransient 6th- and 8th-grade urban middle school students' achievement test scores were examined before (4th grade) and during (6th or 8th grade) enrollment in a performing ensemble. Ensemble participation (band, choir, none) and subject variables of socioeconomic status (SES) and home environment were considered. Fourth- and 6th-grade…

  6. A Model for Incorporating Response-Time Data in Scoring Achievement Tests. Research Report No. 3.

    ERIC Educational Resources Information Center

    Tatsuoka, Kikumi; Tatsuoka, Maurice

    The differences in types of information-processing skills developed by different instructional backgrounds affect, negatively or positively, the learning of further advanced instructional materials. If prior and subsequent instructional methods are different, a proactive inhibition effect produces low achievement scores on a post test. This poses…

  7. The Validity of Seven Easily Obtainable Economic and Demographic Predictors of Achievement Test Performance.

    ERIC Educational Resources Information Center

    May, Robert J., Jr.; And Others

    1978-01-01

    Seven easily obtainable background variables, such as number of persons, rooms, or cars per family dwelling; kindergarten attendance; and sex were found to have a multiple correlation of .52 with a standard achievement test for a large sample of fourth grade pupils in a metropolitan school district. (JKS)

  8. The Influence of Pre-University Students' Mathematics Test Anxiety and Numerical Anxiety on Mathematics Achievement

    ERIC Educational Resources Information Center

    Seng, Ernest Lim Kok

    2015-01-01

    This study examines the relationship between mathematics test anxiety and numerical anxiety on students' mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of…

  9. Achieving very low mercury levels in refinery wastewater by membrane filtration.

    SciTech Connect

    Urgun Demirtas, M.; Benda, P.; Gillenwater, P. S.; Negri, M. C.; Xiong, H.; Snyder, S. W.

    2012-05-15

    Microfiltration (MF), ultrafiltration (UF), nanofiltration (NF) and reverse osmosis (RO) membranes were evaluated for their ability to achieve the world's most stringent Hg discharge criterion (<1.3 ng/L) in an oil refinery's wastewater. The membrane processes were operated at three different pressures to demonstrate the potential for each membrane technology to achieve the targeted effluent mercury concentrations. The presence of mercury in the particulate form in the refinery wastewater makes the use of MF and UF membrane technologies more attractive in achieving very low mercury levels in the treated wastewater. Both NF and RO were also able to meet the target mercury concentration at lower operating pressures (20.7 bar). However, higher operating pressures ({ge}34.5 bar) had a significant effect on NF and RO flux and fouling rates, as well as on permeate quality. SEM images of the membranes showed that pore blockage and narrowing were the dominant fouling mechanisms for the MF membrane while surface coverage was the dominant fouling mechanism for the other membranes. The correlation between mercury concentration and particle size distribution was also investigated to understand mercury removal mechanisms by membrane filtration. The mean particle diameter decreased with filtration from 1.1 {+-} 0.0 {micro}m to 0.74 {+-} 0.2 {micro}m after UF.

  10. Achieving behavioral control with millisecond resolution in a high-level programming environment.

    PubMed

    Asaad, Wael F; Eskandar, Emad N

    2008-08-30

    The creation of psychophysical tasks for the behavioral neurosciences has generally relied upon low-level software running on a limited range of hardware. Despite the availability of software that allows the coding of behavioral tasks in high-level programming environments, many researchers are still reluctant to trust the temporal accuracy and resolution of programs running in such environments, especially when they run atop non-real-time operating systems. Thus, the creation of behavioral paradigms has been slowed by the intricacy of the coding required and their dissemination across labs has been hampered by the various types of hardware needed. However, we demonstrate here that, when proper measures are taken to handle the various sources of temporal error, accuracy can be achieved at the 1 ms time-scale that is relevant for the alignment of behavioral and neural events.

  11. Student science achievement and the integration of Indigenous knowledge on standardized tests

    NASA Astrophysics Data System (ADS)

    Dupuis, Juliann; Abrams, Eleanor

    2016-08-01

    In this article, we examine how American Indian students in Montana performed on standardized state science assessments when a small number of test items based upon traditional science knowledge from a cultural curriculum, "Indian Education for All", were included. Montana is the first state in the US to mandate the use of a culturally relevant curriculum in all schools and to incorporate this curriculum into a portion of the standardized assessment items. This study compares White and American Indian student test scores on these particular test items to determine how White and American Indian students perform on culturally relevant test items compared to traditional standard science test items. The connections between student achievement on adapted culturally relevant science test items versus traditional items brings valuable insights to the fields of science education, research on student assessments, and Indigenous studies.

  12. On Science Achievement from the Perspective of Different Types of Tests: A Multidimensional Approach to Achievement Validation. CSE Technical Report.

    ERIC Educational Resources Information Center

    Ayala, Carlos Cuauhtemoc; Yin, Yue; Schultz, Susan; Shavelson, Richard

    The focus in this study was on science achievement measures and their relationships to three reasoning dimensions: basic knowledge and reasoning, spatial-mechanical reasoning, and quantitative science reasoning. Thirty multiple-choice items, 8 constructed response items, and 3 performance assessments, each nominally assigned to 1 of the reasoning…

  13. Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test.

    PubMed

    Stevens, Joseph J; Schulte, Ann C; Elliott, Stephen N; Nese, Joseph F T; Tindal, Gerald

    2015-02-01

    This study estimated mathematics achievement growth trajectories in a statewide sample of 92,045 students with and without disabilities over Grades 3 to 7. Students with disabilities (SWDs) were identified in seven exceptionality categories. Students without disabilities (SWoDs) were categorized as General Education (GE) or Academically/Intellectually Gifted (AIG). Students in all groups showed significant growth that decelerated over grades as well as significant variability in achievement by student group, both at the initial assessment in Grade 3 and in rates of growth over time. Race/ethnicity, gender, parental education, free/reduced lunch status, and English language proficiency were also significant predictors of achievement. Effect size estimates showed substantial year-to-year growth that decreased over grades. Sizeable achievement gaps that were relatively stable over grades were observed between SWoDs and students in specific exceptionality categories. Our study also demonstrated the importance of statistically controlling for variation related to student demographic characteristics. Additional research is needed that expands on these results with the same and additional exceptionality groups.

  14. Level Annotation and Test by Autonomous Exploration

    DTIC Science & Technology

    2007-06-01

    values of 0.0 and 1.0 represent the near and far clipping planes. Using a custom shader it would be possible to get actual distances , e.g. measured...somewhere new” test requires some discussion. We use a 3D Euclidean distance test against the waypoint set for this purpose. We found the naïve O(N...least half the expected distance given the requested velocity and inter-frame time, the action aborts. If the goal is reached, but the model

  15. Predicting Second Grade Achievement Scores with the Slosson Intelligence Test, Peabody Picture Vocabulary Test, Goodenough-Harris Drawing Test, Developmental Test of Visual Motor and the Metropolitan Readiness Test.

    ERIC Educational Resources Information Center

    Flynn, Timothy M.

    The predictive validity of the Slosson Intelligence Test, Peabody Picture Vocabulary Test, Goodenough-Harris Drawing Test, Developmental Test of Visual Motor Integration, and the Metropolitan Readiness Test was evaluated for use with kindergarten children. The criterion measure was the California Achievement Tests administered when the children…

  16. A Comparison of Performance in Solving Arithmetical Word Problems by Children with Different Levels of Achievement in Mathematics and Reading

    ERIC Educational Resources Information Center

    Reikeras, Elin K. L.

    2009-01-01

    Performance in consistent arithmetical word problems was assessed in 941 pupils aged eight (N = 415), ten (N = 274), and thirteen (N = 252) classified in four achievement groups by standardised achievement tests: low achievement in both mathematics and reading (MLRL), in mathematics only (ML-only), in reading only (RL-only), and normal achievement…

  17. The Development and Evaluation of an Achievement Test for Measuring the Efficacy of Task-Based Writing Activities to Enhance Iranian EFL Learners' Reading Comprehension

    ERIC Educational Resources Information Center

    Nejad, Ferdows Mohsen; Khosravian, Fereshteh

    2014-01-01

    The present study examined the reliability of an achievement test to measure the efficacy of task-based writing activities to improve Iranian EFL learners' reading comprehension at the intermediate level in a private language institute in Ilam, Iran, namely Alefba language institute. To achieve the goal, the techniques for evaluating reliability…

  18. Strategies for achieving high-level expression of genes in Escherichia coli.

    PubMed Central

    Makrides, S C

    1996-01-01

    Progress in our understanding of several biological processes promises to broaden the usefulness of Escherichia coli as a tool for gene expression. There is an expanding choice of tightly regulated prokaryotic promoters suitable for achieving high-level gene expression. New host strains facilitate the formation of disulfide bonds in the reducing environment of the cytoplasm and offer higher protein yields by minimizing proteolytic degradation. Insights into the process of protein translocation across the bacterial membranes may eventually make it possible to achieve robust secretion of specific proteins into the culture medium. Studies involving molecular chaperones have shown that in specific cases, chaperones can be very effective for improved protein folding, solubility, and membrane transport. Negative results derived from such studies are also instructive in formulating different strategies. The remarkable increase in the availability of fusion partners offers a wide range of tools for improved protein folding, solubility, protection from proteases, yield, and secretion into the culture medium, as well as for detection and purification of recombinant proteins. Codon usage is known to present a potential impediment to high-level gene expression in E. coli. Although we still do not understand all the rules governing this phenomenon, it is apparent that "rare" codons, depending on their frequency and context, can have an adverse effect on protein levels. Usually, this problem can be alleviated by modification of the relevant codons or by coexpression of the cognate tRNA genes. Finally, the elucidation of specific determinants of protein degradation, a plethora of protease-deficient host strains, and methods to stabilize proteins afford new strategies to minimize proteolytic susceptibility of recombinant proteins in E. coli. PMID:8840785

  19. 16. STATIC TEST TOWER REMOVABLE FLOOR LEVEL VIEW OF FLOOR ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    16. STATIC TEST TOWER REMOVABLE FLOOR LEVEL VIEW OF FLOOR THAT FOLDS BACK TO ALLOW ROCKET PLACEMENT. - Marshall Space Flight Center, Saturn Propulsion & Structural Test Facility, East Test Area, Huntsville, Madison County, AL

  20. Testing of DCCP at the application level

    NASA Astrophysics Data System (ADS)

    Hughes-Jones, R.; Kershaw, S.

    Datagram Congestion Control Protocol (DCCP) is a recently developed transport protocol whose development and implementation in Linux is being aided by the work of Mark Handley and Andrea Bittau in the ESLEA project. The protocol is attractive to many applications where data is transferred with tight constraints on the timing of data delivery, such as internet telephony and e-Science applications such as e-VLBI. Porting test programs to DCCP has allowed the investigation of the DCCP implementation in recent releases of the Linux kernel and reporting of performance test results. A suggested approach for the use of DCCP for e-VLBI is discussed, with a proposal for a new CCID.

  1. The effect of retesting on end-of-semester performance in high school chemistry at three levels of previous science achievement

    NASA Astrophysics Data System (ADS)

    Deboer, George E.

    To determine the effect of retesting on student learning in chemistry, three questions were addressed by means of a 3 × 2 (achievement level X treatment) factorial design: (1) Does retesting affect differently the end-of-semester mastery of course objectives of students who are grouped according to their previous achievement in science? (2) Do students who are given an opportunity to take retests merely delay their studying and perform at a lower level on initial tests than nonretested students? (3) Is the procrastination of retested students (if it exists) affected by their achievement level? The results showed that for one of four units low ability students who were retested demonstrated greater learning gains than low ability students who were not retested, and that procrastination, if it was present, did not have significant effects on student learning at any achievement level. Results were discussed in terms of the students' room for improvement, motivation to improve, and ability to improve.

  2. Building America Residential System Research Results: Achieving 30% Whole House Energy Savings Level in Marine Climates; January 2006 - December 2006

    SciTech Connect

    Building America Industrialized Housing Partnership; Building Industry Research Alliance; Building Science Consortium; Consortium for Advanced Residential Buildings; Davis Energy Group; IBACOS; National Association of Home Builders Research Center; National Renewable Energy Laboratory

    2006-12-01

    The Building America program conducts the system research required to reduce risks associated with the design and construction of homes that use an average of 30% to 90% less total energy for all residential energy uses than the Building America Research Benchmark, including research on homes that will use zero net energy on annual basis. To measure the program's progress, annual research milestones have been established for five major climate regions in the United States. The system research activities required to reach each milestone take from 3 to 5 years to complete and include research in individual test houses, studies in pre-production prototypes, and research studies with lead builders that provide early examples that the specified energy savings level can be successfully achieved on a production basis. This report summarizes research results for the 30% energy savings level and demonstrates that lead builders can successfully provide 30% homes in the Marine Climate Region on a cost neutral basis.

  3. A Comparative Analysis of Common Mistakes in Achievement Tests Prepared by School Teachers and Corporate Trainers

    ERIC Educational Resources Information Center

    Simsek, Ali

    2016-01-01

    Test development has been an important part of measurement and evaluation in any educational setting, whether its purpose is instruction or training. Both teachers and trainers are expected to have certain level of mastery in developing reliable and valid tests for assessing performance of learners adequately. However, it has often been reported…

  4. Estimating Premorbid Functioning in Huntington's Disease: The Relationship between Disease Progression and the Wide Range Achievement Test Reading Subtest

    PubMed Central

    O'Rourke, Justin J.F.; Adams, William H.; Duff, Kevin; Byars, Joanne; Nopoulos, Peg; Paulsen, Jane S.; Beglinger, Leigh J.

    2011-01-01

    The estimation of premorbid abilities is an essential part of a neuropsychological evaluation, especially in neurodegenerative conditions. Although word pronunciation tests are one standard method for estimating the premorbid level, research suggests that these tests may not be valid in neurodegenerative diseases. Therefore, the current study sought to examine two estimates of premorbid intellect, the Wide Range Achievement Test (WRAT) Reading subtest and the Barona formula, in 93 patients with mild to moderate Huntington's disease (HD) to determine their utility and to investigate how these measures relate to signs and symptoms of disease progression. In 89% of participants, WRAT estimates were below the Barona estimates. WRAT estimates were related to worsening memory and motor functioning, whereas the Barona estimates had weaker relationships. Neither estimate was related to depression or functional capacity. Irregular word reading tests appear to decline with HD progression, whereas estimation methods based on demographic factors may be more robust but overestimate premorbid functioning. PMID:21147861

  5. Leveraging People-Related Maturity Issues for Achieving Higher Maturity and Capability Levels

    NASA Astrophysics Data System (ADS)

    Buglione, Luigi

    During the past 20 years Maturity Models (MM) become a buzzword in the ICT world. Since the initial Crosby's idea in 1979, plenty of models have been created in the Software & Systems Engineering domains, addressing various perspectives. By analyzing the content of the Process Reference Models (PRM) in many of them, it can be noticed that people-related issues have little weight in the appraisals of the capabilities of organizations while in practice they are considered as significant contributors in traditional process and organizational performance appraisals, as stressed instead in well-known Performance Management models such as MBQA, EFQM and BSC. This paper proposes some ways for leveraging people-related maturity issues merging HR practices from several types of maturity models into the organizational Business Process Model (BPM) in order to achieve higher organizational maturity and capability levels.

  6. Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

    NASA Astrophysics Data System (ADS)

    Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

    2007-04-01

    Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.

  7. Policy Implications of Achievement Testing Using Multilevel Models: The Case of Brazilian Elementary Schools

    PubMed Central

    Menezes, Igor G.; Duran, Victor R.; Mendonça Filho, Euclides J.; Veloso, Tainã J.; Sarmento, Stella M. S.; Paget, Christine L.; Ruggeri, Kai

    2016-01-01

    Large-scale educational assessment has been established as source of descriptive, evaluative and interpretative information that influence educational policies worldwide throughout the last third of the twentieth century. In the 1990s the Brazilian Ministry of Education developed the National Basic Education Assessment System (SAEB) that regularly measures management, resource and contextual school features and academic achievement in public and private institutions. In 2005, after significant piloting and review of the SAEB, a new sampling strategy was taken and Prova Brasil became the new instrument used by the Ministry to assess skills in Portuguese (reading comprehension) and Mathematics (problem solving), as well as collecting contextual information concerning the school, principal, teacher, and the students. This study aims to identify which variables are predictors of academic achievement of fifth grade students on Prova Brasil. Across a large sample of students, multilevel models tested a large number of variables relevant to student achievement. This approach uncovered critical variables not commonly seen as significant in light of other achievement determinants, including student habits, teacher ethnicity, and school technological resources. As such, this approach demonstrates the value of MLM to appropriately nuanced educational policies that reflect critical influences on student achievement. Its implications for wider application for psychology studies that may have relevant impacts for policy are also discussed. PMID:27933004

  8. Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: Past, Present, and Future

    ERIC Educational Resources Information Center

    Qi, Sen; Mitchell, Ross E.

    2012-01-01

    The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the…

  9. The Validity of the Beery Test of Visual-Motor Integration in Predicting Achievement in Kindergarten, First, and Second Grades.

    ERIC Educational Resources Information Center

    Klein, Alice E.

    1978-01-01

    The Beery Developmental Test of Visual Motor Integration consists of 24 geometric forms that are to be copied into a test booklet. This study demonstrated the ability of the test to predict academic achievement in preschool children. (Author/JKS)

  10. Taking advantage of ground data systems attributes to achieve quality results in testing software

    NASA Technical Reports Server (NTRS)

    Sigman, Clayton B.; Koslosky, John T.; Hageman, Barbara H.

    1994-01-01

    During the software development life cycle process, basic testing starts with the development team. At the end of the development process, an acceptance test is performed for the user to ensure that the deliverable is acceptable. Ideally, the delivery is an operational product with zero defects. However, the goal of zero defects is normally not achieved but is successful to various degrees. With the emphasis on building low cost ground support systems while maintaining a quality product, a key element in the test process is simulator capability. This paper reviews the Transportable Payload Operations Control Center (TPOCC) Advanced Spacecraft Simulator (TASS) test tool that is used in the acceptance test process for unmanned satellite operations control centers. The TASS is designed to support the development, test and operational environments of the Goddard Space Flight Center (GSFC) operations control centers. The TASS uses the same basic architecture as the operations control center. This architecture is characterized by its use of distributed processing, industry standards, commercial off-the-shelf (COTS) hardware and software components, and reusable software. The TASS uses much of the same TPOCC architecture and reusable software that the operations control center developer uses. The TASS also makes use of reusable simulator software in the mission specific versions of the TASS. Very little new software needs to be developed, mainly mission specific telemetry communication and command processing software. By taking advantage of the ground data system attributes, successful software reuse for operational systems provides the opportunity to extend the reuse concept into the test area. Consistency in test approach is a major step in achieving quality results.

  11. Achieving Population-Level Immunity to Rabies in Free-Roaming Dogs in Africa and Asia

    PubMed Central

    Morters, Michelle K.; McKinley, Trevelyan J.; Horton, Daniel L.; Cleaveland, Sarah; Schoeman, Johan P.; Restif, Olivier; Whay, Helen R.; Goddard, Amelia; Fooks, Anthony R.; Damriyasa, I. Made; Wood, James L. N.

    2014-01-01

    Canine rabies can be effectively controlled by vaccination with readily available, high-quality vaccines. These vaccines should provide protection from challenge in healthy dogs, for the claimed period, for duration of immunity, which is often two or three years. It has been suggested that, in free-roaming dog populations where rabies is endemic, vaccine-induced protection may be compromised by immuno-suppression through malnutrition, infection and other stressors. This may reduce the proportion of dogs that seroconvert to the vaccine during vaccination campaigns and the duration of immunity of those dogs that seroconvert. Vaccination coverage may also be limited through insufficient vaccine delivery during vaccination campaigns and the loss of vaccinated individuals from populations through demographic processes. This is the first longitudinal study to evaluate temporal variations in rabies vaccine-induced serological responses, and factors associated with these variations, at the individual level in previously unvaccinated free-roaming dog populations. Individual-level serological and health-based data were collected from three cohorts of dogs in regions where rabies is endemic, one in South Africa and two in Indonesia. We found that the vast majority of dogs seroconverted to the vaccine; however, there was considerable variation in titres, partly attributable to illness and lactation at the time of vaccination. Furthermore, >70% of the dogs were vaccinated through community engagement and door-to-door vaccine delivery, even in Indonesia where the majority of the dogs needed to be caught by net on successive occasions for repeat blood sampling and vaccination. This demonstrates the feasibility of achieving population-level immunity in free-roaming dog populations in rabies-endemic regions. However, attrition of immune individuals through demographic processes and waning immunity necessitates repeat vaccination of populations within at least two years to ensure

  12. Criterion Referenced Tests to Accompany "Artes Latinae," Level 1, Book 1. Tentative Edition.

    ERIC Educational Resources Information Center

    Masciantonio, Rudolph

    These tests are designed to measure the achievement of each pupil at the approximate midpoint of each unit in "Artes Latinae," Level 1, Book 1. They were produced in response to the need expressed by many teachers to provide a means of more frequent evaluation of pupil progress. Tests for 13 units are provided. They supplement the unit tests…

  13. Does High School Facility Quality Affect Student Achievement? A Two-Level Hierarchical Linear Model

    ERIC Educational Resources Information Center

    Bowers, Alex J.; Urick, Angela

    2011-01-01

    The purpose of this study is to isolate the independent effects of high school facility quality on student achievement using a large, nationally representative U.S. database of student achievement and school facility quality. Prior research on linking school facility quality to student achievement has been mixed. Studies that relate overall…

  14. Development and Validation of a Physics Achievement Test to Identify Instructor Variables Associated with Students' Physics Academic Performance

    ERIC Educational Resources Information Center

    Lacambra, Wilfredo T.

    2016-01-01

    One of the most common ways of detecting whether an improvement is achieved by an education institution is through measuring the students' achievement in a test. Testing is generally thought of as a means of assessing the knowledge and skills students have acquired through learning (Du-chastel and Nungester, 1998). Test results, besides assisting…

  15. OBJECTIVE TESTS IN SCIENCE FOR THIRD LEVEL N.S.W. HIGHER SCHOOL CERTIFICATE.

    ERIC Educational Resources Information Center

    CULL, R.G.; AND OTHERS

    CONTAINED ARE QUESTIONS AND TESTS TO EVALUATE ACHIEVEMENT IN KNOWLEDGE AND UNDERSTANDING OF THE THIRD LEVEL COURSE IN SCIENCE FOR THE HIGHER SCHOOL CERTIFICATE IN NEW SOUTH WALES, AUSTRALIA. THE QUESTIONS ARE BASED ON THE OFFICIAL SYLLABUS OF THE BOARD OF SENIOR SCHOOL STUDIES. THE QUESTIONS REFLECT THE LEVELS OF UNDERSTANDING AS DEVELOPED BY…

  16. The effects of a CD-ROM textbook on student achievement and cognition-level attainment of undergraduate biology students

    NASA Astrophysics Data System (ADS)

    Ludrick, Brad Burton

    Purpose of the study. This study was designed to measure the effects of CD-ROM textbook integration on student achievement and student cognition-level-attainment for undergraduate general biology students. Four sections of general biology were selected as the study group. Two sections served as the experimental group receiving CD-ROM textbook integration. The remaining two sections served as the control group, and were taught biological content utilizing a traditional textbook. Procedure. This study employed a pre-experimental research design, static group comparison (Ary, Jacobs, & Razavieh, 1996: 331), to determine if a CD-ROM textbook had significant effects on student cognition-level-attainment and content achievement of undergraduate biology students. The study was conducted during the 2001 spring semester at Southeastern Oklahoma State University. The duration of the treatment was approximately sixteen weeks. Four sections of general biology (N = 101) were selected as the study group. Two of the four sections of general biology (n = 48) were randomly selected by the researcher via coin toss to serve as the experimental group, Group A, and were taught biological content utilizing a CD-ROM Textbook. The remaining two sections of general biology (n = 53) served as the control group, Group B, and were taught biological content utilizing a traditional textbook. Various statistical tests were used in analysis of the data. The ten null hypotheses were tested at the .05 level of significance. The Statistical Package for the Social Sciences program (SPSS), version 9.0 (SPSS, 1999), was used to process the data. Results. The results determined by this study were the overall effects of the CD-ROM textbook did not significantly differ from the effects of the traditional textbook on student content achievement and cognition-level-attainment. Conclusions. The utilization of CD-ROM textbook instruction is not superior at improving student achievement of biology content, as

  17. The Effects of Synchronous Class Sessions on Students' Academic Achievement and Levels of Satisfaction in an Online Introduction to Computers Course

    ERIC Educational Resources Information Center

    LeShea, Andrea Valene

    2013-01-01

    The purpose of this quasi-experimental static-group comparison study was to test the theory of transactional distance that relates the inclusion of synchronous class sessions into an online introductory computer course to students' levels of satisfaction and academic achievement at a post-secondary technical college. This study specifically looked…

  18. How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

    ERIC Educational Resources Information Center

    Kingir, Sevgi; Geban, Omer; Gunel, Murat

    2012-01-01

    This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

  19. Comparisons of numerical magnitudes in children with different levels of mathematical achievement. An ERP study.

    PubMed

    Gómez-Velázquez, Fabiola Reveca; Berumen, Gustavo; González-Garrido, Andrés Antonio

    2015-11-19

    The ability to map between non-symbolic and symbolic magnitude representations is crucial in the development of mathematics and this map is disturbed in children with math difficulties. In addition, positive parietal ERPs have been found to be sensitive to the number distance effect and skills solving arithmetic problems. Therefore we aimed to contrast the behavioral and ERP responses in children with different levels of mathematical achievement: low (LA), average (AA) and high (HA), while comparing symbolic and non-symbolic magnitudes. The results showed that LA children repeatedly failed when comparing magnitudes, particularly the symbolic ones. In addition, a positive correlation between correct responses while analyzing symbolic quantities and WRAT-4 scores emerged. The amplitude of N200 was significantly larger during non-symbolic comparisons. In addition, P2P amplitude was consistently smaller in LA children while comparing both symbolic and non-symbolic quantities, and correlated positively with the WRAT-4 scores. The latency of P3 seemed to be sensitive to the type of numerical comparison. The results suggest that math difficulties might be related to a more general magnitude representation problem, and that ERP are useful to study its timecourse in children with different mathematical skills.

  20. Repetition of a sisterhood survey at district level in Malawi: the challenge to achieve MDG 5.

    PubMed

    Beltman, Jogchum Jan; van den Akker, Thomas; Lam, Eva; Moens, Mieke; Kazima, Julie; Massaquoi, Moses; van Roosmalen, Jos

    2011-05-05

    Objective To evaluate progress made at district level in Malawi towards reaching the 5th Millennium Development Goal, the reduction of maternal mortality. Methods In 2006, community-based maternal mortality in Thyolo, Malawi was calculated by applying the 'sisterhood method', a survey that relies on participants responding to basic questions about maternal mortality in their families. Results were compared with a 1989 sisterhood study in the same district. Information on facility-based maternal mortality in 2005 was extracted from district hospital records. Results The community-based maternal mortality ratio (MMR) was calculated as 558 per 100 000 live births (95% CI 260 to 820). A comparison with the MMR from the 1989 survey (409 per 100 000 live births) shows that maternal mortality had not declined. The hospital-based MMR was 994 per 100 000 live births in 2005. Conclusion Maternal mortality in this district has not reduced and may actually have increased. The threat of failure to achieve Millennium Development Goal 5 increases the moral obligation to improve access to quality health care.

  1. Repetition of a sisterhood survey at district level in Malawi: the challenge to achieve MDG 5

    PubMed Central

    van den Akker, Thomas; Lam, Eva; Moens, Mieke; Kazima, Julie; Massaquoi, Moses; van Roosmalen, Jos

    2011-01-01

    Objective To evaluate progress made at district level in Malawi towards reaching the 5th Millennium Development Goal, the reduction of maternal mortality. Methods In 2006, community-based maternal mortality in Thyolo, Malawi was calculated by applying the ‘sisterhood method’, a survey that relies on participants responding to basic questions about maternal mortality in their families. Results were compared with a 1989 sisterhood study in the same district. Information on facility-based maternal mortality in 2005 was extracted from district hospital records. Results The community-based maternal mortality ratio (MMR) was calculated as 558 per 100 000 live births (95% CI 260 to 820). A comparison with the MMR from the 1989 survey (409 per 100 000 live births) shows that maternal mortality had not declined. The hospital-based MMR was 994 per 100 000 live births in 2005. Conclusion Maternal mortality in this district has not reduced and may actually have increased. The threat of failure to achieve Millennium Development Goal 5 increases the moral obligation to improve access to quality health care. PMID:22021754

  2. Mice and rats achieve similar levels of performance in an adaptive decision-making task.

    PubMed

    Jaramillo, Santiago; Zador, Anthony M

    2014-01-01

    Two opposing constraints exist when choosing a model organism for studying the neural basis of adaptive decision-making: (1) experimental access and (2) behavioral complexity. Available molecular and genetic approaches for studying neural circuits in the mouse fulfill the first requirement. In contrast, it is still under debate if mice can perform cognitive tasks of sufficient complexity. Here we compare learning and performance of mice and rats, the preferred behavioral rodent model, during an acoustic flexible categorization two-alternative choice task. The task required animals to switch between two categorization definitions several times within a behavioral session. We found that both species achieved similarly high performance levels. On average, rats learned the task faster than mice, although some mice were as fast as the average rat. No major differences in subjective categorization boundaries or the speed of adaptation between the two species were found. Our results demonstrate that mice are an appropriate model for the study of the neural mechanisms underlying adaptive decision-making, and suggest they might be suitable for other cognitive tasks as well.

  3. Applied Cognition: Testing the Effects of Independent Silent Reading on Secondary Students' Achievement and Attribution

    ERIC Educational Resources Information Center

    Cuevas, Joshua A.; Irving, Miles A.; Russell, L. Roxanne

    2014-01-01

    This study implemented an independent silent reading (ISR) program with 145 10th grade students. Students were measured on total reading ability, vocabulary, reading comprehension, a state-mandated high stakes end-of-course test (EOCT), and reading attribution. After controlling for initial skill and disposition levels, the results indicated that…

  4. The Arithmetic Achievement Test and the Effective Placement of Students in Mathematics.

    ERIC Educational Resources Information Center

    Jones, Bruce D.

    This study addresses the placement of students in remedial education among community colleges in the United States. Of specific interest is the appropriate entry-level placement of students in math courses. Citing that traditional standardized placement tests are overly broad and thus of questionable value for placing community college students in…

  5. An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: Central Office Leadership Factors

    ERIC Educational Resources Information Center

    Llamas, Sonia Rodarte

    2013-01-01

    Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined collaboration around student achievement at the central office leadership level in the Pasadena Unified School District (PUSD). This study is one of three concurrent studies focused on collaboration around student achievement in the PUSD that include…

  6. Ten-Year Trend in SES Effects on Reading Achievement at School and Individual Levels: A Cross-Country Comparison

    ERIC Educational Resources Information Center

    Yang-Hansen, Kajsa

    2008-01-01

    This study examined changes in the effect of socioeconomic status (SES) on reading achievement at individual and school levels between 1991 and 2001. Data from 9 countries that participated in both the International Association for the Evaluation of Educational Achievement (IEA) Reading Literacy Study 1991 and the Trend Study in the Progress in…

  7. The Relationship between Professional Learning Communities, Personal Teacher Efficacy, and Student Achievement at the High School Level

    ERIC Educational Resources Information Center

    Brooks, Sherri L.

    2013-01-01

    The purpose of this correlational study was to determine if there was a relationship between professional learning community (PLC), personal teacher efficacy (PTE), and student achievement. The study examined teacher perception of PLC implementation and PET as it related to student achievement at the high school level on the Virginia End-of Course…

  8. Consideration of How Levels of Achievement and Anxiety toward Education Affect Older People's Participation in Adult Education Programs.

    ERIC Educational Resources Information Center

    Norton, Paul G.

    Using a sample of 250 adults aged 65 or over (in Quincy, Massachusetts), this study investigated the relation of educational participation by older adults to socioeconomic achievement and to anxiety as regards education. Achievement was based on levels of occupation, income, and education. A series of 17 questions covered peer relationships,…

  9. Maximal Levels of Aspiration, Minimal Boundary Goals, and Their Relationships with Academic Achievement: The Case of Secondary-School Students

    ERIC Educational Resources Information Center

    Hodis, Flaviu A.; Johnston, Michael; Meyer, Luanna H.; McClure, John; Hodis, Georgeta M.; Starkey, Louise

    2015-01-01

    Maximising educational attainment is important for both individuals and societies. However, understanding of why some students achieve better than others is far from complete. Motivation and achievement data from a sample of 782 secondary-school students in New Zealand reveal that two specific types of outcome goals, namely "maximal levels of…

  10. An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: School Site Leadership Factors

    ERIC Educational Resources Information Center

    Salinas, Esther Charlotte

    2013-01-01

    Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement at the school site leadership level in the Pasadena Unified School District (PUSD). This project is one of three concurrent studies focused on collaboration around student achievement in the PUSD that include…

  11. An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: Teacher Factors

    ERIC Educational Resources Information Center

    Carruthers, Anthony Steven

    2013-01-01

    Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this project examined collaboration around student achievement in the Pasadena Unified School District (PUSD) from the teacher perspective. As part of a tri-level study, two other projects examined collaboration around student achievement in PUSD from the perspectives of…

  12. Learning the Cell Structures with Three-Dimensional Models: Students' Achievement by Methods, Type of School and Questions' Cognitive Level

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Naim, Raphael

    2013-08-01

    The cell topic was taught to 9th-grade students in three modes of instruction: (a) students "hands-on," who constructed three-dimensional cell organelles and macromolecules during the learning process; (b) teacher demonstration of the three-dimensional model of the cell structures; and (c) teaching the cell topic with the regular learning material in an expository mode (which use one- or two-dimensional cell structures as are presented in charts, textbooks and microscopic slides). The sample included 669, 9th-grade students from 25 classes who were taught by 22 Biology teachers. Students were randomly assigned to the three modes of instruction, and two tests in content knowledge in Biology were used. Data were treated with multiple analyses of variance. The results indicate that entry behavior in Biology was equal for all the study groups and types of schools. The "hands-on" learning group who build three-dimensional models through the learning process achieved significantly higher on academic achievements and on the high and low cognitive questions' levels than the other two groups. The study indicates the advantages students may have being actively engaged in the learning process through the "hands-on" mode of instruction/learning.

  13. The 3 x 2 Achievement Goal Model in Predicting Online Student Test Anxiety and Help-Seeking

    ERIC Educational Resources Information Center

    Yang, Yan; Taylor, Jeff; Cao, Li

    2016-01-01

    This study investigates the utility of the new 3 × 2 achievement goal model in predicting online student test anxiety and help-seeking. Achievement goals refer to students' general aims for participating in learning and the standard by which they judge their achievement (Pintrich, 2000). According to Elliot and his colleagues (2011), there are six…

  14. Local Partnerships: Achieving Stakeholder Consensus on Low-Level Waste Disposal?

    SciTech Connect

    Hooft, E.; Bergmans, A.; Derveaux, K.; Vanhoof, L.

    2002-02-28

    Nuclear waste management is more then finding a technical answer to a technical problem. Dealing with nuclear, or any other form of hazardous waste, for that matter, not only implies solving a technical problem, it also means solving a societal problem. And societal questions cannot be resolved in a technical laboratory. Of course, the technical aspect of nuclear waste management and disposal is a very important one, but the societal aspect is of equal importance. In order to find an implementable solution to deal with nuclear waste, attention should be paid to what kind of solution the society wants and under what conditions a proposed solution might be acceptable. This, however, cannot be achieved by simply adding a number of ''societal parameters'' to a technical concept modeling. It is something that can only be established through interaction with the public concerned. And that, in addition, is not something that can be preformed as an accidental spin off of a vastly elaborated technical program. Communicating or interacting with the public does not mean sweeping them off their feet with smoothly edited leaflets explaining how technically sound the proposed solution is and how wonderful it would fit in their back yard. Adding, just to proof how brilliantly this all has been thought through, numerous safety measures, so people would feel reassured. This kind of communication, will only activate people's suspicion and drive them straight into a ''NIMBY''-reaction. The public (and by this we mean the stakeholders or the people actually concerned) should be involved in the decision making on nuclear waste from the very start of the program. This means that they must be aware of the fact that tests are taken place, that they can participate in the follow up of these technical analysis, and, that they have a say in whether further steps will eventually be taken.

  15. Developing and Improving Modified Achievement Level Descriptors: Rationale, Procedures, and Tools

    ERIC Educational Resources Information Center

    Quenemoen, Rachel; Albus, Debra; Rogers, Chris; Lazarus, Sheryl

    2010-01-01

    Some states are developing alternate assessments based on modified achievement standards (AA-MAS) to measure the academic achievement of some students with disabilities (Albus, Lazarus, Thurlow, & Cormier, 2009; Lazarus, Thurlow, Christensen, & Cormier, 2007). These assessments measure the same content as the general assessment for a given…

  16. Developing an Adequately Specified Model of State Level Student Achievement with Multilevel Data.

    ERIC Educational Resources Information Center

    Bernstein, Lawrence

    Limitations of using linear, unilevel regression procedures in modeling student achievement are discussed. This study is a part of a broader study that is developing an empirically-based predictive model of variables associated with academic achievement from a multilevel perspective and examining the differences by which parameters are estimated…

  17. Mathematics Achievement Effects of Three Levels of Individualization: Whole Class, Ability Grouped, and Individualized Instruction.

    ERIC Educational Resources Information Center

    Slavin, Robert E.; Karweit, Nancy L.

    This research evaluated mathematics achievement and attitudinal effects of three instructional methods directed in varying degrees toward accommodating diversity in students' prior achievement. Two randomized field experiments of 16 and 18 weeks' duration, respectively, compared an individualized model, Team Assisted Individualization (TAI); an…

  18. Mathematics Achievement in Middle School Level in Pakistan: Findings from the First National Assessment

    ERIC Educational Resources Information Center

    Tayyaba, Saadia

    2010-01-01

    Purpose: The general objective of this paper is to investigate the mathematics achievement of middle grade students in Pakistan. Specifically: to determine whether mathematics achievement varies systematically across students and schools; to what extent the mathematics curriculum and frameworks are implemented in schools; to what extent gender and…

  19. Under the Radar: The Impact of Relatively Young Age for Grade Level on Academic Achievement

    ERIC Educational Resources Information Center

    Ryken, Klazina

    2012-01-01

    The purpose of this study was to determine whether age differences affect students' academic achievement, and whether age differences affect students in low-income areas differently than those in mixed or higher-income areas. Student achievement data for grades 3, 7, and 11 in language arts and math were obtained from a variety of schools located…

  20. Achievement Levels Among Foreign-Born and Native-Born Mexican American Students.

    ERIC Educational Resources Information Center

    Baral, David P.

    The study compared the academic achievement of 59 recent Mexican immigrant and 59 native-born Mexican American junior high school students in Nogales, Arizona. Three different types of variables were investigated: measures of student achievement, family background factors, and acculturative stress variables. Data were obtained from the school…

  1. An Examination of the Predictive Validity of the Keymath Diagnostic Arithmetic Test and the Wide Range Achievement Test in Exceptional Children

    ERIC Educational Resources Information Center

    Kratochwill, Thomas R.; Demuth, Dennis M.

    1976-01-01

    Title I elementary school children (N=37) were administered the Arithmetic subtest of the Wide Range Achievement Test and the Key Math Diagnostic Arithmetic Test. One year later, the Metropolitan Achievement Test was administered. Correlations between the three measures are presented and discussed. (Author)

  2. U.S. Diagnostic Reference Levels and Achievable Doses for 10 Adult CT Examinations.

    PubMed

    Kanal, Kalpana M; Butler, Priscilla F; Sengupta, Debapriya; Bhargavan-Chatfield, Mythreyi; Coombs, Laura P; Morin, Richard L

    2017-02-21

    Purpose To develop diagnostic reference levels (DRLs) and achievable doses (ADs) for the 10 most common adult computed tomographic (CT) examinations in the United States as a function of patient size by using the CT Dose Index Registry. Materials and Methods Data from the 10 most commonly performed adult CT head, neck, and body examinations from 583 facilities were analyzed. For head examinations, the lateral thickness was used as an indicator of patient size; for neck and body examinations, water-equivalent diameter was used. Data from 1 310 727 examinations (analyzed by using SAS 9.3) provided median values, as well as means and 25th and 75th (DRL) percentiles for volume CT dose index (CTDIvol), dose-length product (DLP), and size-specific dose estimate (SSDE). Applicable results were compared with DRLs from eight countries. Results More than 46% of the facilities were community hospitals; 13% were academic facilities. More than 48% were in metropolitan areas, 39% were suburban, and 13% were rural. More than 50% of the facilities performed fewer than 500 examinations per month. The abdomen and pelvis was the most frequently performed examination in the study (45%). For body examinations, DRLs (75th percentile) and ADs (median) for CTDIvol, SSDE, and DLP increased consistently with the patient's size (water-equivalent diameter). The relationships between patient size and DRLs and ADs were not as strong for head and neck examinations. These results agree well with the data from other countries. Conclusion DRLs and ADs as a function of patient size were developed for the 10 most common adult CT examinations performed in the United States. (©) RSNA, 2017.

  3. Test Writing and Speaking at GCE Ordinary Level

    ERIC Educational Resources Information Center

    Harding, Ann

    1974-01-01

    Discusses diversity which has arisen in testing of productive skills at GCE O level. Criteria to apply in assessment of foreign language acquisition, and writing and speaking tests in particular, are discussed, as well as the weighting of writing and speaking at O level. (RM)

  4. Language Learner Strategies and Linguistic Competence as Factors Affecting Achievement Test Scores in English for Specific Purposes

    ERIC Educational Resources Information Center

    Jurkovic, Violeta

    2010-01-01

    The article examines the effect of two factors on achievement test scores in English as a foreign language for specific purposes in higher education: preexisting linguistic competence and frequency of use of language learner strategies. The rationale for the analysis of language learner strategies as a factor affecting achievement test outcomes is…

  5. Aptitude Tests Versus School Exams as Selection Tools for Higher Education and the Case for Assessing Educational Achievement in Context

    ERIC Educational Resources Information Center

    Stringer, Neil

    2008-01-01

    Advocates of using a US-style SAT for university selection claim that it is fairer to applicants from disadvantaged backgrounds than achievement tests because it assesses potential, not achievement, and that it allows finer discrimination between top applicants than GCEs. The pros and cons of aptitude tests in principle are discussed, focusing on…

  6. 5. Exterior view, enclosure at walkin entry level between Test ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    5. Exterior view, enclosure at walk-in entry level between Test Cell 6 (right) and Test Cell 7 (left), Systems Integration Laboratory Building (T-28), looking southwest. High pressure gas tank and generator test firings are conducted in the enclosure. - Air Force Plant PJKS, Systems Integration Laboratory, Systems Integration Laboratory Building, Waterton Canyon Road & Colorado Highway 121, Lakewood, Jefferson County, CO

  7. A Testing Instrument for High School Arabic, Level III.

    ERIC Educational Resources Information Center

    Wolowelsky, Joel B.

    The Arabic language examination was designed for Jewish immigrants from Syria wishing to satisfy New York State language requirements for high school graduation by indicating their proficiency in Arabic. The test is essentially a translation of a state test of Hebrew, and is intended to test Arabic at the third-year high school level. The…

  8. WRAP low level waste (LLW) glovebox acceptance test report

    SciTech Connect

    Leist, K.J.

    1998-02-17

    In June 28, 1997, the Low Level Waste (LLW) glovebox was tested using glovebox acceptance test procedure 13031A-85. The primary focus of the glovebox acceptance test was to examine control system interlocks, display menus, alarms, and operator messages. Limited mechanical testing involving the drum ports, hoists, drum lifter, compacted drum lifter, drum tipper, transfer car, conveyors, lidder/delidder device and the supercompactor were also conducted. As of November 24, 1997, 2 of the 131 test exceptions that affect the LLW glovebox remain open. These items will be tracked and closed via the WRAP Master Test Exception Database. As part of Test Exception resolution/closure the responsible individual closing the Test Exception performs a retest of the affected item(s) to ensure the identified deficiency is corrected, and, or to test items not previously available to support testing. Test Exceptions are provided as appendices to this report.

  9. Effects of Reflective Inquiry Instructional Technique on Students' Academic Achievement and Ability Level in Electronic Work Trade in Technical Colleges

    ERIC Educational Resources Information Center

    Ogbuanya, T. C.; Owodunni, A. S.

    2015-01-01

    This study was designed to determine the effect of reflective inquiry instructional technique on achievement of students in Technical Colleges. The study adopted a pre-test, post-test, non-equivalent control group, quasi-experimental research design which involved groups of students in their intact class assigned to experimental group and control…

  10. Chemical genoprotection: reducing biological damage to as low as reasonably achievable levels

    PubMed Central

    Alcaraz, M; Armero, D; Martínez-Beneyto, Y; Castillo, J; Benavente-García, O; Fernandez, H; Alcaraz-Saura, M; Canteras, M

    2011-01-01

    Objectives The aim of this study was to evaluate the antioxidant substances present in the human diet with an antimutagenic protective capacity against genotoxic damage induced by exposure to X-rays in an attempt to reduce biological damage to as low a level as reasonably possible. Methods Ten compounds were assessed using the lymphocyte cytokinesis-block micronucleus (MN) cytome test. The compounds studied were added to human blood at 25 μM 5 min before exposure to irradiation by 2 Gy of X-rays. Results The protective capacity of the antioxidant substances assessed was from highest to lowest according to the frequency of the MN generated by X-ray exposure: rosmarinic acid = carnosic acid = δ-tocopherol = l-acid ascorbic = apigenin = amifostine (P < 0.001) > green tea extract = diosmine = rutin = dimetylsulfoxide (P < 0.05) > irradiated control. The reduction in genotoxic damage with the radiation doses administered reached 58%, which represents a significant reduction in X-ray-induced chromosomal damage (P < 0.001). This degree of protection is greater than that obtained with amifostine, a radioprotective compound used in radiotherapy and which is characterised by its high toxicity. Conclusion Several antioxidant substances, common components of the human diet and lacking toxicity, offer protection from the biological harm induced by ionizing radiation. Administering these protective substances to patients before radiological exploration should be considered, even in the case of small radiation doses and regardless of the biological damage expected. PMID:21697157

  11. Daily online testing in large classes: boosting college performance while reducing achievement gaps.

    PubMed

    Pennebaker, James W; Gosling, Samuel D; Ferrell, Jason D

    2013-01-01

    An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses.

  12. Longitudinal Investigation of Elementary Students' Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differences

    ERIC Educational Resources Information Center

    Bursal, Murat

    2013-01-01

    This study investigated the change of the science academic achievement by grade level and gender where 222 elementary students' science and technology course scores between the 4th and 8th grades and science success percentages in 6th and 8th grades Level Determination Exam were longitudinally analyzed. Based on the findings of this study,…

  13. The Impact of Block Scheduling on Student Achievement, Attendance, and Discipline at the High School Level

    ERIC Educational Resources Information Center

    Williams, Charles, Jr.

    2011-01-01

    The purpose of this study was to determine the impact block scheduling has on (a) student academic achievement, discipline, and attendance, and (b) administrator, teacher, and student perceptions. The study compared 2005-2010 data from a high school utilizing the A/B block schedule and a high school under a traditional schedule, in one suburban…

  14. Impact of Teacher Qualification on Student Achievement at the Elementary and Middle School Levels

    ERIC Educational Resources Information Center

    Andrews, Sandra L.

    2012-01-01

    Although the federal No Child Left Behind (NCLB) Act requires that classroom teachers be highly qualified, the assumption that achieving the highly qualified endorsement equates to teacher effectiveness in the classroom is unverified. The purpose of this study was to compare the effect of teacher qualification, as defined by the NCLB Act and…

  15. A Comparison of Urban, Suburban, and Rural Principal Leadership Skills by Campus Student Achievement Level

    ERIC Educational Resources Information Center

    Erwin, Susan; Winn, Pam; Gentry, Jim; Cauble, Mary

    2010-01-01

    Because of the importance of developing highly skilled school leaders, statewide assessments of 784 Texas public school administrators were compared to determine how leadership skills varied by type of campus (urban, suburban and rural) and by campus student achievement ratings. Important findings indicate differences exist by campus type and by…

  16. Study-Orientation of High and Low Academic Achievers at Secondary Level in Pakistan

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Bashir, Muhammad; Khan, Muhammad Naemullah; Khan, Muhammad Saeed

    2009-01-01

    The study orientation of low and high academic achievers was compared, measured through a self-developed study orientation scale (SOS) primarily based on 47 items comparing study habits and attitude. Students' marks obtained in the 10th grade Examination determined the measure of academic performance. The analysis revealed that the high achievers…

  17. Removing the Barriers: Raising Achievement Levels for Minority Ethnic Pupils. Exploring Good Practice.

    ERIC Educational Resources Information Center

    Department for Education and Skills, London (England).

    This resource kit, which can be used with an accompanying videotape and written materials, shows how three English secondary schools have succeeded in raising the achievement of their ethnic minority students by increasing expectations of what each student is capable of, valuing diversity, working in partnership with parents, and encouraging…

  18. A Transformational Analysis of Low Achievers' Writing at the Ninth and Eleventh Grade Levels.

    ERIC Educational Resources Information Center

    Dupuis, Mary Miles

    This study assesses an analytical process which seeks to describe the writing style of a student in terms of the four basic transformational operations: addition, deletion, combining, and reordering. Application of the process to writing skills of low achievers in English is evaluated. All ninth and eleventh grade students in the Falls Church,…

  19. Evaluation of Intrarehearsal Achievement by Listeners of Varying Levels of Expertise

    ERIC Educational Resources Information Center

    Montemayor, Mark

    2016-01-01

    The primary purpose of this study was to investigate expertise-related differences in the evaluation of moment-to-moment rehearsal achievement. Nonmusic majors, music education majors, and expert music teachers (N = 60) listened to 18 "before" and "after" pairs of rehearsal trials of various high school bands in their pursuit…

  20. Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level. NCEE 2011-4033

    ERIC Educational Resources Information Center

    Cole, Russell; Haimson, Joshua; Perez-Johnson, Irma; May, Henry

    2011-01-01

    State assessments are increasingly used as outcome measures for education evaluations. The scaling of state assessments produces variability in measurement error, with the conditional standard error of measurement increasing as average student ability moves toward the tails of the achievement distribution. This report examines the variability in…

  1. Literacy Coaching to Improve Student Reading Achievement: A Multi-Level Mediation Model

    ERIC Educational Resources Information Center

    Matsumura, Lindsay Clare; Garnier, Helen E.; Spybrook, Jessaca

    2013-01-01

    In a longitudinal group-randomized trial, we explore the key role of the quality of classroom text discussions in mediating the effects of Content-Focused Coaching (CFC) on student reading achievement (2983 students, 167 teachers). Schools in the United States serving large numbers of minority and English language learning (ELL) students from…

  2. Interracial Best Friendships: Relationship with 10th Graders' Academic Achievement Level

    ERIC Educational Resources Information Center

    Newgent, Rebecca A.; Lee, Sang Min; Daniel, Ashley F.

    2007-01-01

    The authors examined the relationships between interracial best friendships and 10th-grade students' academic achievement. The analysis consisted of data from 13,134 participants in the ELS:2002 database. The results indicated that interracial best friendships for minority students (African Americans, Latino Americans, Asian Americans, and…

  3. Student Misconceptions in Chemical Equilibrium as Related to Cognitive Level and Achievement.

    ERIC Educational Resources Information Center

    Wheeler, Alan E.; Kass, Heidi

    Reported is an investigation to determine the nature and extent of student misconceptions in chemical equilibrium and to ascertain the degree to which certain misconceptions are related to chemistry achievement and to performance on specific tasks involving cognitive transformations characteristic of the concrete and formal operational stages of…

  4. Academic Achievement of Ugandan Sixth Grade Students: Influence of Parents' Education Levels

    ERIC Educational Resources Information Center

    Wamala, Robert; Kizito, Omala Saint; Jjemba, Evans

    2013-01-01

    The study investigates the influence of a father and mother's education on the academic achievement of their child. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality survey comprising 5,148 records of sixth grade students enrolled in Ugandan primary schools. Students' percentage…

  5. The Use of the Arabic CBM Maze among Three Levels of Achievers in Jordan

    ERIC Educational Resources Information Center

    Abu-Hamour, Bashir

    2013-01-01

    This study examined the applicability of the Arabic version of the Curriculum Based Measurement Maze (CBM Maze) for Jordanian students. A sample of 150 students was recruited from two public primary schools in Jordan. The students were ranked into high, moderate, and low achievers in terms of their performance in the Arabic course. Then all of…

  6. The Effects of Class Size on Student Achievement in Intermediate Level Elementary Students

    ERIC Educational Resources Information Center

    McInerney, Melissa

    2014-01-01

    Class size and student achievement have been debated for decades. The vast amount of research on this topic is either conflicting or inconclusive. There are large and small scale studies that support both sides of this dilemma (Achilles, Nye, Boyd-Zaharias, Fulton, & Cain, 1994; Glass & Smith, 1979; Slavin, 1989). Class size reduction is a…

  7. The Influence of Early Childhood Program Participation on Academic Achievement at the Elementary Level

    ERIC Educational Resources Information Center

    Villani, Gina Marie

    2014-01-01

    The purpose of this study was to examine the influence of early childhood program participation on academic achievement by grade 3. This case study utilized a quantitative approach to data collection. For purposes of this research, one P-12 school district in central New Jersey was studied to look at the influence of early childhood program…

  8. Geographic Variation of District-Level Gender Achievement Gaps within the United States

    ERIC Educational Resources Information Center

    Reardon, Sean; Fahle, Erin; Kalogrides, Demetra; Podolsky, Anne; Zarate, Rosalia

    2016-01-01

    Gender achievement gaps on national and state assessments have been a popular research topic over the last few decades. Many prior studies examine these gaps in different subjects (e.g., mathematics, reading, and science) and grades (typically kindergarten through eighth grade) for students living in various regions (typically states or countries)…

  9. Computers and Traditional Teaching Practices: Factors Influencing Middle Level Students' Science Achievement and Attitudes about Science

    ERIC Educational Resources Information Center

    Odom, Arthur Louis; Marszalek, Jacob M.; Stoddard, Elizabeth R.; Wrobel, Jerzy M.

    2011-01-01

    The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group…

  10. Comparison of the Minnesota Percepto-Diagnostic Test and Bender-Gestalt: relationship with achievement criteria.

    PubMed

    Fuller, G B; Wallbrown, F H

    1983-11-01

    Administered the Bender-Gestalt (BG) and Minnesota Percepto-Diagnostic Test (MPD) to 69 first-grade children prior to administration of the California Achievement Test (CAT). Order of administration for the BG and MPD was counterbalanced to control for practice effects. Correlations (rs) were computed between the 9 CAT subtests and scores from the BG and MPD. The DD score from the MPD correlated significantly with all 9 CAT subtests. The SpCD score from the MPD correlated significantly with 6 of the 9 CAT subtests. The BG Koppitz score correlated significantly with 6 of the 9 CAT subtests. Both the DD and SpCD scores showed a significantly higher negative r with Reading Vocabulary, Total Reading, and Arithmetic Computation than the BG. Furthermore, both types of MPD scores showed a much higher average r with the 9 CAT subtests than was evident for the BG. These findings suggest that DD and SpCD scores from the MPD provide a more sensitive measure of deficits in visual-motor perception than the Koppitz score from the BG.

  11. Organizational and media stress among professional football players: testing an achievement goal theory model.

    PubMed

    Kristiansen, E; Halvari, H; Roberts, G C

    2012-08-01

    The purpose of this study was to investigate media and coach-athlete stress experienced by professional football players and their relationship to motivational variables by testing an achievement goal theory (AGT) stress model. In order to do so, we developed scales specifically designed to assess media and coach-athlete stress. Eighty-two elite football players (M(age) =25.17 years, SD=5.19) completed a series of questionnaires. Correlations and bootstrapping were used as primary statistical analyses, supplemented by LISREL, to test the hypotheses. Results revealed that a mastery climate was directly and negatively associated with coach-athlete stress, while a performance climate was directly and positively associated with coach-athlete stress. In addition, an indirect positive path between the performance climate and media stress was revealed through ego orientation. These findings support some of the key postulates of AGT; a mastery climate reduces the perception of stress among athletes, and the converse is true for a performance climate. Coaches of elite footballers are advised to try to reduce the emphasis on performance criteria because of its stress-reducing effects.

  12. Pre-Type 1 Diabetes Dysmetabolism: Maximal sensitivity achieved with Both Oral and Intravenous Glucose Tolerance Testing

    PubMed Central

    Barker, Jennifer M.; McFann, Kim; Harrison, Leonard C.; Fourlanos, Spiros; Krischer, Jeffrey; Cuthbertson, David; Chase, H. Peter; Eisenbarth, George S.; Group, the DPT-1 Study

    2007-01-01

    Objective To determine the relationship of intravenous (IVGTT) and oral (OGTT) glucose tolerance tests abnormalities to diabetes development in a high-risk pre-diabetic cohort and identify an optimal testing strategy for detecting pre-clinical diabetes. Study design Diabetes Prevention Trial Type 1 randomized subjects to oral (n=372) and parenteral (n=339) insulin prevention trials. Subjects were followed with IVGTTs and OGTTs. Factors associated with progression to diabetes were evaluated. Results Survival analysis revealed that higher quartiles of 2-hour glucose and lower quartiles of FPIR at baseline were associated with decreased diabetes-free survival. Cox proportional hazards modeling showed that baseline BMI, FPIR and 2-hour glucose levels were significantly associated with an increased hazard for diabetes. On testing performed within 6 months of diabetes diagnosis, 3% (1/32) had normal first phase insulin response (FPIR) and normal 2-hour glucose on OGTT. The sensitivities for impaired glucose tolerance (IGT) and low FPIR performed within 6 months of diabetes diagnosis were equivalent (76% vs. 73%). Conclusions Most (97%) subjects had abnormal IVGTTs and/or OGTTs prior to the development of diabetes. The highest sensitivity is achieved using both tests. PMID:17188609

  13. Correlations among Six Learner Variables and the Performance of a Sample of Jamaican Eleventh-Graders on an Achievement Test on Respiration

    ERIC Educational Resources Information Center

    Soyibo, Kola; Pinnock, Jacqueline

    2005-01-01

    This study aimed at establishing if the level of performance of 500 Jamaican Grade 11 students on an achievement test on the concept of respiration was satisfactory (mean = 28 or 70% and above) or not (less than 70%); if there were statistically significant differences in their performance on the concept linked to their gender, cognitive abilities…

  14. English Language Proficiency Tests and Academic Achievement: A Study on the Malaysian University English Test as a Predictor of Technical Programme Undergraduates Academic Achievement

    ERIC Educational Resources Information Center

    Min, Lau Sing; Sungif, Nur Atiqah Md.; Yusup, Farah Nabillah Mior

    2015-01-01

    In the Malaysian education system, English has always played an important role. In acknowledging its importance, Malaysian University English Test (MUET) has been introduced to enable continued emphasis on this role. MUET has been made compulsory for those who wish to pursue a first degree programme in local universities. This study aims to…

  15. Low-level radioactive waste form qualification testing

    SciTech Connect

    Sohal, M.S.; Akers, D.W.

    1998-06-01

    This report summarizes activities that have already been completed as well as yet to be performed by the Idaho National Engineering and Environmental Laboratory (INEEL) to develop a plan to quantify the behavior of radioactive low-level waste forms. It briefly describes the status of various tasks, including DOE approval of the proposed work, several regulatory and environmental related documents, tests to qualify the waste form, preliminary schedule, and approximate cost. It is anticipated that INEEL and Brookhaven National Laboratory will perform the majority of the tests. For some tests, services of other testing organizations may be used. It should take approximately nine months to provide the final report on the results of tests on a waste form prepared for qualification. It is anticipated that the overall cost of the waste quantifying service is approximately $150,000. The following tests are planned: compression, thermal cycling, irradiation, biodegradation, leaching, immersion, free-standing liquid tests, and full-scale testing.

  16. Impact of Educational Level on Performance on Auditory Processing Tests

    PubMed Central

    Murphy, Cristina F. B.; Rabelo, Camila M.; Silagi, Marcela L.; Mansur, Letícia L.; Schochat, Eliane

    2016-01-01

    Research has demonstrated that a higher level of education is associated with better performance on cognitive tests among middle-aged and elderly people. However, the effects of education on auditory processing skills have not yet been evaluated. Previous demonstrations of sensory-cognitive interactions in the aging process indicate the potential importance of this topic. Therefore, the primary purpose of this study was to investigate the performance of middle-aged and elderly people with different levels of formal education on auditory processing tests. A total of 177 adults with no evidence of cognitive, psychological or neurological conditions took part in the research. The participants completed a series of auditory assessments, including dichotic digit, frequency pattern and speech-in-noise tests. A working memory test was also performed to investigate the extent to which auditory processing and cognitive performance were associated. The results demonstrated positive but weak correlations between years of schooling and performance on all of the tests applied. The factor “years of schooling” was also one of the best predictors of frequency pattern and speech-in-noise test performance. Additionally, performance on the working memory, frequency pattern and dichotic digit tests was also correlated, suggesting that the influence of educational level on auditory processing performance might be associated with the cognitive demand of the auditory processing tests rather than auditory sensory aspects itself. Longitudinal research is required to investigate the causal relationship between educational level and auditory processing skills. PMID:27013958

  17. The Creation and Validation of a Listening Vocabulary Levels Test

    ERIC Educational Resources Information Center

    McLean, Stuart; Kramer, Brandon; Beglar, David

    2015-01-01

    An important gap in the field of second language vocabulary assessment concerns the lack of validated tests measuring aural vocabulary knowledge. The primary purpose of this study is to introduce and provide preliminary validity evidence for the Listening Vocabulary Levels Test (LVLT), which has been designed as a diagnostic tool to measure…

  18. Home Economics. Sample Test Items. Levels I and II.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Elementary and Secondary Educational Testing.

    A sample of behavioral objectives and related test items that could be developed for content modules in Home Economics levels I and II, this book is intended to enable teachers to construct more valid and reliable test materials. Forty-eight one-page modules are presented, and opposite each module are listed two to seven specific behavioral…

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

    ERIC Educational Resources Information Center

    Kim, Kyung Hee

    2008-01-01

    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…

  20. Self-Discipline Gives Girls the Edge: Gender in Self-Discipline, Grades, and Achievement Test Scores

    ERIC Educational Resources Information Center

    Duckworth, Angela Lee; Seligman, Martin E. P.

    2006-01-01

    Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not out perform boys on achievement or IQ tests. To date, explanations for the underprediction of girls' GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors' investigation…

  1. The Effect of Varying the Response Format on the Statistical Characteristics of the Alpert-Haber Achievement Anxiety Test.

    ERIC Educational Resources Information Center

    Jacko, Edward J.; Huck, Schuyler W.

    The Alpert-Haber Achievement Anxiety Test was developed to measure the extent to which individuals experience test anxiety. In at least two published studies, the authors claim to have used the test when in fact the response format was changed from that used in the original instrument and the "buffer" items were omitted. To investigate…

  2. The Effect of Grade Norms in College Students: Using the Woodcock-Johnson III Tests of Achievement

    ERIC Educational Resources Information Center

    Cressman, Markus N.; Liljequist, Laura

    2014-01-01

    The "Woodcock-Johnson III" Tests of Achievement grade norms versus age norms were examined in the calculation of discrepancy scores in 202 college students. Difference scores were calculated between the "Wechsler Adult Intelligence Scale-3rd Edition" Full Scale IQ and the "Woodcock-Johnson III" Total Achievement,…

  3. Relationship between Patterns of Personality of Campus Leaders and Scholastic Achievement in Elementary Schools: A Test of Holland's Theory

    ERIC Educational Resources Information Center

    Butler, Linda Ann

    2010-01-01

    The purpose of this study was to examine student achievement as a function of principal personality and assistant principal personality in an elementary school setting. Student achievement, the dependent variable, was fifth grade campus mean scale scores on the Texas Assessment of Academic Skills test for reading, math, and science. Holland's…

  4. Achieving recommended daily physical activity levels through commuting by public transportation: unpacking individual and contextual influences.

    PubMed

    Wasfi, Rania A; Ross, Nancy A; El-Geneidy, Ahmed M

    2013-09-01

    This paper estimates the amount of daily walking associated with using public transportation in a large metropolitan area and examines individual and contextual characteristics associated with walking distances. Total walking distance to and from transit was calculated from a travel diary survey for 6913 individuals. Multilevel regression modelling was used to examine the underlying factors associated with walking to public transportation. The physical activity benefits of public transportation varied along gender and socio-economic lines. Recommended minutes of daily physical activity can be achieved for public transportation users, especially train users living in affluent suburbs.

  5. A Comparison of the Achievement Levels of Eighth Graders from One Parent Homes with Those from Two-Parent Homes.

    ERIC Educational Resources Information Center

    Taylor, Dollie Walton

    This study tested whether a significant difference exists between academic performance scores of eighth grade students from one-parent homes and those from two-parent homes in the areas of reading, mathematics, science, social studies, and English. School records pertaining to academic achievement, and free-lunch applications were used to collect…

  6. Uprated OMS Engine Status-Sea Level Testing Results

    NASA Technical Reports Server (NTRS)

    Bertolino, J. D.; Boyd, W. C.

    1990-01-01

    The current Space Shuttle Orbital Maneuvering Engine (OME) is pressure fed, utilizing storable propellants. Performance uprating of this engine, through the use of a gas generator driven turbopump to increase operating pressure, is being pursued by the NASA Johnson Space Center (JSC). Component level design, fabrication, and test activities for this engine system have been on-going since 1984. More recently, a complete engine designated the Integrated Component Test Bed (ICTB), was tested at sea level conditions by Aerojet. A description of the test hardware and results of the sea level test program are presented. These results, which include the test condition operating envelope and projected performance at altitude conditions, confirm the capability of the selected Uprated OME (UOME) configuration to meet or exceed performance and operational requirements. Engine flexibility, demonstrated through testing at two different operational mixture ratios, along with a summary of projected Space Shuttle performance enhancements using the UOME, are discussed. Planned future activities, including ICTB tests at simulated altitude conditions, and recommendations for further engine development, are also discussed.

  7. Energy-Level Modulation of Small-Molecule Electron Acceptors to Achieve over 12% Efficiency in Polymer Solar Cells.

    PubMed

    Li, Sunsun; Ye, Long; Zhao, Wenchao; Zhang, Shaoqing; Mukherjee, Subhrangsu; Ade, Harald; Hou, Jianhui

    2016-11-01

    Fine energy-level modulations of small-molecule acceptors (SMAs) are realized via subtle chemical modifications on strong electron-withdrawing end-groups. The two new SMAs (IT-M and IT-DM) end-capped by methyl-modified dicycanovinylindan-1-one exhibit upshifted lowest unoccupied molecular orbital (LUMO) levels, and hence higher open-circuit voltages can be observed in the corresponding devices. Finally, a top power conversion efficiency of 12.05% is achieved.

  8. A Study on Prospective Science Teachers' Knowledge and Achievement Levels in Mathematical Logic in Electricity-Related Subjects

    ERIC Educational Resources Information Center

    Yilmaz, Ismail

    2012-01-01

    The purpose of this case study is to reveal prospective science teachers' knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics…

  9. Examining the Level of Convergence among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire

    ERIC Educational Resources Information Center

    Cleary, Timothy J.; Callan, Gregory L.; Malatesta, Jaime; Adams, Tanya

    2015-01-01

    This study examined the convergent and predictive validity of self-regulated learning (SRL) microanalytic measures. Specifically, theoretically based relations among a set of self-reflection processes, self-efficacy, and achievement were examined as was the level of convergence between a microanalytic strategy measure and a SRL self-report…

  10. The Academic Achievement of Elementary Level General Education Students in Inclusion Classrooms versus Non-Inclusion Classrooms

    ERIC Educational Resources Information Center

    Surgener, Gena F.

    2016-01-01

    This research study was conducted to examine the effects of the academic achievement of elementary level general education students in the inclusion classroom setting versus the general education students in the non-inclusion classroom in a large suburban school district in Tennessee as measured by third, fourth, and fifth grade mathematics and…

  11. The Effective Practices and Beliefs of School Principals in High Achieving Hispanic Majority Mid-Level Schools

    ERIC Educational Resources Information Center

    Briseno, Johnny

    2010-01-01

    This qualitative phenomenological research study used narrative inquiry to investigate the effective practices and beliefs of 10 Texas principals in high achieving majority Hispanic mid-level schools. Participant interviews were analyzed using the Creswell (2007) six step method for analyzing phenomenological studies. Findings from this study…

  12. An Examination of Vocational School Students' Self-Efficacy Beliefs in Mathematics and of Their Achievement Levels

    ERIC Educational Resources Information Center

    Tasdemir, Cahit

    2016-01-01

    The purpose of this study is to examine vocational school students' self-efficacy beliefs in mathematics and their achievement levels. As the data collection tool, "Self-Efficacy Perception of Mathematics Scale" developed by Umay (2001) was used in the study. The sample is composed of 178 students who were attending different programs of…

  13. Learning Time of Day and Students' Academic Achievement at School Certificate Level: A Case Study of Chibote Girls' Secondary School

    ERIC Educational Resources Information Center

    Mulenga, Henry M.; Mukuka, Angel

    2016-01-01

    A case study presented here is an investigation into whether time of day for instruction has an effect on students' academic achievement in Mathematics, Science, Biology and English at school certificate level by focusing on the grades candidates obtained after sitting for national examinations. The focus is primarily on 33 randomly selected…

  14. The Effect of Achievement Test Selection on Identification of Learning Disabilities within a Patterns of Strengths and Weaknesses Framework

    PubMed Central

    Miciak, Jeremy; Taylor, Pat; Denton, Carolyn A.; Fletcher, Jack M.

    2014-01-01

    Purpose Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability of LD classification decisions of the concordance/discordance method (C/DM) across different psychoeducational assessment batteries. Methods C/DM criteria were applied to assessment data from 177 second grade students based on two psychoeducational assessment batteries. The achievement tests were different, but were highly correlated and measured the same latent construct. Resulting LD identifications were then evaluated for agreement across batteries on LD status and the academic domain of eligibility. Results The two batteries identified a similar number of participants as having LD (80 and 74). However, indices of agreement for classification decisions were low (kappa = .29), especially for percent positive agreement (62%). The two batteries demonstrated agreement on the academic domain of eligibility for only 25 participants. Conclusions Cognitive discrepancy frameworks for LD identification are inherently unstable because of imperfect reliability and validity at the observed level. Methods premised on identifying a PSW profile may never achieve high reliability because of these underlying psychometric factors. An alternative is to directly assess academic skills to identify students in need of intervention. PMID:25243467

  15. THE EMPLOYED STUDENT AND HIS ACHIEVEMENT LEVEL AT SAN JOAQUIN DELTA JUNIOR COLLEGE.

    ERIC Educational Resources Information Center

    FITCH, NAOMI

    IN ORDER TO DETERMINE THE EFFECT OF STUDENT EMPLOYMENT ON ACADEMIC PERFORMANCE, A SURVEY WAS ADMINISTERED TO 1,429 NEW FRESHMEN DURING THE FALL SEMESTER, 1965. APTITUDE TEST SCORES AND GRADE POINT AVERAGES WERE COMPARED FOR NONWORKING STUDENTS AND FOR STUDENTS GROUPED INTO FIVE CLASSIFICATIONS ACCORDING TO THE NUMBER OF HOURS WORKED PER WEEK.…

  16. Effects of Resources, Inequality, and Privilege Bias on Achievement: Country, School, and Student Level Analyses

    ERIC Educational Resources Information Center

    Chiu, Ming Ming; Khoo, Lawrence

    2005-01-01

    This study examined how resources, distribution inequality, and biases toward privileged students affected academic performance. Fifteen-year-olds from 41 countries completed a questionnaire and tests in mathematics, reading, and science. Multilevel regression analyses showed that students scored higher in all subjects when they had more resources…

  17. Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

    NASA Astrophysics Data System (ADS)

    Dutra, Andrew Martin

    The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self

  18. Large-scale academic achievement testing of deaf and hard-of-hearing students: past, present, and future.

    PubMed

    Qi, Sen; Mitchell, Ross E

    2012-01-01

    The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.

  19. Improving the Ability of Qualitative Assessments to Discriminate Student Achievement Levels

    ERIC Educational Resources Information Center

    Mok, Jeffrey Chi Hoe; Toh, Anita Ann Lee

    2015-01-01

    Purpose: This paper aims to investigate the use of blind marking to increase the ability of criterion-referenced marking to discriminate students' varied levels of knowledge and skill mastery in a business communication skills course. Design/methodology/approach: The business communication course in this study involved more than 10 teachers and…

  20. Transcending Disciplinary Lines to Promote Student Achievement at the Post-Secondary Level

    ERIC Educational Resources Information Center

    Bentley, Erinn; Brown, Jennifer

    2014-01-01

    Writing proficiencies in the K-12 setting and at the post-secondary level have become stagnant and have decreased in some instances. Several studies indicated using peer review was beneficial for students by increasing student engagement and providing appropriate feedback. The purpose of this study was to examine the use of a peer review workshop…

  1. Psychological Factors in the Academic Achievement of Remedial-Level English Students in Community College

    ERIC Educational Resources Information Center

    Jennings, Heather M.

    2012-01-01

    Rates of in-coming college students in need of academic remediation are on the rise, for both community college and four-year colleges. Consequently, many of these students will be required to enroll in some level of academic remediation in reading, writing and/or math to develop the basic skills necessary for student success in college-level…

  2. An Exploration of Levels of Use of an Innovation and the Relationship to Student Achievement.

    ERIC Educational Resources Information Center

    Loucks, Susan F.

    The present study was in part a case study involving the levels of use that existed among a sample of second- and fourth-grade teachers using or anticipating the use of individualized instruction in reading and mathematics instruction. The sample was assumed to include both users and nonusers of the innovation as half the schools were involved in…

  3. An Analysis of the Relationship between Organizational Servant Leadership and Student Achievement in Middle Level Schools

    ERIC Educational Resources Information Center

    Babb, Corbett A.

    2012-01-01

    The purpose of this exploratory quantitative research study was to determine if middle schools in which higher levels of servant leadership are evident perform better on school effectiveness measures than middle schools that exhibit lower degrees of servant leadership. Furthermore, it sought to identify contextual factors that were correlated with…

  4. Teaching Physics at Preschool Level for Mexican Students in Order to Achieve the National Scientific Standards

    ERIC Educational Resources Information Center

    Ramírez Díaz, Mario H.; Nieto Betance, Gabriela; García Trujillo, Luís Antonio; Chávez-Campos, David A.

    2015-01-01

    In its program of studies for preschool level, the Secretary of Public Education of Mexico promoted development of four standards of science: Scientific knowledge, applications of scientific knowledge and technology, skills associated to science, and attitudes associated to science. However, to develop this skills and reach out the standards there…

  5. Instructional Leadership in Missouri: A Study of Middle-Level Building Principals and Student Achievement

    ERIC Educational Resources Information Center

    Carson, Craig L.

    2013-01-01

    The purpose of this descriptive study was to describe Missouri middle-level school principals' perceptions of their instructional leadership practices. The Principal Instructional Management Rating Scale (PIMRS) by Philip Hallinger was used to define the measured leadership tasks (www.philiphallinger.com). There were a total of 77 middle-level…

  6. Individualizing Instruction in College-Level Spanish: A Study of Student Achievement and Attitude.

    ERIC Educational Resources Information Center

    Cimerhanzel-Nestlerode, Samye Ruth Mott; Cooper, James

    This study considers whether the outcomes for students who participated in an individualized instructional approach to language learning in intermediate college-level foreign language courses are different from the outcomes for students who participated in a lecture-recitation aproach. A two-treatment group quasi-experimental design was used. The…

  7. Model year 2010 Honda insight level-1 testing report.

    SciTech Connect

    Rask, E.; Bocci, D.; Duoba, M.; Lohse-Busch, H.

    2011-03-22

    As a part of the US Department of Energy's Advanced Vehicle Testing Activity (AVTA), a model year 2010 Honda Insight was procured by eTec (Phoenix, AZ) and sent to ANL's Advanced Powertrain Research Facility for the purposes of vehicle-level testing in support of the Advanced Vehicle Testing Activity (AVTA). Data was acquired during testing using non-intrusive sensors, vehicle network information, and facilities equipment (emissions and dynamometer data). Standard drive cycles, performance cycles, steady-state cycles and A/C usage cycles were tested. Much of this data is openly available for download in ANL's Downloadable Dynamometer Database (D3). The major results are shown here in this report. Given the preliminary nature of this assessment, the majority of the testing was done over standard regulatory cycles and seeks to obtain a general overview of how the vehicle performs. These cycles include the US FTP cycle (Urban) and Highway Fuel Economy Test cycle as well as the US06, a more aggressive supplemental regulatory cycle. Data collection for this testing was kept at a fairly high level and includes emissions and fuel measurements from an exhaust emissions bench, high-voltage and accessory current and voltage from a DC power analyzer, and CAN bus data such as engine speed, engine load, and electric machine operation when available. The following sections will seek to explain some of the basic operating characteristics of the MY2010 Insight and provide insight into unique features of its operation and design.

  8. Nutrient Plasma Levels Achieved During Treatment that Reduces Noise-Induced Hearing Loss

    PubMed Central

    Le Prell, C. G.; Dolan, D. F.; Bennett, D. C.; Boxer, P. A.

    2011-01-01

    Hearing loss encompasses both temporary and permanent deficits. If temporary threshold shift (TTS) and permanent threshold shift (PTS) share common pathological mechanisms, then agents that reduce PTS should also reduce TTS. Several antioxidant agents have reduced PTS in rodent models; however, reductions in TTS have been inconsistent. This study first determined whether dietary antioxidants (beta-carotene, and vitamins C and E) delivered in combination with magnesium (Mg) reliably increase plasma concentrations of the active agents. Then, additional manipulations tested the hypothesis that these nutrients reduce acute TTS insult in the first 24 hours following loud sound, as well as longer lasting changes in hearing measured up to 7 days post-noise. Saline or nutrients were administered to guinea pigs prior to and after noise exposure. Sound-evoked electrophysiological responses were measured before noise, with tests repeated 1-hour post-noise, as well as 1-, 3-, 5-, and 7-days post-noise. All subjects showed significant functional recovery; subjects treated with nutrients recovered more rapidly, and had better hearing outcomes at early post-noise times as well as the final test time. Thus, this combination of nutrients, which produced significant increases in plasma concentrations of vitamins C and E and Mg, effectively reduced hearing loss at multiple post-noise times. These data suggest free radical formation contributes to TTS as well as PTS insults, and suggest a potential opportunity to prevent TTS in human populations. PMID:21708356

  9. The Effects of CSCOPE on Student Achievement as Measured by Both TAKS and STAAR Test Results

    ERIC Educational Resources Information Center

    Helm, Maricela Robledo

    2013-01-01

    The purpose of this study was to examine the effects of CSCOPE curriculum on student achievement. CSCOPE is a curriculum management system used in 750 of the 1,039 school districts in the state of Texas. Student achievement is based on the results acquired from the Texas Assessment of Knowledge and Skills (TAKS) and the new version of the state…

  10. Relationship of Oral Reading Fluency Probes on Students' Reading Achievement Test Scores

    ERIC Educational Resources Information Center

    Devena, Sarah

    2013-01-01

    Current emphasis on adequate academic progress monitored by standardized assessments has increased focus on student acquisition of required skills. Reading ability can be assessed through student achievement on Oral Reading Fluency (ORF) measures. This study investigated the effectiveness of using ORF measures to predict achievement on high stakes…

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

    ERIC Educational Resources Information Center

    Stankov, Lazar

    2010-01-01

    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…

  12. Charter school education in Texas: Student achievement on the exit level assessment in math and science

    NASA Astrophysics Data System (ADS)

    Turner, Jeffery E.

    Public schools in the state of Texas are held accountable for performance and quality of education. Accountability is important to all schools, but it is critical to open-enrollment charter schools to remain in good standing. The current economic situation in Texas public education has brought attention as well as the need for alternative education programs such as charter schools. It is of the utmost importance for charter schools to illustrate that they are meeting the academic needs of the target market. This study addressed student achievement, as well as expenditure per student in both charter schools and traditional schools in the Region 10 educational service center. The datum for the study were obtained from the Texas Education Agency (TEA) website, specifically the Academic Excellence Indicator System Data (AEIS) files for the 2011-2012. The study sample included 30 open-enrollment charters schools and 30 traditional high schools within the Region 10 educational service center during the school year of 2011-2012. The research study determined significant statistical differences between open-enrollment charter schools and traditional high schools. The potential for the study was to gain additional knowledge and insight along with additional data for the open-enrollment charter schools and traditional schools in the Region 10 Educational Service Center. The study has potentially increased the information for researchers and practitioners in education. In addition this study has proved charter schools are a viable and an effective educational tool for the future.

  13. A question of balance: achieving appropriate nutrient levels in biofortified staple crops.

    PubMed

    Sanahuja, Georgina; Farré, Gemma; Berman, Judit; Zorrilla-López, Uxue; Twyman, Richard M; Capell, Teresa; Christou, Paul; Zhu, Changfu

    2013-12-01

    The biofortification of staple crops with vitamins is an attractive strategy to increase the nutritional quality of human food, particularly in areas where the population subsists on a cereal-based diet. Unlike other approaches, biofortification is sustainable and does not require anything more than a standard food-distribution infrastructure. The health-promoting effects of vitamins depend on overall intake and bioavailability, the latter influenced by food processing, absorption efficiency and the utilisation or retention of the vitamin in the body. The bioavailability of vitamins in nutritionally enriched foods should ideally be adjusted to achieve the dietary reference intake in a reasonable portion. Current vitamin biofortification programmes focus on the fat-soluble vitamins A and E, and the water-soluble vitamins C and B9 (folate), but the control of dosage and bioavailability has been largely overlooked. In the present review, we discuss the vitamin content of nutritionally enhanced foods developed by conventional breeding and genetic engineering, focusing on dosage and bioavailability. Although the biofortification of staple crops could potentially address micronutrient deficiency on a global scale, further research is required to develop effective strategies that match the bioavailability of vitamins to the requirements of the human diet.

  14. The Black-White-Other Achievement Gap: Testing Theories of Academic Performance among Multiracial and Monoracial Adolescents

    ERIC Educational Resources Information Center

    Herman, Melissa R.

    2009-01-01

    The study presented here tested three theories of racial differences in academic performance among monoracial and multiracial high school students. These theories (status attainment, oppositional culture, and educational attitudes) were developed to explain differences in achievement among monoracial groups, but the study tested how the theories…

  15. Achievement at Whose Expense? A Literature Review of Test-Based Grade Retention Policies in U.S. Schools

    ERIC Educational Resources Information Center

    Huddleston, Andrew P.

    2014-01-01

    The author uses Maxwell's method of literature reviews for educational research to focus on literature relevant to test-based grade retention policies to make the following argument: although some studies have documented average gains in academic achievement through test-based grade retention, there is increasing evidence that these gains have…

  16. Relationships between Scores of Gifted Children on the Stanford-Binet IV and Woodcock-Johnson Tests of Achievement.

    ERIC Educational Resources Information Center

    Carvajal, Howard; And Others

    1989-01-01

    Forty-five gifted children, ages 11-17, were tested with the Stanford-Binet Intelligence Scale and the Woodcock-Johnson Tests of Achievement. Results indicated 18 of 20 correlations between the area and composite scores were significant. The Stanford-Binet Short-Term Memory standard age score mean was lower than other scores' means. (Author/JDD)

  17. Marianas Test of English Achievement: Listening Comprehension, Structure and Vocabulary, Reading Comprehension. Manual, 1979 Edition, Forms A and B.

    ERIC Educational Resources Information Center

    Baldauf, Richard B., Jr.; Klingbergs, Imants E.

    This manual for the Marianas Test of English Achievement (MTEA) provides a description of the tests, directions for administration and scoring, a discussion of the interpretation of scores, and norms based on all 1,780 children in grades 6 through 9 in the Northern Marianas Islands in October 1977 and May 1978. There are two equivalent forms of…

  18. Biosocial Influences on Sex Differences for Ability and Achievement Test Results as Well as Marks at School.

    ERIC Educational Resources Information Center

    Fischbein, Siv

    1990-01-01

    A comparison was made of ability and achievement test results and school grades for 323 pairs of Swedish male and female twins and 740 controls in relation to social background. An interaction effect of sex and social background was found for verbal ability and mathematics test results. (SLD)

  19. Improving Achievement and Attitudes in Elementary Algebra through Written Error-Correcting Feedback and Free Comments on Tests.

    ERIC Educational Resources Information Center

    Prueher, Jane

    The purpose of this study was to investigate the extent to which written error-correcting feedback on teacher-made criterion-referenced tests results in increased achievement of high school students taking algebra. In addition, student attitudes toward chapter tests and changes that may occur in those attitudes resulting from teacher treatment of…

  20. A Pharmacist-Staffed, Virtual Gout Management Clinic for Achieving Target Serum Uric Acid Levels: A Randomized Clinical Trial

    PubMed Central

    Goldfien, Robert; Pressman, Alice; Jacobson, Alice; Ng, Michele; Avins, Andrew

    2016-01-01

    Context: Relatively few patients with gout receive appropriate treatment. Objective: To determine whether a pharmacist-staffed gout management program is more effective than usual care in achieving target serum uric acid (sUA) levels in gout patients. Design: A parallel-group, randomized controlled trial of a pharmacist-staffed, telephone-based program for managing hyperuricemia vs usual care. Trial duration was 26 weeks. Main Outcome Measures: Primary outcome measure was achieving sUA levels at or below 6 mg/dL at the 26-week visit. Secondary outcome was mean change in sUA levels in the control and intervention groups. Participants were adults with recurrent gout and sUA levels above 6.0 mg/dL. Participants were randomly assigned to management by a clinical pharmacist following protocol or to monitoring of sUA levels but management of their gout by their usual treating physician. Results: Of 102 patients who met eligibility criteria, 77 subjects obtained a baseline sUA measurement and were entered into the trial. Among 37 participants in the intervention group, 13 (35%) had sUA levels at or below 6.0 mg/dL at 26 weeks, compared with 5 (13%) of 40 participants in the control group (risk ratio = 2.8, 95% confidence interval [CI] = 1.1 to 7.1, p = 0.03). The mean change in sUA levels among controls was +0.1 mg/dL compared with −1.5 mg/dL in the intervention group (sUA difference = −1.6, 95% CI = −0.9 to −2.4, p < 0.001). Conclusions: A structured pharmacist-staffed program was more effective than usual care for achieving target sUA levels. These results suggest a structured program could greatly improve gout management. PMID:27352414

  1. Hyundai Avante LPi hybrid level 1 testing report.

    SciTech Connect

    Rask, E.; Bocci, D.; Duoba, M.; Lohse-Busch, H.

    2012-02-07

    In collaboration with the Korea Automotive Technology Institute (KATECH), the Korean market only Hyundai Avante LPi Hybrid was purchased and imported to ANL's Advanced Powertrain Research Facility for vehicle-level testing. Data was acquired during testing using non-intrusive sensors, vehicle network information, and facilities equipment (emissions and dynamometer). Standard drive cycles, performance cycles, steady-state cycles, and A/C usage cycles were conducted. The major results are shown in this report. Given the benchmark nature of this assessment, the majority of the testing was done over standard regulatory cycles and sought to obtain a general overview of how the vehicle performs. These cycles include the US FTP cycle (Urban) and Highway Fuel Economy Test cycle as well as the US06, a more aggressive supplemental regulatory cycle. To assess the impacts of more aggressive driving, the LA92 cycle and a UDDS scaled by a factor 1.2x cycles were also included in the testing plan. Data collection for this testing was kept at a fairly high level and includes emissions and fuel measurements from an exhaust emissions bench, high-voltage and accessory current/voltage from a DC power analyzer, and CAN bus data such as engine speed. The following sections will seek to explain some of the basic operating characteristics of the Avante LPi Hybrid and provide insight into unique features of its operation and design. Figure 1 shows the test vehicle in Argonne's soak room.

  2. Model year 2010 Ford Fusion Level-1 testing report.

    SciTech Connect

    Rask, E.; Bocci, D.; Duoba, M.; Lohse-Busch, H.; Energy Systems

    2010-11-23

    As a part of the US Department of Energy's Advanced Vehicle Testing Activity (AVTA), a model year 2010 Ford Fusion was procured by eTec (Phoenix, AZ) and sent to ANL's Advanced Powertrain Research Facility for the purposes of vehicle-level testing in support of the Advanced Vehicle Testing Activity. Data was acquired during testing using non-intrusive sensors, vehicle network information, and facilities equipment (emissions and dynamometer). Standard drive cycles, performance cycles, steady-state cycles, and A/C usage cycles were conducted. Much of this data is openly available for download in ANL's Downloadable Dynamometer Database. The major results are shown in this report. Given the benchmark nature of this assessment, the majority of the testing was done over standard regulatory cycles and sought to obtain a general overview of how the vehicle performs. These cycles include the US FTP cycle (Urban) and Highway Fuel Economy Test cycle as well as the US06, a more aggressive supplemental regulatory cycle. Data collection for this testing was kept at a fairly high level and includes emissions and fuel measurements from an exhaust emissions bench, high-voltage and accessory current/voltage from a DC power analyzer, and CAN bus data such as engine speed, engine load, and electric machine operation. The following sections will seek to explain some of the basic operating characteristics of the MY2010 Fusion and provide insight into unique features of its operation and design.

  3. Investigating Linguistic Sources of Differential Item Functioning Using Expert Think-Aloud Protocols in Science Achievement Tests

    NASA Astrophysics Data System (ADS)

    Roth, Wolff-Michael; Oliveri, Maria Elena; Dallie Sandilands, Debra; Lyons-Thomas, Juliette; Ercikan, Kadriye

    2013-03-01

    Even if national and international assessments are designed to be comparable, subsequent psychometric analyses often reveal differential item functioning (DIF). Central to achieving comparability is to examine the presence of DIF, and if DIF is found, to investigate its sources to ensure differentially functioning items that do not lead to bias. In this study, sources of DIF were examined using think-aloud protocols. The think-aloud protocols of expert reviewers were conducted for comparing the English and French versions of 40 items previously identified as DIF (N = 20) and non-DIF (N = 20). Three highly trained and experienced experts in verifying and accepting/rejecting multi-lingual versions of curriculum and testing materials for government purposes participated in this study. Although there is a considerable amount of agreement in the identification of differentially functioning items, experts do not consistently identify and distinguish DIF and non-DIF items. Our analyses of the think-aloud protocols identified particular linguistic, general pedagogical, content-related, and cognitive factors related to sources of DIF. Implications are provided for the process of arriving at the identification of DIF, prior to the actual administration of tests at national and international levels.

  4. Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-analytic, Multi-level Analysis

    PubMed Central

    Allen, Chiharu S.; Chen, Qi; Willson, Victor L.; Hughes, Jan N.

    2010-01-01

    The present meta-analysis examined the effect of grade retention on academic outcomes and investigated systemic sources of variability in effect sizes. Using multi-level modeling, we investigated characteristics of 207 effect sizes across 22 studies published between 1990 and 2007 at two levels: the study (between) and individual (within) levels. Design quality was a study-level variable. Individual level variables were median grade retained and median number of years post retention. Quality of design was associated with less negative effects. Studies employing middle to high methodological designs yielded effect sizes not statistically significantly different from zero and 0.34 higher (more positive) than studies with low design quality. Years post retention was negatively associated with retention effects, and this effect was stronger for studies using grade comparisons versus age comparisons. Results challenge the widely held view that retention has a negative impact on achievement. Suggestions for future research are discussed. PMID:20717492

  5. The Use of the Goodenough Draw-A-Man Test as a Predictor of Academic Achievement.

    ERIC Educational Resources Information Center

    Schroeder, Glenn B.; Bemis, Katherine A.

    In an attempt to find a test which minimized cultural bias, three tests were administered to 335 first grade pupils. The subjects comprised 2 groups (123 Anglo children and 212 Spanish surnamed children). The Goodenough Draw-A-Man Test (GDAM) and the Lorge-Thorndike Intelligence Test (LT), Form A, were administered as measures of intelligence. The…

  6. Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students

    PubMed Central

    de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M.; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

    2017-01-01

    The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes. PMID:28280473

  7. Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement.

    PubMed

    Simzar, Rahila M; Martinez, Marcela; Rutherford, Teomara; Domina, Thurston; Conley, AnneMarie M

    2015-04-01

    This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students' motivation and test performance differs based on the stakes of the exam. Students' math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students' math self-efficacy was more strongly related to achievement on the low-stakes exam. Students' motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes.

  8. Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.

    PubMed

    Cleary, Timothy J; Chen, Peggy P

    2009-10-01

    The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.

  9. En route noise levels from propfan test assessment airplane

    NASA Technical Reports Server (NTRS)

    Garber, Donald P.; Willshire, William L., Jr.

    1994-01-01

    The en route noise test was designed to characterize propagation of propfan noise from cruise altitudes to the ground. In-flight measurements of propfan source levels and directional patterns were made by a chase plane flying in formation with the propfan test assessment (PTA) airplane. Ground noise measurements were taken during repeated flights over a distributed microphone array. The microphone array on the ground was used to provide ensemble-averaged estimates of mean flyover noise levels, establish confidence limits for those means, and measure propagation-induced noise variability. Even for identical nominal cruise conditions, peak sound levels for individual overflights varied substantially about the average, particularly when overflights were performed on different days. Large day-to-day variations in peak level measurements appeared to be caused by large day-to-day differences in propagation conditions and tended to obscure small variations arising from operating conditions. A parametric evaluation of the sensitivity of this prediction method to weather measurement and source level uncertainties was also performed. In general, predictions showed good agreement with measurements. However, the method was unable to predict short-term variability of ensemble-averaged data within individual overflights. Although variations in absorption appear to be the dominant factor in variations of peak sound levels recorded on the ground, accurate predictions of those levels require that a complete description of operational conditions be taken into account. The comprehensive and integrated methods presented in this paper have adequately predicted ground-measured sound levels. On average, peak sound levels were predicted within 3 dB for each of the three different cruise conditions.

  10. Accuracy testing of electric groundwater-level measurement tapes

    USGS Publications Warehouse

    Jelinski, Jim; Clayton, Christopher S.; Fulford, Janice M.

    2015-01-01

    The accuracy tests demonstrated that none of the electric-tape models tested consistently met the suggested USGS accuracy of ±0.01 ft. The test data show that the tape models in the study should give a water-level measurement that is accurate to roughly ±0.05 ft per 100 ft without additional calibration. To meet USGS accuracy guidelines, the electric-tape models tested will need to be individually calibrated. Specific conductance also plays a part in tape accuracy. The probes will not work in water with specific conductance values near zero, and the accuracy of one probe was unreliable in very high conductivity water (10,000 microsiemens per centimeter).

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

    PubMed Central

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

    2014-01-01

    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

  12. Self-Efficacy, Test Anxiety, and Self-Reported Test-Taking Ability: How Do They Differ between High- and Low-Achieving Students?

    ERIC Educational Resources Information Center

    Vuk, Jasna; Morse, David T.

    2013-01-01

    The purpose of this study was to compare high- and low-achieving undergraduate college students on selfefficacy, test anxiety, and self-reported test-taking ability. Eighty students from 2 sections of educational psychology course participated in the study; complete data were collected for 76 students. Before taking their first exam, students…

  13. The Relationship between Students' Performance on the Cognitive Abilities Test (CogAT) and the Fourth and Fifth Grade Reading and Math Achievement Tests in Ohio

    ERIC Educational Resources Information Center

    Warnimont, Chad S.

    2010-01-01

    The purpose of this quantitative study was to examine the relationship between students' performance on the Cognitive Abilities Test (CogAT) and the fourth and fifth grade Reading and Math Achievement Tests in Ohio. The sample utilized students from a suburban school district in Northwest Ohio. Third grade CogAT scores (2006-2007 school year), 4th…

  14. Cumulative blood lead levels and neurobehavioral test performance.

    PubMed

    Chia, S E; Chia, H P; Ong, C N; Jeyaratnam, J

    1997-01-01

    The current scientific literature provides inadequate evidence to conclude whether or not cumulative exposure to or absorption of lead adversely affects performance in neurobehavioral tests in adults. One of reasons for this controversy is the lack of studies with good cumulative exposure to or dose of lead. The aims of this study are to compare the neurobehavioral test performances of a group of lead-exposed workers and a referent group, and to study the association of the neurobehavioral test performances with concurrent blood lead levels and cumulative blood lead levels. Fifty lead battery workers and 97 non-exposed (referent) workers from a vehicle maintenance workshop were evaluated on their neurobehavioral performance using the World Health Organization Neurobehavioral Core Test Battery (WHO-NCTB). The geometric mean concurrent blood lead (ConPb) of the exposed and referent groups were 37.1 (range 13.2-64.6) microg/100 ml and 6.1 (range 2.4-12.4) microg/100 ml, respectively. Cumulative blood lead (CumPb) was defined as area under the curve for the number of years each worker was exposed to lead (three workers previous blood lead results were not available). ConPb and CumPb were used to study the association with the neurobehavioral test results. The exposed group had significantly poorer manual dexterity, perceptual-motor speed, and motor steadiness compared with the referents. The standardized partial regression coefficients were higher for CumPb than ConPb for most of the neurobehavioral test results. In the group >35 years old, there were significantly stronger associations between CumPb and Digit Symbol and Trail Making Part A results than for ConPb which are tests of perceptual and motor skills. CumPb was a better predictor than ConPb of the effects of lead on neurobehavioral performances.

  15. Relationships between Teacher-Assigned Grades and Academic Achievement as Determined by AIMS Testing

    ERIC Educational Resources Information Center

    Lee, R. Michael

    2013-01-01

    This study was conducted to examine the relationships between student achievement, as measured by Arizona's Instrument to Measure Standards, and teacher-assigned grades within a large, urban Phoenix, Arizona school district. For the quantitative component of the study, a proportionate stratified random sample of 3rd grade students from schools…

  16. Aggregating Student Achievement Trends across States with Different Tests: Using Standardized Slopes as Effect Sizes

    ERIC Educational Resources Information Center

    Yin, Robert K.; Schmidt, R. James; Besag, Frank

    2006-01-01

    The study of federal education initiatives that takes place over multiple years in multiple settings often calls for aggregating and comparing data-in particular, student achievement data-across a broad set of schools, districts, and states. The need to track the trends over time is complicated by the fact that the data from the different schools,…

  17. Using Formative Reading Assessments and Data Utilization to Improve ELL Spanish Speaking Students' Achievement Test Scores

    ERIC Educational Resources Information Center

    Hamilton, Maureen Dugan

    2013-01-01

    The demands and expectations placed on all schools in the United States to meet the needs of a growing and diverse population continue to raise the questions, what needs to be done in order for all students to achieve success, and how can this success be measured? This study, researched and reported in the form of a dissertation, was performed on…

  18. Testing Multiple Goals Theory in an Asian Context: Filipino University Students' Motivation and Academic Achievement

    ERIC Educational Resources Information Center

    Dela Rosa, Elmer D.; Bernardo, Allan B. I.

    2013-01-01

    Achievement goals research has focused on the importance of mastery relative to performance goals, but the multiple goals perspective asserts that performance goals also lead to positive outcomes and that learners adopt multiple goals in adaptive ways. However, this multiple-goals perspective has not been extensively studied in Asian students. The…

  19. Standardized Tests as Measurements of Achievement: Does the High School Assessment Program (HSAP) Measure Up?

    ERIC Educational Resources Information Center

    Ray, Susan Amanda

    2008-01-01

    Purpose: The purpose of this study was to determine the correlation between HSAP scores and various measures of classroom achievement such as overall GPA, End Of Course Scores and SAT/ACT scores of Berea High School [BHS] students in the classes of 2005-2006 and 2006-2007. Methodology: The researcher collected the following data for random samples…

  20. Predicting End-of-Year Achievement Test Performance: A Comparison of Assessment Methods

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Kurz, Alexander; Zigmond, Naomi; Lemons, Christopher J.; Kloo, Amanda; Shrago, Jacqueline; Beddow, Peter A.; Williams, Leila; Bruen, Charles; Lupp, Lynda; Farmer, Jeanie; Mosiman, Melanie

    2014-01-01

    Motivated by the multiple-measures clause of recent federal policy regarding student eligibility for alternate assessments based on modified academic achievement standards (AA-MASs), this study examined how scores or combinations of scores from a diverse set of assessments predicted students' end-of-year proficiency status on statewide achievement…

  1. "Standards"-Based Mathematics Curricula and Middle-Grades Students' Performance on Standardized Achievement Tests

    ERIC Educational Resources Information Center

    Post, Thomas R.; Harwell, Michael R.; Davis, Jon D.; Maeda, Yukiko; Cutler, Arnie; Andersen, Edwin; Kahan, Jeremy A.; Norman, Ke Wu

    2008-01-01

    This study examined achievement patterns of middle school students enrolled in Standards-based curricula, in particular those curricula that were funded from a solicitation of proposals through the National Science Foundation (NSF) in the early 1990s (NSF RFP 91-100). Approximately 1400 middle-grades students who had used either the Connected…

  2. Examining the Achievement Test Score Gap between Urban and Suburban Students

    ERIC Educational Resources Information Center

    Sandy, Jonathan; Duncan, Kevin

    2010-01-01

    Data from the National Longitudinal Survey of Labor Market Experience for Youth (1997 cohort) are used to examine the urban school achievement gap. Specifically, we use the Blinder-Oaxaca technique to decompose differences in Armed Services Vocational Aptitude Battery scores for students who attended urban and suburban schools. We find that…

  3. The White British-Black Caribbean Achievement Gap: Tests, Tiers and Teacher Expectations

    ERIC Educational Resources Information Center

    Strand, Steve

    2012-01-01

    A recent analysis of the Longitudinal Study of Young People in England (LSYPE) indicates a White British-Black Caribbean achievement gap at age 14 which cannot be accounted for by socio-economic variables or a wide range of contextual factors. This article uses the LSYPE to analyse patterns of entry to the different tiers of national mathematics…

  4. Test plan for Enraf Series 854 level gauge testing in Tank 241-S-106

    SciTech Connect

    Barnes, G.A.

    1994-08-23

    An Enraf Series 854 level gauge was installed on Tank 241-S-106 (S-106) during the first week of June 1994. On August 11, 1994, the gauge`s measuring wire broke. An investigation has been started to determine how the wire broke. This test plan identifies a qualification test that is part of this investigation. This test will also provide evidence as to the location and extent of potential corrosion on the measuring wire due to tank environment. The results from this testing will provide data for better material selections. This test will involve placing the existing Enraf Series 854 level gauge back into service with the same type of measuring wire (316 stainless steel) that originally broke on August 11, 1994. The gauge will be operated for 14 days. At the end of the 14-day test, the wire shall be sent to Pacific Northwest Laboratory (PNL) for analysis.

  5. Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

    PubMed

    Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

    2017-02-01

    Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

  6. Effects of tactual and kinesthetic instructional resources on simple recall and higher-level cognitive science achievement and attitudes toward science of third-grade suburban students

    NASA Astrophysics Data System (ADS)

    Searson, Robert Francis

    This researcher investigated the effects of tactual and kinesthetic instructional resources on the simple recall and higher-level cognitive science achievement and attitudes toward science of third-grade suburban students in a northern New Jersey school district. The Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1996) was administered to ascertain the identity of the learning-style perceptual preferences of all 59 third-graders who completed the three science units. Each of the three classes was presented two science units using learning-style instructional resources; one science unit was taught using traditional methods. All three science units were completed in a six-week period. Students were administered a pretest and posttest for each science unit and the Semantic Differential Scale (Pizzo, 1981) at the conclusion of each science unit. Analysis of variance (ANOVA) assessed the effects of treatments and attitudes toward science. The statistical analysis of this study revealed a significant difference (p < 0.0001) between students' simple recall science achievement posttest scores when taught tactually and/or kinesthetically compared to when they were taught science traditionally. Furthermore, the Contingency Table analysis, using Fisher's Exact Test indicated a significant difference (p = 0.00008) between the higher-level cognitive science achievement posttest scores when students are taught science tactually and/or kinesthetically compared to when they are taught science traditionally. The findings of this study supported the view when tactual and/or kinesthetic methods were employed, higher achievement gains were realized for simple recall and higher-level cognitive science achievement. Further recommendations called for a reexamination of science instructional methods employed in our elementary classroom.

  7. Relevance of Item Analysis in Standardizing an Achievement Test in Teaching of Physical Science in B.Ed Syllabus

    ERIC Educational Resources Information Center

    Marie, S. Maria Josephine Arokia; Edannur, Sreekala

    2015-01-01

    This paper focused on the analysis of test items constructed in the paper of teaching Physical Science for B.Ed. class. It involved the analysis of difficulty level and discrimination power of each test item. Item analysis allows selecting or omitting items from the test, but more importantly item analysis is a tool to help the item writer improve…

  8. High level radioactive waste vitrification process equipment component testing

    SciTech Connect

    Siemens, D.H.; Heath, W.O.; Larson, D.E.; Craig, S.N.; Berger, D.N.; Goles, R.W.

    1985-04-01

    Remote operability and maintainability of vitrification equipment were assessed under shielded-cell conditions. The equipment tested will be applied to immobilize high-level and transuranic liquid waste slurries that resulted from plutonium production for defense weapons. Equipment tested included: a turntable for handling waste canisters under the melter; a removable discharge cone in the melter overflow section; a thermocouple jumper that extends into a shielded cell; remote instrument and electrical connectors; remote, mechanical, and heat transfer aspects of the melter glass overflow section; a reamer to clean out plugged nozzles in the melter top; a closed circuit camera to view the melter interior; and a device to retrieve samples of the glass product. A test was also conducted to evaluate liquid metals for use in a liquid metal sealing system.

  9. History and Development of Above-Level Testing of the Gifted

    ERIC Educational Resources Information Center

    Warne, Russell T.

    2012-01-01

    Above-level testing (also called "out-of-level testing," "off-grade testing," and "off-level testing") is the practice of administering a test level that was designed for and normed on an older population to a gifted child. This comprehensive literature review traces the practice of above-level testing from the…

  10. Comparison of high speed impact test of solder joints with board level drop test

    NASA Astrophysics Data System (ADS)

    Guruprasad, Pradosh

    Efforts have been made in this study to evaluate the characteristics of solder joint failure by using a new high speed impact tester. First, the dynamics and characteristics of the test vehicle in a board level drop test have been evaluated. A thorough understanding of the behavior of the test vehicle is examined by characterizing its response under different test profiles and board dimensions. This is done in an attempt to optimize the test procedure used to qualify electronic products subjected to high strain rate drop/shock environment. The effects of peak acceleration and change in velocity of the impact pulse on the reliability of the test vehicle have been studied. In situ strain measurements have been used to aid us in characterizing the board response under high strain rate loading conditions. Also finite element analysis has been used to better understand the board response under different loading conditions. Based on the experimental results and analysis, ways to improvise the drop test setup have been discussed. A more thorough understanding of the solder joint behavior is examined by characterizing the behavior with respect to varying impact profiles on a new pendulum fatigue and a high speed impact tester. This is done in an attempt to address solder joint failures in actual product that may be operating under high strain rate or shock environments and to reduce the actual test time needed for a board level drop test. Comparison between the high speed pendulum impact test and drop test was primarily made by evaluating the failure modes from these two tests. Energy absorbed by the solder in a single impact has been used to predict the reliability in a board level test.

  11. The Shrinking Black-White Gap on SAT II Achievement Tests.

    ERIC Educational Resources Information Center

    Journal of Blacks in Higher Education, 2002

    2002-01-01

    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)

  12. Prediction of Post-High School Educational Experiences from an Aptitude/Achievement Test Battery.

    ERIC Educational Resources Information Center

    Lunneborg, Patricia W.

    This study is the third in a series to assess the relationship between educational criteria other than grades and the Washington Pre-College (WPC) test battery. Five hundred and ninety-seven returned questionnaires from Seattle-area schools provided post-high school educational criteria to be correlated with WPC test scores and high school grades.…

  13. Contracting for Statewide Student Achievement Tests: A Review. Department of Public Instruction 98-4.

    ERIC Educational Resources Information Center

    Wisconsin State Legislative Audit Bureau, Madison.

    The Wisconsin legislature has required the Department of Public Instruction to adopt or approve standardized tests for statewide use to measure student attainment of knowledge and concepts in grades 4, 8, and 10. Although school districts generally gave high ratings to the contents of TerraNova (McGraw Hill), the testing instrument most recently…

  14. Tests Built from Piaget's and Gesell's Tasks as Predictors of First-Grade Achievement

    ERIC Educational Resources Information Center

    Kaufman, Alan S.; Kaufman, Nadeen L.

    1972-01-01

    Results offer empirical support to Ilg and Ames's claim that the Gesell battery is an excellent predictor of school readiness. The close similarity of the Piaget and Gesell tests accords well with previous findings that the two tests have much in common. (Authors/MB)

  15. Write on Target: Preparing Young Writers To Succeed on State Writing Achievement Tests.

    ERIC Educational Resources Information Center

    Thomason, Tommy; York, Carol

    This handbook guides teachers through nine workshops designed to share strategies for success on writing tests. The workshops in the handbook give practical ideas that can be implemented in the elementary classroom to set the stage for test success without compromising children's growth as writers. Following a foreword by Michael R. Sampson and…

  16. Achievement Gap Projection for Standardized Testing through Logistic Regression within a Large Arizona School District

    ERIC Educational Resources Information Center

    Kellermeyer, Steven Bruce

    2011-01-01

    In the last few decades high-stakes testing has become more political than educational. The Districts within Arizona are bound by the mandates of both AZ LEARNS and the No Child Left Behind Act of 2001. At the time of this writing, both legislative mandates relied on the Arizona Instrument for Measuring Standards (AIMS) as State Tests for gauging…

  17. Assessment Gaze, Refraction, and Blur: The Course of Achievement Testing in the Past 100 Years

    ERIC Educational Resources Information Center

    Baker, Eva L.; Chung, Gregory K. W. K.; Cai, Li

    2016-01-01

    This chapter addresses assessment (testing) with an emphasis on the 100-year period since the American Education Research Association was formed. The authors start with definitions and explanations of contemporary tests. They then look backward into the 19th century to significant work by Horace Mann and Herbert Spencer, who engendered two…

  18. A Cross-Sectional Evaluation of Student Achievement Using Standardized and Performance-Based Tests

    ERIC Educational Resources Information Center

    Pinter, Brad; Matchock, Robert L.; Charles, Eric P.; Balch, William R.

    2014-01-01

    Three groups of undergraduates (42 senior graduating psychology majors, 27 first-year premajors taking introductory psychology, and 24 first-year, high-performing nonmajors taking introductory psychology) completed the Psychology Major Field Test (MFT) and a short-answer (SA) essay test on reasoning about core knowledge in psychology. Graduating…

  19. Classroom Management, School Staff Relations, School Climate, and Academic Achievement: Testing A Model with Urban High Schools

    ERIC Educational Resources Information Center

    Back, Lindsey T.; Polk, Elizabeth; Keys, Christopher B.; McMahon, Susan D.

    2016-01-01

    Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today's educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities,…

  20. Effectiveness of Guided Multiple Choice Objective Questions Test on Students' Academic Achievement in Senior School Mathematics by School Location

    ERIC Educational Resources Information Center

    Igbojinwaekwu, Patrick Chukwuemeka

    2015-01-01

    This study investigated, using pretest-posttest quasi-experimental research design, the effectiveness of guided multiple choice objective questions test on students' academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four coeducation secondary…

  1. A Study of the Physical Fitness Test in Relation to Demographics, Academic Achievement, and Students' Physical Fitness Perceptions

    ERIC Educational Resources Information Center

    Mobilia-Jones, Karen

    2010-01-01

    This study examines the overall results of the Physical Fitness Test (PFT) and the six fitness areas of the PFT, academic achievement, demographics and self perceptions and the potential impact on students' performance on the PFT. While academic expectations are increasing, the adolescent obesity rate is also increasing, producing a decline in the…

  2. High-Stakes Tests: Comparative Study Examining the Impact on the Achievement Gap that Causes Minority Students Continued Failure

    ERIC Educational Resources Information Center

    Taylor-Smith, Carol J.

    2011-01-01

    The purpose of this comparative qualitative study examined the impact of the achievement gap on the lack of highly qualified teachers instructing African American students consistently from K-12th grades and its effects on high-stakes testing. In addition, the study examined teacher perceptions that could also be contributing factors of the…

  3. Predicting Performance on State Achievement Tests Using Curriculum-Based Measurement in Reading: A Multilevel Meta-Analysis

    ERIC Educational Resources Information Center

    Yeo, Seungsoo

    2010-01-01

    The purpose of this synthesis was to examine the relationship between Curriculum-Based Measurement (CBM) and statewide achievement tests in reading. A multilevel meta-analysis was used to calculate the correlation coefficient of the population for 27 studies that met the inclusion criteria. Results showed an overall large correlation coefficient…

  4. The Relationship between Students' Reading Performance on Diagnostic Assessments and the Third Grade Reading Achievement Test in Ohio

    ERIC Educational Resources Information Center

    Hollinger, Jamie L.

    2009-01-01

    The purpose of this correlational study was twofold: to examine the relationship of students' reading performance on six different diagnostic reading assessments and the third grade Ohio Reading Achievement Test; and to assist educators in choosing the diagnostic assessments that best identify students at risk of failing the third grade Ohio…

  5. State Test Score Trends through 2007-08, Part 5: Are There Differences in Achievement between Boys and Girls?

    ERIC Educational Resources Information Center

    Chudowsky, Naomi; Chudowsky, Victor

    2010-01-01

    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…

  6. A Systematic Approach for Measuring Sustained Effect and for Comparing Compensatory Education Programs Using Achievement Test Data.

    ERIC Educational Resources Information Center

    Noonan, Al

    The system discussed in this paper was successfully used to track approximately 17,000 students participating in various educational programs and to measure their gains through achievement test results. It was developed for a school district with twelve supplementary instruction programs, and has been in use since the 1975-76 school year. The…

  7. Implicit Theories of Intelligence, Goal Orientation, Cognitive Engagement, and Achievement: A Test of Dweck's Model with Returning to School Adults

    ERIC Educational Resources Information Center

    Dupeyrat, Caroline; Marine, Claudette

    2005-01-01

    This study tested and extended Dweck's social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses.…

  8. Comparability of Bilingual Versions of Assessments: Sources of Incomparability of English and French Versions of Canada's National Achievement Tests

    ERIC Educational Resources Information Center

    Ercikan, Kadriye; Gierl, Mark J.; McCreith, Tanya; Puhan, Gautam; Koh, Kim

    2004-01-01

    This research examined the degree of comparability and sources of incomparability of English and French versions of reading, mathematics, and science tests that were administered as part of a survey of achievement in Canada. The results point to substantial psychometric differences between the 2 language versions. Approximately 18% to 36% of the…

  9. Differential Validity and Utility of Successive and Simultaneous Approaches to the Development of Equivalent Achievement Tests in French and English

    ERIC Educational Resources Information Center

    Rogers, W. Todd; Gierl, Mark J.; Tardif, Claudette; Lin, Jie; Rinaldi, Christina

    2003-01-01

    Described in this paper are the first three activities of a research program designed to assess the differential validity and utility of successive and simultaneous approaches to the development of equivalent achievement tests in the French and English languages. Two teams of multilingual/multicultural French-English teachers used the simultaneous…

  10. High-School Students' Need for Cognition, Self-Control Capacity, and School Achievement: Testing a Mediation Hypothesis

    ERIC Educational Resources Information Center

    Bertrams, Alex; Dickhauser, Oliver

    2009-01-01

    In the present article, we examine the hypothesis that high-school students' motivation to engage in cognitive endeavors (i.e., their need for cognition; NFC) is positively related to their dispositional self-control capacity. Furthermore, we test the prediction that the relation between NFC and school achievement is mediated by self-control…

  11. Validation of the Spanish Version of the Woodcock-Johnson Mathematics Achievement Tests for Children Aged 6 to 13

    ERIC Educational Resources Information Center

    Diamantopoulou, Sofia; Pina, Violeta; Valero-Garcia, Ana V.; Gonzalez-Salinas, Carmen; Fuentes, Luis J.

    2012-01-01

    This study validated the four mathematics tests of the Spanish version of the Woodcock-Johnson III (WJ-III) Achievement (ACH) battery for use in the first six grades of school in Spain. Developmental effects and gender differences were also examined. Participants were a normal population sample of 424 (216 boys) children aged 6 to 13 years.…

  12. Issues and Consequences for State-Level Minimum Competency Testing Programs. State Assessment Series. Wyoming Report 1.

    ERIC Educational Resources Information Center

    Marion, Scott F.; Sheinker, Alan

    This report reviews the current status, empirical findings, theoretical issues, and practical considerations related to state-level minimum competency testing programs. It finds that, although two-thirds of current testing programs now use direct writing prompts to assess writing achievement, essentially all programs rely on multiple choice tests…

  13. Testing surgical gowns for the "anticipated level of exposure".

    PubMed

    Belkin, N L

    2000-04-01

    Although the use of the surgeon's gown dates back to the turn of the century, the need for it to be made of a liquid-repellent material was disclosed only in 1952. Because of the relatively poor performance of the products that were introduced early on, the entire textile industry--makers of nonwoven disposable and woven reusable materials alike--was challenged to develop a test method to demonstrate a fabric's capability "under usual conditions of use." A cooperative attempt to do that was abandoned in 1983. With the emergence of HIV, the need to protect the wearer became the gown's priority. However, because there was no standard test method, the manufacturers used any of an array of tests to promote a product's suitability for use under what the Occupational Safety and Health Administration describes as the "level of exposure anticipated." Now, a standard test method has been adopted that describes the results on a pass/fail basis. However, the literature indicates that gowns made of materials that have passed this test have failed "under usual conditions of use." Nevertheless, the Food and Drug Administration is permitting manufacturers to mislead the surgical community by describing products as being "impervious" or "liquid proof."

  14. The Relationship of a Test of English as a Second Language to Measures of Achievement and Self-Concept in a Sample of American Indian Students. Research and Evaluation Report Series No. 58.

    ERIC Educational Resources Information Center

    Blanchard, Joseph D.; Reedy, Richard

    In an effort to identify factors contributing to the poor achievement levels of American Indian students, a sample of juniors and seniors from the Albuquerque Indian School (AIS is a Bureau of Indian Affairs boarding school) were administered the following tests: Test of English as a Foreign Language (TOEFL); Iowa Test of Educational Development…

  15. Vectra GSI, Inc. low-level waste melter testing Phase 1 test report

    SciTech Connect

    Stegen, G.E.; Wilson, C.N.

    1996-02-21

    A multiphase program was initiated in 1994 to test commercially available melter technologies for the vitrification of the low-level waste (LLW) stream from defense wastes stored in underground tanks at the Hanford Site in southeastern Washington State. Vectra GSI, Inc. was one of seven vendors selected for Phase 1 of the melter demonstration tests using simulated LLW that were completed during fiscal year 1995. The attached report prepared by Vectra GSI, Inc. describes results of melter testing using slurry feed and dried feeds. Results of feed drying and prereaction tests using a fluid bed calciner and rotary dryer also are described.

  16. The Development, Validation and Application of an External Criterion Measure of Achievement Test Item Bias.

    ERIC Educational Resources Information Center

    Harms, Robert A.

    Based on John Rawls' theory of justice as fairness, a nine-item rating scale was developed to serve as a criterion in studies of test item bias. Two principles underlie the scale: (1) Within a defined usage, test items should not affect students so that they are unable to do as well as their abilities would indicate; and (2) within the domain of a…

  17. PROJECT TOBI, THE DEVELOPMENT OF A PRE-SCHOOL ACHIEVEMENT TEST. FINAL REPORT.

    ERIC Educational Resources Information Center

    MOSS, MARGARET H.

    THE TEST OF BASIC INFORMATION (TOBI) IS A 54-ITEM, MULTIPLE-CHOICE PICTURE TEST DEVELOPED TO MEASURE PREACADEMIC, SCHOOL-RELEVANT KNOWLEDGE. IT CAN BE USED TO ASSESS PROGRAM EFFECTIVENESS BY GIVING IT AS A PRE- AND POSTTEST. IT CAN BE ADMINISTERED INDIVIDUALLY, OR TO GROUPS OF UP TO 15 IF THERE IS 1 ADULT FOR 3 OR 4 CHILDREN, AND TAKES FROM 15 TO…

  18. The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing.

    ERIC Educational Resources Information Center

    Roderick, Melissa; Engel, Mimi

    2001-01-01

    Examined the responses of 102 low achieving sixth and eighth graders to Chicago's highly publicized efforts to end social promotion. Students generally described increased work efforts, and students with high levels of work effort generally had greater than average learning gains and positive outcomes in terms of promotion. About one-third of…

  19. Improvement in national test reading scores at Key Stage 1; grade inflation or better achievement?

    PubMed

    Meadows, Sara; Herrick, David; Feiler, Anthony

    2007-02-01

    The aim of the UK National Literacy Strategy is to raise standards in literacy. Strong evidence for its success has, however, been lacking: most of the available data comes from performance on tests administered in schools or from Office for Standards in Education reports and is vulnerable to suggestions of bias. An opportunistic analysis of data from a population cohort study extending over three school years compares school-based scores at school entry and at age 7-8 with independently administered scores on similar tests. The results show a small but statistically significant rise between 1998 and 1999 and between 1998 and 2000 in scores on both Key Stage 1 Reading Standard Assessment Tasks taken in schools and the reading component of the WORD test taken independently. This is clear evidence for a real rise in reading attainment over this period, which may be attributable to the children's experience of the National Literacy Strategy.

  20. Lead testing wipes contain measurable background levels of lead.

    PubMed

    Keenan, James J; Le, Matthew H; Paustenbach, Dennis J; Gaffney, Shannon H

    2010-03-01

    Lead is registered under the California Safe Drinking Water and Toxic Enforcement Act of 1986 (Proposition 65) as both a carcinogen and a reproductive hazard. As part of the process to determine if consumer products satisfy Proposition 65 with respect to lead, various wipe sampling strategies have been utilized. Four commonly used wipe materials (cotton gauze, cotton balls, ashless filter paper, and Ghost Wipes) were tested for background lead levels. Ghost Wipe material was found to have 0.43 +/- 0.11 microg lead/sample (0.14 microg/wipe). Wipe testing for lead using Ghost Wipes may therefore result in measurable concentrations of lead, regardless of whether or not the consumer product actually contains leachable lead.

  1. Comparison of the Rey Auditory Verbal Learning Test (RAVLT) and Digit Test among Typically Achieving and Gifted Students

    PubMed Central

    KHOSRAVI FARD, Elham; L. KEELOR, Jennifer; Akbarzadeh BAGHEBAN, Alireza; W. KEITH, Robert

    2016-01-01

    Objective In this study, different kinds of memory were evaluated using Rey Auditory Verbal Learning (RAVLT) test and were compared between two groups of typical and gifted students using Digit Span test. Finally, we determined if working memory interfered with scores in different Rey stages or not. Material & Methods This study was conducted in Tehran City, Iran in 2013. Scores on RAVLT were compared with WISC- R digit span results in a sample of 148 male students aged 12-14 yr old divided into two groups including 75 students in typical school (IQ ranging between 90 and 110) and 73 gifted students (IQs ranging between 110 and 130). Results Gifted students obtained higher scores than typical students in both Forward Digit Span (FDS) and Backward Digit Span (BDS) and all 9 stages of RAVLT comparing with typical students (P<0.001). There was no significant difference between different ages (P> 0.05). The 14 yr old students in both groups had the highest score. There was a high correlation between FDS and the first stage of RAVLT as well as high correlation between BDS and seventh stage of RAVLT. Conclusion Intelligence has effect on better score of memory and gifted subjects had better scores in memory tests, although the intelligence effect in learning was quantitative rather than qualitative. RAVLT is a comprehensive test, which evaluates short-term memory, working memory and long-term memory and besides Digit span test provides precious information about memory and learning of subjects in order to program different student’s educational schedules. PMID:27247581

  2. Change of direction ability test differentiates higher level and lower level soccer referees

    PubMed Central

    Los, Arcos A; Grande, I; Casajús, JA

    2016-01-01

    This report examines the agility and level of acceleration capacity of Spanish soccer referees and investigates the possible differences between field referees of different categories. The speed test consisted of 3 maximum acceleration stretches of 15 metres. The change of direction ability (CODA) test used in this study was a modification of the Modified Agility Test (MAT). The study included a sample of 41 Spanish soccer field referees from the Navarre Committee of Soccer Referees divided into two groups: i) the higher level group (G1, n = 20): 2ndA, 2ndB and 3rd division referees from the Spanish National Soccer League (28.43 ± 1.39 years); and ii) the lower level group (G2, n = 21): Navarre Provincial League soccer referees (29.54 ± 1.87 years). Significant differences were found with respect to the CODA between G1 (5.72 ± 0.13 s) and G2 (6.06 ± 0.30 s), while no differences were encountered between groups in acceleration ability. No significant correlations were obtained in G1 between agility and the capacity to accelerate. Significant correlations were found between sprint and agility times in the G2 and in the total group. The results of this study showed that agility can be used as a discriminating factor for differentiating between national and regional field referees; however, no observable differences were found over the 5 and 15 m sprint tests. PMID:27274111

  3. Kinetics of Hepatitis B Surface Antigen Level in Chronic Hepatitis B Patients who Achieved Hepatitis B Surface Antigen Loss during Pegylated Interferon Alpha-2a Treatment

    PubMed Central

    Li, Ming-Hui; Zhang, Lu; Qu, Xiao-Jing; Lu, Yao; Shen, Ge; Wu, Shu-Ling; Chang, Min; Liu, Ru-Yu; Hu, Lei-Ping; Li, Zhen-Zhen; Hua, Wen-Hao; Song, Shu-Jing; Xie, Yao

    2017-01-01

    Background: Hepatitis B surface antigen (HBsAg) loss/seroconversion is considered to be the ideal endpoint of antiviral therapy and the ultimate treatment goal in chronic hepatitis B (CHB). This study aimed to assess the patterns of HBsAg kinetics in CHB patients who achieved HBsAg loss during the treatment of pegylated interferon (PEG-IFN) α-2a. Methods: A total of 150 patients were enrolled, composing of 83 hepatitis B envelope antigen (HBeAg)-positive and 67 HBeAg-negative patients. Patients were treated with PEG-IFN α-2a180 μg/week until HBsAg loss/seroconversion was achieved, which occurred within 96 weeks. Serum hepatitis B virus deoxyribonucleic acid and serological indicators (HBsAg, anti-HBs, HBeAg, and anti-HBe) were determined before and every 3 months during PEG-IFN α-2a treatment. Biochemical markers and peripheral blood neutrophil and platelet counts were tested every 1–3 months. Results: Baseline HBsAg levels were 2.5 ± 1.3 log IU/ml, and decreased rapidly at 12 and 24 weeks by 48.3% and 88.3%, respectively. The mean time to HBsAg loss was 54.2 ± 30.4 weeks, though most patients needed extended treatment and 30.0% of HBsAg loss occurred during 72–96 weeks. Baseline HBsAg levels were significantly higher in HBeAg-positive patients (2.9 ± 1.1 log IU/ml) compared with HBeAg-negative patients (2.0 ± 1.3 log IU/ml; t = 4.733, P < 0.001), but the HBsAg kinetics were similar. Patients who achieved HBsAg loss within 48 weeks had significantly lower baseline HBsAg levels and had more rapid decline of HBsAg at 12 weeks compared to patients who needed extended treatment to achieve HBsAg loss. Conclusions: Patients with lower baseline HBsAg levels and more rapid decline during early treatment with PEG-IFN are more likely to achieve HBsAg loss during 96 weeks of treatment, and extended therapy longer than 48 weeks may be required to achieve HBsAg loss. PMID:28229987

  4. Predictive Validity of the Vane for the Stanford Early School Achievement Test. Report No. l25.

    ERIC Educational Resources Information Center

    Hersh, Leonard R.

    Evidence on the predictive validity of the Vane Kindergarten Test (VKT) as a part of the comprehensive screening and assessment battery administered by the Horseheads Central School District in New York is presented. Variable numbers of students at each of six elementary schools were administered the VKT. At the end of the kindergarten year, all…

  5. An Exploration of How School District Leaders Are Responding to the Connecticut Academic Achievement Test (CAPT).

    ERIC Educational Resources Information Center

    Negroni, Italia A.; Iwanicki, Edward F.

    This study focused on how school district leaders in Connecticut are translating educational reform policies into instructional practice. It explored how school improvement initiatives were being implemented to improve student performance on the Connecticut Academic Performance Test (CAPT) and examined the ways in which these initiatives were…

  6. Validity of the Simultaneous Approach to the Development of Equivalent Achievement Tests in English and French

    ERIC Educational Resources Information Center

    Rogers, W. Todd; Lin, Jie; Rinaldi, Christia M.

    2011-01-01

    The evidence gathered in the present study supports the use of the simultaneous development of test items for different languages. The simultaneous approach used in the present study involved writing an item in one language (e.g., French) and, before moving to the development of a second item, translating the item into the second language (e.g.,…

  7. The Influence of Multiple Administrations of a State Achievement Test on Passing Rates for Student Groups

    ERIC Educational Resources Information Center

    Nese, Joseph F. T.; Tindal, Gerald; Stevens, Joseph J.; Elliott, Stephen N.

    2015-01-01

    The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English…

  8. Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking

    ERIC Educational Resources Information Center

    Appel, Markus; Kronberger, Nicole

    2012-01-01

    Stereotype threat is known as a situational predicament that prevents members of negatively stereotyped groups to perform up to their full ability. This review shows that the detrimental influence of stereotype threat goes beyond test taking: It impairs stereotyped students to build abilities in the first place. Guided by current theory on…

  9. End of Course Grades and Standardized Test Scores: Are Grades Predictive of Student Achievement?

    ERIC Educational Resources Information Center

    Ricketts, Christine R.

    2010-01-01

    This study examined the extent to which end-of-course grades are predictive of Virginia Standards of Learning test scores in nine high school content areas. It also analyzed the impact of the variables school cluster attended, gender, ethnicity, disability status, Limited English Proficiency status, and socioeconomic status on the relationship…

  10. Mathematics Achievement Test Scores of American Indian and Anglo Students: A Comparison.

    ERIC Educational Resources Information Center

    Scott, Patrick B.

    1983-01-01

    Reports a preliminary study of possible differences in the performance in mathematics between American Indian Pueblo and Anglos. Sample evaluated consisted of 65 Pueblos and 59 Anglos that excluded highest and lowest scores on Form B of the College Qualification Tests from Fall 1977 to Spring 1981 at the University of New Mexico. (ERB)

  11. Efficiency of Students' Achievement Using Black/White and Color Coded Learning and Test Materials.

    ERIC Educational Resources Information Center

    Lamberski, Richard J.; Roberts, Dennis M.

    The purpose of this study was to compute and analyze descriptive indices of efficiency assessing the relative effectiveness of a verbal and visual color code applied to self-paced learning and testing materials. The sample consisted of 176 college subjects randomly assigned to one of four treatment conditions receiving black/white (B) or color…

  12. Evaluation of Madison Park PLATO Training on August 2000 BPS City Algebra Test Achievement.

    ERIC Educational Resources Information Center

    Baum, Christopher F.

    This report presents empirical findings from the analysis of the performance of 85 students from Madison Park High School, Boston, Massachusetts, on the Boston Public Schools City Algebra Test (BPSCAT) in June and August 2000, and how their participation in Jobs for Youths Boston PLATO computer-based instruction in the intervening months may have…

  13. The Benefits of Preschool: Do Children Who Attend Preschool Prior to Kindergarten Achieve Higher Test Scores

    ERIC Educational Resources Information Center

    Harrington, Julie

    2015-01-01

    The purpose of this quantitative study was to determine what, if any, impact that attending a four year old kindergarten program had on five year old kindergarteners reading ability as measured by Dominie testing, compared to those five year olds who did not attend a four year old program at Inman Elementary School. The significance of this study…

  14. Wafer-level radiometric performance testing of uncooled microbolometer arrays

    NASA Astrophysics Data System (ADS)

    Dufour, Denis G.; Topart, Patrice; Tremblay, Bruno; Julien, Christian; Martin, Louis; Vachon, Carl

    2014-03-01

    A turn-key semi-automated test system was constructed to perform on-wafer testing of microbolometer arrays. The system allows for testing of several performance characteristics of ROIC-fabricated microbolometer arrays including NETD, SiTF, ROIC functionality, noise and matrix operability, both before and after microbolometer fabrication. The system accepts wafers up to 8 inches in diameter and performs automated wafer die mapping using a microscope camera. Once wafer mapping is completed, a custom-designed quick insertion 8-12 μm AR-coated Germanium viewport is placed and the chamber is pumped down to below 10-5 Torr, allowing for the evaluation of package-level focal plane array (FPA) performance. The probe card is electrically connected to an INO IRXCAM camera core, a versatile system that can be adapted to many types of ROICs using custom-built interface printed circuit boards (PCBs). We currently have the capability for testing 384x288, 35 μm pixel size and 160x120, 52 μm pixel size FPAs. For accurate NETD measurements, the system is designed to provide an F/1 view of two rail-mounted blackbodies seen through the Germanium window by the die under test. A master control computer automates the alignment of the probe card to the dies, the positioning of the blackbodies, FPA image frame acquisition using IRXCAM, as well as data analysis and storage. Radiometric measurement precision has been validated by packaging dies measured by the automated probing system and re-measuring the SiTF and Noise using INO's pre-existing benchtop system.

  15. Metabolic engineering of seeds can achieve levels of omega-7 fatty acids comparable to the highest levels found in natural plant sources

    SciTech Connect

    Nguyen, H.T.; Shanklin, J.; Mishra, G.; Whittle, E.; Bevan, S. A.; Merlo, A. O.; Walsh, T. A.

    2010-12-01

    Plant oils containing {omega}-7 fatty acids (FAs; palmitoleic 16:1{Delta}{sup 9} and cis-vaccenic 18:1{Delta}{sup 11}) have potential as sustainable feedstocks for producing industrially important octene via metathesis chemistry. Engineering plants to produce seeds that accumulate high levels of any unusual FA has been an elusive goal. We achieved high levels of {omega}-7 FA accumulation by systematic metabolic engineering of Arabidopsis (Arabidopsis thaliana). A plastidial 16:0-ACP desaturase has been engineered to convert 16:0 to 16:1{Delta}{sup 9} with specificity >100-fold than that of naturally occurring paralogs, such as that from cat's claw vine (Doxantha unguis-cati). Expressing this engineered enzyme (Com25) in seeds increased {omega}-7 FA accumulation from <2% to 14%. Reducing competition for 16:0-ACP by down-regulating the {beta}-ketoacyl-ACP synthase II 16:0 elongase further increased accumulation of {omega}-7 FA to 56%. The level of 16:0 exiting the plastid without desaturation also increased to 21%. Coexpression of a pair of fungal 16:0 desaturases in the cytosol reduced the 16:0 level to 11% and increased {omega}-7 FA to as much as 71%, equivalent to levels found in Doxantha seeds.

  16. Metabolic Engineering of Seeds Can Achieve Levels of ω-7 Fatty Acids Comparable with the Highest Levels Found in Natural Plant Sources1[OA

    PubMed Central

    Nguyen, Huu Tam; Mishra, Girish; Whittle, Edward; Pidkowich, Mark S.; Bevan, Scott A.; Merlo, Ann Owens; Walsh, Terence A.; Shanklin, John

    2010-01-01

    Plant oils containing ω-7 fatty acids (FAs; palmitoleic 16:1Δ9 and cis-vaccenic 18:1Δ11) have potential as sustainable feedstocks for producing industrially important octene via metathesis chemistry. Engineering plants to produce seeds that accumulate high levels of any unusual FA has been an elusive goal. We achieved high levels of ω-7 FA accumulation by systematic metabolic engineering of Arabidopsis (Arabidopsis thaliana). A plastidial 16:0-ACP desaturase has been engineered to convert 16:0 to 16:1Δ9 with specificity >100-fold than that of naturally occurring paralogs, such as that from cat's claw vine (Doxantha unguis-cati). Expressing this engineered enzyme (Com25) in seeds increased ω-7 FA accumulation from <2% to 14%. Reducing competition for 16:0-ACP by down-regulating the β-ketoacyl-ACP synthase II 16:0 elongase further increased accumulation of ω-7 FA to 56%. The level of 16:0 exiting the plastid without desaturation also increased to 21%. Coexpression of a pair of fungal 16:0 desaturases in the cytosol reduced the 16:0 level to 11% and increased ω-7 FA to as much as 71%, equivalent to levels found in Doxantha seeds. PMID:20943853

  17. Building America Residential System Research Results: Achieving 30% Whole House Energy Savings Level in Mixed-Humid Climates; January 2006 - December 2006

    SciTech Connect

    Building America Industrialized Housing Partnership; Building Industry Research Alliance; Building Science Consortium; Consortium for Advanced Residential Buildings; Davis Energy Group; IBACOS; National Association of Home Builders Research Center; National Renewable Energy Laboratory

    2006-12-01

    The Building America program conducts the system research required to reduce risks associated with the design and construction of homes that use an average of 30% to 90% less total energy for all residential energy uses than the Building America Research Benchmark, including research on homes that will use zero net energy on annual basis. To measure the program's progress, annual research milestones have been established for five major climate regions in the United States. The system research activities required to reach each milestone take from 3 to 5 years to complete and include research in individual test houses, studies in pre-production prototypes, and research studies with lead builders that provide early examples that the specified energy savings level can be successfully achieved on a production basis. This report summarizes research results for the 30% energy savings level and demonstrates that lead builders can successfully provide 30% homes in the Mixed-Humid Climate Region on a cost-neutral basis.

  18. Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

    NASA Astrophysics Data System (ADS)

    Roberts, Patrice Helen

    This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual

  19. Primary care of patients with high cardiovascular risk : Blood pressure, lipid and diabetic target levels and their achievement in Hungary.

    PubMed

    Szigethy, Endre; Jancsó, Zoltán; Móczár, Csaba; Ilyés, István; Kovács, Eszter; Róbert Kolozsvári, László; Rurik, Imre

    2013-07-01

    Cardiovascular diseases are responsible for the majority of premature deaths in Hungary as well. Most of them could be prevented with healthy lifestyle of patients and adequate drug prescription of primary care physicians. Earlier European surveys found wide differences between the practices and achievements of different countries in this field. The study was based on and designed according to the framework of previous European Action on Secondary and Primary Prevention by Intervention to Reduce Events (EUROASPIRE) studies and aimed presenting Hungarian results and comparing with the achievements of other countries and previous Hungarian surveys. Among rural and urban settings, 679 patients under continuous care (236 diabetics, 218 with dyslipidaemia, and 225 with hypertension) were consecutively selected by 20 experienced general practitioners. The mean age of patients was 60.3 years (men) and 64.0 years (women). Among diabetics, less than 7 % of glycated hemoglobin (HbA1c) values were found in 42.5 % patients, while only 11.4 % patients had fasting plasma sugar less than 6.0 mmol/L. Of the patients treated for dyslipidaemia, the target level of triglyceride was reached by 40.6 %, recommended total cholesterol by 14.2 % and the HDL-cholesterol by 71.8 %. The therapeutic control of total and HDL-cholesterol was better in men, although women had better triglyceride values. The achievement among patients with hypertension was 42.0 %. Significantly higher blood pressure was measured by patients who were treated with not recommended combinations of antihypertensive medication. A remarkable improvement could be observed in Hungary in the field of secondary prevention. It was greater among patients with hypertension and dyslipidaemia and smaller in diabetes care. Compared to the results of published European surveys, Hungary occupies a good position, but further improvement is still required.

  20. Depth of penetration achieved by instrumented seabed penetrators during initial systems demonstration tests

    SciTech Connect

    Calloway, T.M.

    1984-02-01

    Two versions of a gun-launched Instrumented Seabed Penetrator (ISP-1 and ISP-2) were tested in the Gulf of Mexico in May 1982. In each case the gun was loaded with propellant and a penetrator, lowered to the seabed, then fired. ISP-1 traveled 28 m into the seabed, and ISP-2 traveled 36 m. ISP-1 determined its displacement from the gun by means of an on-board accelerometer and microprocessor; after coming to rest, it used an Explosive Acoustic Telemetry System to transmit this information. ISP-2 was connected to the gun with a wire rope which unspooled during flight, allowing the instrumentation package to be retrieved. The measured deceleration profiles from the instrumentation's data memory were then processed off-line to compute the speed and displacement of ISP-2 as a function of time. 14 references, 5 figures, 4 tables.

  1. Evidence-based surgical training in orthopaedics: how many arthroscopies of the knee are needed to achieve consultant level performance?

    PubMed

    Price, A J; Erturan, G; Akhtar, K; Judge, A; Alvand, A; Rees, J L

    2015-10-01

    Despite being one of the most common orthopaedic operations, it is still not known how many arthroscopies of the knee must be performed during training in order to develop the skills required to become a Consultant. A total of 54 subjects were divided into five groups according to clinical experience: Novices (n = 10), Junior trainees (n = 10), Registrars (n = 18), Fellows (n = 10) and Consultants (n = 6). After viewing an instructional presentation, each subject performed a simple diagnostic arthroscopy of the knee on a simulator with visualisation and probing of ten anatomical landmarks. Performance was assessed using a validated global rating scale (GRS). Comparisons were made against clinical experience measured by the number of arthroscopies which had been undertaken, and ROC curve analysis was used to determine the number of procedures needed to perform at the level of the Consultants. There were marked differences between the groups. There was significant improvement in performance with increasing experience (p < 0.05). ROC curve analysis identified that approximately 170 procedures were required to achieve the level of skills of a Consultant. We suggest that this approach to identify what represents the level of surgical skills of a Consultant should be used more widely so that standards of training are maintained through the development of an evidenced-based curriculum.

  2. Target Achievement Control Test: evaluating real-time myoelectric pattern-recognition control of multifunctional upper-limb prostheses.

    PubMed

    Simon, Ann M; Hargrove, Levi J; Lock, Blair A; Kuiken, Todd A

    2011-01-01

    Despite high classification accuracies (~95%) of myoelectric control systems based on pattern recognition, how well offline measures translate to real-time closed-loop control is unclear. Recently, a real-time virtual test analyzed how well subjects completed arm motions using a multiple-degree of freedom (DOF) classifier. Although this test provided real-time performance metrics, the required task was oversimplified: motion speeds were normalized and unintended movements were ignored. We included these considerations in a new, more challenging virtual test called the Target Achievement Control Test (TAC Test). Five subjects with transradial amputation attempted to move a virtual arm into a target posture using myoelectric pattern recognition, performing the test with various classifier (1- vs 3-DOF) and task complexities (one vs three required motions per posture). We found no significant difference in classification accuracy between the 1- and 3-DOF classifiers (97.2% +/- 2.0% and 94.1% +/- 3.1%, respectively; p = 0.14). Subjects completed 31% fewer trials in significantly more time using the 3-DOF classifier and took 3.6 +/- 0.8 times longer to reach a three-motion posture compared with a one-motion posture. These results highlight the need for closed-loop performance measures and demonstrate that the TAC Test is a useful and more challenging tool to test real-time pattern-recognition performance.

  3. Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2(nd) and 5(th) Graders.

    PubMed

    Jones, Jasmin Niedo; Abbott, Robert D; Berninger, Virginia W

    2014-05-01

    Human traits tend to fall along normal distributions. The aim of this research was to evaluate an evidence-based conceptual framework for predicting expected individual differences in reading and writing achievement outcomes for typically developing readers and writers in early and middle childhood from Verbal Reasoning with or without Working Memory Components (phonological, orthographic, and morphological word storage and processing units, phonological and orthographic loops, and rapid switching attention for cross-code integration). Verbal Reasoning (reconceptualized as Bidirectional Cognitive-Linguistic Translation) plus the Working Memory Components (reconceptualized as a language learning system) accounted for more variance than Verbal Reasoning alone, except for handwriting for which Working Memory Components alone were better predictors. Which predictors explained unique variance varied within and across reading (oral real word and pseudoword accuracy and rate, reading comprehension) and writing (handwriting, spelling, composing) skills and grade levels (second and fifth) in this longitudinal study. Educational applications are illustrated and theoretical and practical significance discussed.

  4. Advanced-Level Testing of Foreign Language Proficiency: An Interim Report of the Post A-Level Spanish Project.

    ERIC Educational Resources Information Center

    Ife, Anne E.; Standish, Peter

    This is a preliminary report concerning the development of tests which measure the linguistic ability in Spanish of English students at the beginning of their post A-level courses. The Palspan (Post A-level Spanish project) pilot test battery is comprised of five sub-tests of between 45 and 90 minutes in length which test for speaking, listening,…

  5. Sandia National Laboratories' new high level acoustic test facility

    SciTech Connect

    Rogers, J. D.; Hendrick, D. M.

    1989-01-01

    A high intensity acoustic test facility has been designed and is under construction at Sandia National Laboratories in Albuquerque, NM. The chamber is designed to provide an acoustic environment of 154dB (re 20 {mu}Pa) overall sound pressure level over the bandwidth of 50 Hz to 10,000 Hz. The chamber has a volume of 16,000 cubic feet with interior dimensions of 21.6 ft {times} 24.6 ft {times} 30 ft. The construction of the chamber should be complete by the summer of 1990. This paper discusses the design goals and constraints of the facility. The construction characteristics are discussed in detail, as are the acoustic performance design characteristics. The authors hope that this work will help others in designing acoustic chambers. 12 refs., 6 figs.

  6. Achieving Innovation and Affordability Through Standardization of Materials Development and Testing

    NASA Technical Reports Server (NTRS)

    Bray, M. H.; Zook, L. M.; Raley, R. E.; Chapman, C.

    2011-01-01

    The successful expansion of development, innovation, and production within the aeronautics industry during the 20th century was facilitated by collaboration of government agencies with the commercial aviation companies. One of the initial products conceived from the collaboration was the ANC-5 Bulletin, first published in 1937. The ANC-5 Bulletin had intended to standardize the requirements of various government agencies in the design of aircraft structure. The national space policy shift in priority for NASA with an emphasis on transferring the travel to low earth orbit to commercial space providers highlights an opportunity and a need for the national and global space industries. The same collaboration and standardization that is documented and maintained by the industry within MIL-HDBK-5 (MMPDS-01) and MIL-HBDK-17 (nonmetallic mechanical properties) can also be exploited to standardize the thermal performance properties, processing methods, test methods, and analytical methods for use in aircraft and spacecraft design and associated propulsion systems. In addition to the definition of thermal performance description and standardization, the standardization for test methods and analysis for extreme environments (high temperature, cryogenics, deep space radiation, etc) would also be highly valuable to the industry. Its subsequent revisions and conversion to MIL-HDBK-5 and then MMPDS-01 established and then expanded to contain standardized mechanical property design values and other related design information for metallic materials used in aircraft, missiles, and space vehicles. It also includes guidance on standardization of composition, processing, and analytical methods for presentation and inclusion into the handbook. This standardization enabled an expansion of the technologies to provide efficiency and reliability to the consumers. It can be established that many individual programs within the government agencies have been overcome with development costs

  7. The North Carolina State Testing Results, 2000-01. Preliminary State-Level Data Only. Multiple-Choice Grade 3 Pretest, End-of-Grade, High School Comprehensive and End-of-Course Tests. Reporting on the State and 117 Public School Systems and 87 Charter Schools. "The Green Book."

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability/Testing.

    This document contains preliminary state-level results for the 2000-2001 North Carolina state testing program. No conclusions about achievement are drawn in this report, although percentages achieving at given Achievement Levels are given for the end-of-grade tests. The Grade 3 Pretest is a multiple-choice reading and mathematics test administered…

  8. Hanford low-level waste process chemistry testing data package

    SciTech Connect

    Smith, H.D.; Tracey, E.M.; Darab, J.G.; Smith, P.A.

    1996-03-01

    Recently, the Tri-Party Agreement (TPA) among the State of Washington Department of Ecology, U.S. Department of Energy (DOE) and the US Environmental Protection Agency (EPA) for the cleanup of the Hanford Site was renegotiated. The revised agreement specifies vitrification as the encapsulation technology for low level waste (LLW). A demonstration, testing, and evaluation program underway at Westinghouse Hanford Company to identify the best overall melter-system technology available for vitrification of Hanford Site LLW to meet the TPA milestones. Phase I is a {open_quotes}proof of principle{close_quotes} test to demonstrate that a melter system can process a simulated highly alkaline, high nitrate/nitrite content aqueous LLW feed into a glass product of consistent quality. Seven melter vendors were selected for the Phase I evaluation: joule-heated melters from GTS Duratek, Incorporated (GDI); Envitco, Incorporated (EVI); Penberthy Electomelt, Incorporated (PEI); and Vectra Technologies, Incorporated (VTI); a gas-fired cyclone burner from Babcock & Wilcox (BCW); a plasma torch-fired, cupola furnace from Westinghouse Science and Technology Center (WSTC); and an electric arc furnace with top-entering vertical carbon electrodes from the U.S. Bureau of Mines (USBM).

  9. Type of Speech Material Affects Acceptable Noise Level Test Outcome

    PubMed Central

    Koch, Xaver; Dingemanse, Gertjan; Goedegebure, André; Janse, Esther

    2016-01-01

    The acceptable noise level (ANL) test, in which individuals indicate what level of noise they are willing to put up with while following speech, has been used to guide hearing aid fitting decisions and has been found to relate to prospective hearing aid use. Unlike objective measures of speech perception ability, ANL outcome is not related to individual hearing loss or age, but rather reflects an individual’s inherent acceptance of competing noise while listening to speech. As such, the measure may predict aspects of hearing aid success. Crucially, however, recent studies have questioned its repeatability (test–retest reliability). The first question for this study was whether the inconsistent results regarding the repeatability of the ANL test may be due to differences in speech material types used in previous studies. Second, it is unclear whether meaningfulness and semantic coherence of the speech modify ANL outcome. To investigate these questions, we compared ANLs obtained with three types of materials: the International Speech Test Signal (ISTS), which is non-meaningful and semantically non-coherent by definition, passages consisting of concatenated meaningful standard audiology sentences, and longer fragments taken from conversational speech. We included conversational speech as this type of speech material is most representative of everyday listening. Additionally, we investigated whether ANL outcomes, obtained with these three different speech materials, were associated with self-reported limitations due to hearing problems and listening effort in everyday life, as assessed by a questionnaire. ANL data were collected for 57 relatively good-hearing adult participants with an age range representative for hearing aid users. Results showed that meaningfulness, but not semantic coherence of the speech material affected ANL. Less noise was accepted for the non-meaningful ISTS signal than for the meaningful speech materials. ANL repeatability was comparable

  10. Achievable capacity improvement by using multi-level modulation format in trench-assisted multi-core fiber system.

    PubMed

    Chang, J H; Choi, H G; Chung, Y C

    2013-06-17

    We evaluate the impacts of using multi-level modulation formats on the transmission capacity of the multi-core fiber (MCF) having trench-assisted index profile and hexagonal layout. For this evaluation, we utilize the spectral efficiency per unit area, defined as the spatial spectral efficiency (SSE). The results show that the SSE improvement achievable by using the higher-level modulation format can be reduced due to its lower tolerance to the inter-core crosstalk. We also evaluate the effects of using large effective area on the transmission capacity of the trench-assisted MCF. The results show that the use of large effective area can decrease this capacity due to the increased inter-core crosstalk and lengthened cable cutoff wavelength, although it can help increase the transmission distance. Thus, it is necessary to optimize the effective area of MCF by considering both the SSE and transmission distance. However, the results indicate that the effect of using different effective areas on the SSE-distance product is not significant, and it is not useful to increase the effective area of the trench-assisted MCF to be larger than ~110 μm(2).

  11. Variables that predict academic achievement in the Spanish compulsory secondary educational system: a longitudinal, multi-level analysis.

    PubMed

    Martín, Elena; Martínez-Arias, Rosario; Marchesi, Alvaro; Pérez, Eva M

    2008-11-01

    This article presents a study whose objective was to identify certain personal and institutional variables that are associated with academic achievement among Spanish, secondary school students, and to analyze their influence on the progress of those students over the course of that stage of their education. In order to do this, a longitudinal, multi-level study was conducted in which a total of 965 students and 27 different schools were evaluated in Language, Math and Social Science at three different times (beginning, middle and end of the period). The results show progress in all the schools and in all areas. As for the personal, student variables, the longitudinal, HLM analyses confirmed the importance of sex and sociocultural background and, distinguishing it from other studies, also the predictive capacity of meta-cognitive abilities and learning strategies on success in school. On the institutional level, the school climate and teachers' expectations of their students were the most relevant of the variables studied. The size of the school, the percentage of students who repeat grades, and the leadership of the administration also explained a portion of the variance in some areas.

  12. Using School-Level Student Achievement to Engage in Formative Evaluation: Comparative School-Level Rates of Oral Reading Fluency Growth Conditioned by Initial Skill for Second Grade Students

    ERIC Educational Resources Information Center

    Cummings, Kelli D.; Stoolmiller, Michael L.; Baker, Scott K.; Fien, Hank; Kame'enui, Edward J.

    2015-01-01

    We present a method for data-based decision making at the school level using student achievement data. We demonstrate the potential of a national assessment database [i.e., the University of Oregon DIBELS Data System (DDS)] to provide comparative levels of school-level data on average student achievement gains. Through the DDS as a data source,…

  13. Health physics manual of good practices for reducing radiation exposure to levels that are as low as reasonably achievable (ALARA)

    SciTech Connect

    Herrington, W.N.; Higby, D.P.; Kathren,., R.L.; Merwin, S.E.; Stoetzel, G.A.

    1988-06-01

    A primary objective of the US Department of Energy (DOE) health physics and radiation protection program has been to limit radiation exposures to those levels that are as low as reasonably achievable (ALARA). As a result, the ALARA concept developed into a program and a set of operational principles to ensure that the objective was consistently met. Implementation of these principles required that a guide be produced. The original ALARA guide was issued by DOE in 1980 to promote improved understanding of ALARA concepts within the DOE community and to assist those responsible for operational ALARA activities in attaining their goals. Since 1980, additional guidance has been published by national and international organizations to provide further definition and clarification to ALARA concepts. As basic ALARA experience increased, the value and role of the original guide prompted the DOE Office of Nuclear Safety (ONS) to support a current revision. The revised manual of good practices includes six sections: 1.0 Introduction, 2.0 Administration, 3.0 Optimization, 4.0 Setting and Evaluating ALARA Goals, 5.0 Radiological Design, and 6.0 Conduct of Operations. The manual is directed primarily to contractor and DOE staff who are responsible for conduct and overview of radiation protection and ALARA programs at DOE facilities. The intent is to provide sufficient guidance such that the manual, if followed, will ensure that radiation exposures are maintained as low as reasonably achievable and will establish the basis for a formally structured and auditable program. 118 refs., 16 figs., 3 tabs.

  14. New Approach to Sea Level Monitoring Tested at Shemya, Alaska

    NASA Astrophysics Data System (ADS)

    Urban, G. W.; Medbery, A. H.; Burgy, M. C.

    2003-12-01

    Due to the prohibitive installation cost to replace a storm damaged stilling well type tide gauge at Earickson Air Force Station on Shemya Island, Alaska, an alternative sea-level gauge was sought by the West Coast and Alaska Tsunami Warning Center (WCATWC). An Omart-Vega radar system was chosen as the alternative, since it had low power needs, did not require a stilling well and its design included observation of rough surface liquids. The Omart-Vega radar system works by emitting a 5 gHz radar wave which reflects off the water surface and then back to the unit at a specified rate. This information is then telemetered directly to a computer which records the sample. Although the cost of the Vega system (3500USD) was similar to that of the stilling well unit (2500USD), the comparison of the installation costs of the two different units was an issue. To install the stilling well system, two certified under-water welding divers were required at a cost of 40K-USD or more. In comparison, the installation of the Vega system simply required an arm constructed so as to hang and support the Vega unit off the pier at Shemya. This arm assembly would also house the unit to protect it from surf and weather. The arm was designed in-house and built by a local metal contractor for less than 500USD. This portable unit was sent to Shemya via C-130 aircraft. The arm assembly and housed radar tide gauge was installed by one person. The circuitry to run the Vega was developed and tested at the WCATWC. Software was designed and tested there as well, although the software was written by Omart at no cost to the Warning Center. The circuitry allows for direct remote reconfiguration from Palmer to the radar system. The Vega is accessed by software directly from the WCATWC computer to sample the water level at numerous settable sample rates, which include one second, five second, fifteen second, and thirty second. After nearly one year of operation at Earickson, which included many major

  15. Self-Regulated Learning and Motivation Belief Differences among Gifted and Non-Gifted Middle School Students across Achievement Levels

    ERIC Educational Resources Information Center

    Hogrebe, Jaclyn M.

    2015-01-01

    This dissertation examined self-regulated learning (SRL) and motivation beliefs (i.e., self-efficacy, perceived responsibility) across ability (i.e., gifted, advanced, average) and achievement groups (i.e., high achievers, low achievers) in a sample of 135 suburban middle school students (i.e., fifth and sixth grade). In order to expand upon…

  16. Achievement of VO2max criteria during a continuous graded exercise test and a verification stage performed by college athletes.

    PubMed

    Mier, Constance M; Alexander, Ryan P; Mageean, Amanda L

    2012-10-01

    The purpose of this study was to determine the incidence of meeting specific VO2max criteria and to test the effectiveness of a VO2max verification stage in college athletes. Thirty-five subjects completed a continuous graded exercise test (GXT) to volitional exhaustion. The frequency of achieving various respiratory exchange ratio (RER) and age-predicted maximum heart rate (HRmax) criteria and a VO2 plateau within 2 and 2.2 ml·kg(-1)·min(-1) (<2SD of the expected increase in VO2) were measured and tested against expected frequencies. After 10 minutes of active recovery, 10 subjects who did not demonstrate a plateau completed a verification stage performed at supramaximal intensity. From the GXT, the number of subjects meeting VO2max plateau was 5 (≤2 ml·kg(-1)·min(-1)) and 7 (≤2.2 ml·kg(-1)·min(-1)), RER criteria 34 (≥1.05), 32 (≥1.10), and 24 (≥1.15), HRmax criteria, 35 (<85%), 29 (<10 b·min(-1)) and 9 (HRmax). The VO2max and HRmax did not differ between GXT and the verification stage (53.6 ± 5.6 vs. 55.5 ± 5.6 ml·kg(-1)·min(-1) and 187 ± 7 vs. 187 ± 6 b·min(-1)); however, the RER was lower during the verification stage (1.15 ± 0.06 vs. 1.07 ± 0.07, p = 0.004). Six subjects achieved a similar VO2 (within 2.2 ml·kg(-1)·min(-1)), whereas 4 achieved a higher VO2 compared with the GXT. These data demonstrate that a continuous GXT limits the college athlete's ability to achieve VO2max plateau and certain RER and HR criteria. The use of a verification stage increases the frequency of VO2max achievement and may be an effective method to improve the accuracy of VO2max measurements in college athletes.

  17. Creativity Lost: The Importance of Testing Higher-Level Executive Functions in School-Age Children and Adolescents

    ERIC Educational Resources Information Center

    Delis, Dean C.; Lansing, Amy; Houston, Wes S.; Wetter, Spencer; Han, S. Duke; Jacobson, Mark; Holdnack, James; Kramer, Joel

    2007-01-01

    In school settings, students are typically evaluated using group achievement tests, IQ scales, and college entrance exams that focus more on rote-verbal skills (e.g., vocabulary, mathematical facts) than on higher level executive functions (e.g., abstract thinking, problem solving). However, recent neuropsychological findings suggest that…

  18. WRAP low level waste (LLW) glovebox operational test report

    SciTech Connect

    Kersten, J.K.

    1998-02-19

    The Low Level Waste (LLW) Process Gloveboxes are designed to: receive a 55 gallon drum in an 85 gallon overpack in the Entry glovebox (GBIOI); and open and sort the waste from the 55 gallon drum, place the waste back into drum and relid in the Sorting glovebox (GB 102). In addition, waste which requires further examination is transferred to the LLW RWM Glovebox via the Drath and Schraeder Bagiess Transfer Port (DO-07-201) or sent to the Sample Transfer Port (STC); crush the drum in the Supercompactor glovebox (GB 104); place the resulting puck (along with other pucks) into another 85 gallon overpack in the Exit glovebox (GB 105). The status of the waste items is tracked by the Data Management System (DMS) via the Plant Control System (PCS) barcode interface. As an item is moved from the entry glovebox to the exit glovebox, the Operator will track an items location using a barcode reader and enter any required data on the DMS console. The Operational Test Procedure (OTP) will perform evolution`s (described below) using the Plant Operating Procedures (POP) in order to verify that they are sufficient and accurate for controlled glovebox operation.

  19. The BOS-X approach: achieving drastic cost reduction in CPV through holistic power plant level innovation

    NASA Astrophysics Data System (ADS)

    Plesniak, A.; Garboushian, V.

    2012-10-01

    In 2011, the Amonix Advanced Technology Group was awarded DOE SunShot funding in the amount of 4.5M to design a new Balance of System (BOS) architecture utilizing Amonix MegaModules™ focused on reaching the SunShot goal of 0.06-$0.08/kWhr LCOE. The project proposal presented a comprehensive re-evaluation of the cost components of a utility scale CPV plant and identified critical areas of focus where innovation is needed to achieve cost reduction. As the world's premier manufacturer and most experienced installer of CPV power plants, Amonix is uniquely qualified to lead a rethinking of BOS architecture for CPV. The presentation will focus on the structure of the BOS-X approach, which looks for the next wave of cost reduction in CPV through evaluation of non-module subsystems and the interaction between subsystems during the lifecycle of a solar power plant. Innovation around nonmodule components is minimal to date because CPV companies are just now getting enough practice through completion of large projects to create ideas and tests on how to improve baseline designs and processes. As CPV companies increase their installed capacity, they can utilize an approach similar to the methodology of BOS-X to increase the competitiveness of their product. Through partnership with DOE, this holistic approach is expected to define a path for CPV well aligned with the goals of the SunShot Initiative.

  20. Automated unit-level testing with heuristic rules

    NASA Technical Reports Server (NTRS)

    Carlisle, W. Homer; Chang, Kai-Hsiung; Cross, James H.; Keleher, William; Shackelford, Keith

    1990-01-01

    Software testing plays a significant role in the development of complex software systems. Current testing methods generally require significant effort to generate meaningful test cases. The QUEST/Ada system is a prototype system designed using CLIPS to experiment with expert system based test case generation. The prototype is designed to test for condition coverage, and attempts to generate test cases to cover all feasible branches contained in an Ada program. This paper reports on heuristics sued by the system. These heuristics vary according to the amount of knowledge obtained by preprocessing and execution of the boolean conditions in the program.

  1. Development of low-pH cements for immobilisation of intermediate level radioactive waste: achievements and challenges

    SciTech Connect

    Martins de Freitas, Regeane; Al-Tabbaa, Abir

    2013-07-01

    Although cementation is a widely recognized solidification/ stabilization process for immobilisation of Intermediate Level Radioactive Waste (ILRW), the low resistance to hyper-alkaline pore waters compromises the effectiveness of the process when Portland Cement (PC) is employed. Moreover the manufacture of PC is responsible for significant CO{sub 2} emissions. In this context, low pH cements are environmentally more suitable and have emerged as a potential alternative for obtaining secure waste forms. This paper summarises the achievements on development of low-pH cements and the challenges of using these new materials for the ILRW immobilisation. The performance of waste forms is also discussed in terms of radionuclides release. Reactive magnesium oxide and magnesium phosphate cements are emphasised as they feature important advantages such as consumption of available constituents for controlling acid-base reactions, reduced permeability and higher density. Additionally, in order to identify new opportunities for study, the long-term modelling approach is also briefly discussed. (authors)

  2. The effect of grade norms in college students: using the Woodcock-Johnson III Tests of Achievement.

    PubMed

    Cressman, Markus N; Liljequist, Laura

    2014-01-01

    The Woodcock-Johnson III Tests of Achievement grade norms versus age norms were examined in the calculation of discrepancy scores in 202 college students. Difference scores were calculated between the Wechsler Adult Intelligence Scale-3rd Edition Full Scale IQ and the Woodcock-Johnson III Total Achievement, Broad Reading, Math, and Written Language scores. The proportion meeting the substantial discrepancy criterion of two standard deviations plus or minus the standard error of the difference between means was 7.9% using age norms and 37.6% using grade norms. Using mixed analyses of variance, the authors found main effects for type of norm for all difference scores, with grade norms yielding significantly higher difference scores than age norms. A main effect for student status (traditional-age students n = 124, non-traditional-age students n = 78) was found for Total Achievement, Broad Reading, and Math such that traditional-age students had greater discrepancies. Discrepancy scores are contrasted with absolute scores (SS < 85) in the identification of learning disabilities as well. Implications of using grade versus age norms are discussed.

  3. Addressing Achievement Gaps: Educational Testing in America: State Assessments, Achievement Gaps, National Policy and Innovations. ETS Policy Notes. Volume 17, Number 1, Winter 2009

    ERIC Educational Resources Information Center

    Yaffe, Deborah; Coley, Richard J., Ed.; Pliskin, Richard, Ed.

    2009-01-01

    Annual standardized testing lies at the heart of the accountability system that American education reformers and policymakers have established during the past decade in an effort to ensure equal opportunity for all students, no matter their race, ethnicity or wealth. The new testing regime has brought national attention to the schooling of…

  4. Self Regulated and Communal Learning Contexts as They Relate to Math Achievement and Math Self Efficacy among African American Elementary Level Students

    ERIC Educational Resources Information Center

    Jackson, Shirley Faye Jackson

    2012-01-01

    For decades, African American students, nationwide, have consistently scored much lower on math and reading achievement tests than their European counterparts, creating what is known as the "White-Black Achievement Gap". The purpose of the research was to determine if self regulated learning and communal learning contexts, either…

  5. Assessing Individual-Level Impact of Interruptions during Online Testing

    ERIC Educational Resources Information Center

    Sinharay, Sandip; Wan, Ping; Choi, Seung W.; Kim, Dong-In

    2015-01-01

    With an increase in the number of online tests, the number of interruptions during testing due to unexpected technical issues seems to be on the rise. For example, interruptions occurred during several recent state tests. When interruptions occur, it is important to determine the extent of their impact on the examinees' scores. Researchers such as…

  6. Review of achievements of the OECD Working Party on Manufactured Nanomaterials' Testing and Assessment Programme. From exploratory testing to test guidelines.

    PubMed

    Rasmussen, Kirsten; González, Mar; Kearns, Peter; Sintes, Juan Riego; Rossi, François; Sayre, Phil

    2016-02-01

    This paper charts the almost ten years of history of OECD's work on nanosafety, during which the programme of the OECD on the Testing and Assessment of Manufactured Nanomaterials covered the testing of eleven nanomaterials for about 59 end-points addressing physical-chemical properties, mammalian and environmental toxicity, environmental fate and material safety. An overview of the materials tested, the test methods applied and the discussions regarding the applicability of the OECD test guidelines, which are recognised methods for regulatory testing of chemicals, are given. The results indicate that many existing OECD test guidelines are suitable for nanomaterials and consequently, hazard data collected using such guidelines will fall under OECD's system of Mutual Acceptance of Data (MAD) which is a legally binding instrument to facilitate the international acceptance of information for the regulatory safety assessment of chemicals. At the same time, some OECD test guidelines and guidance documents need to be adapted to address nanomaterials while new test guidelines and guidance documents may be needed to address endpoints that are more relevant to nanomaterials. This paper presents examples of areas where test guidelines or guidance for nanomaterials are under development.

  7. The Effects of Performance Objectives on the Achievement Level of Selected Eighth-Grade Science Pupils in Four Predominantly Black Inner City Schools.

    ERIC Educational Resources Information Center

    Bryant, Napoleon, Jr.

    Reported is a study to determine the effects of performance objectives on the achievement level of low achieving science pupils in four predominantly black inner city schools. Six teachers and 210 pupils were involved in the study. Three teachers were trained to develop and use performance objectives as an instructional technique. Pedagogical…

  8. Examining the Effects of General Level Course Elimination and Tracking on Student Growth and Achievement in a Suburban High School Mathematics Program

    ERIC Educational Resources Information Center

    Ellis, Brian E.

    2014-01-01

    Despite a decade of reform driven by the NCLB legislation, there continues to be a significant gap in mathematics achievement between race/ethnicity and socioeconomic groupings of students. This study examines the practice of tracking and an effort to improve mathematics achievement by eliminating the general level mathematics track. The suburban…

  9. The Effects of School-Based Parental Involvement on Academic Achievement at the Child and Elementary School Level: A Longitudinal Study

    ERIC Educational Resources Information Center

    Park, Sira; Holloway, Susan D.

    2017-01-01

    Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study-Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to…

  10. The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-Level Computer-Aided Drafting Course

    ERIC Educational Resources Information Center

    Swab, A. Geoffrey

    2012-01-01

    This study of cooperative learning in post-secondary engineering education investigated achievement of engineering students enrolled in two intact sections of a computer-aided drafting (CAD) course. Quasi-experimental and qualitative methods were employed in comparing student achievement resulting from out-of-class cooperative and individualistic…

  11. The Role of Stanford Achievement Test 10[TM] Subtests in Sixth Grade as a Predictor of Success on ACT's Eighth Grade Explore Exam[TM

    ERIC Educational Resources Information Center

    Potts, Jeffrey D.

    2011-01-01

    The purpose of this study was to determine if there was a predictive correlation between a specific sixth grade achievement test known as the Stanford Achievement Test 10 and the eighth grade college readiness assessment instrument known as the Explore Exam for a group of North Texas students. Following an assessment during sixth grade, via the…

  12. Testing the Mediating Role of Teachers' Self-Efficacy Beliefs in the Relationship between Sources of Efficacy Information and Students Achievement

    ERIC Educational Resources Information Center

    Mohamadi, Fatemeh Shaterian; Asadzadeh, Hassan

    2012-01-01

    The purpose of this study is to test the mediating role of teachers' self-efficacy beliefs in the relationship between sources of efficacy information and students achievement. For achieving this aim, this study suggests two alternative models, tested by Structural equation modeling (SEM) technique. In the first model, sources of efficacy…

  13. Histone Deacetylase Inhibition Rescues Gene Knockout Levels Achieved with Integrase-Defective Lentiviral Vectors Encoding Zinc-Finger Nucleases

    PubMed Central

    Pelascini, Laetitia P.L.; Maggio, Ignazio; Liu, Jin; Holkers, Maarten; Cathomen, Toni

    2013-01-01

    Abstract Zinc-finger nucleases (ZFNs) work as dimers to induce double-stranded DNA breaks (DSBs) at predefined chromosomal positions. In doing so, they constitute powerful triggers to edit and to interrogate the function of genomic sequences in higher eukaryotes. A preferred route to introduce ZFNs into somatic cells relies on their cotransduction with two integrase-defective lentiviral vectors (IDLVs) each encoding a monomer of a functional heterodimeric pair. The episomal nature of IDLVs diminishes the risk of genotoxicity and ensures the strict transient expression profile necessary to minimize deleterious effects associated with long-term ZFN activity. However, by deploying IDLVs and conventional lentiviral vectors encoding HPRT1- or eGFP-specific ZFNs, we report that DSB formation at target alleles is limited after IDLV-mediated ZFN transfer. This IDLV-specific underperformance stems, to a great extent, from the activity of chromatin-remodeling histone deacetylases (HDACs). Importantly, the prototypic and U.S. Food and Drug Administration–approved inhibitors of metal-dependent HDACs, trichostatin A and vorinostat, respectively, did not hinder illegitimate recombination-mediated repair of targeted chromosomal DSBs. This allowed rescuing IDLV-mediated site-directed mutagenesis to levels approaching those achieved by using their isogenic chromosomally integrating counterparts. Hence, HDAC inhibition constitutes an efficacious expedient to incorporate in genome-editing strategies based on transient IDLV-mediated ZFN expression. Finally, we compared two of the most commonly used readout systems to measure targeted gene knockout activities based on restriction and mismatch-sensitive endonucleases. These experiments indicate that these enzymatic assays display a similar performance. PMID:24059449

  14. Tests of Level A Suits - Protection Against Chemical and Biological Warfare Agents and Simulants: Executive Summary

    DTIC Science & Technology

    1998-06-01

    Tests of Level A Suits – Protection Against Chemical and Biological Warfare Agents and Simulants: Executive Summary Richard B. Belmonte...AND SUBTITLE Test Results of Level A Suits – Protection Against Chemical and Biological Warfare Agents and Simulants: Executive Summary 5. FUNDING...words) Twelve Level A protective suits were tested for GB and HD permeation swatch testing using modified procedures of TOP

  15. Development of an accelerated leach test(s) for low-level waste forms

    SciTech Connect

    Dougherty, D.R.; Fuhrmann, M.; Colombo, P.

    1985-01-01

    An accelerated leach test(s) is being developed to predict long-term leaching behavior of low-level radioactive waste (LLW) forms in their disposal environments. As necessary background, a literature survey of reported leaching mechanisms, available mathematical models and factors that affect leaching of LLW forms has been compiled. Mechanisms which have been identified include diffusion, dissolution, ion exchange, corrosion and surface effects. A computerized data base of LLW leaching data and mathematical models is being developed. The data is being used for model evaluation by curve fitting and statistical analysis according to standard procedures of statistical quality control. Long-term leach tests on portland cement, bitumen and vinyl ester-styrene (VES) polymer waste forms are underway which are designed to identify and evaluate factors that accelerate leaching without changing the mechanisms. Initial results on the effect of temperature on leachability indicate that the leach rates of cement and VES waste forms increase with increasing temperature, whereas, the leach rate of bitumen is little affected. 10 refs., 5 figs.

  16. Ordering Power of Separate versus Grouped True-False Tests: Interaction of Type of Test with Knowledge Levels of Examinees.

    ERIC Educational Resources Information Center

    Hsu, Louis M.

    1979-01-01

    A comparison of the relative ordering power of separate and grouped-items true-false tests indicated that neither type of test was uniformly superior to the other across all levels of knowledge of examinees. Grouped-item tests were found superior for examinees with low levels of knowledge. (Author/CTM)

  17. Schooling Contexts and Achievement: Exploring Relationships between School Composition and North Carolina End of Grade Reading Test Scores of Hispanic Third Graders

    ERIC Educational Resources Information Center

    Bowden, Kendra Cornwell

    2010-01-01

    Nationally, Hispanic achievement lags behind non-Hispanic peers in reading proficiency scores. The gap in achievement persists through subsequent grade levels for Black, Hispanic, and poor students of all races. Current school environments present evidence of dissimilar levels of minority and poverty in schools. Identifiable differences in…

  18. Proficiency testing linked to the national reference system for the clinical laboratory: a proposal for achieving accuracy.

    PubMed

    Lasky, F D

    1992-07-01

    I propose using proficiency testing (PT) to achieve one of the important goals of CLIA: accurate and reliable clinical testing. Routine methods for the clinical laboratory are traceable to Definitive (DM) or Reference Methods (RM) or to Methodological Principles (MP) through a modification of the National Reference System for the Clinical Laboratory. PT is the link used to monitor consistent field performance. Although PT has been effective as a relative measure of laboratory performance, the technical limitations of PT fluids and of routine methods currently in use make it unlikely that PT alone can be used as a reliable measure of laboratory accuracy. Instead, I recommend calibration of routine systems through correlation to DM, RM, or MP with use of patients' specimens. The manufacturer is in the best position to assume this responsibility because of also being responsible for consistent, reliable product. Analysis of different manufactured batches of reagent would be compared with predetermined goals for precision and accuracy, as illustrated with data from product testing of Kodak Ektachem clinical chemistry slides. Adoption of this proposal would give manufacturers of PT materials, manufacturers of analytical systems, PT providers, and government agencies time to understand and resolve sources of error that limit the utility of PT for the job required by law.

  19. Towards 20 A negative hydrogen ion beams for up to 1 h: Achievements of the ELISE test facility (invited)

    SciTech Connect

    Fantz, U. Heinemann, B.; Wünderlich, D.; Riedl, R.; Kraus, W.; Nocentini, R.; Bonomo, F.

    2016-02-15

    The large-scale RF-driven ion source of the test facility extraction from a large ion source experiment is aimed to deliver an accelerated ion current of 20 A D{sup −} (23 A H{sup −}) with an extracted electron-to-ion ratio below one for up to 1 h. Since the first plasma pulses for 20 s in volume operation in early 2013, followed by caesiation of the ion source, substantial progress has been achieved in extending the pulse length and the RF power. The record pulses in hydrogen are stable 400 s pulses with an extracted ion current of 18.3 A at 180 kW total RF power and 9.3 A at 80 kW stable for 1 h. For deuterium pulse, length and RF power are limited by the amount of co-extracted electrons.

  20. Biodegradation testing of solidified low-level waste streams

    SciTech Connect

    Piciulo, P.L.; Shea, C.E.; Barletta, R.E.

    1985-05-01

    The NRC Technical Position on Waste Form (TP) specifies that waste should be resistant to biodegradation. The methods recommended in the TP for testing resistance to fungi, ASTM G21, and for testing resistance to bacteria, ASTM G22, were carried out on several types of solidified simulated wastes, and the effect of microbial activity on the mechanical strength of the materials tested was examined. The tests are believed to be sufficient for distinguishing between materials that are susceptible to biodegradation and those that are not. It is concluded that failure of these tests should not be regarded of itself as an indication that the waste form will biodegrade to an extent that the form does not meet the stability requirements of 10 CFR Part 61. In the case of failure of ASTM G21 or ASTM G22 or both, it is recommended that additional data be supplied by the waste generator to demonstrate the resistance of the waste form to microbial degradation. To produce a data base on the applicability of the biodegradation tests, the following simulated laboratory-scale waste forms were prepared and tested: boric acid and sodium sulfate evaporator bottoms, mixed-bed bead resins and powdered resins each solidified in asphalt, cement, and vinyl ester-styrene. Cement solidified wastes supported neither fungal nor bacterial growth. Of the asphalt solidified wastes, only the forms of boric acid evaporator bottoms did not support fungal growth. Bacteria grew on all of the asphalt solidified wastes. Cleaning the surface of these waste forms did not affect bacterial growth and had a limited effect on the fungal growth. Only vinyl esterstyrene solidified sodium sulfate evaporator bottoms showed viable fungi cultures, but surface cleaning with solvents eliminated fungal growth in subsequent testing. Some forms of all the waste streams solidified in vinyl ester-styrene showed viable bacteria cultures. 13 refs., 12 tabs.