Science.gov

Sample records for achievement teaching testing

  1. A Case Study to Explore Rigorous Teaching and Testing Practices to Narrow the Achievement Gap

    ERIC Educational Resources Information Center

    Isler, Tesha

    2012-01-01

    The problem examined in this study: Does the majority of teachers use rigorous teaching and testing practices? The purpose of this qualitative exploratory case study was to explore the classroom techniques of six effective teachers who use rigorous teaching and testing practices. The hypothesis for this study is that the examination of the…

  2. Quality Teaching in Addressing Student Achievement: A Comparative Study between National Board Certified Teachers and Other Teachers on the Kentucky Core Content Test Results

    ERIC Educational Resources Information Center

    Buecker, Harrie Lynne

    2010-01-01

    This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…

  3. Achievement Test Program.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.

    The Ohio Trade and Industrial Education Achievement Test battery is comprised of seven basic achievement tests: Machine Trades, Automotive Mechanics, Basic Electricity, Basic Electronics, Mechanical Drafting, Printing, and Sheet Metal. The tests were developed by subject matter committees and specialists in testing and research. The Ohio Trade and…

  4. 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);…

  5. 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…

  6. Testing Two Path Models to Explore Relationships between Students' Experiences of the Teaching-Learning Environment, Approaches to Learning and Academic Achievement

    ERIC Educational Resources Information Center

    Karagiannopoulou, Evangelia; Milienos, Fotios S.

    2015-01-01

    The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The "Approaches and Study Skills Inventory for…

  7. What Do We Know About Teaching and Learning in Urban Schools? Volume 4: Achievement Tests in Urban Schools: New Numbers.

    ERIC Educational Resources Information Center

    Baker, Eva

    This paper reviews the research in the area of achievement tests. The findings indicate: (1) there is little evidence that educational decision makers use the large amount of test data collected; (2) a larger number of tests are being required of students for personal certification; (3) reasons for the lack of application of test results include…

  8. 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…

  9. 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…

  10. Teaching for Successful Intelligence Raises School Achievement.

    ERIC Educational Resources Information Center

    Sternberg, Robert J.; Torff, Bruce; Grigorenko, Elena

    1998-01-01

    A "successful intelligence" intervention improved school achievement for a group of 225 ethnically diverse third-graders, both on performance assessments measuring analytical, creative, and practical achievements and on conventional multiple-choice memory assessments. Teaching for triarchic thinking facilitates factual recall, because learning…

  11. Teaching Triarchically Improves School Achievement.

    ERIC Educational Resources Information Center

    Sternberg, Robert J.; Torff, Bruce; Grigorenko, Elena L.

    1998-01-01

    Two studies involving 213 third graders and 141 eighth graders tested the triarchic structure of human intelligence as applied to the classroom by emphasizing traditional instruction, critical thinking, and triarchically based instruction (analytical, creative, and practical). Results support the superiority of triarchically-based instruction.…

  12. An Analysis of Foreign Language Achievement Test Drafts

    ERIC Educational Resources Information Center

    Barrette, Catherine

    2004-01-01

    In order to obtain concrete information to improve test writing, this study analyzes 13 achievement test drafts written by graduate teaching assistants, lecturers, and adjunct faculty teaching introductory and intermediate college Spanish. The analysis focuses on factors of test method and content likely to create variance in test performance…

  13. Interactions Between Teaching Performance and Student Achievement.

    ERIC Educational Resources Information Center

    Hsu, Yi-Ming; White, William F.

    There are two purposes for this study: first, to examine the relationship between college students' achievement and their ratings of instructors; second, to validate the two selected evaluation instruments that were designed specially for assessing teaching performance at the higher education level. Two evaluation inventories were selected for…

  14. Teaching to the Test. Carnegie Perspectives

    ERIC Educational Resources Information Center

    Bond, Lloyd

    2004-01-01

    The writer comments on the issue of high-stakes testing and the pressures on teachers to "teach to the test." Although many view teaching to the test as an all or none issue, in practice it is actually a continuum. At one end, some teachers examine the achievement objectives as described in their curriculum and then design instructional activities…

  15. Effects of Project, Inquiry and Lecture-Demonstration Teaching Methods on Senior Secondary Students' Achievement in Separation of Mixtures Practical Test

    ERIC Educational Resources Information Center

    Sola, Agboola Omowunmi; Ojo, Oloyede Ezekiel

    2007-01-01

    This study assessed and compared the relative effectiveness of three methods for teaching and conducting experiments in separation of mixtures in chemistry. A pre-test, post-test experimental design with a control group was used. Two hundred and thirty three randomly selected Senior Secondary School I (SSS I) chemistry students were drawn from…

  16. Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

    ERIC Educational Resources Information Center

    Korur, Fikret; Toker, Sacip; Eryilmaz, Ali

    2016-01-01

    This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science…

  17. Achieving Sustainability in Learning and Teaching Initiatives

    ERIC Educational Resources Information Center

    Brew, Angela; Cahir, Jayde

    2014-01-01

    Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one…

  18. Achieving Quality with Online Teaching Technologies.

    ERIC Educational Resources Information Center

    Fahy, Patrick J.

    Online teaching technologies still have three main disadvantages: cost, complexity, and negative impacts on productivity. In many areas of Canada, cost is still a major factor affecting ownership and use of computers and other new technologies. Until online teaching technologies become as simple to use as telephones and new cars, they will…

  19. The "Strategies-for-Achievement" Approach for Teaching Study Skills.

    ERIC Educational Resources Information Center

    Tuckman, Bruce W.

    An educational psychology-based study skills program called Strategies for Achievement was developed to teach learning and motivation strategies to college students. It involved teaching student four major achievement strategies: take reasonable risk, take responsibility for outcomes, search the environment (for information), and use feedback.…

  20. Achieving Teaching and Learning Excellence with Technology

    ERIC Educational Resources Information Center

    Marcoux, Elizabeth; Loertscher, David V.

    2009-01-01

    Since the very first introduction of a Commodore Pet, TRS 80, and the Apple II microcomputers beginning in 1977, billions of dollars have been spent chasing a dream about the effect of technology on teaching and learning. Now, educators face the second decade of the 21st Century with seemingly unlimited ways technology can influence what people…

  1. 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)…

  2. The Effects of Two Teaching Styles on College Students' Achievement of Selected Physical Education Outcomes.

    ERIC Educational Resources Information Center

    Beckett, Keith D.

    1991-01-01

    Describes a study that examined the influence of two teaching styles and class composition on college students' achievement of physical education outcomes. No significant differences were uncovered between teaching style and class composition on the motor task. Significant differences were revealed on the written test. (SM)

  3. 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)…

  4. Leading Part-Time Teaching Staff to Achieve Excellent Teaching

    ERIC Educational Resources Information Center

    Kabouridis, Georgios

    2011-01-01

    The paper points out the significance of hourly-waged tutors to the quality of the teaching-learning procedure in Mechanical Engineering Department. Existing research shows that higher education faces many challenges in its attempt to keep pace with the needs of students' body for effective learning. The changing nature of higher education is…

  5. Perspectives of High-Achieving Women on Teaching

    ERIC Educational Resources Information Center

    Snodgrass, Helen

    2010-01-01

    High-achieving women are significantly less likely to enter the teaching profession than they were just 40 years ago. Why? While the social and economic reasons for this decline have been well documented in the literature, what is lacking is a discussion with high-achieving women, as they make their first career decisions, about their perceptions…

  6. 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…

  7. 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…

  8. Changing teaching practices to promote achievement and bonding to school.

    PubMed

    Abbott, R D; O'Donnell, J; Hawkins, J D; Hill, K G; Kosterman, R; Catalano, R F

    1998-10-01

    An intervention to modify teaching practices in grades five and six was evaluated. Results showed that higher levels of teacher implementation of the modified practices favorably influenced students' levels of classroom opportunity, involvement, reinforcement, and bonding to school. Levels of academic achievement were also increased. The importance of assessing implementation in theory-guided experimental studies is discussed.

  9. 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…

  10. 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…

  11. Piagetian Tasks, Traditional Intelligence and Achievement Tests.

    ERIC Educational Resources Information Center

    Kingma, J.; Koops, W.

    1983-01-01

    Reports study which compared the value of Piagetian tasks--seriation, conservation and multiple classification--to that of traditional intelligence tests--Cattell and PMA 5 to 7 subtests--as predictors of number language, simple computation, and verbal arithmetic achievement in 312 children from kindergarten to grade 4. Fifty references are…

  12. Teaching for All? Teach for America's Effects across the Distribution of Student Achievement

    ERIC Educational Resources Information Center

    Penner, Emily K.

    2016-01-01

    This article examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates…

  13. Alternative Routes to Teaching: The Impacts of Teach for America on Student Achievement and Other Outcomes

    ERIC Educational Resources Information Center

    Glazerman, Steven; Mayer, Daniel; Decker, Paul

    2006-01-01

    This paper reports on a randomized experiment to study the impact of an alternative teacher preparation program, Teach for America (TFA), on student achievement and other outcomes. We found that TFA teachers had a positive impact on math achievement and no impact on reading achievement. The size of the impact on math scores was about 15 percent of…

  14. Effects of the Integrated Online Advance Organizer Teaching Materials on Students' Science Achievement and Attitude

    NASA Astrophysics Data System (ADS)

    Korur, Fikret; Toker, Sacip; Eryılmaz, Ali

    2016-08-01

    This two-group quasi-experimental study investigated the effects of the Online Advance Organizer Concept Teaching Material (ONACOM) integrated with inquiry teaching and expository teaching methods. Grade 7 students' posttest performances on the light unit achievement and light unit attitude tests controlled for gender, previous semester science grade, and pretest scores were analyzed. No significant treatment effects were found between the inquiry and expository approaches. However, both groups demonstrated significant pretest-posttest gains in achievement and attitude. Independent from the method used, ONACOM was judged effective in both groups as students demonstrated increased achievement and attitude scores. ONACOM has a social and semantic network-aided infrastructure that can be adapted to both methods to increase students' achievement and improve their attitude.

  15. 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.

  16. 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.

  17. 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…

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

    NASA Astrophysics Data System (ADS)

    Garrett-Rainey, Syrena

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

  19. Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

    NASA Astrophysics Data System (ADS)

    Baragona, Michelle

    The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with

  20. Teaching Statistics in Language Testing Courses

    ERIC Educational Resources Information Center

    Brown, James Dean

    2013-01-01

    The purpose of this article is to examine the literature on teaching statistics for useful ideas that teachers of language testing courses can draw on and incorporate into their teaching toolkits as they see fit. To those ends, the article addresses eight questions: What is known generally about teaching statistics? Why are students so anxious…

  1. TEACH (Train to Enable/Achieve Culturally Sensitive Healthcare)

    NASA Technical Reports Server (NTRS)

    Maulitz, Russell; Santarelli, Thomas; Barnieu, Joanne; Rosenzweig, Larry; Yi, Na Yi; Zachary, Wayne; OConnor, Bonnie

    2010-01-01

    Personnel from diverse ethnic and demographic backgrounds come together in both civilian and military healthcare systems, facing diagnoses that at one level are equalizers: coronary disease is coronary disease, breast cancer is breast cancer. Yet the expression of disease in individuals from different backgrounds, individual patient experience of disease as a particular illness, and interactions between patients and providers occurring in any given disease scenario, all vary enormously depending on the fortuity of the equation of "which patient happens to arrive in whose exam room." Previously, providers' absorption of lessons-learned depended on learning as an apprentice would when exposed over time to multiple populations. As a result, and because providers are often thrown into situations where communications falter through inadequate direct patient experience, diversity in medicine remains a training challenge. The questions then become: Can simulation and virtual training environments (VTEs) be deployed to short-track and standardize this sort of random-walk problem? Can we overcome the unevenness of training caused by some providers obtaining the valuable exposure to diverse populations, whereas others are left to "sink or swim"? This paper summarizes developing a computer-based VTE called TEACH (Training to Enable/Achieve Culturally Sensitive Healthcare). TEACH was developed to enhance healthcare providers' skills in delivering culturally sensitive care to African-American women with breast cancer. With an authoring system under development to ensure extensibility, TEACH allows users to role-play in clinical oncology settings with virtual characters who interact on the basis of different combinations of African American sub-cultural beliefs regarding breast cancer. The paper reports on the roll-out and evaluation of the degree to which these interactions allow providers to acquire, practice, and refine culturally appropriate communication skills and to

  2. Testing, Testing: Good Teaching Is Difficult; so is Meaningful Testing

    ERIC Educational Resources Information Center

    Toby, Sidney; Plano, Richard J.

    2004-01-01

    The limitations of teaching and assessment of knowledge are emphasized, and an improved method is suggested to test the students. This superior examination technique would replace multiple-choice questions with free-response questions for numerical problems, wherein the numerical inputs fed in the computer would be optically scanned and graded…

  3. Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement

    ERIC Educational Resources Information Center

    Canto-Herrera, Pedro; Salazar-Carballo, Humberto

    2010-01-01

    The purpose of this study was to study the relationship between beliefs and teaching styles of teachers of mathematics and their students' academic performance in high schools of Yucatan. For this purpose, a questionnaire was administered to 72 high school mathematics teachers and the student academic achievement score of 1241 were used. A…

  4. Comparing student achievement in the problem-based learning classroom and traditional teaching methods classroom

    NASA Astrophysics Data System (ADS)

    Dobbs, Vicki

    Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.

  5. The Predictive Validity of the Stanford Early School Achievement Test

    ERIC Educational Resources Information Center

    Ames, Steven G.; And Others

    1977-01-01

    A sample of first grade children were pretested with the Stanford Early School Achievement Test and posttested with the Stanford Achievement Test. Results demonstrated moderate validity of theformer for predicting first grade achievement. Prediction was better in verbal achievement than in mathematics achievement. (Author/JKS)

  6. 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…

  7. Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times

    ERIC Educational Resources Information Center

    Marshall, James D.

    2009-01-01

    In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching (Marshall, 1975), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's…

  8. Effective Teaching Results in Increased Science Achievement for All Students

    ERIC Educational Resources Information Center

    Johnson, Carla C.; Kahle, Jane Butler; Fargo, Jamison D.

    2007-01-01

    This study of teacher effectiveness and student achievement in science demonstrated that effective teachers positively impact student learning. A general linear mixed model was used to assess change in student scores on the Discovery Inquiry Test as a function of time, race, teacher effectiveness, gender, and impact of teacher effectiveness in…

  9. 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,…

  10. Teaching to the Test: A Pragmatic Approach to Teaching Logic

    ERIC Educational Resources Information Center

    Vannatta, Seth C.

    2014-01-01

    The proper goal of an introductory logic course, teaching critical thinking, is best achieved by maintaining the principle of continuity between student experiences and the curriculum. To demonstrate this I explain Dewey's naturalistic approach to logic and the process of inquiry, one which presents the elements of traditional logic in the…

  11. What's Wrong with Teaching to the Test?

    ERIC Educational Resources Information Center

    Posner, Dave

    2004-01-01

    Opponents of so-called high-stakes testing complain that such intense pressure causes teachers to devote virtually all classroom time and resources to preparing students for the standardized test. This phenomenon is called "teaching to the test." Proponents of high-stakes testing respond that that is exactly as it should be. They argue that the…

  12. Effects of Cognitive Style and Teaching Method on Categories of Achievement

    ERIC Educational Resources Information Center

    Coop, Richard H.; Brown, Laurence D.

    1970-01-01

    The relationships between cognitive style, teacher-structured presentation and independent problem solving teaching methods, and factual-content and concept-generalization achievement are investigated. (DG)

  13. Conservation and Achievement Test Performance among Fifth-Graders.

    ERIC Educational Resources Information Center

    Silliphant, Virginia M.; Cox, David L.

    The relationship between conservation and achievement is examined on specific tests and test items on the Stanford Achievement Test Battery used in the elementary years. Specifically, performance on two tests (Word Meaning and Arithmetic Concepts) were analyzed according to subjects level of thinking (concrete or formal) for total score,…

  14. Teaching and Testing Dictionary Use.

    ERIC Educational Resources Information Center

    Kernerman, Ari

    1998-01-01

    It is important to teach dictionary skills to elementary English-as-a-Second-Language students. An English learner's dictionary is a student's main source of information when lacking human help, and though English words may be forgotten, the dictionary skill is learned for life. This article discusses how to include dictionary use in an exam and…

  15. Teach Kids Test-Taking Tactics

    ERIC Educational Resources Information Center

    Glenn, Robert E.

    2004-01-01

    Teachers can do something to help ensure students will do better on tests. They can actively teach test-taking skills so pupils will be better armed in the battle to acquire knowledge. The author challenges teachers to use the suggestions provided in this article in the classroom, and to share them with their students. Test-taking strategies will…

  16. The Achievement of Care: Men Who Teach Young Children.

    ERIC Educational Resources Information Center

    Seifert, Kelvin

    Teaching young children remains a generally female occupation in spite of some educators' encouraging men to enter the field. In order to explore the reasons for this imbalance, 10 male school teachers of young children were interviewed at length about their teaching history and plans, their satisfaction with their work, and their attitudes about…

  17. 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…

  18. Gender Differences, Especially on Fifty College Board Achievement Tests.

    ERIC Educational Resources Information Center

    Stanley, Julian C.; Stumpf, Heinrich

    In a follow-up to findings published by H. Stumpf and J. Stanley (1996), the gender-related differences in enrollment in and scores on the College Board Achievement (SAT II) and Advanced Placement (AP) tests were studied. Differences in scores turned out to be rather stable from 1982 (for the Achievement tests) and 1984 (for the AP tests) through…

  19. 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…

  20. Liking a Tough Teacher: Interpersonal Characteristics of Teaching and Students' Achievement Goals

    ERIC Educational Resources Information Center

    Mainhard, Tim

    2015-01-01

    Many have claimed, but only some have shown, that the social nature of teaching and classrooms is likely to have a direct effect on students' achievement goals. This study examined the extent to which Dutch secondary school students' (N?=?2892) achievement goals were related to the interpersonal quality of teaching. Students' goals were examined…

  1. Testing the Teacher? Or Teaching the Test?

    NASA Astrophysics Data System (ADS)

    Moore, John W.

    2001-08-01

    Tests, including those written by someone other than the teacher, are a good thing. They provide one useful measure of the success of a student, course, teacher, or school. But too much of a good thing can cause serious, long-term harm. Let us resolve to use tests judiciously, thoughtfully, and appropriately, and to influence others to do the same.

    Literature Cited

    1. High Stakes Testing for Tracking, Promotion, and Graduation; Heubert, J. P.; Hauser, R. M., Eds.; National Academy Press: Washington, DC, 1999; (accessed Jun 2001).
    2. Steinberg, J.; Henriques, D. B. None of the Above; The New York Times May 21, 2001, p A1; May 22, 2001, p A1.
    3. Glenn, T.; Akin, M. Questioning Testing; School Administrator 1996, 53, 26.
    4. Klein, S. P.; Hamilton, L. S.; McCaffrey, D. F.; Stecher, B. M. What Do Test Scores in Texas Tell Us? Educ. Policy Anal. Arch. 2000, 8 (49); (accessed Jun 2001).
    5. Morris, B. R. School Testing Bandwagon Spawns Web Coaching Sites; The New York Times May 24, 2001, p D6.
    6. Goodnough, A. High Stakes of Fourth-Grade Tests Are Driving Off Veteran Teachers; The New York Times June 14, 2001, p A1.

    7. The Effect of Concept Mapping-Guided Discovery Integrated Teaching Approach on Chemistry Students' Achievement and Retention

      ERIC Educational Resources Information Center

      Fatokun, K. V. F.; Eniayeju, P. A.

      2014-01-01

      This study investigates the effects of Concept Mapping-Guided Discovery Integrated Teaching Approach on the achievement and retention of chemistry students. The sample comprised 162 Senior Secondary two (SS 2) students drawn from two Science Schools in Nasarawa State, Central Nigeria with equivalent mean scores of 9.68 and 9.49 in their pre-test.…

    8. Using Valid and Invalid Experimental Designs to Teach the Control of Variables Strategy in Higher and Lower Achieving Classrooms

      ERIC Educational Resources Information Center

      Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Freer, Benjamin Dunham; Dunlap, Emily E.; Hodell, Emily C.; Calderhead, William J.

      2014-01-01

      Students (n = 1,069) from 60 4th-grade classrooms were taught the control of variables strategy (CVS) for designing experiments. Half of the classrooms were in schools that performed well on a state-mandated test of science achievement, and half were in schools that performed relatively poorly. Three teaching interventions were compared: an…

    9. The Effect of Concept Mapping and Problem Solving Teaching Strategies on Achievement in Biology among Nigerian Secondary School Students

      ERIC Educational Resources Information Center

      Okoye, Nnamdi S.; Okechukwu, Rose N.

      2010-01-01

      The study examined the effect of concept-mapping and problem-solving teaching strategies on achievement in biology among Nigerian secondary school students. The method used for the study was a quasi-experimental pre-test treatment design. One hundred and thirteen senior secondary three (S.S. 111) students randomly selected from three mixed…

    10. Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.

      ERIC Educational Resources Information Center

      Fincham, Frank D.; And Others

      1989-01-01

      Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)

    11. Grade 6 Social Studies Achievement Test. Part A: Multiple Choice.

      ERIC Educational Resources Information Center

      Alberta Dept. of Education, Edmonton.

      This test booklet contains 50 multiple choice items testing sixth grade social studies achievement. The test was administered by the Alberta (Canada) Department of Education in June 1985. The items concern early civilizations, Southeast Asia, and regulation by the government. Fifty minutes are allowed to complete this test. (GDC)

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

      ERIC Educational Resources Information Center

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

      2009-01-01

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

    13. 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…

    14. Content Validity of Standardized Achievement Tests and Test Curriculum Overlap.

      ERIC Educational Resources Information Center

      Green, Donald Ross

      Discussions of "test curriculum overlap" that focus on the term "mismatch" tend to be based on several untenable premises. This paper addresses the issue of the degree to which standardized tests should reflect the specific content of a given school curriculum with regard to three points: (1) The idea of matching the content of standardized tests…

    15. Precision Teaching: Advancing Student Achievement through Daily Drill and Measurement.

      ERIC Educational Resources Information Center

      Rawers, Lois J.

      1983-01-01

      After reviewing the conceptual bases and practical application of precision teaching, this analysis traces its evolution as the Sacajawea Plan, reports on its implementation in central Oregon school districts, and details the costs and procedures of adoption. Developed by Ogden Lindsley from B. F. Skinner's work in operant conditioning and…

    16. Teaching Behaviors, Academic Learning Time, and Student Achievement: An Overview

      ERIC Educational Resources Information Center

      Fisher, Charles; Berliner, David; Filby, Nikola; Marliave, Richard; Cahen, Leonard; Dishaw, Marilyn

      2015-01-01

      The purpose of the Beginning Teacher Evaluation Study (BTES) was to identify teaching activities and classroom conditions that foster student learning in elementary schools. The study focused on instruction in reading and mathematics at grades two and five. During the multi-year series of substudies comprising BTES, a variety of issues were…

    17. Teaching Tips: Plant Tissue Testing.

      ERIC Educational Resources Information Center

      Osborne, Ed

      1991-01-01

      Plant tissue testing can be done to monitor plant nutrition levels during the growing season and diagnose nutrient deficiency problems. They can provide feedback on crop conditions and fertility needs. (Author)

    18. Teaching Children To Be Test Wise.

      ERIC Educational Resources Information Center

      Bates, Percy; And Others

      1988-01-01

      Test-wiseness is discussed in the newsletter of Programs for Educational Opportunity (PEO), a combined race, gender, and national origin desegregation assistance center providing technical information to eligible public schools in Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. PEO is based on the belief that specific teaching of test…

    19. 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…

    20. Achievement Batteries, Grade 7 and Above. Annotated Bibliography of Tests.

      ERIC Educational Resources Information Center

      Educational Testing Service, Princeton, NJ. Test Collection.

      The 93 test batteries described in this bibliography have a number of subjects that measure achievement in areas such as language skills, mathematics, social studies, science, and/or study skills. Several of the tests are in Spanish for students whose primary language is Spanish. Some of the tests may be used for preparatory work for the GEDs. A…

    21. K-12 Standardized Achievement and Aptitude Testing: The End Users.

      ERIC Educational Resources Information Center

      Lum, John B.

      Public policy and measurement community issues related to the use of standardized achievement tests for students in kindergarten through grade 12 are discussed, focusing on students and parents as the end-users of test data. The viewpoints expressed are based on 18 years of experience with test score interpretation. It is suggested that technical…

    22. Students Achievements in English at Jordanian Private and Public Schools and Parents Attitudes Towards Teaching Their Children at Private Ones: A Comparative Study

      ERIC Educational Resources Information Center

      Al-Natour, Amal; Hijazi, Dima

      2012-01-01

      This study aimed at comparing private and public schools in terms of students' achievement in English Language and parents' attitudes towards teaching their children in private schools. To achieve the aim of the study the researchers conducted a test to measure students' achievements in English language and they also distributed a questionnaire…

    23. Raising Black Students' Achievement through Culturally Responsive Teaching

      ERIC Educational Resources Information Center

      McKinley, Johnnie H.

      2010-01-01

      While there are theories about how to close the achievement gap between black students and their white peers, what you need is the real low-down from frontline educators who know what works. Here's a book that gives you that plus a whole-school plan for raising the achievement of these chronically underserved students. Drawing from her work with…

    24. Contingent Teaching to Low-Achieving Students in Mathematics: Challenges and Potential for Scaffolding Meaningful Learning

      ERIC Educational Resources Information Center

      Broza, Orit; Kolikant, Yifat Ben-David

      2015-01-01

      The study set out to discover what characterizes the meaningful learning of mathematics among low-achieving students (LAS) and to highlight the challenges their characteristics pose for scaffolding, in particular for its adaptive core: contingent teaching. The setting was an extracurricular program for teaching meaningful mathematics to LAS…

    25. Preferences for Teaching Styles Matter in Academic Achievement: Scientific and Practical Implications

      ERIC Educational Resources Information Center

      Zhang, Li-fang

      2008-01-01

      The two primary objectives of this study were: to identify the preferred teaching styles of secondary-school students and to compare these preferences with those of university students from past research; and to examine the contributions of students' preferred teaching styles to their academic achievement. A sample of 298 students from a Catholic…

  1. Factors Affecting Study-Related Burnout among Finnish University Students: Teaching-Learning Environment, Achievement Motivation and the Meaning of Life

    ERIC Educational Resources Information Center

    Meriläinen, Matti

    2014-01-01

    This study of a large sample (n = 3035) examined relationships between study-related burnout and components of the teaching-learning environment, achievement motivation and the perceived meaning of life. The overall model, tested with structural equation modelling, revealed that the factor of the teaching-learning environment correlated with both…

  2. Achieving curricular themes through learner-centered teaching.

    PubMed

    Kramer, Paula; Ideishi, Roger I; Kearney, Pamalyn J; Cohen, Michelle E; Ames, Joanne Oppermann; Shea, Geraldine Borelli; Schemm, Ruth; Blumberg, Phyllis

    2007-01-01

    This paper focuses on the use of the four specific learner-centered teaching approaches: service-learning, learning through discussion, team-based learning, and a structured research course sequence in an occupational therapy curriculum. These methods are used to develop the four curriculum themes of engagement, critical thinking, innovations in practice, and clinical reasoning. The outcome of these approaches has been that students have taken more responsibility for their learning and shown increased maturity while promoting faculty creativity. Additionally, students have developed skills and interests in social and community engagement, and have sought jobs in community-based practice areas.

  3. Computers and Traditional Teaching Practices: Factors influencing middle level students' science achievement and attitudes about science

    NASA Astrophysics Data System (ADS)

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

    2011-11-01

    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 experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices.

  4. The Application of Item Analysis to Classroom Achievement Tests.

    ERIC Educational Resources Information Center

    Kolstad, Rosemarie K.; And Others

    1984-01-01

    Provides guidelines for teachers writing machine-scored examinations. Explains the use of item analysis (discrimination index) to single test items that should be improved or eliminated. Discusses validity and reliability of classroom achievement tests in contrast to norm-referenced examinations. (JHZ)

  5. 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…

  6. 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…

  7. Teaching Low Achieving and Disadvantaged Students, 3rd Edition

    ERIC Educational Resources Information Center

    Hargis, Charles H.

    2006-01-01

    This new edition updates and expands the previous volume and continues to reflect the concepts and the reasons behind learning and behavior problems of low achieving and disadvantaged students. Through the chapters, the author describes instructional levels and independent levels, emphasizing that success is produced by finding the place on the…

  8. 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…

  9. Quality in university physics teaching: is it being achieved?

    NASA Astrophysics Data System (ADS)

    1998-11-01

    This was the title of a Physics Discipline Workshop held at the University of Leeds on 10 and 11 September 1998. Organizer Ashley Clarke of the university's Physics and Astronomy Department collected together an interesting variety of speakers polygonically targeting the topic, although as workshops go the audience didn't have to do much work except listen. There were representatives from 27 university physics departments who must have gone away with a lot to think about and possibly some new academic year resolutions to keep. But as a non-university no-longer teacher of (school) physics I was impressed with the general commitment to the idea that if you get the right quality of learning the teaching must be OK. I also learned (but have since forgotten) a lot of new acronyms. The keynote talk was by Gillian Hayes, Associate Director of the Quality Assurance Agency for Higher Education (QAA). She explained the role and implementation of the Subject Reviews that QAA is making for all subjects in all institutions of higher education on a five- to seven-year cycle. Physics Education hopes to publish an article about all this from QAA shortly. In the meantime, suffice it to say that the review looks at six aspects of provision, essentially from the point of view of enhancing students' experiences and learning. No doubt all participants would agree with this (they'd better if they want to score well on the Review) but may have been more worried by the next QAA speaker, Norman Jackson, who drummed in the basic facts of life as HE moves from an elite provision system to a mass provision system. He had an interesting graph showing how in the last ten years or so more students were getting firsts and upper seconds and fewer getting thirds. It seems that all those A-level students getting better grades than they used to are carrying on their good luck to degree level. But they still can't do maths (allegedly) and I doubt whether Jon Ogborn (IoP Advancing Physics Project

  10. The Impact of the Developmental Discipline Management System on Teaching Effectiveness and Student Achievement in Classrooms.

    ERIC Educational Resources Information Center

    Ellsworth, J'Anne; Monahan, Alicia K.

    This study analyzed the impact of the Developmental Discipline Management System (DD) on teaching effectiveness and student achievement in special needs classrooms. DD was developed as a human centered, systems approach to education. Its core philosophy was to help each child achieve self mastery and mastery of subjects and to help teachers feel…

  11. Identifying Pedagogy and Teaching Strategies for Achieving Nationally Prescribed Learning Outcomes

    ERIC Educational Resources Information Center

    Delany, Clare; Kosta, Lauren; Ewen, Shaun; Nicholson, Patricia; Remedios, Louisa; Harms, Louise

    2016-01-01

    With the globalisation of university education, national frameworks are commonly used to prescribe standardised learning outcomes and achieve accountability. However, these frameworks are generally not accompanied by guiding pedagogy to support academics in adjusting their teaching practices to achieve the set outcomes. This paper reports the…

  12. Scientific Basis vs. Contextualized Teaching and Learning: The Effect on the Achievement of Postsecondary Students

    ERIC Educational Resources Information Center

    Curry, Kevin W., Jr.; Wilson, Elizabeth; Flowers, Jim L.; Farin, Charlotte E.

    2012-01-01

    The purpose of the study was to compare two teaching methodologies for an integrated agricultural biotechnology course at the postsecondary level. The two teaching methods tested were the explanation of the scientific basis for content (comparison treatment) versus the application of content to a real-world agricultural context (experimental…

  13. Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

    ERIC Educational Resources Information Center

    Chrispeels, H. E.; Klosterman, M. L.; Martin, J. B.; Lundy, S. R.; Watkins, J. M.; Gibson, C. L.; Muday, G. K.

    2014-01-01

    This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non-majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS)…

  14. 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…

  15. 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…

  16. Test Score Decline Among High Achievers: Policy Implications.

    ERIC Educational Resources Information Center

    Goldman, Jerrold; Hsia, Jayjia

    Since 1967, the mean Scholastic Aptitude Test (SAT) score has declined. Likewise, the numbers of candidates receiving high SAT scores have been decreasing steadily. The same downward trend in student achievement can be seen among student groups from grade 4 through post graduate studies. In recent years, policy has been directed towards making…

  17. 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…

  18. MSU-Test: A Tool for Measuring Students' Achievement

    ERIC Educational Resources Information Center

    Chansirisira, Pacharawit; Nuangchalerm, Prasart; Morakot, Nongnit; Khamkong, Surasak

    2011-01-01

    The study aims to employ MSU-test as a tool to measure Mahasarakham student in secondary and high school levels to achieve their learning potential. The importance of this study will help university understanding school potential and provide information to increase students' score. Two thousand and seven hundred eight nine students participated in…

  19. The Ennis-Weir Critical Thinking Essay Test: An Instrument for Testing and Teaching (Test Review).

    ERIC Educational Resources Information Center

    Werner, Patrice Holden

    1991-01-01

    Reviews the Ennis-Weir Critical Thinking Essay Test. Notes that the test may be used as an informal diagnostic instrument, an evaluation tool for instructional effectiveness, or as material for teaching critical thinking. (RS)

  20. Testing a Model of Teaching for Anxiety and Success for English Language Teaching

    ERIC Educational Resources Information Center

    Önem, Evrim; Ergenç, Iclal

    2013-01-01

    Much research has shown that there is a negative relationship between high levels of anxiety and success for English language teaching. This paper aimed to test a model of teaching for anxiety and success in English language teaching to affect anxiety and success levels at the same time in a control-experiment group with pre- and post-test study…

  1. Missing Data and Mixed Results: The Effects of Teach For America on Student Achievement Revisited

    ERIC Educational Resources Information Center

    Penner, Emily K.

    2013-01-01

    This paper revisits existing experimental work on Teach For America (TFA) and extends it by examining treatment effects across the distribution of student achievement. TFA is a rapidly expanding teacher preparation program that currently serves over half a million students in low-income districts across the country. Previous research results did…

  2. Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction

    ERIC Educational Resources Information Center

    Yapici, I. Ümit

    2016-01-01

    The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in…

  3. Utilizing Precision Teaching To Measure Growth of Reading Comprehension Skills in Low Achieving Students.

    ERIC Educational Resources Information Center

    Nitti, Joanne M.

    A practicum addressed the problem of reading comprehension skills in low achieving students by monitoring their progress utilizing precision teaching. Based on referrals from classroom teachers, guidance counselors, and parents, five students ranging in ability levels from kindergarten through grade 8 were accepted into the program for one or more…

  4. Improving Teaching Capacity to Increase Student Achievement: The Key Role of Data Interpretation by School Leaders

    ERIC Educational Resources Information Center

    Lynch, David; Smith, Richard; Provost, Steven; Madden, Jake

    2016-01-01

    Purpose: This paper argues that in a well-organised school with strong leadership and vision coupled with a concerted effort to improve the teaching performance of each teacher, student achievement can be enhanced. The purpose of this paper is to demonstrate that while macro-effect sizes such as "whole of school" metrics are useful for…

  5. 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…

  6. The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman

    ERIC Educational Resources Information Center

    Abdelkarim, Ra'ed; Abuiyada, Reem

    2016-01-01

    This study explored the effects of peer teaching on mathematics academic achievement of the undergraduate students in Oman. The sample of this study composed of (32) undergraduate female students enrolled in the course, "Mathematics for Social Sciences I" in Mathematics and Sciences Unit in Dhofar University in spring semester 2014-2015.…

  7. The Effects of Two Intervention Programs on Teaching Quality and Student Achievement

    ERIC Educational Resources Information Center

    Azkiyah, S. N.; Doolaard, Simone; Creemers, Bert P. M.; Van Der Werf, M. P. C.

    2014-01-01

    This paper compares the effectiveness of two interventions aimed to improve teaching quality and student achievement in Indonesia. The first intervention was the use of education standards, while the second one was the combination of education standards with a teacher improvement program. The study involved 50 schools, 52 teachers, and 1660…

  8. Teaching Practices and the Promotion of Achievement and Adjustment in First Grade

    ERIC Educational Resources Information Center

    Perry, Kathryn E.; Donohue, Kathleen M.; Weinstein, Rhona S.

    2007-01-01

    The effects of teacher practices in promoting student academic achievement, behavioral adjustment, and feelings of competence were investigated in a prospective study of 257 children in 14 first grade classrooms. Using hierarchical linear modeling and regression techniques, observed teaching practices in the fall were explored as predictors of…

  9. Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

    ERIC Educational Resources Information Center

    Uyanik, Gökhan

    2016-01-01

    The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

  10. The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

    ERIC Educational Resources Information Center

    Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

    2013-01-01

    The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

  11. The Effects of Multiple Intelligence Teaching Strategies on Achievement in Reading and Mathematics

    ERIC Educational Resources Information Center

    Harriman, Vanessa

    2010-01-01

    Today's educators must use research-based teaching strategies that increase achievement levels of students. Howard Gardner's Theory of Multiple Intelligences is scientifically-based. The current model suggests eight different areas in which a person can demonstrate intelligence. This study compared reading and math assessments score of elementary…

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

    NASA Astrophysics Data System (ADS)

    Benson, Juliann

    based on cultural standards, American Indian students tend to answer these items correctly a greater percentage of the time then they do other items; yet White students are answering these culture-specific items correctly a greater percentage of the time than are American Indian students. Understanding the connections between student achievement and an adapted, culturally relevant science curriculum brings valuable insights to the fields of science education, research on student assessments, and indigenous studies. Implications of the study are reflected in recommendations for (1) integrating culturally relevant test items in greater number on standardized science tests; (2) encouraging greater participation of community members in education; (3) encouraging greater participation of Native individuals in the test construction process; and (4) attending to the frequency of and teaching methodologies for implementing the "Indian Education for All" curriculum.

  13. Correlations between the Metropolitan Achievement Tests, Seventh Edition, and the Ohio Ninth-Grade Proficiency Tests.

    ERIC Educational Resources Information Center

    Stroud, Robert E.

    This study examines correlations between the Metropolitan Achievement Tests, seventh edition (MAT-7), and analogous portions of the 1995 Ohio Ninth-Grade Proficiency Tests. The MAT-7 scores of 156 eighth-grade students who had completed both test batteries were paired with complementary sections of the Proficiency test. Correlations between the…

  14. Exploring Relationships among Teaching Styles, Teachers' Perceptions of Their Self Efficacy and Students' Mathematics Achievement

    ERIC Educational Resources Information Center

    Davis-Langston, Christi

    2012-01-01

    The purpose of this study was to examine the relationships among elementary school teachers' teaching styles, their perceptions of self-efficacy in teaching mathematics, and student mathematics achievement. Analysis of data collected from 95 teachers found small to moderate correlations between teaching style and measures of mathematics…

  15. 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…

  16. Testing, Testing: Good Teaching Is Difficult; So Is Meaningful Testing

    NASA Astrophysics Data System (ADS)

    Toby, Sidney; Plano, Richard J.

    2004-02-01

    Multiple-choice questions are usually employed in testing in large science courses for speed, accuracy, and fairness in grading. A significant disadvantage is that students are often presented with an unrealistic choice of answers that may make it possible to work backwards from the answer, rather than forwards from fundamentals. In the real world, answers to numerical problems are rarely displayed in a list, waiting for the correct value to be chosen. We have developed optical scanning forms and software that allow the choice of numerical values, which are then scanned optically and graded with the possibility of partial credit for near-misses or missing factors.

  17. Effect of Constructivist Teaching Method on Students' Achievement in French Listening Comprehension in Owerri North LGA of Imo State, Nigeria

    ERIC Educational Resources Information Center

    Uwalaka, A. J.; Offorma, G. C.

    2015-01-01

    The study investigated the effect of constructivist teaching method on students' achievement in French listening comprehension in Owerri North Local Government Area of Imo State, Nigeria. Achievement in French listening comprehension over the years has been discouraging. The conventional method of teaching French Language has not improved the…

  18. 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…

  19. Teaching Business Simulation Games: Comparing Achievements Frontal Teaching vs. eLearning

    NASA Astrophysics Data System (ADS)

    Bregman, David; Keinan, Gila; Korman, Arik; Raanan, Yossi

    This paper addresses the issue of comparing results achieved by students taught the same course but in two drastically different - a regular, frontal method and an eLearning method. The subject taught required intensive communications among the students, thus making the eLearning students, a priori, less likely to do well in it. The research, comparing the achievements of students in a business simulation game over three semesters, shows that the use of eLearning method did not result in any differences in performance, grades or cooperation, thus strengthening the case for using eLearning in this type of course.

  20. Co-Teaching vs. Solo-Teaching: Effect on Fourth Graders' Math Achievement

    ERIC Educational Resources Information Center

    Almon, Sheanoka; Feng, Jay

    2012-01-01

    As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to…

  1. The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

    NASA Astrophysics Data System (ADS)

    LaFever, Karen M.

    Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

  2. Factors Influencing Early Adolescents' Mathematics Achievement: High-Quality Teaching Rather than Relationships

    ERIC Educational Resources Information Center

    Winheller, Sandra; Hattie, John A.; Brown, Gavin T. L.

    2013-01-01

    This study used data from the Assessment Tools for Teaching and Learning project, which involved data on the academic performance of more than 90,000 New Zealand students in six subjects (i.e. reading, writing and mathematics in two languages). Two sub-samples of this dataset were included for detailed re-analysis to test the general applicability…

  3. Adding Test Generation to the Teaching Machine

    ERIC Educational Resources Information Center

    Bruce-Lockhart, Michael; Norvell, Theodore; Crescenzi, Pierluigi

    2009-01-01

    We propose an extension of the Teaching Machine project, called Quiz Generator, that allows instructors to produce assessment quizzes in the field of algorithm and data structures quite easily. This extension makes use of visualization techniques and is based on new features of the Teaching Machine that allow third-party visualizers to be added as…

  4. The Effects of Teaching Numerical Control Concepts Via Simulator Versus Non-Simulator Activities on the Achievement, Programming Proficiency and Attitude of High School Students.

    ERIC Educational Resources Information Center

    Pine, Douglas Taylor

    This study utilized 120 metalworking students and six teachers from Columbus, Ohio area high schools to ascertain the effects of teaching numerical control to industrial arts students by means of simulator-aided activities versus nonsimulator aided activities. Scores obtained from an achievement test, attitude inventory, and word address…

  5. The Effect of the Computer Assisted Teaching and 7e Model of the Constructivist Learning Methods on the Achievements and Attitudes of High School Students

    ERIC Educational Resources Information Center

    Gönen, Selahattin; Kocakaya, Serhat; Inan, Cemil

    2006-01-01

    This study provides a comparative effect study of the Computer Assisted Teaching and the 7E model of the Constructivist Learning methods on attitudes and achievements of the students in physics classes. The experiments have been carried out in a private high school in Diyarbakir/Turkey on groups of first year students whose pre-test scores of…

  6. A Look at Student Achievement from the School Dimension: Demythologizing Standardized Tests. Critical Issues in Student Achievement. Paper No. 3.

    ERIC Educational Resources Information Center

    Seligman, Dee

    Issues emerging from a look at student achievement, which is defined in its usual school context as achievement on standardized tests, are addressed. A mythology about standardized testing has developed, in part because the metaphoric languages of medicine and business have been applied to education, defining it in terms of cure, efficiency, and…

  7. 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…

  8. Boredom and Academic Achievement: Testing a Model of Reciprocal Causation

    ERIC Educational Resources Information Center

    Pekrun, Reinhard; Hall, Nathan C.; Goetz, Thomas; Perry, Raymond P.

    2014-01-01

    A theoretical model linking boredom and academic achievement is proposed. Based on Pekrun's (2006) control-value theory of achievement emotions, the model posits that boredom and achievement reciprocally influence each other over time. Data from a longitudinal study with college students (N = 424) were used to examine the hypothesized effects. The…

  9. Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement

    NASA Astrophysics Data System (ADS)

    Adamson, Scott L.; Banks, Debra; Burtch, Mark; Cox, Frank, III; Judson, Eugene; Turley, Jeffery B.; Benford, Russell; Lawson, Anton E.

    2003-12-01

    The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary ACEPT reform mechanism has been month-long summer workshops in which university and community college science and mathematics faculty learn about instructional reforms and then attempt to apply them in their courses. Previous ACEPT evaluation efforts suggest that, when implemented, the reforms boost undergraduate student achievement. The initial purpose of the present study was to discover whether enrollment of preservice teachers in one or more of these reformed undergraduate courses is linked to the way they teach after they graduate and become in-service teachers. Assuming that a link is found, a second purpose was to discover whether the presumed positive effect is in turn linked to their students' achievement. In short, the answer appears to be yes, at least among the biology teachers and students surveyed. Compared with controls, the biology teachers who had enrolled in one or more ACEPT reformed course during their teacher preparation program demonstrated significantly higher scores on the measure of reformed instruction and their students demonstrated significantly higher achievement in terms of scientific reasoning, nature of science, and biology concepts. These results support the hypothesis that teachers teach as they have been taught. Furthermore, it appears that instructional reform in teacher preparation programs including both methods and major's courses can improve secondary school student achievement.

  10. Beliefs about Teaching Science: The relationship between elementary teachers' participation in professional development and student achievement

    NASA Astrophysics Data System (ADS)

    Lumpe, Andrew; Czerniak, Charlene; Haney, Jodi; Beltyukova, Svetlana

    2012-01-01

    Because of increasing calls for school accountability, an increased emphasis placed on the role of the teacher, and theoretical connections between teacher beliefs and classroom action, a critical need exists to examine teacher professional development programs to determine their impact on teacher belief systems, teaching practices, and student learning. The primary goal of this study was to assess elementary teachers' science teaching efficacy as they participated in a large-scale professional development program and to determine the relationship of these beliefs with student learning. It was found that elementary teachers who participated in a long-term, intense (over 100 contact hours annually) science professional development program displayed significant gains in their science teaching self-efficacy. Several background variables were found to be predictive of teacher beliefs including how often teachers spend teaching science. Males tended to display more positive beliefs than their female counterparts. Although a small portion of the variance was explained, teacher beliefs and the number of hours participating in the research-based professional development program were significantly predictive of students' science achievement. Other factors may be involved in teachers' beliefs and their connection with student learning, including classroom practices, curriculum materials, support systems, and student background variables. These factors should be the target of future investigations.

  11. Table of SAT and Achievement Test Scores for Samples of Candidates Taking Achievement Tests 1966-67 to 1975-76.

    ERIC Educational Resources Information Center

    Stern, June

    This table provides the Scholastic Aptitude Test (SAT) and the Achievement Test means and standard deviations for samples of candidates taking each of the 15 achievement tests offered in the Admissions Testing Program battery during the period 1966-67 to 1975-76. The samples, drawn annually through 1971-72 and biennially thereafter, provide…

  12. Comparison of Self-Instruction Methods for Teaching Diagnostic Testing.

    ERIC Educational Resources Information Center

    Puskas, Jane C.

    1991-01-01

    Self-teaching booklets and computer media were evaluated for teaching diagnostic testing with first (n=49), second (n=41) and third year (n=71) dental students as a foundation for further development of clinical decision-making skills. Results found the media more effective than no instruction and equally effective to the traditional lecture…

  13. Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

    ERIC Educational Resources Information Center

    Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

    2015-01-01

    This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

  14. Effects of Two Foreign Language Methodologies, Communicative Language Teaching and Teaching Proficiency through Reading and Storytelling, on Beginning-Level Students' Achievement, Fluency, and Anxiety

    ERIC Educational Resources Information Center

    Spangler, Donna E.

    2009-01-01

    No empirical studies exist comparing the effectiveness of the two prevalent foreign language methodologies, Communicative Language Teaching (CLT) and Teaching Proficiency through Reading and Storytelling (TPRS), at helping students achieve second language acquisition. In turn, the purpose of this quantitative, quasi-experimental study was to…

  15. Criterion-Referenced Testing in Foreign Language Teaching.

    ERIC Educational Resources Information Center

    Takala, Sauli

    A review of literature serves as the basis for a discussion of various aspects of criterion-referenced tests. The aspects discussed are: teaching and evaluation objectives, criterion- and norm-referenced measurement, stages in construction of criterion-referenced tests, construction and selection of items, test validity, and test reliability.…

  16. Striving to Connect: Extending an Achievement Goal Approach to Teacher Motivation to Include Relational Goals for Teaching

    ERIC Educational Resources Information Center

    Butler, Ruth

    2012-01-01

    Two studies were designed to extend Butler's (2007) model and measure of achievement goals for teaching, to recognize that teaching is an interpersonal endeavor, not just personal endeavor. In Study 1, results from 530 teachers in Israel confirmed the predicted 5-factor model comprising relational goals, whereby teachers aspire to create close and…

  17. An Interaction of Learning and Teaching Styles Influencing Mathematic Achievements of Ninth-Grade Students: A Multilevel Approach

    ERIC Educational Resources Information Center

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2014-01-01

    The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were…

  18. Matching of Learning Styles and Teaching Styles: Advantage and Disadvantage on Ninth-Grade Students' Academic Achievements

    ERIC Educational Resources Information Center

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2013-01-01

    The purposes of this study were to identify learning styles of ninth-grade students, to identify teaching styles of four subject teachers, and to compare four academic achievements between different matching conditions of students' learning styles and teachers' teaching styles. The research participants comprised of 3,382 ninth-grade…

  19. Teaching Aids a Special Pedagogy Tool of Brain Development in School Children, Interest and Academic Achievement to Enhance Future Technology

    ERIC Educational Resources Information Center

    Ohwojero, Chamberlain Joseph

    2015-01-01

    The school system is an institution where teachers adopt different teaching methods to impact knowledge and skills. The teaching method adopted by a class teacher has a great effect on children interest, academic achievement and brain development of a child. To support this fact the researcher used two groups of children from ten schools to carry…

  20. 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…

  1. 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. PMID:26779096

  2. 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

  3. State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?

    ERIC Educational Resources Information Center

    Chudowsky, Naomi; Chudowsky, Victor; Kober, Nancy

    2009-01-01

    A main goal of the No Child Left Behind Act (NCLB) is to close gaps in test scores between different groups of students while raising achievement for all groups. Of particular concern are the persistent achievement gaps between African American, Latino, and Native American students and their white and Asian counterparts, and between students from…

  4. 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…

  5. The Effect of Applying Podcast Multimedia Teaching System on Motivational Achievement and Learning Among the Boy Students

    PubMed Central

    Nozari, Ali Yazdanpanah; Siamian, Hasan

    2015-01-01

    Background: Traditional education classes are no more effective because they are tied to a particular place and time. Podcast complete the defection of other educational resources. In this study we aimed to address whether utilizing podcast multimedia training system has an effect on the motivational achievement and students learning of the Arabic course in high school. Methods: In this practical-purposed, descriptive and quasi-experimental study, pre- and post-test method in control and experiment groups was used. Researchers used simple random sampling method to form the groups. Results: The results showed the normal distribution of data according to the value of z (0.09) in the pre- and post-tests in both control and experiment groups. Therefore, the data distribution was normal (P>0.925). Significant differences between experimental and control groups in terms of academic level were not observed in the pre-test. There was no significant difference between the motivational achievement of education in post-test of control and experiment group (p>0.89). Conclusion: The results showed that teaching with podcast multimedia systems significantly increased learning of Arabic in the high school level. But of motivation reinforcement between traditional method and system for multimedia podcasts, showed no significant differences. Each variety of multimedia techniques can be beneficial for a specific course. Therefore, more studies on the effectiveness of podcast method in different courses to determine its effects are necessary. PMID:25870488

  6. Teaching TOEIC/TOEFL Test-Taking Strategies.

    ERIC Educational Resources Information Center

    Forster, Douglas E.; Karn, Richard

    Teaching strategies are outlined for teachers of English as a second language to use in improving students' listening and reading comprehension skills specifically for two standardized tests: the Test of English for International Communication (TOEIC) and the Test of English as a Foreign Language (TOEFL). The strategies presented are not intended…

  7. 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.

  8. Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

    NASA Astrophysics Data System (ADS)

    Madike, Victor N.

    Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

  9. Impact of Environment-Based Teaching on Student Achievement: A Study of Washington State Middle Schools

    ERIC Educational Resources Information Center

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

    2009-01-01

    This paper reports on a project which investigates the impact of systemic environmental education (EE) programs on student achievement on EE-based integrated tests and standardized tests in math, language arts, and listening. Systemic environmental education programs are defined by curriculum designed to align and integrate subjects around real…

  10. A Test of a Model of Achievement Behaviors.

    ERIC Educational Resources Information Center

    Ethington, Corinna A.

    1991-01-01

    The work of J. Eccles and others (1983) in proposing an integrative theoretical model of achievement behaviors was extended using data from the Second International Mathematics Study. Strong support was found for the constructs identified by the model as determinants of the intention to take more mathematics courses. (SLD)

  11. 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…

  12. Impact of Looping on Middle School Science Standardized Achievement Tests

    ERIC Educational Resources Information Center

    Barger, Tammy M.

    2013-01-01

    Looping may be defined as a teacher remaining with a group of students for multiple academic years. In this quantitative study, looping was examined as a factor on science achievement. State-wide eighth grade school level 2010 Pennsylvania System of School Assessment (PSSA) data were used. By responding to a mailing, school administrators…

  13. Undergraduates achieve learning gains in plant genetics through peer teaching of secondary students.

    PubMed

    Chrispeels, H E; Klosterman, M L; Martin, J B; Lundy, S R; Watkins, J M; Gibson, C L; Muday, G K

    2014-01-01

    This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non-majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole-cular biology techniques not included in the MS curriculum. We measured undergraduates' learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates' content knowledge, even for non-science major students.

  14. 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…

  15. 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…

  16. 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…

  17. Teaching Low-Achieving Children Reading, Spelling and Handwriting: Developing Perceptual Skills with the Graphic Symbols of Language.

    ERIC Educational Resources Information Center

    Markoff, Annabelle Most

    Two objectives of this book are to provide a rationale for using basic language forms (sounds, letters, and words) in the perceptual-skill training of low-achieving children and to present techniques for teaching reading, spelling, and handwriting to low-achieving children. The first chapter, on the reading/spelling inversion, explains the…

  18. What Can Teacher Education Programs Do to Prepare Teachers to Teach High-Achieving Culturally Diverse Male Students?

    ERIC Educational Resources Information Center

    Milner, H. Richard; Tenore, F. Blake; Laughter, Judson

    2008-01-01

    In this article, the authors discuss what teacher education programs can do to prepare teachers to teach high-achieving culturally diverse male students. They suggest that special attention needs to be directed at the educational experiences of high-achieving Black male students. They also believe that diverse male learners, and especially high…

  19. 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…

  20. A comparison of the effects of social constructivist and traditional approaches to teaching on students' attitude and achievement in high school chemistry

    NASA Astrophysics Data System (ADS)

    Latchman, Pooran

    2000-10-01

    Current views of the nature of knowledge and of learning suggest that instructional approaches in science education pay closer attention to how students learn rather than on teaching. This study examined the use of approaches to teaching science based on two contrasting perspectives in learning, social constructivist and traditional, and the effects they have on students' attitudes and achievement. Four categories of attitudes were measured using the Upper Secondary Attitude Questionnaire: Attitude towards school, towards the importance of science, towards science as a career, and towards science as a subject in school. Achievement was measured by average class grades and also with a researcher/teacher constructed 30-item test that involved three sub-scales of items based on knowledge, and applications involving near-transfer and far-transfer of concepts. The sample consisted of 202 students in nine intact classrooms in chemistry at a large high school in Miami, Florida, and involved two teachers. Results were analyzed using a two-way analysis of covariance (ANCOVA) with a pretest in attitude as the covariate for attitudes and prior achievement as the covariate for achievement. A comparison of the adjusted mean scores was made between the two groups and between females and males. With constructivist-based teaching, students showed more favorable attitude towards science as a subject, obtained significantly higher scores in class achievement, total achievement and achievement on the knowledge sub-scale of the knowledge and application test. Students in the traditional group showed more favorable attitude towards school. Females showed significantly more positive attitude towards the importance of science and obtained significantly higher scores in class achievement. No significant interaction effects were obtained for method of instruction by gender. This study lends some support to the view that constructivist-based approaches to teaching science is a viable

  1. Creating Space for Teaching Writing and for Test Preparation

    ERIC Educational Resources Information Center

    Shelton, Nancy Rankie; Fu, Danling

    2004-01-01

    The different ways of creating space for teaching writing and for test preparation as well the tension a teacher undergoes of implementing a writing workshop approach within a school context focused on high-test scores are described. The findings suggest maintaining teacher autonomy and surviving the high demands imposed upon teachers.

  2. "Teach to the Test"? Just Say No. Issue Brief

    ERIC Educational Resources Information Center

    Jerald, Craig D.

    2006-01-01

    Every spring, education-related newspaper and magazine stories raise the alarm that schools are "teaching to the test." Scores of articles and editorials paint a disheartening picture of frustrated teachers forced to abandon good instructional practices for a relentless stream of worksheets based on boring, repetitive test-preparation materials.…

  3. "Authenticity" in Language Testing: Evaluating Spoken Language Tests for International Teaching Assistants.

    ERIC Educational Resources Information Center

    Hoekje, Barbara; Linnell, Kimberly

    1994-01-01

    Bachman's framework of language testing and standard of authenticity for language testing instruments were used to evaluate three instruments--the SPEAK (Spoken Proficiency English Assessment Kit) test, OPI (Oral Proficiency Interview), and a performance test--as language tests for nonnative-English-speaking teaching assistants. (Contains 53…

  4. 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. PMID:25871566

  5. WIDE RANGE ACHIEVEMENT TEST IN AUTISM SPECTRUM DISORDER: TEST-RETEST STABILITY1, 2, 3

    PubMed Central

    JANTZ, PAUL B.; FROEHLICH, ALYSON L.; CARIELLO, ANNAHIR N.; ANDERSON, JEFFREY; ALEXANDER, ANDREW L.; BIGLER, ERIN D.; PRIGGE, MOLLY B. D.; TRAVERS, BRITTANY G.; ZIELINSKI, BRANDON A.; LANGE, NICHOLAS; LAINHART, JANET E.

    2015-01-01

    Summary 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 6–22years (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=31.8mo., 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. PMID:25871566

  6. 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.

  7. Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms.

    ERIC Educational Resources Information Center

    Simmons, Deborah C.; And Others

    1995-01-01

    Examined effects of explicit teaching and peer tutoring on reading achievement of learning-disabled students and nondisabled, low-performing readers in academically integrated classrooms. Found that explicit-teaching students did not achieve reliably better than controls; students in the explicit teaching plus peer tutoring condition scored higher…

  8. 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…

  9. 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…

  10. The AMEG Commission Report on Sex Bias in Achievement Testing.

    ERIC Educational Resources Information Center

    Diamond, Esther E.

    1980-01-01

    Results indicate a growing consciousness of the sex-bias issue on the part of most test publishers. Recommends that guidelines for editorial bias be issued for use by item writers, editors, and consultants. Where sex differences are found, separate normative information should be given. (Author)

  11. Testing Theories of Learning: Effects on High School Achievement.

    ERIC Educational Resources Information Center

    Keith, Timothy Z.; Cool, Valerie A.

    Theories of school learning consistently point to variables such as ability, time (e.g., homework), quality of instruction, motivation, and academic coursework as important influences on learning. In this study, path analysis was used to test the direct and indirect effects of these variables on high school learning, with learning measured by both…

  12. How Students' Achievement Goals Shape Their Beliefs about Effective Teaching: A "Build-a-Professor" Study

    ERIC Educational Resources Information Center

    Senko, Corwin; Belmonte, Kimberly; Yakhkind, Anastasyia

    2012-01-01

    Background: Which instructor qualities do students consider most important? The answer likely depends on the student. This study attempted to trace beliefs about the most essential instructor qualities to students' academic achievement goals. Aims: The present study tested the hypothesis that students pursuing mastery goals favour instructors who…

  13. Teaching and Assessing Low-Achieving Students with Disabilities: A Guide to Alternate Assessments Based on Modified Achievement Standards

    ERIC Educational Resources Information Center

    Perie, Marianne, Ed.

    2010-01-01

    For lower-achieving students with disabilities, effective and appropriate alternate assessment based on modified achievement standards (AA-MAS) can open the door to greater expectations and opportunities. State policymakers have the option of providing certain students who have disabilities with AA-MAS aligned with grade-level content--and now…

  14. 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…

  15. Helping Students Do Their Best on Standardized Achievement Tests. Bulletin No. 6.

    ERIC Educational Resources Information Center

    Los Angeles Unified School District, CA. Research and Evaluation Branch.

    The Research and Evaluation Branch of the Los Angeles Unified School District presents a bulletin to help prepare students to do their best on achievement tests. The bulletin is divided into five sections. After an introduction, section 2, "Characteristics of Today's Standardized Achievement Tests" discusses test content, test format, answer…

  16. Impact of instructional Approaches to Teaching Elementary Science on Student Achievement

    NASA Astrophysics Data System (ADS)

    Kensinger, Seth H.

    Strengthening our science education in the United States is essential to the future success of our country in the global marketplace. Immersing our elementary students with research-based quality science instruction is a critical component to build a strong foundation and motivate our students to become interested in science. The research for this study pertained to the type of elementary science instruction in correlation to academic achievement and gender. Through this study, the researcher answered the following questions: 1. What is the difference in achievement for elementary students who have been taught using one of the three science instructional approaches analyzed in this study: traditional science instruction, inquiry-based science instruction with little or no professional development and inquiry-based science instruction with high-quality professional development? 2. What is the difference in student achievement between inquiry-based instruction and non-inquiry based (traditional) instruction? 3. What is the difference in student achievement between inquiry with high quality professional development and inquiry with little or no professional development? 4. Do the three instructional approaches have differentiated effects across gender? The student achievement was measured using the 2010 fourth grade Pennsylvania System of School Assessment (PSSA) in Science. Data was collected from 15 elementary schools forming three main groupings of similar schools based on the results from the 2009 third grade PSSA in Mathematics and student and community demographics. In addition, five sub-group triads were formed to further analyze the data and each sub-group was composed of schools with matching demographic data. Each triad contained a school using a traditional approach to teaching science, a school utilizing an inquiry science approach with little or no professional development, and a school incorporating inquiry science instruction with high quality

  17. Teaching Students Not to Sweat the Test

    ERIC Educational Resources Information Center

    Salend, Spencer J.

    2012-01-01

    Students experiencing test anxiety encounter extreme levels of stress, nervousness, and apprehension during testing that drastically hinders their ability to perform well and negatively affects their social-emotional and behavioral development, and feelings about themselves and school. A collaborative and multidimensional approach that includes…

  18. "Standards"-based Mathematics Curricula and Secondary Students' Performance on Standardized Achievement Tests

    ERIC Educational Resources Information Center

    Harwell, Michael R.; Post, Thomas R.; Maeda, Yukiko; Davis, Jon D.; Cutler, Arnold L.; Andersen, Edwin; Kahan, Jeremy A.

    2007-01-01

    The current study examined the mathematical achievement of high school students enrolled for 3 years in one of three NSF funded "Standards"-based curricula (IMP, CMIC, MMOW). The focus was on traditional topics in mathematics as measured by subtests of a standardized achievement test and a criterion-referenced test of mathematics achievement.…

  19. Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test.

    ERIC Educational Resources Information Center

    Yip, Din Yan; Tsang, Wing Kwong; Cheung, Sin Pui

    2003-01-01

    A study examined the effects of a new Hong Kong policy requiring Chinese as the language of instruction on secondary students' learning of science. Science achievement test scores at 100 secondary schools indicate that previous use of English to teach science may have hampered students' ability to grasp material due to the high-level thinking…

  20. Achieving a Greater Impact: Developing the Skills of Teaching Artists to Lead Professional Development for Teachers

    ERIC Educational Resources Information Center

    Duma, Amy L.; Silverstein, Lynne B.

    2008-01-01

    Teaching artists know that there are many more students who could benefit from learning in and through the arts, but school budgets as well as teaching artists' time and energy are limited. As years pass, teaching artists face the reality that they will reach only a fraction of the students in need. To extend their impact dramatically, some…

  1. Awarding Teaching Excellence: "What Is It Supposed to Achieve?" Teacher Perceptions of Student-Led Awards

    ERIC Educational Resources Information Center

    Madriaga, Manuel; Morley, Krystle

    2016-01-01

    Although there is lack of agreement as to what constitutes teaching excellence, there remains a steady effort to make an intangible, ambiguous, multifaceted concept incarnate in the form of "student-led" teaching awards schemes within higher education institutions. What teaching staff say about such schemes have largely been ignored.…

  2. Guidelines for Teaching and Testing the Illinois Constitution.

    ERIC Educational Resources Information Center

    Illinois State Office of the Superintendent of Public Instruction, Springfield. Instructional Services Unit.

    This document sets forth guidelines for teaching and testing public school students on the principles of democratic government as expressed in the Constitution of the United States and the Constitution of the State of Illinois. Identification is made of ways of making the examination required by the state of Illinois not only an integral part of…

  3. Universality vs. Particularity in Chinese Teaching and Testing.

    ERIC Educational Resources Information Center

    Weiping, Wu

    It is proposed that in the teaching and testing of Chinese as a foreign language (CFL), emphasis should be placed on features that are universal to all languages rather than particular to Chinese. Shared properties of Chinese and other languages, particularly English, are illustrated through examination of three major language components:…

  4. The Importance of Teaching Power in Statistical Hypothesis Testing

    ERIC Educational Resources Information Center

    Olinsky, Alan; Schumacher, Phyllis; Quinn, John

    2012-01-01

    In this paper, we discuss the importance of teaching power considerations in statistical hypothesis testing. Statistical power analysis determines the ability of a study to detect a meaningful effect size, where the effect size is the difference between the hypothesized value of the population parameter under the null hypothesis and the true value…

  5. Rethinking Teaching and Testing: Quality in the Classroom.

    ERIC Educational Resources Information Center

    Cooke, Brian P.

    Changes in the way contemporary organizations conduct business demand a concurrent redesign of teaching and testing methods. Maintaining instructional quality must begin with knowledge of the quality revolution in contemporary organizations in order to meet the demands of these organizations for self-confident, self-directed, self-motivated,…

  6. Increasing Mathematics and Science Achievement for Culturally Diverse Students through Teaching Training

    NASA Technical Reports Server (NTRS)

    Mahon, Lee

    1997-01-01

    The purpose of this proposal was to field test and evaluate a Teacher Training program that would prepare teachers to increase the motivation and achievement of culturally diverse students in the areas of science and mathematics. Designed as a three year program, this report covers the first two years of the training program at the Ronald McNair School in the Ravenswood School district, using the resources of the NASA Ames Research Center and the California Framework for Mathematics and Science.

  7. 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)

  8. 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…

  9. Is Authoritative Teaching Beneficial for All Students? A Multi-Level Model of the Effects of Teaching Style on Interest and Achievement

    ERIC Educational Resources Information Center

    Dever, Bridget V.; Karabenick, Stuart A.

    2011-01-01

    This study examined the effects of the two facets of authoritative teaching--high academic press and caring for students--on student interest and achievement in mathematics for middle and high school students (N = 3,602 in 198 classrooms), and whether those effects are moderated by students' ethnicity (Hispanic, Vietnamese, and Caucasian…

  10. Using Achievement Tests/SAT® II: Subject Tests to Demonstrate Achievement and Predict College Grades: Sex, Language, Ethnic, and Parental Education Groups. Research Report No. 2001-5

    ERIC Educational Resources Information Center

    Ramist, Leonard; Lewis, Charles; McCamley-Jenkins, Laura

    2001-01-01

    There has been increased interest in emphasizing Achievement Tests, as SAT II: Subject Tests, for use in admission and placement. In this report, data was obtained from a comprehensive database of categorized course grades for a large number and great variety of colleges, with student groups identified. For each student group, the percentage of…

  11. The Teaching of Literature. Report of the U. S. National Committee for the International Educational Achievement Literature Project.

    ERIC Educational Resources Information Center

    Purves, Alan; Dill, Nancy

    As part of an international study of students' achievement in literature, a thorough analysis was made of 23 current books, curricula, and reports, concerning the teaching of literature, to determine the pedagogical objectives pursued and the kinds of literature being taught in secondary schools in the United States. From these sources, a number…

  12. The Effect of Analogy-Based Teaching on Students' Achievement and Students' Views about Analogies

    ERIC Educational Resources Information Center

    Genc, Murat

    2013-01-01

    The purpose of this study is to determine the effect of the analogy-based teaching on students' achievement and students' views about analogies. In this research, Solomon group design which is one of the experimental designs, was implemented. The sample of the research consists of 108 students in four 6th grade classes in Turkey. The…

  13. Teaching Strategies and Gender Based Learning Environments: How They Relate to Self-Efficacy, Participatory Behaviors, and Academic Achievement

    ERIC Educational Resources Information Center

    Allen, Debra

    2013-01-01

    This mixed method participatory action research study investigated the relationships of effective teaching strategies and gender based learning environments to pre-adolescent females' self-efficacy of mathematical ability, classroom participatory behaviors, and academic achievement in the area of mathematics. Research-based teaching…

  14. Unpacking High and Low Efficacy Teachers' Task Analysis and Competence Assessment in Teaching Low-Achieving Students in Secondary Schools

    ERIC Educational Resources Information Center

    Wang, Li-Yi; Jen-Yi, Li; Tan, Liang-See; Tan, Irene; Lim, Xue-Fang; Wu, Bing Sheng

    2016-01-01

    This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers' task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in…

  15. Predicting Teachers' Achievement Goals for Teaching: The Role of Perceived School Goal Structure and Teachers' Sense of Efficacy

    ERIC Educational Resources Information Center

    Cho, YoonJung; Shim, Sungok Serena

    2013-01-01

    The present study investigated contextual and personal factors associated with teachers' achievement goals for teaching. A total of 211 teachers completed an online survey. Hierarchical multiple regression analyses revealed that perceived school mastery goal structure and performance goal structure predicted teachers' mastery goals and…

  16. Relationship between Teacher Knowledge of Concepts and Connections, Teaching Practice, and Student Achievement in Middle Grades Mathematics

    ERIC Educational Resources Information Center

    Tchoshanov, Mourat A.

    2011-01-01

    The mixed method sequential nested study examines whether and how the cognitive type of teachers' content knowledge is associated with student achievement, and correlated with teaching practice. In the context of this study, the "cognitive type" refers to the kind of teacher content knowledge and thinking processes required to accomplish a task…

  17. Bhutanese Stakeholders' Perceptions about Multi-Grade Teaching as a Strategy for Achieving Quality Universal Primary Education

    ERIC Educational Resources Information Center

    Kucita, Pawan; Kivunja, Charles; Maxwell, T. W.; Kuyini, Bawa

    2013-01-01

    This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using…

  18. Teachers' Teaching Practice and Student Achievement in Basic Economics--A Comparison in Two Types of Schools in Malaysia

    ERIC Educational Resources Information Center

    Singh, Termit Kaur Ranjit; Krishnan, Sashi Kala

    2014-01-01

    The purpose of this study is to compare teachers' teaching practice based on students' perception towards achievement in the subject of Basic Economics between two different types of secondary schools in Malaysia, the National Secondary Schools (SMK) and Chinese National Type Secondary Schools (SMJK) in the state of Penang, Malaysia. The…

  19. The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching

    ERIC Educational Resources Information Center

    Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

    2015-01-01

    The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…

  20. The Effects of a Diagnostic-Prescriptive Teaching Strategy on the Achievement and Attitudes of High School Biology Students.

    ERIC Educational Resources Information Center

    Long, Joe C.; And Others

    This study investigated the effects of three types of diagnostic-prescriptive learning assistance, aptitude, and locus of control on the cognitive and affective biology achievement of high school students. The study also determined whether the effects of treatment (diagnostic-prescriptive teaching) were consistent across levels of student aptitude…

  1. Adapting to test structure: letting testing teach what to learn.

    PubMed

    Garcia-Marques, Leonel; Nunes, Ludmila D; Marques, Pedro; Carneiro, Paula; Weinstein, Yana

    2015-01-01

    We propose that we encode and store information as a function of the particular ways we have used similar information in the past. More specifically, we contend that the experience of retrieval can serve as a powerful cue to the most effective ways to encode similar information in comparable future learning episodes. To explore these ideas, we did two studies in which all participants went through study-test cycles of single category lists while we manipulated the nature of the recognition tests. The recognition tests either included only same-category lures or only different-category lures. The experience of repeated testing leads participants to avoid conceptual-based strategies but only when conceptual knowledge was poorly diagnostic for recognition (i.e., in the same-category lures condition). In a second study with a similar manipulation, we showed that repeated testing with lures from the same category as study items improved performance in a final recall surprise test compared to conditions in which different-category lures were used. Such a difference is akin to the one obtained when encoding instructions focus on distinctive item features compared to cases in which the focus is on relational processing. We suggest that testing requirements lead to adaptive changes at encoding.

  2. Primary Mental Abilities and Metropolitan Readiness Tests as Predictors of Achievement in the First Primary Year.

    ERIC Educational Resources Information Center

    University City School District, MO.

    The prediction of achievement provides teachers with necessary information to help children attain optimal achievement. If some skill prerequistites to learning which are not fully developed can be identified and strengthened, higher levels of achievement may result. The Metropolitan Readiness Tests (MRT) are routinely given to all University City…

  3. Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

    PubMed

    Guo, Yuping; Li, Enzhong

    2016-01-01

    This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology.

  4. Collaborative Testing in Practical Laboratories: An Effective Teaching-Learning Method in Histology.

    PubMed

    Guo, Yuping; Li, Enzhong

    2016-01-01

    This article presents an experimental teaching and learning program used in histology with first-year students in the second term in the Faculty of Biology at Huanghuai University, China. Eighty-six students were divided randomly into two groups (n=43 per group). Tests were conducted at the end of each practical laboratory (10 laboratories in total) in which collaborative testing was used in the experimental group and traditional testing in the control group. To assess achievement, a final examination in histology was carried out at the end of the course. To determine students' attitude to the teaching styles, a questionnaire survey was conducted at the end of the term. Results showed that students preferred the collaborative testing format. In the experimental group, students' scores were significantly higher than those of students in the control group in final examinations. These findings indicate that collaborative testing enhances student learning and understanding of the material taught, and suggest that collaborative testing is an effective teaching-learning method in histology. PMID:26560548

  5. Relationships between Gender and Alberta Achievement Test Scores during a Four-Year Period

    ERIC Educational Resources Information Center

    Pope, Gregory A.; Wentzel, Carolyn; Braden, Brigitta; Anderson, Jordan

    2006-01-01

    The purpose of this study was to investigate statistical relationships between gender and Alberta Achievement Testing Program scores. Achievement test scores from grades 3, 6, and 9 in all subject areas were investigated during a four-year period. Results showed statistically significant positive correlations between gender and scores in most…

  6. 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…

  7. 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…

  8. 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)…

  9. 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…

  10. 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…

  11. Atlanta Public Schools' 1980 Achievement Testing Program: A Year of Test Adoption. Report No. 16-4.

    ERIC Educational Resources Information Center

    Atlanta Public Schools, GA. Div. of Research, Evaluation, and Data Processing.

    This document reports on the procedures and results of the Atlanta Public Schools (APS) testing program in changing from the Iowa Tests of Basic Skills (ITBS), administered to grades 1 through 7 from 1973-79, to the California Achievement Tests (CAT), Form C, administered in Spring 1980 to provide a continuous testing program from the elementary…

  12. New Look at a Persistent Problem: Inequality, Mathematics Achievement, and Teaching

    ERIC Educational Resources Information Center

    Georges, Annie; Pallas, Aaron M.

    2010-01-01

    The authors examined the relation of school-year teaching practices to SES and race/ethnic score gaps in mathematics by fitting an individual growth model with a representative sample drawn from the Early Childhood Longitudinal Study Kindergarten Cohort data. There were mixed findings. Teaching practices had uniform effects for all students,…

  13. Satisfaction of Outcome Achievement with Web-Enhanced Teaching Strategies in Nursing Education

    ERIC Educational Resources Information Center

    Thornock, Susan B.

    2013-01-01

    The future of distance and Web-enhanced education and the use of technology are becoming more advantageous to a growing population. Nursing education has been encouraged to incorporate these teaching-learning methods. Changes in nursing education and the teaching-learning environment have the potential to challenge the preservation of nursing…

  14. Aboriginal Students' Achievement in Science Education: The Effect of Teaching Methods

    ERIC Educational Resources Information Center

    Bourque, Jimmy; Bouchamma, Yamina; Larose, Francois

    2010-01-01

    Some authors assume that the academic difficulties encountered by Aboriginal students can be partly explained by the discrepancy between teaching methods and Aboriginal learning styles. However, this hypothesis lacks empirical foundations. Using pan-Canadian data, we tried to identify the most efficient teaching methods for Aboriginal students and…

  15. The Effects of a Mastery Teaching Strategy on Teacher Attitudes and Pupil Achievement.

    ERIC Educational Resources Information Center

    Okey, James R.

    A study on effects of learning Bloom's mastery teaching strategy on teacher attitudes and effectiveness was made among a class of 21 members enrolled in a graduate science methods course. Each member studied a four hour, multi-media, self-instructional program called "Teaching for Mastery (TFM)" with objectives, practice problems, feedback on…

  16. 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…

  17. 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…

  18. Using Achievement Tests to Measure Language Assimilation and Language Bias among the Children of Immigrants

    ERIC Educational Resources Information Center

    Akresh, Richard; Akresh, Ilana Redstone

    2011-01-01

    We measure the extent of language assimilation among children of Hispanic immigrants. Our identification strategy exploits test language randomization (English or Spanish) of Woodcock Johnson achievement tests in the New Immigrant Survey and lets us attribute test score differences solely to test language. Students scoring poorly may be tracked…

  19. Validity Considerations in the Assessment of LEP Students Using Standardized Achievement Tests.

    ERIC Educational Resources Information Center

    Abedi, Jamal

    Validity and reliability issues in standardized testing of students of limited English proficiency (LEP) were studied. Existing data from four different school sites were obtained for LEP and non-LEP students for three different standardized tests, the Stanford Achievement Tests (Ninth edition), the Iowa Tests of Basic Skills, and the Language…

  20. Accountancy, teaching methods, sex, and American College Test scores.

    PubMed

    Heritage, J; Harper, B S; Harper, J P

    1990-10-01

    This study examines the significance of sex, methodology, academic preparation, and age as related to development of judgmental and problem-solving skills. Sex, American College Test (ACT) Mathematics scores, Composite ACT scores, grades in course work, grade point average (GPA), and age were used in studying the effects of teaching method on 96 students' ability to analyze data in financial statements. Results reflect positively on accounting students compared to the general college population and the women students in particular.

  1. Test Scores Count! A Handbook for Teaching Test-Taking Skills.

    ERIC Educational Resources Information Center

    Koenigs, Sharon

    This handbook provides guidelines for teaching test-taking skills to students of all grade levels to help the students raise their standardized test scores. Topics covered include: understanding instructions and following directions, efficient use of time, intelligent guessing, and application of special strategies for multiple-choice and…

  2. Teaching a lay theory before college narrows achievement gaps at scale.

    PubMed

    Yeager, David S; Walton, Gregory M; Brady, Shannon T; Akcinar, Ezgi N; Paunesku, David; Keane, Laura; Kamentz, Donald; Ritter, Gretchen; Duckworth, Angela Lee; Urstein, Robert; Gomez, Eric M; Markus, Hazel Rose; Cohen, Geoffrey L; Dweck, Carol S

    2016-06-14

    Previous experiments have shown that college students benefit when they understand that challenges in the transition to college are common and improvable and, thus, that early struggles need not portend a permanent lack of belonging or potential. Could such an approach-called a lay theory intervention-be effective before college matriculation? Could this strategy reduce a portion of racial, ethnic, and socioeconomic achievement gaps for entire institutions? Three double-blind experiments tested this possibility. Ninety percent of first-year college students from three institutions were randomly assigned to complete single-session, online lay theory or control materials before matriculation (n > 9,500). The lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students' cumulative first-year grade point average (experiment 3). These gains correspond to 31-40% reductions of the raw (unadjusted) institutional achievement gaps between students from disadvantaged and nondisadvantaged backgrounds at those institutions. Further, follow-up surveys suggest that the interventions improved disadvantaged students' overall college experiences, promoting use of student support services and the development of friendship networks and mentor relationships. This research therefore provides a basis for further tests of the generalizability of preparatory lay theories interventions and of their potential to reduce social inequality and improve other major life transitions.

  3. Teaching a lay theory before college narrows achievement gaps at scale

    PubMed Central

    Yeager, David S.; Walton, Gregory M.; Brady, Shannon T.; Akcinar, Ezgi N.; Paunesku, David; Keane, Laura; Kamentz, Donald; Ritter, Gretchen; Duckworth, Angela Lee; Urstein, Robert; Gomez, Eric M.; Markus, Hazel Rose; Cohen, Geoffrey L.; Dweck, Carol S.

    2016-01-01

    Previous experiments have shown that college students benefit when they understand that challenges in the transition to college are common and improvable and, thus, that early struggles need not portend a permanent lack of belonging or potential. Could such an approach—called a lay theory intervention—be effective before college matriculation? Could this strategy reduce a portion of racial, ethnic, and socioeconomic achievement gaps for entire institutions? Three double-blind experiments tested this possibility. Ninety percent of first-year college students from three institutions were randomly assigned to complete single-session, online lay theory or control materials before matriculation (n > 9,500). The lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students’ cumulative first-year grade point average (experiment 3). These gains correspond to 31–40% reductions of the raw (unadjusted) institutional achievement gaps between students from disadvantaged and nondisadvantaged backgrounds at those institutions. Further, follow-up surveys suggest that the interventions improved disadvantaged students’ overall college experiences, promoting use of student support services and the development of friendship networks and mentor relationships. This research therefore provides a basis for further tests of the generalizability of preparatory lay theories interventions and of their potential to reduce social inequality and improve other major life transitions. PMID:27247409

  4. Teaching a lay theory before college narrows achievement gaps at scale.

    PubMed

    Yeager, David S; Walton, Gregory M; Brady, Shannon T; Akcinar, Ezgi N; Paunesku, David; Keane, Laura; Kamentz, Donald; Ritter, Gretchen; Duckworth, Angela Lee; Urstein, Robert; Gomez, Eric M; Markus, Hazel Rose; Cohen, Geoffrey L; Dweck, Carol S

    2016-06-14

    Previous experiments have shown that college students benefit when they understand that challenges in the transition to college are common and improvable and, thus, that early struggles need not portend a permanent lack of belonging or potential. Could such an approach-called a lay theory intervention-be effective before college matriculation? Could this strategy reduce a portion of racial, ethnic, and socioeconomic achievement gaps for entire institutions? Three double-blind experiments tested this possibility. Ninety percent of first-year college students from three institutions were randomly assigned to complete single-session, online lay theory or control materials before matriculation (n > 9,500). The lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students' cumulative first-year grade point average (experiment 3). These gains correspond to 31-40% reductions of the raw (unadjusted) institutional achievement gaps between students from disadvantaged and nondisadvantaged backgrounds at those institutions. Further, follow-up surveys suggest that the interventions improved disadvantaged students' overall college experiences, promoting use of student support services and the development of friendship networks and mentor relationships. This research therefore provides a basis for further tests of the generalizability of preparatory lay theories interventions and of their potential to reduce social inequality and improve other major life transitions. PMID:27247409

  5. 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…

  6. 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…

  7. Demands on Users for Interpretation of Achievement Test Scores: Implications for the Evaluation Profession

    ERIC Educational Resources Information Center

    Della-Piana, Gabriel Mario; Gardner, Michael

    2011-01-01

    Background: Professional standards for validity of achievement tests have long reflected a consensus that validity is the degree to which evidence and theory support interpretations of test scores entailed by the intended uses of tests. Yet there are convincing lines of evidence that the standards are not adequately followed in practice, that…

  8. 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…

  9. 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)

  10. 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…

  11. 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.

  12. 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.

  13. The inquiry continuum: Science teaching practices and student performance on standardized tests

    NASA Astrophysics Data System (ADS)

    Jernnigan, Laura Jane

    Few research studies have been conducted related to inquiry-based scientific teaching methodologies and NCLB-required state testing. The purpose of this study was to examine the relationship between the strategies used by seventh-grade science teachers in Illinois and student scores on the Illinois Standards Achievement Test (ISAT) to aid in determining best practices/strategies for teaching middle school science. The literature review defines scientific inquiry by placing teaching strategies on a continuum of scientific inquiry methodologies from No Inquiry (Direct Instruction) through Authentic Inquiry. Five major divisions of scientific inquiry: structured inquiry, guided inquiry, learning cycle inquiry, open inquiry, and authentic inquiry, have been identified and described. These five divisions contain eight sub-categories: demonstrations; simple or hands-on activities; discovery learning; variations of learning cycles; problem-based, event-based, and project-based; and student inquiry, science partnerships, and Schwab's enquiry. Quantitative data were collected from pre- and posttests and surveys given to the participants: five seventh grade science teachers in four Academic Excellence Award and Spotlight Award schools and their 531 students. Findings revealed that teachers reported higher inquiry scores for themselves than for their students; the two greatest reported factors limiting teachers' use of inquiry were not enough time and concern about discipline and large class size. Although the correlation between total inquiry and mean difference of pre- and posttest scores was not statistically significant, the survey instrument indicated how often teachers used inquiry in their classes, not the type of inquiry used. Implications arose from the findings that increase the methodology debate between direction instruction and inquiry-based teaching strategies; teachers are very knowledgeable about the Illinois state standards, and various inquiry-based methods

  14. College students' role models, learning style preferences, and academic achievement in collaborative teaching: absolute versus relativistic thinking.

    PubMed

    Chiou, Wen-Bin

    2008-01-01

    Based on the perspective of postformal operations, this study investigated whether college students' role models (technical teachers vs. lecturing teachers) and preferred learning styles (experience-driven mode vs. theory-driven mode) in collaborative teaching courses would be moderated by their cognitive development (absolute thinking vs. relativistic thinking) and examine whether academic achievement of students would be contingent upon their preferred learning styles. Two hundred forty-four college students who have taken the technical courses with collaborative teaching participated in this study. The results showed that those participants with absolute thinking perceived the modeling advantage of technical teachers was greater than that of lecturing teachers, preferred the experience-driven mode over the theory-driven mode, and displayed differential academic achievement between technical courses and general courses. On the other hand, the students with relativistic thinking revealed no difference in perceived modeling advantage of role models, learning styles preferences, and academic achievement between two categories of courses. In addition, this research indicates that college students' preferred learning styles would interact with course category (technical courses vs. general courses) to display differential academic achievement. Implications and future directions are discussed.

  15. Trends in Achieving Teaching-Research Connections--From Global Perspectives to an Institutional Strategy

    ERIC Educational Resources Information Center

    Santhanam, Elizabeth

    2010-01-01

    Research into, and discussions on, the relationships between teaching and research activities in universities and other tertiary education institutions have been gathering momentum for a number of decades in many parts of the world. The foci of these researches and discussions have varied greatly. At one end of the spectrum are the publications…

  16. Three Essential Components of College Teaching: Achievement Calibration, Self-Efficacy, and Self-Regulation

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2009-01-01

    This paper introduces the concept of calibration under the umbrella of metacognition. It examines the current theoretical and empirical issues related to self-efficacy beliefs and traces the pathways through which self-efficacy is related to calibration. This paper concludes by outlining three essential components of college teaching of…

  17. Beliefs about Teaching Science: The Relationship between Elementary Teachers' Participation in Professional Development and Student Achievement

    ERIC Educational Resources Information Center

    Lumpe, Andrew; Czerniak, Charlene; Haney, Jodi; Beltyukova, Svetlana

    2012-01-01

    Because of increasing calls for school accountability, an increased emphasis placed on the role of the teacher, and theoretical connections between teacher beliefs and classroom action, a critical need exists to examine teacher professional development programs to determine their impact on teacher belief systems, teaching practices, and student…

  18. Making Critical Connections between Social Studies Teaching and Student Achievement Using NAEP Data Explorer

    ERIC Educational Resources Information Center

    Fitchett, Paul G.; Heafner, Tina L.

    2013-01-01

    In this analysis of promising practice, we demonstrate how social studies methods instructors can incorporate data analysis of the 2010 United States History National Assessment of Educational Progress (NAEP-USH) to facilitate pedagogical aims, engage teacher candidates in critical discourse, and investigate the contexts of teaching and learning.…

  19. Critical Media Pedagogy: Teaching for Achievement in City Schools. Language & Literacy

    ERIC Educational Resources Information Center

    Morrell, Ernest; Duenas, Rudy; Garcia, Veronica; Lopez, Jorge

    2013-01-01

    This practical book examines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st century learning technologies, critical media education will help improve academic literacy achievement…

  20. Effective Strategies for Teaching Taiwanese Minority Students with Low Achievement and Low Socio-Economic Backgrounds

    ERIC Educational Resources Information Center

    Yen, Shu-Huei

    2009-01-01

    Research shows that minority students continue to fail in the Taiwan public school system. That failure has sharply focused on the urgent need for teachers with the skills to work effectively with minority students. The purpose of this study is to investigate the experiences of an exemplary Taiwanese teacher who teach Indigenous students and to…

  1. The Influence of Teach for America on Algebra I Student Achievement

    ERIC Educational Resources Information Center

    Carroll, Curtis Andrew

    2013-01-01

    This non-experimental study examined the influence of an initiative that High Risk School District (pseudonym) implemented to offset the effect of low student academic performance in low performing-schools. The study attempted to answer the following research question: Does having a Teach For America (TFA) teacher have an influence on a student's…

  2. Special Education Teaching as a Profession: Lessons Learned from Occupations that Have Achieved Full Professional Standing

    ERIC Educational Resources Information Center

    Connelly, Vincent J.; Rosenberg, Michael S.

    2009-01-01

    In this article, issues surrounding the status of special education teaching as a profession are investigated. First, the authors consider what makes an occupation a profession and examine the range of views of professions in American society. Second, the authors describe the evolution and developmental history of three established professions:…

  3. Culturally Relevant Teaching in Science Classrooms: Addressing Academic Achievement, Cultural Competence, and Critical Consciousness

    ERIC Educational Resources Information Center

    Boutte, Gloria; Kelly-Jackson, Charlease; Johnson, George Lee

    2010-01-01

    This article provides classroom examples and commentaries for extending and deepening culturally relevant science teaching efforts in classrooms. It examines instructional efforts used by one of the authors with high school and university students. Together, the three authors rethink and reconsider several aspects against a culturally relevant…

  4. Assessing Current State Science Teaching and Learning Standards for Ability to Achieve Climate Science Literacy

    NASA Astrophysics Data System (ADS)

    Busch, K. C.

    2012-12-01

    Even though there exists a high degree of consensus among scientists about climate change, doubt has actually increased over the last five years within the general U.S. public. In 2006, 79% of those polled agreed that there is evidence for global warming, while only 59% agreed in 2010 (Pew Research Center, 2010). The source for this doubt can be partially attributed to lack of knowledge. Formal education is one mechanism that potentially can address inadequate public understanding as school is the primary place where students - and future citizens - learn about the climate. In a joint effort, several governmental agencies, non-governmental organizations, scientists and educators have created a framework called The Essential Principles of Climate Science Literacy, detailing seven concepts that are deemed vital for individuals and communities to understand Earth's climate system (USGCRP, 2009). Can students reach climate literacy - as defined by these 7 concepts - if they are taught using a curriculum based on the current state standards? To answer this question, the K-12 state science teaching and learning standards for Texas and California - two states that heavily influence nation-wide textbook creation - were compared against the Essential Principles. The data analysis consisted of two stages, looking for: 1) direct reference to "climate" and "climate change" and 2) indirect reference to the 7 Essential Principles through axial coding. The word "climate" appears in the California K-12 science standards 4 times and in the Texas standards 7 times. The word "climate change" appears in the California and Texas standards only 3 times each. Indirect references to the 7 Essential Principles of climate science literacy were more numerous. Broadly, California covered 6 of the principles while Texas covered all 7. In looking at the 7 principles, the second one "Climate is regulated by complex interactions among component of the Earth system" was the most substantively

  5. Classroom attributes and achievement test scores for deaf and hard of hearing students.

    PubMed

    Holt, J

    1994-10-01

    This study examined reading comprehension and mathematics computation achievement of deaf and hard-of-hearing students in a variety of school settings. Data were collected by Gallaudet University's Center for Assessment and Demographic Studies during its 1990 standardization of the 8th Edition Stanford Achievement Test. Descriptive and inferential statistical methods were used to analyze the relationships among achievement scores, classroom attributes, and demographic factors associated with achievement. Based on the results of this study, inclusion with hearing students in regular classrooms is related to a variety of demographic factors. When reading comprehension and mathematics computation scores are adjusted for these factors, they are higher for the deaf and hard-of-hearing students in regular classrooms. However, it is not known whether the higher achievement is due to inclusion or whether students were selected for inclusion due to their higher achievement levels.

  6. 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…

  7. Some Considerations When Using A Domain-Referenced System of Achievement Tests in Instructional Situations.

    ERIC Educational Resources Information Center

    Nitko, Anthony J.

    The problem of using a domain-referenced system of achievement tests is discussed as it relates to the design of instruction. Testing problems are discussed from the point of view that the teacher, pupil, and/or automation needs certain kinds of information in order to make instructional decisions that are adaptive to the individual learner. The…

  8. 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 Roller Coaster"…

  9. 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…

  10. A Theoretical and Empirical Comparison of Three Approaches to Achievement Testing.

    ERIC Educational Resources Information Center

    Haladyna, Tom; Roid, Gale

    Three approaches to the construction of achievement tests are compared: construct, operational, and empirical. The construct approach is based upon classical test theory and measures an abstract representation of the instructional objectives. The operational approach specifies instructional intent through instructional objectives, facet design,…

  11. On-Line Tutoring for Math Achievement Testing: A Controlled Evaluation

    ERIC Educational Resources Information Center

    Beal, Carole R.; Walles, Rena; Arroyo, Ivon; Woolf, Beverly P.

    2007-01-01

    We report the results of a controlled evaluation of an interactive on-line tutoring system for high school math achievement test problem solving. High school students (N = 202) completed a math pre-test and were then assigned by teachers to receive interactive on-line multimedia tutoring or their regular classroom instruction. The on-line tutored…

  12. Developing Item Bank Based Achievement Tests and Curriculum-Based Measures: Lessons Learned Enroute.

    ERIC Educational Resources Information Center

    Mengel, Bill E.; Schorr, Larry L.

    The experience of the Colorado Springs (Colorado) Public Schools (CSPS) in using different assessment forms for different purposes is detailed. A small niche is reserved for national norm-referenced testing to fill the state achievement testing mandate and for Chapter 1 accountability. A second, and larger, part of the assessment program will be…

  13. 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…

  14. 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.…

  15. Measuring the Outliers: An Introduction to Out-of-Level Testing with High-Achieving Students

    ERIC Educational Resources Information Center

    Rambo-Hernandez, Karen E.; Warne, Russell T.

    2015-01-01

    Out-of-level testing is an underused strategy for addressing the needs of students who score in the extremes, and when used wisely, it could provide educators with a much more accurate picture of what students know. Out-of-level testing has been shown to be an effective assessment strategy with high-achieving students; however, out-of-level…

  16. Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

    NASA Astrophysics Data System (ADS)

    Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

    2014-09-01

    A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

  17. Component Prioritization Schema for Achieving Maximum Time and Cost Benefits from Software Testing

    NASA Astrophysics Data System (ADS)

    Srivastava, Praveen Ranjan; Pareek, Deepak

    Software testing is any activity aimed at evaluating an attribute or capability of a program or system and determining that it meets its required results. Defining the end of software testing represents crucial features of any software development project. A premature release will involve risks like undetected bugs, cost of fixing faults later, and discontented customers. Any software organization would want to achieve maximum possible benefits from software testing with minimum resources. Testing time and cost need to be optimized for achieving a competitive edge in the market. In this paper, we propose a schema, called the Component Prioritization Schema (CPS), to achieve an effective and uniform prioritization of the software components. This schema serves as an extension to the Non Homogenous Poisson Process based Cumulative Priority Model. We also introduce an approach for handling time-intensive versus cost-intensive projects.

  18. Correlations for the Stroop Color and Word Test with measures of reading and language achievement.

    PubMed

    Leverett, J Patrick; Lassiter, Kerry S; Buchanan, Gray M

    2002-04-01

    The present investigation examined the relationships for scores on the Stroop Color and Word Test with measures of reading and language achievement within an adult population. The Stroop Color and Word Test, Nelson-Denny Reading Test, Woodcock-Johnson Psycho-Educational Battery-Revised, and Wide Range Achievement Test-3 were administered to 99 men ranging in age from 18 to 27 years. Pearson product-moment correlations indicated that the Stroop Word task was positively associated with scores on the WRAT-3 Spelling task, the Woodcock-Johnson Basic and Broad Reading tasks, and the Nelson-Denny Rcading Rate and Comprehension tasks. These and other significant relationships were discussed in terms of possible implications regarding the assessment of reading achievement.

  19. The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry

    ERIC Educational Resources Information Center

    Shabatat, Kawthar; Al-Tarawneh, Mohammed

    2016-01-01

    This study aimed at recognizing the impact of teaching-learning program based on a brain-based learning on the achievement of female students of 9th grade in chemistry, to accomplish the goal of this study the researchers designed instruments of: instructional plans, pre achievement and past achievement exams to use them for the study-validity and…

  20. Teaching Low-Achieving Students to Self-Regulate Persuasive Quick Write Responses

    ERIC Educational Resources Information Center

    Mason, Linda H.; Benedek-Wood, Elizabeth; Valasa, Lauren

    2009-01-01

    Students' academic achievement across content areas is often dependent on their ability to express knowledge through written expression. Many adolescent students lack the skills to write efficiently and effectively. These low-achieving writers can benefit from instruction in self-regulating the writing process. One approach, Self-Regulated…

  1. Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics

    ERIC Educational Resources Information Center

    Yaghmour, Kholoud Subhi

    2016-01-01

    The study aimed to investigate the Blended Education strategy in the achievement of the third grade students in mathematics. The study sample consisted of (97) male and female students distributed on four classes: (47) male and female students in the experimental group and (50) male and female students in the control group. To achieve the…

  2. Relationship between Science Teaching Practices and Students' Achievement in Singapore, Chinese Taipei, and the US: An Analysis Using TIMSS 2011 Data

    ERIC Educational Resources Information Center

    Gao, Su

    2014-01-01

    The assumption that inquiry-based instruction is more effective in influencing student science achievement than traditional didactic teaching has been the driving force of science education reform in recent decades and in many countries. However, the empirical relationship between these two kinds of science teaching and student science performance…

  3. The Impact of Using Technology on Student Achievement: Teaching Functions with the TI-Nspire to 9th Grade Algebra Students

    ERIC Educational Resources Information Center

    Buckner, Barbara Renee

    2011-01-01

    The purpose of this study was to determine the effect of TI-Nspire graphing calculator use on student achievement and on teacher behavior variables of planning, teaching, and assessing. This study investigated the teaching of functions by teachers using the TI-Nspire graphing calculator versus teachers using a non-graphing scientific calculator. …

  4. Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades?

    ERIC Educational Resources Information Center

    Desimone, Laura; Long, Daniel A.

    2010-01-01

    Background/Context: Although there is relative agreement on the pattern of the achievement gap, attributing changes in the gap to schooling is less clear. Our study contributes to understanding potential teacher and teaching effects on achievement and inequality. Purpose/Objective/Research Question/Focus of Study: We intend our work to contribute…

  5. Academic achievement among undergraduate nursing students: the development and test of a causal model.

    PubMed

    Chacko, S B; Huba, M E

    1991-06-01

    This article tested relationships among variables depicted in a causal learning model of academic achievement developed by the authors. The Learning and Study Skills (LASSI), Life Experience Survey (LES), and ASSET test were administered to 134 first-semester nursing students at a 2-year community college. The path analysis supported 11 of the 14 pathways tested. Language ability, reading ability, and self-efficacy were found to be direct effects on academic achievement. When self-efficacy was the criterion, students' language ability, math ability, motivation, and concentration and preparation for class were direct effects. Life stress, motivation, and self-monitoring/use of study strategies were found to be direct effects on students' concentration and preparation for class. In turn, when the ability to self-monitor and use study strategies was the criterion, motivation was the only direct effect. Overall, the model explained 46% of the variance in academic achievement.

  6. Performance-based alternative assessments as a means of eliminating gender achievement differences on science tests

    NASA Astrophysics Data System (ADS)

    Brown, Norman Merrill

    1998-09-01

    Historically, researchers have reported an achievement difference between females and males on standardized science tests. These differences have been reported to be based upon science knowledge, abstract reasoning skills, mathematical abilities, and cultural and social phenomena. This research was designed to determine how mastery of specific science content from public school curricula might be evaluated with performance-based assessment models, without producing gender achievement differences. The assessment instruments used were Harcourt Brace Educational Measurement's GOALSsp°ler: A Performance-Based Measure of Achievement and the performance-based portion of the Stanford Achievement Testspcopyright, Ninth Edition. The identified independent variables were test, gender, ethnicity, and grade level. A 2 x 2 x 6 x 12 (test x gender x ethnicity x grade) factorial experimental design was used to organize the data. A stratified random sample (N = 2400) was selected from a national pool of norming data: N = 1200 from the GOALSsp°ler group and N = 1200 from the SAT9spcopyright group. The ANOVA analysis yielded mixed results. The factors of test, gender, ethnicity by grade, gender by grade, and gender by grade by ethnicity failed to produce significant results (alpha = 0.05). The factors yielding significant results were ethnicity, grade, and ethnicity by grade. Therefore, no significant differences were found between female and male achievement on these performance-based assessments.

  7. 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)

  8. Test Anxiety, Mathematics Anxiety, and Teacher Comments: Relationships to Achievement in Remedial Mathematics Classes.

    ERIC Educational Resources Information Center

    Green, LuEthel Tate

    1990-01-01

    Investigates test anxiety, mathematics anxiety, and teacher feedback among university students enrolled in remedial mathematics classes to explore student motivation within an instructional framework. Results indicate that text anxiety has a significant effect on remedial mathematics students' mathematics achievement, and that informative feedback…

  9. 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…

  10. 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…

  11. The Use of Achievement Test Results in Elementary School Guidance and Counseling.

    ERIC Educational Resources Information Center

    Perkins, Kyle; And Others

    Achievement test results, in combination with other data, are used to help guidance counselors plan students' future educational programs to the extent that such data assist school personnel in grouping students for optimal instructional benefits. Implementation of such plans may require fitting the curriculum to the student. Two types of schemata…

  12. High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

    ERIC Educational Resources Information Center

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

    2005-01-01

    Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

  13. Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators

    ERIC Educational Resources Information Center

    Cameron, Judy; Pierce, W. David; Banko, Katherine M.; Gear, Amber

    2005-01-01

    This study assessed how rewards impacted intrinsic motivation when students were rewarded for achievement while learning an activity, for performing at a specific level on a test, or for both. Undergraduate university students engaged in a problem-solving activity. The design was a 2 * 2 factorial with 2 levels of reward in a learning phase…

  14. High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?

    ERIC Educational Resources Information Center

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

    2006-01-01

    This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the "story" of accountability implementation and impact in that state. Using the "law of comparative judgments," over…

  15. Do Peers Influence Achievement in High School Economics? Evidence from Georgia's Economics End of Course Test

    ERIC Educational Resources Information Center

    Clark, Christopher; Scafidi, Benjamin; Swinton, John R.

    2011-01-01

    The authors provide the first estimates of the impact of peers on achievement in high school economics. The estimates are obtained by analyzing three years of data on all high school students who take Georgia's required economics course and its accompanying high-stakes End of Course Test (Georgia Department of Education). They use an instrumental…

  16. 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…

  17. Educational Assessment: Exploring the Relationship between Computer Adaptive Testing, Data Analysis, and Student Achievement

    ERIC Educational Resources Information Center

    Donhost, Michael J.

    2009-01-01

    The research on the potential relationship of the Northwest Evaluation Association's Measures of Academic Progress (NWEA MAP) and the Illinois Standards Achievement Test (ISAT) was conducted in two phases and focused on middle schools with a grade configuration of 6-8 in the state of Illinois. The first phase of the research examined whether or…

  18. 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…

  19. THE DEVELOPMENT OF A STANDARDIZED ACHIEVEMENT TEST FOR SMALL GASOLINE ENGINE INSTRUCTION.

    ERIC Educational Resources Information Center

    EBBERT, J. MARVIN

    THE PURPOSE OF THE STUDY WAS TO DEVELOP A STANDARDIZED, MULTIPLE-CHOICE ACHIEVEMENT TEST ON THE OPERATION, CARE, AND MAINTENANCE OF SMALL GASOLINE ENGINES. OBJECTIVES AND A UNIT OUTLINE WERE DEVELOPED WITH THE COOPERATION OF 75 INDIANA VOCATIONAL AGRICULTURE TEACHERS. A PANEL SUGGESTED MODIFICATIONS, AND THE REFINED OBJECTIVES AND OUTLINE WERE…

  20. 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…

  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. 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…

  3. 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…

  4. Teacher Attitudes on Personal Teaching Efficacy and Responsive Teaching, and Principal Leadership Behaviors in the Areas of Leader Social Relationships, Leadership/Goal Setting, and Collaboration for Learning in Low Wealth, Low and High Achieving Middle Schools

    ERIC Educational Resources Information Center

    Levey, Eliana K.

    2014-01-01

    The purpose of this study was to investigate whether middle school teacher attitudes on personal teaching efficacy and responsive teaching and their descriptions of their principal's leadership behaviors in the areas of leader social relationships, leadership/goal setting, and collaboration for learning differ for high- and low-achieving Grade 8…

  5. "Teaching to the Test" in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance

    ERIC Educational Resources Information Center

    Jennings, Jennifer L.; Bearak, Jonathan Marc

    2014-01-01

    What is "teaching to the test," and can one detect evidence of this practice in state test scores? This paper unpacks this concept and empirically investigates one variant of it by analyzing test item--level data from three states' mathematics and reading tests. We show that NCLB-era state tests predictably emphasized some state…

  6. 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.

  7. Effects of the Teacher's Background on Teaching and Students' Achievement in Botany and Zoology

    ERIC Educational Resources Information Center

    Tamir, P.

    1976-01-01

    The relationship of certain teacher background variables to their attitudes priorities, expectations, and instructional practices regarding botany and zoology was investigated. Teachers were grouped into three categories: botanists, zoologists, and neutrals; the academic achievement of the students of the teachers in the three categories was…

  8. Seneca Falls: Achieving Woman's Rights. Teaching with Primary Sources Series, Volume 12.

    ERIC Educational Resources Information Center

    Hodges, Elaine Prater

    This volume provides documentation on the origin of the women's rights movement placing the documents in a context that aims to show the rationale that blocked women from achieving full equality. The volume contains 127 fully annotated documents presented in chronological order (with a few exceptions) beginning in 1632 with colonial laws regarding…

  9. Laboratory Teaching: Implication on Students' Achievement in Chemistry in Secondary Schools in Ebonyi State of Nigeria

    ERIC Educational Resources Information Center

    Akani, Omiko

    2015-01-01

    This study aimed at investigation of the roles of the laboratory in students' academic achievement in chemistry in secondary schools in Ebonyi State of Nigeria. Four research questions and two hypotheses guided the study. A sample of 240 students selected through simple random sampling technique from ten secondary schools in the 3 Education Zones…

  10. Teaching and Student Achievement in Science: A Comparison of Three Different Schedule Types.

    ERIC Educational Resources Information Center

    Veal, William R.

    2000-01-01

    Examines the effects of block scheduling on teacher practice and student achievement. Sought to recognize the professional lives of teachers as a context for both change and stability. Investigates two questions: (1) How does one type of block schedule reform change science classroom practice within specific subjects; and (2) How does this reform…

  11. Beyond "Best Practices": An Examination of Teachers, Teaching, and Reading Achievement

    ERIC Educational Resources Information Center

    Cox, Robin W.

    2012-01-01

    I conducted case study research on five third-grade teachers to go "beneath" the appearance of best practices and understand what helps students make the greatest literacy achievement. I asked principals and reading experts to complete a best practices rubric and then selected the two highest scoring teachers from three schools. I…

  12. Teaching to the Tails: Teacher Performance Pay and the Distribution of Student Achievement

    ERIC Educational Resources Information Center

    Loyalka, Prashant; Sylvia, Sean; Liu, Chengfang; Chu, James; Rozelle, Scott

    2015-01-01

    Growing evidence suggests that teachers in developing countries often have weak or misaligned incentives for improving student outcomes. In response, policymakers and researchers have proposed performance pay as a way to improve student outcomes by tying concrete measures like achievement scores to teacher pay. While evidence from randomized…

  13. Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations

    ERIC Educational Resources Information Center

    Acat, M. Bahaddin; Dereli, Esra

    2012-01-01

    The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…

  14. The Effect of Teaching and Learning with Texas Instruments Handheld Devices on Student Achievement in Algebra

    ERIC Educational Resources Information Center

    Lyublinskaya, Irina; Tournaki, Nelly

    2011-01-01

    This study compares the respective achievement of students in an integrated algebra course taught with two different types of handhelds over a period of one year. The experimental group was taught with TI-Nspire[TM] handhelds and was compared to the control group taught with TI-84 Plus graphing calculators. The teachers of each group received…

  15. Effects of Two-Group and Whole-Class Teaching on Regrouped Elementary Students' Mathematics Achievement.

    ERIC Educational Resources Information Center

    Mason, DeWayne A.; Good, Thomas L.

    1993-01-01

    A whole-class model providing for student diversity through remediation and enrichment in small groups was compared with a two-group model accommodating diversity through fixed within-class ability groups. Higher mathematics achievement was found for the whole-class model in a study of 1,736 fourth, fifth, and sixth graders. (SLD)

  16. Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones

    ERIC Educational Resources Information Center

    Jacobi-Vessels, Jill L.; Brown, E. Todd; Molfese, Victoria J.; Do, Ahn

    2016-01-01

    Attention to early childhood mathematics instructional strategies has sharpened due to the relatively poor mathematics performance of U.S. students in comparison to students from other countries and research evidence that early mathematics skills impact later achievement. Early Childhood counting skills form the foundation for subsequent…

  17. Meta-Analysis of the Research on Response Cards: Effects on Test Achievement, Quiz Achievement, Participation, and Off-Task Behavior

    ERIC Educational Resources Information Center

    Randolph, Justus J.

    2007-01-01

    In this meta-analysis, the author analyzed 18 response card articles, theses, or dissertations to determine the magnitude of effect that response card strategies have on test achievement, quiz achievement, class participation, and intervals of off-task behavior. The author also determined whether the type of response cards used or the presence or…

  18. 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. PMID:25636260

  19. 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.

  20. Evaluation of English Achievement Test: A Comparison between High and Low Achievers amongst Selected Elementary School Students of Pakistan

    ERIC Educational Resources Information Center

    Haider, Zubair; Latif, Farah; Akhtar, Samina; Mushtaq, Maria

    2012-01-01

    Validity, reliability and item analysis are critical to the process of evaluating the quality of an educational measurement. The present study evaluates the quality of an assessment constructed to measure elementary school student's achievement in English. In this study, the survey model of descriptive research was used as a research method.…

  1. Effects of Gender, Math Ability, Trait Test Anxiety, Statistics Course Anxiety, Statistics Achievement, and Perceived Test Difficulty on State Test Anxiety.

    ERIC Educational Resources Information Center

    Hong, Eunsook

    A path analytic model of state test anxiety was tested in 169 college students who were enrolled in statistics courses. Variables in the model included gender, mathematics ability, trait test anxiety (trait worry and trait emotionality as separate variables), statistics course anxiety, statistics achievement (scores on midterm examinations),…

  2. Test of the definition of learning disability based on the difference between IQ and achievement.

    PubMed

    Mayes, Susan Dickerson; Calhoun, Susan L

    2005-08-01

    A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 referred children (8-16 years, M= 10, SD=2) with normal intelligence. Learning disability was defined as a significant discrepancy (p<.05) between predicted and obtained achievement in reading, mathematics, or written expression on the Wechsler Individual Achievement Test. Predicted achievement was based on the child's WISC-III Full Scale IQ. Overidentification was considered to occur when a child scored at or above age level in reading, mathematics, and writing but still had a significant discrepancy between predicted and obtained achievement by virtue of a high IQ. Learning disability was diagnosed in 312 (66%) of the children. There was no overidentification because all children had one or more WIAT scores below the normative level for their age, i.e., < 100. Further, only 7% of the children were identified with a learning disability based on a WIAT score in the 90s. These children had a mean IQ of 123 and were rated by their teachers and parents as having learning problems.

  3. The establisment of an achievement test for determination of primary teachers' knowledge level of earthquake

    NASA Astrophysics Data System (ADS)

    Aydin, Süleyman; Haşiloǧlu, M. Akif; Kunduraci, Ayşe

    2016-04-01

    In this study it was aimed to improve an academic achievement test to establish the students' knowledge about the earthquake and the ways of protection from earthquakes. In the method of this study, the steps that Webb (1994) was created to improve an academic achievement test for a unit were followed. In the developmental process of multiple choice test having 25 questions, was prepared to measure the pre-service teachers' knowledge levels about the earthquake and the ways of protection from earthquakes. The multiple choice test was presented to view of six academics (one of them was from geographic field and five of them were science educator) and two expert teachers in science Prepared test was applied to 93 pre-service teachers studying in elementary education department in 2014-2015 academic years. As a result of validity and reliability of the study, the test was composed of 20 items. As a result of these applications, Pearson Moments Multiplication half-reliability coefficient was found to be 0.94. When this value is adjusted according to Spearman Brown reliability coefficient the reliability coefficient was set at 0.97.

  4. Relative Effectiveness of Expository and Field Trip Methods of Teaching on Students' Achievement in Ecology

    ERIC Educational Resources Information Center

    Hamilton-Ekeke, Joy-Telu

    2007-01-01

    The study was a pre-test treatment post-test control design. Three educational districts from the Niger Delta region of Nigeria were treated as clusters. Twenty boys and 20 girls were randomly selected, making up a total of 40 students, in each of Group A, Group B, and Group C. Students in Group A were taught ecology by taking them to the school…

  5. A Comparison of an Achievement Battery with Two Tests of Ability with Educable Mental Retardates. Final Report.

    ERIC Educational Resources Information Center

    MacKinnon, Ronald C.; Elliott, Charles

    To find the concurrent validity of two scholastic aptitude tests when a scholastic achievement test was used as a criterion for use in placement of mentally retarded children, 127 subjects were involved. The California Achievement Test (CAT) was used as a criterion measure, and the Primary Mental Abilities test (PMA) and the Slosson Intelligence…

  6. Achieving compliance with the European Working Time Directive in a large teaching hospital: a strategic approach.

    PubMed

    Jones, Gareth J; Vanderpump, Mark P J; Easton, Mark; Baker, Daryll M; Ball, Carol; Leenane, Michael; O'Brien, Heather; Turner, Nigel; Else, Martin; Reid, Wendy M N; Johnson, Margaret

    2004-01-01

    This paper describes the strategy which achieved European Working Time Directive (EWTD) compliance at the Royal Free Hampstead NHS Trust in medicine and surgery. Compliance with EWTD regulations was assessed by diary card exercise, clinical care assessed through critical incident reports, electronic handover documents and nursing reports, training opportunities assessed by unit training directors, cost controls assessed by finance department analysis, and workload assessed by staff attendance on wards, in casualty and in theatres. There was a change in focus of care to a consultant-led, specialist registrar- (SpR-)driven service extending into evenings and on weekends, coupled with a move to a multi-skilled team for night cover, and to a move from traditional on-call shifts to a full shift system across both medicine and surgery. Compliance with the EWTD was achieved whilst maintaining good standards of clinical care, ensuring training opportunities for doctors in training, controlling payroll costs, removing the need for locums, and reducing workload for both junior doctors and consultants. PMID:15536871

  7. A Unifying Framework for Teaching Nonparametric Statistical Tests

    ERIC Educational Resources Information Center

    Bargagliotti, Anna E.; Orrison, Michael E.

    2014-01-01

    Increased importance is being placed on statistics at both the K-12 and undergraduate level. Research divulging effective methods to teach specific statistical concepts is still widely sought after. In this paper, we focus on best practices for teaching topics in nonparametric statistics at the undergraduate level. To motivate the work, we…

  8. The Effects of Communicative Grammar Teaching on Students' Achievement of Grammatical Knowledge and Oral Production

    ERIC Educational Resources Information Center

    Ho, Pham Vu Phi; The Binh, Nguyen

    2014-01-01

    So far the students of Le Hong Phong Junior High School have been taught grammar with GTM (Grammar-Translation Method), which just prepares learners for conventional grammar-paper tests. Despite their considerable knowledge of grammar, the students fail to use the language they have learnt to communicate in real-life situations. The purpose of…

  9. 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.

  10. Performance on large-scale science tests: Item attributes that may impact achievement scores

    NASA Astrophysics Data System (ADS)

    Gordon, Janet Victoria

    Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition

  11. Lead exposure and the 2010 achievement test scores of children in New York counties

    PubMed Central

    2012-01-01

    Background Lead is toxic to cognitive and behavioral functioning in children even at levels well below those producing physical symptoms. Continuing efforts in the U.S. since about the 1970s to reduce lead exposure in children have dramatically reduced the incidence of elevated blood lead levels (with elevated levels defined by the current U.S. Centers for Disease Control threshold of 10 μg/dl). The current study examines how much lead toxicity continues to impair the academic achievement of children of New York State, using 2010 test data. Methods This study relies on three sets of data published for the 57 New York counties outside New York City: school achievement data from the New York State Department of Education, data on incidence of elevated blood lead levels from the New York State Department of Health, and data on income from the U.S. Census Bureau. We studied third grade and eighth grade test scores in English Language Arts and mathematics. Using the county as the unit of analysis, we computed bivariate correlations and regression coefficients, with percent of children achieving at the lowest reported level as the dependent variable and the percent of preschoolers in the county with elevated blood lead levels as the independent variable. Then we repeated those analyses using partial correlations to control for possible confounding effects of family income, and using multiple regressions with income included. Results The bivariate correlations between incidence of elevated lead and number of children in the lowest achievement group ranged between 0.38 and 0.47. The partial correlations ranged from 0.29 to 0.40. The regression coefficients, both bivariate and partial (both estimating the increase in percent of children in the lowest achievement group for every percent increase in the children with elevated blood lead levels), ranged from 0.52 to 1.31. All regression coefficients, when rounded to the nearest integer, were approximately 1. Thus, when the

  12. In vitro biocompatibility testing of some synthetic polymers used for the achievement of nervous conduits

    PubMed Central

    Florescu, IP; Coroiu, V; Oancea, A; Lungu, M

    2011-01-01

    Biocompatible synthetic polymers are largely used in the bio–medical domain, tissue engineering and in controlled release of medicines. Polymers can be used in the achievement of cardiac and vascular devices, mammary implants, eye lenses, surgical threads, nervous conduits, adhesives, blood substitutes, etc. Our study was axed on the development of cytotoxicity tests for 3 synthetic polymers, namely polyvinyl alcohol, polyethylene glycol and polyvinyl chloride. These tests targeted to determine the viability and morphology of cells (fibroblasts) that were in indirect contact with the studied polymers. Cell viability achieved for all the studied synthetic polymers allowed their frame in biocompatible material category. Cell morphology did not significantly change, thus accomplishing a new biocompatibility criterion. The degree of biocompatibility of the studied polymers varied. Polyvinyl alcohol presented the highest grade of biocompatibility and polyvinyl chloride placed itself at the lowest limit of biocompatibility. The results achieved allowed the selection of those polymers that (by enhancing their degrees of biocompatibility due to the association with various biopolymers) will be used in the development of new biocompatible materials, useful in nervous conduits manufacture. PMID:22567047

  13. 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…

  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. Teaching and Testing Solutions to the Problem of Debilitating Effects of Test Anxiety on Test Performance.

    ERIC Educational Resources Information Center

    Hill, Kennedy T.; Horton, Margaret W.

    Educational solutions to the problem of test anxiety were explored. Test anxiety has a debilitating effect on performance which increases over the school years. The solution is, first, to measure test anxiety so that the extent of it, as well as the effectiveness of programs designed to alleviate it, can be measured. The seven-item Comfort Index,…

  16. 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. PMID:9654766

  17. The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings

    ERIC Educational Resources Information Center

    Moon, Brian

    2014-01-01

    The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future…

  18. A Test of Personal and Social Utility Values and the Appeal of a Career in Teaching

    ERIC Educational Resources Information Center

    Giersch, Jason

    2016-01-01

    An effective education system depends upon attracting college students into the teaching profession, but most of the research on what motivates individuals to pursue teaching merely surveys individuals who have already entered a teacher education program. This study employs an experimental design to test the effects of exposure to randomly…

  19. Acorn Caching in Tree Squirrels: Teaching Hypothesis Testing in the Park

    ERIC Educational Resources Information Center

    McEuen, Amy B.; Steele, Michael A.

    2012-01-01

    We developed an exercise for a university-level ecology class that teaches hypothesis testing by examining acorn preferences and caching behavior of tree squirrels (Sciurus spp.). This exercise is easily modified to teach concepts of behavioral ecology for earlier grades, particularly high school, and provides students with a theoretical basis for…

  20. Classroom-tested Recommendations for Teaching Problem Solving within a Traditional College Course: Genetics.

    ERIC Educational Resources Information Center

    Smith, Mike U.

    Both teachers and students alike acknowledge that genetics and genetics problem-solving are extremely difficult to learn and to teach. Therefore, a number of recommendations for teaching college genetics are offered. Although few of these ideas have as yet been tested in controlled experiments, they are supported by research and experience and may…

  1. A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing

    ERIC Educational Resources Information Center

    van der Zande, Paul; Waarlo, Arend Jan; Brekelmans, Mieke; Akkerman, Sanne F.; Vermunt, Jan D.

    2011-01-01

    Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. This study reports on the first results of a research project aimed at enhancing biology teacher knowledge for teaching genetics in the context of genetic testing. The increasing body of scientific knowledge…

  2. Expertise for Teaching Biology Situated in the Context of Genetic Testing

    ERIC Educational Resources Information Center

    van der Zande, Paul; Akkerman, Sanne F.; Brekelmans, Mieke; Waarlo, Arend Jan; Vermunt, Jan D.

    2012-01-01

    Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers' expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge…

  3. A Longitudinal Study to Identify Prospective Science Teachers' Beliefs about Science Teaching Using the Draw-a-Science-Teacher-Test Checklist

    ERIC Educational Resources Information Center

    Ambusaidi, Abdullah K.; Al-Balushi, Sulaiman M.

    2012-01-01

    This is a longitudinal study aimed at revealing the beliefs of prospective science teachers in the College of Education at Sultan Qaboos University/Sultanate of Oman about science teaching. To achieve this aim a Draw-A-Science-Teacher-Test Checklist (DASTT-C) tool was used. The study sample consisted of (45) prospective science teachers in the…

  4. Learning about Teaching the Extracurricular Topic of Nanotechnology as a Vehicle for Achieving a Sustainable Change in Science Education

    ERIC Educational Resources Information Center

    Blonder, Ron; Mamlok-Naaman, Rachel

    2016-01-01

    This study focused on teachers' transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a…

  5. 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…

  6. Development and validation of an achievement test in introductory quantum mechanics: The Quantum Mechanics Visualization Instrument (QMVI)

    NASA Astrophysics Data System (ADS)

    Cataloglu, Erdat

    The purpose of this study was to construct a valid and reliable multiple-choice achievement test to assess students' understanding of core concepts of introductory quantum mechanics. Development of the Quantum Mechanics Visualization Instrument (QMVI) occurred across four successive semesters in 1999--2001. During this time 213 undergraduate and graduate students attending the Pennsylvania State University (PSU) at University Park and Arizona State University (ASU) participated in this development and validation study. Participating students were enrolled in four distinct groups of courses: Modern Physics, Undergraduate Quantum Mechanics, Graduate Quantum Mechanics, and Chemistry Quantum Mechanics. Expert panels of professors of physics experienced in teaching quantum mechanics courses and graduate students in physics and science education established the core content and assisted in the validating of successive versions of the 24-question QMVI. Instrument development was guided by procedures outlined in the Standards for Educational and Psychological Testing (AERA-APA-NCME, 1999). Data gathered in this study provided information used in the development of successive versions of the QMVI. Data gathered in the final phase of administration of the QMVI also provided evidence that the intended score interpretation of the QMVI achievement test is valid and reliable. A moderate positive correlation coefficient of 0.49 was observed between the students' QMVI scores and their confidence levels. Analyses of variance indicated that students' scores in Graduate Quantum Mechanics and Undergraduate Quantum Mechanics courses were significantly higher than the mean scores of students in Modern Physics and Chemistry Quantum Mechanics courses (p < 0.05). That finding is consistent with the additional understanding and experience that should be anticipated in graduate students and junior-senior level students over sophomore physics majors and majors in another field. The moderate

  7. Expertise for Teaching Biology Situated in the Context of Genetic Testing

    NASA Astrophysics Data System (ADS)

    Van der Zande, Paul; Akkerman, Sanne F.; Brekelmans, Mieke; Waarlo, Arend Jan; Vermunt, Jan D.

    2012-07-01

    Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers' expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed.

  8. 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…

  9. 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…

  10. Evaluation of Science Achievement and Science Test Development in an International Context: The IEA Study in Science

    ERIC Educational Resources Information Center

    Klopfer, Leopold E.

    1973-01-01

    Describes the development of cognitive tests and their administration to four student populations in a cross-nation study on science achievement by the International Association for the Evaluation of Educational Achievement. Included are illustrative items, a table of behavior-subject area grid, and test scores by countries. (CC)

  11. The Process of Customization of the "Metropolitan Achievement Test" (MAT-6) in Mathematics for New York City Public School Students.

    ERIC Educational Resources Information Center

    Taleporos, Betsy; And Others

    In the spring of 1986, New York City began using the Metropolitan Achievement Test-6 (MAT-6) series to assess achievement in mathematics as part of a continuing end-of-year testing program. During the first two years of the program, appropriate levels of the shelf version of MAT-6 (Forms L and M) were administered to second through eighth graders.…

  12. The Impact of Retrieval Processes, Age, General Achievement Level, and Test Scoring Scheme for Children's Metacognitive Monitoring and Controlling

    ERIC Educational Resources Information Center

    Krebs, Saskia Susanne; Roebers, Claudia Maria

    2012-01-01

    This multi-phase study examined the influence of retrieval processes on children's metacognitive processes in relation to and in interaction with achievement level and age. First, N = 150 9/10- and 11/12-year old high and low achievers watched an educational film and predicted their test performance. Children then solved a cloze test regarding the…

  13. The Effects of Using Problem-Based Learning in Science and Technology Teaching upon Students' Academic Achievement and Levels of Structuring Concepts

    ERIC Educational Resources Information Center

    Inel, Didem; Balim, Ali Gunay

    2010-01-01

    The present study aimed to investigate the impact of the problem-based learning method used in science and technology teaching upon elementary school students' construction levels for the concepts concerning the "Systems in Our Body" unit in the science and technology course and their academic achievement. To this end, during the four-week…

  14. Simultaneous Effects of Allowed Time, Teaching Method, Ability, and Student Assessment of Treatment on Achievement in a High School Biology Course (ISIS).

    ERIC Educational Resources Information Center

    Burkman, Ernest; And Others

    1982-01-01

    Examined effects of teaching method (self-directed, group-directed, teacher-directed), academic ability, student assessment of treatment, and allowed time on achievement in three Individualized Science Instructional System (ISIS) biology minicourses. Results, among others, indicated that individualized instruction favored high-ability students and…

  15. An Analysis of the Relationship of Teaching Methodology and the Students' Level of Cognition with Student Achievement in Principles of Marketing.

    ERIC Educational Resources Information Center

    Hallgren, Kenneth Glenn

    A study investigated the relationship of students' cognitive level of development and teaching methodology with student achievement. The sample was composed of 79 students in two sections of the introductory marketing course at the University of Northern Colorado. The control group was taught by a lecture strategy, and the experimental group by a…

  16. Effects of Two Teaching Methods on the Achievement in and Attitude to Biology of Students of Different Levels of Scientific Literacy

    ERIC Educational Resources Information Center

    Nwagbo, Chinwe

    2006-01-01

    The study was designed to investigate the relative efficacy of the guided inquiry and the expository teaching methods on the achievement in and attitude to biology of students of different levels of scientific literacy. Four research questions and four null hypotheses were posed and formulated respectively, to guide the work. It was hypothesized…

  17. Improving the Teaching and Learning of Science in a Suburban Junior High School on Long Island: Achieving Parity through Cogenerative Dialogues

    ERIC Educational Resources Information Center

    Baker, Eileen Perman

    2010-01-01

    The research in this dissertation focuses on ways to improve the teaching and learning of science in a suburban junior high school on Long Island, New York. The study is my attempt to find ways to achieve parity in my classroom in terms of success in science. I was specifically looking for ways to encourage Black female students in my classroom…

  18. Effectiveness of Computer-Assisted Pronunciation Teaching and Verbal Ability on the Achievement of Senior Secondary School Students in Oral English

    ERIC Educational Resources Information Center

    Gambari, Amosa Isiaka; Kutigi, Amina Usman; Fagbemi, Patricia O.

    2014-01-01

    This study investigated the effectiveness of a computer-assisted pronunciation teaching (CAPT) package on the achievement of senior secondary students in oral English in Minna, Nigeria. It also examined the influence of CAPT on verbal ability and gender. The sample consisted of sixty senior secondary school students drawn from two coeducational…

  19. Effects of Using History as a Tool to Teach Mathematics on Students' Attitudes, Anxiety, Motivation and Achievement in Grade 11 Classrooms

    ERIC Educational Resources Information Center

    Lim, Siew Yee; Chapman, Elaine

    2015-01-01

    For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students' mathematics achievement. Effects in three affective…

  20. The Impact of Montessori Teaching on Academic Achievement of Elementary School Students in a Central Texas School District: A Causal-Comparative Inquiry

    ERIC Educational Resources Information Center

    Salazar, Minerva Mungia

    2013-01-01

    Providing a meaningful and experiential learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on state standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for…

  1. A Study of Home Environment, Academic Achievement and Teaching Aptitude on Training Success of Pre-Service Elementary Teachers of India

    ERIC Educational Resources Information Center

    Rani, Sunita; Siddiqui, M. A.

    2015-01-01

    The primary intend of the study was to explore the relationship of Arts, Science and Commerce stream and training success and the influence of Home Environment, Academic Achievement and Teaching Aptitude on training success of ETE trainees. The study analyzed the numerical data from a survey of 380 teacher trainees of three DIETs of Delhi, India.…

  2. Relative Effectiveness of Two Approaches to the Teaching of Music Theory on the Achievement and Attitudes of Undergraduate Students Training as Church Musicians

    ERIC Educational Resources Information Center

    Kinchen, John Dawson, III

    2012-01-01

    As a result of a perceived need to improve the music theory curricula for the preparation of church music leaders, this study compared two diverse approaches to the teaching of music theory for church music university students on achievement, attitudes, and self-preparedness. This current study was a quantitative, quasi-experimental research…

  3. Teaching Practices and Student Achievement: Report of First-Year Findings from the 'Mosaic' Study of Systemic Initiatives in Mathematics and Science.

    ERIC Educational Resources Information Center

    Klein, Stephen; Hamilton, Laura; McCaffrey, Daniel; Stecher, Brian; Robyn, Abby; Burroughs, Delia

    This book reports on the first wave of the Mosaic Project which investigates the effects of educational change and teaching practices in mathematics and science on student achievement. The Mosaic project was supported by the National Science Foundation (NSF) and featured two waves. The states that participated in the first wave were State Systemic…

  4. The Effect of Using the Constructivist Learning Model in Teaching Science on the Achievement and Scientific Thinking of 8th Grade Students

    ERIC Educational Resources Information Center

    Qarareh, Ahmed O.

    2016-01-01

    The study aims to investigate the effect of using constructivist learning model in teaching science, especially in the subject of light: its nature, mirrors, lens, and properties, on the achievement of eighth-grade students and their scientific thinking. The study sample consisted of (136) male and female 8th graders were chosen from two basic…

  5. Impact of STS (Context-Based Type of Teaching) in Comparison with a Textbook Approach on Attitudes and Achievement in Community College Chemistry Classrooms

    ERIC Educational Resources Information Center

    Perkins, Gita

    2011-01-01

    The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in…

  6. Teaching Posttraining : Influencing Diagnostic Strategy with Instructions at Test

    ERIC Educational Resources Information Center

    Kulatunga-Moruzi, Chan; Brooks, Lee R.; Norman, Geoffrey R.

    2011-01-01

    It is believed that medical diagnosis involves two complementary processes, analytic and similarity-based. There is considerable debate as to which of these processes defines diagnostic expertise and how best to teach clinical diagnosis and reduce diagnostic errors. The purpose of these studies is to document the use of these strategies in medical…

  7. Clinical Teaching Effectiveness Instrument: Development and Psychometric Testing.

    ERIC Educational Resources Information Center

    Copeland, H. Liesel; Hewson, Mariana

    This report describes the development and psychometric qualities of a new instrument to assess clinical teaching effectiveness in medical education. The strength of the instrument is seen to lie in the qualitative development process involving iterative checking with key stakeholders; its high reliability, validity, and feasibility; and its ease…

  8. 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

  9. Effectiveness of a test-taking strategy on achievement in essay tests for students with learning disabilities.

    PubMed

    Therrien, William J; Hughes, Charles; Kapelski, Cory; Mokhtari, Kouider

    2009-01-01

    Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning disabilities nominated by teachers as average writers. A 6-step essay strategy was taught that included analyzing the essay prompt, outlining, writing a response, and reviewing the answer. On the posttest, intervention group students significantly outperformed control group students on essay measures related to strategy use, content, and organization. There was no significant difference between treatment group and students without learning disabilities on posttest measures of content and organization.

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

    PubMed

    Keogh, Louise A; Otlowski, Margaret F A

    2013-09-01

    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.

  11. Teach Reading, Not Testing: Best Practice in an Age of Accountability

    ERIC Educational Resources Information Center

    Hollingworth, Liz; Drake, Hilleary M.

    2011-01-01

    "Teach Reading, Not Testing" reinforces what teachers already know--test preparation worksheets and drill-and-kill activities do not make children into lifelong readers. The authors' conscientious approach to reading instruction combines an insider perspective on the development of high-stakes tests with classroom experience in achieving…

  12. Teaching Study Skills and Test-Taking Strategies to Elementary School Students.

    ERIC Educational Resources Information Center

    Beidel, Deborah C.; Turner, Samuel M.; Taylor-Ferreira, Jill C.

    1999-01-01

    Presents and evaluates a pilot program to reduce test anxiety and related social-evaluative concerns. The Testbusters program teaches effective study habits, study skills, and test-taking strategies for children in grades 4 through 7. Results indicate that Testbusters decreased general levels of test anxiety and improved overall grade point…

  13. Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps

    PubMed Central

    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. PMID:24278176

  14. How does implementation of inquiry-based science instruction in a high-stakes testing environment affect fifth-grade student science achievement?

    NASA Astrophysics Data System (ADS)

    Kessner, Micheal J.

    The purpose of this study was to assess the affects of hands-on, inquiry-based instruction on student science achievement in a high-stakes testing environment. Hands-on, inquiry-based science has become a popular way of teaching science because it is inviting and interesting for students. However, the question remains: Does implementation of inquiry-based science instruction in a high-stakes testing environment affect fifth-grade student science achievement? A quasi-experimental design employing quantitative and qualitative methods was used. The quantitative portion consisted of data collected from Student Surveys and individual science achievement scores for fifth-grade students at three participating schools in a large, suburban school district. The qualitative portion consisted of data collected using a Science Kit Usage Checklist, an open ended Teacher Survey of 5 fifth-grade science teachers, and Teacher Interviews for 3 fifth-grade science teachers. Descriptive analysis was utilized, and emerging codes and themes were identified for teacher education, science kit training, and understanding and implementation of science kits. Data and methods triangulation were employed (Berg, 2006; Patten, 2005) All data were utilized to determine if implementation of Science Kits impacted science achievement scores in a high stakes testing environment. Results indicated a general improvement of students meeting mastery of the fifth-grade science state assessment when kits were implemented. Teacher fidelity and high implementation were validated with Student and Teacher Surveys. Themes emerged involving training, time, student response, impact on instruction, impact on achievement scores, instructional organization, and instructional changes in future implementation. District supported training and materials led to teacher and student enjoyment of science kits, which led to implementation. Implementation then led to higher fifth-grade science achievement scores.

  15. Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests

    ERIC Educational Resources Information Center

    Ingec, Sebnem Kandil

    2009-01-01

    Concept mapping is a technique that paves the way to represent knowledge schematically. In this research, concept mapping was used as an assessment method on the impulse-momentum topic. The purpose of this study was to determine teacher candidates' knowledge about understanding of the concepts of impulse and momentum by comparing and contrasting…

  16. Pedagogy of Science Teaching Tests: Formative Assessments of Science Teaching Orientations

    ERIC Educational Resources Information Center

    Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Mugaloglu, Ebru Zeynep; Bentz, Amy; Sparks, Kelly

    2014-01-01

    A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies.…

  17. 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.

  18. Teaching with Tocqueville: Assessing the Utility of Using "Democracy" in the American Government Classroom to Achieve Student-Learning Outcomes

    ERIC Educational Resources Information Center

    Albert, Craig Douglas; Ginn, Martha Humphries

    2014-01-01

    There is a debate in Political Science concerning how best to teach American Government courses. We investigate whether students learn more effectively with texts from the great tradition or from textbooks and other secondary sources. Which medium better guides students toward becoming better citizens? We examine how teaching "The Great…

  19. Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving

    ERIC Educational Resources Information Center

    Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.

    2016-01-01

    We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

  20. The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data

    ERIC Educational Resources Information Center

    Jiang, Feng; McComas, William F.

    2015-01-01

    Gauging the effectiveness of specific teaching strategies remains a major topic of interest in science education. Inquiry teaching among others has been supported by extensive research and recommended by the National Science Education Standards. However, most of the empirical evidence in support was collected in research settings rather than in…

  1. An Analysis of Didactic and Inquiry-Based Teaching and Learning on Student Achievement in Urban Elementary Schools

    ERIC Educational Resources Information Center

    Varnado, Jacqueline

    2011-01-01

    Limited research has been conducted on inquiry based teaching strategies on language arts and mathematics instruction. The research problem at the study site was the lack of research-based findings on the effectiveness of traditional and inquiry based teaching strategies on language arts and mathematics instruction. The purpose of this case study…

  2. Achieving the Impossible? Teaching Practice Component of a Pre-Service Distance English Language Teacher Training Program in Turkey

    ERIC Educational Resources Information Center

    Kecik, Ilknur; Aydin, Belgin

    2011-01-01

    The aim of this article is to describe the model developed for the teaching practice component of the pre-service Distance English Language Teacher Training Program (DELTT) at Anadolu University, Eskisehir, Turkey. The steps taken to improve the model over a six-year period will be explained and the recent developments in the teaching practice…

  3. Constructivist Teaching and Student Achievement: The Results of a School-Level Classroom Observation Study in Washington. Technical Report.

    ERIC Educational Resources Information Center

    Abbott, Martin L.; Fouts, Jeffrey T.

    This study built on a 2001-02 classroom observation study of Washington K-12 and technical schools that identified the extent of constructivist teaching activity. Results from classroom observations found that strong constructivist teaching was observable in 17 percent of the classroom lessons. The other 83 percent of the lessons observed may have…

  4. The Teaching of Test Taking Skills, Grades 7 and 9.

    ERIC Educational Resources Information Center

    Prince George's County Public Schools, Upper Marlboro, MD.

    The information and activities in this guide are offered to teachers who want to assist junior high school students in developing test taking skills. The introductory sections discuss test wisdom, give advice to teachers about testing, provide tips to students on test taking skills, offer practice sheets on completing test forms, and define…

  5. 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…

  6. 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…

  7. Negotiating identity and science teaching in a high-stakes testing environment: an elementary teacher's perceptions

    NASA Astrophysics Data System (ADS)

    Upadhyay, Bhaskar

    2009-09-01

    This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary teacher's identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage in teaching decisions that accommodate school demands and students' needs to succeed in high-stakes tests. This paper presents in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that emphasize high-stakes testing. I found that a teacher's identities generate tensions while teaching science when: (a) schools prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a teacher perceives a threat to one's identities in the context of high stakes testing. Further, the results suggest that stronger links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms that support minority students' success in science.

  8. 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…

  9. 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…

  10. 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,…

  11. Teaching Test-Taking Skills to Elementary-Grade Students: A Meta-Analysis.

    ERIC Educational Resources Information Center

    Scruggs, Thomas E.; And Others

    1986-01-01

    Analyzes the results of previous studies that examined the effects of teaching test-taking skills to elementary school children. Concludes that training in test-taking skills is differentially effective for various subgroups of children, longer training programs are more effective, and training is more effective in the upper elementary grades than…

  12. Teacher Competency Whitewash: How One High-Stakes Test Eliminates Diversity from the Teaching Force.

    ERIC Educational Resources Information Center

    Flippo, Rona F.; Canniff, Julie G.

    2000-01-01

    Based on ethnic group differences in Massachusetts Educator Certification Test (MECT) scores, argues that performance-based assessments should be as important as a paper-and-pencil test of cognitive and content skills. Asserts that rather than screening out minorities from the teaching force, the state should be looking for ways to ensure that…

  13. Hugging the Middle: Teaching in an Era of Testing and Accountability, 1980-2005

    ERIC Educational Resources Information Center

    Cuban, Larry

    2007-01-01

    In the last quarter-century and especially the last decade, testing and accountability have come to dominate education policy at the state and national levels. The common concern about the effects of such testing is that it reshapes teaching in the classroom. But such claims do not look at the evidence of deeper classroom structures (the mix of…

  14. Dobutamine stress echo is superior to exercise stress testing in achieving target heart rate among patients on beta blockers.

    PubMed

    Sabbath, Adam; Pack, Michael; Markiewicz, Richard; John, Jooby; Gaballa, Mohamed; Goldman, Steven; Thai, Hoang

    2005-01-01

    Published guidelines recommend continuing beta-adrenergic receptor blockade in patients undergoing stress testing. We evaluated the role of pharmacological versus exercise stress testing in achieving target heart rate (THR) among patients on beta-adrenergic blockade. We compared data from 140 patients who underwent dobutamine stress echo (DSE) and 143 patients who underwent exercise treadmill testing (ETT). In both groups, beta-adrenergic blocker was continued at the time of stress testing. Overall, patients undergoing DSE achieved THR more frequently than ETT. With beta-adrenergic blockade, DSE patients met THR more frequently than ETT patients (p < 0.001). Without beta-adrenergic blockade, there was no difference between either modality in achieving THR. In both DSE and ETT patients, absence of beta-adrenergic blockade increased the odds of achieving THR [odds ratio (OR): 2.46, p = 0.042 and OR: 7.44, p < 0.001, respectively]. Atropine use with DSE increased the odds of achieving THR (OR: 3.76, p = 0.006). In conclusion, pharmacological stress testing appears to be superior to exercise stress testing in achieving THR among patients on beta-adrenergic blockade.

  15. An Interactive Testing/Teaching System for Microcomputers.

    ERIC Educational Resources Information Center

    Surkan, Alvin J.; Evans, Richard M.

    Results of the experience gained in designing and using an autonomous computer-assisted testing system are reported, including conclusions based on more than two years testing with typical classes. In this system, definitely expandable auxiliary storage for testing items and programs or scores is provided. Cathode ray tube display of questions and…

  16. Multicenter testing of a burn prevention teaching tool for Amish children.

    PubMed

    Rieman, Mary T; Kagan, Richard J

    2013-01-01

    Burn prevention is not taught in Amish schools despite significant cultural risks for burn injuries related to scalds, ignition of clothing, and ignition of highly flammable materials. A culturally appropriate and acceptable burn prevention teaching tool was previously developed and pilot-tested in one Amish school. The purpose of this study was to perform further evaluation of this burn prevention teaching tool for Amish children. Following institutional review board approval, private schools were recruited via invitation in Amish newsletters. A teaching tool, which includes a magnetic story board, burn safety curriculum, and test questions, was provided to each school. Teachers obtained parental permission and informed assent for the children to participate. Teaching was guided by the curriculum and involved arranging magnetic pieces to illustrate and tell stories about burn hazards. The children were challenged to rearrange the magnets for a safer situation. Pretests and posttests were used to capture baseline knowledge and measure improvement. Scores were expressed as a percentage of the 33 test items answered correctly. Teachers provided recommendations and a written evaluation of the tool's usefulness. The participants were 294 students from 15 private Amish schools across eight states. Test scores were significantly improved by the lessons, without regard to gender or grade groups. Teachers valued the tool and recommended no changes. This multicenter study demonstrated that a culturally appropriate burn prevention teaching tool was highly effective for improving burn prevention knowledge among Amish school children. These results support expansion of burn prevention education to other Amish communities. PMID:23292573

  17. Multicenter testing of a burn prevention teaching tool for Amish children.

    PubMed

    Rieman, Mary T; Kagan, Richard J

    2013-01-01

    Burn prevention is not taught in Amish schools despite significant cultural risks for burn injuries related to scalds, ignition of clothing, and ignition of highly flammable materials. A culturally appropriate and acceptable burn prevention teaching tool was previously developed and pilot-tested in one Amish school. The purpose of this study was to perform further evaluation of this burn prevention teaching tool for Amish children. Following institutional review board approval, private schools were recruited via invitation in Amish newsletters. A teaching tool, which includes a magnetic story board, burn safety curriculum, and test questions, was provided to each school. Teachers obtained parental permission and informed assent for the children to participate. Teaching was guided by the curriculum and involved arranging magnetic pieces to illustrate and tell stories about burn hazards. The children were challenged to rearrange the magnets for a safer situation. Pretests and posttests were used to capture baseline knowledge and measure improvement. Scores were expressed as a percentage of the 33 test items answered correctly. Teachers provided recommendations and a written evaluation of the tool's usefulness. The participants were 294 students from 15 private Amish schools across eight states. Test scores were significantly improved by the lessons, without regard to gender or grade groups. Teachers valued the tool and recommended no changes. This multicenter study demonstrated that a culturally appropriate burn prevention teaching tool was highly effective for improving burn prevention knowledge among Amish school children. These results support expansion of burn prevention education to other Amish communities.

  18. 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. PMID:18350396

  19. Impact of STS (Context-Based Type of Teaching) in Comparison With a Textbook Approach on Attitudes and Achievement in Community College Chemistry Classrooms

    NASA Astrophysics Data System (ADS)

    Perkins, Gita

    The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in students' lives, the importance of chemistry, the difficulty of chemistry, interest in chemistry, and the usefulness of chemistry for their future career. Though the STS approach students had higher attitude post scores, there was no significant difference between the STS and textbook students' attitude post scores. It was noted that females had higher postattitude scores in the STS group, while males had higher postattitude scores in the textbook group. With regard to postachievement, I noted that males had higher scores in both groups. A correlation existed between postattitude and postachievement in the STS classroom. In summary, while an association between attitude and achievement was found in the STS classroom, teaching approach or sex was not found to influence attitudes, while sex was also not found to influence achievement. These results, overall, suggest that attitudes are not expected to change on the basis of either teaching approach or gender, and that techniques other than changing the teaching approach would need to be used in order to improve the attitudes of students. Qualitative analysis of an online discussion activity on Energy revealed that STS students were able to apply aspects of chemistry in decision making related to socioscientific issues. Additional analysis of interview and written responses provided insight regarding attitudes toward chemistry, with respect to topics of applicability of chemistry to life, difficulties with chemistry, teaching approach for chemistry, and the intent for enrolling in additional chemistry courses. In addition, the surveys of female students brought out

  20. Testing Structural Invariance of the Achievement Goal Questionnaire in American, Chinese, and Dutch College Students

    ERIC Educational Resources Information Center

    Sun, Huaping; Hernandez, Diley

    2012-01-01

    This study investigates the structural invariance of the Achievement Goal Questionnaire (AGQ) in American, Chinese, and Dutch college students. Using confirmatory factor analyses (CFA), the authors found evidence for the four-factor structure of achievement goals in all three samples. Subsequent multigroup CFAs supported structural invariance of…

  1. 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…

  2. Fisher, Neyman-Pearson or NHST? A tutorial for teaching data testing.

    PubMed

    Perezgonzalez, Jose D

    2015-01-01

    Despite frequent calls for the overhaul of null hypothesis significance testing (NHST), this controversial procedure remains ubiquitous in behavioral, social and biomedical teaching and research. Little change seems possible once the procedure becomes well ingrained in the minds and current practice of researchers; thus, the optimal opportunity for such change is at the time the procedure is taught, be this at undergraduate or at postgraduate levels. This paper presents a tutorial for the teaching of data testing procedures, often referred to as hypothesis testing theories. The first procedure introduced is Fisher's approach to data testing-tests of significance; the second is Neyman-Pearson's approach-tests of acceptance; the final procedure is the incongruent combination of the previous two theories into the current approach-NSHT. For those researchers sticking with the latter, two compromise solutions on how to improve NHST conclude the tutorial. PMID:25784889

  3. State Test Score Trends through 2008-09, Part 5: Progress Lags in High School, Especially for Advanced Achievers

    ERIC Educational Resources Information Center

    McMurrer, Jennifer; Kober, Nancy

    2011-01-01

    This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines trends in the achievement of high school students on the state reading/English language arts (ELA) and mathematics tests used for accountability under the No Child Left Behind Act (NCLB). In most states, these tests are first administered in grade…

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

    ERIC Educational Resources Information Center

    Journal of Blacks in Higher Education, 2003

    2003-01-01

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

  5. 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…

  6. 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…

  7. 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…

  8. 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)

  9. Can We Really Teach Test-taking Skills?

    ERIC Educational Resources Information Center

    Foster, Sharon K.; Paulk, Allene; Dastoor Barbara Riederer

    1999-01-01

    Teacher education candidates who had failed admission tests were coached in test taking and taught relaxation techniques. Three passed a retake immediately and three others within 3 months. Strategies such as affirmations, appeals to different learning modalities, positive anchors, and mental dress rehearsals can help students deal with test…

  10. Generic Questioning Strategies for Linking Teaching and Testing.

    ERIC Educational Resources Information Center

    Haladyna, Thomas M.

    1991-01-01

    Discusses the link between testing and the content of instruction and proposes a method for generating large numbers of objective-relevant test items for instructional programs in high schools, higher education, and training situations. Higher level thinking outcomes are discussed, item sets are described, and generic scenarios and questioning are…

  11. Teaching the Principles of Test Validation in Introductory Psychology

    ERIC Educational Resources Information Center

    Wesp, Richard; Eshun, Sussie

    2005-01-01

    We describe a simple classroom activity that demonstrated the process of assessing predictive validity. We assessed changes in student understanding of the process, confidence in psychological testing, and enjoyment in participating in the exercise. Students who completed the activity performed better on a test question about validity and reported…

  12. Conceptualizing Teaching to the Test under Standards-Based Reform

    ERIC Educational Resources Information Center

    Welsh, Megan E.; Eastwood, Melissa; D'Agostino, Jerome V.

    2014-01-01

    Teacher and school accountability systems based on high-stakes tests are ubiquitous throughout the United States and appear to be growing as a catalyst for reform. As a result, educators have increased the proportion of instructional time devoted to test preparation. Although guidelines for what constitutes appropriate and inappropriate test…

  13. Teaching Hypothesis Testing by Debunking a Demonstration of Telepathy.

    ERIC Educational Resources Information Center

    Bates, John A.

    1991-01-01

    Discusses a lesson designed to demonstrate hypothesis testing to introductory college psychology students. Explains that a psychology instructor demonstrated apparent psychic abilities to students. Reports that students attempted to explain the instructor's demonstrations through hypothesis testing and revision. Provides instructions on performing…

  14. Does Reform-Oriented Teaching Make a Difference? The Relationship Between Teaching Practices and Achievement in Mathematics and Science. Research Brief

    ERIC Educational Resources Information Center

    Le, Vi-Nhuan; Stecher, Brian M.; Lockwood, J.R.; Hamilton, Laura S.; Robyn, Abby; Williams, Valerie L.; Ryan, Gery; Kerr, Kerri A.; Martinez, Jose Felipe; Klein, Stephen P.

    2006-01-01

    In a three-year study, RAND researchers examined the relationship between reform-oriented instruction and student performance in mathematics and science. At the end of the study, students who had been exposed to more reform-oriented teaching performed better in both math and science than those who had experienced less, but the differences in…

  15. Fisher, Neyman-Pearson or NHST? A tutorial for teaching data testing

    PubMed Central

    Perezgonzalez, Jose D.

    2015-01-01

    Despite frequent calls for the overhaul of null hypothesis significance testing (NHST), this controversial procedure remains ubiquitous in behavioral, social and biomedical teaching and research. Little change seems possible once the procedure becomes well ingrained in the minds and current practice of researchers; thus, the optimal opportunity for such change is at the time the procedure is taught, be this at undergraduate or at postgraduate levels. This paper presents a tutorial for the teaching of data testing procedures, often referred to as hypothesis testing theories. The first procedure introduced is Fisher's approach to data testing—tests of significance; the second is Neyman-Pearson's approach—tests of acceptance; the final procedure is the incongruent combination of the previous two theories into the current approach—NSHT. For those researchers sticking with the latter, two compromise solutions on how to improve NHST conclude the tutorial. PMID:25784889

  16. Canine Paternity Testing--Using Personal Experiences To Teach Science.

    ERIC Educational Resources Information Center

    Rascati, Ralph J.

    2002-01-01

    Outlines how an example from the field of animal husbandry is used in a DNA Technology course to motivate students to take a deeper interest in the material. Focuses on paternity testing in dogs. (DDR)

  17. Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and Their Teaching of the Grammar Element of the Statutory Test in Spelling, Punctuation and Grammar (SPaG)

    ERIC Educational Resources Information Center

    Safford, Kimberly

    2016-01-01

    The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research…

  18. Closing the Classroom Door and the Achievement Gap: Teach for America Alumni Teachers' Appropriation of Arizona Language Policy

    ERIC Educational Resources Information Center

    Heineke, Amy J.; Cameron, Quanna

    2013-01-01

    This qualitative study explored Teach for America (TFA) alumni teachers' discourse on Arizona language policy, conducted with eight teachers in the Phoenix metropolitan area who received their professional teacher preparation from TFA, a national organization that uses alternative paths to certification to place teachers in low-income schools.…

  19. Extended Professional Development in Project-Based Learning: Impacts on 21st Century Skills Teaching and Student Achievement

    ERIC Educational Resources Information Center

    Hixson, Nate K.; Ravitz, Jason; Whisman, Andy

    2012-01-01

    From 2008 to 2010, project-based learning (PBL) was a major focus of the Teacher Leadership Institute (TLI), undertaken by the West Virginia Department of Education (WVDE), as a method for teaching 21st century skills. Beginning in January 2011, a summative evaluation was conducted to investigate the effect of PBL implementation on teachers'…

  20. Effects of traditional teaching vs a multisensory instructional package on the science achievement and attitudes of English language learners middle-school students and English-speaking middle-school students

    NASA Astrophysics Data System (ADS)

    Crosley, Haver

    This research was designed to determine the relative effectiveness of a Multi-sensory Instructional Package (MIP) (Dunn & Dunn, 1992) versus Traditional Teaching (TT) on the science achievement- and attitude-test scores of middle-school English Language Learner (ELL) and English-speaking sixth-, seventh-, and eighth-grade middle-school students. The dependent variables were students' science- and attitude-test scores. The independent variables were the two instructional strategies, ELL and English-speaking (Non-ELL) status, and three grade levels. The sample consisted of 282 sixth-, seventh-, and eighth-grade ELL and Non-ELL middle-school students. Learning Styles: The Clue to You! (LS: CY) (Burke & Dunn, 1998) was administered to determine learning-style preferences. The control groups were taught sixth-, seventh-, and eighth-grade science lessons traditionally and the experimental groups were instructed on the same units using MIPs. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. All three groups experienced both traditional and multi-sensory instruction in all three sub-units. The data subjected to statistical analyses supported the use of an MIP rather than a traditional approach for teaching science content to both ELLs and English-speaking middle-school students. Analysis of variance (ANOVA) revealed a positive and significant impact on achievement scores. Furthermore, the students indicated significantly more positive attitudes when instructed with an MIP approach.

  1. Teaching Test-Taking and Note-Taking Skills to Learning Disabled High School Students.

    ERIC Educational Resources Information Center

    Anderman, Robert C.; Williams, Jane M.

    The materials were developed to help prepare eleventh and twelfth graders to be successful in an academic environment when their school history indicated little chance for success. The booklet includes instructional materials to teach test-taking and note-taking, two skills many failing students lack. A syllabus is included for each unit along…

  2. Critical Perspectives on Testing Teaching: Reframing Teacher Education for English Medium Instruction

    ERIC Educational Resources Information Center

    Huang, Da-Fu; Singh, Michael

    2014-01-01

    The investigation reported here provides a basis for considering the role of corrective and transformative critiques in producing knowledge through testing teaching for reframing teacher education in response to, and as an expression of, the globalisation of English. This knowledge-producing approach to critique begins with a literature review of…

  3. Beyond Testing: Assessment for Teaching and Learning. Viewpoints. [Booklet and Audio Compact Discs].

    ERIC Educational Resources Information Center

    North Central Regional Educational Lab., Naperville, IL.

    This multimedia package, which contains two audio CDs and a short informative booklet, examines the use of assessment to improve teaching and learning. The booklet contains the essay "Assessment-Driven Reform: A Leadership Approach" (Rhetta L. Detrich with Ed Janus and Sabrina W. M. Laine). It discusses the increasing importance of testing and…

  4. Negotiating Identity and Science Teaching in a High-Stakes Testing Environment: An Elementary Teacher's Perceptions

    ERIC Educational Resources Information Center

    Upadhyay, Bhaskar

    2009-01-01

    This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary teacher's identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I argue that we can gain deep insight into how and why urban elementary science teachers engage in…

  5. Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

    ERIC Educational Resources Information Center

    Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

  6. 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

  7. Teaching Assessment of Classroom Learning: Using Scenarios To Teach Basic Tests and Measurement Concepts.

    ERIC Educational Resources Information Center

    Cochran, H. Keith

    This paper contains two scenario-type assignments for students in a university tests and measurements class as well as a collection of materials developed by actual students in response to these assignments. An opening explanation argues that education students, often nearing the end of their program when they take the tests and measurement…

  8. Collaborative Testing and Achievement: Are Two Heads Really Better than One?

    ERIC Educational Resources Information Center

    Haberyan, April; Barnett, Jerrold

    2010-01-01

    Two studies examined the impact of collaborative testing on exam scores for psychology students at a moderately selectivue Midwestern University. The first study was a replication of previous classroom research where students could choose to test with a partner or alone. No significant differences were found between those taking tests alone or…

  9. The new Medical College Admission Test: Implications for teaching psychology.

    PubMed

    Mitchell, Karen; Lewis, Richard S; Satterfield, Jason; Hong, Barry A

    2016-01-01

    This year's applicants to medical school took a newly revised version of the Medical College Admission Test. Unlike applicants in the past, they were asked to demonstrate their knowledge and use of concepts commonly taught in introductory psychology courses. The new Psychological, Social, and Biological Foundations of Behavior Test asked applicants to demonstrate the ways in which psychological, social, and biological factors influence perceptions and reactions to the world; behavior and behavior change; what people think about themselves and others; the cultural and social differences that influence well-being; and the relationships among social stratification, access to resources, and well-being. Building from the classic biopsychosocial model, this article provides the rationale for testing psychology concepts in application to medical school. It describes the concepts and skills that the new exam tests and shows how they lay the foundation for learning in medical school about the behavioral and sociocultural determinants of health. This article discusses the implications of these changes for undergraduate psychology faculty and psychology curricula as well as their importance to the profession of psychology at large. PMID:26866988

  10. Evaluation of an Interactive Tutorial for Teaching Hypothesis Testing Concepts

    ERIC Educational Resources Information Center

    Aberson, Christopher L.; Berger, Dale E.; Healy, Michael R.; Romero, Victoria L.

    2003-01-01

    In this article, we describe and evaluate a Web-based interactive tutorial used to present hypothesis testing concepts. The tutorial includes multiple-choice questions with feedback, an interactive applet that allows students to draw samples and evaluate null hypotheses, and follow-up questions suitable for grading. Students either used the…

  11. Play Teaches What Testing Can't Touch: Humanity

    ERIC Educational Resources Information Center

    Chmelynski, Carol

    2006-01-01

    Pressures to improve test scores and avoid lawsuits are causing many schools to cut back play time. According to the American Association for the Child's Right to play, nearly 40% of the nation's 16,000 school districts have either modified, deleted, or are considering deleting recess. Moreover, where playtime does still exist, it has become…

  12. 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…

  13. Relationship Between the Clinical Components of the Boder Test of Reading-Spelling Patterns and the Stanford Achievement Test: Validity of the Boder.

    ERIC Educational Resources Information Center

    Hooper, Stephen R.

    1988-01-01

    Investigated the concurrent validity of the diagnostic components of the Boder Test of Reading-Spelling Patterns with the reading and spelling measures of the Stanford Achievement Reading Test (SAT) in 87 reading-disabled elementary school students. Results indicated the relationship between the reading components of the Boder and SAT were…

  14. 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…

  15. Relationships Among Simple Measures of Reading and Performance on Standardized Achievement Tests.

    ERIC Educational Resources Information Center

    Deno, Stanley L.; And Others

    Three concurrent validity studies were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. Correlational analyses for five formative measures and three standardized measures provided evidence for the validity of Words in Isolation, Words in Context, and…

  16. 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…

  17. 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…

  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. Attacking the African American-White Achievement Gap on College Admissions Tests

    ERIC Educational Resources Information Center

    Nettles, Michael T.; Millett, Catherine M.; Ready, Douglas D.

    2003-01-01

    The African American-white achievement gap exists even among the youngest children; African American students arrive at kindergarten considerably behind their white peers in measurable cognitive skills. Although the gap has narrowed somewhat over the past several decades, the average African American still scores below 75 percent of white students…

  20. Homogeneous Grouping in the Context of High-Stakes Testing: Does It Improve Reading Achievement?

    ERIC Educational Resources Information Center

    Salcedo-Gonzalez, Trena

    2012-01-01

    As accountability reform intensifies, urban school districts strive to meet No Child Left Behind mandates to avoid severe penalties. This study investigated the resurgence of homogeneous grouping methods as a means to increase reading achievement and meet English Language Arts Adequate Yearly Progress requirements. Specifically, this study…

  1. 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…

  2. "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…

  3. A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing

    NASA Astrophysics Data System (ADS)

    van der Zande, Paul; Waarlo, Arend Jan; Brekelmans, Mieke; Akkerman, Sanne F.; Vermunt, Jan D.

    2011-10-01

    Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. This study reports on the first results of a research project aimed at enhancing biology teacher knowledge for teaching genetics in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of such a situated learning approach. What content knowledge do biology teachers need for teaching genetics in the personal health context of genetic testing? This study describes the required content knowledge by exploring the educational practice and clinical genetic practices. Nine experienced teachers and 12 respondents representing the clinical genetic practices (clients, medical professionals, and medical ethicists) were interviewed about the biological concepts and ethical, legal, and social aspects (ELSA) of testing they considered relevant to empowering students as future health care clients. The ELSA suggested by the respondents were complemented by suggestions found in the literature on genetic counselling. The findings revealed that the required teacher knowledge consists of multiple layers that are embedded in specific genetic test situations: on the one hand, the knowledge of concepts represented by the curricular framework and some additional concepts (e.g. multifactorial and polygenic disorder) and, on the other hand, more knowledge of ELSA and generic characteristics of genetic test practice (uncertainty, complexity, probability, and morality). Suggestions regarding how to translate these characteristics, concepts, and ELSA into context-based genetics education are discussed.

  4. The importance of thermal-vacuum testing in achieving high reliability of spacecraft mechanisms

    NASA Technical Reports Server (NTRS)

    Parker, K.

    1984-01-01

    The work performed on thermal vacuum testing of complex mechanisms is described. The objective of these tests is to assess the mechanism reliability by monitoring performance in an environment that closely resembles the environment that will occur during flight. To be both valid and cost effective, these tests are performed in a detailed, formally controlled manner. A review of the major test observations is given, during which time some failure modes are detected. Full confidence now exists in many mechanism and component designs, and much valuable data obtained.

  5. A technique to achieve uniform stress distribution in compressive creep testing of advanced ceramics at high temperatures

    SciTech Connect

    Liu, K.C.; Stevens, C.O.; Brinkman, C.R.; Holshauser, N.E.

    1996-05-01

    A technique to achieve stable and uniform uniaxial compression is offered for creep testing of advanced ceramic materials at elevated temperatures, using an innovative self-aligning load-train assembly. Excellent load-train alignment is attributed to the inherent ability of a unique hydraulic universal coupler to maintain self-aligning. Details of key elements, design concept, and pricniples of operation of the self-aligning coupler are described. A method of alignment verification using a strain-gaged specimen is then discussed. Results of verification tests indicate that bending below 1.5% is routinely achievable usin the load-train system. A successful compression creep test is demonstrated using a dumbbell-shpaed Si nitride specimen tested at 1300 C for over 4000 h.

  6. Simultaneous effects of allowed time, teaching method, ability, and student assessment of treatment on achievement in a high school biology course (ISIS)

    NASA Astrophysics Data System (ADS)

    Burkman, Ernest; Brezin, Michael; Griffin, Patrick

    The simultaneous effects of teaching method (self-directed, group directed, and teacher directed), allowed time for study, and two student variables (academic ability and assessment of treatment implementation) are described for student achievement in a high school biology course (ISIS). The variable student assessment of treatment implementation was viewed as a particularly important variable for two reasons: (1) in research by Stayrook, Corno, and Winne (1978) it has accounted for as much variance in achievement as the assigned treatment; and (2) it provides a means for controlling the range of implementation of teaching methods. A between-student analysis resulted in a description of effects complicated by interactions among all the variables. While the interactions were particularly strong in the student-directed method, it may generally be concluded that as time allowed for study decreased, students who perceived the treatment as being well implemented tended to have higher achievement. Also, it was found that the main effect of ability was quite strong. The results confirmed the importance of student assessment of treatment implementation as a descriptive variable. Additionally, the results suggest a qualification in the conclusion of Cronbach and Snow (1971) that individualized instruction tends to favor high-ability students; that conclusion may need to be modified to situations in which students fully perceive their autonomy.

  7. A National Initiative of Teaching, Researching, and Dreaming: Community College Faculty Research in "Achieving the Dream" Colleges

    ERIC Educational Resources Information Center

    Hagedorn, Linda Serra

    2015-01-01

    Dating back to 2004, the Achieving the Dream initiative was established to promote evidence-based programs and interventions to produce and sustain student success. Achieving the Dream has created a new environment and new forms of thinking among the faculty that have spurred some to action research within their classrooms and beyond. Using three…

  8. 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…

  9. 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)

  10. 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…

  11. 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, Richard

    2010-01-01

    Evidence-centered assessment design (ECD) explicates a transparent evidentiary argument to warrant the inferences we make from student test performance. This article describes how the vehicles for gathering student evidence--task models and test specifications--are developed. Task models, which are the basis for item development, flow directly…

  12. 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)

  13. 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…

  14. Simply the best: teaching gerontological nursing students to teach evidence-based practice. Creating tip sheets can help achieve the goal of implementing EBP in clinical facilities.

    PubMed

    Schoenfelder, Deborah Perry

    2007-08-01

    This article describes a teaching strategy used in an undergraduate gerontological nursing clinical course to familiarize students with evidence-based practice. Students are required to read and summarize an assigned evidence-based practice guideline published by The University of Iowa Gerontological Nursing Interventions Research Center. They then develop a "tip sheet," based on the assigned guideline, to disseminate to health care staff at their practicum sites, which is either a long-term care facility or a hospital-based skilled nursing facility. Nursing students' reactions to the assignment and nursing staff's responses to the tip sheets are discussed.

  15. 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…

  16. 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…

  17. The Tested Achievement of the National Education Longitudinal Study of 1988 Eighth Grade Class. E.D. Tabs.

    ERIC Educational Resources Information Center

    Rock, Donald A.; And Others

    Sixty tables are presented, which examine the test achievement of a national probability sample of eighth graders in public and private schools. Statistics were obtained from the base-year student survey of the National Education Longitudinal Study of 1988 (NELS:88). The NELS:88 monitors the transition of a national sample of young adults as they…

  18. 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…

  19. 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…

  20. A Comparison of Stanford Achievement Test (SAT-9) Performance across Grade, Gender, Ethnicity, and Educational Program Placement.

    ERIC Educational Resources Information Center

    Sanchez, Kathryn; Kellow, Tom; Ye, Renmin

    This study compared Stanford Achievement Test (SAT-9) academic subtest scores by students' grade, gender, and ethnicity and across different educational programs (e.g., Title I and special education). The study sample consisted of 144,701 students from public schools in a large city in the Southwest United States (grades 1-11). Raw data were taken…

  1. High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Executive Summary

    ERIC Educational Resources Information Center

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

    2005-01-01

    Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

  2. "Does Charter School Attendance Improve Test Scores?" Comments and Reactions on the Arizona Achievement Study. Upjohn Institute Staff Working Paper.

    ERIC Educational Resources Information Center

    Nelson, Christopher; Hollenbeck, Kevin

    In a recent report, Lewis Solmon, Kern Paark, and David Garcia (2001) seek to identify the impact of attending charter schools on student achievement using data from Arizona. Based on a sophisticated statistical analysis, these authors report that charter school attendance increases test score gains of students. This note raises some questions…

  3. 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…

  4. 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…

  5. Implications of Deployed and Nondeployed Fathers on Seventh Graders' California Achievement Test Scores during a Military Crisis.

    ERIC Educational Resources Information Center

    Pisano, Mark C.

    The differences in California Achievement Test (CAT) scores from 1990 to 1991 in seventh graders, currently enrolled in Albritton Junior High School in the Fort Bragg Schools, of deployed and nondeployed fathers were analyzed. CAT percentile scores from 1990 and 1991 (1991 being the year of "Desert Storm") were obtained in reading, math and…

  6. 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.…

  7. Predictive Validity of Pre-University Examinations Test Scores for University Science Undergraduates' Academic Achievement in South West, Nigeria

    ERIC Educational Resources Information Center

    Gbore, L. O.

    2012-01-01

    This study examined the predictive validity of pre-university examinations test scores (university matriculation examination (UME), Post-UME and pre-degree) for undergraduate academic achievement. The study is planned along the lines of correlational and ex-post-facto research design. A sample of four hundred university science based…

  8. 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…

  9. 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…

  10. Science standardized achievement tests: The relationship between publishers, textbook completion, admission standards and science test scores of seventh through ninth grade students in FACCS schools

    NASA Astrophysics Data System (ADS)

    Nix, Sharon J.

    Scaled scores from the Stanford Achievement Test Series, Tenth Edition were examined in this causal-comparative study to determine if science publishers in Florida Association of Christian Colleges and Schools (FACCS), textbook completion rates, and admission standards affect standardized test scores. Administrators from 34 schools in FACCS participated in the study by returning an original eleven-question survey instrument to help ascertain what differences or relationships affect standardized test scores. Nine Mann-Whitney tests, one for each grade level in seventh through ninth, did not reveal a significant difference on hypotheses 1a-3c. Publishers (BJ U Press, A.C.E., Glencoe, Prentice Hall), standardized tests, entrance exams, GPA, and ability index factors were reviewed in the study. The results of this study might prompt administrators to consider factors other than publisher usage, textbook completion, and admission standards when attempting to close achievement gaps.

  11. 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.

  12. 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…

  13. Chemistry to music: Discovering how Music-based Teaching affects academic achievement and student motivation in an 8th grade science class

    NASA Astrophysics Data System (ADS)

    McCammon, William Gavin Lodge, Jr.

    Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment - which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere where students actively participate and learn to value their classroom experience. Through this study, a product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in a public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called "Music-based Teaching" which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for her profession.

  14. Negotiating for Meaning: Papers on Foreign Language Teaching and Testing. Proceedings of the Conference on Portuguese Language: Teaching and Testing (1st, Austin, Texas, March 3-4, 1989). A Special Edition of Texas Papers in Foreign Language Education.

    ERIC Educational Resources Information Center

    Koike, Dale A., Ed.; Simoes, Antonio R. M., Ed.

    Papers from a conference on language teaching and testing are grouped in four sections. The first contains a foreword by Dale A. Koike and Antonio R. M. Simoes. The second, on research in second/foreign language teaching, includes the following: "Second Language Learning and Evaluation: From Theory to Classroom Practice" (Sandra J. Savignon);…

  15. Using optimal combination of teaching-learning methods (open book assignment and group tutorials) as revision exercises to improve learning outcome in low achievers in biochemistry.

    PubMed

    Rajappa, Medha; Bobby, Zachariah; Nandeesha, H; Suryapriya, R; Ragul, Anithasri; Yuvaraj, B; Revathy, G; Priyadarssini, M

    2016-07-01

    Graduate medical students of India are taught Biochemistry by didactic lectures and they hardly get any opportunity to clarify their doubts and reinforce the concepts which they learn in these lectures. We used a combination of teaching-learning (T-L) methods (open book assignment followed by group tutorials) to study their efficacy in improving the learning outcome. About 143 graduate medical students were classified into low (<50%: group 1, n = 23), medium (50-75%: group 2, n = 74), and high (>75%: group 3, n = 46) achievers, based on their internal assessment marks. After the regular teaching module on the topics "Vitamins and Enzymology", all the students attempted an open book assignment without peer consultation. Then all the students participated in group tutorials. The effects on the groups were evaluated by pre and posttests at the end of each phase, with the same set of MCQs. Gain from group tutorials and overall gain was significantly higher in the low achievers, compared to other groups. High and medium achievers obtained more gain from open book assignment, than group tutorials. The overall gain was significantly higher than the gain obtained from open book assignment or group tutorials, in all three groups. All the three groups retained the gain even after 1 week of the exercise. Hence, optimal use of novel T-L methods (open book assignment followed by group tutorials) as revision exercises help in strengthening concepts in Biochemistry in this oft neglected group of low achievers in graduate medical education. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):321-325, 2016.

  16. Georgia High-Stakes Testing: The Correlation between Eighth Grade and Ninth Grade Achievement

    ERIC Educational Resources Information Center

    Bruton, Venita L.

    2011-01-01

    Standardized tests are an education reality and an important accountability consideration in most states and school systems. Most states require standardized assessments to meet requirements of the federal "No Child Left Behind Act" of 2001. Changes to curriculum and instruction and to the school culture frequently occur through a school…

  17. 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…

  18. 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…

  19. 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.,…

  20. 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…

  1. 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…

  2. Rankings of International Achievement Test Performance and Economic Strength: Correlation or Conjecture?

    ERIC Educational Resources Information Center

    Tienken, Christopher H.

    2008-01-01

    Examining a popular political notion, this article presents results from a series of Spearman Rho calculations conducted to investigate relationships between countries' rankings on international tests of mathematics and science and future economic competitiveness as measured by the 2006 World Economic Forum's Growth Competitiveness Index (GCI).…

  3. 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…

  4. 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…

  5. Teaching beyond the Test: A Method for Designing Test-Preparation Classes

    ERIC Educational Resources Information Center

    Derrick, Deirdre

    2013-01-01

    Test-preparation classes that focus on skills will benefit students beyond the test by developing skills they can use at university. This article discusses the purposes of various tests and outlines how to design effective test-prep classes. Several practical activities are included, and an appendix provides information on common standardized…

  6. An Aid for Teachers to Teach Science and Technology Concepts: Two Studies to Test the Three-Domain Model

    ERIC Educational Resources Information Center

    Koski, Marja-Ilona; de Vries, Marc

    2015-01-01

    Helping teachers to move away from a linear approach to teaching, encouraging them to collect knowledge together with their students as well as providing them support to do this are the fundamental issues that this paper wants to explore. In this paper a pilot test of a model designed to help teachers' plan and teach concepts in science and…

  7. Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn

    PubMed Central

    Stanger-Hall, Kathrin F.; Shockley, Floyd W.; Wilson, Rachel E.

    2011-01-01

    We implemented a “how to study” workshop for small groups of students (6–12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students’ reactions (based on the workshop instructors’ experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this “how to study” workshop as a study support for introductory biology (and other science) students. PMID:21633067

  8. Achieving a Wealth of Riches: Delivering on the Promise of Data to Transform Teaching and Learning. Policy Brief

    ERIC Educational Resources Information Center

    Miller, M.

    2009-01-01

    Ensuring that teachers are rich in data, rich in information, and rich in the skills that enable them to improve student achievement requires focused attention from leaders at all levels, including federal policymakers. For federal policy to best support teachers' use of data to prepare all students for college and careers, there must be a…

  9. Chemistry Teachers' Estimations of Their Students' Learning Achievement

    ERIC Educational Resources Information Center

    Huann-Shyang, Lin; Sung, Tao Lee; Treagust, David

    2005-01-01

    A study was conducted to assess junior and high school students learning achievement in the topic of stoichiometry by using The Student Conceptual Understanding Test (SCUT). The low student achievement on the SCUT test deserves special attention from chemistry teachers, and it is stated that effective teaching strategies to promote student…

  10. Pilot testing of a burn prevention teaching tool for Amish children.

    PubMed

    Rieman, Mary T; Kagan, Richard J

    2012-01-01

    Burn prevention education for Amish children is warranted as there are unique risks associated with the Amish lifestyle. Specific educational opportunities are related to scalds, ignition of clothing, and ignition of highly flammable materials. A culturally sensitive burn prevention teaching tool, consisting of a magnetic storyboard, burn safety curriculum, and tests, was developed with the cooperation of one Old Order Amish community. The purpose of this study was to test the effectiveness of the tool in an Amish school. The teacher obtained parental permission and informed assent for the participation of the children. Pretesting was completed before the lessons began. The teacher told stories and arranged the magnets on the storyboard to show burn hazards involving lighters, stoves, kerosene heaters, gasoline-powered engines, and hot liquids used for canning, butchering, mopping, washing clothes, and making lye soap. The children were challenged to rearrange the pieces for a safer situation. Posttesting was performed 2 months after the pretest. Twenty-seven students (grades 1-8) participated. Tests were scored as a percentage of the 33 items answered correctly. The mean pretest score was 62 and the mean posttest score was 83. Statistical analysis using paired t-test demonstrated a highly significant improvement in test scores (P < .0001), with a power of more than 99%. This pilot study demonstrated that the burn prevention teaching tool was effective for improving knowledge in one classroom of Amish children. These results support expanded use and testing of this tool in other Amish schools. PMID:22079908

  11. Pilot testing of a burn prevention teaching tool for Amish children.

    PubMed

    Rieman, Mary T; Kagan, Richard J

    2012-01-01

    Burn prevention education for Amish children is warranted as there are unique risks associated with the Amish lifestyle. Specific educational opportunities are related to scalds, ignition of clothing, and ignition of highly flammable materials. A culturally sensitive burn prevention teaching tool, consisting of a magnetic storyboard, burn safety curriculum, and tests, was developed with the cooperation of one Old Order Amish community. The purpose of this study was to test the effectiveness of the tool in an Amish school. The teacher obtained parental permission and informed assent for the participation of the children. Pretesting was completed before the lessons began. The teacher told stories and arranged the magnets on the storyboard to show burn hazards involving lighters, stoves, kerosene heaters, gasoline-powered engines, and hot liquids used for canning, butchering, mopping, washing clothes, and making lye soap. The children were challenged to rearrange the pieces for a safer situation. Posttesting was performed 2 months after the pretest. Twenty-seven students (grades 1-8) participated. Tests were scored as a percentage of the 33 items answered correctly. The mean pretest score was 62 and the mean posttest score was 83. Statistical analysis using paired t-test demonstrated a highly significant improvement in test scores (P < .0001), with a power of more than 99%. This pilot study demonstrated that the burn prevention teaching tool was effective for improving knowledge in one classroom of Amish children. These results support expanded use and testing of this tool in other Amish schools.

  12. Teaching Concepts of Body Fatness while Skinfold Testing: An Experimental Test of Different Methods.

    ERIC Educational Resources Information Center

    Whitehead, James R.; Parker, Melissa A.

    1994-01-01

    Study examined whether body fatness and weight control knowledge could be learned by students while they completed skinfold testing. Students received information on the subject in different manners while undergoing skinfold testing, then completed a knowledge test. Students who received instruction during measurement scored higher than control…

  13. 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.

  14. 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

  15. Teaching about genetic testing issues in the undergraduate classroom: a case study.

    PubMed

    Rogers, Jill Cellars; Taylor, Ann T S

    2011-06-01

    Educating undergraduates about current genetic testing and genomics can involve novel and creative teaching practices. The higher education literature describes numerous pedagogical approaches in the laboratory designed to engage science and liberal arts students. Often these experiences involve students analyzing their own genes for various polymorphisms, some of which are associated with disease states such as an increased risk for developing cancer. While the literature acknowledges possible ethical ramifications of such laboratory exercises, authors do not present recommendations or rubrics for evaluating whether or not the testing is, in fact, ethical. In response, we developed a laboratory investigation and discussion which allowed undergraduate science students to explore current DNA manipulation techniques to isolate their p53 gene, followed by a dialogue probing the ethical implications of examining their sample for various polymorphisms. Students never conducted genotyping on their samples because of ethical concerns, so the discussion served to replace actual genetic testing in the class. A basic scientist led the laboratory portion of the assignment. A genetic counselor facilitated the discussion, which centered around existing ethical guidelines for clinical genetic testing and possible challenges of human genotyping outside the medical setting. In their final papers, students demonstrated an understanding of the practice guidelines established by the genetics community and acknowledged the ethical considerations inherent in p53 genotyping. Given the burgeoning market for personalized medicine, teaching undergraduates about the psychosocial and ethical dimensions of human gene testing seems important and timely, and introduces an additional role genetic counselors can play in educating consumers about genomics.

  16. Statewide Low-Stakes Tests and a Teaching to the Test Effect? An Analysis of Teacher Survey Data from Two German States

    ERIC Educational Resources Information Center

    Jager, Daniela J.; Merki, Katharina Maag; Oerke, Britta; Holmeier, Monika

    2012-01-01

    Governments worldwide are changing their educational policies to improve student performance. Some of these reforms involve the introduction of high-stakes testing, which often creates negative effects such as "teaching to the test". This article deals with the use of low-stakes testing in the German states of Hesse and Bremen, and analyses…

  17. 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.

  18. Tests Worth Teaching To: Constructing State-Mandated Tests that Emphasize Critical Thinking.

    ERIC Educational Resources Information Center

    Yeh, Stuart S.

    2001-01-01

    Argues that state mandated tests should emphasize critical thinking, thus mitigating the concern that such tests encourage instructional focus on rote factual learning. Conceptualizing critical thinking as argumentation provides a way to focus instruction and assessment on types of critical thinking valued in the workplace. Illustrates how this…

  19. Teaching image-processing concepts in junior high school: boys' and girls' achievements and attitudes towards technology

    NASA Astrophysics Data System (ADS)

    Barak, Moshe; Asad, Khaled

    2012-04-01

    Background : This research focused on the development, implementation and evaluation of a course on image-processing principles aimed at middle-school students. Purpose : The overarching purpose of the study was that of integrating the learning of subjects in science, technology, engineering and mathematics (STEM), and linking the learning of these subjects to the children's world and to the digital culture characterizing society today. Sample : The participants were 60 junior high-school students (9th grade). Design and method : Data collection included observations in the classes, administering an attitude questionnaire before and after the course, giving an achievement exam and analyzing the students' final projects. Results and conclusions : The findings indicated that boys' and girls' achievements were similar throughout the course, and all managed to handle the mathematical knowledge without any particular difficulties. Learners' motivation to engage in the subject was high in the project-based learning part of the course in which they dealt, for instance, with editing their own pictures and experimenting with a facial recognition method. However, the students were less interested in learning the theory at the beginning of the course. The course increased the girls', more than the boys', interest in learning scientific-technological subjects in school, and the gender gap in this regard was bridged.

  20. 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…

  1. 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. PMID:26603783

  2. 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.

  3. A Parent's Guide to Achievement Matters Most. Maryland's Plan for PreK-12 Education. Revised.

    ERIC Educational Resources Information Center

    Maryland State Department of Education, 2004

    2004-01-01

    To raise the achievement of every student, Maryland designed "Achievement Matters Most," a plan for public schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. Achievement Matters Most is based on the work of the Visionary Panel for Better Schools and also includes the requirements of…

  4. Reliability and Levels of Difficulty of Objective Test Items in a Mathematics Achievement Test: A Study of Ten Senior Secondary Schools in Five Local Government Areas of Akure, Ondo State

    ERIC Educational Resources Information Center

    Adebule, S. O.

    2009-01-01

    This study examined the reliability and difficult indices of Multiple Choice (MC) and True or False (TF) types of objective test items in a Mathematics Achievement Test (MAT). The instruments used were two variants- 50-items Mathematics achievement test based on the multiple choice and true or false test formats. A total of five hundred (500)…

  5. 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

  6. Modifying Achievement Test Items: A Theory-Guided and Data-Based Approach for Better Measurement of What Students with Disabilities Know

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.

    2009-01-01

    Federal regulations allow up to 2% of the student population of a state to achieve proficiency for adequate yearly progress by taking an alternate assessment based on modified academic achievement standards (AA-MAS). Such tests are likely to be easier, but as long as a test is considered a valid measure of grade level content, it is allowable as…

  7. 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…

  8. Effects of Traditional Lecture versus Teacher-Constructed and Student-Constructed Self-Teaching Instructional Resources on Short-Term Science Achievement and Attitudes.

    ERIC Educational Resources Information Center

    McManus, Deborah O'Connell; Dunn, Rita; Denig, Stephen J.

    2003-01-01

    Compares the effects of three different teaching methods: (1) traditional instruction through listening to a lecture, reading, and participating in discussion; (2) instruction with teacher-constructed self-teaching resources; and (3) instruction with student-constructed self-teaching resources. Determines their effectiveness and the time required…

  9. The Effects of Peer Teaching on the University Students' Achievements in Cognitive, Affective, Psychomotor Domains and Game Performances in Volleyball Courses

    ERIC Educational Resources Information Center

    Mirzeoglu, Ayse Dilsad

    2014-01-01

    This study is related to one of the teaching models, peer teaching which is used in physical education courses. The fundamental feature of peer teaching is defined "to structure a learning environment in which some students assume and carry out many of the key operations of instruction to assist other students in the learning process".…

  10. The Potential Impacts of Upcoming High-Stakes Testing on the Teaching of Science in Elementary Classrooms

    NASA Astrophysics Data System (ADS)

    Pringle, Rose M.; Martin, Sarah Carrier

    2005-09-01

    In 1983, the National Commission on Excellence in Education in the United States issued a report called A Nation at Risk: The Imperative for Educational Reform. This report and other policy initiatives such as the No Child Left Behind Legislation recommended that the individual states institute assessments to hold schools accountable. This research explored the potential impact of impending standardised testing on teaching science in elementary schools in one school district in Florida. We explored the teachers' concerns about the upcoming high-stakes tests in science, possible impact on their curriculum and what changes, if any, will be made in the approach to science teaching and learning in their classrooms. As the teachers look toward the implementation of high-stakes testing in science, they have recognised the need to teach science. This recognition is not borne out of the importance of science learning for elementary school children, but rather out of fear of failure and the effects of tangible rewards or punishments that accompany high-stakes testing. In anticipation, the teachers are preparing to align their teaching to the science standards while aggressively searching for test preparatory materials. Schools are also involved in professional development and structural changes to facilitate teaching of science.

  11. 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

  12. A Study of Gender-Based and Ethnic-Based Differential Item Functioning (DIF) in the Spring 2003 Idaho Standards Achievement Tests Applying the Simultaneous Bias Test (SIBTEST) and the Mantel-Haenszel Chi Square Test: Idaho Standards Achievement Tests; Reading, Language Usage, and Mathematics, Grades 4, 8, and 10.

    ERIC Educational Resources Information Center

    Stoneberg, Bert D.

    2004-01-01

    Differential item functioning (DIF) occurs when the responses of students with approximately equal ability differ systematically based on their group membership. Idaho contracted with the Northwest Evaluation Association (NWEA) to provide the Idaho Standards Achievement Tests of reading, language arts and mathematics at grades 4, 8 and 10. The…

  13. Testing and teaching functional versus generic skills in early childhood education in developing countries

    NASA Astrophysics Data System (ADS)

    Baine, David

    1987-06-01

    This paper critiques a number of pre-academic and readiness tasks commonly found in tests and curricula used in early childhood education in North America and Europe and frequently adopted in developing countries. Some of the tasks discussed are: putting pegs in a pegboard, reproducing bead patterns, and completing picture puzzles. Evidence is presented to challenge a number of commonly held assumptions associated with these tasks: a) that the `generic skills' acquired when children learn these tasks are prerequisite to learning higher level skills, b) that the skills acquired will generalize to the performance of more functional activities, c) that handicapped children should be taught skills corresponding to their mental age level, and d) that handicapped children in developing countries should be tested and taught skills that are frequently found in the tests and curricula of normal functioning children in North America and Europe. Although much of the evidence cited has been available for some time, it has not generally influenced testing and teaching practices in developing countries. The tragic result is that very limited economic and manpower resources are often wasted on the use of ineffective methods. The final section of the paper describes recently developed methods of conducting ecological inventories for designing ecologically valid tests and curricula of functional skills in developing countries.

  14. Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

    PubMed Central

    Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. PMID:21123696

  15. Quality of education predicts performance on the Wide Range Achievement Test-4th Edition Word Reading subtest.

    PubMed

    Sayegh, Philip; Arentoft, Alyssa; Thaler, Nicholas S; Dean, Andy C; Thames, April D

    2014-12-01

    The current study examined whether self-rated education quality predicts Wide Range Achievement Test-4th Edition (WRAT-4) Word Reading subtest and neurocognitive performance, and aimed to establish this subtest's construct validity as an educational quality measure. In a community-based adult sample (N = 106), we tested whether education quality both increased the prediction of Word Reading scores beyond demographic variables and predicted global neurocognitive functioning after adjusting for WRAT-4. As expected, race/ethnicity and education predicted WRAT-4 reading performance. Hierarchical regression revealed that when including education quality, the amount of WRAT-4's explained variance increased significantly, with race/ethnicity and both education quality and years as significant predictors. Finally, WRAT-4 scores, but not education quality, predicted neurocognitive performance. Results support WRAT-4 Word Reading as a valid proxy measure for education quality and a key predictor of neurocognitive performance. Future research should examine these findings in larger, more diverse samples to determine their robust nature.

  16. 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.

  17. Teaching Acoustic Properties of Materials in Secondary School: Testing Sound Insulators

    ERIC Educational Resources Information Center

    Hernandez, M. I.; Couso, D.; Pinto, R.

    2011-01-01

    Teaching the acoustic properties of materials is a good way to teach physics concepts, extending them into the technological arena related to materials science. This article describes an innovative approach for teaching sound and acoustics in combination with sound insulating materials in secondary school (15-16-year-old students). Concerning the…

  18. Are Cognitive "g" and Academic Achievement "g" One and the Same "g"? An Exploration on the Woodcock-Johnson and Kaufman Tests

    ERIC Educational Resources Information Center

    Kaufman, Scott Barry; Reynolds, Matthew R.; Liu, Xin; Kaufman, Alan S.; McGrew, Kevin S.

    2012-01-01

    We examined the degree to which the conventional notion of g associated with IQ tests and general cognitive ability tests ("COG-g") relate to the general ability that underlies tests of reading, math, and writing achievement ("ACH-g"). Two large, nationally representative data sets and two independent individually-administered set of test…

  19. Predictive Indicators of High Performing Schools: A Study of Evaluative Inquiry and the Effective Use of Achievement Test Data

    ERIC Educational Resources Information Center

    Hill, Kathryn L.

    2010-01-01

    Existing research suggests a link between evaluative inquiry (EI) and student achievement, where EI is defined as the practice of analyzing student achievement data to identify ways to improve instruction. However, researchers lacked empirical evidence regarding the relationship between specific EI indicators and student achievement. The purpose…

  20. The Relationship of Teachers' Assigned Marks to Tested Achievement Among Educationally and Culturally Disadvantaged Children in the Elementary Grades. Final Report.

    ERIC Educational Resources Information Center

    Fish, Enrica

    This study investigated the relationship between (1) achievement marks assigned by teachers to elementary grade, lower socio-economic status boys and girls, and (2) pupils' racial background, sex, intelligence quotient, and tested achievement. A pupil and a teacher sample were chosen from five Minneapolis inner-city schools. The pupil sample…