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Sample records for achievement test booklet

  1. 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"…

  2. Experiences and Issues Related to the Format of Bilingual Tests: Dual Language Test Booklets versus Two Different Test Booklets.

    ERIC Educational Resources Information Center

    Stansfield, Charles W.

    This report, requested by the Massachusetts Department of Education, addresses the issue of the format of native language assessments of students' educational achievement. There are two basic options when administering a translation or adaptation of a test in another language: one is to produce test booklets in both languages and then determine…

  3. Demonstration Booklet, 2001: Grade 4, Reading and Writing. Field Test.

    ERIC Educational Resources Information Center

    National Center for Education Statistics (ED), Washington, DC.

    This demonstration booklet illustrates the kinds of exercises or test questions and tasks used in the assessment of student achievement in reading and in writing by the National Assessment of Educational Progress (NAEP). Each student will be asked to complete the background section and the cognitive sections in one subject, and the assessment will…

  4. Issues in Achievement Testing.

    ERIC Educational Resources Information Center

    Baker, Eva L.

    This booklet is intended to help school personnel, parents, students, and members of the community understand concepts and research relating to achievement testing in public schools. The paper's sections include: (1) test use with direct effects on students (test of certification, selection, and placement); (2) test use with indirect effects on…

  5. 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…

  6. Developing and testing a patient information booklet for thrombolysis used in acute stroke.

    PubMed

    Knapp, Peter; Wanklyn, Peter; Raynor, D K; Waxman, Robin

    2010-12-01

    Objective  Thrombolysis decreases the chance of post-stroke dependence, although its use carries significant risk, notably of intra-cerebral haemorrhage. Patients (and families) face an important risk/benefit decision before consenting. We drafted a patient information booklet for this purpose, and applied performance-based readability testing with the aim that the most important information in the booklet could be found and understood. Methods  The booklet was developed with reference to best practice in information writing and design. We User-Tested its performance on 56 people without prior experience of stroke. After reading the booklet they were asked to find and explain 15 pieces of information. The booklet was revised according to its performance and re-tested, until each item was found and understood by at least 80% of participants. Key findings  The four-page information booklet contained approximately 900 words, organised into six sections. A risk-palette graphic showed the chance of positive and negative outcomes. The booklet was tested on four participant cohorts and revised, including more bold text, re-wording, changing the title and changing the graphic to a coloured bar chart. Testing the final version on the fourth cohort of 20 people showed that each of the 15 tested items of information met the target of at least 80% participants being able to find and understand it. Conclusions  The use of information design and User Testing produced a booklet that is understandable by people with no prior experience of stroke. User Testing is an inexpensive and quick method to ensure that information intended for patients is usable. PMID:21054597

  7. 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…

  8. Personality Module. Test Booklet. Test Items for Booklets 1, 2, 3=Modulo de personalidad. Libro de prueba. Itemes de prueba para los libros 1, 2, 3.

    ERIC Educational Resources Information Center

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve…

  9. Economic Organization Module. Test Booklet. Test Items for Booklets 1, 2, 3=Libro de prueba. Modulo de organizacion economica. Itemes de prueba para los libros 1, 2, 3.

    ERIC Educational Resources Information Center

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve…

  10. Wechsler Individual Achievement Test.

    ERIC Educational Resources Information Center

    Taylor, Ronald L.

    1999-01-01

    This article describes the Wechsler Individual Achievement Test, a comprehensive measure of achievement for individuals in grades K-12. Eight subtests assess mathematics reasoning, spelling, reading comprehension, numerical operations, listening comprehension, oral expression, and written expression. Its administration, standardization,…

  11. Concurrent Validity of New Subscale Scores for the Booklet Category Test.

    PubMed

    McNally, Shannon; Dsurney, John; McGovern, Jessica; DeFilippis, Nick; Chan, Leighton

    2016-06-01

    The Booklet Category Test (BCT) is a neuropsychological test of cognitive dysfunction that provides only one overall error score indicative of global impairment. It does not, however, delineate specific domains that might be impaired. The aim of this study is to concurrently validate 13 new BCT subscales using legacy instruments in patients with nonpenetrating traumatic brain injury (TBI). Eighty-nine patients with mild, moderate, and severe TBI completed a battery of neuropsychology tests. Partial correlations controlling for age were performed and there were significant correlations between the a priori selected scores from legacy measures of major cognitive domains and both BCT total errors and subscale scores. Additional analysis showed that several subscales were able to differentiate between performance levels on the legacy measures. Overall, our results showed that the subscales measured cognitive skills beyond global impairment, supporting the use of the BCT subscales in a population with TBI. PMID:26033113

  12. 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…

  13. 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…

  14. Francais langue seconde. Livret d'examen des eleves--Niveau debutant, premiere et deuxieme parties (French as a Second Language. Test Booklet--Beginning Level, Parts One and Two) [and] Guide D'accompagnement pour administrer le test modele--Niveau debutant (User's Guide for Administering Model Test--Beginning Level).

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Language Services Branch.

    This document consists of the separately published test booklet, two student answer booklets, and test administration guide for Alberta's beginning-level French as a second language test. The student test booklet contains instructions, largely in English, and questions, largely in French, on aspects of daily life in and out of school. Three…

  15. Environment Module. Test Booklet. Test Items for Booklets 1, 2, 3, 4=Libro de prueba. Modulo del medio ambiente. Itemes de prueba para los libros 1, 2, 3, 4.

    ERIC Educational Resources Information Center

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and are designed to help students understand some major human problems and make sound, responsive decisions to…

  16. Culture and Social Organization Module. Test Booklet. Test Items for Booklets 1, 2, 3, 4=Libro de prueba. Modulo de cultura y organizacion social. Itemes de prueba para los libros 1, 2, 3, 4.

    ERIC Educational Resources Information Center

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and are designed to help students understand some major human problems and make sound, responsive decisions to…

  17. Metropolitan Achievement Tests (MAT6) Reading Diagnostic Tests (Test Review).

    ERIC Educational Resources Information Center

    Canney, George

    1989-01-01

    Reviews the Reading Diagnostic Tests which form part of the battery of survey and diagnostic Metropolitan Achievement Tests. Finds the tests to be an impressive tool for diagnosing the reading strengths and weaknesses of elementary and junior high students. (RS)

  18. Grade 10 English Language Arts Released Test Items: Sample Student Work Illustrating GEE 21's Achievement Levels.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge.

    In the school year 2000-2001 students in Grade 10 took the Graduation Exit Examination for the 21st Century (GEE 21) Language Arts and Mathematics tests for the first time. For GEE 21, student scores are reported in terms of five achievement levels: Advanced, Proficient, Basic, Approaching Basic, and Unsatisfactory. This booklet is part of a…

  19. Writing Proficiency and Achievement Tests

    ERIC Educational Resources Information Center

    Sako, Sydney

    1969-01-01

    Test items designed to measure the four language skills and their combinations are presented; various presentations of item types (question, statement, sentence completion, etc.) are illustrated; and the best possible uses are given for each of the different types. The author is Chief of the Measurement Branch, Defense Language Institute, English…

  20. The Ohio Vocational Education Achievement Test Program.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Trade and Industrial Education Instructional Materials Lab.

    The Ohio Vocational Achievement Tests are specially designed instruments for use by teachers, supervisors, and administrators to evaluate and diagnose vocational achievement for improving instruction in secondary vocational programs at the 11th and 12th grade levels. This guide explains the Ohio Vocational Achievement Tests and how they are used.…

  1. Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) scores generated from the MMPI-2 and MMPI-2-RF test booklets: internal structure comparability in a sample of criminal defendants.

    PubMed

    Tarescavage, Anthony M; Alosco, Michael L; Ben-Porath, Yossef S; Wood, Arcangela; Luna-Jones, Lynn

    2015-04-01

    We investigated the internal structure comparability of Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) scores derived from the MMPI-2 and MMPI-2-RF booklets in a sample of 320 criminal defendants (229 males and 54 females). After exclusion of invalid protocols, the final sample consisted of 96 defendants who were administered the MMPI-2-RF booklet and 83 who completed the MMPI-2. No statistically significant differences in MMPI-2-RF invalidity rates were observed between the two forms. Individuals in the final sample who completed the MMPI-2-RF did not statistically differ on demographics or referral question from those who were administered the MMPI-2 booklet. Independent t tests showed no statistically significant differences between MMPI-2-RF scores generated with the MMPI-2 and MMPI-2-RF booklets on the test's substantive scales. Statistically significant small differences were observed on the revised Variable Response Inconsistency (VRIN-r) and True Response Inconsistency (TRIN-r) scales. Cronbach's alpha and standard errors of measurement were approximately equal between the booklets for all MMPI-2-RF scales. Finally, MMPI-2-RF intercorrelations produced from the two forms yielded mostly small and a few medium differences, indicating that discriminant validity and test structure are maintained. Overall, our findings reflect the internal structure comparability of MMPI-2-RF scale scores generated from MMPI-2 and MMPI-2-RF booklets. Implications of these results and limitations of these findings are discussed. PMID:24934218

  2. Program for Area Concentration Achievement Testing.

    ERIC Educational Resources Information Center

    Golden, Anthony J.

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

  3. OSHA [Three Booklets.

    ERIC Educational Resources Information Center

    Occupational Safety and Health Administration, Washington, DC.

    This document consists of three separate booklets designed to educate the public and users about the Occupational Safety and Health Administration (OSHA). The 54-page "All about OSHA" is intended to provide a nonexhaustive overview of OSHA services. The following topics are discussed: the need for occupational safety and health legislation; OSHA's…

  4. Science Resource Booklet.

    ERIC Educational Resources Information Center

    Quint, Walter C.

    The information contained in this booklet is designed to assist teachers at all levels (K through college) in planning, preparing, and supplementing science courses and topics. Appearing in a bibliographic format, science resource information is listed including: (1) suppliers of scientific materials, equipment, laboratory furniture, audiovisual…

  5. Careers Booklet. Project SEARCH.

    ERIC Educational Resources Information Center

    Heart of the Earth Survival School, Minneapolis, MN.

    Developed by the staff of Project SEARCH, this booklet is designed to assist American Indian adults of the Minneapolis-St. Paul area in an exploration of careers. As noted by the introduction, it may also be of interest to Indian high school students, college students, and others who are looking for ideas about the kinds of careers available. The…

  6. Cognitive skills, student achievement tests, and schools.

    PubMed

    Finn, Amy S; Kraft, Matthew A; West, Martin R; Leonard, Julia A; Bish, Crystal E; Martin, Rebecca E; Sheridan, Margaret A; Gabrieli, Christopher F O; Gabrieli, John D E

    2014-03-01

    Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills. PMID:24434238

  7. Documentation of Assessment Instrumentation--The NORC/CRESST 12th Grade Science Assessment, Item Databases, and Test Booklets. Project 2.6: Analytic Models To Monitor Status & Progress of Learning & Performance & Their Antecedents: The School Science Assessment Project.

    ERIC Educational Resources Information Center

    Bock, H. Darrell

    The hardware and software system used to create the National Opinion Research Center/Center for Research on Evaluation, Standards, and Student Testing (NORC/CRESST) item databases and test booklets for the 12th-grade science assessment are described. A general description of the capabilities of the system is given, with some specific information…

  8. 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…

  9. Construct Validation of A Standardized Achievement Test.

    ERIC Educational Resources Information Center

    Andrulis, Richard S.

    The purpose of the investigation was to determine the construct validity of a standardized achievement test. The test, administered to over 5800 subjects, is one examination in a diploma program for students pursuing the Chartered Life Underwriter (CLU) designation. Results of factor and multiple discriminant analysis indicated the presence of…

  10. 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…

  11. Demonstration Booklet, 2002: Grade 4, Reading and Writing. National Assessment of Educational Progress (NAEP).

    ERIC Educational Resources Information Center

    National Center for Education Statistics (ED), Washington, DC.

    This demonstration booklet illustrates the kind of exercises or test questions and tasks used in the assessment of student achievement in reading and writing by the National Assessment of Educational Progress (NAEP) for 2002. Each student will be asked to complete the background section and the cognitive sections for one subject, and the…

  12. Proficiency-Referencing a Reading Achievement Test.

    ERIC Educational Resources Information Center

    Bormuth, John R.

    A procedure is demonstrated for constructing tables showing, for each score on a commercial reading achievement test, the percentage of real-world materials that the testee is likely to comprehend with at least a criterion level of proficiency, the percentages of students in a local or national sample who can competently comprehend a given…

  13. 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…

  14. 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…

  15. 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…

  16. Atoms to electricity. [Booklet

    SciTech Connect

    Not Available

    1987-11-01

    This booklet explains the basic technology of nuclear fission power reactors, the nuclear fuel cycle and the role of nuclear energy as one of the domestic energy resources being developed to help meet our national energy demand. Nuclear power accounted for over 16 percent of the US electric energy supply in 1986 and was second only to coal as a source of our electric power. In the 1990s, nuclear energy is expected to provide almost 20 percent of the Nation's electricity. 38 figs., 5 tabs.

  17. 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.

  18. Always a River. Activity Booklet.

    ERIC Educational Resources Information Center

    Environmental Protection Agency, Cincinnati, OH.

    This activity booklet was designed to accompany a floating barge exhibition entitled "Always a River" that brought together the experiences of the past, the opportunities of the present, and the hopes of the future afforded by the Ohio River. The interdisciplinary activities in this booklet aim at enriching the lives of young people and making…

  19. 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…

  20. 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…

  1. Prairie State Achievement Examination: Overview And Preparation Guide For PSAE Day 2. 2003-2004.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, 2004

    2004-01-01

    The Illinois State Board of Education (ISBE) provides this booklet to help in preparing for the Prairie State Achievement Examination (PSAE). Part I of this booklet is an overview that answers some basic questions about the PSAE: What is it? What will it cover? When will it be given? Part II is a preparation guide for the five tests that are…

  2. 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,…

  3. Beyond Classroom Achievement: Standardized Turkish Tests.

    ERIC Educational Resources Information Center

    Basci, Pelin

    1999-01-01

    The goals, concerns, and issues addressed by a committee of the American Association of Teachers of Turkic Languages (AATT) in the process of developing a standardized Turkish language proficiency test at the college level are examined. The testing committee aimed at incorporating recent scholarship on second language acquisition, teaching…

  4. Physics Data Booklet (Revised 1987).

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    This booklet was designed as a reference for teachers and students of physics on various types of data. Included are: (1) formulas for various constants involved in the study of gravity, electricity, magnetism, atomic physics, particles, and trigonometry; (2) a chart containing values of trigometric functions; (3) equations used in the study of…

  5. 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,…

  6. Laboratory Mathematics. Curriculum Booklet 6 - Number Theory.

    ERIC Educational Resources Information Center

    Rogers, Sandra

    This booklet is one of a set of five booklets which comprise the basic curriculum for "Mathematics Laboratories for Disadvantaged Students," a nationally validated Title III ESEA project. This publication provides evaluation materials and student materials related to number theory. Topics included in this booklet are prime and composite numbers,…

  7. 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…

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

    ERIC Educational Resources Information Center

    Geiser, Saul

    2009-01-01

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

  9. A Parent's Guide to Standardized Aptitude and Achievement Testing.

    ERIC Educational Resources Information Center

    National School Public Relations Association, Arlington, VA.

    Basic test terminology is explained for parents of school children. Terms which are defined include aptitude, achievement, criterion referenced tests, norm referenced tests, and intelligence quotient. Brief discussions of the advantages and limitations of tests are included. Testing is seen as providing valuable information to the school, students…

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

    ERIC Educational Resources Information Center

    Hines, Constance V.; And Others

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

  11. Should Achievement Tests Be Used To Judge School Quality?

    ERIC Educational Resources Information Center

    Bauer, Scott C.

    A study was conducted to provide empirical evidence to answer the question of whether student scores on standardized achievement tests represent reasonable measures of instructional quality. Using a research protocol designed by W. Popham and the local study directors, individual test items from a nationally marketed standardized achievement test…

  12. Arizona Pupil Achievement Testing Statewide Report, June 1988 [and] Appendix.

    ERIC Educational Resources Information Center

    Arizona State Dept. of Education, Phoenix.

    1988 is the eighth year of the Arizona Pupil Achievement Testing Program which is administered to fulfill the requirements of Arizona Revised Statutes Section 15-741 through Section 15-744. This legislation mandates that a nationally standardized norm-referenced achievement test be administered during April to all pupils enrolled in Arizona public…

  13. Long-Term Learning, Achievement Tests, and Learner Centered Instruction

    ERIC Educational Resources Information Center

    Salinas, Moises F.; Kane-Johnson, Sarah E.; Vasil-Miller, Melissa A.

    2008-01-01

    The purpose of this study was to examine the effectiveness of achievement tests to measure long-term learning at the higher education level in traditional verses learner-centered classrooms. Volunteer instructors who use comprehensive achievement tests as an important component of their grading system were asked to complete an instrument that…

  14. Sizing Up Candidates for a New Achievement Test.

    ERIC Educational Resources Information Center

    Ligon, Glynn; Wilkinson, David

    Inspired by four recent decisions to change achievement tests used in the Austin Independent School District, the separate forms used and procedures followed have been combined into a systematic approach intended for use in future achievement test selections. A rating scale (Attachment 1) was developed to expedite a systematic comparison among…

  15. Modeling Booklet Effects for Nonequivalent Group Designs in Large-Scale Assessment

    ERIC Educational Resources Information Center

    Hecht, Martin; Weirich, Sebastian; Siegle, Thilo; Frey, Andreas

    2015-01-01

    Multiple matrix designs are commonly used in large-scale assessments to distribute test items to students. These designs comprise several booklets, each containing a subset of the complete item pool. Besides reducing the test burden of individual students, using various booklets allows aligning the difficulty of the presented items to the assumed…

  16. 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…

  17. 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…

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

    ERIC Educational Resources Information Center

    Henderson, Robert G.

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

  19. Energy Efficiency Indicators Methodology Booklet

    SciTech Connect

    Sathaye, Jayant; Price, Lynn; McNeil, Michael; de la rue du Can, Stephane

    2010-05-01

    This Methodology Booklet provides a comprehensive review and methodology guiding principles for constructing energy efficiency indicators, with illustrative examples of application to individual countries. It reviews work done by international agencies and national government in constructing meaningful energy efficiency indicators that help policy makers to assess changes in energy efficiency over time. Building on past OECD experience and best practices, and the knowledge of these countries' institutions, relevant sources of information to construct an energy indicator database are identified. A framework based on levels of hierarchy of indicators -- spanning from aggregate, macro level to disaggregated end-use level metrics -- is presented to help shape the understanding of assessing energy efficiency. In each sector of activity: industry, commercial, residential, agriculture and transport, indicators are presented and recommendations to distinguish the different factors affecting energy use are highlighted. The methodology booklet addresses specifically issues that are relevant to developing indicators where activity is a major factor driving energy demand. A companion spreadsheet tool is available upon request.

  20. Spent fuel shortage: Facts booklet

    NASA Astrophysics Data System (ADS)

    1980-04-01

    In October 1977, the Department of Energy (DOE) announced a spent nuclear fuel policy where the Government would, under certain conditions, take title of and store spent nuclear fuel from commercial power reactors. The policy is intended to provide spent fuel storage until final disposition is available. The DOE has programs for providing safe, long-term disposal of nuclear waste. The spent fuel storage program is one element of waste management and compliments the disposal program. The costs for spent fuel services are to be fully recovered by the Government from the utilities. This will allow the utilities to confidently consider the costs for disposition of spent fuel in their rate structure. The United States would also store limited amounts of foreign spent fuel to meet nonproliferation objectives. This booklet summarizes information on many aspects of spent fuel storage.

  1. Spent fuel storage. Facts booklet

    SciTech Connect

    1980-04-01

    In October 1977, the Department of Energy (DOE) announced a spent nuclear fuel policy where the Government would, under certain conditions, take title to and store spent nuclear fuel from commercial power reactors. The policy is intended to provide spent fuel storage until final disposition is available. DOE has programs for providing safe, long-term disposal of nuclear waste. The spent fuel storage program is one element of waste management and compliments the disposal program. The costs for spent fuel services are to be fully recovered by the Government from the utilities. This will allow the utilities to confidently consider the costs for disposition of spent fuel in their rate structure. The United States would also store limited amounts of foreign spent fuel to meet nonproliferation objectives. This booklet summarizes information on many aspects of spent fuel storage.

  2. 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)

  3. The Right Achievement Test Makes Sense of Your Curriculum Development.

    ERIC Educational Resources Information Center

    Milligan, Wayne

    This paper describes the experiences of the Ector County Independent School District (Odessa, Texas) in selecting published achievement test to determine the effectiveness of a newly established curriculum. A task force of 24 faculty and staff met for three months. During this time they reviewed the district's philosophy of testing, developed new…

  4. 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…

  5. 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…

  6. How Do We Balance Test Anxiety and Achievement?

    ERIC Educational Resources Information Center

    Berliner, David; Casanova, Ursula

    1988-01-01

    A study of German fifth graders correlates high levels of test anxiety with decreased student achievement. To minimize this effect, teachers must foster a balance between efficient use of class time with attention to student needs. Suggestions on how to create a learning, rather than a testing, environment are given. (JL)

  7. Filling in the Blanks: Putting Standardized Tests to the Test.

    ERIC Educational Resources Information Center

    Cizek, Gregory J.

    1998-01-01

    This booklet provides parents, teachers, administrators, and policymakers with information about achievement testing which is relevant to their needs. The first section presents an overview of the current market for standardized achievement tests and provides key definitions, distinctions between ability and achievement testing, comparisons of…

  8. 46 CFR 170.110 - Stability booklet.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 46 Shipping 7 2012-10-01 2012-10-01 false Stability booklet. 170.110 Section 170.110 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) SUBDIVISION AND STABILITY STABILITY REQUIREMENTS FOR ALL INSPECTED VESSELS Stability Instructions for Operating Personnel § 170.110 Stability booklet. (a) Except as provided in paragraph (e)...

  9. RSA Monitoring Redesign Initiative Informational Booklet #1

    ERIC Educational Resources Information Center

    US Department of Education, 2005

    2005-01-01

    This informational booklet contains background materials regarding the Rehabilitation Services Administration (RSA) initiative to redesign its monitoring system. The booklet is intended to expand the knowledge and understanding of those individuals selected to participate in the RSA-sponsored monitoring conference that was held August 24 and 25,…

  10. ACS Booklet Focuses on Chemical News

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1976

    1976-01-01

    Discusses the 1976 edition of "What's Happening in Chemistry," a booklet summarizing newsworthy events in chemical research, available from the American Chemical Society. The booklet is primarily for writers, editors, and broadcasters; its aim is to generate more articles in the media about chemists and chemistry. (MLH)

  11. 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…

  12. Gender Balance Analysis of the Metropolitan Achievement Tests, 1978 Edition.

    ERIC Educational Resources Information Center

    Jensen, Marjane; Beck, Michael D.

    The 1978 edition of the Metropolitan Achievement Tests was analyzed for sex stereotyping and for the use of male, female, or neuter references and a comparison was made with the 1970 edition. There was less bias in the new edition, and there was relatively little sex stereotyping with respect to occupations, activities, and roles for females.…

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

    ERIC Educational Resources Information Center

    Johansson, Stefan; Myrberg, Eva; Rosen, Monica

    2012-01-01

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

  14. The History of Statewide Achievement Testing in Texas.

    ERIC Educational Resources Information Center

    Cruse, Keith L.; Twing, Jon S.

    2000-01-01

    Provides a chronological summary of the evolution of statewide achievement tests in Texas to facilitate understanding of the issues behind the "GI Forum v. Texas Education Agency" litigation (1999), which challenged the curricular links of the Texas Assessment of Academic Skills and other "opportunity to learn" issues. (SLD)

  15. Achievement Tests and Elementary ESOL Exit Criteria: An Evaluation.

    ERIC Educational Resources Information Center

    Abella, Rodolfo

    1992-01-01

    Examines Dade County (Florida) Public Schools' process for exiting limited English-proficient students (LEPSs) from the English-for-Speakers-of-Other-Languages (ESOL) Program. Results with 500 LEPSs show that exiters perform successfully in regular classrooms. The Stanford Achievement Test discriminated between LEPS and non-LEPS performance on…

  16. 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…

  17. A Validity Investigation of the Achievement Anxiety Test.

    ERIC Educational Resources Information Center

    Plake, Barbara S.; And Others

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

  18. A Validity Investigation of the Achievement Anxiety Test.

    ERIC Educational Resources Information Center

    Plake, Barbara S.; And Others

    1981-01-01

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

  19. Effects of Mode of Instruction, Testing, Order of Testing, and Cued Recall on Student Achievement.

    ERIC Educational Resources Information Center

    Dwyer, Francis M.; De Melo, Hermes

    1984-01-01

    This experiment was designed to investigate effect of verbal instruction alone vs. verbal instruction complemented by simple line drawings; effect of visual testing vs. nonvisual testing; effect of verbal cued vs. free recall on student achievement; effect of order of testing on subsequent achievement; and interaction among type of instruction,…

  20. Student's Booklet; To Accompany The Career Data Book: Results from Project TALENT'S Five-Year Follow-Up Study.

    ERIC Educational Resources Information Center

    Flanagan, John C.; And Others

    The Student Booklet is a companion document to "The Career Data Book: Results from Project TALENT'S Five-year Followup Study" (CE 000 755). The booklet's purpose is to enable the high school student to compare his abilities, achievements, interests, and background with those of other young people who went into various occupations so he may be…

  1. Explanations for Success and Failure by Low and Average School Achievers.

    ERIC Educational Resources Information Center

    Bond, Lynne A.; Johnson, Jeannette L.

    Low and average school achievers in grades 1 and 2 and grades 4 and 5 made attributions for successes and failures on school related and unrelated tasks. Students in the low achievement group were participants of the Title I program, and tested a year below their age-mates on reading and math achievement. Students were given two booklets of four…

  2. The effects of testing on science process skill achievement

    NASA Astrophysics Data System (ADS)

    Strawitz, Barbara M.

    The purpose of this study was to examine the effects of testing on the achievement of students using self-instructional materials to learn science process skills. In one section of an undergraduate science method class, students were paced through a programmed textbook and were given short quizzes in class after each of the process skill lessons was assigned, while in another section, students worked at their own pace and were held responsible for completing the lessons by the end of the semester. Students taking the quizzes throughout the semester were expected to attain a higher level of process skill proficiency because previous studies have shown that taking a test immediately after learning leads to better retention of the material. Results indicated that taking frequent quizzes did not differentially affect process skill acquisition.

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  4. A Study of the Relationships Between Test Order, Physiological Arousal, and Intelligence and Achievement Test Performance.

    ERIC Educational Resources Information Center

    Nighswander, James K.; Beggs, Donald L.

    The relative predictive abilities of two indices of test anxiety were investigated. The galvanic skin response (GSR) and the Test Anxiety Scale for Children (TASC) were used as predictor variables for IQ and achievement test performance. The results of multiple linear regression analysis indicated that neither the TASC nor the GSR, combined over…

  5. North Dakota Wetlands Discovery Guide. Photocopy Booklet.

    ERIC Educational Resources Information Center

    Dietz, Nancy J., Ed.; And Others

    This booklet contains games and activities that can be photocopied for classroom use. Activities include Wetland Terminology, Putting on the Map, Erosional Forces, Water in...Water out, Who Lives Here?, Wetlands in Disguise, Dichotomous Plant Game, Algae Survey, Conducting an Algal Survey, Water Quality Indicators Guide, Farming Wetlands, Wetlands…

  6. With Babies and Banners: Illustrated Historical Booklet.

    ERIC Educational Resources Information Center

    Goldfarb, Lyn; Gray, Lorraine

    Background reading materials are provided in this booklet developed to be used in conjunction with the award winning color documentary film "With Babies and Banners." The film records the role that the women of Flint, Michigan, played in the great General Motors sit-down strike of 1937. The readings are suitable for college audiences and for…

  7. Alaska High School Graduation Qualifying Examination Booklet.

    ERIC Educational Resources Information Center

    Alaska State Dept. of Education, Juneau.

    This booklet is an explanation of what the Alaska High School Graduation Qualifying Examination means to Alaskans and how it fits into a larger school accountability reform initiative. The high school class of 2002 is the first group of students who will need to pass the High School Graduation Qualifying Examination to receive a high school…

  8. The Marfan Syndrome: A Booklet for Teachers.

    ERIC Educational Resources Information Center

    Bernhardt, Barbara A.

    This booklet explains characteristics of Marfan Syndrome, an inherited disorder of connective tissue which can be life-threatening if untreated. Medical problems affecting various parts of the body such as the heart, the skeleton, the eyes and the skin associated with Marfan Syndrome are discussed. Possible medical emergencies are identified.…

  9. Great Lakes Education Booklet, 1990-1991.

    ERIC Educational Resources Information Center

    Michigan State Dept. of Natural Resources, Lansing.

    This booklet integrates science, history, and environmental education to help students acquire a basic understanding of the importance of the Great Lakes located in the United States. The packet also contains a Great Lakes Basin resource map and a sand dune poster. These materials introduce students to a brief history of the lakes, the diversity…

  10. 46 CFR 170.110 - Stability booklet.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 46 Shipping 7 2011-10-01 2011-10-01 false Stability booklet. 170.110 Section 170.110 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) SUBDIVISION AND STABILITY STABILITY REQUIREMENTS FOR ALL INSPECTED VESSELS Stability Instructions for Operating Personnel § 170.110...

  11. 46 CFR 170.110 - Stability booklet.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... unintentional flooding. (12) A table of contents and index for the booklet. (13) Each ship condition which, if damage occurs, may require cross-flooding for survival and information concerning the use of any special cross-flooding fittings. (14) The amount and location of fixed ballast. (15) Any other...

  12. OMLTA Workshop Booklet, 1978-1979.

    ERIC Educational Resources Information Center

    Ohio Modern Language Teachers Association, Columbus.

    This booklet is a guideline to those interested in the Ohio Modern Language Teachers Association Workshops. Outlined are the membership policies, responsibilities of the local workshop director, guidelines for selecting consultants, site selection, publicity guidelines, and OMLTA workshops and consultants. A complete description of each workshop…

  13. 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…

  14. 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…

  15. 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…

  16. Central Iowa Low Achiever Mathematics Project - Low Achiever Motivational Project.

    ERIC Educational Resources Information Center

    Zimmerman, Joseph T.

    The materials in this booklet are designed especially for the low achieving student in mathematics. Containing some materials from a course in general mathematics, the booklet is intended to be used in conjunction with conventional textbook materials and is designed to serve as a source of new ideas for teachers and to relieve the teacher of much…

  17. Enhancing Maternal and Child Health using a Combined Mother & Child Health Booklet in Kenya.

    PubMed

    Mudany, Mildred A; Sirengo, Martin; Rutherford, George W; Mwangi, Mary; Nganga, Lucy W; Gichangi, Anthony

    2015-12-01

    Under Kenyan guidelines, HIV-exposed infants should be tested for HIV DNA at 6 weeks or at first clinical contact thereafter, as infants come for immunization. Following the introduction of early infant diagnoses programmes, however, many infants were not being tested and linked to care and treatment. We developed the Mother & Child Health Booklet to help relate mothers' obstetrical history to infants' healthcare providers to facilitate follow-up and timely management. The booklet contains information on the mother's pregnancy, delivery and postpartum course and her child's growth and development, immunization, nutrition and other data need to monitor the child to 5 years of age. It replaced three separate record clinical cards. In a 1 year pilot evaluation of the booklet in Nyanza province in 2007-08, the number of HIV DNA tests on infants increased by 34% from 9966 to 13 379. The booklet was subsequently distributed nationwide in 2009. Overall, the numbers of infants tested for HIV DNA rose from 27 000 in 2007 to 60 000 in 2012, which represents approximately 60% of the estimated HIV-exposed infants in Kenya. We believe that the booklet is an important strategy for identifying and treating infected infants and, thus, in progress toward Millennium Development Goal 4. PMID:26342124

  18. 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

  19. 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…

  20. Applications of Adaptive Testing in Measuring Achievement and Performance.

    ERIC Educational Resources Information Center

    Bejar, Issac I.

    The concept of testing for partial knowledge is considered with the concept of tailored testing. Following the special usage of latent trait theory, the word valdity is used to mean the correlation of a test with the construct the test measures. The concept of a method factor in the test is also considered as a part of the validity. The possible…

  1. A Two-Dimensional Analysis of Achievement Test Items.

    ERIC Educational Resources Information Center

    Tanner, David E.

    1985-01-01

    This study explored the relationship between college student achievement and two other dimensions: cognitive complexity and the concreteness or abstractness of selected concepts. Although the level of abstractness alone did not influence achievement, the cognitive complexity of the item and the interaction of the two main effects was significant.…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  3. 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…

  4. Mathematical Models of the Value of Achievement Testing.

    ERIC Educational Resources Information Center

    Pinsky, Paul D.

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

  5. 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…

  6. Achievement Goals, Study Strategies, and Achievement: A Test of the "Learning Agenda" Framework

    ERIC Educational Resources Information Center

    Senko, Corwin; Hama, Hidetoshi; Belmonte, Kimberly

    2013-01-01

    Two classroom studies tested whether mastery-approach goals and performance-approach goals nudge students to pursue different learning agendas. Each showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material. Study 2…

  7. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. June 1988 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the English 30 Grade 12 Diploma Examinations in Alberta, Canada, this test (to be administered along with a questions booklet) contains the reading selections portion of Part B, the reading component of the June 1988 tests. Representing the genres of fiction, nonfiction, poetry, and drama, the 10 selections consist of:…

  8. 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…

  9. 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…

  10. Effects of Extending Administration Time on Standardized Reading Achievement Tests.

    ERIC Educational Resources Information Center

    Baldwin, R. Scott; And Others

    1989-01-01

    Investigates whether the Nelson-Denny Reading Test's time restrictions may bias the performances of marginal students. Finds that the Nelson-Denny scores alone may provide biased measures of reading ability. Recommends that test makers develop extended time norms. (MG)

  11. 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…

  12. 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…

  13. Held Back: The Impact of Curricular and Pedagogical Factors on Tested Achievement in High School Mathematics

    ERIC Educational Resources Information Center

    Agvanian, Zara

    2013-01-01

    This study examined the impact of curricular factors and teaching practices on students' tested achievement in mathematics, explored the best predictors of the tested achievement, and examined differences in the tested achievement among student subgroups. The study utilized qualitative and quantitative methods and triangulated findings from…

  14. THE ANALYSIS OF DIAGNOSTIC EFFECTIVENESS OF A FACET DESIGN BATTERY OF ACHIEVEMENT AND ANALYTICAL ABILITY TEST.

    ERIC Educational Resources Information Center

    GUTTMAN, LOUIS; SCHLESINGER, I.M.

    THE INTERNAL STRUCTURE OF A BATTERY OF ACHIEVEMENT AND INTELLIGENCE TESTS WAS ANALYZED TO ENHANCE THE DIAGNOSTIC VALUE OF THE BATTERY. CONSTRUCTION OF THE ACHIEVEMENT AND INTELLIGENCE TESTS WAS GUIDED BY A FACET DESIGN. THE RESEARCH HYPOTHESES WERE THAT--(1) STAGES OF DEVELOPMENT AND ACHIEVEMENT IN THE VARIOUS AREAS TESTED IN THE BATTERY EXIST,…

  15. Canada issues booklet describing acid rain

    NASA Astrophysics Data System (ADS)

    A booklet recently released by Environment Canada describes acid rain in terms easily understood by the general public. Although Acid Rain — The Facts tends somewhat to give the Canadian side of this intercountry controversial subject, it nevertheless presents some very interesting, simple statistics of interest to people in either the U.S. or Canada. Copies of the booklet can be obtained from Inquiry Environment Canada, Ottawa, Ontario K1A OH3, Canada, tel. 613-997-2800.The booklet points out that acid rain is caused by emissions of sulfur dioxide (SO2) and nitrogen oxides (NOx). Once released into the atmosphere, these substances can be carried long distances by prevailing winds and return to Earth as acidic rain, snow, fog, or dust. The main sources of SO2 emissions in North America are coal-fired power generating stations and nonferrous ore smelters. The main sources of NOx emissions are vehicles and fuel combustion. From economical and environmental viewpoints, Canada believes acid rain is one of the most serious problems presently facing the country: increasing the acidity of more than 20% of Canada's 300,000 lakes to the point that aquatic life is depleted and acidity of soil water and shallow groundwater is increasing, causing decline in forest growth and water fowl populations, and eating away at buildings and monuments. Acid rain is endangering fisheries, tourism, agriculture, and forest resources in an area of 2.6 million km2 (one million square miles) of eastern Canada, about 8% of Canada's gross national product.

  16. 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…

  17. Teacher Performance and Pupil Achievement on Teacher-Made Tests.

    ERIC Educational Resources Information Center

    Ellett, Chad D.; And Others

    This study investigated the predictive validity of the Teacher Performance Assessment Instruments (TPAI) using pupil gains on teacher-made tests (TMT) as a criterion. The TPAI and the TMT's were administered to 56 elementary and secondary classrooms in Georgia. Results supported the validity of the TPAI with a large number of correlations ranging…

  18. 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…

  19. 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…

  20. Predictive Validity of the Boehm Test of Basic Concepts for Achievement in First Grade

    ERIC Educational Resources Information Center

    Estes, Gary D.; And Others

    1976-01-01

    The relation between performance on the Boehm Test of Basic Concepts (BTBC) and achievement in first grade was examined. The correlation between the BTBC and the Stanford Achievement Test was significant. The findings support Boehm's assertation that mastery of the concepts is related to achievement in the primary grades. (Author/JKS)

  1. "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.…

  2. Grade 12 Diploma Examination, English 33. Part B: Reading (Multiple Choice). Readings Booklet.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 33 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: an excerpt from "Catch-22" (Joseph Heller); "School Thief" (Dennis Potter); "In…

  3. AIDS and Child Care: A Booklet for Child Care Workers, Management Committees and Parents.

    ERIC Educational Resources Information Center

    Fricke, Caroline; Glasson, Mark

    This booklet provides Australians with basic information about the Acquired Immune Deficiency Syndrome (AIDS). Contents cover the definiton of AIDS, ways the disease is transmitted, Human Immunodeficiency Virus (HIV) antibody testing for adults and children, variations among children infected with HIV, information that HIV is not transmitted…

  4. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: an excerpt from "Where Did You Go?""Out." (Robert Paul Smith); "Lines on…

  5. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry and drama, including the following: "At the Age at Which Mozart Was Dead Already" (Ellen Goodman); "Embassy" (W.…

  6. Gold Seal Vocational Endorsement and Scholarship Program, 1993-94. Information Booklet.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

    This revised edition provides information about Florida's Gold Seal Vocational Endorsement and Scholarship program. The booklet includes the following: (1) general program information, including information on eligible vocational program areas, program eligibility requirements, Gold Seal endorsement program requirements, competency testing, course…

  7. Grade 12 Diploma Examination, English 30. 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 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: "My Magical Metronome" (Lewis Thomas); "Queen Street Trolley" (Dale…

  8. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. 1988 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examinations in English 30 in Alberta, Canada, this reading test (to be administered along with a questions booklet) includes the following nine short selections taken from fiction, nonfiction, poetry, and drama: "The Biggest Liar in the World" (Harry Mark Petrakis); "Victorian Grandmother" (Margo…

  9. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. 1987 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with a questions booklet) includes the following 10 short selections taken from fiction, nonfiction, poetry, and drama: "Parents as People (with Children)" (Ellen Goodman); "Everybody Knows about the Arctic" (Jim…

  10. Grade 12 Diploma Examination, English 33. Part B: Reading. (Multiple Choice). Readings Booklet. 1988 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking Grade 12 Diploma Examinations in English 33 in Alberta, Canada, this reading test is designed to be administered with a questions booklet. The following short selections taken from fiction, nonfiction, poetry, drama, and day-to-day functional materials are included: (1) "M is for Mother" (Marjorie Riddle); (2) "It's…

  11. A Study of the Generalizability of the Results of a Standardized Achievement Test.

    ERIC Educational Resources Information Center

    Pelavin, Sol H.; Barker, Pierce

    A standardized achievement testing program was begun in Alum Rock, California in the fall of 1972 as part of an evaluation of an Educational Voucher Demonstration. During each of the first three years of the demonstration both the form of test administration and the particular level of the standardized achievement test that a student is assigned…

  12. Relationships among the MCAT Reading Subtest, Nelson-Denny Reading Test, and Medical School Achievement.

    ERIC Educational Resources Information Center

    Jackson, James R.; Brooks, C. Michael

    1985-01-01

    The relationship between reading scores on the Medical College Admission Test (MCAT) and scores on the Nelson-Denny Reading Test (NDRT) was investigated, along with the tests' predictive validities for medical school achievement. Although NDRT was better as a single predictor of achievement, it has limitations as a predictive device. (SW)

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

    ERIC Educational Resources Information Center

    Washburn, Gail

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

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

    ERIC Educational Resources Information Center

    Putwain, David W.; Symes, Wendy

    2012-01-01

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

  15. 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)

  16. 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…

  17. MIAMI LINGUISTIC READERS. NAT THE RAT, MY SEATWORK BOOKLET.

    ERIC Educational Resources Information Center

    ROJAS, PAULINE M.; AND OTHERS

    THE BOOKLET PROVIDES WRITING ACTIVITIES TO REINFORCE ORAL EXPRESSION AND READING, WHICH ARE EMPHASIZED IN A LANGUAGE ARTS COURSE FOR NONENGLISH SPEAKING AND CULTURALLY DISADVANTAGED FIRST-GRADE PUPILS. THE BOOKLET IS USED IN CONJUNCTION WITH THE TEACHERS' MANUAL WHICH TELLS HOW THE VARIOUS EXERCISES ARE TO BE DONE. EXERCISES USE THE VOCABULARY IN…

  18. 27 CFR 5.41 - Bottle cartons, booklets and leaflets.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2010-04-01 2010-04-01 false Bottle cartons, booklets... Requirements for Distilled Spirits § 5.41 Bottle cartons, booklets and leaflets. (a) General. An individual covering, carton, or other container of the bottle used for sale at retail (other than a shipping...

  19. 27 CFR 5.41 - Bottle cartons, booklets and leaflets.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2011-04-01 2011-04-01 false Bottle cartons, booklets... Requirements for Distilled Spirits § 5.41 Bottle cartons, booklets and leaflets. (a) General. An individual covering, carton, or other container of the bottle used for sale at retail (other than a shipping...

  20. Student Information Booklet for Outdoor Studies: Geneva Sixth Grades.

    ERIC Educational Resources Information Center

    Mitchinson, Don F.

    Written for sixth grade students in the Geneva Public Schools (Geneva, New York) and for their parents, this booklet provides general and specific information to prepare them for a 3-day outdoor field experience that is part of the sixth grade curriculum in outdoor studies. The booklet begins with a definition of environmental education and a…

  1. 40 CFR 600.407-08 - Booklets displayed by dealers.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... POLICY FUEL ECONOMY AND GREENHOUSE GAS EXHAUST EMISSIONS OF MOTOR VEHICLES Dealer Availability of Fuel Economy Information § 600.407-08 Booklets displayed by dealers. (a) Booklets displayed by dealers in order to fulfill the obligations of § 600.405 may be either (1) The printed copy of the annual Fuel...

  2. The Effects of White Boards on Student Achievement in Fourth Grade Mathematics as Measures on the Palmetto Achievement Test (PACT) at Selected Schools in North Central South Carolina

    ERIC Educational Resources Information Center

    Campbell, Tanya Lighty

    2010-01-01

    The purpose of this study was to investigate whether the use of interactive Whiteboard technology in mathematics class could improve student achievement as measured by scores achieved on the South Carolina State Palmetto Achievement Test (PACT). The study examined fourth grade mathematics achievement test scores for students whose teachers used…

  3. The Validity of the "Boehm Test of Basic Concepts" in Predicting Achievement.

    ERIC Educational Resources Information Center

    Olinger, Clarice K.

    To determine the validity of the Boehm Test of Basic Concepts in predicting reading achievement as measured by the reading scores of the Iowa Test of Basic Skills, the Boehm test was given to 55 kindergarten children and the Iowa test was given to 42 of the same children in second grade. The results indiciated that the Boehm test appeared to be of…

  4. Comparison and Equating of Paper-Administered, Computer-Administered and Computerized Adaptive Tests of Achievement.

    ERIC Educational Resources Information Center

    Olsen, James B.; And Others

    Student achievement test scores were compared and equated, using three different testing methods: paper-administered, computer-administered, and computerized adaptive testing. The tests were developed from third and sixth grade mathematics item banks of the California Assessment Program. The paper and the computer-administered tests were identical…

  5. ‘The COPD breathlessness manual’: a randomised controlled trial to test a cognitive-behavioural manual versus information booklets on health service use, mood and health status, in patients with chronic obstructive pulmonary disease

    PubMed Central

    Howard, Claire; Dupont, Simon

    2014-01-01

    Background: Chronic obstructive pulmonary disease (COPD) is a costly long-term condition associated with frequent Accident and Emergency (A&E) and hospital admissions. Psychological difficulties and inadequate self-management can amplify this picture. Aims: To compare a cognitive-behavioural manual versus information booklets (IB) on health service use, mood and health status. Methods: Two hundred and twenty-two COPD patients were randomly allocated to receive either the COPD breathlessness manual (CM) or IB. They were instructed to work through their programme at home, over 5 weeks. Guidance from a facilitator was provided at an initial home visit plus two telephone call follow-ups. Results: After 12 months, total A&E visits had reduced by 42% in the CM group, compared with a 16% rise in the IB group. The odds of people in the IB group attending A&E 12 months post-intervention was 1.9 times higher than for the CM group (CI 1.05–3.53). Reduction in hospital admissions and bed days were greatest in the CM group. At 6 months, there were significantly greater improvements in anxiety (F (2,198)=5.612, P=0.004), depression (F (1.8,176.1)=10.697, P⩽0.001) and dyspnoea (F (2,198)=18.170, P⩽0.001) in the CM group. Estimated savings at 12 months were greatest in the CM group, amounting to £30k or £270 per participant. Conclusion: The COPD manual, which addresses physical and mental health, is a straightforward cost-effective intervention that is worth offering to COPD patients within primary or secondary care. PMID:25322078

  6. The Development and Evaluation of a Writing Frames Booklet and a Language Cues Booklet for Science Investigations in Year 9.

    ERIC Educational Resources Information Center

    Cosgrove Jonathan; Packham, Dave

    2002-01-01

    Examined the use of "Writing Frames" to enhance ninth grade students' science investigations. Students were taught to use "Writing Frames" booklets and language cues booklets for "writing up" their science projects. Surveys of participants and nonparticipants indicated that participants had increased scores on various evaluations. Gender…

  7. 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…

  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. 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…

  10. 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…

  11. 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…

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

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

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

  13. Studies in Achievement Testing, Hearing Impaired Students. United States: Spring 1971.

    ERIC Educational Resources Information Center

    Gallaudet Coll., Washington, DC. Office of Demographic Studies.

    Results of three studies based on Stanford Achievement Test data collected during the National Achievement Testing Program for Hearing Impaired Students in Spring, 1971 are reported. Compared in the first study are performance patterns of hearing impaired students on the Intermediate I and Advanced batteries with patterns of hearing…

  14. 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…

  15. 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…

  16. Persian Achievement Tests for Aural Comprehension, Speaking, Reading and Writing at the Elementary Level.

    ERIC Educational Resources Information Center

    Marashi, Mehdi

    This volume contains achievement tests designed for American students studying Persian at the elementary level. They are constructed on the basis of materials related to course syllabi. Preceding the tests, the sources of the test data are reviewed and the main ones are listed. The allocation of points in each section of the test syllabus is…

  17. 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…

  18. Comparing nurses' knowledge retention following electronic continuous education and educational booklet: a controlled trial study

    PubMed Central

    Badiei, Mahmud; Gharib, Mitra; Zolfaghari, Mitra; Mojtahedzadeh, Rita

    2016-01-01

    Background: Training methods that enhance nurses’ learning and retention will increase the quality of patient care. This study aimed to compare the effectiveness of electronic learning and educational booklet on the nurses’ retention of diabetes updates. Methods: In this controlled trial study, convenience sampling was used to select 123 nurses from the endocrinology and internal medicine wards of three hospitals affiliated to Tehran University of Medical Sciences (Tehran, Iran). The participants were allocated to three groups of manual, electronic learning, and control. The booklet and electronic learning groups were trained using educational booklet and electronic continuous medical education (CME) website, respectively. The control group did not receive any intervention. In all the three groups, the nurses' knowledge was measured before the intervention, and one and four weeks after the intervention. Data were collected by a questionnaire. Results: Significant differences were observed between the mean scores of the three groups one and four weeks after the intervention (F=26.17, p=0.001 and F=4.07, p=0.020, respectively), and post hoc test showed that this difference was due to the higher score in e-learning group. Both e-learning and booklet methods could effectively improve nurses' knowledge (χ²=23.03, p=0.001 and χ²=51.71, p=0.001, respectively). Conclusion: According to the results of this study, electronic learning was more effective than booklet in enhancing the learning and retention of knowledge. Electronic learning is suggested as a more suitable method as it provides appropriate interactions and attractive virtual environments to motivate the learners and promote retention. PMID:27493908

  19. The Hip and Knee Book: developing an active management booklet for hip and knee osteoarthritis

    PubMed Central

    Williams, Nefyn H; Amoakwa, Elvis; Burton, Kim; Hendry, Maggie; Lewis, Ruth; Jones, Jeremy; Bennett, Paul; Neal, Richard D; Andrew, Glynne; Wilkinson, Clare

    2010-01-01

    Background The pain and disability of hip and knee osteoarthritis can be improved by exercise, but the best method of encouraging this is not known. Aim To develop an evidence-based booklet for patients with hip or knee osteoarthritis, offering information and advice on maintaining activity. Design of study Systematic review of reviews and guidelines, then focus groups. Setting Four general practices in North East Wales. Method Evidence-based messages were developed from a systematic review, synthesised into patient-centred messages, and then incorporated into a narrative. A draft booklet was examined by three focus groups to improve the phrasing of its messages and discuss its usefulness. The final draft was examined in a fourth focus group. Results Six evidence-based guidelines and 54 systematic reviews were identified. The focus groups found the draft booklet to be informative and easy to read. They reported a lack of clarity about the cause of osteoarthritis and were surprised that the pain could improve. The value of exercise and weight loss beliefs was accepted and reinforced, but there was a perceived contradiction about heavy physical work being causative, while moderate exercise was beneficial. There was a fear of dependency on analgesia and misinterpretation of the message on hyaluranon injections. The information on joint replacement empowered patients to discuss referral with their GP. The text was revised to accommodate these issues. Conclusion The booklet was readable, credible, and useful to end-users. A randomised controlled trial is planned, to test whether the booklet influences beliefs about osteoarthritis and exercise. PMID:20132695

  20. 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…

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

    ERIC Educational Resources Information Center

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

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

  2. 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…

  3. 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…

  4. 5. Photocopy of photograph (from booklet by Endicott Johnson: 70 ...

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

    5. Photocopy of photograph (from booklet by Endicott Johnson: 70 Years of Mutual Respect and Confidence) showing SEVERAL SEVERAL PHOTOS OF POOL ACTIVITIES - Charles F. Johnson Pool, Charles F. Johnson Park, Johnson City, Broome County, NY

  5. 4. Photocopy of photograph (from booklet by Endicott Johnson: 70 ...

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

    4. Photocopy of photograph (from booklet by Endicott Johnson: 70 Years of Mutual Respect and Confidence) showing VIEW OF POOL LOOKING EAST, 1948 - Charles F. Johnson Pool, Charles F. Johnson Park, Johnson City, Broome County, NY

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

    ERIC Educational Resources Information Center

    McCrimmon, Adam W.; Climie, Emma A.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Fuller, Gerald B.; Wallbrown, Fred H.

    1983-01-01

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

  8. A Review of Academic Achievement Tests: Recommendations for Age Appropriate Administration

    ERIC Educational Resources Information Center

    Kozloff, Allison Burstein

    2009-01-01

    Comprehensive academic achievement tests are routinely used by school psychologists in psycho-educational assessment batteries to identify learning disabled students. A variety of assessment measures are used across age groups to determine if a discrepancy exists between academic achievement and intellectual functioning; however, among the most…

  9. An Investigation of Jordanian EFL Teachers' Procedures of Achievement Test Construction

    ERIC Educational Resources Information Center

    Al-Shara'H, Nayel Darweesh

    2013-01-01

    The study aimed at investigating Jordanian EFL teachers' self-reported frequencies of using the procedures of preparing, correcting, analyzing, interpreting an achievement test, and discussing its results with students. To achieve this, a 31-item questionnaire was used. The questionnaire was administered to 118 basic stage EFL teachers after…

  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. Some Correlates of Net Gain Resultant from Answer Changing on Objective Achievement Test Items

    ERIC Educational Resources Information Center

    Mueller, Daniel J.; Schwedel, Allan

    1975-01-01

    Determines the relationship of sex, answer-changing incidence, and total score to net changes in total score resulting from changing answers, by examining the answer-changing behavior of graduate students responding to achievement test items. (Author/RC)

  12. Comparison of the effect of multimedia and illustrated booklet educational methods on women's knowledge of prenatal care

    PubMed Central

    Mohamadirizi, Soheila; Fahami, Fariba; Bahadoran, Parvin

    2014-01-01

    Background: E-learning can increase knowledge in patients and provide an efficient way to enhance the personnel–patient interaction as well as patient-specific education materials. So, the aim of this study was to compare the effects of two methods, multimedia and illustrated booklet educational method, on primigravida women's knowledge of prenatal care. Materials and Methods: This was a quasi-experimental study based on pre- and post-tests carried out on 100 primigravida women (50 in electronic and 50 in illustrated booklet groups) referring to Navabsafavi Health Center of Isfahan University of Medical Sciences in 2012. Subjects were randomly divided into two groups of learning interventions, including multimedia and illustrated booklet. Subjects’ knowledge scores were collected using a researcher-made questionnaire with 50 questions. Results: Before training, the mean scores (out of 50) of knowledge in e-learning and illustrated booklet education groups were 29.21 ± 7.4 and 30.01 ± 6.4, respectively. The difference between the mean scores was not significant 4-6 weeks after education. The score was 44.74 ± 3.4 in the e-learning group and 40.74 ± 6.4 in the illustrated booklet group, which showed a statistically significant difference (P < 0.01). Also, the level of knowledge increased in e-learning and illustrated booklet groups as 61% and 37%, respectively. Conclusion: This study showed that the courses of e-learning training improved the knowledge of pregnant women to a higher extent compared to illustrated booklet education. Therefore, different aspects of e-learning, including computer literacy and infrastructure of telecommunications, should be revised. PMID:24834080

  13. 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. PMID:15587223

  14. 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. PMID:26651154

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  16. 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…

  17. 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…

  18. Teaching Test-Taking Strategies to Improve the Academic Achievement of Students with Mild Mental Disabilities

    ERIC Educational Resources Information Center

    Kretlow, Allison G.; Lo, Ya-yu; White, Richard B.; Jordan, LuAnn

    2008-01-01

    This study examined the effects of teaching a test-taking strategy to 4 fourth- and fifth-grade students with mild mental disabilities on reading and math achievement. The intervention consisted of a direct and explicit instructional method using a mnemonic strategy. The participants' acquisition and application of the test-taking strategy on…

  19. The Relationship between Performance on the Wepman Auditory Discrimination Test and Reading Achievement among Adolescents.

    ERIC Educational Resources Information Center

    Simpson, Robert G.; And Others

    1984-01-01

    The purpose of this study was to investigate the relationship between auditory discrimination, as measured by the Wepman Auditory Discrimination Test, and reading achievement, as measured by the Woodcock Reading Mastery Tests. After controlling for intelligence, there was little more than a random relationship between auditory discrimination and…

  20. 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…

  1. A Perspective on the Uses and Misues of Standardized Achievement Tests.

    ERIC Educational Resources Information Center

    Airasian, Peter W.

    1979-01-01

    The nature and common uses of standardized achievement tests are described and placed in context in order to evaluate claims and criticisms that are commonly made. Tests are described as samples of behavior and hence subject to sampling errors. Much of the debate is dominated by emotion and prejudices. There is very little empirical evidence about…

  2. Effects of School Characteristics upon Achievement Test Scores in New York State.

    ERIC Educational Resources Information Center

    Fowler, William J., Jr.

    The effects of school characteristics upon achievement test scores in New York State were studied. Data, composed of the 1975-76 Consolidated Data Base and Finance Tapes for all 705 school districts in the state, were supplied by the New York State Department of Education. Among the 24 variables of interest were: state pupil evaluation tests of…

  3. Test Language Effect in International Achievement Comparisons: An Example from PISA 2009

    ERIC Educational Resources Information Center

    Soh, Kaycheng

    2014-01-01

    International achievement comparison studies assess students on core subjects such as Reading, Mathematics and Science. Students who do not speak the test language at home can be expected to be disadvantaged because of language proficiency. The test language effect has not been given sufficient attention. The present study investigated probable…

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

    ERIC Educational Resources Information Center

    McLaughlin, J. Patrick; White, Jason T.

    2007-01-01

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

  5. 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…

  6. Sex Bias in Educational Aptitude and Achievement Tests: What Do We Know? Draft.

    ERIC Educational Resources Information Center

    Lockheed, Marlaine E.

    Empirical studies are reviewed of sex bias and psychometric bias in aptitude and achievement tests. It is concluded that: (1) of four studies of sex bias, all found that the language used in the tests favored males, but, at the elementary-secondary level, sex bias has been decreasing; (2) of 15 analyses of psychometric bias, all found an…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  8. 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…

  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. SEQUENTIALLY SCALED MATHEMATICS ACHIEVEMENT TESTS--CONSTRUCTION METHODOLOGY AND EVALUATION PROCEDURES.

    ERIC Educational Resources Information Center

    GRAHAM, GLENN T.

    THIS STUDY APPLIED GUTTMAN'S SCALOGRAM ANALYSIS METHODOLOGY TO TEST CONSTRUCTION, AND DEVELOPED EVALUATION PROCEDURES ON THE RELIABILITY, VALIDITY, AND ITEM ANALYSIS OF THE OBTAINED TESTS. THE METHODOLOGY FOR CONSTRUCTION WAS APPLIED IN FIVE AREAS OF ARITHMETIC ACHIEVEMENT--(1) ADDITION, (2) SUBTRACTION, (3) NUMERATION, (4) TIME-TELLING, AND (5)…

  11. Applause as an Achievement-Based Reward during a Computerised Self-Assessment Test

    ERIC Educational Resources Information Center

    Moridis, Christos N.; Economides, Anastasios A.

    2012-01-01

    Affective feedback during a self-assessment test could help induce the learner to an optimal emotional state regarding the learning material. However, there is a lack of experimental evidence concerning the influence of affective feedback during a self-assessment test. This paper is a step towards this direction. The effect of achievement-based…

  12. Reliability and Validity of Information about Student Achievement: Comparing Large-Scale and Classroom Testing Contexts

    ERIC Educational Resources Information Center

    Cizek, Gregory J.

    2009-01-01

    Reliability and validity are two characteristics that must be considered whenever information about student achievement is collected. However, those characteristics--and the methods for evaluating them--differ in large-scale testing and classroom testing contexts. This article presents the distinctions between reliability and validity in the two…

  13. Persian Achievement Tests for Aural Comprehension, Speaking, Reading and Writing at the Intermediate Level.

    ERIC Educational Resources Information Center

    Marashi, Mehdi

    This volume contains achievement tests designed for American students who have completed second-year Persian. They are constructed on the basis of materials related to course syllabi. The tests are tailored to the needs of the conventional second-year Persian program on the college level, where emphasis is usually placed more on reading,…

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

    NASA Astrophysics Data System (ADS)

    Benson, Juliann

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

  15. SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Five.

    ERIC Educational Resources Information Center

    Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

    The SCOPE Mathematics Achievement Test booklet for grade 5 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items include: writing number words; reading and writing numerals in sequence from 0.001 to 100,000; adding and subtracting whole numbers; multiplying up to four…

  16. SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Four.

    ERIC Educational Resources Information Center

    Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

    The SCOPE Mathematics Achievement Test booklet for grade 4 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items are: writing number words to 100; giving the place value of any digit and using this to write in expanded form; finding a numeral between two given numerals…

  17. HEALTH EDUCATION AND THE CONTROL OF UROGENITAL SCHISTOSOMIASIS: ASSESSING THE IMPACT OF THE JUMA NA KICHOCHO COMIC-STRIP MEDICAL BOOKLET IN ZANZIBAR.

    PubMed

    Stothard, J R; Khamis, A N; Khamis, I S; Neo, C H E; Wei, I; Rollinson, D

    2016-09-01

    Endeavours to control urogenital schistosomiasis on Unguja Island (Zanzibar) have focused on school-aged children. To assess the impact of an associated health education campaign, the supervised use of the comic-strip medical booklet Juma na Kichocho by Class V pupils attending eighteen primary schools was investigated. A validated knowledge and attitudes questionnaire was completed at baseline and repeated one year later following the regular use of the booklet during the calendar year. A scoring system (ranging from 0.0 to 5.0) measured children's understandings of schistosomiasis and malaria, with the latter being a neutral comparator against specific changes for schistosomiasis. In 2006, the average score from 751 children (328 boys and 423 girls) was 2.39 for schistosomiasis and 3.03 for malaria. One year later, the score was 2.43 for schistosomiasis and 2.70 for malaria from 779 children (351 boys and 428 girls). As might be expected, knowledge and attitudes scores for schistosomiasis increased (+0.05), but not as much as originally hoped, while the score for malaria decreased (-0.33). According to a Kolmogorov-Smirnov test, neither change was statistically significant. Analysis also revealed that 75% of school children misunderstood the importance of reinfection after treatment with praziquantel. These results are disappointing. They demonstrate that it is mistaken to assume that knowledge conveyed in child-friendly booklets will necessarily be interpreted, and acted upon, in the way intended. If long-term sustained behavioural change is to be achieved, health education materials need to engage more closely with local understandings and responses to urogenital schistosomiasis. This, in turn, needs to be part of the development of a more holistic, biosocial approach to the control of schistosomiasis. PMID:27428065

  18. Booklets for children related with Earth Sciences published in Mexico

    NASA Astrophysics Data System (ADS)

    Alaniz, S. A.; Nieto-Samaniego, A. F.

    2009-04-01

    The Centro de Geociencias, at the Universidad Nacional Autonoma de Mexico, has published a series of booklets for children, entitled "Simple experiments to understand a complex Earth". It is part of the activities of the Mexican committee of the International Year of the Planet Earth. Each booklet contains experiments related with an Earth Sciences topic and includes the procedure to do one of the "Ten most beautiful experiments in physics" (Crease, P., Physics World May 2002 p17 and September 2002 pp19-20). In Mexico, as in other developing countries, there is very little information about Science in general and Earth Sciences in particular, in the basic education programs. Also, there is poor bibliography in Spanish about science experiments. For this reason, we try to fill the vacuum by distributing free the booklets in Science Museums and rural basic schools in paper, and by Internet in the Centro de Geociencias web site (http://www.geociencias.unam.mx/geociencias/difusion/indice.html). At present, we have been distributed 100,000 copies of 5 issues: 1."Atmospheric pressure and the falling bodies", it deals with the Galileo experiment of falling bodies, he proposed that all the bodies fall down at the same velocity. We discuss the properties of the atmosphere air (temperature, pressure and volume) and concluded that Galileo is right but when the bodies are very light. 2. "The light and the colors" is based in the Newton's decomposition of sunlight with a prism experiment. This booklet contains nine experiments to explain the colors that we find in Earth like the blue of the sky, the orange of the sunset, the rainbow and the mirage. 3. "¿Eureka! oceans and continents float". This booklet presents seven experiments related with density and buoyancy to explain the principles of the Plate tectonics theory. 4. "Climate hanging by a thread", Foucault pendulum demonstrates the rotation of Earth without seeing the stars, in this booklet, we explain, through 9

  19. Effects of microcomputer-administered diagnostic testing on immediate and continuing science achievement and attitudes

    NASA Astrophysics Data System (ADS)

    Waugh, Michael Leonard

    This investigation had three purposes: (1) to document any immediate and continuing benefits associated with the use of microcomputer-administered testing; (2) to determine what type of student might benefit most from microcomputer-administered diagnostic testing; and (3) to document the feasibility of microcomputer-administered diagnostic testing. The subjects of the study were enrolled in a biology course based on the BSCS Blue text. A random half of the students received behaviorally-stated performance objectives, while the remaining half received behaviorally-stated performance objectives in conjunction with microcomputer-administered diagnostic testing. The results of this study indicate that microcomputer-administered diagnostic testing can positively influence the immediate, but not the continuing, achievement of students in science. In addition, neither student aptitude nor achievement motivation level were found to interact with treatment or influence achievement. Affective data indicate that students react favorably to the use of objectives, computers, and diagnostic testing. Cost summary data reveal that when the expense of administering diagnostic testing by microcomputer is prorated over a five-year period, the cost of a diagnostic test is reduced to approximately three cents.

  20. 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.

  1. Brain and Nerves of the Human Body: A Programmed Text and Plate Booklet for Physical Therapy Aides.

    ERIC Educational Resources Information Center

    Kristy, Jean; McDaniel, Lucy V.

    Designed by physical therapists on the basis of results of job analysis and tested with several individual and two small groups, this programed text and plate booklet are intended for either individual or group use in a hospital or junior college program. It is suggested that some discussion, demonstration, and application sessions be arranged in…

  2. 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.

  3. Effectiveness of a Test-Taking Strategy on Achievement in Essay Tests for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    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…

  4. Order Effects on Neuropsychological Test Performance of Normal, Learning Disabled and Low Functioning Children: A Cross-Cultural Study.

    ERIC Educational Resources Information Center

    Akande, Adebowale

    2000-01-01

    Investigated possible priming effect of two neuropsychological tests, the Booklet Category Test (BCT) and Wisconsin Card Sorting Test (WCST). Obtained counterbalanced order effects on like-aged sample of 63 South African elementary school students (normally- achieving, low-functioning, learning-disabled). Found a significant effect of set-shifting…

  5. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  7. An Empirical Study of the Zajonc-Markus Hypothesis for Achievement Test Score Declines.

    ERIC Educational Resources Information Center

    Melican, Gerald J.; Feldt, Leonard S.

    1980-01-01

    Zajonc has proposed that the decline in high school achievement since 1965 can be explained by the trend from 1947 to 1962 toward larger, closer-spaced families. This study tested this theory with data on students in Iowa high schools. Overall, the results raise doubt about this hypothesis. (Author/CTM)

  8. 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…

  9. 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…

  10. Rater Agreement on IQ and Achievement Tests Effect on Evaluations of Learning Disabilities.

    ERIC Educational Resources Information Center

    Van Noord, Robert G.; Prevatt, Frances F.

    2002-01-01

    Evaluates the effects of rater reliability of common IQ and achievement tests on subsequent learning disorder eligibility determinations, particularly with respect to difficulty level of individual subtests and expertise of the scorer. The study corroborates previous findings of strong interrater reliability on most subtests of common IQ and…

  11. The Rasch Model for Achievement Tests--Inappropriate in the Past, Inappropriate Today, Inappropriate Tomorrow.

    ERIC Educational Resources Information Center

    McLean, Leslie D.; Ragsdale, Ronald G.

    1983-01-01

    Robitaille and O'Shea used the Rasch model in developing a set of 40-item mathematics achievement tests. The Rasch model is inappropriate for such a purpose; their article presents the model in a too favorable light and continued application of the model encourages less desirable educational practice and misdirects scarce resources. (BRR)

  12. 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…

  13. Tests of Achievement and Proficiency: Administrator's Summary. Report No. 9-57427.

    ERIC Educational Resources Information Center

    Riverside Publishing Co., Chicago. IL.

    This administrator's summary describes the Tests of Achievement and Proficiency (TAP). The TAP battery is designed to provide information about the strengths and weaknesses of the instructional program and about skills performance of individual students in grades 9 through 12. The TAP may be administered at the year's beginning, middle, or end;…

  14. 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…

  15. 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…

  16. 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…

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

    ERIC Educational Resources Information Center

    Cakici, Dilek

    2016-01-01

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

  18. The Examination of Factorial Invariance in the Construct Validation of a Reading Achievement Test.

    ERIC Educational Resources Information Center

    Gamache, LeAnn M.

    To support the construct validity of a locally developed, sixth grade reading achievement test, an investigation of factorial invariance was made across 1556 majority, 327 Black minority, and 136 Asian minority examinees. Although the hypothesis of a unidimensional factor pattern was retained for each group, hypotheses of equal factor weights…

  19. 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…

  20. The Quality of Content Analyses of State Student Achievement Tests and Content Standards

    ERIC Educational Resources Information Center

    Porter, Andrew C.; Polikoff, Morgan S.; Zeidner, Tim; Smithson, John

    2008-01-01

    This article examines the reliability of content analyses of state student achievement tests and state content standards. We use data from two states in three grades in mathematics and English language arts and reading to explore differences by state, content area, grade level, and document type. Using a generalizability framework, we find that…

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

    ERIC Educational Resources Information Center

    Takayama, Keita

    2013-01-01

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

  2. 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…

  3. Predicting Children's Achievement from Teacher Judgements: An Alternative to Standardized Testing.

    ERIC Educational Resources Information Center

    Quay, Lorene C.; Steele, Donald C.

    1998-01-01

    Constructed and tested for validity the Developmental Rating Scale (DRS), which uses teacher judgments about the academic development of children to evaluate student achievement. Teachers evaluated children at the pre-kindergarten, first-, and second-grade levels using the DRS and the Developmental Profile II (DPII). Found that the DRS, unlike the…

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

    ERIC Educational Resources Information Center

    Tatsuoka, Kikumi; Tatsuoka, Maurice

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

  5. 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…

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

    ERIC Educational Resources Information Center

    Kinney, Daryl W.

    2008-01-01

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

  7. 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.

  8. Reading and Arithmetic Achievement Among Youths 12-17 Years as Measured by the Wide Range Achievement Test. Vital and Health Statistics Series 11, No. 136.

    ERIC Educational Resources Information Center

    Hitchcock, Dale C.; Pinder, Glenn B.

    National estimates of school achievement as measured by the reading and arithmetic subtests of the Wide Range Achievement Test (WRAT) for the noninstitutionalized population of the United States aged 12-17 years are presented. Data were obtained in the Health Examination Survey (HES) of 1966-70. In the survey a probability sample of 7,514 youths…

  9. Idaho Region IV Fourth-Grade Teachers' Perceptions about the Educational Influence of Idaho State Achievement Standards and the Idaho State Achievement Tests

    ERIC Educational Resources Information Center

    Wiggins, Annette Marie

    2010-01-01

    The purpose of this study was to explore Idaho Region IV fourth-grade teachers' perceptions regarding the educational influence of Idaho State Achievement Standards and the Idaho Standards Achievement Tests (ISAT) in language usage, reading, and math. Differences between subgroups based on teacher/school demographics, specifically, teachers'…

  10. 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),…

  11. Agomelatine: to be avoided, with or without a "patient booklet".

    PubMed

    2015-12-01

    In early 2015, the European health authorities chose to keep agomelatine on the market despite its serious adverse effects (especially hepatic disorders), simply because patients would be provided with a treatment booklet. Yet this flimsy measure in no way improves patient care. PMID:26788574

  12. 40 CFR 600.407-08 - Booklets displayed by dealers.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 30 2014-07-01 2014-07-01 false Booklets displayed by dealers. 600.407-08 Section 600.407-08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND GREENHOUSE GAS EXHAUST EMISSIONS OF MOTOR VEHICLES Dealer Availability of...

  13. 40 CFR 600.407-08 - Booklets displayed by dealers.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 31 2012-07-01 2012-07-01 false Booklets displayed by dealers. 600.407-08 Section 600.407-08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND GREENHOUSE GAS EXHAUST EMISSIONS OF MOTOR VEHICLES Dealer Availability of...

  14. Enquiry Work in an Urban Setting. Information Booklet.

    ERIC Educational Resources Information Center

    Schools Council, London (England).

    The purpose of this information booklet is to look closely at the organization of the educational experiences of two fourth-year forms in two English urban secondary schools who studied some features of their immediate environment. The first 6 week field project, Houses and Flats: A Planned Enquiry into the Local Area, involved 34 low ability boys…

  15. A Resource Booklet on Transitions: SERVEing Young Children Project.

    ERIC Educational Resources Information Center

    North Carolina Univ., Greensboro. School of Education.

    SERVE, the SouthEastern Regional Vision for Education, is a coalition of educators, business leaders, governors and policymakers seeking comprehensive and lasting improvement in education in the five southeastern states. SERVEing Young Children is the early childhood project within SERVE. The first section of this resource booklet introduces the…

  16. Twenty-Five Years Since Brown. A Commemorative Booklet.

    ERIC Educational Resources Information Center

    Dowling, Ann, Ed.

    This booklet commemorates the twenty-fifth anniversary of the Supreme Court Brown v Board of Education of Topeka decision through a series of contemporary commentaries. The historical foundations of the decision as well as advances in civil rights and school desegregation since 1954 are discussed and new priorities for the advancement of civil…

  17. 40 CFR 600.407-08 - Booklets displayed by dealers.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 30 2011-07-01 2011-07-01 false Booklets displayed by dealers. 600.407-08 Section 600.407-08 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND CARBON-RELATED EXHAUST EMISSIONS OF MOTOR VEHICLES Fuel Economy Regulations...

  18. 40 CFR 600.407-77 - Booklets displayed by dealers.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 30 2011-07-01 2011-07-01 false Booklets displayed by dealers. 600.407-77 Section 600.407-77 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND CARBON-RELATED EXHAUST EMISSIONS OF MOTOR VEHICLES Fuel Economy Regulations...

  19. Basic Casting from A to Z. Student's Instruction Booklet.

    ERIC Educational Resources Information Center

    Zebco, Tulsa, OK.

    A profusely illustrated student instruction booklet contains step-by-step directions and diagrams for learning four basic casting techniques. Separate sections cover basic spin-casting, spinning, bait-casting, and fly-casting. Each section details recommended equipment (reel, rod, line, plug, tackle, lures, leaders, flies), describes specific…

  20. Wilbur and Orville Wright. Curriculum Guide [and] Activity Booklet.

    ERIC Educational Resources Information Center

    Federal Aviation Administration (DOT), Washington, DC.

    This learning packet contains information about the Wright Brothers, Wilbur and Orville. The packet highlights certain facts that will help students understand the Wright Brothers' contributions in the field of manned flight in a heavier-than-air machine. It includes poster sheets (artwork) and task cards to be used by students and a booklet to…

  1. 101 Environmental Education Activities. Booklet 1--Art and Music Activities.

    ERIC Educational Resources Information Center

    Whitney, Helen, Comp.

    First of a series of 6 publications containing environmental education activities, this booklet by the Upper Mississippi River ECO-Center describes 12 environmentally-based art and music activities for elementary and intermediate grades. Each activity description contains objectives, preparation, materials, directions, student evaluation, and…

  2. 101 Environmental Education Activities. Booklet 6--Social Studies Activities.

    ERIC Educational Resources Information Center

    Whitney, Helen, Comp.

    Based on the environment and directed at elementary and intermediate level students, 5 field trips are a significant part of the 12 social studies activities in the sixth booklet by the Upper Mississippi River ECO-Center outlining environmental and outdoor education activities. Most of the activities include objectives, activity description,…

  3. 101 Environmental Education Activities. Booklet 2--Language Art Activities.

    ERIC Educational Resources Information Center

    Whitney, Helen, Comp.

    This booklet containing 20 language arts activities is the second in the series "101 Environmental Education Activities" produced by the Upper Mississippi River ECO-Center. The description of each activity contains learning objectives, directions, and suggested student evaluation standards. Elementary and intermediate level students expand their…

  4. 101 Environmental Education Activities. Booklet 4--Science Activities.

    ERIC Educational Resources Information Center

    Whitney, Helen, Comp.

    Fourth in the series "101 Environmental Education Activities" by the Upper Mississippi River ECO-Center, the booklet contains 39 environment-based science activities directed to students in primary, intermediate, and junior high classes. Organization of the activities usually includes grade level, objectives, procedures, and materials, evaluation…

  5. A Guide to Multicultural Drug Abuse Prevention: Funding. Series Booklet.

    ERIC Educational Resources Information Center

    Harrison-Burns, Bettye; And Others

    This booklet explores sources of money for multicultural and minority drug abuse prevention programs and provides an overview of fundraising methods and resources. Local, State and Federal agencies (including private organizations) that provide funds for drug abuse prevention programs are listed. Ways to go about soliciting funds are outlined.…

  6. The Newcomer Booklet: A Project for Limited Formally Schooled Students

    ERIC Educational Resources Information Center

    Marshall, Helaine W.; DeCapua, Andrea

    2010-01-01

    The Newcomer Booklet has become a popular classroom activity among ESL teachers at many different levels and with many types of learners. In this article, we explore why this is the case and why this type of project works so well for a particular population of English language learners, those with limited or interrupted formal schooling. We…

  7. Jigsaw Puzzles. Australian Early Childhood Resource Booklets, No. 3.

    ERIC Educational Resources Information Center

    Fleer, Marilyn

    This booklet examines the educational value of jigsaw puzzles and gives practical suggestions on how to select and make them for use by children ages 1 through 8. It asserts that jigsaw puzzles provide children with the opportunity to develop problem-solving strategies, and discusses a theory of adult-child interaction that encourages the…

  8. Childhood Sexual Abuse. A Booklet for First Nations Adult Survivors.

    ERIC Educational Resources Information Center

    Samson, Alana; And Others

    This booklet offers information about sources of help for First Nations adult survivors of childhood sexual abuse, particularly in Canada. It explains the definition of sexual abuse and describes the specifics of the law regarding such abuse. Descriptions of common aspects of childhood sexual abuse include quotes from adult survivors. Long-term…

  9. 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

  10. 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.…

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

    ERIC Educational Resources Information Center

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

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

  12. 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. PMID:16279312

  13. The Luria-Nebraska Neuropsychological Battery and the Peabody Individual Achievement Test: a correlational analysis.

    PubMed

    Gillin, R W; Ginn, C E; Strider, M A; Kreuch, T; Golden, C J

    1983-10-01

    A group of 100 neurological, psychiatric, and normal subjects were administered both the Luria-Nebraska Neuropsychological Battery and the Peabody Individual Achievement Test. Correlations between LNNB subtests that tap skills necessary for academic achievement (Reading, Writing, Intellectual Processes, Arithmetic) and corresponding PIAT subtests were high. Correlations between LNNB Localization scales and PIAT scores were also high, with the left Parietal-Occipital Scale showing the highest correlation. Multiple regression analyses generated prediction equations for each PIAT subtest using the LNNB clinical scales. PMID:6671872

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

    PubMed

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

    2011-08-01

    The objective of the study was to evaluate whether mental health problems identified through screens administered in first grade are related to poorer academic achievement test scores in the fourth grade. The government of Chile uses brief teacher- and parent-completed measures [Teacher Observation of Classroom Adaptation-Revised (TOCA-RR) and Pediatric Symptom Checklist (PSC-Cl)] to screen for mental health problems in about one-fifth of the country's elementary schools. In fourth grade, students take the national achievement tests (SIMCE) of language, mathematics and science. This study examined whether mental health problems identified through either or both screens predicted achievement test scores after controlling for student and family risk factors. A total of 17,252 students had complete first grade teacher forms and these were matched with fourth grade SIMCE data for 11,185 students, 7,903 of whom also had complete parent form data from the first grade. Students at risk on either the TOCA-RR or the PSC-Cl or both performed significantly worse on all SIMCE subtests. Even after controlling for covariates and adjusting for missing data, students with mental health problems on one screen in first grade had fourth grade achievement scores that were 14-18 points (~1/3 SD) lower than students screened as not at risk. Students at risk on both screens had scores that were on average 33 points lower than students at risk on either screen. Mental health problems in first grade were one of the strongest predictors of lower achievement test scores 3 years later, supporting the premise that for children mental health matters in the real world. PMID:21647553

  15. An Examination of the Validity of English-Language Achievement Test Scores in an English Language Learner Population

    ERIC Educational Resources Information Center

    Abella, Rodolfo; Urrutia, Joanne; Shneyderman, Aleksandr

    2005-01-01

    Approximately 1,700 English language learners (ELLs) and former ELL students, in Grades 4 and 10, were tested using both an English-language (Stanford Achievement Test, 9th ed.) and a Spanish-language (Aprenda, 2nd ed.) achievement test. Their performances on the two tests were contrasted. The results showed that ELL students, for the most part,…

  16. 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…

  17. DIVISIBILITY TESTS.

    ERIC Educational Resources Information Center

    FOLEY, JACK L.

    THIS BOOKLET, ONE OF A SERIES, HAS BEEN DEVELOPED FOR THE PROJECT, A PROGRAM FOR MATHEMATICALLY UNDERDEVELOPED PUPILS. A PROJECT TEAM, INCLUDING INSERVICE TEACHERS, IS BEING USED TO WRITE AND DEVELOP THE MATERIALS FOR THIS PROGRAM. THE MATERIALS DEVELOPED IN THIS BOOKLET INCLUDE SUCH CONCEPTS AS (1) DIVISIBILITY TESTS, (2) CHECKING THE FUNDAMENTAL…

  18. 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.

  19. New NIA Booklet By and For People With Early-Stage Alzheimer's Disease

    MedlinePlus

    Skip Navigation Bar Home Current Issue Past Issues New NIA Booklet By and For People With Early- ... help them cope? What Happens Next? is a new, free booklet developed by the earlystage support group ...

  20. An Examination of Teachers' Effects on High, Middle, and Low Aptitude Students' Performance on a Standardized Achievement Test

    ERIC Educational Resources Information Center

    Good, Thomas L.; Beckerman, Terrill M.

    1978-01-01

    Teacher effectiveness was defined by students' mathematics score on the Iowa Test of Basic Skills while achievement was measured by the Cognitive Abilities Test. Relatively effective teachers generally produced achievement gains from all aptitude levels. Similarly, relatively ineffective teachers did not disproportionately depress achievement for…

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

    ERIC Educational Resources Information Center

    Qi, Sen; Mitchell, Ross E.

    2012-01-01

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

  2. Are gender differences in high achievement disappearing? A test in one intellectual domain.

    PubMed

    Howard, Robert W

    2005-05-01

    Males traditionally predominate at upper achievement levels. One general view holds that this is due only to various social factors such as the 'glass ceiling' and lack of female role models. Another view holds that it occurs partly because of innate ability differences, with more males being at upper ability levels. In the last few decades, women have become more achievement focused and competitive and have gained many more opportunities to achieve. The present study examined one intellectual domain, international chess, to quantify its gender differences in achievement and to see if these have been diminishing with the societal changes. Chess is a good test domain because it is a meritocracy, it has objective performance measures, and longitudinal data of a whole population are available. Performance ratings overall and in the top 10, 50 and 100 players of each sex show large gender differences and little convergence over the past three decades, although a few females have become high achievers. The distribution of performance ratings on the January 2004 list shows a higher male mean and evidence for more male variation, just as with traits such as height. Career patterns of players first on the list between 1985 and 1989 show that top males and females entered the list at about the same age but females tend to play fewer games and have shorter careers. In this domain at least, the male predominance is large and has remained roughly constant despite societal changes. PMID:15906890

  3. 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.

  4. 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

  5. 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…

  6. Audiotape and Booklet Self-Instructional Materials in Physiology: An Evaluation of Their Effectiveness and Acceptability in the Pre-Clinical Curriculum

    ERIC Educational Resources Information Center

    Davies, Mary A.; And Others

    1977-01-01

    In three of four physiology topics studied, audiotape/booklet use was a significantly more effective method of study than the conventional method of text books and lecture notes. Student response was favorable as well as academic achievement. (Author/LBH)

  7. Test Review: Hresko, W. P., Peak, P. K., Herron, S. R., & Bridges, D. L. (2000). "Young Children's Achievement Test." Austin, TX: PRO-ED

    ERIC Educational Resources Information Center

    Turner, Haley Crisp

    2006-01-01

    The Young Children's Achievement Test (YCAT; Hresko, Peak, Herron, & Bridges, 2000) is an individually administered achievement test designed to evaluate preschool, kindergarten, and first-grade children for risk of school failure. The test is comprised of five subtests specifically intended to assess general information, reading, mathematics,…

  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. Achievement Testing Program Provincial Report. June 1993 Administration. Grade Level 3 Language Learning, Grade 6 Social Studies, Grade 9 Science.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Student Evaluation Branch.

    The annual report on achievement testing in Alberta (Canada) includes test results for third-grade students in language learning (for the regular English program), sixth-grade students in social studies, and ninth-grade students in science. Results are regarded in terms of curriculum standards, assessment standards, and achievement standards.…

  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. An Information Comparison of Conventional and Adaptive Tests in the Measurement of Classroom Achievement. Research Report 77-7.

    ERIC Educational Resources Information Center

    Bejar, Isaac I.; And Others

    Information provided by typical and improved conventional classroom achievement tests was compared with information provided by an adaptive test covering the same subject matter. Both tests were administered to over 700 college students in a general biology course. Using the same scoring method, adaptive testing was found to yield substantially…

  14. The Use of Academic Achievement Tests and Measurements with American Indian and Alaska Native Students. ERIC Digest.

    ERIC Educational Resources Information Center

    Tippeconnic, John W., III

    This digest focuses on academic testing and American Indian and Alaska Native (AI/AN) students. Ideally, test results should be used to improve student learning. Proponents of high-stakes testing say it is needed to measure student achievement and school quality and to hold students and teachers accountable. High-stakes testing is also used to…

  15. 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. PMID:19103797

  16. 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

  17. 54. Photocopy of Top of Pilot House, Booklet of General ...

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

    54. Photocopy of Top of Pilot House, Booklet of General Plans, U.S.C.G.C. White Heath, WLM-545. U.S. Coast Guard Naval Engineering Department, U.S.C.G. Headquarters, Washington, D.C. Coast Guard Headquarters Drawing No. 540-WAGL-0103-019 C. sheet 4 of 7, dated May 1967; revised June 1971, December 1976, and April 1989. Original drawing property of the U.S. Coast Guard. - U.S. Coast Guard Cutter WHITE HEATH, USGS Integrated Support Command Boston, 427 Commercial Street, Boston, Suffolk County, MA

  18. 55. Photocopy of Fcsle & Upper Deck, Booklet of General ...

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

    55. Photocopy of Fcsle & Upper Deck, Booklet of General Plans, U.S.C.G.C. White Heath, WLM-545. U.S. Coast Guard Naval Engineering Department, U.S.C.G. Headquarters, Washington, D.C. Coast Guard Headquarters Drawing No. 540-WAGL-0103-019 C. sheet 5 of 7, dated May 1967; revised June 1971, December 1976, and April 1989. Original drawing property of the U.S. Coast Guard. - U.S. Coast Guard Cutter WHITE HEATH, USGS Integrated Support Command Boston, 427 Commercial Street, Boston, Suffolk County, MA

  19. Popular Berkeley Lab X-ray Data Booklet reissued

    SciTech Connect

    Robinson, Art

    2001-03-02

    X-ray scientists and synchrotron-radiation users who have been patiently waiting for an updated version of the popular X-Ray Data Booklet last published in 1986 by the Center for X-Ray Optics at the Lawrence Berkeley National Laboratory can breathe a sigh of relief. The venerable ''little orange book'' has now been reissued under the auspices of CXRO and the Advanced Light Source (ALS) with an April printing of 10,000 paper copies and the posting of a Web edition at http://xdb.lbl.gov.

  20. The Boehm Test of Basic Concepts as a Predictor of Academic Achievement in Grades 2 and 3

    ERIC Educational Resources Information Center

    Steinbauer, Erika; Heller, Marc S.

    1978-01-01

    Second- and third-graders (N=94) from a suburban New Jersey school who had taken the Boehm test of Basic Concepts as kindergartners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area were then correlated with the Boehm Test scores. (Author)

  1. 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…

  2. 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…

  3. Mathematics Achievement Level Testing as a Predictor of Academic Performance and Retention in Engineering Students.

    ERIC Educational Resources Information Center

    Durio, Helen F.; And Others

    Scholastic aptitude, mathematics achievement, and high school rank were used as college entry predictors of achievement in a foundation engineering curriculum for 1,779 freshmen enrolling in engineering at the University of Texas at Austin during the years 1974-77. Achievement in the foundation engineering curriculum was measured by taking…

  4. Validation of a Test to Measure Need-Achievement Motivation Among American Indian High School Students. Final Report.

    ERIC Educational Resources Information Center

    Michener, Bryan P.

    A cross-cultural test measuring need-achievement motivation was developed and administered to 634 American Indian, Spanish American and Anglo high school seniors attending 24 schools, including Federal, public and private boarding and day types. Need-achievement was related to the following types of measures: academic, aptitude, intelligence, and…

  5. 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…

  6. Use of the Woodcock-Johnson Psycho-Educational Battery, Part II: Tests of Achievement with a College Population.

    ERIC Educational Resources Information Center

    Salvia, John; Salvia, Shawn Amig

    1985-01-01

    Performance of 100 college freshmen on the Woodcock-Johnson Psycho-Educational Battery, Part II, Tests of Achievement, were analyzed by subtests and cluster scores to determine appropriateness for assessing achievement of handicapped students. Minor inversions in item order and pronounced ceiling effects on all subtests yielded lowered subtest and…

  7. 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,…

  8. 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

  9. Effects and Perceived Consequences of Using Read-Aloud and Teacher-Recommended Testing Accommodations on a Reading Achievement Test

    ERIC Educational Resources Information Center

    McKevitt, Brian C.; Elliott, Stephen N.

    2003-01-01

    This investigation examined the effects and consequences of using testing accommodations, including reading aloud test content, with a group of eighth-grade students (N = 79) on a standardized reading test. Research questions pertaining to the effects of accommodations on reading test scores and consequences of testing on teacher and student…

  10. 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…

  11. Relationship of Oral Reading Fluency Probes on Students' Reading Achievement Test Scores

    ERIC Educational Resources Information Center

    Devena, Sarah

    2013-01-01

    Current emphasis on adequate academic progress monitored by standardized assessments has increased focus on student acquisition of required skills. Reading ability can be assessed through student achievement on Oral Reading Fluency (ORF) measures. This study investigated the effectiveness of using ORF measures to predict achievement on high stakes…

  12. 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…

  13. The Effects of CSCOPE on Student Achievement as Measured by Both TAKS and STAAR Test Results

    ERIC Educational Resources Information Center

    Helm, Maricela Robledo

    2013-01-01

    The purpose of this study was to examine the effects of CSCOPE curriculum on student achievement. CSCOPE is a curriculum management system used in 750 of the 1,039 school districts in the state of Texas. Student achievement is based on the results acquired from the Texas Assessment of Knowledge and Skills (TAKS) and the new version of the state…

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

    ERIC Educational Resources Information Center

    Parke, Carol S.; Keener, Dana

    2011-01-01

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

  15. 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…

  16. 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…

  17. The Valid Use of NAEP Achievement Level Scores to Confirm State Test Results in the No Child Left Behind Act

    ERIC Educational Resources Information Center

    Stoneberg, Bert D.

    2007-01-01

    The No Child Left Behind Act sanctions the use of NAEP scores to confirm state testing results. The U.S. Department of Education, as test developer, is responsible to set forth how NAEP scores are to be interpreted and used. Thus far, the Department has not published a clear set of guidelines for using NAEP achievement level scores to conduct a…

  18. 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…

  19. 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…

  20. Project MED: Effects of a Medication EDucation Booklet Series for Individuals with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Aman, Michael G.; Benson, Betsey A.; Farmer, Cristan A.; Hall, Kristy L.; Malone, Krista M.

    2007-01-01

    We developed eight heavily illustrated booklets covering patients' rights and responsibilities, antiepileptic medicines, and most psychotropic medicines. The language level was very basic but covered a wide range of information. We distributed free copies of the booklets, together with standardized questionnaires, to consumers with and without…

  1. 27 CFR 4.38a - Bottle cartons, booklets and leaflets.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2011-04-01 2011-04-01 false Bottle cartons, booklets... for Wine § 4.38a Bottle cartons, booklets and leaflets. (a) General. An individual covering, carton, or other container of the bottle used for sale at retail (other than a shipping container), or...

  2. 27 CFR 4.38a - Bottle cartons, booklets and leaflets.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 27 Alcohol, Tobacco Products and Firearms 1 2010-04-01 2010-04-01 false Bottle cartons, booklets... for Wine § 4.38a Bottle cartons, booklets and leaflets. (a) General. An individual covering, carton, or other container of the bottle used for sale at retail (other than a shipping container), or...

  3. A Teacher's Guide to Metrics. A Series of In-Service Booklets Designed for Adult Educators.

    ERIC Educational Resources Information Center

    Wendel, Robert, Ed.; And Others

    This series of seven booklets is designed to train teachers of adults in metrication, as a prerequisite to offering metrics in adult basic education and general educational development programs. The seven booklets provide a guide representing an integration of metric teaching methods and metric materials to place the adult in an active learning…

  4. Probation Officer Candidate Information Booklet and User's Manual. Standards and Training for Corrections Program.

    ERIC Educational Resources Information Center

    California State Board of Corrections, Sacramento.

    This package consists of an information booklet for job candidates preparing to take California's Probation Officer Examination and a user's manual intended for those who will administer the examination. The candidate information booklet provides background information about the development and validation of the Probation Officer Examination,…

  5. Leading to Reform: Educational Leadership for the 21st Century. [Booklet with Audiotapes].

    ERIC Educational Resources Information Center

    North Central Regional Educational Lab., Oak Brook, IL.

    As schools focus on improvement, a key to sustaining reform is active and effective leadership. This multimedia package (a booklet and two audiotapes) provides a general overview of the central issues related to the crisis in school leadership and offers solution options to policymakers. The booklet, "School Leadership in the 21st Century: Why and…

  6. Case Studies in Science Education, Booklet II: Teaching and Science Education in Fall River.

    ERIC Educational Resources Information Center

    Smith, Mary Lee

    This booklet is the third of a series of 16 booklets that together describe and present findings for a study which involved field observations and a survey of science teaching and learning in American public schools during the school year 1976-77. The study was undertaken to provide the National Science Foundation with a portrayal of current…

  7. Captured Wisdom[TM]: Integrating Technology into Adult Literacy Instruction. [Booklet and CD-ROM Transcripts].

    ERIC Educational Resources Information Center

    North Central Regional Educational Lab., Oak Brook, IL. North Central Regional Tech. in Education Consortium.

    This document consists of a booklet describing the Captured Wisdom project and transcripts of videos from the two CD-ROM disks. The booklet details how to get the most from the CD-ROMs with suggestions directed toward teachers, professional development providers, and administrators. Six Captured Wisdom learning sites are listed. The Captured…

  8. Exploration to Constitution: Booklet 1. Critical Thinking in American History. [Student Manual].

    ERIC Educational Resources Information Center

    O'Reilly, Kevin

    One of a series of curriculum materials in U.S. history designed to teach critical thinking skills systematically, this student booklet presents high school students with a series of supplementary lessons on the exploration of early America, the colonies, the revolution, and the Constitution. The booklet begins with a guide to critical thinking…

  9. New Republic to Civil War: Booklet 2. Critical Thinking in American History. [Student Manual

    ERIC Educational Resources Information Center

    O'Reilly, Kevin

    One of a series of curriculum materials in U.S. history designed to teach critical thinking skills systematically, this student booklet presents high school students with supplementary lessons on the new Republic, the Jacksonian era, slavery and the Civil War. The student booklet begins with a guide to critical thinking which offers an explanation…

  10. Planning Appropriate Learning Environments for Children under Three. Australian Early Childhood Resource Booklets, No. 1.

    ERIC Educational Resources Information Center

    Harrison, Linda

    This booklet provides suggestions for reassessing, modifying, and arranging child care center environments to best serve the needs of children and staff. The booklet notes that a well-planned environment can provide young children with appropriate and challenging learning experiences within a consistent and secure setting. Such an environment also…

  11. 101 Environmental Education Activities. Booklet 5--Science & Social Studies (Interdisciplinary) Activities.

    ERIC Educational Resources Information Center

    Whitney, Helen, Comp.

    Forestry is the main focus of this fifth booklet in the series "101 Environmental Education Activities" by the Upper Mississippi River ECO-Center. Designed for students in the intermediate grades and junior high school, the booklet contains 9 science and social studies activities and 5 interdisciplinary activities. Most activity descriptions…

  12. English 30, Part B: Reading. Readings Booklet. Grade 12 Diploma Examination, January 1997.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Student Evaluation Branch.

    Intended for students taking the Grade 12 Diploma Examinations in English 30, this "readings booklet" presents 8 reading selections from fiction and nonfiction. After instructions for students, the booklet presents (1) Robert Penn Warren's poem "Summer Afternoons and Hypnosis"; (2) an excerpt from an interview with William Golding; (3) a dramatic…

  13. Progress Check Module; Basic Electricity and Electronics Individualized Learning System. Progress Check Booklet.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    The Progress Check Booklet is designed to be used by the student working in the programed course to determine if he has mastered the concepts in the course booklets on: electrical current; voltage; resistance; measuring current and voltage in series circuits; relationships of current, voltage, and resistance; parellel circuits; combination…

  14. Pascal: Solutions to Projects. Dissemination Packet--Summer 1989: Booklet #5.

    ERIC Educational Resources Information Center

    Greenwell, Raymond N.

    This booklet is the fifth in a series of nine from the Teacher Training Institute at Hofstra University (New York) and contains the instructor's and several participants' course project solutions for both Pascal programing courses within the institute. Included in this booklet are Pascal programs utilized with the following project topics: (1)…

  15. Using Eighth Grade Georgia Criterion-Referenced Competency Tests to Predict Student Achievement on the Georgia End of Course Tests

    ERIC Educational Resources Information Center

    Darnell, Janice Marie

    2012-01-01

    The purpose of this correlational study was to examine Georgia's Criterion-Referenced Competency Test (CRCT) scores of 8th grade students and End of Course Test (EOCT) scores of the same students as 9th graders in the areas of language arts and mathematics to test the theory that a relationship exists between the two tests. The study also…

  16. 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

  17. 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…

  18. 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…

  19. Grade 3 Mathematics. Student Achievement Testing Program, 1985-86 School Year.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Background information on the testing program, administration details, and a description of the test are provided. The test, intended for administration in June 1986 to third-grade students in Alberta, Canada, consists of two sections. Section 1 is divided into two parts. Part A contains 25 questions covering numeration, geometry, and graphing; 12…

  20. 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…

  1. 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…

  2. Aggregating Student Achievement Trends across States with Different Tests: Using Standardized Slopes as Effect Sizes

    ERIC Educational Resources Information Center

    Yin, Robert K.; Schmidt, R. James; Besag, Frank

    2006-01-01

    The study of federal education initiatives that takes place over multiple years in multiple settings often calls for aggregating and comparing data-in particular, student achievement data-across a broad set of schools, districts, and states. The need to track the trends over time is complicated by the fact that the data from the different schools,…

  3. 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…

  4. 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…

  5. 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…

  6. 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.

  7. The Effects of Instruction in Test-Taking Skills upon Student Performance on Standardized Achievement Tests. Final Report.

    ERIC Educational Resources Information Center

    Jongsma, Eugene A.; Warshauer, Elaine

    The purpose of this report is to: (1) summarize the attempts that have been made to define and investigate test wiseness, particularly those efforts made at teaching test wiseness; (2) identify gaps and deficiencies in the existing body of research; (3) make recommendations as to the direction that future research in this area should take; and (4)…

  8. Contracting for Statewide Student Achievement Tests: A Review. Department of Public Instruction 98-4.

    ERIC Educational Resources Information Center

    Wisconsin State Legislative Audit Bureau, Madison.

    The Wisconsin legislature has required the Department of Public Instruction to adopt or approve standardized tests for statewide use to measure student attainment of knowledge and concepts in grades 4, 8, and 10. Although school districts generally gave high ratings to the contents of TerraNova (McGraw Hill), the testing instrument most recently…

  9. 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)

  10. Parents' Perceptions of Standardized Testing: Its Relationship and Effect on Student Achievement

    ERIC Educational Resources Information Center

    Osburn, Monica Z.; Stegman, Charles; Suitt, Laura D.; Ritter, Gary

    2004-01-01

    Questions regarding the value of standardized testing have been raised by community and school leaders, as well as parents and members of the media. Some have expressed concern that children today are placed under such pressure to perform well on standardized tests that the anxiety adversely affects performance outcomes. This study examined the…

  11. The Shrinking Black-White Gap on SAT II Achievement Tests.

    ERIC Educational Resources Information Center

    Journal of Blacks in Higher Education, 2002

    2002-01-01

    Recent research shows that the SAT II test is a much better predictor of college success than the standard SAT. In recent years, black students appear to be making progress in closing the racial scoring gap on the wide variety of academic subjects (particularly chemistry, world history, and biology) that are measured by the SAT II test. (SM)

  12. 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…

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  14. Wrong Answers on Multiple-Choice Achievement Tests: Blind Guesses or Systematic Choices?.

    ERIC Educational Resources Information Center

    Powell, J. C.

    A multi-faceted model for the selection of answers for multiple-choice tests was developed from the findings of a series of exploratory studies. This model implies that answer selection should be curvilinear. A series of models were tested for fit using the chi square procedure. Data were collected from 359 elementary school students ages 9-12.…

  15. Effects of Test Familiarization on SAT Performance.

    ERIC Educational Resources Information Center

    Powers, Donald E.; Alderman, Donald L.

    1983-01-01

    Prepublication copies of an extensive test familiarization booklet were sent to a random sample of Scholastic Aptitude Test candidates. The booklet had little, if any, effect on test scores, but it did alter examinees' tendencies to omit questions and improved their confidence with various aspects of test taking. (Author/PN)

  16. An Examination of the Relationship Between School Scores Derived From Commercial Achievement Tests and Those From Statewide Assessment.

    ERIC Educational Resources Information Center

    Blust, Ross S.; Kohr, Richard L.

    An apparent discrepancy between building level scores in basic skills produced by Pennsylvania's state assessment program (EQA) and building summary scores, generally a grade equivalent, provided by commercial standardized achievement tests is investigated. The impetus for the study came from occasional reports by school administrators that their…

  17. Evaluating School and Parent Reports of the National Student Achievement Testing System (SIMCE) in Chile: Access, Comprehension, and Use

    ERIC Educational Resources Information Center

    Taut, Sandy; Cortes, Flavio; Sebastian, Christian; Preiss, David

    2009-01-01

    This evaluation examined school and parent reports of the national student achievement testing system (SIMCE) in Chile regarding three dimensions: access, comprehension, and use. We conducted phone surveys with a representative sample of directors (N = 375), teachers (N = 1145) and parents (N = 625), and we collected more in-depth data through…

  18. 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…

  19. 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…

  20. Effectiveness of Guided Multiple Choice Objective Questions Test on Students' Academic Achievement in Senior School Mathematics by School Location

    ERIC Educational Resources Information Center

    Igbojinwaekwu, Patrick Chukwuemeka

    2015-01-01

    This study investigated, using pretest-posttest quasi-experimental research design, the effectiveness of guided multiple choice objective questions test on students' academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four coeducation secondary…

  1. 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…

  2. 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…

  3. The Relationship between the Transformational Leadership Characteristics of Principals, as Perceived by Teachers, and Student Achievement on Standardized Tests

    ERIC Educational Resources Information Center

    Estapa, Ashley L.

    2009-01-01

    This correlational study examined the relationship between principals' transformational leadership behaviors, as perceived by teachers, and student achievement on standardized tests. Participants in this study included teachers in two suburban high schools and six suburban elementary schools in Georgia. Research demonstrates a correlation between…

  4. Validation of the Spanish Version of the Woodcock-Johnson Mathematics Achievement Tests for Children Aged 6 to 13

    ERIC Educational Resources Information Center

    Diamantopoulou, Sofia; Pina, Violeta; Valero-Garcia, Ana V.; Gonzalez-Salinas, Carmen; Fuentes, Luis J.

    2012-01-01

    This study validated the four mathematics tests of the Spanish version of the Woodcock-Johnson III (WJ-III) Achievement (ACH) battery for use in the first six grades of school in Spain. Developmental effects and gender differences were also examined. Participants were a normal population sample of 424 (216 boys) children aged 6 to 13 years.…

  5. Evaluation Acceptance in Elementary School Teachers: A Construct Validation and Description of the Meaning of Standardized Achievement Testing.

    ERIC Educational Resources Information Center

    Fillos, Rita M.; Magoon, A. Jon

    The meaning of standardized achievement testing to 50 third-grade teachers was investigated through a construct validation procedure using questionnaires and structured open-ended interviews. Subjects were from 18 schools performing distinctly above or below prediction on the Delaware Educational Assessment Program Longitudinal Study.…

  6. A Successful Application of Latent Trait Theory to Tailored Achievement Testing. Research Report No. 80-1.

    ERIC Educational Resources Information Center

    McKinley, Robert L.; Reckase, Mark D.

    A live tailored achievement testing study was conducted to compare procedures based on the one- and three-parameter logistic models. Previous studies yielded inconclusive results because of the procedures by which item calibrations were linked and because of the item selection procedures. Using improved procedures, 83 college students were tested…

  7. 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…

  8. "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…

  9. The Effect of Frequency of Testing Upon the Measurement of Achievement in an Intensive Time-Series Design.

    ERIC Educational Resources Information Center

    Mayer, Victor J.; Rojas, Carlos A.

    1982-01-01

    Determined effect of testing frequency on data obtained using intensive time-series design. Eighth-grade, earth science student attitudes toward science class and class achievement data were not affected by frequency of data collection. Results of a previous study were also replicated, giving increased confidence in validity of data yielded by the…

  10. Effects of Students' Prior Knowledge and Presentation Mode on Achievement (Visual/Verbal Testing) of Different Educational Objectives.

    ERIC Educational Resources Information Center

    Dwyer, Francis M.; Dwyer, Carol A.

    The purposes of this study were to determine: (1) the effectiveness with which different types of rehearsal strategies complementing visualized instruction facilitate student achievement; (2) the effect of different instructional treatments on students' processing of different knowledge levels; and (3) whether verbal and visual tests are equally…

  11. 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…

  12. 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…

  13. 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.

  14. 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…

  15. Comparison of the Rey Auditory Verbal Learning Test (RAVLT) and Digit Test among Typically Achieving and Gifted Students

    PubMed Central

    KHOSRAVI FARD, Elham; L. KEELOR, Jennifer; Akbarzadeh BAGHEBAN, Alireza; W. KEITH, Robert

    2016-01-01

    Objective In this study, different kinds of memory were evaluated using Rey Auditory Verbal Learning (RAVLT) test and were compared between two groups of typical and gifted students using Digit Span test. Finally, we determined if working memory interfered with scores in different Rey stages or not. Material & Methods This study was conducted in Tehran City, Iran in 2013. Scores on RAVLT were compared with WISC- R digit span results in a sample of 148 male students aged 12-14 yr old divided into two groups including 75 students in typical school (IQ ranging between 90 and 110) and 73 gifted students (IQs ranging between 110 and 130). Results Gifted students obtained higher scores than typical students in both Forward Digit Span (FDS) and Backward Digit Span (BDS) and all 9 stages of RAVLT comparing with typical students (P<0.001). There was no significant difference between different ages (P> 0.05). The 14 yr old students in both groups had the highest score. There was a high correlation between FDS and the first stage of RAVLT as well as high correlation between BDS and seventh stage of RAVLT. Conclusion Intelligence has effect on better score of memory and gifted subjects had better scores in memory tests, although the intelligence effect in learning was quantitative rather than qualitative. RAVLT is a comprehensive test, which evaluates short-term memory, working memory and long-term memory and besides Digit span test provides precious information about memory and learning of subjects in order to program different student’s educational schedules. PMID:27247581

  16. New NIA Booklet By and For People With Early-Stage Alzheimer's Disease

    MedlinePlus

    ... Booklet By and For People With Early-Stage Alzheimer's Disease Past Issues / Fall 2007 Table of Contents ... you have a family member or friends with Alzheimer's disease? Are you wondering what they're going ...

  17. 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…

  18. 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…

  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. 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…

  1. Evaluating and Improving Student Achievement in Business Programs: The Effective Use of Standardized Assessment Tests

    ERIC Educational Resources Information Center

    Black, H. Tyrone; Duhon, David L.

    2003-01-01

    Having made "continuous improvement" the theme of its accreditation process a decade ago, the Association to Advance Collegiate Schools of Business (AACSB) is poised to make "assurance of learning" the current focus of the faculty/student exchange. In this article, the authors discuss how to use standardized assessment tests appropriately and…

  2. 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…

  3. Creating a System of Accountability: The Impact of Instructional Assessment on Elementary Children's Achievement Test Scores.

    ERIC Educational Resources Information Center

    Meisels, Samuel J.; Atkins-Burnett, Sally; Xue, Yange; Bickel, Donna DiPrima; Son, Seung-Hee; Nicholson, Julie

    2003-01-01

    Examined the trajectory of change in scores on the Iowa Tests of Basic Skills of low-income, urban third and fourth graders enrolled in classrooms in which the Work Sampling System (WSS) had been used at least 3 years. Results for 2,564 students show academic gains associated with the WSS. (SLD)

  4. 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).…

  5. An Exploration of How School District Leaders Are Responding to the Connecticut Academic Achievement Test (CAPT).

    ERIC Educational Resources Information Center

    Negroni, Italia A.; Iwanicki, Edward F.

    This study focused on how school district leaders in Connecticut are translating educational reform policies into instructional practice. It explored how school improvement initiatives were being implemented to improve student performance on the Connecticut Academic Performance Test (CAPT) and examined the ways in which these initiatives were…

  6. 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…

  7. 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…

  8. 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…

  9. Principles of Technology Student Achievement in Advanced Physics Measured by a Normed Physics Test.

    NASA Astrophysics Data System (ADS)

    Nicholson, James Alan

    1991-02-01

    The Principles of Technology (PT) curriculum, now in approximately 1,200 schools, has produced a profound change in the delivery of applied physics. If high school PT programs and traditional physics courses deliver comparable student outcomes, as some research suggests, the PT curriculum may find wider acceptance in vocational programs and postsecondary schools may have rationale for accepting PT as physics. This study measured PT student performance on an advanced physics test, after they have had one year (7 units) of PT. The 1988R version of the National Association of Physics Teachers and National Science Teachers Association physics test, with more than 7500 copies sold, was selected as the research instrument. This test covers advanced aspects of traditional high school physics. A secondary enquiry included an attempt to link PT teacher preparation and credentialing and/or PT site demographics to variation in PT student scores on the 1988R test. The 10 PT sites in this study were self-selected from the 29 PT field study schools, the most mature PT sites. The researcher determined, that the 1988R physics test lacked content validity for the PT students tested. The PT students tested had a composite mean score of 17.67 questions correct out of 80, (below the second percentile), not statistically different than a chance score. No differences were found between site mean scores. Interpretation of the results regarding the effect of teachers, or demographics was not justified. The value of PT to the vocational-technical programs that it was designed for was not measured, nor was the awarding of general science credit for PT completion. One year of the PT curriculum, at the sampled schools, has not prepared students in the advanced scientific aspects of traditional physics found on the 1988R examination. The primary implication is that educators should not expect year one PT to prepare students for classes or curricula that include traditional physics as a

  10. The content, format and timing of a preparation for childhood hospitalization booklet: An action research project.

    PubMed

    Gordon, Bronwyn K; Crisp, Jackie

    2016-06-01

    The experience of childhood hospitalization may be improved by appropriate preparation. As part of a larger project to improve preparation practices for children and their families, a group of health-care professionals investigated the content, format and timing of a pre-existing preparation booklet for a particular procedure. This article analyses the evaluation of the preparation booklet that led to a finding that collaboration among health-care professionals enables improved practice and shared professional power and responsibility. PMID:25613140

  11. Acceptability and Cultural Appropriateness of Self-Help Booklets for Relapse Prevention in Puerto Rico.

    PubMed

    Menzie, Nicole S; Simmons, Vani N; Quinn, Gwendolyn P; Diaz, Diana B; Piñeiro, Barbara; Jimenez, Julio; Castro, Eida; Brandon, Thomas H

    2015-09-01

    Cigarette smoking is associated with a range of cancers and is related to five of seven leading causes of death in Puerto Rico. Minimal self-help interventions have shown promising results in reaching participants and preventing relapse from smoking. Specifically, a collection of eight self-help booklets has demonstrated efficacy (Brandon et al., 2000; 2004). Those booklets have been transcreated into Spanish, with efforts to make them culturally appropriate across a range of Hispanic cultures. We conducted a pilot study in Ponce, Puerto Rico, to evaluate the Spanish version of our smoking relapse-prevention booklets. Qualitative, semi-structured interviews were conducted with 20 current and former smokers. Interviews were conducted to elicit feedback regarding the booklet's content, cultural appropriateness, dissemination, and perceived availability of smoking cessation resources in Puerto Rico. Interviews were audiotaped and transcribed verbatim. Transcripts were coded using content analysis, with a priori codes based on the interview guide. Emergent themes were examined. Overall, participants liked the booklets' content, perceived them to be culturally appropriate, easy to read and understand. Regarding dissemination, it was recommended that the booklets be disseminated by physicians and advertised through television. Most importantly, participants reported the best way to distribute and complement the booklets would be through support groups. Participants also reported having limited knowledge about resources provided in the community to aid smoking cessation. Overall, this pilot study was able to show the cultural acceptability of the booklets and highlights the need for the dissemination of these materials among current and former smokers in Puerto Rico. PMID:25219544

  12. Development and Evaluation of an Information Booklet for Grandparents of Children With Cancer.

    PubMed

    Wakefield, Claire; Lin, Sixuan; Drew, Donna; McLoone, Jordana; Doolan, Emma; Young, Alison; Fardell, Joanna; Cohn, Richard

    2016-09-01

    The needs of grandparents of children with cancer are often overlooked. This study evaluated a new educational resource (booklet) targeted toward grandparents of children with cancer. A multidisciplinary committee developed a printed booklet targeting grandparents' information needs identified in a previous study. Seventy-nine grandparents of children with cancer (63% grandmothers, Mage = 66.04, SD = 7.0 years) read and evaluated the booklet. Quantitative responses were analyzed with SPSS, and qualitative responses were thematically coded using QSR NVivo 10. Grandparents' responses to the resource were positive, with 92% finding the booklet "informative" (n = 73), "useful" (84%, n = 66), and "very relevant" (50%, n = 39). Qualitative responses reflected an appreciation for the booklet's readability, informative content, and quotes from grandparent experiences. The developed booklet was highly acceptable to grandparents of children with cancer and addressed their need for reassurance and guidance on obtaining further support. This study demonstrates the feasibility of developing and evaluating a targeted resource to meet grandparent's identified information needs. PMID:26510642

  13. Activity Increase Despite Arthritis (AÏDA): design of a Phase II randomised controlled trial evaluating an active management booklet for hip and knee osteoarthritis [ISRCTN24554946

    PubMed Central

    Williams, Nefyn H; Amoakwa, Elvis; Burton, Kim; Hendry, Maggie; Belcher, John; Lewis, Ruth; Hood, Kerenza; Jones, Jeremy; Bennett, Paul; Edwards, Rhiannon T; Neal, Richard D; Andrew, Glynne; Wilkinson, Clare

    2009-01-01

    Background Hip and knee osteoarthritis is a common cause of pain and disability, which can be improved by exercise interventions. However, regular exercise is uncommon in this group because the low physical activity level in the general population is probably reduced even further by pain related fear of movement. The best method of encouraging increased activity in this patient group is not known. A booklet has been developed for patients with hip or knee osteoarthritis. It focuses on changing disadvantageous beliefs and encouraging increased physical activity. Methods/Design This paper describes the design of a Phase II randomised controlled trial (RCT) to test the effectiveness of this new booklet for patients with hip and knee osteoarthritis in influencing illness and treatment beliefs, and to assess the feasibility of conducting a larger definitive RCT in terms of health status and exercise behaviour. A computerised search of four general medical practice patients' record databases will identify patients older than 50 years of age who have consulted with hip or knee pain in the previous twelve months. A random sample of 120 will be invited to participate in the RCT comparing the new booklet with a control booklet, and we expect 100 to return final questionnaires. This trial will assess the feasibility of recruitment and randomisation, the suitability of the control intervention and outcome measurement tools, and will provide an estimate of effect size. Outcomes will include beliefs about hip and knee pain, beliefs about exercise, fear avoidance, level of physical activity, health status and health service costs. They will be measured at baseline, one month and three months. Discussion We discuss the merits of testing effectiveness in a phase II trial, in terms of intermediate outcome measures, whilst testing the processes for a larger definitive trial. We also discuss the advantages and disadvantages of testing the psychometric properties of the primary outcome

  14. Examen en Vue du Diplome Douzieme Annee, Langue et Litterature 30. Partie B: Lecture (Choix Multiples). Livret de Textes (Examination for the Twelfth Grade Diploma, Language and Literature 30. Part B: Reading--Multiple Choice. Readings Booklet. June 1988 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    As part of an examination required by the Alberta (Canada) Department of Education in order for 12th grade students to receive a diploma in French, this test, to be accompanied by the questions booklet, contains the reading selections portion of Part B, the language and literature component of the June 1988 tests. Representing the genres of…

  15. 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

  16. The Target Achievement Control Test: Evaluating real-time myoelectric pattern recognition control of a multifunctional upper-limb prosthesis

    PubMed Central

    Simon, Ann M.; Hargrove, Levi J.; Lock, Blair A.; Kuiken, Todd A.

    2014-01-01

    Despite high classification accuracies (~95%) of myoelectric control systems based on pattern recognition, it is unclear how well offline measures translate to real-time closed-loop control. Recently, a real-time virtual test analyzed how well subjects completed 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, the Target Achievement Control (TAC) Test. Users attempted to move a virtual arm into a target posture using myoelectric pattern recognition. Five transradial amputees performed the test with various classifier (one vs. three DOF) and task complexities (one vs. three required motions per posture). No significant difference was found in classification accuracy between the one- and three- 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 three-DOF classifier. Subjects took 3.6±0.8 times longer to reach a three-motion posture compared to a one-motion posture. The results highlight the need for closed-loop performance measures and demonstrate that the TAC Test provides a useful and more challenging tool to test real-time pattern recognition performance. PMID:21938650

  17. Test Scores, School Performance and Parenting Issues: Assuring Academic Achievement. The Connection between Family Life and School Achievement: Given a Supportive Family, Black Children Can Succeed.

    ERIC Educational Resources Information Center

    Williams, Wanda A.

    Two things in particular could change the status of students of color in our elementary and secondary education system and make improved academic achievement possible. One is providing role models that students can relate to in the classrooms, and the other is getting families involved in their children's education. A study on family life and…

  18. Development and validation of an educational booklet for healthy eating during pregnancy1

    PubMed Central

    de Oliveira, Sheyla Costa; Lopes, Marcos Venícios de Oliveira; Fernandes, Ana Fátima Carvalho

    2014-01-01

    OBJECTIVE: to describe the validation process of an educational booklet for healthy eating in pregnancy using local and regional food. METHODS: methodological study, developed in three steps: construction of the educational booklet, validation of the educational material by judges, and by pregnant women. The validation process was conducted by 22 judges and 20 pregnant women, by convenience selection. We considered a p-value<0.85 to validate the booklet compliance and relevance, according to the six items of the instrument. As for content validation, the item-level Content Validity Index (I-CVI) was considered when a minimum score of at least 0.80 was obtained. RESULTS: five items were considered relevant by the judges. The mean I-CVI was 0.91. The pregnant women evaluated positively the booklet. The suggestions were accepted and included in the final version of the material. CONCLUSION: the booklet was validated in terms of content and relevance, and should be used by nurses for advice on healthy eating during pregnancy. PMID:25296145

  19. 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…

  20. 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)…

  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. 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

  3. 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…

  4. 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…

  5. Testing the Mediating Role of Teachers' Self-Efficacy Beliefs in the Relationship between Sources of Efficacy Information and Students Achievement

    ERIC Educational Resources Information Center

    Mohamadi, Fatemeh Shaterian; Asadzadeh, Hassan

    2012-01-01

    The purpose of this study is to test the mediating role of teachers' self-efficacy beliefs in the relationship between sources of efficacy information and students achievement. For achieving this aim, this study suggests two alternative models, tested by Structural equation modeling (SEM) technique. In the first model, sources of efficacy…

  6. Examen en Vue du Diplome Douzieme Annee, Langue et Litterature 30. Partie B: Lecture (Choix Multiples). Livret de Questions (Examination for the Twelfth Grade Diploma, Language and Literature 30. Part B: Reading--Multiple Choice. Questions Booklet). June 1988 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    As part of an examination required by the Alberta (Canada) Department of Education in order for 12th grade students to receive a diploma in French, this booklet contains the 80 multiple choice questions portion of Part B, the language and literature component of the June 1988 tests. Representing the genres of poetry, short story, the novel, and…

  7. St. Mary cooks up awareness with heart-healthy booklet, television.

    PubMed

    Botvin, Judith D

    2003-01-01

    St. Mary Medical Center, Langhorne, Pa., distributed a half-million copies of its copyrighted booklet, "Heart Healthy Living" as the first of a larger, long-term marketing initiative to raise awareness of the suburban medical center. In addition to the medical center and physicians' offices, St. Mary had the booklet distributed by regional food markets and Fleet Bank. These partnerships and those with food products manufacturers helped reduce expenses. St. Mary physicians appeared on a cable television cooking show as well as in selected grocery markets. PMID:12774712

  8. Breaking the Silence on Domestic Violence: Information for Children's Services Workers. Australian Early Childhood Resource Booklets No. 3.

    ERIC Educational Resources Information Center

    McGregor, Heather

    This booklet is designed to provide Australian early childhood workers with information about domestic violence and response techniques to employ if they become aware that children under their care are witnessing domestic violence. The booklet notes that domestic violence can include physical and sexual violence, as well as psychological, social,…

  9. Others and I. Personality Booklet 1. Teacher's Edition=Otros y Yo. Personalidad libro 1. Manual para El Maestro.

    ERIC Educational Resources Information Center

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve…

  10. Life Support Systems. Environment Booklet 1. Teacher's Edition=Sistemas vitales. Libro del medio ambiente 1. Manual para El Maestro.

    ERIC Educational Resources Information Center

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve…

  11. Urban Ecosystems. Environment Booklet 4. Teacher's Edition =Ecosist urbanos. Libro del medio ambiente 4. Manual para El Maestro.

    ERIC Educational Resources Information Center

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and are designed to help students understand some major human problems and make sound, responsive decisions to…

  12. Out on a Limb. Personality Booklet 3. Teacher's Edition=En un aprieto. Personalidad libro 3. Manual para El Maestro.

    ERIC Educational Resources Information Center

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve…

  13. Conservation, Pollution. Environment Booklet 3. Teacher's Edition=Conservacion, contaminacion. Libro del medio ambiente 3. Manual para El Maestro.

    ERIC Educational Resources Information Center

    California State Univ., Los Angeles. National Dissemination and Assessment Center.

    The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve…

  14. Print Material in Cancer Prevention: an Evaluation of Three Booklets Designed with and for Alaska's Community Health Workers.

    PubMed

    Cueva, Katie; Cueva, Melany; Dignan, Mark; Landis, Kate

    2016-06-01

    With increased internet access in rural Alaska and subsequent shifts in access to health information, we sought to understand the current role of printed cancer education booklets focused on recommended cancer screening exams. This evaluation reviewed three cancer education booklets specifically created with and for Alaska's Community Health Workers (CHWs) and the people in their communities. The booklets were created in an adaptation of empowerment theory, focused on working within a community-based participatory framework, in a culturally respectful manner, to shift cancer prevention norms by empowering CHWs to catalyze health behavior change for both themselves and their communities. The booklets incorporated traditional Alaska Native values and were designed to connect with readers at an affective and informational place that emphasized relationships. Since 2010, over 20,000 booklets have been distributed. Between January 2013 and March 2014, CHWs from throughout Alaska were invited to complete a three-page anonymous written evaluation of the booklets during community health trainings in Anchorage, Alaska. A total of 102 CHWs completed evaluations, with the vast majority indicating that they liked (100 %), and learned (96 %) from, the booklets. The evaluation results suggest that printed booklets designed in a culturally responsive manner, which both communicate medically accurate information and reach readers at an affective place to inspire action through raising awareness in relationship with others, are a helpful way to receive, discuss, and disseminate cancer screening information among Alaska Native people. PMID:25865398

  15. Traveling Toward Competence: The California State College Child Development Associate Project. Booklet II: A Problem-Solving Approach.

    ERIC Educational Resources Information Center

    Campbell, Dorothy Muirhead

    This is the second in a series of four booklets describing the Child Development Associate (CDA) Project at the California State College in Pennsylvania, one of the 13 original CDA pilot programs. The focus of this booklet is on the problem solving approach used in the project. Topics discussed include: (1) the necessity for change in behavior…

  16. 12 CFR 1024.6 - Special information booklet at time of loan application.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... plan, as defined in Regulation Z, 12 CFR 1026.2(a)(20), a lender or mortgage broker that provides the...; (ii) Closed-end loans, as defined in 12 CFR 1026.2(a)(10) of Regulation Z, when the lender takes a... SETTLEMENT PROCEDURES ACT (REGULATION X) § 1024.6 Special information booklet at time of loan application....

  17. Programming and Training Booklet 3: How To Integrate Second and Third Goals into Programming and Training.

    ERIC Educational Resources Information Center

    Peace Corps, Washington, DC. Information Collection and Exchange Div.

    This booklet is one of five in the Peace Corps (PC) Programming and Training Guidelines collection that provides agency-wide programming and training guidance for PC staff and project partners, including advice on how to integrate the PC's cross-cultural goals into programming and training. Following an introduction, Section 1 describes the PC's…

  18. You and Me and Human Sexuality: A Student Booklet Written for Deaf Adolescents.

    ERIC Educational Resources Information Center

    Texas School for the Deaf, Austin.

    This student booklet, designed to teach deaf adolescents about human sexuality, is written for students with a second- to fourth-grade reading level. Topics include: (1) relationships; (2) adolescent growth and development; (3) female and male anatomy; (4) conception, fetal development, and birth; (5) contraception; and (6) sexual intercourse and…

  19. Team Up at Home. Team Nutrition Activity Booklet. Fun Nutrition Activities for the Family.

    ERIC Educational Resources Information Center

    Food and Consumer Service (USDA), Washington, DC.

    This guide booklet helps parents teach their children about healthy nutrition at home. It is part of the U.S. Department of Agriculture's Team Nutrition, which is designed to improve the health and education of children and which actively involves children and their families in nutrition education activities in the school, community, and home. The…

  20. Milagros: Symbols of Hope=Milagros: Simbolos de Esperanza. Teacher's Guide [and] Student Booklet.

    ERIC Educational Resources Information Center

    Walkup, Nancy; Warwick, Sharon

    A milagro is a little metal pendant that symbolizes a request, a prayer, or a wish. This "Teacher's Guide" and bilingual "Student Booklet" accompany a bilingual videotape and color wall poster in a multimedia package intended to introduce students in grades 3-8 to the folk art tradition of milagros. The videotape, presented first in English and…

  1. With Babies and Banners: Study/Activity Booklet [and] Educator's Guide.

    ERIC Educational Resources Information Center

    Palmer, Phyllis; Skolnick, Joan

    This student booklet and teacher's guide are intended to be used in secondary school classrooms with the award-winning color documentary 16mm film "With Babies and Banners," which records the role that the women of Flint, Michigan, played in the great General Motors sit-down strike of 1937. Calling their organization the Women's Emergency Brigade,…

  2. American Women; 1607 to the Present. Booklets 1-6 [And] Instructional Guide.

    ERIC Educational Resources Information Center

    Zane, Polly; Zane, John

    Focusing on changing roles of American women in response to social, technological, and historical influences since 1607, the document describes women's participation in home life, sports, professions, business, the labor movement, social reform, and the fight for legal rights. The document comprises six chronologically organized booklets and a…

  3. Energy and the Way We Live. Article Booklet for the Twelfth Course by Newspaper.

    ERIC Educational Resources Information Center

    Newman, Dorothy K.; And Others

    The 15 articles in this booklet were written for the twelfth Course by Newspaper, "Energy and the Way We Live." Courses by Newspaper is a program presenting college-level courses to the public through the cooperation of newspapers and participating colleges. Other components of this course are the Reader/Study Guide (SO 012 724) and the Source…

  4. Drugs: A Preventive Approach in Early Childhood. Australian Early Childhood Resource Booklets No. 4.

    ERIC Educational Resources Information Center

    Irwin, Rob; And Others

    This booklet provides a guide for adults, parents, older siblings, and caregivers to help children develop constructive attitudes about present and future drug use. The first part of the guide focuses on role models in early childhood and implications of their behavior for children's future drug use, noting that parents, family, and the community…

  5. 9. Photocopy of photograph (from booklet by Endicott Johnson: EndecottJohnson ...

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

    9. Photocopy of photograph (from booklet by Endicott Johnson: Endecott-Johnson Workers, Tanners and Shoemakers, May 1, 1939, pg. 58, Recreation Section) showing VIEW OF POOL FROM THE SOUTH - Charles F. Johnson Pool, Charles F. Johnson Park, Johnson City, Broome County, NY

  6. Programming and Training Booklet 6: How to Integrate Programming and Training.

    ERIC Educational Resources Information Center

    Peace Corps, Washington, DC. Information Collection and Exchange Div.

    This booklet, one of six that compose the Peace Corp's programming and training (P&T) guidelines, provides information and ideas on ways to increase each post's effectiveness through linking P&T. An introduction discusses the direct impact that P&T have on the success of each other, since, at the Peace Corps, programming drives training, and…

  7. The Safe Nursery: A Booklet To Help Avoid Injuries from Nursery Furniture and Equipment.

    ERIC Educational Resources Information Center

    Consumer Product Safety Commission, Washington, DC.

    Noting that parents and caregivers of infants and young children need to be aware of many potential hazards in the child's environment, this booklet provides assistance in buying nursery products, using them safely, and keeping them in good repair. The following furnishings and equipment are discussed: (1) cribs and crib toys; (2) bathing aids,…

  8. Pervasive Developmental Disorders: PDD-NOS, Asperger's Disorder and Autism. Parent Information Booklet.

    ERIC Educational Resources Information Center

    Levine, Karen

    This information booklet is designed for parents who have a child who has been diagnosed with Pervasive Developmental Disorder (PDD) or Asperger's Disorder. It provides information on: (1) the definition of PDD; (2) the five subtypes of PDD, including PDD "not otherwise specified," Asperger's disorder, autistic disorder, childhood disintegrative…

  9. Learning to Read: Parents Can Help. Australian Early Childhood Resource Booklets, No. 1, 1981.

    ERIC Educational Resources Information Center

    Simons, Jenny

    Guidelines for parents involved in teaching their children to read are provided in this Australian early childhood resource booklet. Suggestions are offered for introducing words to children, talking to children, and reading to children. Material focused on the topic of learning to read at home is divided into two sections: (1) reading games, and…

  10. Orientation Booklet for Parents Enrolled in Parent Education Cooperative Groups. Columbia Basin College Parent Education Program.

    ERIC Educational Resources Information Center

    Debban, Barbara, Comp.; And Others

    This booklet provides parents with information to help them get the most from their enrollment in parent education cooperative groups. Orientation information is presented for both the Parent Walkabout/Parent Toddler Programs and the Parent Cooperative Preschool Programs at Columbia Basin College (CBC), Washington. Informative material on the…

  11. Data Analysis Questions for Science Subjects: A Resource Booklet. Series of Caribbean Volunteer Publications, No. 2.

    ERIC Educational Resources Information Center

    Voluntary Services Overseas, Castries (St. Lucia).

    This resource booklet is designed to supplement standard textbooks used in a science curriculum. The material serves as a syllabus for Year One and Year Two in the secondary science curriculum. Some of the topics presented in this general science syllabus include being a scientist, looking at living things, solvents and solutions, energy,…

  12. Effect of Booklet/Folder Questionnaire Format and Style of Type on Mail Survey Response Rates.

    ERIC Educational Resources Information Center

    Boser, Judith A.

    Results of two studies, involving surveys of alumni of postsecondary institutions, are presented to assess the effect of format and typeface on mail survey response rates. The first study focused on the effect of booklet/folder format versus stapled sheets. The method of reproduction, page content, page size, and appearance of the questionnaires…

  13. Combining the Best of Two Standard Setting Methods: The Ordered Item Booklet Angoff

    ERIC Educational Resources Information Center

    Smith, Russell W.; Davis-Becker, Susan L.; O'Leary, Lisa S.

    2014-01-01

    This article describes a hybrid standard setting method that combines characteristics of the Angoff (1971) and Bookmark (Mitzel, Lewis, Patz & Green, 2001) methods. The proposed approach utilizes strengths of each method while addressing weaknesses. An ordered item booklet, with items sorted based on item difficulty, is used in combination…

  14. X-Ray Data from the X-Ray Data Booklet Online

    DOE Data Explorer

    Thompson, Albert C.; Attwood, David T.; Gullikson, Eric M.; Howells, Malcolm R.; Kortright, Jeffrey B.; Robinson, Arthur L.; Underwood, James H.; Kim, Kwang-Je; Kirz, Janos; Lindau, Ingolf; Pianetta, Piero; Winick, Herman; Williams, Gwyn P.; Scofield, James H.

    The original X-Ray Data Booklet, published in 1985, became a classic reference source. The online version has been significantly revised and updated to reflect today's science. Hundreds of pages of authoritative data provide the x-ray properties of elements, information on synchrotron radiation, scattering processes, optics and detectors, and other related calculations, formulas, and data tables.

  15. A Teacher's Guide to the Energy 80 Student Booklet for the 1981-82 School Year.

    ERIC Educational Resources Information Center

    Lord, John, Ed.

    This teaching guide was developed for use with Energy 80 program student booklets. Although the program was designed for junior high/middle school students in science/social studies classes, it is indicated that the materials are suitable for use at higher grades and, to a lesser extent, in upper elementary grades. The first 80 pages of the guide…

  16. Reconstruction to Progressivism: Booklet 3. Critical Thinking in American History. Teacher's Guide and Source Materials Envelope.

    ERIC Educational Resources Information Center

    O'Reilly, Kevin

    One of a series of curriculum materials in U.S. history designed to teach critical thinking skills systematically, this teacher's guide presents supplementary lesson plans for teaching high school students about the Reconstruction period, industrialism, labor and immigration, and progressivism and populism. The booklet begins with a guide to…

  17. Shedding a New Light on the Universe: An Information and Activity Booklet. Grades 9-12.

    ERIC Educational Resources Information Center

    Masetti, Maggie

    This activity booklet is divided into two parts. Part One presents basic information about the electromagnetic spectrum and multiwavelength astronomy with an emphasis on X-ray astronomy. Part Two describes X-ray detectors at a more advanced level. An introduction to the Rossi X-ray Timing Explorer (RXTE) and its contributions to science is…

  18. Article Booklet for the Eleventh Course by Newspaper Connections: Technology and Change.

    ERIC Educational Resources Information Center

    Burke, John G.; And Others

    Controversies involving science, technology, and society are explored in 15 articles written by historians, social scientists, management consultants, engineers, and experts in the history of science. Technological development in an historical context is the central theme of the booklet. Major issues discussed include effects, preconditions, and…

  19. Special Education Management System Project Document. 2. Santa Cruz BCP Observation Booklet.

    ERIC Educational Resources Information Center

    Santa Cruz County Superintendent of Schools, CA.

    Presented in booklet and chart form is the Behavioral Characteristics Progression (BCP), part of the Santa Cruz Special Education Management Project, consisting of 2400 observable traits grouped into 50 behavioral strands. The BCP is seen to be a nonstandardized criterion referenced tool which replaces conventional age and disability labels with…

  20. Reconstruction to Progressivism: Booklet 3. Critical Thinking in American History. [Student Manual].

    ERIC Educational Resources Information Center

    O'Reilly, Kevin

    One of a series of curriculum materials in U.S. history designed to teach critical thinking skills systematically, this teacher's guide presents high school students with supplementary lessons on the Reconstruction period, industrialism, labor and immigration, and progressivism and populism. The student booklet begins with a guide to critical…

  1. Socialising the Superheroes. Australian Early Childhood Resource Booklets, No. 5, 1989.

    ERIC Educational Resources Information Center

    Cupit, C. Glenn

    This resource booklet addresses adults' concerns about developing appropriate responses to "superhero play" among young children. In order for adults to successfully change patterns of superhero play, it is suggested that they first become familiar with superhero programs and understand the basis of their appeal. The issue discusses superheroes…

  2. "Oh, Chute??" A Fully Illustrated Booklet of Parachute Activities for Fun and Fitness.

    ERIC Educational Resources Information Center

    Evans, Doug

    Exercise and games performed with a parachute are outlined in this booklet. At school the parachute can be used on the playground or in the gymnasium. It may be used to teach locomotor and fundamental movements; to develop rhythm, coordination, and physical fitness; and encourage creative play. This activity is designed for groups, enhancing…

  3. Discrete Mathematical Models [and] Spreadsheets in the Classroom. Dissemination Packet--Summer 1989: Booklet #8.

    ERIC Educational Resources Information Center

    Knee, David; And Others

    This booklet is the eighth in a series of nine from the Teacher Training Institute at Hofstra University (New York) and contains descriptive information about two courses included in the institute's program. The first course, by David Knee, William McKeough, and Robert Silverstone, is "Discrete Mathematical Models," which deals with topics from…

  4. 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.

  5. Quality of Education Predicts Performance on the Wide Range Achievement Test-4th Edition Word Reading Subtest

    PubMed Central

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

    2014-01-01

    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. PMID:25404004

  6. 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. PMID:25404004

  7. 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

  8. 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…

  9. Self‐help educational booklets for the prevention of smoking relapse following smoking cessation treatment: a randomized controlled trial

    PubMed Central

    Blyth, Annie; Brown, Tracey J.; Barton, Garry R.; Notley, Caitlin; Aveyard, Paul; Holland, Richard; Bachmann, Max O.; Sutton, Stephen; Leonardi‐Bee, Jo.; Brandon, Thomas H.; Song, Fujian

    2015-01-01

    Abstract Aims Most people who quit smoking for a short term will return to smoking again in 12 months. We tested whether self‐help booklets can reduce relapse in short‐term quitters after receiving behavioural and pharmacological cessation treatment. Design A parallel‐arm, pragmatic individually randomized controlled trial. Setting Smoking cessation clinics in England. Participants People who stopped smoking for 4 weeks after receiving cessation treatment in stop smoking clinics. Intervention Participants in the experimental group (n = 703) were mailed eight booklets, each of which taught readers how to resist urges to smoke. Participants in the control group (n = 704) received a leaflet currently used in practice. Measurements The primary outcome was prolonged, carbon monoxide‐verified abstinence from months 4 to 12. The secondary outcomes included 7‐day self#x02010;reported abstinence at 3 and 12 months. Mixed‐effects logistic regression was used to estimate treatment effects and to investigate possible effect modifying variables. Findings There were no statistically significant differences between the groups in prolonged abstinence from months 4 to 12 (36.9% versus 38.6%; odds ratio 0.93, 95% confidence interval 0.75–1.16; P = 0.524). In addition, there were no significant differences between the groups in any secondary outcomes. However, people who reported knowing risky situations for relapse and using strategies to handle urges to smoke were less likely to relapse. Conclusions In people who stop smoking successfully with behavioural support, a comprehensive self‐help educational programme to teach people skills to identify and respond to high‐risk situations for return to smoking did not reduce relapse. PMID:26235659

  10. 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…

  11. The Black-White-Other Test Score Gap: Academic Achievement among Mixed Race Adolescents. Institute for Policy Research Working Paper.

    ERIC Educational Resources Information Center

    Herman, Melissa R.

    This paper describes the achievement patterns of a sample of 1,492 multiracial high school students and examines how their achievement fits into existing theoretical models that explain monoracial differences in achievement. These theoretical models include status attainment, parenting style, oppositional culture, and educational attitudes. The…

  12. Resource Material Developed for Secondary Education: 18 Booklets.

    ERIC Educational Resources Information Center

    Oatland Island Education Center, Savannah, GA.

    Each Learning Activity Packet in this series delineates performance objectives, procedures, materials, and references. Some also contain pre- and post-tests. They are primarily intended for the secondary level. The topics are: (1) Noise Pollution; (2) Georgia Ports Authority: Its Environmental Impact; (3) Environmental Experiencing; (4) Me in My…

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

    ERIC Educational Resources Information Center

    Nejad, Ferdows Mohsen; Khosravian, Fereshteh

    2014-01-01

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

  14. The Relationship of Teachers' Assigned Marks to Tested Achievement among Elementary Grade, Racially Divergent Lower Socio-Economic Status Boys and Girls.

    ERIC Educational Resources Information Center

    Fish, Enrica

    An investigation was made of the relationship of achievement marks assigned by teachers to elementary grade, lower socioeconomic status boys and girls to pupils' (1) racial background, (2) sex, (3) intelligence quotient, and (4) tested achievement. Teacher marking procedures were studied. The rationale was to inquire whether or not characteristics…

  15. Elementary School Achievement Profiles. A School-by-School Report of Basic Skills, Test Results, and School/Student/Staff Data. School Year 1983-94.

    ERIC Educational Resources Information Center

    Portland Public Schools, OR. Dept. of Research, Evaluation, and Testing.

    This report presents the 1983-84 summary achievement profiles of the 82 Portland, Oregon, elementary schools for use by school staffs, administrators, and the community for planning, goal setting, and evaluation. The profiles contain Portland Achievement Level Tests results plus data on the physical facility, school personnel, student enrollment,…

  16. A Preliminary Study of the Relevance of a Standardized Test for Measuring Achievement Gains in Innovative Arithmetic Programs. Project LONGSTEP Final Report. Volume II. Appendix Report.

    ERIC Educational Resources Information Center

    Everett, Bruce E.

    The general emphasis of Project LONGSTEP was on the identification of changes in student achievement that occur as a result of exposure to intensive educational innovation. During the course of the project, questions were raised concerning (1) the relevance of the standardized achievement test utilized in the project to the stated objectives of…

  17. The relationship between reading and science achievement of fifth grade students as measured by the Texas Assessment of Knowledge and Skills test

    NASA Astrophysics Data System (ADS)

    Ratliff, Charles H.

    The purpose of this study was to examine the relationship between the reading and science achievement of upper elementary students as assessed by the Texas Assessment of Knowledge and Skills (TAKS) test in the Region One Educational Service Center area in the 2006 testing cycle. A correlational research design was utilized to study these relationships. The participants were those fifth grade students who had been administered both the English versions of the reading and science TAKS tests (N = 6,281) or both the Spanish versions of the reading and science TAKS tests (N = 491). Bivariate analyses using the Pearson product-moment correlation technique were implemented to determine the strength and direction of the relationship between the reading and science achievements of the study group. To test the first research hypothesis, a Pearson product-correlation technique was used to estimate the relationship between English reading achievement and the English science achievement of the study group. The obtained correlation coefficient of r = + .51 was statistically significant ( p < .001). This is viewed as a moderate to strong relationship. To test the second research hypothesis, a Pearson product-moment correlation technique was used to estimate the relationship between the Spanish reading achievement and the Spanish science achievement of the study group. The obtained correlation coefficient of r = + .53 was statistically significant (p < .001). This also is viewed as a moderate to strong relationship. The results of this study suggest that science achievement, as measured by the TAKS tests, is influenced by a student's reading achievement and may not be a valid assessment of their science knowledge but a combination of both their reading and science ability. These results also suggest that to improve the validity of the science TAKS test, it should be modified to include more authentic assessment measures which do not rely so much on reading ability.

  18. Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?

    NASA Astrophysics Data System (ADS)

    Werth, Arman Karl

    Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.

  19. Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, and Students' Academic Achievement in PBL: Testing a Causal Model

    ERIC Educational Resources Information Center

    Singaram, Veena S.; van der Vleuten, Cees P. M; Muijtjens, Arno M. M.; Dolmans, Diana H. J. M

    2012-01-01

    Little is known about the influence of language background in problem-based learning (PBL) tutorial groups on group processes and students' academic achievement. This study investigated the relationship between language background, secondary school score, tutorial group processes, and students' academic achievement in PBL. A validated tutorial…

  20. College Students' Achievement Goal Orientation and Motivational Regulations in Physical Activity Classes: A Test of Gender Invariance

    ERIC Educational Resources Information Center

    Su, Xiaoxia; McBride, Ron E.; Xiang, Ping

    2015-01-01

    The current study examined the measurement invariance across 361 male and female college students' 2 × 2 achievement goal orientation and motivational regulations. Participants completed questionnaires assessing their achievement goals and motivational regulations. Multigroup CFA analyses showed that male and female students' scores were fully…

  1. Quantity and Quality of Computer Use and Academic Achievement: Evidence from a Large-Scale International Test Program

    ERIC Educational Resources Information Center

    Cheema, Jehanzeb R.; Zhang, Bo

    2013-01-01

    This study looked at the effect of both quantity and quality of computer use on achievement. The Program for International Student Assessment (PISA) 2003 student survey comprising of 4,356 students (boys, n = 2,129; girls, n = 2,227) was used to predict academic achievement from quantity and quality of computer use while controlling for…

  2. Do Inequalities in Parents' Education Play an Important Role in PISA Students' Mathematics Achievement Test Score Disparities?

    ERIC Educational Resources Information Center

    Martins, Lurdes; Veiga, Paula

    2010-01-01

    This paper measures and decomposes socioeconomic-related inequality in mathematics achievement in 15 European Union member states. Data is taken from the 2003 wave of the OECD Programme for International Student Assessment (PISA). There is socioeconomic-related inequality in mathematics achievement, favoring the higher socioeconomic groups in each…

  3. Intervention That Adds Up: The Impact of Merit Software on Standardized Achievement Test Scores of Middle School Students

    ERIC Educational Resources Information Center

    Securro, Samuel; Jones, Jerry D.; Cantrell, Danny; Blackwell, James

    2006-01-01

    The "No Child Left Behind" Act mandated the need for research-based interventions to increase and to improve learning and achievement for all youngsters. Research in computer-based instruction and intervention for learning basic skills and related achievements in content area subjects has documented the need for controlled investigations…

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

    ERIC Educational Resources Information Center

    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,…

  5. The Relationship between Global Self-Concept, Specific Self-Concepts, and the Texas Assessment of Academic Skills Achievement Test.

    ERIC Educational Resources Information Center

    Clark, Martin John; Seevers, Randy L.

    2003-01-01

    A study involving 88 eighth-graders investigated the relationship between students' self-concept, both in a global sense and more specific areas, with achievement scores in reading and mathematics. Results found a significant correlation between global self-concept and reading achievement and a weaker positive correlation for mathematics…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  7. Test-Based Accountability and Student Achievement: An Investigation of Differential Performance on NAEP and State Assessments. NBER Working Paper No. 12817

    ERIC Educational Resources Information Center

    Jacob, Brian A.

    2007-01-01

    This paper explores the phenomenon referred to as test score inflation, which occurs when achievement gains on "high-stakes" exams outpace improvements on "low-stakes" tests. The first part of the paper documents the extent to which student performance trends on state assessments differ from those on the National Assessment of Educational Progress…

  8. Effects of Visual and Auditory Background on Reading Achievement Test Performance of Brain-Injured and Non Brain-Injured Children.

    ERIC Educational Resources Information Center

    Carter, John L.

    Forty-two brain injured boys and 42 non brain injured boys (aged 11-6 to 12-6) were tested to determine the effects of increasing amounts of visual and auditory distraction on reading performance. The Stanford Achievement Reading Comprehension Test was administered with three degrees of distraction. The visual distraction consisted of either very…

  9. WWC Review of the Report "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    The 2013 study, "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps," examined the impact of frequent online testing and immediate feedback on the academic performance of college students. The study was conducted at the University of Texas in the fall of 2008 and 2011. Researchers found…

  10. The Assessment of Achievement Anxieties in Children: How Important is Response Set and Multidimensionality in the Test Anxiety Scale for Children?

    ERIC Educational Resources Information Center

    Feld, Sheila; Lewis, Judith

    This is a progress report on research conducted (1) to consider the methodological issues of response set and multidimensionality, which might lead to a refinement of the Test Anxiety Scale for Children (TASC) and the Defensiveness Scale for Children and (2) to investigate social background and school achievement correlates of test anxiety and…

  11. An examination of factors contributing to a reduction in subgroup differences on a constructed-response paper-and-pencil test of scholastic achievement.

    PubMed

    Edwards, Bryan D; Arthur, Winfred

    2007-05-01

    The authors investigated subgroup differences on a multiple-choice and constructed-response test of scholastic achievement in a sample of 197 African American and 258 White test takers. Although both groups had lower mean scores on the constructed-response test, the results showed a 39% reduction in subgroup differences compared with the multiple-choice test. The results demonstrate that the lower subgroup differences were explained by more favorable test perceptions for African Americans on the constructed-response test. In addition, the two test formats displayed comparable levels of criterion-related validity. The results suggest that the constructed-response test format may be a viable alternative to the traditional multiple-choice test format in efforts to simultaneously use valid predictors of performance and minimize subgroup differences in high-stakes testing. PMID:17484558

  12. Effects of Concept Map Extraction and a Test-Based Diagnostic Environment on Learning Achievement and Learners' Perceptions

    ERIC Educational Resources Information Center

    Lin, Yu-Shih; Chang, Yi-Chun; Liew, Keng-Hou; Chu, Chih-Ping

    2016-01-01

    Computerised testing and diagnostics are critical challenges within an e-learning environment, where the learners can assess their learning performance through tests. However, a test result based on only a single score is insufficient information to provide a full picture of learning performance. In addition, because test results implicitly…

  13. 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…

  14. Testing the Digital Divide: Does Access to High-Quality Use of Technology in Schools Affect Student Achievement?

    ERIC Educational Resources Information Center

    Talley, Gregory Keith

    2012-01-01

    This study investigates the relationship between access, use of technology and student achievement in public middle schools in Maryland. The objective of this study was to determine whether a digital divide (differences in access and utilization of technology based on student characteristics of race, socioeconomic status, and gender) exists among…

  15. Comparing the Reading Performance of High-Achieving Adolescents: Computer-Based Testing versus Paper/Pencil

    ERIC Educational Resources Information Center

    Eno, Linda Peet

    2011-01-01

    Literacy is moving into the digital context. Many of the literacy tasks associated with higher education, the workplace, and civic life now take place in the digital world. Literacy in high school, however, languishes in the text world. This study compared the text literacy of a group of high-achieving 10th-grade students, to their digital…

  16. Standard Setting and Risk Preference: An Elaboration of the Theory of Achievement Motivation and an Empirical Test

    ERIC Educational Resources Information Center

    Kuhl, Julius

    1978-01-01

    A formal elaboration of the original theory of achievement motivation (Atkinson, 1957; Atkinson & Feather, 1966) is proposed that includes personal standards as determinants of motivational tendencies. The results of an experiment are reported that examines the validity of some of the implications of the elaborated model proposed here. (Author/RK)

  17. Relationships Among Test Anxiety, Evaluative Experiences, and Achievement Motivation of Children in Grades 2 Through 6. Final Report and Appendices.

    ERIC Educational Resources Information Center

    Hill, Kennedy T.; And Others

    This research seeks to develop a theory of children's achievement motivation and to move research in the direction of greater educational application. Five studies demonstrate that: (1) high anxious children function very poorly on basic arithmetic skills in conditions involving time pressure and some failure but do almost as well as low anxious…

  18. The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing.

    ERIC Educational Resources Information Center

    Roderick, Melissa; Engel, Mimi

    2001-01-01

    Examined the responses of 102 low achieving sixth and eighth graders to Chicago's highly publicized efforts to end social promotion. Students generally described increased work efforts, and students with high levels of work effort generally had greater than average learning gains and positive outcomes in terms of promotion. About one-third of…

  19. The Symbols Are in the Music: An Investigation of Eighth Graders' Mathematics Connecticut Mastery Test Achievement and Musical Involvement

    ERIC Educational Resources Information Center

    Lapp, Jennifer

    2010-01-01

    Mathematical achievement is a student's success or failure on an examination of performance in the area of mathematics (Jensen, 1993). In order for students to be successful in the area of mathematics, they benefit substantially from participating in high-interest activities (Trautwein, Ludtke, & Marsh, 2006). Music is one high-interest activity…

  20. Legal Issues in Testing.

    ERIC Educational Resources Information Center

    Childs, Ruth Axman

    Court cases are presented that illustrate some of the issues that courts have dealt with in the area of educational testing. While this study was developed primarily for parents, the booklet should also help school administrators and testing professionals learn about court cases and precedents relevant to some major issues in educational testing.…

  1. Hands-on equals minds-on? A test of linkage between laboratory experience and measured achievement in an introductory college biology course

    NASA Astrophysics Data System (ADS)

    Racich, Leo Peter 3rd

    This study investigated the specific contribution of laboratory experience to student performance on achievement tests in an introductory college biology course. This required pre-medical student course (900 students) was separated by the biology department into a lecture course and a laboratory course, creating the study groups. The topics selected for treatment were in the field of molecular biology, including restriction enzyme manipulation and plasmid mapping of DNA sequences. Random samples (30 per group) of students enrolled in the lecture course and laboratory course, lecture course only, or laboratory course only were post-tested and second post-tested for objective test achievement in the topical field after laboratory participation. Student self-reported essays on topical concept gains from laboratory experience were categorized and analyzed in relation to achievement outcomes. A significant difference (F = 5.47, df = 2,87, alpha = .05) was present within the group by test achievement scores. Analysis showed no significant difference in test scores over time for the laboratory and lecture and laboratory only groups. There was a significant decline in test scores for the lecture only group over time. Analysis of 509 student self-reported essays showed approximately 18.5% reporting no abstract comprehension gain from the specific laboratory experience they chose to report. Approximately 8.3% of the essays reported increased confusion of topical concepts after participating in the laboratory exercise. The balance of the students (73.3%) reported increased topical concept understanding after laboratory exercise participation. The results suggest the importance of laboratory participation for long-term concept retention and the benefit of post-laboratory experience reflection time before objective testing. Direct instruction without laboratory experience appears to yield gains which are short term in nature. Student self-reports suggested cognitive gains from

  2. The Administration and Interpretation of Standardized Achievement Tests with Learning Disabled and Behaviorally Disordered Elementary School Children. Final Report.

    ERIC Educational Resources Information Center

    Scruggs, Thomas E.

    Several experiments were carried out to determine: (1) whether learning disabled (LD) and behaviorally disordered (BD) students exhibit deficiencies with respect to appropriate test-taking strategies and (2) if so, whether these strategies could be successfully trained. In the test-training evaluation, 92 LD or BD elementary-age students…

  3. Graduate Management Admission Test Outcomes and the Academic Achievement: A Study on Masters of Business Administration Students at Makerere University, Uganda

    ERIC Educational Resources Information Center

    Wamala, Robert; Kizito, Saint Omala; Kakumba, Umar

    2012-01-01

    This study investigates whether the outcomes of the Graduate Management Admission Test (GMAT) can predict the academic achievement of enrollees in masters programs. The study is based on administrative data of 516 Masters of Business Administration (MBA) enrollees at the College of Business and Management Science, Makerere University in the 2011…

  4. Correlation Between the General Information Subtest of the Peabody Individual Achievement Test and the Full Scale Intelligence Quotient of the WISC-R.

    ERIC Educational Resources Information Center

    Simpson, Robert G.

    1982-01-01

    The usefulness of the Peabody Individual Achievement Test General Information subtest as a general screening instrument with non-retarded subjects is shown in a study of concurrent validity between the subtest and the Wechsler Intelligence Scale for Children-Revised. Correlations between the instruments in two intelligence groups are discussed.…

  5. Significant Discrepancies between the Wechsler Adult Intelligence Scale--Revised and the Woodcock-Johnson Psycho-Educational Battery, Part II: Tests of Achievement with a College Population.

    ERIC Educational Resources Information Center

    Salvia, Shawn Amig; Salvia, John

    1986-01-01

    Significant differences were found between college freshmen science (N=50) and nonscience (N=50) majors who were administered the Wechsler Adult Intelligence Scale--Revised (WAIS-R) and the Woodcock-Johnson Psycho-Educational Battery, Part II: Tests of Achievement. (Author/CB)

  6. State Test Score Trends through 2007-08. Part 1: Is the Emphasis on "Proficiency" Shortchanging Higher- and Lower-Achieving Students?

    ERIC Educational Resources Information Center

    Chudowsky, Naomi; Chudowsky, Victor; Kober, Nancy

    2009-01-01

    This report is the first in a series of reports describing results from the Center on Education Policy's (CEP's) third annual analysis of state testing data. The report provides an update on student performance at the proficient level of achievement, and for the first time, includes data about student performance at the advanced and basic levels.…

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

    ERIC Educational Resources Information Center

    Soyibo, Kola; Pinnock, Jacqueline

    2005-01-01

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

  8. The Effects of High Scientific Literacy, Self-Efficacy, and Achievement Motivation on Teachers' Ability to Compose Effective Tests: Case Study from Manado, Indonesia

    ERIC Educational Resources Information Center

    Poluakan, Cosmas

    2012-01-01

    This research was conducted to determine the effects of high scientific literacy, self-efficacy, and achievement motivation on teachers' ability to compose effective tests. It was conducted among junior high school science teachers in Manado, North Sulawesi Province, Indonesia, from April to September 2011, using a cross-sectional survey design.…

  9. Gender Differences on the College Board Achievement Tests and the Advanced Placement Examinations: Effect Sizes Versus Some Upper-Tail Ratios.

    ERIC Educational Resources Information Center

    Stanley, Julian C.

    Gender differences were determined for scores on the 14 College Entrance Examination Board achievement tests taken between 1982 and 1985. Effect sizes showed a tendency for males to score higher relative to females, while the percentage of male examinees increased. Based on Cohen's classification of effect sizes, differences in six of the 14 tests…

  10. Barriers to Mathematics Achievement in Brunei Secondary School Students: Insights into the Roles of Mathematics Anxiety, Self-Esteem, Proactive Coping, and Test Stress

    ERIC Educational Resources Information Center

    Hamid, Malai Hayati Sheikh; Shahrill, Masitah; Matzin, Rohani; Mahalle, Salwa; Mundia, Lawrence

    2013-01-01

    The cross-sectional field survey examined the roles of mathematics anxiety, self-esteem, proactive coping, and test stress in mathematics achievement among 204 (151 females) randomly selected Year 8-10 Brunei secondary school students. The negative dimensions of mathematics anxiety, self-esteem, and proactive coping correlated negatively with…

  11. An Examination of the Influence of Inquiry-Based Laboratory Activities and Success on Standards Based Achievement Tests in a Suburban High School

    ERIC Educational Resources Information Center

    Vilardi, Virginia A.

    2013-01-01

    The purpose of this study was to examine whether there is a difference in high school students' achievement and retention on standardized tests between students who participate in inquiry-based laboratory activities and those that participate in traditional style laboratory activities. Additionally, student and teacher opinions of…

  12. Study of the Relationship Between the Performance of Indian Youth on the Chicago Non-Verbal and the Wide Range Achievement Test.

    ERIC Educational Resources Information Center

    Hollingshead, Maybelle Clayton; Clayton, Charles

    The investigation examined the "Wide Range Achievement Test" (WRAT) and its subtests (spelling, reading, and arithmetic), as well as possible differences attributable to the factors of sex, with the "Chicago Non-Verbal" (CNV) as a criterion variable. The 1970 study encompassed 72 Indian students (with a mean chronological age of 13.2 for boys and…

  13. Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

    ERIC Educational Resources Information Center

    Chang, Chi-Cheng; Shu, Kuen-Ming; Liang, Chaoyun; Tseng, Ju-Shih; Hsu, Yu-Sheng

    2014-01-01

    The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly…

  14. 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…

  15. 52. Photocopy of Outboard Profile, Booklet of General Plans, U.S.C.G.C. ...

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

    52. Photocopy of Outboard Profile, Booklet of General Plans, U.S.C.G.C. White Heath, WLM-545. U.S. Coast Guard Naval Engineering Department. U.S.C.G. Headquarters, Washington, D.C. Coast Guard Headquarters Drawing No. 540-WAGL-0103-019 C. sheet 2 of 7, dated May 1967; revised June 1971, December 1976, and April 1989. Original drawing property of the U.S. Coast Guard. - U.S. Coast Guard Cutter WHITE HEATH, USGS Integrated Support Command Boston, 427 Commercial Street, Boston, Suffolk County, MA

  16. 56. Photocopy of Main Deck, Booklet of General Plans, U.S.C.G.C. ...

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

    56. Photocopy of Main Deck, Booklet of General Plans, U.S.C.G.C. White Heath WLM-545. U.S. Coast Guard Naval Engineering Department, U.S.C.G. Headquarters, Washington, D.C. Coast Guard Headquarters Drawing No. 540-WAGL-0103-019 C. sheet 6 of 7, dated May 1967; revised June 1971, December 1976, and April 1989. Original drawing property of the U.S. Coast Guard. - U.S. Coast Guard Cutter WHITE HEATH, USGS Integrated Support Command Boston, 427 Commercial Street, Boston, Suffolk County, MA

  17. 57. Photocopy of Hold, Booklet of General Plans, U.S.C.G.C. White ...

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

    57. Photocopy of Hold, Booklet of General Plans, U.S.C.G.C. White Heath, WLM-545. U.S. Coast Guard Naval Engineering Department, U.S.C.G. Headquarters, Washington, D.C. Coast Guard Headquarters Drawing No. 540-WAGL-0103-019 C. sheet 7 of 7, dated May 1967; revised June 1971, December 1976, and April 1989. Original drawing property of the U.S. Coast Guard. - U.S. Coast Guard Cutter WHITE HEATH, USGS Integrated Support Command Boston, 427 Commercial Street, Boston, Suffolk County, MA

  18. 51. Photocopy of Title Sheet, Booklet of General Plans, U.S.C.G.C ...

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

    51. Photocopy of Title Sheet, Booklet of General Plans, U.S.C.G.C White Heath, WLM-545, U.S. Coast Guard Naval Engineering Department, U.S.C.G. Headquarters, Washington, D.C. Coast Guard Headquarters Drawing No. 540-WAGL-0103-019 C. sheet 1 of 7, dated May 1967; revised June 1971, December 1976, and April 1989. Original drawing property of the U.S. Coast Guard. - U.S. Coast Guard Cutter WHITE HEATH, USGS Integrated Support Command Boston, 427 Commercial Street, Boston, Suffolk County, MA

  19. 53. Photocopy of Inboard Profile, Booklet of General Plans, U.S.C.G.C. ...

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

    53. Photocopy of Inboard Profile, Booklet of General Plans, U.S.C.G.C. White Heath, WLM-545. U.S. Coast Guard Naval Engineering Department. U.S.C.G. Headquarters, Washington, D.C. Coast Guard Headquarters Drawing No. 540-WAGL-0103-019 C. sheet 3 of 7, dated May 1967; revised June 1971, December 1976, and April 1989. Original drawing property of the U.S. Coast Guard. - U.S. Coast Guard Cutter WHITE HEATH, USGS Integrated Support Command Boston, 427 Commercial Street, Boston, Suffolk County, MA

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

    NASA Astrophysics Data System (ADS)

    Dutra, Andrew Martin

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

  1. A Comparison of the Kaufman Brief Intelligence Test (K-BIT) with the Stanford-Binet, a Two-Subtest Short Form, and the Kaufman Test of Educational Achievement (K-TEA) Brief Form.

    ERIC Educational Resources Information Center

    Prewett, Peter N.; McCaffery, Lucy K.

    1993-01-01

    Examined relationship between Kaufman Brief Intelligence Test (K-BIT), Stanford-Binet, two-subtests short form, and Kaufman Test of Educational Achievement (K-TEA) with population of 75 academically referred students. K-BIT correlated significantly with Stanford-Binet and K-TEA Math, Reading, and Spelling scores. Results support use of K-BIT as…

  2. Testing a Multi-Stage Screening System: Predicting Performance on Australia's National Achievement Test Using Teachers' Ratings of Academic and Social Behaviors

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Davies, Michael; Griffin, Patrick

    2012-01-01

    This study addresses the predictive validity of results from a screening system of academic enablers, with a sample of Australian elementary school students, when the criterion variable is end-of-year achievement. The investigation included (a) comparing the predictive validity of a brief criterion-referenced nomination system with more…

  3. Insights about fracture shape and aperture from push-pull thermal tracer tests achieved at different scales

    NASA Astrophysics Data System (ADS)

    Klepikova, Maria V.; Le Borgne, Tanguy; Bour, Olivier; Hochreutener, Rebecca; Lavenant, Nicolas

    2015-04-01

    The prediction of transport patterns in fractured media is a challenging task. Different transport mechanisms are generally contributing: dispersion at fracture scale related to aperture variability, dispersion at network scale due to transport in different flowpaths and matrix diffusion. It is however difficult to know which mechanism is dominant. In this study we test the interest of heat tracer tests for providing new constraints on transport in fractured media by interpreting three push-pull tests of different duration. A series of heat and solute push-pull tracer test with Dirac-type injection was conducted in fractured aquifer of Ploemeur, France. The comparison of solute and heat breakthrough curves shows that due to thermal loss to the rock matrix temperature recovery peak arrives earlier than concentration peak. Moreover, the peak is significantly smaller for temperature recovery while it exhibits a longest tailing. Finally, we found that the recovered peak temperature decreases with scale and has a power law slope of -1 on a log-log plot. By means of flow and heat numerical model, we investigate the relevance of different conceptual models: single 'plate', 'tube' and 'ellipse' homogeneous fracture models at different scales. For all tested fracture geometries temperature breakthrough curves were found to be sensitive to fracture aperture. An 'elliptical tube' fracture model was found to provide the best fit to the data and based on this model, we were able to estimate the aperture of the fracture in the present case. Moreover, the comparison of experimental breakthrough curves and modelling results also suggests that the effective fracture aperture may increase with scale. This work emphasizes that multiple-scale push-pull thermal tests can provide valuable insights on fracture geometry and fracture aperture.

  4. What Lies behind Graphicacy? Relating Students' Results on a Test of Graphically Represented Quantitative Information to Formal Academic Achievement

    ERIC Educational Resources Information Center

    Aberg-Bengtsson, Lisbeth; Ottosson, Torgny

    2006-01-01

    Based on studies carried out on qualitative data an instrument was constructed for investigating how larger numbers of students handle graphics. This test, consisting of 18 pages, each with its own graphic display(s) and a set of tasks, was distributed to 363 students, 15-16 years of age, from five different schools. The format of the questions…

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

    ERIC Educational Resources Information Center

    Whaley, Arthur L.; Noel, La Tonya

    2013-01-01

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

  6. A Historical Perspective of Testing and Assessment Including the Impact of Summative and Formative Assessment on Student Achievement

    ERIC Educational Resources Information Center

    Brink, Carole Sanger

    2011-01-01

    In 2007, Georgia developed a comprehensive framework to define what students need to know. One component of this framework emphasizes the use of both formative and summative assessments as part of an integral and specific component of the teachers. performance evaluation. Georgia administers the Criterion-Referenced Competency Test (CRCT) to every…

  7. The Reliability and Validity of the Word-Association Test as a Measure of Academic Achievement. Final Report.

    ERIC Educational Resources Information Center

    Jennings, William N.

    A simply constructed, psychometrically sound testing procedure which enables the instructor to assess higher cognitive process with respect to the material in questions, and which is amenable to machine scoring, is described. It involves the application of the word association technique long used in psychoanalysis to the classroom setting. The…

  8. Cultural Models of School Achievement: A Quantitative Test of Ogbu's Theory. Cultural Models of Literacy: A Comparative Study. Project 12.

    ERIC Educational Resources Information Center

    Ogbu, John U.; Simons, Herbert D.

    A study examined differences between cultural models and educational strategies of three minority groups (African Americans, Chinese Americans, and Mexican American/Latino) to help explain the differences in school performance. Data also provide the first large scale test of J. Ogbu's theory of these school performance differences. Surveys were…

  9. How Much Professional Development Is Needed to Effect Positive Gains in K-6 Student Achievement on High Stakes Science Tests?

    ERIC Educational Resources Information Center

    Shymansky, James A.; Wang, Tzu-Ling; Annetta, Leonard A.; Yore, Larry D.; Everett, Susan A.

    2012-01-01

    This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K-6 professional development effort and the "high stakes" science test scores of different student groups in 33 rural mid-west school districts in the USA. The professional development program involved 1,269 elementary school teachers…

  10. Hypothetical Use of Multidimensional Adaptive Testing for the Assessment of Student Achievement in the Programme for International Student Assessment

    ERIC Educational Resources Information Center

    Frey, Andreas; Seitz, Nicki-Nils

    2011-01-01

    The usefulness of multidimensional adaptive testing (MAT) for the assessment of student literacy in the Programme for International Student Assessment (PISA) was examined within a real data simulation study. The responses of N = 14,624 students who participated in the PISA assessments of the years 2000, 2003, and 2006 in Germany were used to…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  12. Multilevel Linkages between State Standards, Teacher Standards, and Student Achievement: Testing External versus Internal Standards-Based Education Models

    ERIC Educational Resources Information Center

    Lee, Jaekyung; Liu, Xiaoyan; Amo, Laura Casey; Wang, Weichun Leilani

    2014-01-01

    Drawing on national and state assessment datasets in reading and math, this study tested "external" versus "internal" standards-based education models. The goal was to understand whether and how student performance standards work in multilayered school systems under No Child Left Behind Act of 2001 (NCLB). Under the…

  13. A Field Test of a Structured Television Curriculum on the Mathematics Achievement of Incarcerated High School Equivalency Learners.

    ERIC Educational Resources Information Center

    Burnham, Tom

    Problems connected with school dropouts and illiteracy are discussed. The need for decreasing recidivism and prison populations through educational programs is presented, with data on the costs of not doing so. The use of television as a teaching resource is proposed as a possible solution. A field test was conducted to determine the effects of a…

  14. Comparison of experimental and analytical temperatures achieved by DT-18 and PC-1 shipping containers during hypothetical thermal accident tests

    SciTech Connect

    Anderson, J.C.

    1992-03-01

    Temperatures were monitored at various locations on DT-18 and PC-1 shipping packages during furnace tests at the Y-12 Plant in Oak Ridge, Tennessee. The furnace tests are intended to simulate hypothetical thermal accident conditions specified in Title 10 CFR, Pt. 71.73 (c)(3). Maximum temperatures of the outer containers ranged from 750 to 965{degrees}C while typical maximum temperatures recorded on the inner containers were 60 to 77{degrees}C. One exceptionally high temperature of 196{degrees}C occurred on the PC-1 inner container. Heating 7.1 models of both the DT-18 and PC-1 packages were developed. Models with and without heat generation in the inner containers were developed for each shipping package. The models with heat generation are intended to simulate condensation and convection of hot vapors generated during the heating of the Celotex{trademark} insulating material used in the packages. In general, the analytical models calculate temperatures for the outer containers which agree well with the test data. The HEATING models with and without heat generation bound the inner container test data. These findings are significant in that they lead to the conclusion that heat is transferred to the inner containers through a mechanism other than conduction alone. The high temperature of 196{degrees}C recorded at the PC-1 inner container is within 4{degrees}C of the maximum temperature calculated by the PC-1 HEATING model with heat generation.

  15. The Development and Testing of Laboratory Performance Tasks for the Assessment of Achievement in High School Physics.

    NASA Astrophysics Data System (ADS)

    Boorman, Joan Marie

    The quest to stem "the rising tide of mediocrity" described in A Nation at Risk has prompted a myriad of changes in secondary science instruction. Appropriate assessments of these changes in curriculum are crucial to a meaningful evaluation of their effectiveness. Because the nature of many of the improvements has been to engage students in higher order thinking skills, simple paper and pencil tests are often inconclusive evaluation measures. Research has shown a more definitive assessment of a student's ability to apply higher order thinking skills is possible with tests of performance in problem-solving tasks in a science laboratory. The Physics Laboratory Skills Test (PLST) was developed as a prototype assessment instrument for evaluation of student ability to perform a range of process skills in the high school physics laboratory setting. The PLST included seven different items based on topics presented in a typical high school physics course. Each item constituted a separate laboratory performance test and was completed by individual students in a 40 minute class period. A sample of 219 physics students from rural, urban, public, and private schools in NY and PA were tested with the PLST in May 1990. Results of this study show that the PLST has usability, validity, and reliability as an assessment of basic skills (measuring and reporting) and higher order skills (planning and analysis). Participating teachers determined the PLST to be an appropriate and useful tool in evaluating individual student abilities. Content validity was established via evaluation by 'expert' high school physics teachers. The Pearson Correlation Coefficient was used to verify construct validity (r =.49) and inter-rater reliability (r =.81). The Cronbach Coefficient Alpha, which was used to determine internal consistency of each item, yielded strong positive results for the PLST. The outcomes of this study will be of particular interest to curriculum developers and classroom teachers

  16. Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender

    PubMed Central

    Rogers, Maria; Martinussen, Rhonda; Tannock, Rosemary

    2015-01-01

    Introduction. Behavioral inattention, working memory (WM), and academic achievement share significant variance, but the direction of relationships across development is unknown. The aim of the present study was to determine whether WM mediates the pathway between inattentive behaviour and subsequent academic outcomes. Methods. 204 students from grades 1–4 (49.5% female) were recruited from elementary schools. Participants received assessments of WM and achievement at baseline and one year later. WM measures included a visual-spatial storage task and auditory-verbal storage and manipulation tasks. Teachers completed the SWAN behaviour rating scale both years. Mediation analysis with PROCESS (Hayes, 2013) was used to determine mediation pathways. Results. Teacher-rated inattention indirectly influenced math addition fluency, subtraction fluency and calculation scores through its effect on visual-spatial WM, only for boys. There was a direct relationship between inattention and math outcomes one year later for girls and boys. Children who displayed better attention had higher WM scores, and children with higher WM scores had stronger scores on math outcomes. Bias-corrected bootstrap confidence intervals for the indirect effects were entirely below zero for boys, for the three math outcomes. WM did not mediate the direct relationship between inattention and reading scores. Discussion. Findings identify inattention and WM as longitudinal predictors for math addition and subtraction fluency and math calculation outcomes one year later, with visual-spatial WM as a significant mediator for boys. Results highlight the close relationship between inattention and WM and their importance in the development of math skills. PMID:26038714

  17. Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender.

    PubMed

    Gray, Sarah A; Rogers, Maria; Martinussen, Rhonda; Tannock, Rosemary

    2015-01-01

    Introduction. Behavioral inattention, working memory (WM), and academic achievement share significant variance, but the direction of relationships across development is unknown. The aim of the present study was to determine whether WM mediates the pathway between inattentive behaviour and subsequent academic outcomes. Methods. 204 students from grades 1-4 (49.5% female) were recruited from elementary schools. Participants received assessments of WM and achievement at baseline and one year later. WM measures included a visual-spatial storage task and auditory-verbal storage and manipulation tasks. Teachers completed the SWAN behaviour rating scale both years. Mediation analysis with PROCESS (Hayes, 2013) was used to determine mediation pathways. Results. Teacher-rated inattention indirectly influenced math addition fluency, subtraction fluency and calculation scores through its effect on visual-spatial WM, only for boys. There was a direct relationship between inattention and math outcomes one year later for girls and boys. Children who displayed better attention had higher WM scores, and children with higher WM scores had stronger scores on math outcomes. Bias-corrected bootstrap confidence intervals for the indirect effects were entirely below zero for boys, for the three math outcomes. WM did not mediate the direct relationship between inattention and reading scores. Discussion. Findings identify inattention and WM as longitudinal predictors for math addition and subtraction fluency and math calculation outcomes one year later, with visual-spatial WM as a significant mediator for boys. Results highlight the close relationship between inattention and WM and their importance in the development of math skills. PMID:26038714

  18. Strong Genetic Influence on a UK Nationwide Test of Educational Achievement at the End of Compulsory Education at Age 16

    PubMed Central

    Shakeshaft, Nicholas G.; Trzaskowski, Maciej; McMillan, Andrew; Rimfeld, Kaili; Krapohl, Eva; Haworth, Claire M. A.; Dale, Philip S.; Plomin, Robert

    2013-01-01

    We have previously shown that individual differences in educational achievement are highly heritable in the early and middle school years in the UK. The objective of the present study was to investigate whether similarly high heritability is found at the end of compulsory education (age 16) for the UK-wide examination, called the General Certificate of Secondary Education (GCSE). In a national twin sample of 11,117 16-year-olds, heritability was substantial for overall GCSE performance for compulsory core subjects (58%) as well as for each of them individually: English (52%), mathematics (55%) and science (58%). In contrast, the overall effects of shared environment, which includes all family and school influences shared by members of twin pairs growing up in the same family and attending the same school, accounts for about 36% of the variance of mean GCSE scores. The significance of these findings is that individual differences in educational achievement at the end of compulsory education are not primarily an index of the quality of teachers or schools: much more of the variance of GCSE scores can be attributed to genetics than to school or family environment. We suggest a model of education that recognizes the important role of genetics. Rather than a passive model of schooling as instruction (instruere, ‘to build in’), we propose an active model of education (educare, ‘to bring out’) in which children create their own educational experiences in part on the basis of their genetic propensities, which supports the trend towards personalized learning. PMID:24349000

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

    PubMed Central

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

    2013-01-01

    The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In particular, we suggest that intelligence helps students learn and solve problems independent of formal instruction, whereas self-control helps students study, complete homework, and behave positively in the classroom. Two longitudinal, prospective studies of middle school students support predictions from this model. In both samples, IQ predicted changes in standardized achievement test scores over time better than did self-control, whereas self-control predicted changes in report card grades over time better than did IQ. As expected, the effect of self-control on changes in report card grades was mediated in Study 2 by teacher ratings of homework completion and classroom conduct. In a third study, ratings of middle school teachers about the content and purpose of standardized achievement tests and report card grades were consistent with the proposed model. Implications for pedagogy and public policy are discussed. PMID:24072936

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

    PubMed

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

    2012-05-01

    The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In particular, we suggest that intelligence helps students learn and solve problems independent of formal instruction, whereas self-control helps students study, complete homework, and behave positively in the classroom. Two longitudinal, prospective studies of middle school students support predictions from this model. In both samples, IQ predicted changes in standardized achievement test scores over time better than did self-control, whereas self-control predicted changes in report card grades over time better than did IQ. As expected, the effect of self-control on changes in report card grades was mediated in Study 2 by teacher ratings of homework completion and classroom conduct. In a third study, ratings of middle school teachers about the content and purpose of standardized achievement tests and report card grades were consistent with the proposed model. Implications for pedagogy and public policy are discussed. PMID:24072936