Sample records for assess student progress

  1. Assessing Student Academic and Social Progress.

    ERIC Educational Resources Information Center

    Baird, Leonard L., Ed.

    Assessment of student progress in community colleges is necessary for several reasons; among them are accountability to the public, improvement of decision-making for both students and educators, and planning and evaluation of curricula. This sourcebook focuses on various types of student progress--vocational, social, academic, transfer--and on…

  2. Refining a learning progression of energy

    NASA Astrophysics Data System (ADS)

    Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut

    2017-11-01

    This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies - key ideas about energy and levels of conceptual development. To assess students understanding with respect to the revised learning progression, we created a specific instrument, the Energy Concept Progression Assessment (ECPA) based on previous work on assessing students' understanding of energy. After iteratively refining the instrument in two pilot studies, the ECPA was administered to a total of 4550 students (Grades 8-12) from schools in two districts in a major city in Mainland China. Rasch analysis was used to examine the validity of the revised learning progression and explore factors explaining different progressions. Our results confirm the validity of the four conceptual development levels. In addition, we found that although following a similar progression pattern, students' progression rate was significantly influenced by environmental factors such as school type. In the discussion of our findings, we address the non-linear and complex nature of students' progression in understanding energy. We conclude with illuminating our research's implication for curriculum design and energy teaching.

  3. Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.

    ERIC Educational Resources Information Center

    Meyen, Edward L.; Aust, Ronald J.; Bui, Yvonne N.; Isaacson, Robert

    2002-01-01

    Discussion of e-learning in special education personnel preparation focuses on student assessment in e-learning environments. It includes a review of the literature, lessons learned by the authors from assessing student performance in e-learning environments, a literature perspective on electronic portfolios in monitoring student progress, and the…

  4. Might Progress Assessments Hinder Equitable Progress? Evidence from England

    ERIC Educational Resources Information Center

    Alcott, Benjamin

    2017-01-01

    Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students' prior academic achievement but also influence their future achievement. I compare students who have received different…

  5. Applying Item Response Theory Methods to Design a Learning Progression-Based Science Assessment

    ERIC Educational Resources Information Center

    Chen, Jing

    2012-01-01

    Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1)…

  6. Add+VantageMR® Assessments: A Case Study of Teacher and Student Gains

    ERIC Educational Resources Information Center

    Briand, Cathy

    2013-01-01

    This case study analyzes the effect of the Add+VantageMRRTM (AVMR) program on a teacher's pedagogy and on her students' progress in mathematics. AVMR, a professional development program in early mathematics, trains teachers to assess their students' progress and apply those insights to their teaching pedagogy. The AVMR assessment uses a…

  7. Spelling Strategies: Take Stock of Students' Spelling Progress.

    ERIC Educational Resources Information Center

    Gentry, J. Richard

    1998-01-01

    Presents four informal assessments that elementary teachers can use to compare students' spelling progress to typical midyear benchmarks. The assessments, which target K-6 students, emphasize alphabet recognition, phonemic awareness, attitude and consciousness about spelling, and spelling growth through writing samples. The paper includes a…

  8. Content and Alignment of State Writing Standards and Assessments as Predictors of Student Writing Achievement: An Analysis of 2007 National Assessment of Educational Progress Data

    ERIC Educational Resources Information Center

    Troia, Gary A.; Olinghouse, Natalie G.; Zhang, Mingcai; Wilson, Joshua; Stewart, Kelly A.; Mo, Ya; Hawkins, Lisa

    2018-01-01

    We examined the degree to which content of states' writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state…

  9. 25 CFR 30.115 - Which students' performance data must be included for purposes of AYP?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 25 Indians 1 2011-04-01 2011-04-01 false Which students' performance data must be included for... EDUCATION ADEQUATE YEARLY PROGRESS Assessing Adequate Yearly Progress § 30.115 Which students' performance data must be included for purposes of AYP? The performance data of all students assessed pursuant to...

  10. 25 CFR 30.115 - Which students' performance data must be included for purposes of AYP?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Which students' performance data must be included for... EDUCATION ADEQUATE YEARLY PROGRESS Assessing Adequate Yearly Progress § 30.115 Which students' performance data must be included for purposes of AYP? The performance data of all students assessed pursuant to...

  11. How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions

    NASA Astrophysics Data System (ADS)

    Dyer, Brian Jay

    This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.

  12. The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number…

  13. Training and Generalization Effects of a Reading Comprehension Learning Strategy on Computer and Paper-Pencil Assessments

    ERIC Educational Resources Information Center

    Worrell, Jamie; Duffy, Mary Lou; Brady, Michael P.; Dukes, Charles; Gonzalez-DeHass, Alyssa

    2016-01-01

    Many schools use computer-based testing to measure students' progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an…

  14. The Validation of a Case-Based, Cumulative Assessment and Progressions Examination

    PubMed Central

    Coker, Adeola O.; Copeland, Jeffrey T.; Gottlieb, Helmut B.; Horlen, Cheryl; Smith, Helen E.; Urteaga, Elizabeth M.; Ramsinghani, Sushma; Zertuche, Alejandra; Maize, David

    2016-01-01

    Objective. To assess content and criterion validity, as well as reliability of an internally developed, case-based, cumulative, high-stakes third-year Annual Student Assessment and Progression Examination (P3 ASAP Exam). Methods. Content validity was assessed through the writing-reviewing process. Criterion validity was assessed by comparing student scores on the P3 ASAP Exam with the nationally validated Pharmacy Curriculum Outcomes Assessment (PCOA). Reliability was assessed with psychometric analysis comparing student performance over four years. Results. The P3 ASAP Exam showed content validity through representation of didactic courses and professional outcomes. Similar scores on the P3 ASAP Exam and PCOA with Pearson correlation coefficient established criterion validity. Consistent student performance using Kuder-Richardson coefficient (KR-20) since 2012 reflected reliability of the examination. Conclusion. Pharmacy schools can implement internally developed, high-stakes, cumulative progression examinations that are valid and reliable using a robust writing-reviewing process and psychometric analyses. PMID:26941435

  15. Mathematics Framework for the 2013 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2012

    2012-01-01

    Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…

  16. Applying Item Response Theory methods to design a learning progression-based science assessment

    NASA Astrophysics Data System (ADS)

    Chen, Jing

    Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1) how to use items in different formats to classify students into levels on the learning progression, (2) how to design a test to give good information about students' progress through the learning progression of a particular construct and (3) what characteristics of test items support their use for assessing students' levels. Data used for this study were collected from 1500 elementary and secondary school students during 2009--2010. The written assessment was developed in several formats such as the Constructed Response (CR) items, Ordered Multiple Choice (OMC) and Multiple True or False (MTF) items. The followings are the main findings from this study. The OMC, MTF and CR items might measure different components of the construct. A single construct explained most of the variance in students' performances. However, additional dimensions in terms of item format can explain certain amount of the variance in student performance. So additional dimensions need to be considered when we want to capture the differences in students' performances on different types of items targeting the understanding of the same underlying progression. Items in each item format need to be improved in certain ways to classify students more accurately into the learning progression levels. This study establishes some general steps that can be followed to design other learning progression-based tests as well. For example, first, the boundaries between levels on the IRT scale can be defined by using the means of the item thresholds across a set of good items. Second, items in multiple formats can be selected to achieve the information criterion at all the defined boundaries. This ensures the accuracy of the classification. Third, when item threshold parameters vary a bit, the scoring rubrics and the items need to be reviewed to make the threshold parameters similar across items. This is because one important design criterion of the learning progression-based items is that ideally, a student should be at the same level across items, which means that the item threshold parameters (d1, d 2 and d3) should be similar across items. To design a learning progression-based science assessment, we need to understand whether the assessment measures a single construct or several constructs and how items are associated with the constructs being measured. Results from dimension analyses indicate that items of different carbon transforming processes measure different aspects of the carbon cycle construct. However, items of different practices assess the same construct. In general, there are high correlations among different processes or practices. It is not clear whether the strong correlations are due to the inherent links among these process/practice dimensions or due to the fact that the student sample does not show much variation in these process/practice dimensions. Future data are needed to examine the dimensionalities in terms of process/practice in detail. Finally, based on item characteristics analysis, recommendations are made to write more discriminative CR items and better OMC, MTF options. Item writers can follow these recommendations to write better learning progression-based items.

  17. Civics Framework for the 1998 National Assessment of Educational Progress.

    ERIC Educational Resources Information Center

    Center for Civic Education, Calabasas, CA.

    The material provides a comprehensive look at the design, goals, and methods to be used in the 1998 National Assessment of Educational Progress (NAEP) Civics Assessment. This assessment will attempt to gauge the civic knowledge and skills of the nation's 4th, 8th, and 12th grade students. To do well on the assessment, students will have to show…

  18. Assessing progression of clinical reasoning through virtual patients: An exploratory study.

    PubMed

    Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

    2016-01-01

    To avoid test-driven learning, there have been discussions regarding the use of more formative assessments in health care education to promote students' deep learning. Feedback is important in formative assessment, but many students ignore it; therefore, interventions should be introduced which stimulate them to reflect on the new knowledge. The aim for this study was to explore if Virtual Patient (VP)-based formative assessments, in connection with self-evaluations, had an impact on postgraduate pediatric nursing students' development of clinical reasoning abilities. Students' self-evaluations served as the basis for measuring progress. Data was analysed using deductive content analysis. The findings showed a clear progression of the clinical reasoning ability of the students. After the first assessment, the students described feelings of uncertainty and that their knowledge gaps were exposed. At the mid-course assessment the awareness of improved clinical reasoning was obvious and the students were more certain of knowing how to solve the VP cases. In the final assessment, self-efficacy was expressed. VP-based assessments, in connection with self-evaluations, early in the education resulted in a gain of students' own identification of the concept of clinical reasoning, awareness of what to focus on during clinical practice and visualised expected clinical competence. Copyright © 2015 Elsevier Ltd. All rights reserved.

  19. Closing the Achievement Gap for Economically Disadvantaged Students? Analyzing Change since No Child Left Behind Using State Assessments and the National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    Blank, Rolf K.

    2011-01-01

    A critical state-level indicator of progress in public education is student achievement annual performance and change over time. The Council of Chief State School Officers (CCSSO) has been very active in tracking and reporting on student achievement results and using state assessment scores and other data to analyze achievement trends. A central…

  20. Student Perceptions of the Progress Test in Two Settings and the Implications for Test Deployment

    ERIC Educational Resources Information Center

    Wade, Louise; Harrison, Chris; Hollands, James; Mattick, Karen; Ricketts, Chris; Wass, Val

    2012-01-01

    Background: The Progress Test (PT) was developed to assess student learning within integrated curricula. Whilst it is effective in promoting and rewarding deep approaches to learning in some settings, we hypothesised that implementation of the curriculum (design and assessment) may impact on students' preparation for the PT and their learning.…

  1. Assessing and Interpreting Student Progress: Evaluating the Competency in the Preparation of Teachers.

    ERIC Educational Resources Information Center

    Stolworthy, Reed L.

    The purpose of this study was to determine the adequacy of the preparation provided by the teacher preparation program at Washburn University (Kansas) relative to the competency of assessing and interpreting student progress. Answers were sought to the following questions: (1) How does the student teacher evaluate his/her competence in regards to…

  2. Validation of the Learning Progression-based Assessment of Modern Genetics in a college context

    NASA Astrophysics Data System (ADS)

    Todd, Amber; Romine, William L.

    2016-07-01

    Building upon a methodologically diverse research foundation, we adapted and validated the Learning Progression-based Assessment of Modern Genetics (LPA-MG) for college students' knowledge of the domain. Toward collecting valid learning progression-based measures in a college majors context, we redeveloped and content validated a majority of a previous version of the LPA-MG which was developed for high school students. Using a Rasch model calibrated on 316 students from 2 sections of majors introductory biology, we demonstrate the validity of this version and describe how college students' ideas of modern genetics are likely to change as the students progress from low to high understanding. We then utilize these findings to build theory around the connections college students at different levels of understanding make within and across the many ideas within the domain.

  3. Placement, Progress, and Promotion: ESL Assessment in California's Adult Schools

    ERIC Educational Resources Information Center

    Gonzalves, Lisa

    2017-01-01

    In California adult schools, standardized language assessments are typically administered to adult English as a second language (ESL) students upon enrollment; students then take these same state-approved tests throughout the academic year to demonstrate progress. As these tests assess only listening and reading skills, schools may use their own…

  4. African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences

    ERIC Educational Resources Information Center

    Noble, Richard, III; Morton, Crystal Hill

    2013-01-01

    This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest…

  5. Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida. REL 2014-006

    ERIC Educational Resources Information Center

    Petscher, Yaacov; Kershaw, Sarah; Koon, Sharon; Foorman, Barbara R.

    2014-01-01

    Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

  6. Student Experiences of High-Stakes Testing for Progression in One Undergraduate Nursing Program

    ERIC Educational Resources Information Center

    McClenny, Tammy

    2016-01-01

    High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure…

  7. Exploring Alignment among Learning Progressions, Teacher-Designed Formative Assessment Tasks, and Student Growth: Results of a Four-Year Study

    ERIC Educational Resources Information Center

    Furtak, Erin Marie; Circi, Ruhan; Heredia, Sara C.

    2018-01-01

    This article describes a 4-year study of experienced high school biology teachers' participation in a five-step professional development experience in which they iteratively studied student ideas with the support of a set of learning progressions, designed formative assessment activities, practiced using those activities with their students,…

  8. Foundations of Formative Assessment: Introducing a Learning Progression to Guide Preservice Physics Teachers' Video-Based Interpretation of Student Thinking

    ERIC Educational Resources Information Center

    von Aufschnaiter, Claudia; Alonzo, Alicia C.

    2018-01-01

    Establishing nuanced interpretations of student thinking is central to formative assessment but difficult, especially for preservice teachers. Learning progressions (LPs) have been proposed as a framework for promoting interpretations of students' thinking; however, research is needed to investigate whether and how an LP can be used to support…

  9. Curriculum-Based Measurement: Developing a Computer-Based Assessment Instrument for Monitoring Student Reading Progress on Multiple Indicators

    ERIC Educational Resources Information Center

    Forster, Natalie; Souvignier, Elmar

    2011-01-01

    The purpose of this study was to examine the technical adequacy of a computer-based assessment instrument which is based on hierarchical models of text comprehension for monitoring student reading progress following the Curriculum-Based Measurement (CBM) approach. At intervals of two weeks, 120 third-grade students finished eight CBM tests. To…

  10. Study of Exclusion and Assessibility of Students with Disabilities in the 1994 Trial State Assessment (TSA) of the National Assessment of Educational Progress (NAEP).

    ERIC Educational Resources Information Center

    Stancavage, Fran; And Others

    The National Assessment of Educational Progress (NAEP), a survey of national trends in educational achievement, is attempting to expand its inclusion of students with disabilities or limitations that have previously caused them to be excluded from the assessment. The study described was a precursor to the 1996 changes in NAEP inclusion procedures.…

  11. Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida. Summary. REL 2014-006

    ERIC Educational Resources Information Center

    Petscher, Yaacov; Kershaw, Sarah; Koon, Sharon; Foorman, Barbara R.

    2014-01-01

    Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

  12. Alignment and the States: Three Approaches to Aligning the National Assessment of Educational Progress with State Assessments, Other Assessments, and Standards

    ERIC Educational Resources Information Center

    Vockley, Martha; Lang, Vockley

    2009-01-01

    Since 1969, the National Assessment of Educational Progress (NAEP) has been the common yardstick for measuring the progress of students' education over time across the country. Teachers, principals, parents, policymakers, and researchers all use NAEP results to assess progress and develop ways to improve education in America. To make the…

  13. The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement

    ERIC Educational Resources Information Center

    Cordray, David S.; Pion, Georgine M.; Brandt, Chris; Molefe, Ayrin

    2013-01-01

    One of the most widely used commercially available systems incorporating benchmark assessment and training in differentiated instruction is the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) program. The MAP program involves two components: (1) computer-adaptive assessments administered to students three to four…

  14. Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    Stancavage, Frances B., Ed.; Bohrnstedt, George W., Ed.

    2013-01-01

    Since its inception more than four decades ago, the National Assessment of Educational Progress (NAEP) has served as a key indicator of what the nation's students know and can do in academic subjects. NAEP assessments provide a mechanism for putting the achievements of students in all states on a common scale; the assessments also serve as…

  15. Examining the Relationships among Mathematics Coaches and Specialists, Student Achievement, and Disability Status: A Multilevel Analysis Using National Assessment of Educational Progress Data

    ERIC Educational Resources Information Center

    Harbour, Kristin E.; Adelson, Jill L.; Pittard, Caroline M.; Karp, Karen S.

    2018-01-01

    Using restricted-use data from the 2011 National Assessment of Educational Progress mathematics assessment, the current study examined the relationship between the presence of elementary mathematics coaches and specialists (MCSs) and the mathematics achievement of more than 190,000 fourth-grade students in more than 7,400 schools nationwide. In…

  16. Tracing the Assessment Triangle with Learning Progression-Aligned Assessments in Mathematics

    ERIC Educational Resources Information Center

    Lai, Emily R.; Kobrin, Jennifer L.; DiCerbo, Kristen E.; Holland, Laura R.

    2017-01-01

    We describe an application of the assessment triangle, using a learning progression as the "cognition" vertex. We summarize two studies to evaluate whether evidence of student performance is consistent with our progression. In Study 1, we conducted think alouds using draft assessment activities and evaluated responses in relation to the…

  17. Making the Grade in America's Cities: Assessing Student Achievement in Urban Districts

    ERIC Educational Resources Information Center

    Blagg, Kristin

    2016-01-01

    Many US education reform efforts focus on student performance in large, urban school districts. The National Assessment of Educational Progress's Trial Urban District Assessment (TUDA) program provides data on student achievement in these districts, but differences in student characteristics complicate comparisons of district performance. I use…

  18. Assessment of Student Academic Achievement.

    ERIC Educational Resources Information Center

    Neosho County Community Coll., Chanute, KS.

    Neosho Community College (NCC) in Kansas developed an assessment program to measure changes in student learning and progress in courses and programs. The specific objectives of student assessment at NCC are to determine readiness for regular college courses; to determine proper placement; to assist students in meeting personal objectives; and to…

  19. Feasibility and Outcomes of Implementing a Portfolio Assessment System Alongside a Traditional Grading System.

    PubMed

    O'Brien, Celia Laird; Sanguino, Sandra M; Thomas, John X; Green, Marianne M

    2016-11-01

    Portfolios are a powerful tool to collect and evaluate evidence of medical students' competence across time. However, comprehensive portfolio assessment systems that are implemented alongside traditional graded curricula at medical schools in the United States have not been described in the literature. This study describes the development and implementation of a longitudinal competency-based electronic portfolio system alongside a graded curriculum at a relatively large U.S. medical school. In 2009, the authors developed a portfolio system that served as a repository for all student assessments organized by competency domain. Five competencies were selected for a preclerkship summative portfolio review. Students submitted reflections on their performance. In 2014, four clinical faculty members participated in standard-setting activities and used expert judgment and holistic review to rate students' competency achievement as "progressing toward competence," "progressing toward competence with some concern," or "progressing toward competence pending remediation." Follow-up surveys measured students' and faculty members' perceptions of the process. Faculty evaluated 156 portfolios and showed high levels of agreement in their ratings. The majority of students achieved the "progressing toward competence" benchmark in all competency areas. However, 31 students received at least one concerning rating, which was not reflected in their course grades. Students' perceptions of the system's ability to foster self-assessment were mixed. The portfolio review process allowed faculty to identify students with a concerning rating in a behavioral competency who would not have been identified in a traditional grading system. Identification of these students allows for intervention and early remediation.

  20. Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

    NASA Astrophysics Data System (ADS)

    JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

    2017-05-01

    This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

  1. Examining Progress across Time with Practical Assessments in Ensemble Settings

    ERIC Educational Resources Information Center

    Crochet, Lorrie S.; Green, Susan K.

    2012-01-01

    This article provides the rationale for effective music assessment that tracks individual progress across time and offers examples to illustrate assessment of a range of music-learning goals. Gauging progress across time helps students become more mastery-oriented, while showing more effort and positive attitudes. As instruction and assessment…

  2. Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 26, Issue 1, January-February 2014

    ERIC Educational Resources Information Center

    Banta, Trudy W., Ed.

    2014-01-01

    This issue of "Assessment Update" presents the following articles: (1) Expanding Assessment Perspectives: The Importance of Student Leadership in Student Learning Outcomes Assessment (Abraham J. Lauer and Jamie R. Korin); (2) Empowering Faculty and Students with Assessment Data (Jane M. Souza); (3) Including Faculty in Accreditation…

  3. Incorporating Formative Assessment in Iranian EFL Writing: A Case Study

    ERIC Educational Resources Information Center

    Naghdipour, Bakhtiar

    2017-01-01

    Undergraduate students' experience of assessment in universities is usually of summative assessment which provides only limited information to help students improve their performance. By contrast, formative assessment is informative and forward-looking, possessing the leverage to inform students of their day-to-day progress and inform teachers of…

  4. The Effect of Classroom Discourse on High School Students' Argumentative Writing Skills

    ERIC Educational Resources Information Center

    Sineath, Karl D.

    2014-01-01

    On the writing component of the most recent National Assessment of Educational Progress, 12th grade high school students' scores on argumentative tasks were lower than on tasks that required them to explain or to convey an experience ("National Assessment of Educational Progress," 2011). Similarly, 11th and 12th graders at the research…

  5. Monitoring Student Progress and Publicising the Results. Information Bank Number 1270.

    ERIC Educational Resources Information Center

    Jones, D. T. L.

    Arguing that assessments of student progress describe the consequences of the interaction of the multitude of elements that make up the educational system, this paper examines the three-tiered assessment system used at Redhill Technical College (RTC), in Surrey, England, to fulfill diagnostic and motivational functions for the college as a whole.…

  6. Latent class analysis of diagnostic science assessment data using Bayesian networks

    NASA Astrophysics Data System (ADS)

    Steedle, Jeffrey Thomas

    2008-10-01

    Diagnostic science assessments seek to draw inferences about student understanding by eliciting evidence about the mental models that underlie students' reasoning about physical systems. Measurement techniques for analyzing data from such assessments embody one of two contrasting assessment programs: learning progressions and facet-based assessments. Learning progressions assume that students have coherent theories that they apply systematically across different problem contexts. In contrast, the facet approach makes no such assumption, so students should not be expected to reason systematically across different problem contexts. A systematic comparison of these two approaches is of great practical value to assessment programs such as the National Assessment of Educational Progress as they seek to incorporate small clusters of related items in their tests for the purpose of measuring depth of understanding. This dissertation describes an investigation comparing learning progression and facet models. Data comprised student responses to small clusters of multiple-choice diagnostic science items focusing on narrow aspects of understanding of Newtonian mechanics. Latent class analysis was employed using Bayesian networks in order to model the relationship between students' science understanding and item responses. Separate models reflecting the assumptions of the learning progression and facet approaches were fit to the data. The technical qualities of inferences about student understanding resulting from the two models were compared in order to determine if either modeling approach was more appropriate. Specifically, models were compared on model-data fit, diagnostic reliability, diagnostic certainty, and predictive accuracy. In addition, the effects of test length were evaluated for both models in order to inform the number of items required to obtain adequately reliable latent class diagnoses. Lastly, changes in student understanding over time were studied with a longitudinal model in order to provide educators and curriculum developers with a sense of how students advance in understanding over the course of instruction. Results indicated that expected student response patterns rarely reflected the assumptions of the learning progression approach. That is, students tended not to systematically apply a coherent set of ideas across different problem contexts. Even those students expected to express scientifically-accurate understanding had substantial probabilities of reporting certain problematic ideas. The learning progression models failed to make as many substantively-meaningful distinctions among students as the facet models. In statistical comparisons, model-data fit was better for the facet model, but the models were quite comparable on all other statistical criteria. Studying the effects of test length revealed that approximately 8 items are needed to obtain adequate diagnostic certainty, but more items are needed to obtain adequate diagnostic reliability. The longitudinal analysis demonstrated that students either advance in their understanding (i.e., switch to the more advanced latent class) over a short period of instruction or stay at the same level. There was no significant relationship between the probability of changing latent classes and time between testing occasions. In all, this study is valuable because it provides evidence informing decisions about modeling and reporting on student understanding, it assesses the quality of measurement available from short clusters of diagnostic multiple-choice items, and it provides educators with knowledge of the paths that student may take as they advance from novice to expert understanding over the course of instruction.

  7. Following the Mobile Student: Can We Develop the Capacity for a Comprehensive Database To Assess Student Progression? Research Report.

    ERIC Educational Resources Information Center

    Ewell, Peter T.; Schild, Paula R.; Paulson, Karen

    A major problem in measuring student success in postsecondary education is the difficulty in tracking students' progress as they transfer from one institution to another. National studies have shown that more than half of students attend more than one institution in their pursuit of a bachelor's degree. This study examined existing state-level…

  8. The influence of personal qualities on performance and progression in a pre-registration nursing programme.

    PubMed

    Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

    2014-05-01

    Research conducted primarily with psychology and medical students has highlighted that personal qualities play an important role in students' academic performance. In nursing there has been limited investigation of the relationship between personal qualities and performance. Yet, reports of student incivility and a lack of compassion have prompted appeals to integrate the assessment of personal qualities into pre-registration nursing student selection. Before this can be done research is needed to explore the influence of students' personal qualities on programme performance and progression. This study explores the relationships between students' personal qualities and their academic and clinical performance, behaviours and progression through a pre-registration nursing programme in Australia. This longitudinal descriptive correlational study was undertaken with a sample of Australian pre-registration nursing students (n=138). Students' personal qualities were assessed using three personal qualities assessment (PQA) instruments. Outcome measures included grades in nursing theory and clinical courses, yearly grade point average, final clinical competency, progression (completion), class attendance and levels of life event stress. Significant correlations were found between academic performance and PQA scores for self-control, resilience and traits of aloofness, confidence and involvement. Final clinical competence was predicted by confidence and self-control scores. Students with higher empathy had higher levels of life event stress in their first year and class attendance had a positive correlation with self-control. Completing the programme in three years was weakly predicted by the measure of resilience. No difference was noted between extreme or non-extreme scorers on the PQA scales with respect to performance or progression. This sample of students' personal qualities was found to influence their academic and clinical performance and their ability to complete a pre-registration programme in three years. However, further research is required with larger cohorts to confirm the use of personal qualities assessment during selection. © 2013.

  9. Assessment Program Technical Progress Report, 1996-1997.

    ERIC Educational Resources Information Center

    McCown, Laurie; Fanning, Erin; Eickmeyer, Barbara

    Coconino Community College (CCC) annually assesses its institutional effectiveness to demonstrate its commitment to improving programs and services to students. The 1996-97 Assessment Program Technical Progress Report records the assessment and institutional activities enacted during the academic year, detailing the assessment model, timelines,…

  10. Primarily Assessing.

    ERIC Educational Resources Information Center

    Watkinson, Anne

    1991-01-01

    The idea of assessment driving the curriculum and the importance of assessing students constantly instead of using only standardized tests are discussed. Informal observations used by teachers as a way of assessing student progress is emphasized. The United Kingdom's National Curriculum assessment program are described. (KR)

  11. Common Progress Monitoring Omissions: Planning and Practice. Progress Monitoring Brief #1

    ERIC Educational Resources Information Center

    National Center on Response to Intervention, 2013

    2013-01-01

    Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

  12. Common Progress Monitoring Omissions: Reporting Information to Parents. Progress Monitoring Brief #4

    ERIC Educational Resources Information Center

    National Center on Response to Intervention, 2013

    2013-01-01

    Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

  13. Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Highlights. NCES 2011-485

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    This report provides a detailed portrait of Hispanic and White academic achievement gaps and how students' performance has changed over time at both the national and state levels. The report presents achievement gaps using reading and mathematics assessment data from the National Assessment of Educational Progress (NAEP) for the 4th- and 8th-grade…

  14. The Nature and Impact of Teachers' Formative Assessment Practices. CSE Technical Report 703

    ERIC Educational Resources Information Center

    Herman, Joan L.; Osmundson, Ellen; Ayala, Carlos; Schneider, Stephen; Timms, Mike

    2006-01-01

    Theory and research suggest the critical role that formative assessment can play in student learning. The use of assessment in guiding instruction has long been advocated: Through the assessment of students' needs and the monitoring of student progress, learning sequences can be appropriately designed, instruction adjusted during the course of…

  15. A Perspective on Student Learning Outcome Assessment at Qatar University

    ERIC Educational Resources Information Center

    Al-Thani, Shaikha Jabor; Abdelmoneim, Ali; Daoud, Khaled; Cherif, Adel; Moukarzel, Dalal

    2014-01-01

    This paper provides a unique perspective on the student learning outcome assessment process as adopted and implemented at Qatar University from 2006 to 2012. The progress of the student learning outcome assessment and continuous improvement efforts at the university and the initiatives taken to establish a culture of assessment and evidence-based…

  16. How Will I Know What My Students Need? Preparing Preservice Teachers to Use Running Records to Make Instructional Decisions

    ERIC Educational Resources Information Center

    Gillett, Erin; Ellingson, Susan Pierson

    2017-01-01

    Effective teachers use assessment data to make instructional decisions. One of the most informative techniques to assess young learners' reading progress in the primary grades is the running record. Running records provide concrete evidence of students' skills, reading levels, strategies, and progress as readers. The data gathered help teachers…

  17. Characteristics of Students on Academic or Progress Probation, Spring 1992 through Spring 1995.

    ERIC Educational Resources Information Center

    Southwestern Coll., Chula Vista, CA.

    Between spring 1992 and spring 1995, California's Southwestern College (SWC) conducted a study on the characteristics of students on academic or progress probation. The study was done as part of the Matriculation Research and Evaluation Plan to assess academic outcomes for SWC students. The report explores the demographic and educational…

  18. Monitoring Progress of Students Who Are Deaf or Hard of Hearing

    ERIC Educational Resources Information Center

    Rose, Susan

    2007-01-01

    Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress.…

  19. Assessment for Qualification and Certification in Upper Secondary Education: A Review of Country Practices and Research Evidence. OECD Education Working Papers, No. 83

    ERIC Educational Resources Information Center

    Dufaux, Stefanie

    2012-01-01

    Within the policy field of student assessment, the assessment of students for qualification and certification in upper secondary education has special importance since key decisions for the progression of students may be taken on the basis of assessment results. Students in most OECD countries face increased specialisation in upper secondary…

  20. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  1. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  2. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  3. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  4. 25 CFR 30.114 - Which students must be assessed?

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... Adequate Yearly Progress § 30.114 Which students must be assessed? All students in grades three through eight and at least once in grades ten through twelve who are enrolled in a Bureau-funded school must be...

  5. Student Data Portfolios Give Students the Power to See Their Own Learning

    ERIC Educational Resources Information Center

    Cruz, Heather L.; Zambo, Debby

    2013-01-01

    Every day in classrooms across the country teachers are using district, state, and federal standards and assessments to prove their effectiveness, monitor students' progress, and understand students' strengths and needs. Jobs depend on student achievement, and in today's age of accountability, assessment scores define what students…

  6. Assessment Practices for Students with Learning Disabilities in Lebanese Private Schools: A National Survey

    ERIC Educational Resources Information Center

    ElSaheli-Elhage, Rasha; Sawilowsky, Shlomo

    2016-01-01

    Education is intended to provide diverse students with the skills and competencies needed to enhance their lives. This includes assessment practices that enable teachers to identify students' current level of skills, their strength and weaknesses, target instruction at student's personal level, monitor student learning and progress and plan and…

  7. Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Academies Press, 2016

    2016-01-01

    Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S.…

  8. Excellence in the Classroom

    ERIC Educational Resources Information Center

    Governor's Business Council (Texas), 2006

    2006-01-01

    Texas has made good progress in education since the school reform movement began in earnest 15 years ago. State test scores are up for all groups of students in all grades in all subjects. On the National Assessment of Educational Progress, Texas is close to the top in student performance in math, and has finally begun to make real progress in…

  9. Progress Monitoring in Reading: Comparison of Weekly, Bimonthly, and Monthly Assessments for Students at Risk for Reading Difficulties in Grades 2-4

    ERIC Educational Resources Information Center

    January, Stacy-Ann A.; Van Norman, Ethan R.; Christ, Theodore J.; Ardoin, Scott P.; Eckert, Tanya L.; White, Mary Jane

    2018-01-01

    The present study examined the utility of two progress monitoring assessment schedules (bimonthly and monthly) as alternatives to monitoring once weekly with curriculum-based measurement in reading (CBM-R). General education students (N = 93) in Grades 2-4 who were at risk for reading difficulties but not yet receiving special education services…

  10. Predicting Students' Writing Performance on the NAEP from Student- and State-Level Variables

    ERIC Educational Resources Information Center

    Mo, Ya; Troia, Gary A.

    2017-01-01

    This study examines the relationship between students' demographic background and their experiences with writing at school, the alignment between state and National Assessment of Educational Progress (NAEP) direct writing assessments, and students' NAEP writing performance. The study utilizes primary data collection via content analysis of writing…

  11. Validation of Assessment for Learning Questionnaires for Teachers and Students

    ERIC Educational Resources Information Center

    Pat-El, Ron Jonathan; Tillema, Harm; Segers, Mien; Vedder, Paul

    2013-01-01

    Background: Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve. Aims:…

  12. Student-Teacher Racial Match and Its Association with Black Student Achievement: An Exploration Using Multilevel Structural Equation Modeling

    ERIC Educational Resources Information Center

    Yarnell, Lisa M.; Bohrnstedt, George W.

    2018-01-01

    This study examines student-teacher "racial match" for its association with Black student achievement. Multilevel structural equation modeling was used to analyze 2013 National Assessment for Educational Progress (NAEP) Grade 4 Reading Assessment data to examine interactions of teacher race and student race in their associations with…

  13. Mathematics Framework for the 2011 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2010

    2010-01-01

    Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. The NAEP Assessment in mathematics has two components that differ in…

  14. The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Nationally representative samples of 209,000 fourth-graders and 175,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. At each grade, students responded to…

  15. An Introduction to NAEP: National Assessment of Educational Progress. NCES 2010-468

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2010

    2010-01-01

    The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative assessment of what this nation's students know and can do. NAEP has often been called the "gold standard" of assessments because it is developed using the best thinking of assessment and content specialists, education experts, and…

  16. Student Monitoring through Performance Matters and the Florida Comprehensive Assessment Exam: A Regression Analysis of Student Reading Achievement

    ERIC Educational Resources Information Center

    Cassidy-Floyd, Juliet

    2017-01-01

    Florida, from 1971 to 2014 has used the Florida Comprehensive Assessment Test (FCAT) as a yearly accountability tool throughout the education system in the state (Bureau of K-12 Assessment, 2005). Schools use their own assessments to determine if students are making progress throughout the year. In one school district within Florida, Performance…

  17. Mathematics Assessment Accommodations: Implications of Differential Boost for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Lindstrom, Jennifer H.

    2010-01-01

    The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly,…

  18. Biometric and Intelligent Self-Assessment of Student Progress System

    ERIC Educational Resources Information Center

    Kaklauskas, A.; Zavadskas, E. K.; Pruskus, V.; Vlasenko, A.; Seniut, M.; Kaklauskas, G.; Matuliauskaite, A.; Gribniak, V.

    2010-01-01

    All distance learning participants (students, professors, instructors, mentors, tutors and the rest) would like to know how well the students have assimilated the study materials being taught. The analysis and assessment of the knowledge students have acquired over a semester are an integral part of the independent studies process at the most…

  19. Benefits of State-by-State Comparisons.

    ERIC Educational Resources Information Center

    Phillips, Gary W.

    1991-01-01

    Suggests that the National Assessment of Educational Progress's (NAEP) Trial State Assessment (TSA) will provide reliable and valid state-by-state comparisons of what students have learned and will assess their progress over time. The TSA will also provide information on home learning environments, instructional practices, educational resources,…

  20. Promoting Learning and Achievement through Self-Assessment

    ERIC Educational Resources Information Center

    Andrade, Heidi; Valtcheva, Anna

    2009-01-01

    Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and revise accordingly. The authors argue that self-assessment must be a formative type of assessment, done on drafts of works in progress: It should not…

  1. Return of the Pig: Standards for Learning Improvement

    ERIC Educational Resources Information Center

    Fulcher, Keston H.; Smith, Kristen L.; Sanchez, Elizabeth R. H.; Ames, Allison J.; Meixner, Cara

    2017-01-01

    Higher education has made impressive progress concerning student learning outcomes assessment practices. Yet--despite the assumption that better assessment would lead to better student learning--few examples of demonstrable student learning improvement exist at the academic degree or university levels. In 2014 Fulcher, Good, Coleman, and Smith…

  2. The Mismatch between Assessment and Grading.

    ERIC Educational Resources Information Center

    Seeley, Marcia M.

    1994-01-01

    Teachers are receiving mixed messages about assessment. Encouraged to use alternative assessment practices, they are expected to express a student's progress in a single letter grade. Interviews with eight urban middle school teachers participating in the QUASAR (Quantitative Understanding: Amplifying Student Achievement and Reasoning) Project…

  3. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Kindergarten. Technical Report # 0921

    ERIC Educational Resources Information Center

    Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from…

  4. Reading Achievement of U.S. Fourth-Grade Students in an International Context: First Look at the Progress in International Reading Literacy Study (PIRLS) 2016 and ePIRLS 2016. NCES 2018-017

    ERIC Educational Resources Information Center

    Warner-Griffin, Catharine; Liu, Huili; Tadler, Chrystine; Herget, Debbie; Dalton, Ben

    2017-01-01

    The Progress in International Reading Literacy Study (PIRLS) is an international assessment of student performance in reading literacy at the fourth grade. PIRLS measures students in the fourth year of formal schooling because this is typically when students' learning transitions from a focus on "learning to read" to a focus on…

  5. What Story Does the Work Tell? A Resource of Curricular Units, Student Work and Commentary by Philadelphia Teachers.

    ERIC Educational Resources Information Center

    Cantrill, Christina, Comp.; Glass, Don, Comp.; Sparks, Andrew, Comp.

    This document is a tool to help teachers look at student work as a means to assess individual student progress. It contains work samples, accompanying commentaries, and assessment tools which originate from students and teachers in Philadelphia public schools who participated in the Philadelphia Education Fund's Small Learning Community…

  6. Handheld tools that 'Informate' Assessment of Student Learning in Science: A Requirements Analysis

    ERIC Educational Resources Information Center

    Roschelle, Jeremy; Penuel, William R.; Yarnall, Louise; Shechtman, Nicole; Tatar, Deborah

    2005-01-01

    An important challenge faced by many teachers as they involve students in science investigations is measuring (assessing) students' progress. Our detailed requirements analysis in a particular school district led to the idea that what teachers need most are ways to increase the quality of the information they have about what students know and can…

  7. The Use of a Performance Assessment for Identifying Gifted Lebanese Students: Is DISCOVER Effective?

    ERIC Educational Resources Information Center

    Sarouphim, Ketty M.

    2009-01-01

    The purpose of this study was to investigate the effectiveness of DISCOVER, a performance- based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from Grades 3-5 at two private schools in Beirut, Lebanon. Students were administered DISCOVER and the Raven Standard Progressive Matrices…

  8. Civics Framework for the 2010 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2009

    2009-01-01

    The National Assessment of Educational Progress (NAEP) is a survey mandated by the U.S. Congress to collect and report information about student achievement in various academic subjects, such as mathematics, science, reading, writing, history, geography, and civics. The National Assessment Governing Board sets policy and the overall dimensions…

  9. Science Education Reform in Qatar: Progress and Challenges

    ERIC Educational Resources Information Center

    Said, Ziad

    2016-01-01

    Science education reform in Qatar has had limited success. In the Trends in International Mathematics and Science Study (TIMMS), Qatari 4th and 8th grade students have shown progress in science achievement, but they remain significantly below the international average. Also, in the Program for International Student Assessment (PISA), Qatari…

  10. Training General Education Pupils to Monitor Reading Using Curriculum-Based Measurement Procedures.

    ERIC Educational Resources Information Center

    Bentz, Johnell; And Others

    1990-01-01

    Although systematic monitoring of student progress has been associated with improved achievement, few teachers engage in progress monitoring because of testing-time requirements. Compared accuracy of 14 trained fourth- and fifth-grade general education students' curriculum-based reading assessments of second and third graders to accuracy of…

  11. Factors Affecting Student Learning Outcomes: A School-Level Analysis of the 1990 NAEP Mathematics Trial State Assessment.

    ERIC Educational Resources Information Center

    Kim, Lori Yoonkyung

    Data from the 1990 National Assessment of Educational Progress (NAEP) Trial State Assessment (TSA) in mathematics were analyzed to determine what educational factors influence student learning, how these factors influence learning, and how important these factors are to student achievement. NAEP TSA data were collected from more than 100,000…

  12. The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study.

    PubMed

    Cormack, Carrie L; Jensen, Elizabeth; Durham, Catherine O; Smith, Gigi; Dumas, Bonnie

    2018-05-01

    The 360 Degree Evaluation Model is one means to provide a comprehensive view of clinical competency and readiness for progression in an online nursing program. This pilot project aimed to evaluate the effectiveness of implementing a 360 Degree Evaluation of clinical competency of graduate advanced practice nursing students. The 360 Degree Evaluation, adapted from corporate industry, encompasses assessment of student knowledge, skills, behaviors and attitudes and validates student's progression from novice to competent. Cohort of advanced practice nursing students in four progressive clinical semesters. Graduate advanced practice nursing students (N = 54). Descriptive statistics and Jonckheere's Trend Test were used to evaluate OSCE's scores from graded rubric, standardized patient survey scores, student reflection and preceptor evaluation. We identified all students passed the four OSCEs during a first attempt or second attempt. Scaffolding OSCE's over time allowed faculty to identify cohort weakness and create subsequent learning opportunities. Standardized patients' evaluation of the students' performance in the domains of knowledge, skills and attitudes, showed high scores of 96% in all OSCEs. Students' self-reflection comments were a mix of strengths and weaknesses in their self-evaluation, demonstrating themes as students progressed. Preceptor evaluation scores revealed the largest increase in knowledge and learning skills (NONPF domain 1), from an aggregate average of 90% in the first clinical course, to an average of 95%. The 360 Degree Evaluation Model provided a comprehensive evaluation of the student and critical information for the faculty ensuring individual student and cohort data and ability to analyze cohort themes. Copyright © 2018 Elsevier Ltd. All rights reserved.

  13. Civics Framework for the 2006 National Assessment of Educational Progress. NAEP Civics Project

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2007

    2007-01-01

    To gauge the civic knowledge and skills of the nation's 4th-, 8th-, and 12th-grade students, an assessment has been scheduled for 2006 by the National Assessment of Educational Progress (NAEP). This assessment will enable NAEP to report on trends in civics achievement from 1998 to 2006. The National Assessment Governing Board (NAGB), NAEP's…

  14. Economics Framework for the 2006 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    Buckles, Stephen; Melican, Claire

    2006-01-01

    This document provides a guide for the development of the 2006 National Assessment of Educational Progress (NAEP) Economics Assessment. The framework is designed to assess the outcomes of student education in and understanding of economics in grade 12 as part of NAEP. Economic literacy is defined as the ability to identify, analyze, and evaluate…

  15. The 2008 National Assessment of Educational Progress (NAEP): A Visual Arts Replication Study

    ERIC Educational Resources Information Center

    Heid, Karen

    2016-01-01

    The 2008 National Assessment of Educational Progress (NAEP) Arts Assessment was administered to selected 8th grade students throughout the nation, and in 2009 the results from that administration were publicly reported. In the spring of 2010, building on the format and structure of the 2008 national assessment, the researcher administered a…

  16. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 1. Technical Report # 0919

    ERIC Educational Resources Information Center

    Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grade 1. These measures, available as part of easyCBM [TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from schools…

  17. A qualitative exploration of student perceptions of the impact of progress tests on learning and emotional wellbeing.

    PubMed

    Yielder, Jill; Wearn, Andy; Chen, Yan; Henning, Marcus A; Weller, Jennifer; Lillis, Steven; Mogol, Vernon; Bagg, Warwick

    2017-08-29

    Progress testing was introduced to the MBChB programme at the University of Auckland in 2013. As there has been a focus in published literature on aspects relating to the format or function of progress tests, the purpose of this study was to explore a qualitative student perspective on the introduction of progress testing and its impact on approaches to learning and perceived stress. This article presents the qualitative aspects of a longitudinal evaluation study. The qualitative data were derived from eight focus groups of Year 2-5 medical students in the University of Auckland medical programme. Two themes, 'Impact on Learning' and 'Emotional Wellbeing' and their subthemes offered insight into student perceptions and behaviour. Students described a variety of learning responses to progress testing that clustered around the employment of a range of learning strategies based on their experience of sitting progress tests and their individualised feedback. A range of emotional responses were also expressed, with some finding progress tests stressful, while others enjoyed not needing to intensively cram before the tests. Progress tests appear to influence the approach of students to their learning. They employ a mix of learning strategies, shaped by their performance, individualised feedback and the learning environment. While students expressed some stress and anxiety with respect to sitting progress tests, this form of testing was viewed by these students as no worse, and sometimes better than traditional assessments.

  18. Assessment in the Multi-Ethnic Primary Classroom.

    ERIC Educational Resources Information Center

    Keel, Pat, Ed.

    As the assessments mandated by the British National Curriculum have come into use, teachers have found the core concern to be how to manage the assessment of each student's progress within the framework of the statutory requirements. This book focuses on the assessment of students of ethnic minority backgrounds and presents a collection of…

  19. NAEP 1994 Reading State Report for Department of Defense Education Activity Overseas Schools. Trial State Assessment.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved…

  20. Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 25, Issue 3, May-June 2013

    ERIC Educational Resources Information Center

    Banta, Trudy W., Ed.

    2013-01-01

    This issue of "Assessment Update" presents the following articles: (1) Launching E-Portfolios: An Organic Process; (2) Editor's Notes: Envisioning Learning; (3) Promoting Student Affairs Buy-In for Assessment: Lessons Learned; (4) Working at Assessment; (5) Making the Case for Formative Assessment: How It Improves Student Engagement and…

  1. Application of the National Assessment of Educational Progress Philosophy in San Bernardino City Unified School District.

    ERIC Educational Resources Information Center

    Bonney, Lewis A.

    the steps taken by a large urban school district to develop and implement an objectives-based curriculum with criterion-referenced assessment of student progress are described. These steps include: goal setting, development of curriculum objectives, construction of assessment exercises, matrix sampling in test administration, and reporting of…

  2. Formative Assessment Professional Development: Impact on Teacher Practice

    ERIC Educational Resources Information Center

    DiBiase, Deborah

    2014-01-01

    With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to…

  3. Development of an Empirically-Based Conditional Learning Progression for Climate Change

    ERIC Educational Resources Information Center

    Breslyn, Wayne; Drewes, Andrea; McGinnis, J. Randy; Hestness, Emily; Mouza, Chrystalla

    2017-01-01

    Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions (LPs) knowledge system, we developed a LP that described student learning of climate change. In this exploratory study, we present findings from written assessments of climate change (n = 294) and…

  4. Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

    ERIC Educational Resources Information Center

    Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.

    2015-01-01

    The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course…

  5. Psychometric Aspects of Pupil Monitoring Systems

    ERIC Educational Resources Information Center

    Glas, Cees A. W.; Geerlings, Hanneke

    2009-01-01

    Pupil monitoring systems support the teacher in tailoring teaching to the individual level of a student and in comparing the progress and results of teaching with national standards. The systems are based on the availability of an item bank calibrated using item response theory. The assessment of the students' progress and results can be further…

  6. Development of the Connected Chemistry as Formative Assessment Pedagogy for High School Chemistry Teaching

    ERIC Educational Resources Information Center

    Park, Mihwa; Liu, Xiufeng; Waight, Noemi

    2017-01-01

    This paper describes the development of Connected Chemistry as Formative Assessment (CCFA) pedagogy, which integrates three promising teaching and learning approaches, computer models, formative assessments, and learning progressions, to promote student understanding in chemistry. CCFA supports student learning in making connections among the…

  7. Assessing Students with Significant Cognitive Disabilities on Academic Content

    ERIC Educational Resources Information Center

    Goldstein, Jessica; Behuniak, Peter

    2012-01-01

    Federal and state policies require all students with significant cognitive disabilities to participate in state assessments and be included in measures of adequate yearly progress. Although these alternate assessments of grade-level content based on alternate achievement standards have been in place for several years, little is known about the…

  8. Using Longitudinal Scales Assessment for Instrumental Music Students

    ERIC Educational Resources Information Center

    Simon, Samuel H.

    2014-01-01

    In music education, current assessment trends emphasize student reflection, tracking progress over time, and formative as well as summative measures. This view of assessment requires instrumental music educators to modernize their approaches without interfering with methods that have proven to be successful. To this end, the Longitudinal Scales…

  9. Navigating the Measurement and Monitoring Maze

    ERIC Educational Resources Information Center

    Brigham, Frederick J.; Berkeley, Sheri; Walker, Erin

    2012-01-01

    Assessment of students with disabilities is a critical component of special education. In addition to the complexity of assessment (e.g., high-stakes assessments, progress monitoring, diagnosis), the issue is complicated further by the use of acronyms. This can make both explaining and understanding important information related to students very…

  10. Senior nursing students' self-reported college experiences and gains toward liberal education goals.

    PubMed

    Zaborowska, R

    1995-04-01

    The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective liberal arts colleges) in reported involvement in activities and made similar progress toward liberal education goals.

  11. U.S. History Framework for the 2006 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    US Department of Education, 2006

    2006-01-01

    This document provides a guide for the development of the 2006 National Assessment of Education Progress (NAEP) U.S. History Assessment. NAEP measures the U.S. history knowledge and skills of students in grades 4, 8, and 12. According to the NAEP U.S. history framework, the assessment should be organized around three dimensions: historical themes,…

  12. The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    This report presents results of the National Assessment of Educational Progress (NAEP) U.S. science assessment in 2011. A representative sample of 122,000 eighth-graders participated in the 2011 NAEP science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and…

  13. National Assessment of Educational Progress Grade 12 Preparedness Research College Course Content Analysis Study: Final Report

    ERIC Educational Resources Information Center

    Educational Policy Improvement Center, 2014

    2014-01-01

    The National Assessment Governing Board is an independent, bipartisan organization that sets policy for the National Assessment of Educational Progress (NAEP). The Governing Board established the NAEP Program of 12th Grade Preparedness Research to assess what NAEP can report on the academic preparedness of 12th grade students entering college and…

  14. The Effects of Finite Sampling Corrections on State Assessment Sample Requirements. NAEP Validity Studies (NVS).

    ERIC Educational Resources Information Center

    Chromy, James R.

    States participating in the National Assessment of Educational Progress State Assessment program (state NAEP) are required to sample at least 2,500 students from at least 100 schools per subject assessed. In this ideal situation, 25 students are assessed for a subject in each school selected for that subject. Two problems have arisen: some states…

  15. Visual Arts Assessment in the Age of Educational Accountability

    ERIC Educational Resources Information Center

    Goodwin, Donna Jackson

    2015-01-01

    Art teachers have, in some manner, always assessed student learning and progress. However, many art teachers do not have the training in assessment to be able to describe and defend their process, nor has there been research to support the effectiveness of how art teachers assess student learning. This study examines the ways six visual art…

  16. Mapping of Students’ Learning Progression Based on Mental Model in Magnetic Induction Concepts

    NASA Astrophysics Data System (ADS)

    Hamid, R.; Pabunga, D. B.

    2017-09-01

    The progress of student learning in a learning process has not been fully optimally observed by the teacher. The concept being taught is judged only at the end of learning as a product of thinking, and does not assess the mental processes that occur in students’ thinking. Facilitating students’ thinking through new phenomena can reveal students’ variation in thinking as a mental model of a concept, so that students who are assimilative and or accommodative can be identified in achieving their equilibrium of thought as well as an indicator of progressiveness in the students’ thinking stages. This research data is obtained from the written documents and interviews of students who were learned about the concept of magnetic induction through Constructivist Teaching Sequences (CTS) models. The results of this study indicate that facilitating the students’ thinking processes on the concept of magnetic induction contributes to increasing the number of students thinking within the "progressive change" category, and it can be said that the progress of student learning is more progressive after their mental models were facilitated through a new phenomena by teacher.

  17. Teachers' Use of Learning Progression-Based Formative Assessment in Water Instruction

    ERIC Educational Resources Information Center

    Covitt, Beth A.; Gunckel, Kristin L.; Caplan, Bess; Syswerda, Sara

    2018-01-01

    While learning progressions (LPs) hold promise as instructional tools, researchers are still in the early stages of understanding how teachers use LPs in formative assessment practices. We report on a study that assessed teachers' proficiency in using a LP for student ideas about hydrologic systems. Research questions were: (a) what were teachers'…

  18. Science Framework for the 2009 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2008

    2008-01-01

    This document sets forth recommendations for the design of a new science assessment. The assessment resulting from this framework will start a new NAEP science trend (i.e., measure of student progress in science) beginning in 2009. This framework represents a unique opportunity to build on previous NAEP science work as well as key developments in…

  19. Assessment of programs that encourage students from diverse populations to consider transportation careers.

    DOT National Transportation Integrated Search

    2010-03-01

    The primary purpose of this study was to assess the attitudes, experiences, and awareness level of : students exposed to a specialized transportation curriculum and to track the progress of participants in a : series of summer transportation institut...

  20. 34 CFR 300.160 - Participation in assessments.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... assessing the academic progress of students with disabilities under Title I of the ESEA, the alternate...) Are aligned with the State's challenging academic content standards and challenging student academic achievement standards; (ii) If the State has adopted modified academic achievement standards permitted in 34...

  1. 34 CFR 300.160 - Participation in assessments.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... assessing the academic progress of students with disabilities under Title I of the ESEA, the alternate...) Are aligned with the State's challenging academic content standards and challenging student academic achievement standards; (ii) If the State has adopted modified academic achievement standards permitted in 34...

  2. Electronic Portfolios as Living Portals: A Narrative Inquiry into College Student Learning, Identity, and Assessment

    ERIC Educational Resources Information Center

    Nguyen, Celeste Fowles

    2013-01-01

    As universities increasingly utilize electronic portfolios, college students are asked more than ever to create ePortfolios for academics, assessment, or advising. This study shifts an analysis of ePortfolios from prior epistemological approaches, where ePortfolios have been explored as a tool to measure student progress, onto an ontological…

  3. Defining and Assessing Team Skills of Business and Accountancy Students

    ERIC Educational Resources Information Center

    Alghalith, Nabil; Blum, Michael; Medlock, Amanda; Weber, Sandy

    2004-01-01

    The objectives of the project are (1) to define the skills necessary for students to work effectively with others to achieve common goals, and (2) to develop an assessment instrument to measure student progress toward achieving these skills. The defined skill set will form a basis for common expectations related to team skills that will be shared…

  4. Teacher Performance and Student Learning: Linking Evidence from Two National Assessment Programmes

    ERIC Educational Resources Information Center

    Taut, Sandy; Valencia, Edgar; Palacios, Diego; Santelices, Maria V.; Jiménez, Daniela; Manzi, Jorge

    2016-01-01

    This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and…

  5. Putting Faces on the Data: What Great Leaders Do!

    ERIC Educational Resources Information Center

    Sharratt, Lyn; Fullan, Michael

    2012-01-01

    Students are people--not data. Assessment data can bury you or give you focused information on how to reach every student. "Putting Faces on the Data" shows how to develop a common language for sharing all students' progress with all teachers and leaders and how to use ongoing assessment to inform instruction. Based on worldwide research from more…

  6. Developing the OBTL Curriculum with Blended Learning to Enhance Student Learning Effectiveness in the Undergraduate ECE Program

    ERIC Educational Resources Information Center

    Leung, Chi-hung

    2012-01-01

    Background: The project included continuous assessment, group presentation, self-learning, and individual assignment to assess students' learning outcomes. A self-learning system was set up as e-learning for students to monitor their learning progress during the semester, including two online exercises and a checklist of learning outcomes. The…

  7. Using a Learning Progression Framework to Assess and Evaluate Student Growth

    ERIC Educational Resources Information Center

    Briggs, Derek C.; Diaz-Bilello, Elena; Peck, Fred; Alzen, Jessica; Chattergoon, Rajendra; Johnson, Raymond

    2015-01-01

    This report describes the use of a Learning Progression Framework (LPF) to support the Student Learning Objectives (SLO) process. The report highlights a few common threats we currently see in the SLO process implemented at various states and districts, and offers the LPF as a possible solution for addressing these threats. This report was…

  8. Peer Assessments of GPW: Infusing Fairness into Students' Assessments of Peer Contributions

    ERIC Educational Resources Information Center

    Onyia, Okey Peter; Allen, Stephanie

    2012-01-01

    This paper contains results of an empirical study that tested the efficacy and acceptability of two templates designed to fully involve students in proper and fair peer-assessments of their group project work (GPW) by providing concrete evidence of independent progressive documentation of their peers' contributions to the work-process and…

  9. 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…

  10. The Use of a Formative Assessment in Progressive Leader Development

    ERIC Educational Resources Information Center

    Martin, Ira H.; Goulet, Laurel; Martin, JennyMae K.; Owens, Jake

    2015-01-01

    As institutions continue to place value on developing leaders, it becomes increasingly important to effectively assess students' leadership skills. The development and subsequent use of a formative competency based leader assessment was used with (N = 124) sophomore students at a small military college in the Northeast United States with a mission…

  11. The Effectiveness of Using a Multiple Gating Approach to Discriminate among ADHD Subtypes

    ERIC Educational Resources Information Center

    Simonsen, Brandi M.; Bullis, Michael D.

    2007-01-01

    This study explored the ability of Systematically Progressive Assessment (SPA), a multiple gating approach for assessing students with attention-deficit/hyperactivity disorder (ADHD), to discriminate between subtypes of ADHD. A total of 48 students with ADHD (ages 6-11) were evaluated with three "gates" of assessment. Logistic regression analysis…

  12. Classroom Assessment: Concepts and Applications. Fourth Edition.

    ERIC Educational Resources Information Center

    Airasian, Peter W.

    This book is designed for students taking a first course in classroom assessment and measurement. It shows how assessment principles apply to the full range of teacher decision making and not just the formal evaluation of student learning. The book is organized in a way that follows the natural progression of teachers' decision making, from…

  13. A Preliminary Report of National Estimates from the National Assessment of Educational Progress, 1992 Mathematics Assessment.

    ERIC Educational Resources Information Center

    Elliott, Emerson J., Comp.

    This report contains preliminary results from the 1992 mathematics assessment by the National Assessment of Educational Progress (NAEP) of nationally representative samples of about 26,000 4th, 8th and 12th grade students in 1,500 public schools and private schools in 44 states; and compares data to findings from the 1990 NAEP mathematics tests.…

  14. Enhancement of Student Learning Performance Using Personalized Diagnosis and Remedial Learning System

    ERIC Educational Resources Information Center

    Chen, Ling-Hsiu

    2011-01-01

    Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately…

  15. A Program Evaluation of a Literacy Initiative for Students with Moderate to Severe Disabilities

    ERIC Educational Resources Information Center

    De La Cruz, Carrie F.

    2009-01-01

    Recently the National Reading Panel concluded that systematic and direct instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension that is informed by ongoing assessments of student progress results in positive student achievement (NICHHD, 2002). For students with moderate to severe disabilities and students with…

  16. Cognitive group therapy for depressive students: The case study

    PubMed Central

    Tiuraniemi, Juhani; Korhola, Jarno

    2009-01-01

    The aims of this study were to assess whether a course of cognitive group therapy could help depressed students and to assess whether assimilation analysis offers a useful way of analysing students' progress through therapy. “Johanna” was a patient in a group that was designed for depressive students who had difficulties with their studies. The assimilation of Johanna's problematic experience progressed as the meetings continued from level one (unpleasant thoughts) to level six (solving the problem). Johanna's problematic experience manifested itself as severe and excessive criticism towards herself and her study performance. As the group meetings progressed, Johanna found a new kind of tolerance that increased her determination and assertiveness regarding the studies. The dialogical structure of Johanna's problematic experience changed: she found hope and she was more assertive after the process. The results indicated that this kind of psycho-educational group therapy was an effective method for treating depression. The assimilation analysis offered a useful way of analysing the therapy process. PMID:20523883

  17. Canadian Policy Responses to International Comparison Testing

    ERIC Educational Resources Information Center

    Volante, Louis

    2013-01-01

    This paper examines policy responses across Canada to international student assessment programs such as the program for international student assessment, trends in international mathematics and science study, and progress in international reading and literacy study. Literature reviewed included refereed and non-refereed journal articles,…

  18. Development and Assessment of a Horizontally Integrated Biological Sciences Course Sequence for Pharmacy Education

    PubMed Central

    Wright, Nicholas J.D.; Alston, Gregory L.

    2015-01-01

    Objective. To design and assess a horizontally integrated biological sciences course sequence and to determine its effectiveness in imparting the foundational science knowledge necessary to successfully progress through the pharmacy school curriculum and produce competent pharmacy school graduates. Design. A 2-semester course sequence integrated principles from several basic science disciplines: biochemistry, molecular biology, cellular biology, anatomy, physiology, and pathophysiology. Each is a 5-credit course taught 5 days per week, with 50-minute class periods. Assessment. Achievement of outcomes was determined with course examinations, student lecture, and an annual skills mastery assessment. The North American Pharmacist Licensure Examination (NAPLEX) results were used as an indicator of competency to practice pharmacy. Conclusion. Students achieved course objectives and program level outcomes. The biological sciences integrated course sequence was successful in providing students with foundational basic science knowledge required to progress through the pharmacy program and to pass the NAPLEX. The percentage of the school’s students who passed the NAPLEX was not statistically different from the national percentage. PMID:26430276

  19. Underserved Students Who Earn Credit through Prior Learning Assessment (PLA) Have Higher Degree Completion Rates and Shorter Time-to-Degree. Research Brief

    ERIC Educational Resources Information Center

    Klein-Collins, Rebecca

    2011-01-01

    In 2010, the Council for Adult and Experiential Learning (CAEL) released a report on a multi-institutional study on prior learning assessment (PLA) and adult student outcomes. The study examined data from 62,475 adult students at 48 colleges and universities, following the students' academic progress over the course of seven years. The data from…

  20. Use of a Tier 3 Evidence-Based Intervention with Progress Monitoring, Formative Assessment, and Student Goal-Setting: An Evaluation of the Immediate and Long-Term Effects on Student Reading Achievement

    ERIC Educational Resources Information Center

    McMasters, Angela B.

    2011-01-01

    Early identification and intervention for students at risk for reading failure is essential to establish the foundational skills necessary for students to become skilled readers. The focus on evidence-based practices and data-driven decision making leads educators to consider additional instructional approaches, such as formative assessment (FA)…

  1. Addressing Student Diversity and Equity

    ERIC Educational Resources Information Center

    Januszyk, Rita; Miller, Emily C.; Lee, Okhee

    2016-01-01

    While student demographics continue to change nationwide, science achievement gaps persist, as measured by the National Assessment of Educational Progress (NCES 2012). As traditional racial and ethnic minority students have become the numeric majority (NCES 2013), teaching science for all increasingly means addressing diverse student populations.…

  2. Common Progress Monitoring Graph Omissions: Missing Goal and Goal Line. Progress Monitoring Brief #2

    ERIC Educational Resources Information Center

    National Center on Response to Intervention, 2013

    2013-01-01

    Progress monitoring assessment is one of the four essential components of Response to Intervention (RTI), as defined by the National Center on Response to Intervention (NCRTI). Progress data allow teachers to evaluate the academic performance of students over time, quantify rates of improvement or responsiveness to instruction, and evaluate…

  3. Assessing Progress toward Accreditation Related Objectives: Evidence regarding the Use of Self-Efficacy as an Outcome in the Advanced Concentration Research Curriculum

    ERIC Educational Resources Information Center

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

    2007-01-01

    Objective: Assessing the achievement of social work educational outcomes is a requirement of the Council on Social Work Education's Educational Policy and Standards (EPAS). The Evaluation Self-Efficacy Scale (ESE) was created to assess student progress in advanced concentration courses focused on evaluation and thereby provide data regarding…

  4. Maine Assessment of Educational Progress, Report 2. Results Report 1: Citizenship and Writing, 1972.

    ERIC Educational Resources Information Center

    Maine State Dept. of Educational and Cultural Services, Augusta.

    The purpose of the Maine Assessment of Educational Progress (MAEP) in 1972 was to complete the first phase of a 10-year comprehensive needs assessment program involving students in public and non-public schools of the state. The total program is designed to provide specific information about knowledge, skills, understandings, and attitudes in 10…

  5. The National Assessment of Educational Progress: Changes in Reporting and Dissemination for 1992 and Beyond.

    ERIC Educational Resources Information Center

    Fromboluti, Carol Sue

    Changes that have been made in reporting and disseminating information from the National Assessment of Educational Progress are discussed, focusing on those changes brought about by the first Trial State Assessment (TSA). The TSA collected data on the mathematics performance of students in grades 4, 8, and 12 in public and private schools in 40…

  6. Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results.

    PubMed

    Cecilio-Fernandes, Dario; Kerdijk, Wouter; Jaarsma, A D Debbie C; Tio, René A

    2016-11-01

    Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests. Questions were classified based upon Bloom's taxonomy: "simple questions" requiring lower and "vignette questions" requiring higher-order cognitive processing. Subsequently, we compared students' performance and awareness of their knowledge in 2008 to that in 2011 for each question type. Students' performance on each type of question increased as students progressed. Preclinical and first-year clinical students performed better on simple questions than on vignette questions. Third-year clinical students performed better on vignette questions than on simple questions. The accuracy of students' judgment of knowledge decreased over time. The progress test is a useful tool to assess students' cognitive processing and awareness of their knowledge. At the end of medical school, students achieved higher-order cognitive processing but their awareness of their knowledge had decreased.

  7. The Primary Language Record at P.S. 261: How Assessment Transforms Teaching and Learning. A Series on Authentic Assessment and Accountability.

    ERIC Educational Resources Information Center

    Falk, Beverly; Darling-Hammond, Linda

    This report examines outcomes of the Primary Language Record (PLR), a program for systematically observing students in various aspects of their literacy development. The PLR uses classroom events and samples of student work to record students' progress and interests, recommend strategies for addressing needs and building on talents, and discuss…

  8. The Impact of Students' Working Status on Academic Progress: Assessing the Implications of Policy Change in Greece

    ERIC Educational Resources Information Center

    Katsikas, Elias

    2013-01-01

    The study examines whether the reduction in the timeframe for the completion of university studies in Greece will affect students of different socio-economic background disproportionally. To this intent, it assesses the influence of the status of students, defined as working and non-working, on the duration of studies but the relevance of other…

  9. Oral Reading Fluency and Maze Measures as Predictors of Performance on North Carolina End-of-Grade Assessment of Reading Comprehension

    ERIC Educational Resources Information Center

    Galloway, Tara Watkins

    2010-01-01

    Current legislation (IDEA, 2004; NCLB, 2001) mandates all students, including students with disabilities, demonstrate progress toward the same standards. However, students continue to struggle with attainment of statewide academic standards as measured by high-stakes assessment. The purpose of the current study was to examine the degree that…

  10. An Assessment of 4th-, 8th-, and 11th-Grade Students' Environmental Science Knowledge Related to Oregon's Marine Resources.

    ERIC Educational Resources Information Center

    Brody, Michael J.

    1996-01-01

    Assesses the understanding that a sample of Oregon public school students (n=159) had of geology, physical and chemical characteristics, ecology, and natural resources as related to a marine environment. Results indicate that student understanding in some areas does not progress beyond the early grades and that the interdisciplinary approach of…

  11. Assessing Secondary and College Students' Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey

    ERIC Educational Resources Information Center

    Stains, Marilyne; Escriu-Sune, Marta; Alverez de Santizo, Myrna Lisseth Molina; Sevian, Hannah

    2011-01-01

    Development of learning progressions has been at the forefront of science education for several years. While understanding students' conceptual development toward "big ideas" in science is extremely valuable for researchers, science teachers can also benefit from assessment tools that diagnose their students' trajectories along the learning…

  12. The Effects of a Color-Embedded Writing Strategy on the Written Expression Skills of Students with Mild-Moderate Disabilities

    ERIC Educational Resources Information Center

    Otto, Claudia Cecilia

    2013-01-01

    This research is a classroom case study to determine the effectiveness of a color-embedded writing strategy on the writing performance of adolescents with mild-moderate disabilities. Assessment and documentation of students' composition skills progress was made using the TOWL-4 writing assessments. Comparisons were made between those students who…

  13. Learning outcomes as a tool to assess progression.

    PubMed

    Harden, Ronald M

    2007-09-01

    In the move to outcome-based education (OBE) much of the attention has focussed on the exit learning outcomes-the outcomes expected of a student at the end of a course of studies. It is important also to plan for and monitor students progression to the exit outcomes. A model is described for considering this progression through the phases of undergraduate education. Four dimensions are included-increasing breadth, increasing depth, increasing utility and increasing proficiency. The model can also be used to develop a blueprint for a more seamless link between undergraduate education, postgraduate training and continuing professional development. The progression model recognises the complexities of medical practice and medical education. It supports the move to student-centred and adaptive approaches to learning in an OBE environment.

  14. Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction. CPRE Research Report # RR-68

    ERIC Educational Resources Information Center

    Daro, Phil; Mosher, Frederic A.; Corcoran, Tom

    2011-01-01

    The concept of learning progressions offers one promising approach to developing the knowledge needed to define the "track" that students may be on, or should be on Learning progressions can inform teachers about what to expect from their students. They provide an empirical basis for choices about when to teach what to whom Learning…

  15. The NAEP Guide: A Description of the Content and Methods of the 1997 and 1998 Assessments. Revised Edition.

    ERIC Educational Resources Information Center

    Calderone, John, Ed.; King, Laura Mitchell, Ed.; Horkay, Nancy, Ed.

    The National Assessment of Educational Progress (NAEP), often called the "Nation's Report Card," is the only nationally representative, continuing assessment of what U.S. students know and can do in various subject areas. NAEP provides a comprehensive measure of students' learning at critical junctures in their school experience. The…

  16. Portfolio Assessment as a Method of Enhancing Preschool Reading Development and Teacher Instruction

    ERIC Educational Resources Information Center

    Esliker, Regina

    2010-01-01

    Technological advances offer new ways and approaches to teaching and learning and have affected traditional methods of instruction and student assessment. Portfolio assessment is one way to document a student's progress over time and has been the subject of considerable research. This mixed method study explored the extent to which portfolio…

  17. Beyond Screening and Progress Monitoring: An Examination of the Reliability and Concurrent Validity of Maze Comprehension Assessments for Fourth-Grade Students

    ERIC Educational Resources Information Center

    Brasher, Casey F.

    2017-01-01

    Reading comprehension assessments often lack instructional utility because they do not accurately pinpoint why a student has difficulty. The varying formats, directions, and response requirements of comprehension assessments lead to differential measurement of underlying skills and contribute to noted amounts of unshared variance among tests. Maze…

  18. Guidance Program Assessment Procedures for Elementary and Secondary Schools. Georgia Comprehensive Guidance Series.

    ERIC Educational Resources Information Center

    Gunderson, Margaret S.; Moore, Earl J.

    This manual provides a series of assessment instruments that guidance program planners may adopt or adapt to provide a basis for defining the guidance program, educating others about the program, or planning needed program changes. The assessment procedures are designed to gather information about students' needs and progress from the students,…

  19. Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 29, Issue 5, September-October 2017

    ERIC Educational Resources Information Center

    Hundley, Stephen P., Ed.

    2017-01-01

    This issue of "Assessment Update" presents the following articles: (1) Using National Benchmarking Data to Improve Student Learning in Chemistry at Lebanon Valley College (Marc A. Harris); (2) Mutually Dependent Outcomes: Using Assessment to Improve First-Year Retention and Student Learning (Alan Bearman and Elaine Lewis); (3) Emergent…

  20. Assessment in Gifted Education: A Review of the Literature from 2005 to 2016

    ERIC Educational Resources Information Center

    Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun

    2017-01-01

    Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…

  1. Bayesian Methods for Scalable Multivariate Value-Added Assessment

    ERIC Educational Resources Information Center

    Lockwood, J. R.; McCaffrey, Daniel F.; Mariano, Louis T.; Setodji, Claude

    2007-01-01

    There is increased interest in value-added models relying on longitudinal student-level test score data to isolate teachers' contributions to student achievement. The complex linkage of students to teachers as students progress through grades poses both substantive and computational challenges. This article introduces a multivariate Bayesian…

  2. Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study

    NASA Astrophysics Data System (ADS)

    Liu, Ou Lydia; Ryoo, Kihyun; Linn, Marcia C.; Sato, Elissa; Svihla, Vanessa

    2015-05-01

    Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students' progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The assessment development was guided by the knowledge integration framework. Over 2 years of implementation, more than 4,000 students from 4 schools participated in the study, including a cross-sectional and a longitudinal cohort. Results from item response modeling analyses revealed that: (a) the assessments demonstrated satisfactory psychometric properties in terms of reliability and validity; (b) both the cross-sectional and longitudinal cohorts made progress on integrating their understanding energy concepts; and (c) among many factors (e.g. gender, grade, school, and home language) associated with students' science performance, unit implementation was the strongest predictor.

  3. Assessing the Assessments of Teacher Preparation

    ERIC Educational Resources Information Center

    Brabeck, Mary M.; Dwyer, Carol Anne; Geisinger, Kurt F.; Marx, Ronald W.; Noell, George H.; Pianta, Robert C.; Subotnik, Rena F.; Worrell, Frank C.

    2016-01-01

    Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK-12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This…

  4. Using Formative and Alternative Assessments to Support Instruction and Measure Student Learning

    ERIC Educational Resources Information Center

    Britton, Tricia

    2011-01-01

    Using formative assessment involves gathering data from students on their progress and comprehension so that instruction can be adjusted to meet their learning needs (Popham 2001; Greenstein 2010). This article describes how the author uses homework, "three quick questions," trivia questions, pretests, and practice tests to formatively…

  5. Improving Writing: What Principals Can Do

    ERIC Educational Resources Information Center

    Urquhart, Vicki

    2005-01-01

    Only one out of five high school teachers believes that students are learning to write well according to research from Public Agenda. Test results confirm their opinion. In 1998, the National Assessment of Educational Progress (NAEP) administered a writing assessment to gauge fourth- and eighth-grade students' proficiency in writing narrative,…

  6. Methodological Concerns about the Education Value-Added Assessment System

    ERIC Educational Resources Information Center

    Amrein-Beardsley, Audrey

    2008-01-01

    Value-added models help to evaluate the knowledge that school districts, schools, and teachers add to student learning as students progress through school. In this article, the well-known Education Value-Added Assessment System (EVAAS) is examined. The author presents a practical investigation of the methodological issues associated with the…

  7. Science Sampler: Enhancing Student Understanding of Physical and Chemical Changes

    ERIC Educational Resources Information Center

    McIntosh, Julie; White, Sandra; Suter, Robert

    2009-01-01

    Students within the Findlay, Ohio, City School District, as well as students across the country, struggle with understanding physical and chemical changes. Therefore, in this article, the authors suggest some standards-based activities to clarify misconceptions and provide formative assessments to measure your students' progress as they determine…

  8. Student vs Faculty Curriculum Advising

    ERIC Educational Resources Information Center

    Brown, Coke R.; Myers, Rosemary

    1975-01-01

    Attitudes toward advisers and first-year academic progress were assessed for 223 freshman students at Idaho State University. Students advised by students had more positive attitudes toward their advisers and lower drop rates than those advised by faculty. No difference was observed for achieved GPA. Bases for evaluation are discussed. (Author)

  9. The Problem with "Proficient"

    ERIC Educational Resources Information Center

    Harvey, James

    2018-01-01

    New research sheds light on the claim that U.S. students' achievement lags behind that of students worldwide. This research reveals a paradox: While large amounts of U.S. students who take the National Assessment of Educational Progress (NAEP) fail to meet its Proficient benchmarks in reading and math, when students' results on NAEP are…

  10. Turkish Students' Science Performance and Related Factors in PISA 2006 and 2009

    ERIC Educational Resources Information Center

    Topçu, Mustafa Sami; Arikan, Serkan; Erbilgin, Evrim

    2015-01-01

    The OECD's Programme for International Student Assessment (PISA) enables participating countries to monitor 15-year old students' progress in reading, mathematics, and science literacy. The present study investigates persistent factors that contribute to science performance of Turkish students in PISA 2006 and PISA 2009. Additionally, the study…

  11. Modeling Student Cognition in Digital and Nondigital Assessment Environments

    ERIC Educational Resources Information Center

    DiCerbo, Kristen E.; Xu, Yuning; Levy, Roy; Lai, Emily; Holland, Laura

    2017-01-01

    Inferences about student knowledge, skills, and attributes based on digital activity still largely come from whether students ultimately get a correct result or not. However, the ability to collect activity stream data as individuals interact with digital environments provides information about students' processes as they progress through learning…

  12. Strategies to teach family assessment and intervention through an online international curriculum.

    PubMed

    Anderson, Kathryn Hoehn; Friedemann, Marie-Luise

    2010-05-01

    A Web-based certificate program for international health professionals to acquire understanding of family health and strategies to implement culturally sensitive health care of families is outlined. In four Web courses and a project, students progress interactively to apply culture, family, and interdisciplinary health system theories to assessments and clinical interventions with families in the interdisciplinary setting. Four online educational strategies to facilitate student success from the virtual classroom to actual clinical care are described: adjusting to the technology, communicating the learning progress openly, giving mutual feedback, and implementing evidence-based family care. Outcomes addressing student learning and skill enhancement, family interaction, and student and faculty experiences in the virtual learning environment are explored. Overall, students learned to work successfully with families in health care, experienced increasing comfort and competency in challenging situations, introduced family care in their work setting, and emerged as leaders while working in interdisciplinary teams.

  13. National Assessment of Educational Progress: 1983-84 Public-Use Data Tapes, Version 3.1. Users' Guide.

    ERIC Educational Resources Information Center

    Barone, John L.; And Others

    This document is the users' guide for Version 3.1 of the Public-Use data tapes compiled by the National Assessment of Educational Progress (NAEP), 1983-84. The Public-Use tapes are produced to allow outside researchers access to the NAEP data. The tapes accompanying this guide contain data assessing student achievement in reading and writing at…

  14. From the Margins to the Spotlight: Diverse Deaf and Hard of Hearing Student Populations and Standardized Assessment Accessibility.

    PubMed

    Cawthon, Stephanie

    2015-01-01

    Designing assessments and tests is one of the more challenging aspects of creating an accessible learning environment for students who are deaf or hard of hearing (DHH), particularly for deaf students with a disability (DWD). Standardized assessments are a key mechanism by which the educational system in the United States measures student progress, teacher effectiveness, and the impact of school reform. The diversity of student characteristics within DHH and DWD populations is only now becoming visible in the research literature relating to standardized assessments and their use in large-scale accountability reforms. The purpose of this article is to explore the theoretical frameworks surrounding assessment policy and practice, current research related to standardized assessment and students who are DHH and DWD, and potential implications for practice within both the assessment and instruction contexts.

  15. A Closer Look at Bilingual Students' Use of Multimodality in the Context of an Area Comparison Problem from a Large-Scale Assessment

    ERIC Educational Resources Information Center

    Fernandes, Anthony; Kahn, Leslie H.; Civil, Marta

    2017-01-01

    In this article, we use multimodality to examine how bilingual students interact with an area task from the National Assessment of Educational Progress in task-based interviews. Using vignettes, we demonstrate how some of these students manipulate the concrete materials, and use gestures, as a primary form of structuring their explanations and…

  16. Measuring Primary Students' Graph Interpretation Skills Via a Performance Assessment: A case study in instrument development

    NASA Astrophysics Data System (ADS)

    Peterman, Karen; Cranston, Kayla A.; Pryor, Marie; Kermish-Allen, Ruth

    2015-11-01

    This case study was conducted within the context of a place-based education project that was implemented with primary school students in the USA. The authors and participating teachers created a performance assessment of standards-aligned tasks to examine 6-10-year-old students' graph interpretation skills as part of an exploratory research project. Fifty-five students participated in a performance assessment interview at the beginning and end of a place-based investigation. Two forms of the assessment were created and counterbalanced within class at pre and post. In situ scoring was conducted such that responses were scored as correct versus incorrect during the assessment's administration. Criterion validity analysis demonstrated an age-level progression in student scores. Tests of discriminant validity showed that the instrument detected variability in interpretation skills across each of three graph types (line, bar, dot plot). Convergent validity was established by correlating in situ scores with those from the Graph Interpretation Scoring Rubric. Students' proficiency with interpreting different types of graphs matched expectations based on age and the standards-based progression of graphs across primary school grades. The assessment tasks were also effective at detecting pre-post gains in students' interpretation of line graphs and dot plots after the place-based project. The results of the case study are discussed in relation to the common challenges associated with performance assessment. Implications are presented in relation to the need for authentic and performance-based instructional and assessment tasks to respond to the Common Core State Standards and the Next Generation Science Standards.

  17. Marks Should Not Be the Focus of Assessment -- But How Can Change Be Achieved?

    ERIC Educational Resources Information Center

    Thompson, Darrall G.

    2016-01-01

    This paper attempts to address the possibility of real change after a hundred years of exam-based assessments that produce a single mark or grade as feedback on students' progress and abilities. It uses visual feedback and analysis of graduate attribute assessment to foreground the diversity of aspects of a student's performance across subject…

  18. Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. Executive Summary. NCEE 2016-4009

    ERIC Educational Resources Information Center

    Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D.

    2016-01-01

    Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment's…

  19. The 1991 International Assessment of Educational Progress in Mathematics and Sciences: The Gender Differences Perspective.

    ERIC Educational Resources Information Center

    Beller, Michal; Gafni, Naomi

    1996-01-01

    Analysis of data from the 1991 International Assessment of Educational Progress for 34 countries and 3,300 students ages 9 and 13 years in each indicates that gender differences in performance were generally small in mathematics, but were larger for science, with male scores higher in both age groups. (SLD)

  20. A Progressive, Collaborative Process to Improve a Curriculum and Define an Assessment Program.

    PubMed

    Letassy, Nancy A; Medina, Melissa S; Britton, Mark L; Dennis, Vince; Draugalis, JoLaine R

    2015-05-25

    To revise the University of Oklahoma College of Pharmacy's professional program outcomes and create an assessment map using results from previous peer review and mapping of all professional courses and curricular streams of knowledge, skills, and attitudes (KSAs). After consolidating 15 original program outcomes into 11 more precise outcome statements, defining KSAs for each, and getting faculty approval of them, the committee detailed measurable program expectations upon graduation for each outcome and created an assessment map identifying where KSAs were taught, how they were to be assessed, and the expected ability level (novice, competent, proficient) for each across the curriculum. The committee's work identified deficits, inconsistencies, and disproportionalities in professional program assessment. It recommended assessments to capture student achievement of each outcome, identified performance levels and criteria to measure outcomes progressively in each professional year, and outlined a process to provide students periodic reports on their progress in achieving each outcome. This work establishes a firm foundation for ongoing efforts to measure effectiveness of the professional program, especially in light of Accreditation Council for Pharmacy Education's (ACPE) revised accreditation standards.

  1. Developing a Measure of Scientific Literacy for Middle School Students

    ERIC Educational Resources Information Center

    Fives, Helenrose; Huebner, Wendy; Birnbaum, Amanda S.; Nicolich, Mark

    2014-01-01

    Scientific literacy reflects "a broad and functional understanding of science for general education purposes" (DeBoer, [DeBoer, G. E., 2000], p. 594). Herein, we present the ongoing development of the Scientific Literacy Assessment (SLA), a work-in-progress measure to assess middle school students' (ages 11-14) scientific literacy.…

  2. The Relationship between Language Literacy and ELL Student Academic Performance in Mathematics

    ERIC Educational Resources Information Center

    Lawon, Molly A.

    2017-01-01

    This quantitative study used regression analysis to investigate the correlation of limited language proficiency and the performance of English Language Learner (ELL) students on two commonly used math assessments, namely the Smarter Balanced Assessment Consortium (SBAC) and the Measures of Academic Progress (MAP). Scores were analyzed for eighth…

  3. The Benefits and Advantages of Nationally Tested Assessments

    ERIC Educational Resources Information Center

    Fisette, Jennifer L.; Graber, Kim; Placek, Judith H.; Avery, Marybell; Dyson, Ben; Fox, Connie; Franck, Marian; Rink, Judith; Zhu, Weimo

    2009-01-01

    This article is the third of four articles in the PE Metrics series related to the value of using national assessments to inform teachers, students, parents, and administrators about student progress at the elementary level toward achieving the National Standards for Physical Education (NASPE, 2004) for Standard 1. The first article focused on the…

  4. High School Students' Perceptions of Narrative Evaluations as Summative Assessment

    ERIC Educational Resources Information Center

    Bagley, Sylvia S.

    2008-01-01

    This study focuses on data collected at "Progressive Secondary School" in Southern California, a high school which uses narrative evaluations and other forms of alternative summative assessment on a school wide basis. Through a survey and personal interviews, students were asked to describe what they liked most and least about the use of…

  5. A Quantitative Study Exploring Grading and Assessment Practices in the Middle School Environment

    ERIC Educational Resources Information Center

    Wiles, Greg

    2013-01-01

    Educators are committed to providing students the best possible education by using the practices and tools they know (Zmuda, Kuklis, & Kline, 2004). Unfortunately, the status quo for grading and assessment practices is faulty, outdated, and ineffective. Current practices have unwittingly hindered student progress and motivation (O'Connor,…

  6. The Nation's Report Card[TM]: Mathematics 2007 Performance of Public School Students in Puerto Rico--Focus on the Content Areas. NCES 2009-451

    ERIC Educational Resources Information Center

    Dion, G. S.; Kuang, M.; Dresher, A. R.

    2008-01-01

    In 2007, public school students in Puerto Rico at grades 4 and 8 participated in a Spanish-language version of the National Assessment of Educational Progress (NAEP) in mathematics. A representative sample of approximately 2,800 students from 100 public schools was assessed at each grade. This report contains performance results on NAEP…

  7. Examining the Effects of READ 180 with Sixth Grade Students in a Southwest United States School District Based on a Formative Assessment--Measures of Academic Progress--and Its Impact on Leadership Decisions

    ERIC Educational Resources Information Center

    Davis, Daniel A.

    2012-01-01

    An achievement gap in reading existed in a Southwest United States school district with Hispanic, economically disadvantaged, English Language Learners (ELLs), and special education sixth grade students based on Measures of Academic Progress data. This study investigated the effectiveness of the "READ 180" reading intervention program…

  8. Assessment approaches in massive open online courses: Possibilities, challenges and future directions

    NASA Astrophysics Data System (ADS)

    Xiong, Yao; Suen, Hoi K.

    2018-03-01

    The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating exciting potentials for lifelong learning in formal and informal ways, the implementation of efficient and effective assessment is still problematic. To ensure that genuine learning occurs, both assessments for learning (formative assessments), which evaluate students' current progress, and assessments of learning (summative assessments), which record students' cumulative progress, are needed. Providers' more recent shift towards the granting of certificates and digital badges for course accomplishments also indicates the need for proper, secure and accurate assessment results to ensure accountability. This article examines possible assessment approaches that fit open online education from formative and summative assessment perspectives. The authors discuss the importance of, and challenges to, implementing assessments of MOOC learners' progress for both purposes. Various formative and summative assessment approaches are then identified. The authors examine and analyse their respective advantages and disadvantages. They conclude that peer assessment is quite possibly the only universally applicable approach in massive open online education. They discuss the promises, practical and technical challenges, current developments in and recommendations for implementing peer assessment. They also suggest some possible future research directions.

  9. The Impact of the Fountas and Pinnell Benchmark Assessment System on Third Grade South Carolina Ready English Language Arts Scores

    ERIC Educational Resources Information Center

    Harrington, Shanika

    2017-01-01

    The purpose of this research study was to evaluate the impact of the district's use of the Fountas and Pinnell Benchmark Assessment System on 3rd grade students' reading achievement as measured by the SC READY ELA test. Educators are increasingly using assessment data in determining students' knowledge and progress. Brady, 2011 stated that…

  10. Quantitative Analysis of the Rubric as an Assessment Tool: An Empirical Study of Student Peer-Group Rating

    ERIC Educational Resources Information Center

    Hafner, John C.; Hafner, Patti M.

    2003-01-01

    Although the rubric has emerged as one of the most popular assessment tools in progressive educational programs, there is an unfortunate dearth of information in the literature quantifying the actual effectiveness of the rubric as an assessment tool "in the hands of the students." This study focuses on the validity and reliability of the rubric as…

  11. Competence in the musculoskeletal system: assessing the progression of knowledge through an undergraduate medical course.

    PubMed

    Basu, Subhashis; Roberts, Chris; Newble, David I; Snaith, Michael

    2004-12-01

    Professional bodies have expressed concerns that medical students lack appropriate knowledge in musculoskeletal medicine despite its high prevalence of use within the community. Changes in curriculum and teaching strategies may be contributing factors to this. There is little evidence to evaluate the degree to which these concerns are justified. To design and evaluate an assessment procedure that tests the progress of medical students in achieving a core level of knowledge in musculoskeletal medicine during the course. A stratified sample of 136 volunteer students from all 5 years of the medical course at Sheffield University. The progress test concept was adapted to provide a cross-sectional view of student knowledge gain during each year of the course. A test was devised which aimed to provide an assessment of competence set at the standard required of the newly qualified doctor in understanding basic and clinical sciences relevant to musculoskeletal medicine. The test was blueprinted against internal and external guidelines. It comprised 40 multiple-choice and extended matching questions administered by computer. Six musculoskeletal practitioners set the standard using a modified Angoff procedure. Test reliability was 0.6 (Cronbach's alpha). Mean scores of students increased from 41% in Year 1 to 84% by the final year. Data suggest that, from a baseline score in Year 1, there is a disparate experience of learning in Year 2 that evens out in Year 3, with knowledge progression becoming more consistent thereafter. All final year participants scored above the standard predicted by the Angoff procedure. This short computer-based test was a feasible method of estimating student knowledge acquisition in musculoskeletal medicine across the undergraduate curriculum. Tested students appear to have acquired a satisfactory knowledge base by the end of the course. Knowledge gain seemed relatively independent of specialty-specific clinical training. Proposals from specialty bodies to include long periods of disciplinary teaching may be unnecessary.

  12. Gaining Momentum, Losing Ground. Progress Report, 2008

    ERIC Educational Resources Information Center

    Business Roundtable, 2008

    2008-01-01

    This report presents an update of the progress of Tapping America's Potential (TAP), a coalition of 15 of the nation's leading business organizations, and assesses three years' progress since 2005 in working towards the goal of doubling the number of students earning bachelor's degrees in science, technology, engineering and math (STEM) by 2015.…

  13. Career Progress of Merit Scholars.

    ERIC Educational Resources Information Center

    Watley, Donivan J.

    National Merit Scholars, chosen in 1956 and 1957, were studied to assess career progress made by highly gifted students 7 to 8 years after they had entered college and to identify factors that possibly contributed to the differential progress observed. Before entering college, each of the 368 subjects was asked what level of education he intended…

  14. Progress and Promise: Results from the Boston Pilot Schools

    ERIC Educational Resources Information Center

    Tung, Rosann; Ouimette, Monique; Rugen, Leah

    2006-01-01

    New research conducted by Boston's Center for Collaborative Education documents significant achievement by students who attend the city's Pilot Schools. Pilot School students are performing better than the district averages across every indicator of student engagement and performance, including the statewide standardized assessment (MCAS). In…

  15. Portfolios: An Alternative Method of Student and Program Assessment

    PubMed Central

    Hannam, Susan E.

    1995-01-01

    The use of performance-based evaluation and alternative assessment techniques has become essential for curriculum programs seeking Commission of Accreditation of Allied Health Education Programs (CAAHEP) accreditation. In athletic training education, few assessment models exist to assess student performance over the entire course of their educational program. This article describes a model of assessment-a student athletic training portfolio of “best works.” The portfolio can serve as a method to assess student development and to assess program effectiveness. The goals of the program include purposes specific to the five NATA performance domains. In addition, four types of portfolio evidence are described: artifacts, attestations, productions, and reproductions. Quality assignments and projects completed by students as they progress through a six-semester program are identified relative to the type of evidence and the domain(s) they represent. The portfolio assists with student development, provides feedback for curriculum planning, allows for student/faculty collaboration and “coaching” of the student, and assists with job searching. This information will serve as a useful model for those athletic training programs looking for an alternative method of assessing student and program outcomes. PMID:16558359

  16. Technical adequacy of growth estimates from a computer adaptive test: Implications for progress monitoring.

    PubMed

    Van Norman, Ethan R; Nelson, Peter M; Parker, David C

    2017-09-01

    Computer adaptive tests (CATs) hold promise to monitor student progress within multitiered systems of support. However, the relationship between how long and how often data are collected and the technical adequacy of growth estimates from CATs has not been explored. Given CAT administration times, it is important to identify optimal data collection schedules to minimize missed instructional time. We used simulation methodology to investigate how the duration and frequency of data collection influenced the reliability, validity, and precision of growth estimates from a math CAT. A progress monitoring dataset of 746 Grade 4, 664 Grade 5, and 400 Grade 6 students from 40 schools in the upper Midwest was used to generate model parameters. Across grades, 53% of students were female and 53% were White. Grade level was not as influential as the duration and frequency of data collection on the technical adequacy of growth estimates. Low-stakes decisions were possible after 14-18 weeks when data were collected weekly (420-540 min of assessment), 20-24 weeks when collected every other week (300-360 min of assessment), and 20-28 weeks (150-210 min of assessment) when data were collected once a month, depending on student grade level. The validity and precision of growth estimates improved when the duration and frequency of progress monitoring increased. Given the amount of time required to obtain technically adequate growth estimates in the present study, results highlight the importance of weighing the potential costs of missed instructional time relative to other types of assessments, such as curriculum-based measures. Implications for practice, research, as well as future directions are also discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  17. Road to the Code: Examining the Necessity and Sufficiency of Program Components

    ERIC Educational Resources Information Center

    Schmitz, Stephanie L.; Loy, Sedona

    2014-01-01

    As the ability to read proficiently is essential for success both in and out of the school setting, literacy has become an area of particular focus in today's classrooms. While recent assessments indicate that students are making progress in the area of reading (e.g., National Assessment of Educational Progress [NAEP], 2011), there continues to be…

  18. School Effects on Educational Achievement in Mathematics and Science: 1985-86. National Assessment of Educational Progress. Research and Development Report.

    ERIC Educational Resources Information Center

    Arnold, Carolyn L.; Kaufman, Phillip D.

    This report examines the effects of both student and school characteristics on mathematics and science achievement levels in the third, seventh, and eleventh grades using data from the 1985-86 National Assessment of Educational Progress (NAEP). Analyses feature hierarchical linear models (HLM), a regression-like statistical technique that…

  19. Assessing Learning Progression of Energy Concepts across Middle School Grades: The Knowledge Integration Perspective

    ERIC Educational Resources Information Center

    Lee, Hee-Sun; Liu, Ou Lydia

    2010-01-01

    We use a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades. We model the knowledge integration construct in six levels in terms of the numbers of ideas and links used in student-generated explanations. For this study, we selected 10 items…

  20. National Assessment of Title I: Interim Report. Volume II: Closing the Reading Gap: First Year Findings from a Randomized Trial of Four Reading Interventions for Striving Readers

    ERIC Educational Resources Information Center

    Torgesen, Joseph; Myers, David; Schirm, Allen; Stuart, Elizabeth; Vartivarian, Sonya; Mansfield, Wendy; Stancavage, Fran; Durno, Donna; Javorsky, Rosanne; Haan, Cinthia

    2006-01-01

    According to the National Assessment of Educational Progress, nearly 4 in 10 fourth graders read below the basic level. These literacy problems get worse as students advance through school and are exposed to progressively more complex concepts and courses. The purpose of this study was to assess the effectiveness of four remedial reading programs…

  1. U.S. History Framework for the 1994 National Assessment of Educational Progress. NAEP U.S. History Consensus Project.

    ERIC Educational Resources Information Center

    Selden, Ramsay; Ward, Thomas G.

    The 1994 U.S. History Framework encourages students to learn about ideas and people and to understand how the present world is the result of choices and convictions of people, and the focus of the assessment is to see what diverse U.S. students in grades 4, 8, and 12 understand about U.S. history. The framework proposes that students studying U.S.…

  2. The Impact of Single-Gender Classrooms on Student Achievement in Seventh Grade Math Classes

    ERIC Educational Resources Information Center

    Sutton, Antwon M.

    2009-01-01

    A mathematics achievement gap exists between males and females. The measurement of achievement was compared between single-gender and traditional classroom students in the 7th grade to assess whether or not a single-gender environment affected their scores. The Measures of Academic Progress (MAP) state assessment served as the data collection…

  3. Building an Efficient and Effective Test Management System in an ODL Institution

    ERIC Educational Resources Information Center

    Yusof, Safiah Md; Lim, Tick Meng; Png, Leo; Khatab, Zainuriyah Abd; Singh, Harvinder Kaur Dharam

    2017-01-01

    Open University Malaysia (OUM) is progressively moving towards implementing assessment on demand and online assessment. This move is deemed necessary for OUM to continue to be the leading provider of flexible learning. OUM serves a very large number of students each semester and these students are vastly distributed throughout the country. As the…

  4. The Appropriateness of a California Student and Staff Survey for Measuring Middle School Climate. REL 2014-039

    ERIC Educational Resources Information Center

    Hanson, Thomas; Voight, Adam

    2014-01-01

    A growing number of states and school districts use school climate assessments in progress reporting systems and are interested in incorporating these assessments into accountability systems. This analysis of response data from middle school students and teachers on the California School Climate, Health, and Learning Survey examines the…

  5. The Assessment and Instructional Management System: An Innovative Approach To Evaluating the Progress of Students with Disabilities.

    ERIC Educational Resources Information Center

    Bennett, Deborah E.

    2000-01-01

    AIMS, the Assessment and Instructional Management System is a computer-based rating and documentation system designed to include students with disabilities in educational accountability systems. Describes AIMS, illustrates some of the components of the system, and highlights teacher training efforts. Two tables present the AIMS rating rubric and…

  6. The Development of the easyCBM CCSS Reading Assessments: Grade 3. Technical Report #1221

    ERIC Educational Resources Information Center

    Alonzo, Julie; Park, Bitnara Jasmine; Tindal, Gerald

    2012-01-01

    In this technical report, we document the development and piloting of easyCBM reading measures aligned to the Common Core State Standards, designed for use in screening students at risk for reading difficulty and monitoring their progress as they develop reading skills. The measures, which assess students' ability to respond to…

  7. EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates

    ERIC Educational Resources Information Center

    Summers, Mindi M.; Couch, Brian A.; Knight, Jennifer K.; Brownell, Sara E.; Crowe, Alison J.; Semsar, Katharine; Wright, Christian D.; Smith, Michelle K.

    2018-01-01

    A new assessment tool, Ecology and Evolution--Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of…

  8. From Assessment to Action: Identifying Progress toward Enhanced Accessibility and Campus Climate (Practice Brief)

    ERIC Educational Resources Information Center

    Beyer, Allison N.; Moore, Crystal Dea; Totino, Jamin

    2016-01-01

    In 2013, a focus group of administrators, faculty, staff, and students at Skidmore College was held to discuss cross-campus changes implemented following the Assessment of Campus Climate to Enhance Student Success survey and an external disability services audit, which were conducted during the 2008-2009 academic year. The focus group gave these…

  9. Assessment of Learners' Attention to E-Learning by Monitoring Facial Expressions for Computer Network Courses

    ERIC Educational Resources Information Center

    Chen, Hong-Ren

    2012-01-01

    Recognition of students' facial expressions can be used to understand their level of attention. In a traditional classroom setting, teachers guide the classes and continuously monitor and engage the students to evaluate their understanding and progress. Given the current popularity of e-learning environments, it has become important to assess the…

  10. Critical Thinking Skills: Levels of Preservice Elementary, Secondary, and Special Education Students.

    ERIC Educational Resources Information Center

    Melancon, Burton; Shaughnessy, Michael; Acheson-Brown, Dan; Gaedke, Bill; Moore, Jack

    This paper presents the preliminary results of a longitudinal study to assess the development of critical thinking as preservice teachers progress through their educational program. Students will be assessed during their final year in the program to help give an overview of the growth of their critical thinking skills. The Cornell Critical…

  11. Assessment without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability

    ERIC Educational Resources Information Center

    Mitchell, Alison; Baron, Lauren; Macaruso, Paul

    2018-01-01

    Screening and monitoring student reading progress can be costly and time consuming. Assessment embedded within the context of online instructional programs can capture ongoing student performance data while limiting testing time outside of instruction. This paper presents two studies that examined the validity of using performance measures from a…

  12. Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom

    ERIC Educational Resources Information Center

    Moore, Betsy; Stanley, Todd

    2010-01-01

    Develop your students' critical thinking skills and prepare them to perform competitively in the classroom, on state tests, and beyond. In this book, Moore and Stanley show you how to effectively instruct your students to think on higher levels, and how to assess their progress. As states move toward common achievement standards, teachers have…

  13. A Guide To Test Instruments for Entry and Exit Assessment in Florida Department of Juvenile Justice Educational Programs.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services.

    The 1999 Florida Legislature revised the laws pertaining to the assessment of students in Department of Juvenile Justice (DJJ) facilities. Revisions identified specific requirements for measuring student academic progress in the basic skill areas of reading, writing, and mathematics. Following the passage of this legislation, the Department of…

  14. Effective Leadership Makes Schools Truly Inclusive

    ERIC Educational Resources Information Center

    McLeskey, James; Waldron, Nancy L.

    2015-01-01

    There's been much commitment and extensive legislation intended to make schools inclusive for all students but not much real progress in improving student outcomes. The authors review and assess several schools that have succeeded at making schools inclusive and effective for all students, including those with disabilities and draw some inferences…

  15. A Preliminary Study of Grade Forecasting by Students

    ERIC Educational Resources Information Center

    Armstrong, Michael J.

    2013-01-01

    This experiment enabled undergraduate business students to better assess their progress in a course by quantitatively forecasting their own end-of-course grades. This innovation provided them with predictive feedback in addition to the outcome feedback they were already receiving. A total of 144 students forecast their grades using an…

  16. The Accountable Curriculum: A Merit-Based High School Diploma Program.

    ERIC Educational Resources Information Center

    Stumpo, Vincent M.

    1997-01-01

    Recent research on student achievement conducted by the National Assessment for Educational Progress (NAEP) indicates that American students are deficient in reading, mathematics, writing, and other skills. To reverse this trend, the Accountable Curriculum, a program that raises expectations for students was created. The program is a departure…

  17. 45 CFR 2522.700 - How does evaluation differ from performance measurement?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... progress, evaluation uses scientifically-based research methods to assess the effectiveness of programs by... the reading ability of students in a program over time to a similar group of students not... example, a performance measure for a literacy program may include the percentage of students receiving...

  18. Testing Overload in America's Schools

    ERIC Educational Resources Information Center

    Lazarín, Melissa

    2014-01-01

    It appears that schools and families are at a crossroads when it comes to testing. High-quality assessments generate rich data and can provide valuable information about student progress to teachers and parents, support accountability, promote high expectations, and encourage equity for students of color and low-income students. But it is…

  19. RTI Scheduling Processes for Middle Schools. Information Brief

    ERIC Educational Resources Information Center

    Prewett, Sara; Mellard, Daryl; Lieske-Lupo, Jessica

    2011-01-01

    Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those…

  20. Progress, Proficiency and Motivation among British University Language Learners. CLCS Occasional Paper No. 40.

    ERIC Educational Resources Information Center

    Coleman, James A.

    A study of over 3,000 British college and university students investigated the relationship of student language proficiency and student demographic and background characteristics. Proficiency levels were assessed by means of C-Tests, while associated questionnaires sought to explore biographical data, language learning background, residence…

  1. Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills

    ERIC Educational Resources Information Center

    Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; Szto, Peter

    2014-01-01

    Although instructors express concerns about social work students' writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre- and posttest surveys, 2 student outcomes improved significantly:…

  2. The Role of Personal Best (PB) Goals in the Achievement and Behavioral Engagement of Students with ADHD and Students without ADHD

    ERIC Educational Resources Information Center

    Martin, Andrew J.

    2012-01-01

    In the context of competitive classroom settings and relativistic assessment schedules, some groups of students may particularly benefit from an emphasis on personal progress and personal growth approaches to their academic development. Building on recent promising results from general samples of high school students (undifferentiated by…

  3. The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students: A Case Study

    ERIC Educational Resources Information Center

    Chad, Paul

    2012-01-01

    Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to…

  4. Addressing Student Diversity and Equity: The "Next Generation Science Standards" Are Leading a New Wave of Reform

    ERIC Educational Resources Information Center

    Januszyk, Rita; Miller, Emily C.; Lee, Okhee

    2016-01-01

    While student demographics continue to change nationwide, science achievement gaps persist, as measured by the National Assessment of Educational Progress (NCES 2012). As traditional racial and ethnic minority students have become the numeric majority (NCES 2013), teaching science for all increasingly means addressing diverse student populations.…

  5. Progress testing in the medical curriculum: students' approaches to learning and perceived stress.

    PubMed

    Chen, Yan; Henning, Marcus; Yielder, Jill; Jones, Rhys; Wearn, Andy; Weller, Jennifer

    2015-09-11

    Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students' approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students' PT scores. While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.

  6. Mock Climate Summit: Teaching and Assessing Learning

    NASA Astrophysics Data System (ADS)

    Schweizer, D.; Gautier, C.; Bazerman, C.

    2003-04-01

    This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two "spheres" and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students' dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students' dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students' dialogue shows increased comfort with the communities' discourse as they take ownership of the point-of-view associated with their assumed roles.

  7. A Bayesian Network Approach to Modeling Learning Progressions and Task Performance. CRESST Report 776

    ERIC Educational Resources Information Center

    West, Patti; Rutstein, Daisy Wise; Mislevy, Robert J.; Liu, Junhui; Choi, Younyoung; Levy, Roy; Crawford, Aaron; DiCerbo, Kristen E.; Chappel, Kristina; Behrens, John T.

    2010-01-01

    A major issue in the study of learning progressions (LPs) is linking student performance on assessment tasks to the progressions. This report describes the challenges faced in making this linkage using Bayesian networks to model LPs in the field of computer networking. The ideas are illustrated with exemplar Bayesian networks built on Cisco…

  8. Exploring the experiences and coping strategies of international medical students

    PubMed Central

    2011-01-01

    Background Few studies have addressed the challenges that international medical students face and there is a dearth of information on the behavioural strategies these students adopt to successfully progress through their academic program in the face of substantial difficulties of language barrier, curriculum overload, financial constraints and assessment tasks that require high proficiency in communication skills. Methods This study was designed primarily with the aim of enhancing understanding of the coping strategies, skill perceptions and knowledge of assessment expectations of international students as they progress through the third and fourth years of their medical degree at the School of Medicine, University of Tasmania, Australia. Results Survey, focus group discussion and individual interviews revealed that language barriers, communication skills, cultural differences, financial burdens, heavy workloads and discriminatory bottlenecks were key factors that hindered their adaptation to the Australian culture. Quantitative analyses of their examination results showed that there were highly significant (p < 0.001) variations between student performances in multiple choice questions, short answer questions and objective structured clinical examinations (70.3%, 49.7% & 61.7% respectively), indicating existence of communication issues. Conclusions Despite the challenges, these students have adopted commendable coping strategies and progressed through the course largely due to their high sense of responsibility towards their family, their focus on the goal of graduating as medical doctors and their support networks. It was concluded that faculty needs to provide both academic and moral support to their international medical students at three major intervention points, namely point of entry, mid way through the course and at the end of the course to enhance their coping skills and academic progression. Finally, appropriate recommendations were made. PMID:21702988

  9. The Development and Technical Adequacy of Seventh-Grade Reading Comprehension Measures in a Progress Monitoring Assessment System. Technical Report #1102

    ERIC Educational Resources Information Center

    Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald

    2011-01-01

    This technical report describes the process of development and piloting of reading comprehension measures that are appropriate for seventh-grade students as part of an online progress screening and monitoring assessment system, http://easycbm.com. Each measure consists of an original fictional story of approximately 1,600 to 1,900 words with 20…

  10. 2013 Reading Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    This document represents one of three appendices associated with "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451." It includes tabular data relating to the reading portion of the National Assessment of Education Progress at Grade 4 and 8.…

  11. Influence of PBL with open-book tests on knowledge retention measured with progress tests.

    PubMed

    Heijne-Penninga, M; Kuks, J B M; Hofman, W H A; Muijtjens, A M M; Cohen-Schotanus, J

    2013-08-01

    The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical students (n = 1,648) of three medical schools were analyzed. Two schools had PBL driven curricula, and the third one had a traditional curriculum (TC). One of the PBL schools (PBLob) used a combination of open-book (assessing backup knowledge) and closed-book tests (assessing core knowledge); the other two schools (TC and PBLcb) only used closed-book tests. The items of the progress tests were divided into core and backup knowledge. T tests (with Bonferroni correction) were used to analyze differences between curricula. PBL students performed significantly better than TC students on core knowledge (average effect size (av ES) = 0.37-0.74) and PBL students tested with open-book tests scored somewhat higher than PBL students tested without such tests (av ES = 0.23-0.30). Concerning backup knowledge, no differences were found between the scores of the three curricula. Students of the two PBL curricula showed a substantially better long-term knowledge retention than TC students. PBLob students performed somewhat better on core knowledge than PBLcb students. These outcomes suggest that a problem-based instructional approach in particular can stimulate long-term knowledge retention. Distinguishing knowledge into core and backup knowledge and using open-book tests alongside closed-book tests could enhance long-term core knowledge retention.

  12. Perceived Quality of Educational Technology Matters: A Secondary Analysis of Students' ICT Use, ICT-Related Attitudes, and PISA 2012 Test Scores

    ERIC Educational Resources Information Center

    Petko, Dominik; Cantieni, Andrea; Prasse, Doreen

    2017-01-01

    In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and…

  13. The Nation's Report Card [TM]: Mathematics 2003 and 2005: Performance in Puerto Rico. Highlights. NCES 2007--459

    ERIC Educational Resources Information Center

    Baxter, G.P.; Bleeker, M.M.; Waits, T.L.; Salvucci, S.

    2007-01-01

    This report presents highlights of the results for fourth-and eighth-grade students in Puerto Rico for the 2003 and 2005 National Assessment of Educational Progress (NAEP) in mathematics. The NAEP mathematics assessment was administered to public school students in Puerto Rico for the first time in 2003. Although NAEP had previously administered…

  14. The Framework for 21st Century Learning: A First-Rate Foundation for Music Education Assessment and Teacher Evaluation

    ERIC Educational Resources Information Center

    Gilbert, Ashley Danielle

    2016-01-01

    Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet…

  15. The Opposing Forces that Shape Developmental Education: Assessment, Placement, and Progression at CUNY Community Colleges. CCRC Working Paper No. 36

    ERIC Educational Resources Information Center

    Jaggars, Shanna Smith; Hodara, Michelle

    2011-01-01

    The developmental education process, as it is typically implemented in colleges across the country, seems straightforward: underprepared students are assessed and placed into an appropriate developmental course sequence designed to prepare them for college-level work; once finished with the sequence, these students presumably then move on to…

  16. Validity Issues Involved in Cross-Grade Statements about NAEP Results

    ERIC Educational Resources Information Center

    Thissen, David

    2012-01-01

    The reading and mathematics measures of the National Assessment of Educational Progress (NAEP) have been, and continue to be, reported on scales that appear to have the properties of "cross-grade" scales: Reported scores are higher for 8th-grade students than for 4th-grade students, and higher for 12th-grade students than for 8th-grade students.…

  17. Highlights from PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context. NCES 2013-010

    ERIC Educational Resources Information Center

    Thompson, Sheila; Provasnik, Stephen; Kastberg, David; Ferraro, David; Lemanski, Nita; Roey, Stephen; Jenkins, Frank

    2012-01-01

    The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement. In 2011, PIRLS was administered to nationally representative samples of 4th-grade students in 53 education systems around the world. The PIRLS assessment measures student performance on a combined reading literacy scale, as…

  18. "An Adjective Is a Word Hanging down from a Noun": Learning to Write and Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Harris, Karen R.; Graham, Steve

    2013-01-01

    By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with…

  19. Accountability for Early Childhood Education (Assessing Global Functioning).

    ERIC Educational Resources Information Center

    Cassel, Russell N.

    1995-01-01

    Discusses the pacing of learning activity, knowledge of progress in student learning, teacher role, accountability in learning, feedback on knowledge of success, the global functioning assessment concept, and the mother surrogate. (RS)

  20. Results of the First National Assessment of Computer Competence (The Printout).

    ERIC Educational Resources Information Center

    Balajthy, Ernest

    1988-01-01

    Discusses the findings of the National Assessment of Educational Progress 1985-86 survey of American students' computer competence, focusing on findings of interest to reading teachers who use computers. (MM)

  1. Assessment of collaborative problem solving skills in Undergraduate Medical Students at Ziauddin College of Medicine, Karachi

    PubMed Central

    Mughal, Arsalan Manzoor; Shaikh, Sirajul Haque

    2018-01-01

    Objective: Collaborative Problem Solving Empirical Progressions from the Assessment and Teaching of 21st Century Skills (ATC21S) framework were used to determine the level of collaborative problem solving skills (CPS) in first, second and third year MBBS students at Ziauddin College of Medicine during Problem-Based Learning (PBL) sessions. Variations based on gender and roles were studied. Methods: It is an analytical comparative cross-sectional study in which seven PBL groups were selected per year by non-probability convenient sampling. Data was collected using the Collaborative Problem Solving Five Strands Empirical Progressions by the primary investigator through observation of the students during PBL sessions. Duration of study was six months. Results: We found that in our students, development of social dimension skills is facilitated to a greater extent than the development of cognitive dimension skills through the process of PBL. These skills are generally better developed in the leader compared to the scribe and members in a group. They are also more developed in females compared to males. Modification in them is also observed as the year's progress. Conclusion: Although PBLs facilitate development of CPS skills' progression however in our curriculum, PBLs mainly focus on social skills development and have less emphasis on cognitive skill development. Thus, hybrid instructional strategies with components from TBL and mentorship are recommended for better development of CPS skills. PMID:29643904

  2. Assessment of collaborative problem solving skills in Undergraduate Medical Students at Ziauddin College of Medicine, Karachi.

    PubMed

    Mughal, Arsalan Manzoor; Shaikh, Sirajul Haque

    2018-01-01

    Collaborative Problem Solving Empirical Progressions from the Assessment and Teaching of 21st Century Skills (ATC21S) framework were used to determine the level of collaborative problem solving skills (CPS) in first, second and third year MBBS students at Ziauddin College of Medicine during Problem-Based Learning (PBL) sessions. Variations based on gender and roles were studied. It is an analytical comparative cross-sectional study in which seven PBL groups were selected per year by non-probability convenient sampling. Data was collected using the Collaborative Problem Solving Five Strands Empirical Progressions by the primary investigator through observation of the students during PBL sessions. Duration of study was six months. We found that in our students, development of social dimension skills is facilitated to a greater extent than the development of cognitive dimension skills through the process of PBL. These skills are generally better developed in the leader compared to the scribe and members in a group. They are also more developed in females compared to males. Modification in them is also observed as the year's progress. Although PBLs facilitate development of CPS skills' progression however in our curriculum, PBLs mainly focus on social skills development and have less emphasis on cognitive skill development. Thus, hybrid instructional strategies with components from TBL and mentorship are recommended for better development of CPS skills.

  3. A Data-Driven Coaching Model Used to Promote Students' Response to Early Reading Intervention

    ERIC Educational Resources Information Center

    Glover, Todd A.

    2017-01-01

    Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn,…

  4. Teacher Licensing Examinations--True Progress or an Illusion?

    ERIC Educational Resources Information Center

    Libman, Zipora

    2009-01-01

    Over the past 10 years, public criticism of student achievement has been accompanied by a multitude of educational reforms, most of which emphasized the importance of setting national standards for student achievement and for the level and quality of teaching. The demand for frameworks to assess the extent to which students and teachers met the…

  5. An Analysis of Individualized Education Program Goals Selected for Learning-Disabled Students.

    ERIC Educational Resources Information Center

    McCormick, Paula K.; Fisher, Maurice D.

    The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals…

  6. Is There Only One Way To Evaluate Students?

    ERIC Educational Resources Information Center

    Gifford, Ann Porter

    2002-01-01

    Suggests there are many ways to assess students' progress in understanding the elements of a story. Discusses how to stimulate students' ability to analyze how adding another character, changing the setting or twisting the plot can create new and interesting versions of a the common folktale, "The Three Little Pigs." Includes a 37-item…

  7. The Use of Per Session Clinical Assessment with Clients in a Mental Health Delivery System: An Investigation into How Clinical Mental Health Counseling Practicum Students and Practicum Instructors Use Routine Client Progress Feedback

    ERIC Educational Resources Information Center

    Yates, Chad Michael

    2012-01-01

    The purpose of this study was to investigate how clinical mental health counseling practicum students and practicum instructors use per session assessment feedback with clients they served at a university counseling center. Per session assessment and feedback has been shown to increase the treatment outcomes that counselors achieve while treating…

  8. An Analysis of Mathematics Achievement Disparities between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District

    ERIC Educational Resources Information Center

    Lewis, Benjamin L.

    2013-01-01

    Student achievement gaps between Black and White students, and socioeconomically disadvantaged and advantaged students, have been observed and formally documented since the National Assessment of Educational Progress (NAEP) began in the 1970s. In particular, the mathematics achievement gap between these historically disadvantaged populations has…

  9. Citizenship. A Statewide Assessment in Texas.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    Citizenship test items developed by the National Assessment of Educational Progress were administered to a large sample of 9, 13, and 17-year old students, as part of the Texas Assessment Project. The knowledge and attitudes assessed fell into three categories: (1) political knowledge: constitutional rights, governmental structure, governmental…

  10. Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments

    ERIC Educational Resources Information Center

    Kind, Per Morten

    2013-01-01

    The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP). The assessments have a shared history, but have developed different conceptualizations. The…

  11. Assessment of microbiology students' progress with an audience response system.

    PubMed

    Chaudhry, M Ahmad

    2011-01-01

    The development of new approaches to teaching of large lecture courses is needed. Today's classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student's understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

  12. On Learning and Assessment

    ERIC Educational Resources Information Center

    Schoenfeld, Alan H.

    2017-01-01

    The challenge of "educational" assessments--assessments that advance the purposes of learning and instruction--is to provide useful information regarding students' progress towards the goals of instruction in ways that are reliable and not idiosyncratic. In this commentary, the author indicates that the challenges are actually more…

  13. The National Assessment of Educational Progress and the Longitudinal Studies Program: Together or Apart? Report of a Planning Conference (Washington, D.C., December 11, 1986).

    ERIC Educational Resources Information Center

    Brown, George H.; Faupel, Elizabeth M.

    The National Assessment of Educational Progress (NAEP) and the Longitudinal Studies Program (LSP) are major survey projects on educational outcomes performed by the Center for Education Statistics. NAEP is a continuing cross-sectional survey of young Americans' skills, knowledge, and attitudes. The LSP studies follow a sample of students as they…

  14. Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention

    ERIC Educational Resources Information Center

    Cho, Eunsoo; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bouton, Bobette

    2014-01-01

    The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2 small-group tutoring in…

  15. A Study of the Alignment between the NAEP Mathematics Framework and the Common Core State Standards for Mathematics (CCSS-M)

    ERIC Educational Resources Information Center

    Hughes, Gerunda B.; Daro, Phil; Holtzman, Deborah; Middleton, Kyndra

    2013-01-01

    Introduction: For decades, prior to the inception of the Common Core State Standards (CCSS), the National Assessment of Educational Progress (NAEP) was the only vehicle through which states could assess the progress of their students using a common metric. Now, 45 states, 4 U.S. territories, and the District of Columbia have adopted the CCSS to…

  16. Monitoring progression of clinical reasoning skills during health sciences education using the case method - a qualitative observational study.

    PubMed

    Orban, Kristina; Ekelin, Maria; Edgren, Gudrun; Sandgren, Olof; Hovbrandt, Pia; Persson, Eva K

    2017-09-11

    Outcome- or competency-based education is well established in medical and health sciences education. Curricula are based on courses where students develop their competences and assessment is also usually course-based. Clinical reasoning is an important competence, and the aim of this study was to monitor and describe students' progression in professional clinical reasoning skills during health sciences education using observations of group discussions following the case method. In this qualitative study students from three different health education programmes were observed while discussing clinical cases in a modified Harvard case method session. A rubric with four dimensions - problem-solving process, disciplinary knowledge, character of discussion and communication - was used as an observational tool to identify clinical reasoning. A deductive content analysis was performed. The results revealed the students' transition over time from reasoning based strictly on theoretical knowledge to reasoning ability characterized by clinical considerations and experiences. Students who were approaching the end of their education immediately identified the most important problem and then focused on this in their discussion. Practice knowledge increased over time, which was seen as progression in the use of professional language, concepts, terms and the use of prior clinical experience. The character of the discussion evolved from theoretical considerations early in the education to clinical reasoning in later years. Communication within the groups was supportive and conducted with a professional tone. Our observations revealed progression in several aspects of students' clinical reasoning skills on a group level in their discussions of clinical cases. We suggest that the case method can be a useful tool in assessing quality in health sciences education.

  17. 2015 NWEA Measures of Academic Progress Normative Data

    ERIC Educational Resources Information Center

    Northwest Evaluation Association, 2015

    2015-01-01

    By using carefully constructed measurement scales that span grades, Measures of Academic Progress (MAP) interim assessments from Northwest Evaluation Association™ (NWEA™) offer educators efficient and very accurate estimates of student achievement status within a subject. Before achievement test scores can be useful to educators, however, they…

  18. Using Computer-Adaptive Assessments of Literacy to Monitor the Progress of English Learner Students. REL 2016-149

    ERIC Educational Resources Information Center

    Foorman, Barbara; Espinosa, Anabel; Wood, Carla; Wu, Yi-Chieh

    2016-01-01

    A top education priority in the United States is to address the needs of one of the fastest growing yet lowest performing student populations--English learner students (Capps et al., 2005). English learner students come from homes where a non-English language is spoken and need additional academic support to access the mainstream curriculum. These…

  19. An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem--Solving Measures for Monitoring Third-Grade Students' Mathematics Competence

    ERIC Educational Resources Information Center

    Leh, Jayne M.; Jitendra, Asha K.; Caskie, Grace I. L.; Griffin, Cynthia C.

    2007-01-01

    The purpose of this study was to examine the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students' rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured…

  20. The Nation's Report Card[TM]: Mathematics 2005: Performance in Puerto Rico. Focus on the Content Areas. NCES 2007-460

    ERIC Educational Resources Information Center

    Dion, Gloria S.; Haberstroh, Jeff G.; Dresher, Amy R.

    2007-01-01

    This report focuses on the performance of fourth-and eighth-grade students in Puerto Rico in various mathematics content areas on the 2005 National Assessment of Educational Progress (NAEP) in mathematics. The NAEP mathematics assessment was administered to public school students in Puerto Rico for the first time in 2003. Although NAEP had…

  1. Foundations of Literacy: A Description of the Assessment of a Basic Knowledge of United States History and Literature.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    How much do 17-year olds know about U.S. history and literature? The National Assessment of Educational Progress (NAEP) has been gathering information about the educational attainment of American students in a variety of subject areas, but no study had focused solely on students' basic knowledge of American history and their familiarity with major…

  2. NAEP 2009 Year in Review: A Compilation of Results from the 2009 Mathematics, Reading, Science, and High School Transcript Study Reports. NCES 2011-471

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), the largest continuing and nationally representative assessment of what the nation's students know and can do.…

  3. Student Participation and Accommodations Handbook: Grades 3, 4, 5, 6, 7, 8, 10. Spring 2007. Hawai'i State Reading and Mathematics Assessment

    ERIC Educational Resources Information Center

    State of Hawaii Department of Education, 2007

    2007-01-01

    The Hawai'i State Assessment is an annual testing program that measures student progress on Hawai'i's reading, writing, and mathematics standards. This handbook provides all Department of Education personnel at the school, complex area, and state levels with information about participation in the Hawai'i State Reading and Mathematics Assessment…

  4. Joining the dots: conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress.

    PubMed

    Wilkinson, Tim J; Tweed, Mike J; Egan, Tony G; Ali, Anthony N; McKenzie, Jan M; Moore, MaryLeigh; Rudland, Joy R

    2011-06-07

    Programmatic assessment that looks across a whole year may contribute to better decisions compared with those made from isolated assessments alone. The aim of this study is to describe and evaluate a programmatic system to handle student assessment results that is aligned not only with learning and remediation, but also with defensibility. The key components are standards based assessments, use of "Conditional Pass", and regular progress meetings. The new assessment system is described. The evaluation is based on years 4-6 of a 6-year medical course. The types of concerns staff had about students were clustered into themes alongside any interventions and outcomes for the students concerned. The likelihoods of passing the year according to type of problem were compared before and after phasing in of the new assessment system. The new system was phased in over four years. In the fourth year of implementation 701 students had 3539 assessment results, of which 4.1% were Conditional Pass. More in-depth analysis for 1516 results available from 447 students revealed the odds ratio (95% confidence intervals) for failure was highest for students with problems identified in more than one part of the course (18.8 (7.7-46.2) p < 0.0001) or with problems with professionalism (17.2 (9.1-33.3) p < 0.0001). The odds ratio for failure was lowest for problems with assignments (0.7 (0.1-5.2) NS). Compared with the previous system, more students failed the year under the new system on the basis of performance during the year (20 or 4.5% compared with four or 1.1% under the previous system (p < 0.01)). The new system detects more students in difficulty and has resulted in less "failure to fail". The requirement to state conditions required to pass has contributed to a paper trail that should improve defensibility. Most importantly it has helped detect and act on some of the more difficult areas to assess such as professionalism.

  5. Making the Most of Interim Assessment Data. Lessons from Philadelphia

    ERIC Educational Resources Information Center

    Christman, Jolley Bruce; Neild, Ruth Curran; Bulkley, Katrina; Blanc, Suzanne; Liu, Roseann; Mitchell, Cecily; Travers, Eva

    2009-01-01

    Under No Child Left Behind, urban school districts have increasingly turned to interim assessments, administered at regular intervals, to help gauge student progress in advance of annual state exams. These assessments have spawned growing debate among educators, assessment experts, and the testing industry: are they worth the significant…

  6. The Impact of Afterschool Tutoring on Reading Scores of Elementary Students

    ERIC Educational Resources Information Center

    Gardner, Latrice T.

    2014-01-01

    Students from an urban elementary school did not meet criteria on the standardized reading assessment for 3 consecutive years as mandated by the No Child Left Behind (NCLB) Act. Students were at risk of failing future classes requiring proficiency in reading, and the school did not meet annual yearly progress. To address this problem,…

  7. An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

    ERIC Educational Resources Information Center

    Arra, Christopher T.

    2010-01-01

    The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

  8. Progressive Assessment of Student Engagement with Web-Based Guided Learning

    ERIC Educational Resources Information Center

    Katuk, Norliza

    2013-01-01

    Purpose: The purpose of this research is to investigate student engagement in guided web-based learning systems. It looks into students' engagement and their behavioral patterns in two types of guided learning systems (i.e. a fully- and a partially-guided). The research also aims to demonstrate how the engagement evolves from the…

  9. Transforming Classrooms into Learning Studios: What Does It Take to Make Classrooms a Living Space?

    ERIC Educational Resources Information Center

    Aslan, Sinem; Reigeluth, Charles M.; Mete, Sinem Emine

    2016-01-01

    In this article, the authors start with a description of the learner-centered paradigm of education. The key tenets of the paradigm are outlined as: Competency-based student progress, competency-based student assessment and records, personal learning plans, project-based learning, just-in-time instructional support, student as self-directed…

  10. Writing Marathons Help Build Middle School Students' College Aspirations and Strengthen Their Literacy Skills

    ERIC Educational Resources Information Center

    Radcliffe, Rich A.; Stephens, Liz C.

    2010-01-01

    Young adolescents' low scores on the National Assessment of Educational Progress (NAEP) force the question of whether these students will be ready for college in four years. Our efforts to build a college-going culture emphasize strengthening students' writing skills by using preservice teachers to lead writing marathons for at-risk middle school…

  11. Differential Item Functioning Analysis for Accommodated versus Nonaccommodated Students

    ERIC Educational Resources Information Center

    Finch, Holmes; Barton, Karen; Meyer, Patrick

    2009-01-01

    The No Child Left Behind act resulted in an increased reliance on large-scale standardized tests to assess the progress of individual students as well as schools. In addition, emphasis was placed on including all students in the testing programs as well as those with disabilities. As a result, the role of testing accommodations has become more…

  12. What's New in Software? Computer Programs for Unobtrusive, Informal Evaluation.

    ERIC Educational Resources Information Center

    Hedley, Carolyn

    1985-01-01

    Teachers can use microcomputers in informal assessment of learning disabled students' academic achievement, math and science progress, reading comprehension, cognitive processes, motivation and social interaction. Selected software for unobtrusive, informal assessment is listed. (CL)

  13. Proficiency Guidance on New State Summative Assessments from NWEA

    ERIC Educational Resources Information Center

    Northwest Evaluation Association, 2015

    2015-01-01

    Measures of Academic Progress® (MAP®) computer adaptive interim assessments serve many purposes, from informing instruction to identifying students for intervention to projecting proficiency on state accountability assessments. To make sure its flagship product does the latter, Northwest Evaluation Association™ (NWEA™) routinely conducts studies…

  14. Adventures in Assessment

    ERIC Educational Resources Information Center

    Hawkey, Kate; Thorne, Sally; Arkinstall, Philip; Bryant, Matthew; Rawlings, David; Kennett, Richard; Fletcher, Adele

    2015-01-01

    In "Teaching History 157, Assessment Edition," a number of different teachers shared the ways in which their departments were approaching the assessment and reporting of students' progress in a "post-levels" world. This article adds to those examples, first by illustrating how teachers from different schools in the Bristol area…

  15. How to Know What Students Know

    ERIC Educational Resources Information Center

    Himmele, William; Himmele, Persida

    2012-01-01

    "Total participation techniques" provide teachers with evidence of active participation and cognitive engagement from all students at the same time. These techniques function as formative assessments that help teachers accurately monitor progress, provide feedback, and modify instruction. Compared with the traditional question-and-answer scenario,…

  16. Assurance of Learning in the MIS Program

    ERIC Educational Resources Information Center

    Harper, Jeffrey S.; Harder, Joseph T.

    2009-01-01

    This article describes the development of a systematic and practical methodology for assessing program effectiveness and monitoring student development in undergraduate decision sciences programs. The model we present is based on a student's progression through learning stages associated with four key competencies: technical, analytical,…

  17. Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression.

    PubMed

    Cho, Eunsoo; Capin, Philip; Roberts, Greg; Vaughn, Sharon

    2017-07-01

    Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading comprehension outcomes for fifth-grade struggling readers ( n = 102) participating in an intensive reading intervention. Quantile regression models showed that ORF slope significantly predicted performance on a sentence-level fluency and comprehension assessment, regardless of the students' reading skills, controlling for initial ORF performance. However, ORF slope was differentially predictive of a passage-level comprehension assessment based on students' reading skills when controlling for initial ORF status. Results showed that ORF explained unique variance for struggling readers whose posttest performance was at the upper quantiles at the end of the reading intervention, but slope was not a significant predictor of passage-level comprehension for students whose reading problems were the most difficult to remediate.

  18. The Time Has Come.

    ERIC Educational Resources Information Center

    Maxwell, John C.

    The report by the National Assessment of Educational Progress entitled "Poor Writing Performance Blamed on Scant Writing Practice" makes it clear that little progress has been made in the improvement of students' writing. This is true in part because the conditions for teaching writing are unsatisfatory. The time has come to undertake a…

  19. 34 CFR 200.13 - Adequate yearly progress in general.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

  20. 34 CFR 200.13 - Adequate yearly progress in general.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

  1. 34 CFR 200.13 - Adequate yearly progress in general.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

  2. 34 CFR 200.13 - Adequate yearly progress in general.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

  3. 34 CFR 200.13 - Adequate yearly progress in general.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ...) Measures progress separately for reading/language arts and for mathematics; (6) Is the same for all public... mathematics; and (ii) The proficient and advanced scores of students with disabilities based on the modified... assessed in reading/language arts and in mathematics. (3) A State's or LEA's number of proficient and...

  4. A Self-paced Course in Pharmaceutical Mathematics Using Web-based Databases

    PubMed Central

    Bourne, David W.A.; Davison, A. Machelle

    2006-01-01

    Objective To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. Design The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Assessment Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Conclusions Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence. PMID:17149445

  5. What Is the Relationship Between a Preclerkship Portfolio Review and Later Performance in Clerkships?

    PubMed

    O'Brien, Celia Laird; Thomas, John X; Green, Marianne M

    2018-01-01

    Medical educators struggle to find effective ways to assess essential competencies such as communication, professionalism, and teamwork. Portfolio-based assessment provides one method of addressing this problem by allowing faculty reviewers to judge performance, as based on a longitudinal record of student behavior. At the Feinberg School of Medicine, the portfolio system measures behavioral competence using multiple assessments collected over time. This study examines whether a preclerkship portfolio review is a valid method of identifying problematic student behavior affecting later performance in clerkships. The authors divided students into two groups based on a summative preclerkship portfolio review in 2014: students who had concerning behavior in one or more competencies and students progressing satisfactorily. They compared how students in these groups later performed on two clerkship outcomes as of October 2015: final grades in required clerkships, and performance on a clerkship clinical composite score. They used Mann-Whitney tests and multiple linear regression to examine the relationship between portfolio review results and clerkship outcomes. They used USMLE Step 1 to control for knowledge acquisition. Students with concerning behavior preclerkship received significantly lower clerkship grades than students progressing satisfactorily (P = .002). They also scored significantly lower on the clinical composite score (P < .001). Regression analysis indicated concerning behavior was associated with lower clinical composite scores, even after controlling for knowledge acquisition. The results show a preclerkship portfolio review can identify behaviors that impact clerkship performance. A comprehensive portfolio system is a valid way to measure behavioral competencies.

  6. Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination.

    PubMed

    Urteaga, Elizabeth M; Attridge, Rebecca L; Tovar, John M; Witte, Amy P

    2015-10-25

    Objective. To evaluate how effectively pharmacy students and practicing pharmacists communicate and apply knowledge to simulations of commonly encountered patient scenarios using an objective structured clinical examination (OSCE). Design. Second-, third-, and fourth-year pharmacy students completed an OSCE as part of their required courses in 2012 and 2013. All students in both years completed identical OSCE cases. Licensed pharmacists were recruited to complete the OSCE and serve as controls in 2012. A survey assessed student perception and acceptance of the OSCE as well as student confidence in performance. Assessment. Licensed pharmacists had significantly higher clinical and communication skills scores than did pharmacy students. Student progression in communication and clinical skills improved significantly over time. Survey results indicated that students felt the OSCE was well-structured and assessed clinical skills taught in pharmacy school; 86% of students felt confident they could provide these skills. Conclusion. Objective structured clinical examinations can evaluate clinical competence and communication skills among professional students. Implementation of OSCEs may be an effective tool for assessment of the Center for the Advancement of Pharmacy Education domains.

  7. Using the Advanced Progressive Matrices (Set I) to Assess Fluid Ability in a Short Time Frame: An Item Response Theory-Based Analysis

    ERIC Educational Resources Information Center

    Chiesi, Francesca; Ciancaleoni, Matteo; Galli, Silvia; Primi, Caterina

    2012-01-01

    This article is aimed at evaluating the possibility that Set I of the Advanced Progressive Matrices (APM-Set I) can be employed to assess fluid ability in a short time frame. The APM-Set I was administered to a sample of 1,389 primary and secondary school students. Confirmatory factor analysis attested to the unidimensionality of the scale. Item…

  8. The Assessment of the Impact of REU Programs on Student Classroom Performance

    NASA Astrophysics Data System (ADS)

    Hughes, Chris

    2009-03-01

    Supporters of undergraduate research claim that the research experience enhances the success of students in their classes and promotes their progress toward completing a science major. Since there are many other variables that can influence a student's progress through a curriculum, it is frequently difficult to compare students from undergraduate research programs with a suitable control group. At James Madison University, a significant number of chemistry and physics majors participate in summer REU programs on campus. However, since JMU is among the top 10% of undergraduate institutions in the US in undergraduate physics enrollment, there are also a significant number who choose not to stay on campus for summer research. Using several years worth of data, we have determined the change in the GPAs of REU students (N=75) from the semester before the REU to the semester after the REU and compared these with the students who did not participate in summer research (N=663). We have found that the REU students' average GPA increased by a statistically significant amount while the non-REU students' average GPA was unchanged to within a standard deviation. We will also discuss other assessment methods used at JMU and some of the limitations in the interpretation of this study.

  9. Developing "Assessment Capable" Learners

    ERIC Educational Resources Information Center

    Frey, Nancy; Fisher, Douglas; Hattie, John

    2018-01-01

    For students, the authors argue, the ability to assess their own learning--that is, to actively understand their own progress and trajectory--can have a significant impact on achievement levels. The authors discuss factors associated with "assessment-capable learners" and offer examples of how to foster such characteristics in classrooms.

  10. Role of cognitive assessment for high school graduates prior to choosing their college major.

    PubMed

    AlAbdulwahab, Sami S; Kachanathu, Shaji John; AlSaeed, Abdullah Saad

    2018-02-01

    [Purpose] Academic performance of college students can be impacted by the efficacy of students' ability and teaching methods. It is important to assess the progression of college students' cognitive abilities among different college majors and as they move from junior to senior levels. However, dearth of studies have been examined the role of cognitive ability tests as a tool to determine the aptitude of the perspective students. Therefore, this study assessed cognitive abilities of computer science and ART students. [Subjects and Methods] Participants were 130 college students (70 computer and 60 art students) in their first and final years of study at King Saud University. Cognitive ability was assessed using the Test of Nonverbal Intelligence, Third Edition. [Results] The cognitive ability of computer science students were statistically better than that of art students and were shown improvement from junior to senior levels, while the cognitive ability of art students did not. [Conclusion] The cognitive ability of computer science college students was superior compared to those in art, indicating the importance of cognitive ability assessment for high school graduates prior to choosing a college major. Cognitive scales should be included as an aptitude assessment tool for decision-makers and prospective students to determine an appropriate career, which might reduce the rate of university drop out.

  11. "A Is for Assessment"... Strategies for A-Level Marking to Motivate and Enable Students of All Abilities to Progress

    ERIC Educational Resources Information Center

    Facey, Jane

    2011-01-01

    Jane Facey was unsatisfied with the way in which her A-Level students responded to typical assessment practice. This would normally involve their teacher marking their work and then providing them with written feedback. In looking to move beyond this, Facey drew upon a wide range of research and practice which has sought to develop the way in…

  12. Assessing Student Educational and Occupational Progress

    ERIC Educational Resources Information Center

    Shea, Brent Mack

    1977-01-01

    Contrary to popular belief, two-year college students being prepared for entry-level work may not be at a disadvantage, relative to many liberal arts graduates with a bachelor's degree. Rather, they may be much more marketable than four-year college graduates. An extensive bibliography is appended. (JDS)

  13. The Demise of the Asian Math Gene.

    ERIC Educational Resources Information Center

    Bracey, Gerald W.

    1999-01-01

    The 1996 National Assessment of Educational Progress math scores for eighth-graders show that when socioeconomic status is considered, English-proficient Asian students have no achievement advantage over other ethnic groups. However, Chinese sixth-graders, using abstract reasoning skills, outperformed American students on 12 open-ended math…

  14. Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.

    PubMed

    Islam, Mohammed A; Schweiger, Teresa A

    2015-04-01

    To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students' perceptions of integration as they progress through the PharmD curriculum. Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum. © The Author(s) 2014.

  15. Using the Objective Borderline Method (OBM) to Support Board of Examiners' Decisions in a Medical Programme

    ERIC Educational Resources Information Center

    Shulruf, Boaz; Booth, Roger; Baker, Heather; Bagg, Warwick; Barrow, Mark

    2017-01-01

    Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students' course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some…

  16. Writing Assessment in a Competence-Based Undergraduate Program for Adult Students.

    ERIC Educational Resources Information Center

    Mirel, Barbara

    The School for New Learning (SNL) was established in 1972 at DePaul University especially for adult students. SNL students are adults, age 24 or older, who want to accelerate their progress to a degree by using experience as well as classwork for academic credit, and who want to design their own programs with help from an advisory committee of…

  17. Putting More "Modern" in Modern Physics Education: A Knowledge Building Approach Using Student Questions and Ideas about the Universe

    ERIC Educational Resources Information Center

    Wagner, Glenn

    2017-01-01

    Student-generated questions and ideas about our universe are the start of a rich and highly motivating learning environment. Using their curiosity-driven questions and ideas, students form Knowledge Building groups or "communities" where they plan, set goals, design questions for research, and assess the progress of their work, tasks…

  18. The Role of Students' Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

    ERIC Educational Resources Information Center

    Zilberberg, Anna; Finney, Sara J.; Marsh, Kimberly R.; Anderson, Robin D.

    2014-01-01

    Given worldwide prevalence of low-stakes testing for monitoring educational quality and students' progress through school (e.g., Trends in International Mathematics and Science Study, Program for International Student Assessment), interpretability of resulting test scores is of global concern. The nonconsequential nature of low-stakes tests…

  19. The Effect of Trades and Industry, a Career and Technical Education Curriculum, on Student Achievement: A Propensity Study

    ERIC Educational Resources Information Center

    Siegrist, Michael Scott

    2012-01-01

    This study examined whether students who participated in the trades and industry curriculum did better than their counterparts on standardized tests. Data from the National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) were used. A nationally represented sample of over 37,000 public and private school students were…

  20. Assessing Autonomous Learning in Research Methods Courses: Implementing the Student-Driven Research Project

    ERIC Educational Resources Information Center

    Vandiver, Donna M.; Walsh, Jeffrey A.

    2010-01-01

    As empirical assessments of teaching strategies increase in many disciplines and across many different courses, a paucity of such assessment seems to exist in courses devoted to social science research methods. This lack of assessment and evaluation impedes progress in developing successful teaching pedagogy. The teaching-learning issue addressed…

  1. Assessment for American Indian and Alaska Native Learners. ERIC Digest.

    ERIC Educational Resources Information Center

    Bordeaux, Roger

    This digest examines the use of standardized, nationally normed testing in assessing the progress of American Indian and Alaska Native (AI/AN) students and describes alternative forms of assessment. For years, researchers have criticized the overuse of standardized, nationally normed tests to assess learner and school success. Problems with such…

  2. Can Assessment Drive Instruction? Understanding the Impact of One State's Alternate Assessment

    ERIC Educational Resources Information Center

    Goldstein, Jessica; Behuniak, Peter

    2012-01-01

    Connecticut's Skills Checklist was developed in response to federal policy that requires all students with significant cognitive disabilities participate in state assessments and be included in measures of adequate yearly progress. Test developers had high expectations for this assessment. In addition to its function as an accountability measure,…

  3. Technical Report of the NAEP 1992 Trial State Assessment Program in Mathematics.

    ERIC Educational Resources Information Center

    Johnson, Eugene G.; And Others

    The "Nation's Report Card," the National Assessment of Educational Progress (NAEP), is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. This report summarizes some of the sophisticated statistical methodology used in the 1992 Trial State Assessment of…

  4. Applying a Force and Motion Learning Progression over an Extended Time Span using the Force Concept Inventory

    NASA Astrophysics Data System (ADS)

    Fulmer, Gavin W.; Liang, Ling L.; Liu, Xiufeng

    2014-11-01

    This exploratory study applied a proposed force and motion learning progression (LP) to high-school and university students and to content involving both one- and two-dimensional force and motion situations. The Force Concept Inventory (FCI) was adapted, based on a previous content analysis and coding of the questions in the FCI in terms of the level descriptors of the LP. Using a Rasch measurement model and latent class analysis, students' responses were tested for fit with the proposed LP. Results indicated that the recoded FCI response options are generally consistent with a progression of difficulties as proposed in the LP, and that the students could be organized into different groups with progressively different levels of ability. However, reliability for the ability estimates was only moderate and response options at lower levels of the LP were not well differentiated. Implications for the assessments with LPs and revisions for both the FCI and the force and motion LP are also discussed.

  5. Evaluating and comparing Singaporean and Taiwanese eighth graders' conceptions of science assessment

    NASA Astrophysics Data System (ADS)

    Lin, Tzung-Jin; Tan, Aik-Ling; Lee, Min-Hsien; Tsai, Chin-Chung

    2017-10-01

    Background: Researchers have indicated that assessment practices and methods should support learners' construction of meaningful understanding of knowledge. Understanding students' conceptions of assessment will enable us to construct more realistic, valid and fair assessments. Learners' conceptualization of assessment would be imperative to serve as an essential reference to evaluate their learning progress.

  6. Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 29, Issue 6, November-December 2017

    ERIC Educational Resources Information Center

    Hundley, Stephen P., Ed.

    2017-01-01

    This issue of "Assessment Update" presents the following articles: (1) Lessons Learned: Graduate Student Assessment (Michael Cherry and Lesley Page); (2) Assessing the Assessor: A Response to Fulcher and Bashkov's "Do We Practice What We Preach? The Accountability of an Assessment Office" (Christine Robinson, John G. M.…

  7. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 3. Technical Report # 09-02

    ERIC Educational Resources Information Center

    Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  8. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 2. Technical Report # 0920

    ERIC Educational Resources Information Center

    Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  9. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 5. Technical Report # 09-01

    ERIC Educational Resources Information Center

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  10. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 4. Technical Report # 09-03

    ERIC Educational Resources Information Center

    Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  11. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 7. Technical Report 0908

    ERIC Educational Resources Information Center

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  12. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 8. Technical Report # 09-04

    ERIC Educational Resources Information Center

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  13. An Examination of an Early Intervention Reading Program Focusing on the Progress Monitoring of Literacy Skills and the Reading Self-Concepts of Struggling Readers

    ERIC Educational Resources Information Center

    Samuelson, Teresa C.

    2010-01-01

    The purpose of this study was to examine progress monitoring, reading self-concept, and the literacy skills of first and second grade struggling readers. Progress monitoring is an instructional process used by teachers to assess students' academic performance on a regular basis, typically weekly or monthly. When based on the skill level of the…

  14. District, Union, and Community Collaboration: Massachusetts Consortium for Innovative Education Assessment

    ERIC Educational Resources Information Center

    Kelly, Dianne; Fearing, Erik

    2017-01-01

    While Massachusetts has received accolades for its high scores on the National Assessment for Educational Progress (NAEP) and Program for International Student Assessment (PISA) tests, absolute results from standardized tests tend to correlate strongly with family income and parental education. The Massachusetts Consortium for Innovative Education…

  15. National Assessment Technical Quality.

    ERIC Educational Resources Information Center

    Chelimsky, Eleanor

    In 1991 the National Assessment Governing Board (NAGB) released a report interpreting the achievement of U.S. students in mathematics on the 1990 National Assessment of Educational Progress in terms of a set of performance standards. The NAGB had been designing and implementing an approach to defining basic, proficient, and advanced levels of…

  16. Current Issues in English Language Teacher-Based Assessment

    ERIC Educational Resources Information Center

    Davison, Chris; Leung, Constant

    2009-01-01

    Teacher-based assessment (TBA) is increasingly being promoted in educational policies internationally, with English language teachers being called on to plan and/or implement appropriate assessment procedures to monitor and evaluate student progress in their own classrooms. However, there has been a lack of theorization of TBA in the English…

  17. No Pain, No Gain: The Learning Curve in Assessing Collaboratives.

    ERIC Educational Resources Information Center

    Rendon, Laura I.; Gans, Wendy L.; Calleroz, Mistalene D.

    1998-01-01

    Presents a case study of an assessment project designed to evaluate the Ford Foundation's Urban Partnership Program (UPP). Discusses UPP's assessment model and theory, and documents the project's yearly progress since its inception in 1992. Details UPP's goals and outcomes in assisting at-risk students. (EMH)

  18. Learning Progressions as Evolving Tools in Joint Enterprises for Educational Improvement

    ERIC Educational Resources Information Center

    Penuel, William R.

    2015-01-01

    In their article, "Using Learning Progressions to Design Vertical Scales that Support Coherent Inferences about Student Growth," Briggs and Peck (this issue) argue that an important goal of assessment should be "to support coherent and actionable inferences of growth." They suggest that current approaches to test design rely on…

  19. Pewaukee School District, Wisconsin. Case Study: Measures of Academic Progress

    ERIC Educational Resources Information Center

    Northwest Evaluation Association, 2015

    2015-01-01

    For more than a decade, Pewaukee School District Superintendent JoAnn Sternke has watched her district get better and better at its mission: opening the door to each student's future. The Wisconsin district began using Measures of Academic Progress® (MAP®) computer adaptive interim assessments from Northwest Evaluation Association™ (NWEA™) in 2004…

  20. Curriculum-Based Measurement of Reading Growth: Weekly versus Intermittent Progress Monitoring

    ERIC Educational Resources Information Center

    Jenkins, Joseph; Schulze, Margaret; Marti, Allison; Harbaugh, Allen G.

    2017-01-01

    We examined the idea that leaner schedules of progress monitoring (PM) can lighten assessment demands without undermining decision-making accuracy. Using curriculum-based measurement of reading, we compared effects on decision accuracy of 5 intermittent PM schedules relative to that of every-week PM. For participating students with high-incidence…

  1. Establishing a Strong Foundation for School Improvement. Policy Brief

    ERIC Educational Resources Information Center

    Jerald, Craig

    2005-01-01

    In 2002, the No Child Left Behind (NCLB) Act instituted fundamental changes in federal education policy, and states were required to hold schools accountable not simply for making some progress but rather for making sufficient progress in enabling student proficiency on state assessments by 2014. The achievement gaps long plaguing American…

  2. Developing a Multi-Year Learning Progression for Carbon Cycling in Socio-Ecological Systems

    ERIC Educational Resources Information Center

    Mohan, Lindsey; Chen, Jing; Anderson, Charles W.

    2009-01-01

    This study reports on our steps toward achieving a conceptually coherent and empirically validated learning progression for carbon cycling in socio-ecological systems. It describes an iterative process of designing and analyzing assessment and interview data from students in upper elementary through high school. The product of our development…

  3. Creating Smarter Classrooms: Data-Based Decision Making for Effective Classroom Management

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; McDaniel, Sara

    2012-01-01

    The term "data-based decision making" (DBDM) has become pervasive in education and typically refers to the use of data to make decisions in schools, from assessment of an individual student's academic progress to whole-school reform efforts. Research suggests that special education teachers who use progress monitoring data (a DBDM…

  4. Degree Progress Measures for Community Colleges: Analyzing the Maryland Model

    ERIC Educational Resources Information Center

    Boughan, Karl; Clagett, Craig

    2008-01-01

    Over a two-year period beginning in March 2004, community colleges in Maryland developed a revised set of accountability indicators for a state-mandated Performance Accountability Report first required by a 1988 statute. A major innovation was a new model for assessing student degree progress. This article explains the development and components…

  5. Encouraging the Learning of Hydraulic Engineering Subjects in Agricultural Engineering Schools

    ERIC Educational Resources Information Center

    Sinobas, Leonor Rodríguez; Sánchez Calvo, Raúl

    2014-01-01

    Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of…

  6. Levels of Understanding--A Guide to the Teaching and Assessment of Knowledge

    ERIC Educational Resources Information Center

    White, Charles S.

    2007-01-01

    Traditional education, employing lectures or telecommunicative instruction methods, has been very effective in providing topical facts. However, the development of student skills and thinking ability require higher levels of instruction and more opportunity to practice and apply acquired knowledge. As students progress through a particular…

  7. 78 FR 6770 - Notice of Intent To Establish an Adequate Yearly Progress Negotiated Rulemaking Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-31

    ... representatives of Indian tribes for the Committee from among individuals nominated by tribes whose students... the following methods: Send comments or nominations to Ms. Sue Bement, Designated Federal Officer... content standards, assessments, and a specific methodology for calculating the AYP of students (together...

  8. Beyond Testing: Social and Psychological Considerations in Recruiting and Retaining Gifted Black Students

    ERIC Educational Resources Information Center

    Ford, Donna Y.; Whiting, Gilman W.

    2011-01-01

    For more than a half century, concerns have existed about the persistent underrepresentation of African American students in gifted education and advanced Placement classes. Various recommendations to reverse underrepresentation have been proposed, with the majority focusing on testing and assessment instruments. Nonetheless, progress has been…

  9. Profiling Student Use of Calculators in the Learning of High School Mathematics

    ERIC Educational Resources Information Center

    Crowe, Cheryll E.; Ma, Xin

    2010-01-01

    Using data from the 2005 National Assessment of Educational Progress, students' use of calculators in the learning of high school mathematics was profiled based on their family background, curriculum background, and advanced mathematics coursework. A statistical method new to educational research--classification and regression trees--was applied…

  10. Algebra Students' Difficulty with Fractions: An Error Analysis

    ERIC Educational Resources Information Center

    Brown, George; Quinn, Robert J.

    2006-01-01

    An analysis of the 1990 National Assessment of Educational Progress (NAEP) found that only 46 percent of all high school seniors demonstrated success with a grasp of decimals, percentages, fractions and simple algebra. This article investigates error patterns that emerge as students attempt to answer questions involving the ability to apply…

  11. Arizona's Instrument to Measure Standards (AIMS DPA). Student Guide, Grade 8

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2006

    2006-01-01

    Arizona's Instrument to Measure Standards (AIMS), a Standards-Based test, provides educators and the public with valuable information regarding the progress of Arizona's students toward mastering Arizona's reading, writing and mathematics Standards. This specific test, Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is…

  12. The Relationship between Reading Fluency and Lexile Measures

    ERIC Educational Resources Information Center

    Purvis, Joshua Steve

    2017-01-01

    With increasing emphasis being placed on teachers to show an improvement in student achievement, schools are relying on indicators such as reading fluency and reading comprehension to gauge student progress throughout the year. Since the growth on these assessments are used in calculating teachers and administrators' yearly job evaluations, the…

  13. Improving Reading Achievement in High Poverty, Rural Schools

    ERIC Educational Resources Information Center

    Tufts, Janet

    2017-01-01

    Purpose: The purpose of this quantitative study was to determine what correlation exists between a student's poverty coefficient and the daily number of minutes provided for independent reading and third grade reading achievement level as measured by California Assessment of Student Performance and Progress (CAASPP) in small, rural school…

  14. The Cognitive Science behind the Common Core

    ERIC Educational Resources Information Center

    Marchitello, Max; Wilhelm, Megan

    2014-01-01

    Raising academic standards has been part of the education policy discourse for decades. As early as the 1990s, states and school districts attempted to raise student achievement by developing higher standards and measuring student progress according to more rigorous benchmarks. However, the caliber of the standards--and their assessments--varied…

  15. Tiered Evaluation in Large Ensemble Settings.

    ERIC Educational Resources Information Center

    Scott, David

    1998-01-01

    Discusses the use of a tiered evaluation system (TES) that allows students to work at different levels, enables teachers to assess progress objectively, and presents students with appropriate challenges in the music ensembles. Focuses on how TES works and its advantages, considers the challenges and flexibility of TES, and provides samples. (CMK)

  16. Alignment Content Analysis of NAEP 2009 Reading Assessment Analysis Based on Method of Surveys of Enacted Curriculum

    ERIC Educational Resources Information Center

    Blank, Rolf K.; Smithson, John

    2010-01-01

    Beginning in summer 2009, the complete set of NAEP student assessment items for grades 4 and 8 Science and Reading 2009 assessments were analyzed for comparison to the National Assessment of Educational Progress (NAEP) Item Specifications which are based on the NAEP Assessment Frameworks for these subjects (National Assessment Governing Board,…

  17. The implementation of portfolio assessment by the educators on the mathematics learning process in senior high school

    NASA Astrophysics Data System (ADS)

    Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar

    2018-05-01

    Portfolio assessment can shows the development of the ability of learners in a period through the work so that can be seen progress monitored learning of each learner. The purpose of research to describe and know the implementation of portfolio assessment on the mathematics learning process with the Senior High school math teacher class X as the subject because of the importance of applying the assessment for the progress of learning outcomes of learners. This research includes descriptive qualitative research type. Techniques of data collecting is done by observation method, interview and documentation. Data collection then validated using triangulation technique that is observation technique, interview and documentation. Data analysis technique is done by data reduction, data presentation and conclusion. The results showed that the steps taken by teachers in applying portfolio assessment obtained focused on learning outcomes. Student learning outcomes include homework and daily tests. Based on the results of research can be concluded that the implementation of portfolio assessment is the form of learning results are scored. Teachers have not yet implemented other portfolio assessment techniques such as student work.

  18. Using a modified Learning Potential Assessment Device and Mediated Learning Experiences to Assess Minority Student Progress and Program Goals in an Undergraduate Research Based Geoscience Program Serving American Indians

    NASA Astrophysics Data System (ADS)

    Mitchell, L. W.

    2002-12-01

    During the initiation of a new program at the University of North Dakota designed to promote American Indians to engage in geoscience research and complete geoscience related degrees, an evaluation procedure utilizing a modified Learning Potential Assessment Device (LPAD) and Mediated Learning Experiences (MLE) to assess minority student progress was implemented. The program, called Indians Into Geosciences (INGEOS), utilized a modified form of the Learning Potential Assessment Device first to assess cultural factors, determination, and other baseline information, and second, utilized a series of Mediated Learning Experiences to enhance minority students' opportunities in a culturally appropriate, culturally diverse, and scientifically challenging manner in an effort to prepare students for competitive research careers in the geosciences. All of the LPADs and MLEs corresponded directly to the three goals or eight objectives of INGEOS. The three goals of the INGEOS program are: 1) increasing the number of American Indians earning degrees at all levels, 2) engaging American Indians in challenging and technically based scientific research, and 3) preparing American Indians for successful geoscience careers through multicultural community involvement. The eight objectives of the INGEOS program, called the Eight Points of Success, are: 1) spiritual health, 2) social health, 3) physical health, 4) mental health, 5) financial management, 6) research involvement, 7) technical exposure, and 8) multicultural community education. The INGEOS program goals were evaluated strictly quantitatively utilizing a variety of data sources such as grade point averages, number of credits earned, research project information, and developed products. The INGEOS Program goals reflected a combined quantitative score of all participants, whereas the objectives reflected qualitative measures and are specific for each INGEOS participant. Initial results indicate that those participants which show progress through Mediated Learning Experiences within all of the Eight Points of Success, have a higher likelihood of contributing to all three of the INGEOS programs goals.

  19. Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities.

    PubMed

    Barlow, Alexandra; Humphrey, Neil; Lendrum, Ann; Wigelsworth, Michael; Squires, Garry

    2014-11-12

    In this paper we report on the implementation and impact of an integrated prevention model (Achievement for All - AfA) to improve the educational experiences and outcomes of students with disabilities. It comprises three inter-related strands: assessment, tracking and intervention; structured conversations with parents; and, developing provision for wider outcomes. Participants were 12,038 students with disabilities from 431 mainstream primary and secondary schools across 10 Local Authorities in England involved in the two-year AfA pilot. Pre- and post-test data on academic attainment in English and Maths were compared with national data on academic progress for students with and without disabilities over an equivalent period of time. School-level contextual and implementation data and student-level socio-demographic and psychosocial data were also collected. Four hypotheses were tested regarding the impact of AfA on academic attainment in English (H1) and Maths (H2); the influence of aspects of the implementation context and processes (H3); and individual differences between students (H4). Our findings are discussed in relation to the identification and validation of critical intervention components and standards for assessing the practical significance of attempts to improve outcomes for students. Copyright © 2014 Elsevier Ltd. All rights reserved.

  20. National Indian Education Study--Part I: Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2009 Reading and Mathematics Assessments. NCES 2010-462

    ERIC Educational Resources Information Center

    Grigg, W.; Moran, R.; Kuang, M.

    2010-01-01

    The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN) students. It fulfills a mandate of Executive Order 13336 issued in 2004 calling for closer…

  1. Earning and Learning: The Academic Achievement of High-School Juniors with Jobs. The Nation's Report Card. Report No. 17-WL-01.

    ERIC Educational Resources Information Center

    Barton, Paul E.

    Since 1986, the National Assessment of Educational Progress (NAEP) has collected information from 11th-grade students about their employment activities. Out of the 29,000 students asked about work in the 1986 assessment, 54% reported working some amount of time each week, and over 28% reported working more than 15 hours per week. Thus, of 2.9…

  2. Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): embedding specialist study skills into a core module.

    PubMed

    Wray, Jane; Aspland, Jo; Taghzouit, Jayne; Pace, Kerry

    2013-06-01

    Wray et al. (2012) found that providing specialist 'add on' study skills sessions to students with SpLD increased the likelihood of progression and earlier identification. However, 48% of students identified as 'at risk' of having a SpLD did not pursue further assessment/support, which is of concern. OBJECTIVES/DESIGN/PARTICIPANTS/SETTINGS: The study aimed to explore the impact of embedding nine study skills sessions designed for students with SpLD into the mainstream curriculum on pre-registration nursing students in one HEI in the north of England. Two cohorts (September 2009 (n=257) and February 2010 (n=127)) took part; a total of 300 students completed a student feedback questionnaire (201 from September 2009, 99 from February 2010 (response rates of 87% and 80%)). The study used an outcome evaluation approach (Watson et al., 2008) to explore the impact of the sessions using a range of measures: (i) a student feedback questionnaire, (ii) length of time from registration to first contact with Disability Services, and (iii) progression data. Overall, the sessions were received very positively, especially those on essay writing, reflection and learning techniques. Students in the study cohorts made contact with Disability Services 4-6 weeks earlier than other cohorts; referrals were also higher. Equally, students with SpLD with access to study skills had higher rates of progression (e.g. 87% in 2009) than in years with no sessions (e.g. 62% in 2008); progression rates were comparable to their non-disabled peers. Mainstreaming what had previously been a reasonable adjustment made time- and resource-savings for the institution. Such approaches to embedding are important in encouraging and retaining talented and able students. Copyright © 2012 Elsevier Ltd. All rights reserved.

  3. A Progressive Assessment Strategy Improves Student Learning and Perceived Course Quality in Undergraduate Physiology

    ERIC Educational Resources Information Center

    Saint, D. A.; Horton, D.; Yool, A.; Elliott, A.

    2015-01-01

    In 2010, second-year physiology (n = 165) had a traditional single 3-h end-of-semester exam. To provide diagnostic feedback earlier, for students enrolled in 2011 (n = 128), we incorporated an in-class exam at 3 wk in addition to the final exam. Based on initial analysis and positive student comments, for the 2012 cohort (n = 148), we expanded…

  4. Differences in Eighth Grade Science Student and Teacher Perceptions of Students' Level of Input into Academic Planning and Decision Making

    ERIC Educational Resources Information Center

    Chapman, Jarrett Michael

    2014-01-01

    Teachers are expected to improve their planning, instruction, and assessment as they progress through their career. An important component to teachers knowing what to modify in their teaching style is being able to solicit meaningful feedback from students. This mixed-methods study was conducted to provide teachers with a quantitative method to…

  5. An Analysis of 16-17-Year-Old Students' Understanding of Solution Chemistry Concepts Using a Two-Tier Diagnostic Instrument

    ERIC Educational Resources Information Center

    Adadan, Emine; Savasci, Funda

    2012-01-01

    This study focused on the development of a two-tier multiple-choice diagnostic instrument, which was designed and then progressively modified, and implemented to assess students' understanding of solution chemistry concepts. The results of the study are derived from the responses of 756 Grade 11 students (age 16-17) from 14 different high schools…

  6. Curriculum-Based Measurement of Oral Reading: Evaluation of Growth Estimates Derived with Pre-Post Assessment Methods

    ERIC Educational Resources Information Center

    Christ, Theodore J.; Monaghen, Barbara D.; Zopluoglu, Cengiz; Van Norman, Ethan R.

    2013-01-01

    Curriculum-based measurement of oral reading (CBM-R) is used to index the level and rate of student growth across the academic year. The method is frequently used to set student goals and monitor student progress. This study examined the diagnostic accuracy and quality of growth estimates derived from pre-post measurement using CBM-R data. A…

  7. Miami-Dade Community College 1984 Institutional Self-Study. Volume IV: Student Information and Performance Standards (Advisement and Graduation Information System, Academic Alert, Standards of Academic Progress).

    ERIC Educational Resources Information Center

    Miami-Dade Community Coll., FL.

    Part of a systematic, in-depth assessment of Miami-Dade Community College's (MDCC's) educational programs, student support systems, and selected campus-level activities, this volume of the college's institutional self-study report examines the impact and effectiveness of student information systems and performance standards. This report presents…

  8. A Progress Conference Survey: Assessment of the First Enrollment Experience of the Educational Opportunity Program (GROUPS) Students. Indiana Studies in Higher Education Number 36.

    ERIC Educational Resources Information Center

    Brigman, S. Leelan

    A survey was conducted at Indiana University-Bloomington to provide (1) normative data for identifying common adjustment problems of the first enrollment experience of 265 of the Educational Opportunity Program (GROUPS) students, and (2) student evaluations of potential areas of the program that need administrative attention and/or redesigning. a…

  9. Instructional Factors that Contribute to Achievement in Reading for African American Male Students in Grades K-5 in an Urban School in Georgia

    ERIC Educational Resources Information Center

    Robinson, Isaac, III

    2010-01-01

    According to the National Assessment of Educational Progress, reading skills for African American male students in Grades 4 and 8 have improved over the past decade. However, a significant reading achievement gap still exists between African American male students and their European American counterparts. The purpose, as well as the central…

  10. Learning about the World.

    ERIC Educational Resources Information Center

    Lazer, Stephen

    As a step toward acquiring international measures of geographic competence of students, an optional geography component was included in the second International Assessment of Educational Progress. Nine of the 20 countries participating in the assessment included the geography component, including 8 provinces. In each country a representative…

  11. Effect of progressive muscle relaxation versus intake of ginger powder on dysmenorrhoea amongst the nursing students in Pune.

    PubMed

    Halder, Annesa

    2012-01-01

    The present study was conducted to examine the comparative efficacy of progressive muscle relaxation and the oral intake of ginger on symptoms of dysmenorrhoea among nursing students of Pune, Maharashtra. The study students (n = 75) were divided into three groups, two experimental and one control Ginger powder 1 gm per dose was administered twice a day with warm water after meal to the second experimental group during the first three days of their menstruation. Main outcome measures were the severity of selected symptoms of dysmenorrhoea. The daily symptom calendar, a 5-point Likert Scale was used to assess the severity of selected symptoms of dysmenorrhoea. Main outcome measures were the severity of selected symptoms of dysmenorrhoea, which were analysed using MANOVA. It was concluded that in treating symptoms of dysmenorrhoea, ginger powder has efficacy superior to progressive muscle relaxation.

  12. Assessment of Microbiology Students’ Progress With an Audience Response System

    PubMed Central

    Chaudhry, M. Ahmad

    2011-01-01

    The development of new approaches to teaching of large lecture courses is needed. Today’s classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student’s understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning. PMID:23653765

  13. What Form of Mathematics Are Assessments Assessing? The Case of Multiplication and Division in Fourth Grade NAEP Items

    ERIC Educational Resources Information Center

    Kosko Karl W.; Singh, Rashmi

    2018-01-01

    Multiplicative reasoning is a key concept in elementary school mathematics. Item statistics reported by the National Assessment of Educational Progress (NAEP) assessment provide the best current indicator for how well elementary students across the U.S. understand this, and other concepts. However, beyond expert reviews and statistical analysis,…

  14. Linking PARCC and MAP Assessments for Students in Montgomery County Public Schools. Applied Research

    ERIC Educational Resources Information Center

    Wang, Helen Y.; Zhao, Huafang; Addison, Kecia L.

    2016-01-01

    The Office of Shared Accountability (OSA) in Montgomery County Public Schools (MCPS) conducted a linking study to examine the relationship of the Measures of Academic Progress (MAP) assessment with the Common Core Consortia Partnership for Assessment of Readiness for College and Careers (PARCC) assessment in the 2014-2015 school year. This is the…

  15. The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts…

  16. Effects of Administrator Performance on Student Performance in the Trial State Assessment.

    ERIC Educational Resources Information Center

    McLaughlin, Donald H.

    In 1990 the scope of the National Assessment of Educational Progress (NAEP) was broadened by adding the Trial State Assessment (TSA), in which approximately 2,500 eighth graders in 100 schools in 40 states and U.S. territories participated in the mathematics assessment. A major step was training local test administrators to administer the TSA…

  17. Including Pupils with Special Educational Needs and Disability in National Assessment: Comparison of Three Country Case Studies through an Inclusive Assessment Framework

    ERIC Educational Resources Information Center

    Douglas, Graeme; McLinden, Mike; Robertson, Christopher; Travers, Joseph; Smith, Emma

    2016-01-01

    The assessment of educational progress and outcomes of pupils is important to all concerned with education. This includes testing which is undertaken for accountability and award bearing purposes. This article examines how students with special educational needs and disability (SEND) are included in assessment. An "inclusive assessment"…

  18. EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates.

    PubMed

    Summers, Mindi M; Couch, Brian A; Knight, Jennifer K; Brownell, Sara E; Crowe, Alison J; Semsar, Katharine; Wright, Christian D; Smith, Michelle K

    2018-06-01

    A new assessment tool, Ecology and Evolution-Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate's-, bachelor's-, master's-, and doctoral-granting institutions. The 63 likely/unlikely statements range in difficulty and target student understanding of key concepts aligned with the Vision and Change report. This assessment provides departments with a tool to measure student thinking at different time points in the curriculum and provides data that can be used to inform curricular and instructional modifications.

  19. Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements †

    PubMed Central

    Shi, J.; Knight, Jennifer K.; Chun, Hyonho; Guild, Nancy A.; Martin, Jennifer M.

    2017-01-01

    Understanding how different types of molecules move through cell membranes is a fundamental part of cell biology. To identify and address student misconceptions surrounding molecular movement through cell membranes, we surveyed student understanding on this topic using pre-class questions, in-class clicker questions, and subsequent exam questions in a large introductory biology course. Common misconceptions identified in student responses to the pre-class assessment questions were used to generate distractors for clicker questions. Two-tier diagnostic clicker questions were used to probe incoming common student misconceptions (first tier) and their reasoning (second tier). Two subsequent lectures with assessment clicker questions were used to help students construct a new framework to understand molecular movement through cell membranes. Comparison of pre-assessment and post-assessment (exam) performance showed dramatic improvement in students’ understanding of molecular movement: student answers to exam questions were 74.6% correct with correct reasoning while only 1.3% of the student answers were correct with correct reasoning on the pre-class assessment. Our results show that students’ conceptual understanding of molecular movement through cell membranes progressively increases through discussions of a series of clicker questions and suggest that this clicker-based teaching strategy was highly effective in correcting common student misconceptions on this topic. PMID:28512521

  20. What Starts to Happen to Assessment When Teachers Learn about Their Children's Informal Learning?

    ERIC Educational Resources Information Center

    Bourke, Roseanna; O'Neill, John; Loveridge, Judith

    2018-01-01

    Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students' learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An…

  1. "Learning Landscapes": A Form of Formative Assessment Supporting Assessment without Levels

    ERIC Educational Resources Information Center

    Mathews, Brian

    2017-01-01

    "Learning Landscapes" are assessment tools that can be used formatively to map progress in specific skills in the classroom and can contribute to learning without levels. "Learning Landscapes" can help both teachers and students recognise specific aspects of behaviour linked to a specific skill that provide evidence of their…

  2. Instant Read on Reading, in Palms of Their Hands

    ERIC Educational Resources Information Center

    Olson, Lynn

    2007-01-01

    This article discusses teachers' use of hand-held computers in a rural New Mexico district to assess student's reading progress. With the help of a federal Reading First grant, the district began using the DIBELS assessments across its elementary schools along with the mCLASS: DIBELS assessment and reporting system. The district's experience helps…

  3. Cultural, Social, and Economic Capital Constructs in International Assessments: An Evaluation Using Exploratory Structural Equation Modeling

    ERIC Educational Resources Information Center

    Caro, Daniel H.; Sandoval-Hernández, Andrés; Lüdtke, Oliver

    2014-01-01

    The article employs exploratory structural equation modeling (ESEM) to evaluate constructs of economic, cultural, and social capital in international large-scale assessment (LSA) data from the Progress in International Reading Literacy Study (PIRLS) 2006 and the Programme for International Student Assessment (PISA) 2009. ESEM integrates the…

  4. A Critical Analysis of the Design and Implementation of Formative Assessment

    ERIC Educational Resources Information Center

    Green, Rhiannon

    2017-01-01

    The objectives of this article are to critically analyse the impact of formative and summative assessment in an informal secondary school environment. The informality reflects the work of The Anne Frank Trust UK and their practices in evaluating student progress through a two-week workshop programme. The preference for formative assessment is…

  5. Exploring Students' Behavioural Patterns during Online Peer Assessment from the Affective, Cognitive, and Metacognitive Perspectives: A Progressive Sequential Analysis

    ERIC Educational Resources Information Center

    Cheng, Kun-Hung; Hou, Huei-Tse

    2015-01-01

    Previous research regarding peer assessment has investigated the relationships between peer feedback and learners' performance. However, few studies investigate in-depth learning processes during technology-assisted peer assessment activities, particularly from affective, cognitive, and metacognitive perspectives. This study conducts a series of…

  6. Implementing a Multi-Tiered System of Support (MTSS): Collaboration between School Psychologists and Administrators to Promote Systems-Level Change

    ERIC Educational Resources Information Center

    Eagle, John W.; Dowd-Eagle, Shannon E.; Snyder, Andrew; Holtzman, Elizabeth Gibbons

    2015-01-01

    Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework.…

  7. Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling. NCES 2006-461

    ERIC Educational Resources Information Center

    Braun, Henry; Jenkins, Frank; Grigg, Wendy

    2006-01-01

    The goal of the study was to examine differences in mean National Assessment of Educational Progress (NAEP) reading and mathematics scores between public and private schools when selected characteristics of students and/or schools were taken into account. Among the student characteristics considered were gender, race/ethnicity, disability status,…

  8. Learning Trajectories in Teacher Education: Supporting Teachers' Understandings of Students' Mathematical Thinking

    ERIC Educational Resources Information Center

    Wilson, P. Holt; Mojica, Gemma F.; Confrey, Jere

    2013-01-01

    Recent work by researchers has focused on synthesizing and elaborating knowledge of students' thinking on particular concepts as core progressions called learning trajectories. Although useful at the level of curriculum development, assessment design, and the articulation of standards, evidence is only beginning to emerge to suggest how learning…

  9. Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners

    ERIC Educational Resources Information Center

    Hughes, Elizabeth M.; Powell, Sarah R.; Lembke, Erica S.; Riley-Tillman, T. Chris

    2016-01-01

    Approximately 5 to 7% of school-age students have a learning disability related to mathematics (Shalev, Auerbach, Manor, & Gross-Tsur, 2000), but the percentage of students who experience mathematics difficulty is much greater. For example, results from the 2015 National Assessment of Educational Progress (NAEP; National Center for Education…

  10. Development and Assessment of a Molecular Structure and Properties Learning Progression

    ERIC Educational Resources Information Center

    Cooper, Melanie M.; Underwood, Sonia M.; Hilley, Caleb Z.; Klymkowsky, Michael W.

    2012-01-01

    Previously, we found that: (i) many students were unable to construct representations of simple molecular structures; (ii) a majority of students fail to make the important connection between these representations and macroscopic properties of the material; and (iii) they were unable to decode the information contained in such representations.…

  11. New Assessments for Improved Accountability. Policy Brief 2011-09

    ERIC Educational Resources Information Center

    Hamilton Project, 2011

    2011-01-01

    Over the past decade, educational reforms have increased efforts to hold teachers and schools accountable for student test scores. Schools without significant progress on test scores have been subject to reductions in funding and even replacement of school leadership. The purpose of these actions is to increase student achievement by raising…

  12. Reading Achievement State by State, 1999. Goal 3: Student Achievement and Citizenship.

    ERIC Educational Resources Information Center

    National Education Goals Panel (ED), Washington, DC.

    Noting that performance at the highest levels of achievement on the National Assessment of Educational Progress (NAEP) is evidence that students have demonstrated competency over challenging subject matter and achieved the third National Educational Goal, this report presents the most up-to-date results in reading achievement for the states and…

  13. Effects of Progress Monitoring Feedback on Early Literacy Student Achievement

    ERIC Educational Resources Information Center

    Lopuch, Jeremy Jon

    2016-01-01

    The purpose of this study was to examine the effects of diagnostic formative assessment feedback on early literacy skills. The participants were 12 first-grade general education teachers and 51 of their students who were assigned to the following treatments, diagnostic feedback and skills feedback (control) which lasted for 10 weeks. During the…

  14. [New portfolio, a users' manual].

    PubMed

    Cougnoux, Nadège; Deken, Éric; Juif, Isabelle; Papas, Anne

    2015-10-01

    The portfolio, a tool for monitoring nursing students throughout their internship period, has now been modified. The new 2015 version can be used to monitor and trace the student's career as well as progress made. One of the major new points is the integration of an intermediate internship assessment. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

  15. Modeling Instruction in AP Physics C: Mechanics and Electricity and Magnetism

    ERIC Educational Resources Information Center

    Belcher, Nathan Tillman

    2017-01-01

    This action research study used data from multiple assessments in Mechanics and Electricity and Magnetism to determine the viability of Modeling Instruction as a pedagogy for students in AP Physics C: Mechanics and Electricity and Magnetism. Modeling Instruction is a guided-inquiry approach to teaching science in which students progress through…

  16. Capitalizing on Curriculum-Based Measurement for Reading: Collaboration within a Response to Instruction Framework

    ERIC Educational Resources Information Center

    Weiss, Stacy L.; Friesen, Amber

    2014-01-01

    Response to Instruction (RTI) frameworks provide a structure for assessing student progress and evaluating the effectiveness of reading interventions. Schools frequently use RTI to support students who are struggling with learning to read while utilizing curriculum-based measurement (CBM) to monitor performance and guide instructional decisions…

  17. The Economic Impact of Achievement Gaps in Pennsylvania's Public Schools. Research Report

    ERIC Educational Resources Information Center

    Karoly, Lynn A.

    2015-01-01

    This study documents the magnitude of the gaps in student performance for public school students in Pennsylvania and estimates the economic consequences of those education performance gaps. Although Pennsylvania is one of the top-scoring states on the 2013 National Assessment of Educational Progress (NAEP) on average, the achievement gaps between…

  18. Identification of Student- and Teacher-Level Variables in Modeling Variation of Mathematics Achievement Data

    ERIC Educational Resources Information Center

    Tarr, James E.; Ross, Daniel J.; McNaught, Melissa D.; Chavez, Oscar; Grouws, Douglas A.; Reys, Robert E.; Sears, Ruthmae; Taylan, R. Didem

    2010-01-01

    The Comparing Options in Secondary Mathematics: Investigating Curriculum (COSMIC) project is a longitudinal study of student learning from two types of mathematics curricula: integrated and subject-specific. Previous large-scale research studies such as the National Assessment of Educational Progress (NAEP) indicate that numerous variables are…

  19. Best Practices for Achieving High, Rapid Reading Gains

    ERIC Educational Resources Information Center

    Carbo, Marie

    2008-01-01

    The percentage of students who read at the proficient level on the National Assessment of Educational Progress (NAEP) has not improved, and is appallingly low. In order for students to achieve high reading gains and become life-long readers, reading comprehension and reading enjoyment must be the top two goals. This article presents several…

  20. Investigating the Relationship between Fraction Proficiency and Success in Algebra

    ERIC Educational Resources Information Center

    Brown, George; Quinn, Robert J.

    2007-01-01

    Teachers all over the world are aware that students struggle with fractional concepts and with elementary algebra. Support for this assertion can be found in a variety of research reports. The National Assessment of Educational Progress (NAEP), a United States report, indicates that students have recurrently demonstrated a lack of proficiency in…

  1. Academic Coaching Produces More Effective Teachers

    ERIC Educational Resources Information Center

    Wong, Harry; Wong, Rosemary

    2008-01-01

    The most effective schools have coaches. They meet with the principal on a regular basis to assess the progress of every teacher and student. In an effective school, everyone functions as a team and there is a laser focus on student achievement. This article illustrates how academic coaching produces more effective teachers and how effective…

  2. Recognizing Mechanistic Reasoning in Student Scientific Inquiry: A Framework for Discourse Analysis Developed from Philosophy of Science

    ERIC Educational Resources Information Center

    Russ, Rosemary S.; Scherr, Rachel E.; Hammer, David; Mikeska, Jamie

    2008-01-01

    Science education reform has long focused on assessing student inquiry, and there has been progress in developing tools specifically with respect to experimentation and argumentation. We suggest the need for attention to another aspect of inquiry, namely "mechanistic reasoning." Scientific inquiry focuses largely on understanding causal…

  3. High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: Contributions of inquiry-based activities and exemplary graphics

    NASA Astrophysics Data System (ADS)

    Roddy, Knight Phares, Jr.

    The main research question of this study was: How do selected high school chemistry students' understandings of the elements, structure, and periodicity of the Periodic Table change as they participate in a unit study consisting of inquiry-based activities emphasizing construction of innovative science graphics? The research question was answered using a multiple case study/mixed model design which employed elements of both qualitative and quantitative methodologies during data collection and analyses. The unit study was conducted over a six-week period with 11th -grade students enrolled in a chemistry class. A purposive sample of six students from the class was selected to participate in interviews and concept map coconstruction (Wandersee & Abrams, 1993) periodically across the study. The progress of the selected students of the case study was compared to the progress of the class as a whole. The students of the case study were also compared to a group of high school chemistry students at a comparative school. The results show that the students from both schools left traditional instruction on the periodic table (lecture and textbook activities) with a very limited understanding of the topic. It also revealed that the inquiry-based, visual approach of the unit study helped students make significant conceptual progress in their understanding of the periodic table. The pictorial periodic table (which features photographs of the elements), used in conjunction with the graphic technique of data mapping, enhanced students understanding of the patterns of the physical properties of the elements on the periodic table. The graphic technique of compound mapping helped students learn reactivity patterns between types and groups of elements on the periodic table. The recreation of the periodic table with element cards created from the pictorial periodic table helped students progress in their understanding of periodicity and its key concepts. The Periodic Table Literacy Rubric (PTLR) proved to be a valuable tool for assessing students' conceptual progress, and helped to identify a critical juncture in the learning of periodicity. In addition, the PTLR rubric's historical-conceptual design demonstrates how the history of science can be used to inform today's science teaching.

  4. An exploration of student nurses' thoughts and experiences of using a video-recording to assess their performance of cardiopulmonary resuscitation (CPR) during a mock objective structured clinical examination (OSCE).

    PubMed

    Paul, Fiona

    2010-09-01

    Cardiopulmonary resuscitation (CPR) is an essential skill taught within undergraduate nursing programmes. At the author's institution, students must pass the CPR objective structured clinical examination (OSCE) before progressing to second year. However, some students have difficulties developing competence in CPR and evidence suggests that resuscitation skills may only be retained for several months. This has implications for practice as nurses are required to be competent in CPR. Therefore, further opportunities for students to develop these skills are necessary. An action research project was conducted with six students who were assessed by an examiner at a video-recorded mock OSCE. Students self-assessed their skills using the video and a checklist. Semi-structured interviews were conducted to compare checklist scores, and explore students' thoughts and experiences of the OSCE. The findings indicate that students may need to repeat this exercise by comparing their previous and current performances to develop both their self-assessment and CPR skills. Although there were some differences between the examiner's and student's checklist scores, all students reported the benefits of participating in this project, e.g. discussion and identification of knowledge and skills deficits, thus emphasising the benefits of formative assessments to prepare students for summative assessments and ultimately clinical practice. (c) 2010 Elsevier Ltd. All rights reserved.

  5. From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum

    PubMed Central

    Pettepher, Cathleen C.; Lomis, Kimberly D.; Osheroff, Neil

    2016-01-01

    Physicians-in-training require skills and attitudes beyond medical knowledge in order to mature into successful clinicians. However, because assessments in pre-clerkship curricula historically have focused almost exclusively on medical knowledge, faculty contributions to early student development often have been limited. To address this challenge and enhance student progress, we re-designed our pre-clerkship curriculum to include settings in which diverse facets of student performance could be observed and fostered. Concurrently, we transitioned to an assessment strategy focused on competency-based milestones. The implementation of this strategy has allowed pre-clerkship science faculty to provide early-stage students with rich holistic feedback designed to stimulate their professional growth. PMID:27752401

  6. From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum.

    PubMed

    Pettepher, Cathleen C; Lomis, Kimberly D; Osheroff, Neil

    2016-09-01

    Physicians-in-training require skills and attitudes beyond medical knowledge in order to mature into successful clinicians. However, because assessments in pre-clerkship curricula historically have focused almost exclusively on medical knowledge, faculty contributions to early student development often have been limited. To address this challenge and enhance student progress, we re-designed our pre-clerkship curriculum to include settings in which diverse facets of student performance could be observed and fostered. Concurrently, we transitioned to an assessment strategy focused on competency-based milestones. The implementation of this strategy has allowed pre-clerkship science faculty to provide early-stage students with rich holistic feedback designed to stimulate their professional growth.

  7. A Summary of Models and Standards-Based Applications for Grade-to-Grade Growth on Statewide Assessments and Implications for Students with Disabilities. Research Report. ETS RR-10-14

    ERIC Educational Resources Information Center

    Buzick, Heather M.; Laitusis, Cara Cahalan

    2010-01-01

    Recently growth-based approaches to accountability have received considerable attention because they have the potential to reward schools and teachers for improving student performance over time by measuring the progress of students at all levels of the performance spectrum (including those who have not yet reached proficiency on state…

  8. Indian Students Outperform Blacks on NAEP: Federal Report Is First In-Depth Analysis of Such Test Scores

    ERIC Educational Resources Information Center

    Klein, Alyson

    2006-01-01

    American Indian students tend to lag behind their white and Asian-American peers on National Assessment of Educational Progress reading and mathematics tests in 4th and 8th grade, but they score higher on average than African-American students, according to a first-of-its-kind federal analysis. The U.S. Department of Education says the May 23…

  9. The development of formative assessment probes for optics education

    NASA Astrophysics Data System (ADS)

    Dokter, Erin F. C.; Pompea, Stephen M.; Sparks, Robert T.; Walker, Constance E.

    2010-08-01

    Research exploring students' knowledge of optics from elementary through college has revealed that many concepts can be difficult for students to grasp. This can be the case particularly with fundamental concepts, such as the nature of light, how light interacts with matter, and how light behaves in optical systems. The use of formative assessment probes (low-stakes questions posed to students before instruction or in real-time in the classroom) can inform instructors about student background knowledge, and can also be used as they progress through learning in class. By understanding what students know prior to instruction, and how well they are learning in real-time, instruction can be designed and modified in order to encourage the development of scientifically-accurate knowledge.

  10. Exploring the Climate Literacy Development Utilizing a Learning Progressions Approach

    NASA Astrophysics Data System (ADS)

    Drewes, A.; Breslyn, W.; McGinnis, J. R.; Hestness, E.; Mouza, C.

    2017-12-01

    Climate change encompasses a broad and complex set of concepts that is often challenging for students and educators. Using a learning progressions framework, in this exploratory study we report our efforts to identify, describe, and organize the development of learners' understanding of climate change in an empirically supported learning progression (LP). The learning progression framework is a well suited analytical tool for investigating how student thinking develops over time (Duschl et al., 2007). Our primary research question is "How do learners progress over time from an initial to a more sophisticated understanding of climate change?"We followed a development process that involved drafting a hypothetical learning progression based on the science education research literature, consensus documents such as the Next Generation Science Standards and the Atlas of Science Literacy. Additionally, we conducted expert reviews with both climate scientists and educational researchers on the content and pedagogical expectations. Data are then collected from learners, which are used to modify the hypothetical learning progression based on how well it describes actual student learning. In this current analysis, we present findings from written assessments (N=294) and in-depth interviews (n=27) with middle school students in which we examine their understanding of the role of human activity, the greenhouse effect as the mechanism of climate change, local and global impacts, and strategies for the adaptation and mitigation of climate change. The culmination of our research is a proposed, empirically supported LP for climate change. Our LP is framed by consideration of four primary constructs: Human Activity, Mechanism, Impacts, and Mitigation and Adaptation. The conditional LP provides a solid foundation for continued research as well as providing urgently needed guidance to the education community on climate change education (for curriculum, instruction, and assessment). Based on consensus documents like NGSS, the research literature, and data collected in our investigation, as well as review by practicing climate scientists and educational researchers, the climate change LP represents a robust and empirically supported description of how climate change understanding develops over time.

  11. An Experimental Study of the Effects of Monetary Incentives on Performance on the 12th-Grade NAEP Reading Assessment

    ERIC Educational Resources Information Center

    Braun, Henry; Kirsch, Irwin; Yamamoto, Kentaro

    2011-01-01

    Background/context: The National Assessment of Educational Progress (NAEP) is the only comparative assessment of academic competencies regularly administered to nationally representative samples of students enrolled in Grades 4, 8, and 12. Because NAEP is a low-stakes assessment, there are long-standing questions about the level of engagement and…

  12. The NAEP Geography Report 2010: What Will We Do Next?

    ERIC Educational Resources Information Center

    Downs, Roger M.

    2012-01-01

    The National Assessment of Educational Progress (NAEP) rightly calls itself the Nation's Report Card. As the gold standard of educational assessment, it offers a picture of what U.S. students know and can do in a subject. There have been NAEP Geography assessments in 1994, 2001, and 2010. The next assessment is planned for 2014. Before reacting to…

  13. The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. The TUDA focuses attention on urban…

  14. Using Teacher-Made Measurement Devices.

    ERIC Educational Resources Information Center

    Mehrens, William A.; Lehmann, Irvin J.

    1987-01-01

    Classroom measurement devices, when tailored to fit a teacher's particular instructional objectives, are essential for optimal teaching and learning. Teachers use test data to assess students' progress but often fail to analyze tests for validity. This article shows how locally and correctly developed assessment tools may serve a variety of…

  15. Pharmacy curriculum outcomes assessment for individual student assessment and curricular evaluation.

    PubMed

    Scott, Day M; Bennett, Lunawati L; Ferrill, Mary J; Brown, Daniel L

    2010-12-15

    The Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized examination for assessing academic progress of pharmacy students. Although no other national benchmarking tool is available on a national level, the PCOA has not been adopted by all colleges and schools of pharmacy. Palm Beach Atlantic University (PBAU) compared 2008-2010 PCOA results of its P1, P2, and P3 students to their current grade point average (GPA) and to results of a national cohort. The reliability coefficient of PCOA was 0.91, 0.90, and 0.93 for the 3 years, respectively. PBAU results showed a positive correlation between GPA and PCOA scale score. A comparison of subtopic results helped to identify areas of strengths and weaknesses of the curriculum. PCOA provides useful comparative data that can facilitate individual student assessment as well as programmatic evaluation. There are no other standardized assessment tools available. Despite limitations, PCOA warrants consideration by colleges and schools of pharmacy. Expanded participation could enhance its utility as a meaningful benchmark.

  16. Pharmacy Curriculum Outcomes Assessment for Individual Student Assessment and Curricular Evaluation

    PubMed Central

    Bennett, Lunawati L.; Ferrill, Mary J.; Brown, Daniel L.

    2010-01-01

    The Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized examination for assessing academic progress of pharmacy students. Although no other national benchmarking tool is available on a national level, the PCOA has not been adopted by all colleges and schools of pharmacy. Palm Beach Atlantic University (PBAU) compared 2008-2010 PCOA results of its P1, P2, and P3 students to their current grade point average (GPA) and to results of a national cohort. The reliability coefficient of PCOA was 0.91, 0.90, and 0.93 for the 3 years, respectively. PBAU results showed a positive correlation between GPA and PCOA scale score. A comparison of subtopic results helped to identify areas of strengths and weaknesses of the curriculum. PCOA provides useful comparative data that can facilitate individual student assessment as well as programmatic evaluation. There are no other standardized assessment tools available. Despite limitations, PCOA warrants consideration by colleges and schools of pharmacy. Expanded participation could enhance its utility as a meaningful benchmark. PMID:21436924

  17. A Comparison of Two Low-Stakes Methods for Administering a Program-Level Biology Concept Assessment.

    PubMed

    Couch, Brian A; Knight, Jennifer K

    2015-12-01

    Concept assessments are used commonly in undergraduate science courses to assess student learning and diagnose areas of student difficulty. While most concept assessments align with the content of individual courses or course topics, some concept assessments have been developed for use at the programmatic level to gauge student progress and achievement over a series of courses or an entire major. The broad scope of a program-level assessment, which exceeds the content of any single course, creates several test administration issues, including finding a suitable time for students to take the assessment and adequately incentivizing student participation. These logistical considerations must also be weighed against test security and the ability of students to use unauthorized resources that could compromise test validity. To understand how potential administration methods affect student outcomes, we administered the Molecular Biology Capstone Assessment (MBCA) to three pairs of matched upper-division courses in two ways: an online assessment taken by students outside of class and a paper-based assessment taken during class. We found that overall test scores were not significantly different and that individual item difficulties were highly correlated between these two administration methods. However, in-class administration resulted in reduced completion rates of items at the end of the assessment. Taken together, these results suggest that an online, outside-of-class administration produces scores that are comparable to a paper-based, in-class format and has the added advantages that instructors do not have to dedicate class time and students are more likely to complete the entire assessment.

  18. Encouraging the learning of hydraulic engineering subjects in agricultural engineering schools

    NASA Astrophysics Data System (ADS)

    Rodríguez Sinobas, Leonor; Sánchez Calvo, Raúl

    2014-09-01

    Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of 'online' and web tools in two undergraduate courses. Results from their application to encourage learning and communication skills in Hydraulic Engineering subjects are analysed and compared to the initial situation. Student's academic performance has improved since their application, but surveys made among students showed that not all the methodological proposals were perceived as beneficial. Their participation in the 'online', classroom and reading activities was low although they were well assessed.

  19. Big Progress in Authentic Assessment, but by Itself Not Enough

    ERIC Educational Resources Information Center

    Sullivan, Daniel F.; McConnell, Kate Drezek

    2017-01-01

    First, the good news: due to increased attention from accreditors, the federal and state governments, and the public, it is difficult to find a college or university that does not have at least a nascent institutional process for--if not culture of--assessing student learning. There is also bad news: the existence of an assessment office or…

  20. Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

    ERIC Educational Resources Information Center

    Chang, Wen-Chih; Yang, Hsuan-Che; Shih, Timothy K.; Chao, Louis R.

    2009-01-01

    E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning…

  1. The Second Assessment of Music, 1978-79. Released Exercise Set.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

    The document presents exercises, documentation, and summaries from the second assessment of music by the National Assessment of Educational Progress (NAEP). Objectives were to test 9-, 13-, and 17-year-old students' ability to value music as an important realm of human experience, to identify the elements and expressive controls of music, and to…

  2. Teacher Effectiveness in the Formative Use of a Mathematical Assessment

    ERIC Educational Resources Information Center

    Collette, Lisa Audrey

    2012-01-01

    In current research literature, formative assessment has been identified as having the potential for tracking student progress to ensure high-stakes test preparedness. Formative assessment has several shades of meaning. This study defines it as an ongoing process that utilizes all of the moment-by-moment day-by-day pieces of data that can be…

  3. 2013 NAEP: How Does Indiana Compare? Education Policy Brief. Volume 12, Number 1, Winter 2014

    ERIC Educational Resources Information Center

    Roach, Michael; Kloosterman, Peter

    2014-01-01

    Known as "the Nation's Report Card," the National Assessment of Educational Progress (NAEP) is the U. S. Government assessment used since the late 1960s to measure student achievement in many subject areas, including mathematics, reading, science, and United States history. Different subject areas are assessed each year, and data have…

  4. Kentucky: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  5. Arkansas: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  6. Maryland: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  7. West Virginia: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  8. Tennessee: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  9. Oklahoma: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  10. North Carolina: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  11. Texas: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  12. Mississippi: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  13. Louisiana: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  14. Delaware: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  15. South Carolina: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  16. Georgia: Taking Stock and Pushing Forward. 2014 State Progress Report on the Challenge to Lead 2020, Goals for Education

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2014

    2014-01-01

    "Taking Stock and Pushing Forward" (2014) reports states' progress toward the Challenge to Lead 2020 Goals for Education. State-specific documents report on student achievement as well as essential state policies to improve it. Among the many metrics: how states are improving achievement on NAEP [National Assessment of Educational…

  17. Progress Monitoring Using Direct Behavior Rating Single Item Scales in a Multiple-Baseline Design Study of the Daily Report Card Intervention

    ERIC Educational Resources Information Center

    Fabiano, Gregory A.; Pyle, Kellina; Kelty, Mary Bridget; Parham, Brittany R.

    2017-01-01

    Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students' response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such…

  18. Assessment of the Continuous Progress Report for the Early Learning Years (An Examination of Scale Construction).

    ERIC Educational Resources Information Center

    Tuck, Kathy D.

    An evaluation was conducted to examine the structure and design of the Continuous Progress Report (CPR), an observation scale used to measure students' early developmental skills in the District of Columbia public schools. Item construction and the relative consistency of measurement constructs in the CPR were the specific focus of the evaluation.…

  19. Making Schools Work for Children in Poverty. A New Framework Prepared by the Commission on Chapter 1.

    ERIC Educational Resources Information Center

    Commission on Chapter 1, Baltimore, MD.

    This document presents the following eight-component framework of the Commission on Chapter 1 for restructuring the Chapter 1 program: (1) have states set clear, high standards for all students; (2) devise new systems for schools to assess progress toward standards; (3) inform parents about how well their children are progressing toward standards…

  20. Making Schools Work for Children in Poverty. A New Framework Prepared by the Commission on Chapter 1. Summary.

    ERIC Educational Resources Information Center

    Commission on Chapter 1, Baltimore, MD.

    This document summarizes the following eight-component framework of the Commission on Chapter 1 for restructuring the Chapter 1 program: (1) have states set clear, high standards for all students; (2) devise new systems for schools to assess progress toward standards; (3) inform parents about how well their children are progressing toward…

  1. Incorporating a Soil Science Artifact into a University ePortfolio Assessment Tool

    ERIC Educational Resources Information Center

    Mikhailova, Elena; Werts, Joshua; Post, Christopher; Ring, Gail

    2014-01-01

    The ePortfolio is a useful educational tool that is utilized in many educational institutions to showcase student accomplishments and provide students with an opportunity to reflect on their educational progress. The objective of this study was to develop and test an artifact from an introductory soil science course to be included in the…

  2. Educational Equity and Adequacy for Disadvantaged Minority Students: School and Teacher Resource Gaps toward National Mathematics Proficiency Standard

    ERIC Educational Resources Information Center

    Lee, Jaekyung

    2012-01-01

    This study addresses the issue of educational inadequacy and inequity for disadvantaged minority students. It estimates desired national standards and examines interrelated gaps in key school-teacher resources and mathematics achievement by linking national education data sets (National Assessment of Educational Progress [NAEP], Common Core of…

  3. The Development of an Assessment Tool: Student Knowledge of the Concept of Place Value

    ERIC Educational Resources Information Center

    Major, Karen

    2012-01-01

    The importance of student understanding of the concept of place value cannot be underestimated. Place value is a "gate keeper" in developing mathematical understanding. The purpose of this study was to examine and develop a teacher-made test of place value knowledge. The questions were developed using the progressions from the Number…

  4. Assessing the Attention Levels of Students by Using a Novel Attention Aware System Based on Brainwave Signals

    ERIC Educational Resources Information Center

    Chen, Chih-Ming; Wang, Jung-Ying; Yu, Chih-Ming

    2017-01-01

    Rapid progress in information and communication technologies (ICTs) has fueled the popularity of e-learning. However, an e-learning environment is limited in that online instructors cannot monitor immediately whether students remain focus during online autonomous learning. Therefore, this study tries to develop a novel attention aware system (AAS)…

  5. The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Final Report. NCEE 2013-4000

    ERIC Educational Resources Information Center

    Cordray, David; Pion, Georgine; Brandt, Chris; Molefe, Ayrin; Toby, Megan

    2012-01-01

    During the past decade, the use of standardized benchmark measures to differentiate and individualize instruction for students received renewed attention from educators. Although teachers may use their own assessments (tests, quizzes, homework, problem sets) for monitoring learning, it is challenging for them to equate performance on classroom…

  6. Community College Pathways' Program Success: Assessing the First Two Years' Effectiveness of Statway®

    ERIC Educational Resources Information Center

    Yamada, Hiroyuki

    2014-01-01

    Statway® is one of the Community College Pathways initiatives developed by the Carnegie Foundation for the Advancement of Teaching to promote students' progress beginning in developmental math to and through college math credit. Early descriptive results suggested that the Statway program has tripled the success rate for students in half the time…

  7. Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief

    ERIC Educational Resources Information Center

    Larson, Judy

    2009-01-01

    To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…

  8. Real Reading Interactions: Identifying and Meeting the Challenges of Middle Level Unsuccessful Readers

    ERIC Educational Resources Information Center

    Roe, Mary F.

    2004-01-01

    Students in the United States do not read well enough (Showers, Joyce, Scanlon, & Schnaubelt, 1998). While the National Assessment of Educational Progress (2003) reports an encouraging upswing in 8th-grade students' reading performance from 1992 to 2003, this fact does not stem the tide of practical concerns voiced by teachers and community…

  9. Making Writing Instruction a Priority in America's Middle and High Schools. Policy Brief

    ERIC Educational Resources Information Center

    Alliance for Excellent Education, 2007

    2007-01-01

    According to the National Assessment of Educational Progress, only about a quarter of the nation's middle and high school students are proficient in writing. Even among students who plan to go to college, roughly a third fall short of readiness benchmarks for college-level writing composition. Yet, the ability to write plays an increasingly…

  10. The Relationship of Students' Academic Achievement to Television Watching, Leisure Time Reading and Homework.

    ERIC Educational Resources Information Center

    Ward, Barbara; And Others

    To investigate the relationships between television watching, spare time reading, homework, and scholastic achievement, the National Assessment of Educational Progress gathered data on television viewing habits. Younger students were more avid viewers than older ones. Half the 9-year olds watched over 3 hours of television daily; most 13-year-olds…

  11. Using Response Times to Assess Learning Progress: A Joint Model for Responses and Response Times

    ERIC Educational Resources Information Center

    Wang, Shiyu; Zhang, Susu; Douglas, Jeff; Culpepper, Steven

    2018-01-01

    Analyzing students' growth remains an important topic in educational research. Most recently, Diagnostic Classification Models (DCMs) have been used to track skill acquisition in a longitudinal fashion, with the purpose to provide an estimate of students' learning trajectories in terms of the change of fine-grained skills overtime. Response time…

  12. Spelling Mastery and Spelling through Morphographs: Direct Instruction Programs for Beginning and Low-Progress Spellers

    ERIC Educational Resources Information Center

    Hempenstall, Kerry

    2015-01-01

    There has been concern about student literacy expressed in the community in recent years, following the results of national and international assessment. In spelling, there are insufficient hard data, but the perception is that our students are not receiving the exemplary spelling education they require. A number of possible reasons have been…

  13. An Analysis of Mathematics Interventions: Increased Time-on-Task Compared with Computer-Assisted Mathematics Instruction

    ERIC Educational Resources Information Center

    Calhoun, James M., Jr.

    2011-01-01

    Student achievement is not progressing on mathematics as measured by state, national, and international assessments. Much of the research points to mathematics curriculum and instruction as the root cause of student failure to achieve at levels comparable to other nations. Since mathematics is regarded as a gate keeper to many educational…

  14. Accountability for Student Learning: Slow and Steady Progress or Persistent Resistance?

    ERIC Educational Resources Information Center

    Morse, Andrew Q.

    2014-01-01

    The purpose of this study was to explore the present status of efforts to assess student-learning outcomes within the bachelor's degree granting institutions of the campuses in one system of public higher education. Further, the purpose of this study was also to understand what challenges and criticisms academic leaders report about the call to…

  15. The Effect of Systematic Academic Instruction on Behavioural and Academic Outcomes of Students with EBD

    ERIC Educational Resources Information Center

    van der Worp-van der Kamp, Lidy; Pijl, Sip Jan; Post, Wendy J.; Bijstra, Jan O.; van den Bosch, Els J.

    2016-01-01

    This study aims to assess the impact of systematic academic instruction on academic progress and behavioural problems of students with emotional and/or behavioural disorders (EBD) in special education. Earlier studies have noted the importance of a systematic approach as well as the significance of focusing on academic instruction instead of on…

  16. Charter Schools Indicators: A Report from the Center on Educational Governance University of Southern California. CSI-USC 2007

    ERIC Educational Resources Information Center

    Center on Educational Governance, 2007

    2007-01-01

    Like other public schools, California charter schools are judged primarily by one measure: student test scores. Though necessary, the Academic Performance Index and Average Yearly Progress scores can't assess charter schools' broad dimensions of student learning, program effectiveness and school operations. The state's accountability system…

  17. Critical Thinking Skills and Academic Maturity: Emerging Results from a Five-Year Quality Enhancement Plan (QEP) Study

    ERIC Educational Resources Information Center

    Toppin, Ian N.; Chitsonga, Shadreck

    2016-01-01

    The QEP that was implemented in this study focused on enhancing students' critical thinking skills. A pretest/posttest approach was used to assess students' critical thinking progress in freshman level core English and Math courses. An intervention was performed involving intensive instruction and assignments relating to a set of reasoning…

  18. Alternative Framework in "Body Coordination" Topic: A Progress Report for Interior of Malaysia

    ERIC Educational Resources Information Center

    Seligin, Davy; Ishak, Mohd. Zaki; Goropos, Jominin

    2015-01-01

    This preliminary study was conducted in interior of Malaysia. The study employed the Body Coordination Two Tier Concept Test to assess students' understandings of body coordination topic. The test consisted of 14 questions as two tier question style. The students needed to select the answer and write down the justifications of each answer.…

  19. The Accountability System: Defining Responsibility for Student Achievement. Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.

    ERIC Educational Resources Information Center

    Luhm, Theresa; Foley, Ellen; Corcoran, Tom

    This report explores issues related to accountability in the context of Children Achieving, the school reform effort of Philadelphia (Pennsylvania). The accountability system begins with content standards in English/language arts, mathematics, science, and the arts. The Stanford-9 Achievement Test has been designated to assess how students are…

  20. The Techy Teacher/Using Data to Personalize Learning

    ERIC Educational Resources Information Center

    Tucker, Catlin

    2015-01-01

    Technology makes it easier than ever for educators to generate meaningful, ongoing data to inform their teaching, track student progress, and personalize learning. When the author began to explore how she could use technology to quickly assess student skills, data became exciting and took on a new role in her teaching practice. Now she uses data…

  1. Modeling Instruction in AP Physics C: Mechanics and Electricity and Magnetism

    NASA Astrophysics Data System (ADS)

    Belcher, Nathan Tillman

    This action research study used data from multiple assessments in Mechanics and Electricity and Magnetism to determine the viability of Modeling Instruction as a pedagogy for students in AP Physics C: Mechanics and Electricity and Magnetism. Modeling Instruction is a guided-inquiry approach to teaching science in which students progress through the Modeling Cycle to develop a fully-constructed model for a scientific concept. AP Physics C: Mechanics and Electricity and Magnetism are calculus-based physics courses, approximately equivalent to first-year calculus-based physics courses at the collegiate level. Using a one-group pretest-posttest design, students were assessed in Mechanics using the Force Concept Inventory, Mechanics Baseline Test, and 2015 AP Physics C: Mechanics Practice Exam. With the same design, students were assessed in Electricity and Magnetism on the Brief Electricity and Magnetism Assessment, Electricity and Magnetism Conceptual Assessment, and 2015 AP Physics C: Electricity and Magnetism Practice Exam. In a one-shot case study design, student scores were collected from the 2017 AP Physics C: Mechanics and Electricity and Magnetism Exams. Students performed moderately well on the assessments in Mechanics and Electricity and Magnetism, demonstrating that Modeling Instruction is a viable pedagogy in AP Physics C: Electricity and Magnetism.

  2. Fear of causing harm: use of mannequin-based simulation to decrease student anxiety prior to interacting with female teaching associates.

    PubMed

    Pugh, Carla M; Obadina, Eniola T; Aidoo, Kofi A

    2009-01-01

    There is a paucity of research assessing the potential benefits of mannequin trainers when preparing students to interact with teaching associates. The goal of this study was to better understand the effects of mannequin-based simulators on student comfort toward learning specific aspects of the clinical female pelvic exam. First-year medical students (N = 344) were surveyed before and after a mannequin-based simulation curriculum to assess their comfort levels toward learning the female pelvic exam. Causing harm was the top cause of student anxiety toward learning the pelvic exam. Although the mannequin-based simulation curriculum was effective in significantly increasing (p < .001) student comfort levels toward learning the pelvic exam, the majority of students progressed from being "very uncomfortable" with the exam to being "somewhat comfortable." We suggest that mannequin-based simulators be used prior to students' learning experience with pelvic exam teaching associates.

  3. A self-paced course in pharmaceutical mathematics using web-based databases.

    PubMed

    Bourne, David W A; Davison, A Machelle

    2006-10-15

    To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence.

  4. Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

    PubMed

    Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

    2011-01-01

    This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

  5. Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.

    PubMed

    Whelan, Alexander; Leddy, John J; Mindra, Sean; Matthew Hughes, J D; El-Bialy, Safaa; Ramnanan, Christopher J

    2016-01-01

    The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). © 2015 American Association of Anatomists.

  6. Quantitative Assessment of Medical Student Learning through Effective Cognitive Bayesian Representation

    ERIC Educational Resources Information Center

    Zhang, Zhidong; Lu, Jingyan

    2014-01-01

    The changes of learning environments and the advancement of learning theories have increasingly demanded for feedback that can describe learning progress trajectories. Effective assessment should be able to evaluate how learners acquire knowledge and develop problem solving skills. Additionally, it should identify what issues these learners have…

  7. Assessment Program Technical Progress Report, 1995-1996.

    ERIC Educational Resources Information Center

    Eickmeyer, Barbara; McCown, Laurie

    Prepared in response to a recommendation from a 1995 accreditation visit, this report describes efforts undertaken at Arizona's Coconino Community College (CCC) to assess student achievement and institutional effectiveness in 1995-96. Following introductory materials on the purpose of the report and an executive summary, a graph of assessment…

  8. Adolescent Literacy. Fact Sheet

    ERIC Educational Resources Information Center

    Alliance for Excellent Education, 2010

    2010-01-01

    Millions of students are graduating from high school without the necessary reading and writing skills for career and college success. According to the long-term trend reading assessments of the National Assessment of Educational Progress (NAEP), the literacy of thirteen- and seventeen-year-olds on the NAEP has stagnated for close to four decades.…

  9. The 2006 Brown Center Report on American Education

    ERIC Educational Resources Information Center

    Loveless, Tom

    2006-01-01

    The 2006 Brown Center Report on American Education uses the latest and best evidence available to evaluate student achievement in America's schools. This year's report analyzes test scores from the National Assessment of Educational Progress (NAEP), assesses the validity of popular press accounts linking self-esteem and real world-relevance with…

  10. Not Playing the Game: Student Assessment Resistance as a Form of Agency

    ERIC Educational Resources Information Center

    Harris, Lois R.; Brown, Gavin T. L.; Dargusch, Joanne

    2018-01-01

    Within self-regulated learning, learners exercise agency by setting targets, formatively monitoring progress, and evaluating results in ways which inform their own goal attainment. However, in real-world classroom situations, assessment processes can elicit behaviours that are more ego-protective than growth-oriented. Resistance to teacher…

  11. Are California's Schools Ready for Online Testing and Learning?

    ERIC Educational Resources Information Center

    Gao, Niu

    2015-01-01

    In addition to the Common Core State Standards (CCSS), California is implementing a new, online assessment system: the California Assessment of Student Performance and Progress (CAASPP). Field tests were conducted last spring and the system is being rolled out this year, amid concerns about whether schools are technologically prepared. Using…

  12. Prior Learning Assessment Workgroup: 2014 Progress Report

    ERIC Educational Resources Information Center

    West, Jim

    2015-01-01

    Legislation passed in 2011 required the Washington Student Achievement Council (WSAC) to convene a Prior Learning Assessment Workgroup. The workgroup was tasked with coordinating and implementing seven goals, described in statute, to promote the award of college credit for prior learning. Awarding college credit for prior learning increases access…

  13. Pedagogical Voyeurism: Dialogic Critique of Documentation and Assessment of Learning

    ERIC Educational Resources Information Center

    Matusov, Eugene; Marjanovic-Shane, Ana; Meacham, Sohyun

    2016-01-01

    We challenge a common emphasis on documentation and assessment of learning for providing good education: from the mainstream of neoliberal accountability movement to the progressive Reggio Emilia schools. We develop these arguments through discussing: 1) immeasurableness of education and learning, 2) students' ownership/authorship of education and…

  14. Measuring Knowledge Integration Learning of Energy Topics: A Two-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Liu, Ou Lydia; Ryoo, Kihyun; Linn, Marcia C.; Sato, Elissa; Svihla, Vanessa

    2015-01-01

    Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students' progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The…

  15. English Learners' (ELs') Trends from the Nation's Report Card. Fast Facts

    ERIC Educational Resources Information Center

    Office of English Language Acquisition, US Department of Education, 2016

    2016-01-01

    The National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, is the largest continuing and nationally representative assessment of what students know about mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and technology and engineering literacy. This fact sheet reports…

  16. Opportunity To Learn: Instructional Practices in Eighth-Grade Mathematics: Data from the 1990 NAEP Trial State Assessment. CPRE Research Report Series Report #32.

    ERIC Educational Resources Information Center

    Goertz, Margaret E.

    This paper uses data from the 1990 National Assessment of Educational Progress (NAEP) Trial State Assessment to describe educational opportunities for students in eighth-grade mathematics in 1990. The first section of the paper summarizes the methodology used here and in the 1990 NAEP Trial State Assessment. The second section summarizes findings…

  17. Darkness and near work: myopia and its progression in third-year law students.

    PubMed

    Loman, Jane; Quinn, Graham E; Kamoun, Layla; Ying, Gui-Shuang; Maguire, Maureen G; Hudesman, David; Stone, Richard A

    2002-05-01

    To evaluate myopia prevalence, myopia progression, and various potential myopia risk factors in third-year law students. Cross-sectional study and survey. One hundred seventy-nine third-year law students at the University of Pennsylvania. We administered a questionnaire to assess the prevalence of myopia, myopia progression, and risk factors, including near work, family history, and daily light/dark exposure. We conducted a screening eye examination to ascertain myopia status. Myopia was defined as the mean spherical equivalent of the two eyes of 5.6 hours of darkness per day (95% vs. 80%, P = 0.07). To account for possible confounding effects of risk factors with myopia progression, logistic regression with categorization of the continuous exposure variables (hours of near work, sleep, and darkness) above or below median values weakened the near work association (odds ratio 1.8, 95% confidence interval 0.5-6.7, P = 0.35) but continued to identify darkness association with daily hours of darkness (odds ratio 4.8, 95% confidence interval 1.0 >/= 23.3, P < 0.05). Among the 77 students with myopia onset before college, those with

  18. Technical Report of the NAEP Mathematics Assessment in Puerto Rico: Focus on Statistical Issues. NCES 2007-462

    ERIC Educational Resources Information Center

    Baxter, G. P.; Ahmed, S.; Sikali, E.; Waits, T.; Sloan, M.; Salvucci, S.

    2007-01-01

    In 2003, a trial National Assessment of Educational Progress (NAEP) mathematics assessment was administered in Spanish to public school students at grades 4 and 8 in Puerto Rico. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. This…

  19. The Creative Curriculum[R] for Preschool: Developmental Continuum Assessment Toolkit for Ages 3-5.

    ERIC Educational Resources Information Center

    Dodge, Diane Trister; Colker, Laura J.; Heroman, Cate

    Intended for use with the Creative Curriculum for Early Childhood, this integrated ongoing student assessment toolkit is designed for preschool teachers to help them focus on all aspects of a child's development, thereby giving them a way to ensure that all children in their classes are making progress. The assessment kit uses a strength-based…

  20. The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  1. The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  2. The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  3. The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  4. Formative Assessment for College Readiness: Measuring Skill and Growth in Five Key Cognitive Strategies Associated with Postsecondary Success

    ERIC Educational Resources Information Center

    Conley, David; Lombardi, Allison; Seburn, Mary; McGaughy, Charis

    2009-01-01

    This study reports the preliminary results from a field test of the College-readiness Performance Assessment System (C-PAS), a large-scale, 6th-12th grade criterion-referenced assessment system that utilizes classroom-embedded performance tasks to measure student progress toward the development of key cognitive skills associated with success in…

  5. The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  6. The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  7. The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  8. The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  9. The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  10. The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  11. The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  12. The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  13. The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  14. The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  15. The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  16. The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…

  17. The Application of Portfolios to Assess Progress in Writing of EFL Students at Secondary Schools in Banda Aceh

    ERIC Educational Resources Information Center

    Eridafithri

    2015-01-01

    Portfolios are one of the alternatives that can be used for writing assessment. Portfolios are not common in the curriculum. The lack of dissemination to language teachers have made portfolios disregarded. In order to encourage teachers to use portfolios for assessment of writing, they need to have adequate information about portfolios, how they…

  18. Linear and Nonlinear Growth Models for Value-Added Assessment: An Application to Spanish Primary and Secondary Schools' Progress in Reading Comprehension

    ERIC Educational Resources Information Center

    Lopez-Martin, Esther; Kuosmanen, Timo; Gaviria, Jose Luis

    2014-01-01

    Value-added models are considered one of the best alternatives not only for accountability purposes but also to improve the school system itself. The estimates provided by these models measure the contribution of schools to students' academic progress, once the effect of other factors outside school control are eliminated. The functional form for…

  19. Sixth Grade Student Self-Regulation in Science

    NASA Astrophysics Data System (ADS)

    Reid, Lisa J.

    The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?"

  20. Career and Technical Education and Academic Progress at the End of High School: Evidence from the Education Longitudinal Study of 2002

    ERIC Educational Resources Information Center

    Bozick, Robert; Dalton, Ben

    2013-01-01

    This report examines the role of career and technical education (CTE) for assessing students in learning mathematics and preventing students from dropping out of high school. CTE is a wide field of educational practice that includes occupational training and career preparation offered in formats ranging from individual courses to comprehensive…

  1. Primary Education in Latin America: The Unfinished Agenda. Sustainable Development Department Technical Papers Series.

    ERIC Educational Resources Information Center

    Wolff, Laurence; Schiefelbein, Ernesto; Schiefelbein, Paulina

    This paper assesses progress made in elementary education in Latin America from 1990-2000. Besides examining completion rates, it looks at four critical indicators: the extent to which repetition rates have declined over the decade; the extent of timely access and on-time ages of elementary school students; the level or elementary school students'…

  2. The Impact of Direct Reading Instructional Strategies on Reading Achievement in 8th Grade Students

    ERIC Educational Resources Information Center

    Rider, Lynne Marie

    2010-01-01

    According to the National Assessment of Educational Progress, about 60% of students cannot read proficiently at their current grade level. Findings from the National Reading Panel (NRP) indicate that there is not sufficient research on the topic of struggling middle school readers. The purpose of this quantitative study was to examine the impact…

  3. Differentiating Instruction through Multiple Intelligences in a Middle School Mathematics Classroom

    ERIC Educational Resources Information Center

    Jones, Marcella

    2017-01-01

    Eighth grade students at a middle school in a southern state were required a mathematics pass rate of 67.6% to meet annual yearly progress (AYP). Black and Hispanic students performed below the required pass rate on state assessments; thus, the school did not make AYP from 2007-2010. In an attempt to address low test scores in mathematics, the…

  4. A Preliminary Investigation into the Added Value of Multiple Gates and Informants in Universal Screening for Behavioral and Emotional Risk

    ERIC Educational Resources Information Center

    Dowdy, Erin; Dever, Bridget V.; Raines, Tara C.; Moffa, Kathryn

    2016-01-01

    Mental health screening in schools is a progressive practice to identify students for prevention and intervention services. Multiple gating procedures, in which students are provided more intensive assessments following initial identification of risk, are aligned with prevention science and poised to enhance multi-tiered systems of support. Yet,…

  5. Student Achievement and Efficiency in Missouri Schools and the No Child Left Behind Act

    ERIC Educational Resources Information Center

    Primont, Diane F.; Domazlicky, Bruce

    2006-01-01

    The 2001 No Child Left Behind Act requires that schools make ''annual yearly progress'' in raising student achievement, or face possible sanctions. The No Child Left Behind Act places added emphasis on test scores, such as scores from the Missouri Assessment Program (MAP), to evaluate the performance of schools. In this paper, we investigate…

  6. Student Achievement since 2005: On State Tests and State-Level NAEP

    ERIC Educational Resources Information Center

    Education Digest: Essential Readings Condensed for Quick Review, 2010

    2010-01-01

    This article reports on a new study released by the Center on Education Policy (CEP) of states with five years of comparable test data which finds that student achievement in reading and math rose between 2005 and 2009 on state tests as well as on National Assessment of Education Progress (NAEP). The report also finds overlapping achievement gains…

  7. The Teachers' Perspectives on Effective Strategies for African American Students Embedded in the GO Math Program

    ERIC Educational Resources Information Center

    Sumter, Jeremiah, Jr.

    2016-01-01

    Research and history has demonstrated the overwhelming disparity and gap of mathematical achievement between African Americans and their White counterparts. According to the National Assessment of Educational Progress (NAEP), the achievement gap on a national level is prevalent. The USA jurisdiction has Black 8th grade math students results at 12%…

  8. Certification Status and Experience of U.S. Public School Teachers: Variations across Student Subgroups. NCES 2017-056

    ERIC Educational Resources Information Center

    Rahman, Taslima; Fox, Mary Ann; Ikoma, Sakiko; Gray, Lucinda

    2017-01-01

    This report provides a snapshot of the extent to which U.S. public school students are taught by certified and experienced teachers. The report uses two datasets available to the National Center for Education Statistics (NCES): the Schools and Staffing Survey (SASS) and the National Assessment of Educational Progress (NAEP). SASS provides a…

  9. How Readability Factors Are Differentially Associated with Performance for Students of Different Backgrounds When Solving Mathematics Word Problems

    ERIC Educational Resources Information Center

    Walkington, Candace; Clinton, Virginia; Shivraj, Pooja

    2018-01-01

    The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how…

  10. Using Assessment Data to Guide Math Course Placement of California Middle School Students

    ERIC Educational Resources Information Center

    Huang, Chun-Wei; Snipes, Jason; Finkelstein, Neal

    2016-01-01

    Middle school math placement and progression are topics that are part of an active policy and practice discussion in California and elsewhere. Beginning in the 2008/09 school year, California's State Board of Education recommended that students complete algebra I by the end of grade 8. Between 2003 and 2009 the proportion of grade 8 students…

  11. Progressive Treatment and Self-Assessment: Effects on Students' Automatisation of Grammatical Spelling and Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Van Reybroeck, Marie; Penneman, Jessica; Vidick, Charline; Galand, Benoît

    2017-01-01

    The production of grammatical markers takes a long time to master. Even when students know the rules, they do not systematically apply them. However, few studies have demonstrated the efficacy of interventions to improve this competence, and no study has addressed the issue at the cognitive and motivational levels jointly. Our study demonstrates…

  12. Concurrent Validity and Sensitivity to Change of Direct Behavior Rating Single-Item Scales (DBR-SIS) within an Elementary Sample

    ERIC Educational Resources Information Center

    Smith, Rhonda L.; Eklund, Katie; Kilgus, Stephen P.

    2018-01-01

    The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily…

  13. Pre-Service Teachers' Impact on Student Learning: Three-Year Study of the Impact on Student Learning Project

    ERIC Educational Resources Information Center

    Meister, Denise G.

    2011-01-01

    With the demand for a demonstration of continuous progress as an accountability gauge in public schools, teachers are compelled to examine assessment data for each of their pupils. This data analysis, in turn, should help teachers gauge their instructional practices and differentiate instruction so that all can reach proficient levels of…

  14. Use of Weblogs to Enhance Group Learning and Design Creativity amongst Students at a Thai University

    ERIC Educational Resources Information Center

    Auttawutikul, Siwanit; Wiwitkunkasem, Kasemrut; Smith, Duncan R.

    2014-01-01

    This study reports on the introduction of weblogs as a part of the teaching environment for Thai students to facilitate group learning and enhance creativity. Assessment of progress was through formal creative thought testing, as well as a questionnaire with both structured and open questions. Results showed a significant improvement in assessed…

  15. Progress Monitoring Instrument Development: Silent Reading Fluency, Vocabulary, and Reading Comprehension. Technical Report #1110

    ERIC Educational Resources Information Center

    Nese, Joseph F. T.; Anderson, Daniel; Hoelscher, Kyle; Tindal, Gerald; Alonzo, Julie

    2011-01-01

    Curriculum-based measurement (CBM) is designed to measure students' academic status and growth so the effectiveness of instruction may be evaluated. In the most popular forms of reading CBM, the student's oral reading fluency is assessed. This behavior is difficult to sample in a computer-based format, a limitation that may be a function of the…

  16. Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1992-93. OREA Report.

    ERIC Educational Resources Information Center

    Bruno, Paula

    This report assesses the Acquisition of Learning by Facilitating Academics (Project ALFA), which is designed to assist the academic progress of Haitian students at Lafayette High School in Brooklyn, New York. Project ALFA served a total of 62 students of limited English proficiency who had attended an English-speaking school system for less than 5…

  17. Pharmacy student self-perception of weight and relationship to counseling patients on lifestyle modification.

    PubMed

    Antworth, Allen; Maffeo, Carrie

    2014-03-12

    To assess the accuracy of pharmacy students' self-assessment of body mass index (BMI) and determine the relationship of this to comfort level in counseling patients regarding lifestyle modification. A prospective, observational, cohort study was conducted that included first-, second-, and third-year pharmacy students who had previously undergone training in BMI self-assessment. Data on students' weight and height were collected and a survey that contained questions on self-perception of body weight and comfort with lifestyle counseling was conducted. Perceived BMI categories (underweight, normal, overweight, and obese) were then compared to actual calculated BMI to determine the accuracy of the student's self-perception. At baseline, participants' accuracy in self-assessment of BMI was 74%, 73.3%, and 75.6% respectively, for first-, second-, and third-year students (p=0.911). Students accuracy increased but not significantly as they progressed through the curriculum (7.2% and 13.3%, respectively; p=0.470 and p=0.209). Neither accuracy in self-assessment of BMI nor students' actual BMI significantly affected students' comfort level with lifestyle modification counseling within healthy weight, overweight, or obese patient categories. However, as the patients' BMI category increased, comfort level differences were observed among students of normal and overweight categories. Patients' BMI category may be a significant barrier to pharmacy students' comfort level in providing lifestyle modification counseling. This finding suggests the need to implement curriculum changes to better prepare students for lifestyle modification counseling.

  18. Diagnostic Efficiency of easyCBM[R] Math: Oregon. Technical Report #1009

    ERIC Educational Resources Information Center

    Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

    2010-01-01

    The easyCBM[R] assessment system is an online benchmark and progress monitoring assessment system designed for use within a response to intervention framework. Educators using easyCBM[R] are often interested in using the results to predict students' state test performance. In the following technical document, we report diagnostic efficiency…

  19. Enhancing Critical Thinking across the Undergraduate Experience: An Exemplar from Engineering

    ERIC Educational Resources Information Center

    Ralston, Patricia A.; Bays, Cathy L.

    2013-01-01

    Faculty in a large, urban school of engineering designed a longitudinal study to assess the critical thinking skills of undergraduate students as they progressed through the engineering program. The Paul-Elder critical thinking framework was used to design course assignments and develop a holistic assessment rubric. The curriculum was re-designed…

  20. Initial Steps in Creating a Developmentally Valid Tool for Observing/Assessing Rope Jumping

    ERIC Educational Resources Information Center

    Roberton, Mary Ann; Thompson, Gregory; Langendorfer, Stephen J.

    2017-01-01

    Background: Valid motor development sequences show the various behaviors that children display as they progress toward competence in specific motor skills. Teachers can use these sequences to observe informally or formally assess their students. While longitudinal study is ultimately required to validate developmental sequences, there are earlier,…

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