subject:(Education Tests AND Measurements 0288 )

Kansas State University

1. Pottroff, Viktoriya. External independent knowledge testing in Ukraine from a historical and social perspective.

Degree: MS, Curriculum and Instruction Programs, 2009, Kansas State University

URL: http://hdl.handle.net/2097/1433

► This historical and qualitative inquiry investigates recent educational reform in Ukraine. On Tuesday, April 22, 2008 more than half a million Ukrainian high-school graduates were… (more)

▼ This historical and qualitative inquiry investigates recent educational reform in Ukraine. On Tuesday, April 22, 2008 more than half a million Ukrainian high-school graduates were ordered to take an external assessment of student achievements. The new assessment model was named the External Independent Knowledge Testing and replaced the traditional forms of high school exit-entrance to higher educational institution exams in Ukraine. These changes in assessment strategies in the Ukrainian educational system illustrate the global trend of replacing diverse forms of national examinations with standardize multiple-choice assessments that can be scored by machines and could be viewed as a new page in the history of educational assessment. Educational assessment has become one of the most significant areas of research in the United States. It is not only a prominent issue in education today but also one of the most controversial issues in contemporary educational science. The debate is concentrated around the question of what purpose educational assessment serves. A growing body of international research suggests that educational assessment is a new mechanism of social and political control aimed to legitimize social inequalities. Thus, the primary goal of this study was to investigate what kind of changes the External Independent Knowledge Testing in Ukraine was expected to bring to Ukrainian society and whether the initial results of the reform were consistent with what was expected. Data was collected by means of interview, survey, and examining Ukrainian publications. The data revealed that the recent changes in traditional practices of assessment in Ukraine were aimed at serving much broader social purposes than those identified by Ukrainian policymakers. Under the guise of improving the quality of Ukrainian education and fighting corruption in higher education, the educational reforms in Ukraine are implementing an undetected new form of social and political preferences through education and testing. Thus, the reform helps new Ukrainian nobilities legitimize their status through the new system of exercising control over Ukrainian education. Advisors/Committee Members: Kay A. Taylor.

Subjects/Keywords: Education in Ukraine; Testing in Ukraine; Education, Tests and Measurements (0288)

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APA (6^th Edition):

Pottroff, V. (2009). External independent knowledge testing in Ukraine from a historical and social perspective. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/1433

Chicago Manual of Style (16^th Edition):

Pottroff, Viktoriya. “External independent knowledge testing in Ukraine from a historical and social perspective.” 2009. Masters Thesis, Kansas State University. Accessed April 17, 2021. http://hdl.handle.net/2097/1433.

MLA Handbook (7^th Edition):

Pottroff, Viktoriya. “External independent knowledge testing in Ukraine from a historical and social perspective.” 2009. Web. 17 Apr 2021.

Vancouver:

Pottroff V. External independent knowledge testing in Ukraine from a historical and social perspective. [Internet] [Masters thesis]. Kansas State University; 2009. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/2097/1433.

Council of Science Editors:

Pottroff V. External independent knowledge testing in Ukraine from a historical and social perspective. [Masters Thesis]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1433

Kansas State University

2. Gawlik, Christina L. Making effective video tutorials: an investigation of online written and video help tutorials in mathematics for preservice elementary school teachers.

Degree: PhD, Curriculum and Instruction Programs, 2009, Kansas State University

URL: http://hdl.handle.net/2097/1608

► Online assessments afford many advantages for teachers and students. Okolo (2006) stated, “As the power, sophistication, and availability of technology have increased in the classroom,… (more)

▼ Online assessments afford many advantages for teachers and students. Okolo (2006) stated, “As the power, sophistication, and availability of technology have increased in the classroom, online assessments have become a viable tool for providing the type of frequent and dynamic assessment information that educators need to guide instructional decisions,” (pp 67-68). As post secondary institutes use online learning environments, education has molded into hybrid experiences. Traditional courses now regularly infuse components of online learning and assessments by required student participation both in person and online. Research is needed to analyze online components of assessment and student achievement. Data was gathered from an undergraduate mathematics course designed for students seeking a bachelor’s degree in elementary education. The course was entitled MATH 320: Mathematics for Elementary School Teachers. Synergies of quantitative and qualitative data were evaluated to assess the impact of written and video help tutorials in online quizzes on student achievement. Three forms of data were collected: student interviews, surveys about students’ online quiz experiences and learning style preferences, and student performance and tutorial usage statistics from seven online quizzes. Student interviews were conducted mid-semester by the researcher who also transcribed and analyzed data. Graphical schemes were used to identify and categorize responses to interview questions. Students’ responses were summarized and quantified in frequency tables. Surveys about students’ online quiz experiences and learning style preferences were analyzed through descriptive statistical methods to describe the data with numerical indices and in graphical form. Correlation matrices and linear regression models were used to identify relationships among survey items. Additionally, Analysis of Variance (ANOVA) techniques were used to explore the data for statistical significance. Students were assigned seven online quizzes throughout the semester. Descriptive statistics were calculated to describe the online quiz data. Regression models were used to determine correlations between use of help tutorials and performance on online quizzes. Data analysis revealed students were persistent and motivated to retake similar quizzes multiple times until a high or perfect score was obtained. After missing a problem, students selected written help tutorials more often than video help tutorials to identify mistakes and understand how to solve the particular problem. The proportion of students whose scores improved after using both written and video help tutorials was greater than those who used the written help tutorials alone. Although the number of students who benefited from the video help tutorials was smaller than expected, the increased performance could be appreciated by students and educators alike. The research presented herein should serve as a base for curriculum development in university mathematics programs utilizing or considering… Advisors/Committee Members: Andrew G. Bennett.

Subjects/Keywords: Mathematics; Online; Tutorials; Video; Assessment; Education, Technology (0710); Education, Tests and Measurements (0288); Mathematics (0405)

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APA (6^th Edition):

Gawlik, C. L. (2009). Making effective video tutorials: an investigation of online written and video help tutorials in mathematics for preservice elementary school teachers. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1608

Chicago Manual of Style (16^th Edition):

Gawlik, Christina L. “Making effective video tutorials: an investigation of online written and video help tutorials in mathematics for preservice elementary school teachers.” 2009. Doctoral Dissertation, Kansas State University. Accessed April 17, 2021. http://hdl.handle.net/2097/1608.

MLA Handbook (7^th Edition):

Gawlik, Christina L. “Making effective video tutorials: an investigation of online written and video help tutorials in mathematics for preservice elementary school teachers.” 2009. Web. 17 Apr 2021.

Vancouver:

Gawlik CL. Making effective video tutorials: an investigation of online written and video help tutorials in mathematics for preservice elementary school teachers. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/2097/1608.

Council of Science Editors:

Gawlik CL. Making effective video tutorials: an investigation of online written and video help tutorials in mathematics for preservice elementary school teachers. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1608

Kansas State University

3. Brown-Cecora, M. Kathleen Lomshek. A study of the income factor in the 2006 Kansas Standard of Excellence schools.

Degree: PhD, Curriculum and Instruction Programs, 2008, Kansas State University

URL: http://hdl.handle.net/2097/1038

► This statewide study examined the relationship between building income level and performance level percentage distribution, using 502 schools that earned a 2005-06 Kansas Standard of… (more)

▼ This statewide study examined the relationship between building income level and performance level percentage distribution, using 502 schools that earned a 2005-06 Kansas Standard of Excellence (SOE) building-wide award for reading or math. It originated from the premise that excellence is excellence, no matter the setting or income level of a school. A new baseline of data began in 2005-06 due to changes in the Kansas assessments, including more grades being tested than in previous years. The much larger database more accurately reflected the achievement of low-income students in Kansas. Decades of literature were reviewed, addressing influences on the development of Kansas standards, assessments, and the SOE award; the lifelong significance of income levels and achievement; high achievement for low-income students; and the pursuit of excellence through equitable educational reform. For purposes of this study, SOE schools were sorted into six designated types of buildings based on percentages of students eligible for free and reduced lunches, assessed grade levels, and SOE subject award. Results were reported using aggregate building groups as the unit of analysis. A two-way, repeated-measures, mixed design ANOVA general linear model served as an appropriate method to examine means for significant differences. Low-income SOE schools were noticeably fewer than medium- or high-income schools, especially at the senior high level. Three types of buildings showed some significant mean differences, but generally income did not appear to be a major factor. High-income buildings appeared to have a slight advantage; in the Exemplary category, high-income buildings outperformed the others; in the lower performance categories, high-income buildings had significantly lower means. The mean differences for high-income middle school/junior high buildings showed mainly moderate to large differences; other significant differences were rated as small to moderate. SOE schools of a given educational level and of varying income levels generally had similar performance scores in most of the performance level categories. Overall, major differences in performances were not evident among the different income levels of SOE buildings. Advisors/Committee Members: Charles E. Heerman.

Subjects/Keywords: Kansas Standard of Excellence schools; Income level; High achievement; Assessment scores; Education, Curriculum and Instruction (0727); Education, Tests and Measurements (0288)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Brown-Cecora, M. K. L. (2008). A study of the income factor in the 2006 Kansas Standard of Excellence schools. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1038

Chicago Manual of Style (16^th Edition):

Brown-Cecora, M Kathleen Lomshek. “A study of the income factor in the 2006 Kansas Standard of Excellence schools.” 2008. Doctoral Dissertation, Kansas State University. Accessed April 17, 2021. http://hdl.handle.net/2097/1038.

MLA Handbook (7^th Edition):

Brown-Cecora, M Kathleen Lomshek. “A study of the income factor in the 2006 Kansas Standard of Excellence schools.” 2008. Web. 17 Apr 2021.

Vancouver:

Brown-Cecora MKL. A study of the income factor in the 2006 Kansas Standard of Excellence schools. [Internet] [Doctoral dissertation]. Kansas State University; 2008. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/2097/1038.

Council of Science Editors:

Brown-Cecora MKL. A study of the income factor in the 2006 Kansas Standard of Excellence schools. [Doctoral Dissertation]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/1038

Wayne State University

4. Ye, Hong. Comparison of Cox regression and discrete time survival models.

Degree: 2016, Wayne State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10153426

► A standard analysis of prostate cancer biochemical failure data is done by conducting two approaches in which risk factors or covariates are measured. Cox… (more)

Subjects/Keywords: Educational tests & measurements; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ye, H. (2016). Comparison of Cox regression and discrete time survival models. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10153426

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ye, Hong. “Comparison of Cox regression and discrete time survival models.” 2016. Thesis, Wayne State University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10153426.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ye, Hong. “Comparison of Cox regression and discrete time survival models.” 2016. Web. 17 Apr 2021.

Vancouver:

Ye H. Comparison of Cox regression and discrete time survival models. [Internet] [Thesis]. Wayne State University; 2016. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10153426.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ye H. Comparison of Cox regression and discrete time survival models. [Thesis]. Wayne State University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10153426

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Indiana State University

5. DeRossett, Woodrow Garry. A research study of educational practice of reading strategies and assessment in Indiana high schools.

Degree: 2017, Indiana State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10242386

► The purpose of this quantitative study was to investigate teachers’ implementation levels of best practices in reading. This study examined the frequency of instructional… (more)

▼ The purpose of this quantitative study was to investigate teachers’ implementation levels of best practices in reading. This study examined the frequency of instructional reading strategies serving as predictors of student success in the End of Course Assessments (ECA) for Algebra I and English Grade 10. This study reviewed current literature to determine the depth of the problem and to study effective research strategies in order to provide a better understanding of the secondary reading issue. The study also reviewed the specific reading strategies in Indiana high schools in relationship to results of Algebra I and English Grade 10 of ECA in lowest poverty schools and highest poverty schools in Indiana. A Qualtrics survey was constructed and emailed to teacher participants. The electronic survey was separated into two sections with the first asking information about the school and the teacher, and the second asking the teachers to respond to the frequency with which the strategies of vocabulary, summarization, prior knowledge, fluency, and visualization were emphasized in classes. Each strategy included four questions for a total of 20 questions. A total of 66 teachers responded to the survey; 29 teachers from low-poverty level shcools and 37 teachers from high-poverty levels schools. Data were analyzed using descriptive statistics and multiple regressions. Multiple regressions were used to address the four research questions that were used to structure the research for this study. The predictor variables do explain a significant amount of variance within the Algebra 1 ECA scores. This was determined as the significance value was lower than the given alpha level (.05) with F (5, 23) = 2.66, p = .049. ANOVA results for all predictor variables in Algebra I ECA did not reveal that the use of reading strategies is related to the success of passing the Algebra I For low-poverty level schools. The multiple regressions conducted did not prove that frequency of research-based instructional reading strategies taught in high schools served as a predictor of standardized testing performance in English 10 ECA for low-poverty schools or high-poverty schools. This study provided information as to the selection of reading strategies as they contribute to students’ ability to pass the ECA. This was significant because it did not suggest the importance of instructional reading programs and strategies in high school. The study, through quantitative data, did not prove whether the use of reading programs and strategies will improve the students passing scores in the ECA. The study provide a better understanding why some students get through their early years of school only, to get to high school and have a difficult time with reading and become one of the numbers of students who drop out.

Subjects/Keywords: Educational tests & measurements; Secondary education

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APA (6^th Edition):

DeRossett, W. G. (2017). A research study of educational practice of reading strategies and assessment in Indiana high schools. (Thesis). Indiana State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10242386

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

DeRossett, Woodrow Garry. “A research study of educational practice of reading strategies and assessment in Indiana high schools.” 2017. Thesis, Indiana State University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10242386.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

DeRossett, Woodrow Garry. “A research study of educational practice of reading strategies and assessment in Indiana high schools.” 2017. Web. 17 Apr 2021.

Vancouver:

DeRossett WG. A research study of educational practice of reading strategies and assessment in Indiana high schools. [Internet] [Thesis]. Indiana State University; 2017. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10242386.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DeRossett WG. A research study of educational practice of reading strategies and assessment in Indiana high schools. [Thesis]. Indiana State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10242386

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Blanchard, Janey. The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations.

Degree: 2016, Saint Mary's University of Minnesota

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3745625

► This research study compared the three commonly used norm-referenced assessments (Northwest Evaluation Assessment, STAR Enterprise, and AIMSweb) to the Minnesota Comprehensive Assessment. The basic… (more)

Subjects/Keywords: Educational tests & measurements; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Blanchard, J. (2016). The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations. (Thesis). Saint Mary's University of Minnesota. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3745625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Blanchard, Janey. “The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations.” 2016. Thesis, Saint Mary's University of Minnesota. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3745625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Blanchard, Janey. “The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations.” 2016. Web. 17 Apr 2021.

Vancouver:

Blanchard J. The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations. [Internet] [Thesis]. Saint Mary's University of Minnesota; 2016. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3745625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blanchard J. The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations. [Thesis]. Saint Mary's University of Minnesota; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3745625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The University of North Carolina at Chapel Hill

7. Bowen, Daniel F. The Effects of Controlling for Distributional Differences on the Mantel-Haenszel Procedure.

Degree: 2011, The University of North Carolina at Chapel Hill

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1497605

► Propensity score matching was used to control for the distributional differences in ability between two simulated data sets. One data set represented English speaking… (more)

Subjects/Keywords: Education; Tests and Measurements

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APA (6^th Edition):

Bowen, D. F. (2011). The Effects of Controlling for Distributional Differences on the Mantel-Haenszel Procedure. (Thesis). The University of North Carolina at Chapel Hill. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1497605

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bowen, Daniel F. “The Effects of Controlling for Distributional Differences on the Mantel-Haenszel Procedure.” 2011. Thesis, The University of North Carolina at Chapel Hill. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1497605.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bowen, Daniel F. “The Effects of Controlling for Distributional Differences on the Mantel-Haenszel Procedure.” 2011. Web. 17 Apr 2021.

Vancouver:

Bowen DF. The Effects of Controlling for Distributional Differences on the Mantel-Haenszel Procedure. [Internet] [Thesis]. The University of North Carolina at Chapel Hill; 2011. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1497605.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bowen DF. The Effects of Controlling for Distributional Differences on the Mantel-Haenszel Procedure. [Thesis]. The University of North Carolina at Chapel Hill; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1497605

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Florida

8. Romano, Jeanine L. Examining the issues surrounding violating the assumption of independent observations in reliability generalization studies| A simulation study.

Degree: 2007, University of South Florida

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3260110

► Because both validity and reliability indices are a function of the scores on a given administration of a measure, their values can often vary… (more)

▼ Because both validity and reliability indices are a function of the scores on a given administration of a measure, their values can often vary across samples. It is a common mistake to say that a test is reliable when in fact it is not the test that is reliable but the scores on the test that are reliable. In 1998, Vacha-Haase proposed a fixed-effects meta-analytic method for evaluating reliability that is similar to validity generalization studies called reliability generalization (RG). This study was conducted to evaluate alternative analysis strategies for the meta-analysis method of reliability generalization when the reliability estimates are not statistically independent. Five approaches for handling the violation of independence were implemented: ignoring the violation and treating each observation as independent, calculating one mean or median from each study, randomly selecting only one observation per study, or using a mixed effects model. This Monte Carlo study included five factors in the method. These factors were (a) the coefficient alpha, (b) sample size in the primary studies, (c) number of primary studies in the RG study, (d) number of reliability estimates from each, and (e) the degree of violation of independence where the strength of the dependence is related to the number of reliability indices (i.e. coefficient alpha) derived from a simulated set of examines and the magnitude of the correlation between the journal studies (with intra-class correlation ICC = 0, .01, .30, and .90). These factors were used to simulate samples under known and controlled population conditions. In general, the results suggested that the type of treatment does not have a noticeable impact on the accuracy of the reliability results but that researchers should be cautious when the intra-class correlation is relatively large. In addition, the simulations in this study resulted in very poor confidence band coverage. This research suggested that RG meta-analysis methods are appropriate for describing the overall average reliability of a measure or construct but the RG researcher should be careful in regards to the construction of confidence intervals.

Subjects/Keywords: Education; Tests and Measurements

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Romano, J. L. (2007). Examining the issues surrounding violating the assumption of independent observations in reliability generalization studies| A simulation study. (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3260110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Romano, Jeanine L. “Examining the issues surrounding violating the assumption of independent observations in reliability generalization studies| A simulation study.” 2007. Thesis, University of South Florida. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3260110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Romano, Jeanine L. “Examining the issues surrounding violating the assumption of independent observations in reliability generalization studies| A simulation study.” 2007. Web. 17 Apr 2021.

Vancouver:

Romano JL. Examining the issues surrounding violating the assumption of independent observations in reliability generalization studies| A simulation study. [Internet] [Thesis]. University of South Florida; 2007. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3260110.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Romano JL. Examining the issues surrounding violating the assumption of independent observations in reliability generalization studies| A simulation study. [Thesis]. University of South Florida; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3260110

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Holmes, Jason Edward, Jr. A Statistical Comparison of First Time Praxis II Pass Rates between Homegrown 4 year Students and Transfer Students of a Medium Size Suburban University| A Six Year Study.

Degree: 2011, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3474298

► In order to meet the federal mandate specified by the No Child Left Behind Act to demonstrate content competency for teaching certification, students must… (more)

▼ In order to meet the federal mandate specified by the No Child Left Behind Act to demonstrate content competency for teaching certification, students must pass a written examination. Missouri and 37 other states chose the Praxis II to satisfy requirements. Presently, schools of education advertise the passing rate of the Praxis II as 100%, since students can take the Praxis II until they pass. This study examined only the first time Praxis II pass rates for undergraduate students in a medium sized university over a six year period. The quantitative, predictive non-experimental research study statistically analyzed first time Praxis II scores from blinded student records acquired from the Comprehensive Academic Management Systems (CAMS) to look specifically at Praxis II test data from 2005 until 2010. Students utilize various pathways as they persist toward college graduation. Some students remain in a four year institution and graduate with a bachelor’s degree through a traditional route. Other students transfer at least once, either from two year institutions or from other four year institutions. This study isolated the first time that undergraduate students took the Praxis II and compared the passing rates for two groups, homegrown, students whose transcripts showed that they had taken freshmen orientation, and transfer. No distinction was made between students who transferred from two year or four year institutions, although the researcher recommends this distinction for future studies. The study disaggregated first time test takers by the reported Praxis II test code. Random samples from elementary education certification, secondary core certification, K-12 certification, and early childhood certification were drawn for analysis. Only Physical Education and Elementary Education provided large enough groups to disaggregate data by both year and group. Z tests checked for a difference in means at the 95% confidence level. To check for year to year differences, a single factor ANOVA was applied. Chi Square tests for independence using proportions and means were calculated. No statistically significant difference between undergraduate homegrown students and transfer students, as measured by first time Praxis II passing rate, was found for any group except Physical Education.

Subjects/Keywords: Education; Tests and Measurements

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Holmes, Jason Edward, J. (2011). A Statistical Comparison of First Time Praxis II Pass Rates between Homegrown 4 year Students and Transfer Students of a Medium Size Suburban University| A Six Year Study. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3474298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Holmes, Jason Edward, Jr. “A Statistical Comparison of First Time Praxis II Pass Rates between Homegrown 4 year Students and Transfer Students of a Medium Size Suburban University| A Six Year Study.” 2011. Thesis, Lindenwood University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3474298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Holmes, Jason Edward, Jr. “A Statistical Comparison of First Time Praxis II Pass Rates between Homegrown 4 year Students and Transfer Students of a Medium Size Suburban University| A Six Year Study.” 2011. Web. 17 Apr 2021.

Vancouver:

Holmes, Jason Edward J. A Statistical Comparison of First Time Praxis II Pass Rates between Homegrown 4 year Students and Transfer Students of a Medium Size Suburban University| A Six Year Study. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holmes, Jason Edward J. A Statistical Comparison of First Time Praxis II Pass Rates between Homegrown 4 year Students and Transfer Students of a Medium Size Suburban University| A Six Year Study. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Braaten, Kristine N. An empirical investigation of unscalable components in scaling models.

Degree: 2009, University of Maryland, College Park

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3359337

► Guttman (1947) developed a scaling method in which the items measuring an attribute can be ordered according to the strength of the attribute. The… (more)

▼ Guttman (1947) developed a scaling method in which the items measuring an attribute can be ordered according to the strength of the attribute. The Guttman scaling model assumes that every member of the population belongs to a scale type and does not allow for response errors. The Proctor (1970) and the intrusion-omission (Dayton and Macready, 1976) models introduced the notion that observed response patterns deviate from Guttman scale types because of response error. The Goodman (1975) model posited that part of the population is intrinsically unscalable. The extended Proctor and intrusion-omission (Dayton and Macready, 1980) models, commonly called extended Goodman models, include both response error and an intrinsically unscalable class (IUC). An alternative approach to the Goodman and extended Goodman models is the two-point mixture index of fit developed by Rudas, Clogg, and Lindsay (1994). The index, π*, is a descriptive measure used to assess fit when the data can be summarized in a contingency table for a hypothesized model. It is defined as the smallest proportion of cases that must be deleted from the observed frequency table to result in a perfect fit for the postulated model. In addition to contingency tables, π* can be applied to latent class models, including scaling models for dichotomous data. This study investigates the unscalable components in the extended Goodman models and the two-point mixture where the hypothesized model is the Proctor or intrusion-omission model. The question of interest is whether the index of fit associated with the Proctor or intrusion-omission model provides a potential alternative to the IUC proportion for the extended Proctor or intrusion-omission model, or in other words, whether or not π* and the IUC proportion are comparable. Simulation results in general did not support the notion that π* and the IUC proportion are comparable. Six-variable extended models outperformed their respective two-point mixture models with regard to the IUC proportion across almost every combination of condition levels. This is also true for the four-variable case except the π* models showed overall better performance when the true IUC proportion is small. A real data application illustrates the use of the models studied.

Subjects/Keywords: Education, Tests and Measurements; Statistics

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APA (6^th Edition):

Braaten, K. N. (2009). An empirical investigation of unscalable components in scaling models. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3359337

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Braaten, Kristine N. “An empirical investigation of unscalable components in scaling models.” 2009. Thesis, University of Maryland, College Park. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3359337.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Braaten, Kristine N. “An empirical investigation of unscalable components in scaling models.” 2009. Web. 17 Apr 2021.

Vancouver:

Braaten KN. An empirical investigation of unscalable components in scaling models. [Internet] [Thesis]. University of Maryland, College Park; 2009. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3359337.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Braaten KN. An empirical investigation of unscalable components in scaling models. [Thesis]. University of Maryland, College Park; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3359337

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Li, Dongyang. Developing a common scale for Testlet model parameter estimates under the common-item nonequivalent groups design.

Degree: 2009, University of Maryland, College Park

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3359398

► An important advantage of item response theory (IRT) is increased flexibility for methods of test equating. Several methods of IRT scaling have been developed,… (more)

Subjects/Keywords: Education; Tests and Measurements

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APA (6^th Edition):

Li, D. (2009). Developing a common scale for Testlet model parameter estimates under the common-item nonequivalent groups design. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3359398

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Li, Dongyang. “Developing a common scale for Testlet model parameter estimates under the common-item nonequivalent groups design.” 2009. Thesis, University of Maryland, College Park. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3359398.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Li, Dongyang. “Developing a common scale for Testlet model parameter estimates under the common-item nonequivalent groups design.” 2009. Web. 17 Apr 2021.

Vancouver:

Li D. Developing a common scale for Testlet model parameter estimates under the common-item nonequivalent groups design. [Internet] [Thesis]. University of Maryland, College Park; 2009. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3359398.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Li D. Developing a common scale for Testlet model parameter estimates under the common-item nonequivalent groups design. [Thesis]. University of Maryland, College Park; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3359398

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Boyer, Grant Coday. Best Practices for Student Success on the ACT.

Degree: 2013, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3556895

► Large achievement gaps have been found in ACT scores between high schools throughout the same state and in comparisons between states. In Missouri, four… (more)

Subjects/Keywords: Education; Tests and Measurements

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APA (6^th Edition):

Boyer, G. C. (2013). Best Practices for Student Success on the ACT. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3556895

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Boyer, Grant Coday. “Best Practices for Student Success on the ACT.” 2013. Thesis, Lindenwood University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3556895.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Boyer, Grant Coday. “Best Practices for Student Success on the ACT.” 2013. Web. 17 Apr 2021.

Vancouver:

Boyer GC. Best Practices for Student Success on the ACT. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3556895.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boyer GC. Best Practices for Student Success on the ACT. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3556895

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Burke, Matthew Joseph. The development of a convergence diagnostic for Markov chain Monte Carlo estimation.

Degree: 2012, The University of North Carolina at Greensboro

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3490550

► The development and investigation of a convergence diagnostic for Markov Chain Monte Carlo (MCMC) posterior distributions is presented in this paper. The current method… (more)

Subjects/Keywords: Education, Tests and Measurements; Statistics

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APA (6^th Edition):

Burke, M. J. (2012). The development of a convergence diagnostic for Markov chain Monte Carlo estimation. (Thesis). The University of North Carolina at Greensboro. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3490550

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Burke, Matthew Joseph. “The development of a convergence diagnostic for Markov chain Monte Carlo estimation.” 2012. Thesis, The University of North Carolina at Greensboro. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3490550.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Burke, Matthew Joseph. “The development of a convergence diagnostic for Markov chain Monte Carlo estimation.” 2012. Web. 17 Apr 2021.

Vancouver:

Burke MJ. The development of a convergence diagnostic for Markov chain Monte Carlo estimation. [Internet] [Thesis]. The University of North Carolina at Greensboro; 2012. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3490550.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burke MJ. The development of a convergence diagnostic for Markov chain Monte Carlo estimation. [Thesis]. The University of North Carolina at Greensboro; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3490550

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Klaric, John S., III. Relationships between examinee pacing and observed item responses| Results from a multi-factor simulation and an operational high stakes assessment.

Degree: 2009, The University of North Carolina at Greensboro

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3368874

► The use of response time in testing has a relatively long history, ranging from concerns over test speededness to using response times as performance… (more)

Subjects/Keywords: Education; Tests and Measurements

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APA (6^th Edition):

Klaric, John S., I. (2009). Relationships between examinee pacing and observed item responses| Results from a multi-factor simulation and an operational high stakes assessment. (Thesis). The University of North Carolina at Greensboro. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3368874

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Klaric, John S., III. “Relationships between examinee pacing and observed item responses| Results from a multi-factor simulation and an operational high stakes assessment.” 2009. Thesis, The University of North Carolina at Greensboro. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3368874.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Klaric, John S., III. “Relationships between examinee pacing and observed item responses| Results from a multi-factor simulation and an operational high stakes assessment.” 2009. Web. 17 Apr 2021.

Vancouver:

Klaric, John S. I. Relationships between examinee pacing and observed item responses| Results from a multi-factor simulation and an operational high stakes assessment. [Internet] [Thesis]. The University of North Carolina at Greensboro; 2009. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3368874.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Klaric, John S. I. Relationships between examinee pacing and observed item responses| Results from a multi-factor simulation and an operational high stakes assessment. [Thesis]. The University of North Carolina at Greensboro; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3368874

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Blevins, Brent M. Effects of socioeconomic status on academic performance in Missouri public schools.

Degree: 2009, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3372318

► Understanding the effects of socioeconomic status on academic performance is important in determining effective and valid testing for all Missouri students. Determining the correlation… (more)

Subjects/Keywords: Education; Tests and Measurements

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APA (6^th Edition):

Blevins, B. M. (2009). Effects of socioeconomic status on academic performance in Missouri public schools. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3372318

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Blevins, Brent M. “Effects of socioeconomic status on academic performance in Missouri public schools.” 2009. Thesis, Lindenwood University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3372318.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Blevins, Brent M. “Effects of socioeconomic status on academic performance in Missouri public schools.” 2009. Web. 17 Apr 2021.

Vancouver:

Blevins BM. Effects of socioeconomic status on academic performance in Missouri public schools. [Internet] [Thesis]. Lindenwood University; 2009. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372318.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blevins BM. Effects of socioeconomic status on academic performance in Missouri public schools. [Thesis]. Lindenwood University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372318

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Townsend, Maryann Michel|Nack, Donna Lee. Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?.

Degree: 2009, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3372339

► <i>Purpose.</i> This study was developed to determine if High School Grade Point Average, High School Class Rank or the ACT scores were effective measures… (more)

Subjects/Keywords: Education; Tests and Measurements

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APA (6^th Edition):

Townsend, Maryann Michel|Nack, D. L. (2009). Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3372339

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Townsend, Maryann Michel|Nack, Donna Lee. “Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?.” 2009. Thesis, Lindenwood University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3372339.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Townsend, Maryann Michel|Nack, Donna Lee. “Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?.” 2009. Web. 17 Apr 2021.

Vancouver:

Townsend, Maryann Michel|Nack DL. Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?. [Internet] [Thesis]. Lindenwood University; 2009. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372339.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Townsend, Maryann Michel|Nack DL. Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?. [Thesis]. Lindenwood University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372339

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Nack, Donna Lee|Townsend, Maryann Michel. Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?.

Degree: 2009, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3372344

► <i>Purpose.</i> This study was developed to determine if High School Grade Point Average, High School Class Rank or the ACT scores were effective measures… (more)

Subjects/Keywords: Education; Tests and Measurements

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APA (6^th Edition):

Nack, Donna Lee|Townsend, M. M. (2009). Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3372344

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nack, Donna Lee|Townsend, Maryann Michel. “Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?.” 2009. Thesis, Lindenwood University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3372344.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nack, Donna Lee|Townsend, Maryann Michel. “Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?.” 2009. Web. 17 Apr 2021.

Vancouver:

Nack, Donna Lee|Townsend MM. Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?. [Internet] [Thesis]. Lindenwood University; 2009. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372344.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nack, Donna Lee|Townsend MM. Are high school GPA, rank in high school graduating class or ACT scores adequate predictors of college freshmen success?. [Thesis]. Lindenwood University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372344

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Murphy, Daniel Lee. The effects of serial correlation on the curve-of-factors growth model.

Degree: 2009, The University of Texas at Austin

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3372405

► This simulation study examined the performance of the curve-of-factors growth model when serial correlation and growth processes were present in the first-level factor structure.… (more)

Subjects/Keywords: Education, Tests and Measurements; Statistics

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APA (6^th Edition):

Murphy, D. L. (2009). The effects of serial correlation on the curve-of-factors growth model. (Thesis). The University of Texas at Austin. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3372405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Murphy, Daniel Lee. “The effects of serial correlation on the curve-of-factors growth model.” 2009. Thesis, The University of Texas at Austin. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3372405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Murphy, Daniel Lee. “The effects of serial correlation on the curve-of-factors growth model.” 2009. Web. 17 Apr 2021.

Vancouver:

Murphy DL. The effects of serial correlation on the curve-of-factors growth model. [Internet] [Thesis]. The University of Texas at Austin; 2009. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Murphy DL. The effects of serial correlation on the curve-of-factors growth model. [Thesis]. The University of Texas at Austin; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3372405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Butler, Stephanie T. Is Quantitative Data-Driven instruction appropriate in visual arts education?.

Degree: 2015, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1587885

► The use of quantitative data-driven instruction and assessment in the visual arts curriculum could impact the outcome of student creativity if employed within the… (more)

Subjects/Keywords: Art education; Educational tests & measurements

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APA (6^th Edition):

Butler, S. T. (2015). Is Quantitative Data-Driven instruction appropriate in visual arts education?. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1587885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Butler, Stephanie T. “Is Quantitative Data-Driven instruction appropriate in visual arts education?.” 2015. Thesis, California State University, Long Beach. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1587885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Butler, Stephanie T. “Is Quantitative Data-Driven instruction appropriate in visual arts education?.” 2015. Web. 17 Apr 2021.

Vancouver:

Butler ST. Is Quantitative Data-Driven instruction appropriate in visual arts education?. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1587885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Butler ST. Is Quantitative Data-Driven instruction appropriate in visual arts education?. [Thesis]. California State University, Long Beach; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1587885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Erwin, Douglas. Fine Arts Coursework and Student Achievement Among African-American Students in a Midwest Setting.

Degree: 2016, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10244375

► The researcher designed this study to investigate a possible correlation between the number of years of fine arts coursework and achievement on the American… (more)

Subjects/Keywords: Art education; Educational tests & measurements

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APA (6^th Edition):

Erwin, D. (2016). Fine Arts Coursework and Student Achievement Among African-American Students in a Midwest Setting. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10244375

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Erwin, Douglas. “Fine Arts Coursework and Student Achievement Among African-American Students in a Midwest Setting.” 2016. Thesis, Lindenwood University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10244375.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Erwin, Douglas. “Fine Arts Coursework and Student Achievement Among African-American Students in a Midwest Setting.” 2016. Web. 17 Apr 2021.

Vancouver:

Erwin D. Fine Arts Coursework and Student Achievement Among African-American Students in a Midwest Setting. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10244375.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Erwin D. Fine Arts Coursework and Student Achievement Among African-American Students in a Midwest Setting. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10244375

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pittsburgh

21. Blaze, Thomas James. Enumerating the correct number of classes in a semiparametric group-based trajectory model.

Degree: 2014, University of Pittsburgh

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3582652

► The semiparametric group-based trajectory model (GBTM), a special case of the more general growth mixture model, has been and increasingly employed technique for modeling… (more)

▼ The semiparametric group-based trajectory model (GBTM), a special case of the more general growth mixture model, has been and increasingly employed technique for modeling heterogeneous change over time. A benefit of the GBTM is the ability to uncover distinct classes in the population that are characterized by their developmental trajectories. The characteristics of the developmental trajectories are affected by the number of classes extracted during estimation which in turn can affect inference, future investigation, and treatment or intervention. Thus, it is important that the measure(s) being relied upon for class enumeration are as accurate as possible. Only a handful of over 20 measures for class enumeration have been assessed in the context of GBTM using Monte Carlo methods prompting the need for a more thorough investigation. The purpose of this study was to determine if there were differences in the studied enumeration measures (information criteria, likelihood ratio test derivatives, and entropy based statistics and classification indices) abilities to correctly identify a true number of latent classes and to determine the common extraction errors for select enumeration measures in the context of a GBTM. A Monte Carlo study was performed and data were generated for true 4-class censored normal and binary logit models. Manipulated factors were sample size, the number of repeated measures, class mixing proportions, percent missing, and separation among the classes. Data were analyzed using a classification and regression tree approach. The results demonstrated that there were differences in the enumeration measures abilities to correctly identify the true 4-class solution in both model types. Correct classification rates were highest when the separation among the classes was high, the class mixing proportions were either equal or moderately unequal, and the sample size was 800 or above. The information criteria had the most accurate classification rates while entropy statistics and classification indices had the least accurate classification rates. There were higher rates of under extraction errors overall but in certain conditions some of the enumeration measures showed a tendency to over extract classes. The Bayesian information criterion and the sample size adjusted Bayesian information criterion were the two measures recommended overall.

Subjects/Keywords: Education, Tests and Measurements; Statistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Blaze, T. J. (2014). Enumerating the correct number of classes in a semiparametric group-based trajectory model. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3582652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Blaze, Thomas James. “Enumerating the correct number of classes in a semiparametric group-based trajectory model.” 2014. Thesis, University of Pittsburgh. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3582652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Blaze, Thomas James. “Enumerating the correct number of classes in a semiparametric group-based trajectory model.” 2014. Web. 17 Apr 2021.

Vancouver:

Blaze TJ. Enumerating the correct number of classes in a semiparametric group-based trajectory model. [Internet] [Thesis]. University of Pittsburgh; 2014. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3582652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blaze TJ. Enumerating the correct number of classes in a semiparametric group-based trajectory model. [Thesis]. University of Pittsburgh; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3582652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Papenhausen, Nan V. Independent school entrance testing as a predictor of student academic success.

Degree: 2015, Pepperdine University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3667426

► Much research has been done on the correlations between SAT and ACT scores and student performance in college. However, research into independent school practices… (more)

Subjects/Keywords: Education; Tests and Measurements

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Papenhausen, N. V. (2015). Independent school entrance testing as a predictor of student academic success. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3667426

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Papenhausen, Nan V. “Independent school entrance testing as a predictor of student academic success.” 2015. Thesis, Pepperdine University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3667426.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Papenhausen, Nan V. “Independent school entrance testing as a predictor of student academic success.” 2015. Web. 17 Apr 2021.

Vancouver:

Papenhausen NV. Independent school entrance testing as a predictor of student academic success. [Internet] [Thesis]. Pepperdine University; 2015. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3667426.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Papenhausen NV. Independent school entrance testing as a predictor of student academic success. [Thesis]. Pepperdine University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3667426

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Mazjanis, Brian I. Divergent summers| Measuring the effect-size of summer vacation on reading and mathematics achievement scores for different populations of Maine students.

Degree: 2015, University of Southern Maine

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3723188

► This quantitative study of summer learning for Maine students in grades three through grades eight analyzed changes in academic achievement level in mathematics and… (more)

▼ This quantitative study of summer learning for Maine students in grades three through grades eight analyzed changes in academic achievement level in mathematics and reading that occurred during the summer recess of 2009. For mathematics, it appeared that when school was not in session, students showed a cumulative loss of nearly 11 percent of a standard deviation. Although small, the change in performance over the summer was not uniform across all grades studied. For the youngest students in this study, the summer recess represented a time where children collectively lost nearly 40 percent of a standard deviation in mathematics. While gender did not show a statistically significant affect on a child’s mathematics achievement over the summer, a child’s socioeconomic status (SES) did. Taken cumulatively over the course of this study, high-SES children made a cumulative gain of just over one third of a performance level in mathematics as compared to their low-SES classmates. For reading achievement, it appeared that when school was not in session, students showed a slight gain in reading of just about 2 percent of a standard deviation. Again the change was not uniform: children in the youngest grades of the study appeared to gain in achievement level during the summer, while the oldest children in this study lost nearly 32 percent of a standard deviation. Both gender and SES had a statistically significant impact on a child’s summer learning. Over the five grade spans of this study, high-SES children gained nearly 25 percent of a performance level over their low-SES classmates while female students gained nearly 40 percent of an achievement level over their male classmates. The patterns of learning exposed in this study for different categories of students during the summertime have meaningful implications for policymakers attempting to close the achievement gap. First, it suggests that efforts to close the achievement gap must include efforts to address out-of-school learning factors. Second, by including the summer learning in their calculations accountability measures that use an annual assessment to measure the effectiveness of teachers and schools at closing the achievement gap contain a substantial error.

Subjects/Keywords: Educational tests & measurements; Education policy

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APA (6^th Edition):

Mazjanis, B. I. (2015). Divergent summers| Measuring the effect-size of summer vacation on reading and mathematics achievement scores for different populations of Maine students. (Thesis). University of Southern Maine. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3723188

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mazjanis, Brian I. “Divergent summers| Measuring the effect-size of summer vacation on reading and mathematics achievement scores for different populations of Maine students.” 2015. Thesis, University of Southern Maine. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3723188.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mazjanis, Brian I. “Divergent summers| Measuring the effect-size of summer vacation on reading and mathematics achievement scores for different populations of Maine students.” 2015. Web. 17 Apr 2021.

Vancouver:

Mazjanis BI. Divergent summers| Measuring the effect-size of summer vacation on reading and mathematics achievement scores for different populations of Maine students. [Internet] [Thesis]. University of Southern Maine; 2015. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3723188.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mazjanis BI. Divergent summers| Measuring the effect-size of summer vacation on reading and mathematics achievement scores for different populations of Maine students. [Thesis]. University of Southern Maine; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3723188

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Indiana University

24. Wild, Justin. Perception and use of Tanzania's Language of Instruction Policy in a Rural Ordinary Level Secondary School| Translating Qualitative Data into a Quantitative Instrument Measuring the Foreign Language Environment.

Degree: 2018, Indiana University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10931398

► In Tanzania, the debate surrounding language of instruction has been rekindled with an announcement in February of 2015 that the language of instruction would… (more)

Subjects/Keywords: Educational tests & measurements; Education policy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wild, J. (2018). Perception and use of Tanzania's Language of Instruction Policy in a Rural Ordinary Level Secondary School| Translating Qualitative Data into a Quantitative Instrument Measuring the Foreign Language Environment. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10931398

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wild, Justin. “Perception and use of Tanzania's Language of Instruction Policy in a Rural Ordinary Level Secondary School| Translating Qualitative Data into a Quantitative Instrument Measuring the Foreign Language Environment.” 2018. Thesis, Indiana University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10931398.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wild, Justin. “Perception and use of Tanzania's Language of Instruction Policy in a Rural Ordinary Level Secondary School| Translating Qualitative Data into a Quantitative Instrument Measuring the Foreign Language Environment.” 2018. Web. 17 Apr 2021.

Vancouver:

Wild J. Perception and use of Tanzania's Language of Instruction Policy in a Rural Ordinary Level Secondary School| Translating Qualitative Data into a Quantitative Instrument Measuring the Foreign Language Environment. [Internet] [Thesis]. Indiana University; 2018. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10931398.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wild J. Perception and use of Tanzania's Language of Instruction Policy in a Rural Ordinary Level Secondary School| Translating Qualitative Data into a Quantitative Instrument Measuring the Foreign Language Environment. [Thesis]. Indiana University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10931398

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Vogt, Abbey Nicole. The Impact of Educational Backgrounds on Academic Success at a Private Work College in the Midwest.

Degree: 2016, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10169680

► More families in the United States are beginning to choose private or homeschool education for children instead of a public school education (Hanna, 2011);… (more)

Subjects/Keywords: Educational tests & measurements; Higher education

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APA (6^th Edition):

Vogt, A. N. (2016). The Impact of Educational Backgrounds on Academic Success at a Private Work College in the Midwest. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10169680

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vogt, Abbey Nicole. “The Impact of Educational Backgrounds on Academic Success at a Private Work College in the Midwest.” 2016. Thesis, Lindenwood University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10169680.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vogt, Abbey Nicole. “The Impact of Educational Backgrounds on Academic Success at a Private Work College in the Midwest.” 2016. Web. 17 Apr 2021.

Vancouver:

Vogt AN. The Impact of Educational Backgrounds on Academic Success at a Private Work College in the Midwest. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10169680.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vogt AN. The Impact of Educational Backgrounds on Academic Success at a Private Work College in the Midwest. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10169680

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Harvard University

26. Buckley, Katie Hills. Separating the Signal From the Noise: An Examination of Student and Teacher Scores Based on Student Learning Objectives (SLOs) in One State.

Degree: Doctor of Education (EdD), 2015, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461041

►

Despite the prevalence of student learning objectives (SLOs) in teacher evaluation systems throughout the United States, research on the validity of student and teacher SLO… (more)

▼

Despite the prevalence of student learning objectives (SLOs) in teacher evaluation systems throughout the United States, research on the validity of student and teacher SLO scores used for high-stakes decisions is lacking. For this reason, this dissertation is comprised of two chapters that examine student and teacher-level SLO performance data from select districts in one Race to the Top state. In Chapter 1, I describe the quality of student assessment data and the comparability of student scores across alternative growth targets. I find that in the first year of implementation, assessments from half of the courses in the sample contained indicators of poor data quality, including anomalous score distributions and small to negative correlations between student prescores and postscores. However, in the second year of implementation, when student SLO performance is incorporated into final teacher evaluation scores, far fewer assessments contained anomalous score distributions, and there is no evidence to suggest manipulation of student scores. In addition to the assessments, the choice of student growth target does have an impact on the comparability of student and teacher scores across districts and years. Chapter 2 describes the validity and reliability of teacher SLO scores. I find that while teacher SLO scores are moderately stable across courses, they are not stable over time, likely due to changes made to the assessments and targets used to determine student SLO scores. Further, for teachers with both SLO scores and an alternative metric of performance based on student growth, the two metrics do not converge. Finally, teachers in courses with higher average student prescores and lower proportions of students with disabilities have slightly higher SLO scores. In general, results on teacher SLO scores were similar to those found with value-added based metrics of teacher performance. Findings from both chapters suggest that improvement in the quality of the assessments administered as well as greater consistency in the growth targets assigned to students, both within districts over time and across districts, will improve the validity of student and teacher SLO scores in this state.

Quantitative Policy Analysis in Education

Advisors/Committee Members: Hill, Heather xmlui.authority.confidence.description.cf_uncertain (advisor), Ho, Andrew (committee member), Murnane, Richard (committee member).

Subjects/Keywords: Education; Tests and Measurements

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Buckley, K. H. (2015). Separating the Signal From the Noise: An Examination of Student and Teacher Scores Based on Student Learning Objectives (SLOs) in One State. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461041

Chicago Manual of Style (16^th Edition):

Buckley, Katie Hills. “Separating the Signal From the Noise: An Examination of Student and Teacher Scores Based on Student Learning Objectives (SLOs) in One State.” 2015. Doctoral Dissertation, Harvard University. Accessed April 17, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461041.

MLA Handbook (7^th Edition):

Buckley, Katie Hills. “Separating the Signal From the Noise: An Examination of Student and Teacher Scores Based on Student Learning Objectives (SLOs) in One State.” 2015. Web. 17 Apr 2021.

Vancouver:

Buckley KH. Separating the Signal From the Noise: An Examination of Student and Teacher Scores Based on Student Learning Objectives (SLOs) in One State. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Apr 17]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461041.

Council of Science Editors:

Buckley KH. Separating the Signal From the Noise: An Examination of Student and Teacher Scores Based on Student Learning Objectives (SLOs) in One State. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461041

Harvard University

27. Hess, Andrew John. Bridging the Gap: Assessing the Effectiveness of Fair Student Funding in New York City Public Schools.

Degree: AB, 2017, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811479

► UNICEF defines a quality education as one that will provide literacy and critical thinking skills to prepare children to be contributing members of society. UNICEF… (more)

Subjects/Keywords: Education; Tests and Measurements

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APA (6^th Edition):

Hess, A. J. (2017). Bridging the Gap: Assessing the Effectiveness of Fair Student Funding in New York City Public Schools. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811479

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hess, Andrew John. “Bridging the Gap: Assessing the Effectiveness of Fair Student Funding in New York City Public Schools.” 2017. Thesis, Harvard University. Accessed April 17, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811479.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hess, Andrew John. “Bridging the Gap: Assessing the Effectiveness of Fair Student Funding in New York City Public Schools.” 2017. Web. 17 Apr 2021.

Vancouver:

Hess AJ. Bridging the Gap: Assessing the Effectiveness of Fair Student Funding in New York City Public Schools. [Internet] [Thesis]. Harvard University; 2017. [cited 2021 Apr 17]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811479.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hess AJ. Bridging the Gap: Assessing the Effectiveness of Fair Student Funding in New York City Public Schools. [Thesis]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811479

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

McGill University

28. Lawrence, Abigail. An exploratory study of senior high school students' experiences of physical motion during examinations.

Degree: MA, Department of Integrated Studies in Education, 2015, McGill University

URL: https://escholarship.mcgill.ca/downloads/sf268828f.pdf ; https://escholarship.mcgill.ca/concern/theses/x920g081c

►

Standardized summative assessments required for students to obtain their high school diplomas usually require them to remain still and write continuously for lengthy periods of… (more)

▼

Standardized summative assessments required for students to obtain their high school diplomas usually require them to remain still and write continuously for lengthy periods of time. As a high school teacher, my experience has suggested that students, and in particular boys, struggle with the sedentary nature of these exams and that they benefit from kinesthetic activities performed throughout instructional or formative assessment periods. These concepts have been substantiated by the literature, which shows a connection between physical activity and increased academic achievement, with some males experiencing greater benefit than some females. This mixed methods study has explored the practice of sedentary exams by seeking to understand students' perspectives on their experiences during tests and exams. Forty-eight grade eleven students participated in two simulated exams – one in which they were required to sit continuously and one in which they were required to perform physical activities every fifteen minutes. Test scores, questionnaires, and a focus group were used to gather data to shed light on how integrating physical motion into an assessment affected students' scores, feelings of well-being, and overall perceptions of this modification. T-tests analyzing test scores showed insignificant change for either gender once the modification was introduced. Quantitative data from questionnaires indicated that most students benefitted from physical motion breaks, with boys responding more positively than girls overall. Qualitative data helped to further explain students' perspectives and experiences of how this modification positively impacted them. This study has implications for teachers, administrators, and policy makers.

Des évaluations sommatives standard sont exigées aux étudiants pour obtenir leur diplôme d'études secondaires. Elles exigent d'habitude de rester en place et d'écrire constamment et pour de longues périodes. Comme une enseignante au niveau secondaire, mon expérience suggère que les étudiants, et particulièrement les garçons, luttent contre la nature sédentaire de ces examens et profitent des activités kinesthésiques exécutées tout au long des périodes d'évaluation éducatives ou formatrices. Ces concepts ont été justifiés par la littérature, qui montre une connexion entre l'activité physique et l'amélioration au niveau académique. Cette méthode d'étude mixte a examiné la pratique d'examens sédentaires en cherchant à comprendre les perspectives des étudiants sur leurs expériences pendant ces épreuves. Quarante-huit étudiants au secondaire cinq ont participé à deux examens simulés – Un dans lequel ils ont été tenus de s'asseoir constamment et un autre dans lequel ils devaient effectuer des activités physiques toutes les quinze minutes. Les résultats des tests, les questionnaires et un groupe de discussion ont été utilisés pour recueillir des données pour mettre la lumière sur comment une évaluation avec des mouvements physiques affecte les notes des élèves, leurs sentiments de…

Advisors/Committee Members: Carolyn E Turner (Internal/Supervisor).

Subjects/Keywords: Education - Tests and Measurements

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APA (6^th Edition):

Lawrence, A. (2015). An exploratory study of senior high school students' experiences of physical motion during examinations. (Masters Thesis). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/sf268828f.pdf ; https://escholarship.mcgill.ca/concern/theses/x920g081c

Chicago Manual of Style (16^th Edition):

Lawrence, Abigail. “An exploratory study of senior high school students' experiences of physical motion during examinations.” 2015. Masters Thesis, McGill University. Accessed April 17, 2021. https://escholarship.mcgill.ca/downloads/sf268828f.pdf ; https://escholarship.mcgill.ca/concern/theses/x920g081c.

MLA Handbook (7^th Edition):

Lawrence, Abigail. “An exploratory study of senior high school students' experiences of physical motion during examinations.” 2015. Web. 17 Apr 2021.

Vancouver:

Lawrence A. An exploratory study of senior high school students' experiences of physical motion during examinations. [Internet] [Masters thesis]. McGill University; 2015. [cited 2021 Apr 17]. Available from: https://escholarship.mcgill.ca/downloads/sf268828f.pdf ; https://escholarship.mcgill.ca/concern/theses/x920g081c.

Council of Science Editors:

Lawrence A. An exploratory study of senior high school students' experiences of physical motion during examinations. [Masters Thesis]. McGill University; 2015. Available from: https://escholarship.mcgill.ca/downloads/sf268828f.pdf ; https://escholarship.mcgill.ca/concern/theses/x920g081c

University of Oklahoma

29. Martin, Jodie Diane. EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION.

Degree: PhD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/7901

► Federal law mandates that educators use transition assessment data when they develop their students with disabilities’ IEP transition plans. Transition assessments typically provide scores for… (more)

▼ Federal law mandates that educators use transition assessment data when they develop their students with disabilities’ IEP transition plans. Transition assessments typically provide scores for educators to include in transition plans, but educators must develop annual transition goals from those scores on their own. The Transition Assessment and Goal Generator (TAGG) was designed to bridge the gap between transition assessment scores and the development of annual transition goals. The purpose of this study was to test the configuration and structure of the TAGG theoretical model to ensure that the goals generated by the TAGG were valid for students who spent varying portions of their school day in general education. The study also tested the configuration and structure of the TAGG to understand whether the goals it generates were suitable for students at different grade levels, having exposure to different transition education concepts, and in different disability categories. Multigroup confirmatory factor analysis was used to assess for measurement invariance of the TAGG items on the Professional, Family and Student versions of the TAGG. Configural equivalence was found for each version of the TAGG regardless of students’ participation in general education, access to transition education, grade level, and disability category, meaning those variables do not need to be considered when goals are generated by the TAGG. Some metric invariance was observed on the student TAGG for students having had transition education and on the family TAGG for students in the 9th grade and having specific learning disabilities and intellectual disabilities, suggesting that students and families viewed some of the behaviors as less related to success than for other groups of students. Advisors/Committee Members: Martin, James E. (advisor), Hennessey, Maeghan (committee member), Brandes, Joyce (committee member), Gardner, Jim (committee member), Peck, B. Mitchell (committee member).

Subjects/Keywords: Education; Tests and Measurements.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Martin, J. D. (2013). EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7901

Chicago Manual of Style (16^th Edition):

Martin, Jodie Diane. “EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed April 17, 2021. http://hdl.handle.net/11244/7901.

MLA Handbook (7^th Edition):

Martin, Jodie Diane. “EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION.” 2013. Web. 17 Apr 2021.

Vancouver:

Martin JD. EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/11244/7901.

Council of Science Editors:

Martin JD. EXAMINING THE MEASUREMENT INVARIANCE OF THE TRANSITION ASSESSMENT AND GOAL GENERATOR ACROSS PERCENT OF TIME SPENT IN GENERAL EDUCATION. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7901

Rutgers University

30. Oluwalana, Olasumbo O., 1971. New approaches to Q-matrix validation and estimation for cognitive diagnosis models.

Degree: PhD, Q-matrix, 2019, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/60909/

► A primary purpose of cognitive diagnosis models (CDMs) is to classify examinees based on their attribute patterns. The Q-matrix (Tatsuoka, 1985), a common component of… (more)

▼ A primary purpose of cognitive diagnosis models (CDMs) is to classify examinees based on their attribute patterns. The Q-matrix (Tatsuoka, 1985), a common component of all CDMs, specifies the relationship between the set of required dichotomous attributes and the test items. Since a Q-matrix is often developed by content-knowledge experts and can be influenced by their judgment (de la Torre & Chiu, 2016), this can lead to misspecifications in the Q-matrix that can have unintended consequences on examinees’ classifications. Incorrect classification of examinees can have tremendous impact since some assessments are high-stake and are used to make important decisions about students, such as selection and placement. Previous research based on the Trends in International Math and Science Study (TIMSS) has predominantly focused on comparing the performances of participating countries using their average scores. This study focused on fitting data from the TIMSS with a CDM to obtain estimated attribute profiles that will provide information about skill proficiency of students in the participating countries. However, since the test is not specifically designed for use with a CDM, a provisional Q-matrix was developed with input from content experts. As a preliminary analysis, the TIMSS data was first fitted with the generalized deterministic inputs, noisy, “and” gate (G-DINA) model to obtain examinees’ estimated attribute profiles. An evaluation of the estimated attribute profiles however indicated that there are inconsistencies in classification, which may be due to misspecification in the provisional Q-matrix. To ensure that the provisional Q-matrix is appropriately developed, this dissertation proposes one Q-matrix validation method that can be used to correct possible misspecifications in a Q-matrix, and one Q-matrix estimation method for estimating a Q-matrix from scratch. The proposed methods both integrate the Q-matrix validation procedure (Chiu, 2013) that is based on a nonparametric classification method. The first method, the integrated Q-matrix validation (IQV) technique, uses a joint maximum likelihood estimation (JMLE) procedure for diagnostic classification models (Chiu, Köhn, Zheng, and Henson, 2016) to determine examinees’ attribute profiles that are then integrated into the algorithm of Chiu’s Q-matrix validation method to validate the Q-matrix. In the second method, the two-step Q-matrix estimation (TSQE) method, factor analysis is first applied to the correlation matrix to obtain a provisional Q-matrix. The provisional Q-matrix is then incorporated into the algorithm of Chiu’s Q-matrix validation method, to obtain the true Q-matrix. The viability of both methods was investigated using simulation studies with various conditions. The TIMSS data was re-analyzed with the G-DINA model using modified Q-matrices obtained from analysis with the proposed methods. An evaluation of the updated estimated attribute profiles indicated that some of the inconsistencies in classification that were previously identified… Advisors/Committee Members: Chiu, Chia-Yi (chair), School of Graduate Studies.

Subjects/Keywords: Education; Educational tests and measurements

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APA (6^th Edition):

Oluwalana, Olasumbo O., 1. (2019). New approaches to Q-matrix validation and estimation for cognitive diagnosis models. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/60909/

Chicago Manual of Style (16^th Edition):

Oluwalana, Olasumbo O., 1971. “New approaches to Q-matrix validation and estimation for cognitive diagnosis models.” 2019. Doctoral Dissertation, Rutgers University. Accessed April 17, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/60909/.

MLA Handbook (7^th Edition):

Oluwalana, Olasumbo O., 1971. “New approaches to Q-matrix validation and estimation for cognitive diagnosis models.” 2019. Web. 17 Apr 2021.

Vancouver:

Oluwalana, Olasumbo O. 1. New approaches to Q-matrix validation and estimation for cognitive diagnosis models. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2021 Apr 17]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60909/.

Council of Science Editors:

Oluwalana, Olasumbo O. 1. New approaches to Q-matrix validation and estimation for cognitive diagnosis models. [Doctoral Dissertation]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/60909/

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Open Access Theses and Dissertations