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You searched for subject:(Educational tests measurements). Showing records 1 – 30 of 1177 total matches.

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1. Abbott, Marylynne. Mitigating the Effects of Test Anxiety through a Relaxation Technique Called Sensory Activation.

Degree: 2017, Lindenwood University

  Test anxiety is a phenomenon which has been researched for decades. Student performance, goal attainment, and personal lives are all negatively affected by the… (more)

Subjects/Keywords: Educational tests & measurements

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

APA (6th Edition):

Abbott, M. (2017). Mitigating the Effects of Test Anxiety through a Relaxation Technique Called Sensory Activation. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10240573

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

Chicago Manual of Style (16th Edition):

Abbott, Marylynne. “Mitigating the Effects of Test Anxiety through a Relaxation Technique Called Sensory Activation.” 2017. Thesis, Lindenwood University. Accessed November 19, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240573.

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

MLA Handbook (7th Edition):

Abbott, Marylynne. “Mitigating the Effects of Test Anxiety through a Relaxation Technique Called Sensory Activation.” 2017. Web. 19 Nov 2017.

Vancouver:

Abbott M. Mitigating the Effects of Test Anxiety through a Relaxation Technique Called Sensory Activation. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2017 Nov 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240573.

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

Council of Science Editors:

Abbott M. Mitigating the Effects of Test Anxiety through a Relaxation Technique Called Sensory Activation. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240573

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


University of Kansas

2. Folger, Allison. Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress.

Degree: M.S.Ed., Psychology & Research in Education, 2011, University of Kansas

 As schools prepare their students for state standardized assessments, more and more schools are turning to other standardized assessments to help predict performance on state… (more)

Subjects/Keywords: Educational tests & measurements

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

APA (6th Edition):

Folger, A. (2011). Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/9747

Chicago Manual of Style (16th Edition):

Folger, Allison. “Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress.” 2011. Masters Thesis, University of Kansas. Accessed November 19, 2017. http://hdl.handle.net/1808/9747.

MLA Handbook (7th Edition):

Folger, Allison. “Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress.” 2011. Web. 19 Nov 2017.

Vancouver:

Folger A. Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress. [Internet] [Masters thesis]. University of Kansas; 2011. [cited 2017 Nov 19]. Available from: http://hdl.handle.net/1808/9747.

Council of Science Editors:

Folger A. Predicting performance on the Kansas Computerized Assessments from performance on the Measures of Academic Progress. [Masters Thesis]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/9747

3. Williams, Karen. From Cribs to Crayons| A Study on the Use of Universal Curriculum and Assessment of Preschool Students and Teachers in the Classroom.

Degree: 2016, University of Louisiana at Lafayette

  Current research indicates there is a correlation between participating in an early childhood program and a student’s performance on future standardized measures, including the… (more)

Subjects/Keywords: Educational tests & measurements

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APA (6th Edition):

Williams, K. (2016). From Cribs to Crayons| A Study on the Use of Universal Curriculum and Assessment of Preschool Students and Teachers in the Classroom. (Thesis). University of Louisiana at Lafayette. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10163338

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

Chicago Manual of Style (16th Edition):

Williams, Karen. “From Cribs to Crayons| A Study on the Use of Universal Curriculum and Assessment of Preschool Students and Teachers in the Classroom.” 2016. Thesis, University of Louisiana at Lafayette. Accessed November 19, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10163338.

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

MLA Handbook (7th Edition):

Williams, Karen. “From Cribs to Crayons| A Study on the Use of Universal Curriculum and Assessment of Preschool Students and Teachers in the Classroom.” 2016. Web. 19 Nov 2017.

Vancouver:

Williams K. From Cribs to Crayons| A Study on the Use of Universal Curriculum and Assessment of Preschool Students and Teachers in the Classroom. [Internet] [Thesis]. University of Louisiana at Lafayette; 2016. [cited 2017 Nov 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163338.

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

Council of Science Editors:

Williams K. From Cribs to Crayons| A Study on the Use of Universal Curriculum and Assessment of Preschool Students and Teachers in the Classroom. [Thesis]. University of Louisiana at Lafayette; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163338

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


University of California – Berkeley

4. Yao, Shih-Ying. Investigating the Validity of a Scientific Argumentation Assessment Using Psychometric Methods.

Degree: Education, 2013, University of California – Berkeley

 With the increasing focus on incorporating argumentation in the teaching and learning of science in recent years, how to assess students' scientific argumentation ability becomes… (more)

Subjects/Keywords: Educational tests & measurements

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

APA (6th Edition):

Yao, S. (2013). Investigating the Validity of a Scientific Argumentation Assessment Using Psychometric Methods. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3zg949z4

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

Chicago Manual of Style (16th Edition):

Yao, Shih-Ying. “Investigating the Validity of a Scientific Argumentation Assessment Using Psychometric Methods.” 2013. Thesis, University of California – Berkeley. Accessed November 19, 2017. http://www.escholarship.org/uc/item/3zg949z4.

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

MLA Handbook (7th Edition):

Yao, Shih-Ying. “Investigating the Validity of a Scientific Argumentation Assessment Using Psychometric Methods.” 2013. Web. 19 Nov 2017.

Vancouver:

Yao S. Investigating the Validity of a Scientific Argumentation Assessment Using Psychometric Methods. [Internet] [Thesis]. University of California – Berkeley; 2013. [cited 2017 Nov 19]. Available from: http://www.escholarship.org/uc/item/3zg949z4.

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

Council of Science Editors:

Yao S. Investigating the Validity of a Scientific Argumentation Assessment Using Psychometric Methods. [Thesis]. University of California – Berkeley; 2013. Available from: http://www.escholarship.org/uc/item/3zg949z4

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

5. Curabay, Muhammet. Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA.

Degree: 2017, University of Denver

  The college admission systems of the United States require the Scholastic Aptitude Test (SAT) and American College Testing (ACT) examinations. Although, some resources suggest… (more)

Subjects/Keywords: Educational tests & measurements

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

APA (6th Edition):

Curabay, M. (2017). Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA. (Thesis). University of Denver. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10242126

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

Chicago Manual of Style (16th Edition):

Curabay, Muhammet. “Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA.” 2017. Thesis, University of Denver. Accessed November 19, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242126.

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

MLA Handbook (7th Edition):

Curabay, Muhammet. “Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA.” 2017. Web. 19 Nov 2017.

Vancouver:

Curabay M. Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA. [Internet] [Thesis]. University of Denver; 2017. [cited 2017 Nov 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10242126.

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

Council of Science Editors:

Curabay M. Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA. [Thesis]. University of Denver; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10242126

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

6. Bukhari, Nurliyana. An Examination of the Impact of Residuals and Residual Covariance Structures on Scores for Next Generation, Mixed-Format, Online Assessments with the Existence of Potential Irrelevant Dimensions Under Various Calibration Strategies.

Degree: 2017, The University of North Carolina at Greensboro

  In general, newer educational assessments are deemed more demanding challenges than students are currently prepared to face. Two types of factors may contribute to… (more)

Subjects/Keywords: Educational tests & measurements

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

APA (6th Edition):

Bukhari, N. (2017). An Examination of the Impact of Residuals and Residual Covariance Structures on Scores for Next Generation, Mixed-Format, Online Assessments with the Existence of Potential Irrelevant Dimensions Under Various Calibration Strategies. (Thesis). The University of North Carolina at Greensboro. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10262733

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

Chicago Manual of Style (16th Edition):

Bukhari, Nurliyana. “An Examination of the Impact of Residuals and Residual Covariance Structures on Scores for Next Generation, Mixed-Format, Online Assessments with the Existence of Potential Irrelevant Dimensions Under Various Calibration Strategies.” 2017. Thesis, The University of North Carolina at Greensboro. Accessed November 19, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262733.

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

MLA Handbook (7th Edition):

Bukhari, Nurliyana. “An Examination of the Impact of Residuals and Residual Covariance Structures on Scores for Next Generation, Mixed-Format, Online Assessments with the Existence of Potential Irrelevant Dimensions Under Various Calibration Strategies.” 2017. Web. 19 Nov 2017.

Vancouver:

Bukhari N. An Examination of the Impact of Residuals and Residual Covariance Structures on Scores for Next Generation, Mixed-Format, Online Assessments with the Existence of Potential Irrelevant Dimensions Under Various Calibration Strategies. [Internet] [Thesis]. The University of North Carolina at Greensboro; 2017. [cited 2017 Nov 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10262733.

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

Council of Science Editors:

Bukhari N. An Examination of the Impact of Residuals and Residual Covariance Structures on Scores for Next Generation, Mixed-Format, Online Assessments with the Existence of Potential Irrelevant Dimensions Under Various Calibration Strategies. [Thesis]. The University of North Carolina at Greensboro; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10262733

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


University of Kansas

7. Im, Suk Keun. The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times.

Degree: PhD, Psychology & Research in Education, 2015, University of Kansas

 Computer-based testing makes it possible to record an examinee’s response time on an item. This information can be an important factor to understand the examinees,… (more)

Subjects/Keywords: Educational psychology; Educational tests & measurements

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

APA (6th Edition):

Im, S. K. (2015). The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19527

Chicago Manual of Style (16th Edition):

Im, Suk Keun. “The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times.” 2015. Doctoral Dissertation, University of Kansas. Accessed November 19, 2017. http://hdl.handle.net/1808/19527.

MLA Handbook (7th Edition):

Im, Suk Keun. “The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times.” 2015. Web. 19 Nov 2017.

Vancouver:

Im SK. The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2017 Nov 19]. Available from: http://hdl.handle.net/1808/19527.

Council of Science Editors:

Im SK. The Hierarchical Testlet Response Time Model: Bayesian analysis of a testlet model for item responses and response times. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19527

8. Moore, Tameka Tammy. An International Quantitative Comparative Content Analysis of Reading Curriculum Using a 21st Century Framework.

Degree: 2016, Lindenwood University

  Research in the area of 21st century learning suggested the American public education system lacked educational preparation for students to compete in a global/connection… (more)

Subjects/Keywords: Educational tests & measurements; Educational evaluation

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

APA (6th Edition):

Moore, T. T. (2016). An International Quantitative Comparative Content Analysis of Reading Curriculum Using a 21st Century Framework. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10170204

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

Chicago Manual of Style (16th Edition):

Moore, Tameka Tammy. “An International Quantitative Comparative Content Analysis of Reading Curriculum Using a 21st Century Framework.” 2016. Thesis, Lindenwood University. Accessed November 19, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10170204.

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

MLA Handbook (7th Edition):

Moore, Tameka Tammy. “An International Quantitative Comparative Content Analysis of Reading Curriculum Using a 21st Century Framework.” 2016. Web. 19 Nov 2017.

Vancouver:

Moore TT. An International Quantitative Comparative Content Analysis of Reading Curriculum Using a 21st Century Framework. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2017 Nov 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10170204.

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

Council of Science Editors:

Moore TT. An International Quantitative Comparative Content Analysis of Reading Curriculum Using a 21st Century Framework. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10170204

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

9. Zhang, Tan. Understanding physical education teacher motivation in relation to job resources and demands.

Degree: 2016, The University of North Carolina at Greensboro

  Research has shown that the working environment of physical education influences teacher motivation. Identifying the characteristics of teachers’ working environment may contribute to developing… (more)

Subjects/Keywords: Educational tests & measurements; Educational psychology

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

APA (6th Edition):

Zhang, T. (2016). Understanding physical education teacher motivation in relation to job resources and demands. (Thesis). The University of North Carolina at Greensboro. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10123702

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

Chicago Manual of Style (16th Edition):

Zhang, Tan. “Understanding physical education teacher motivation in relation to job resources and demands.” 2016. Thesis, The University of North Carolina at Greensboro. Accessed November 19, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10123702.

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

MLA Handbook (7th Edition):

Zhang, Tan. “Understanding physical education teacher motivation in relation to job resources and demands.” 2016. Web. 19 Nov 2017.

Vancouver:

Zhang T. Understanding physical education teacher motivation in relation to job resources and demands. [Internet] [Thesis]. The University of North Carolina at Greensboro; 2016. [cited 2017 Nov 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123702.

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

Council of Science Editors:

Zhang T. Understanding physical education teacher motivation in relation to job resources and demands. [Thesis]. The University of North Carolina at Greensboro; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123702

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

10. Mathus, Margaret A. The Relationship between Teacher Evaluation Ratings and Student Achievement in a Rural, Midwest School District.

Degree: 2017, Lindenwood University

  While many factors have been identified as influencing student academic performance, previous studies consistently determined effective teaching as the most significant factor, within the… (more)

Subjects/Keywords: Educational tests & measurements; Educational evaluation

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

APA (6th Edition):

Mathus, M. A. (2017). The Relationship between Teacher Evaluation Ratings and Student Achievement in a Rural, Midwest School District. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10270472

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

Chicago Manual of Style (16th Edition):

Mathus, Margaret A. “The Relationship between Teacher Evaluation Ratings and Student Achievement in a Rural, Midwest School District.” 2017. Thesis, Lindenwood University. Accessed November 19, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270472.

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

MLA Handbook (7th Edition):

Mathus, Margaret A. “The Relationship between Teacher Evaluation Ratings and Student Achievement in a Rural, Midwest School District.” 2017. Web. 19 Nov 2017.

Vancouver:

Mathus MA. The Relationship between Teacher Evaluation Ratings and Student Achievement in a Rural, Midwest School District. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2017 Nov 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10270472.

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

Council of Science Editors:

Mathus MA. The Relationship between Teacher Evaluation Ratings and Student Achievement in a Rural, Midwest School District. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10270472

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


University of Missouri – Columbia

11. Schuler, Kristina K. The Impact of High-Stakes Accountability on Instructional Leadership and Data-Driven Decision-Making.

Degree: 2017, University of Missouri – Columbia

  This qualitative, multi-case study was designed to examine the impact high-stakes accountability and data-driven decision making has had on administrators and teacher leaders. Serving… (more)

Subjects/Keywords: Educational tests & measurements; Educational leadership

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

APA (6th Edition):

Schuler, K. K. (2017). The Impact of High-Stakes Accountability on Instructional Leadership and Data-Driven Decision-Making. (Thesis). University of Missouri – Columbia. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10629017

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

Chicago Manual of Style (16th Edition):

Schuler, Kristina K. “The Impact of High-Stakes Accountability on Instructional Leadership and Data-Driven Decision-Making.” 2017. Thesis, University of Missouri – Columbia. Accessed November 19, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629017.

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

MLA Handbook (7th Edition):

Schuler, Kristina K. “The Impact of High-Stakes Accountability on Instructional Leadership and Data-Driven Decision-Making.” 2017. Web. 19 Nov 2017.

Vancouver:

Schuler KK. The Impact of High-Stakes Accountability on Instructional Leadership and Data-Driven Decision-Making. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2017 Nov 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10629017.

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

Council of Science Editors:

Schuler KK. The Impact of High-Stakes Accountability on Instructional Leadership and Data-Driven Decision-Making. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10629017

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

12. Chism, Michelle. A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting.

Degree: 2017, Lindenwood University

  To determine if a relationship existed between teacher professional development and student reading achievement for grades K-2, the researcher conducted a mixed-methods study to… (more)

Subjects/Keywords: Educational tests & measurements; Reading instruction

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

APA (6th Edition):

Chism, M. (2017). A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10240579

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

Chicago Manual of Style (16th Edition):

Chism, Michelle. “A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting.” 2017. Thesis, Lindenwood University. Accessed November 19, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10240579.

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

MLA Handbook (7th Edition):

Chism, Michelle. “A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting.” 2017. Web. 19 Nov 2017.

Vancouver:

Chism M. A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2017 Nov 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240579.

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

Council of Science Editors:

Chism M. A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240579

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


Indiana State University

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

Degree: 2017, Indiana State University

  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)

Subjects/Keywords: Educational tests & measurements; Secondary education

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

APA (6th 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 (16th 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 November 19, 2017. 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 (7th Edition):

DeRossett, Woodrow Garry. “A research study of educational practice of reading strategies and assessment in Indiana high schools.” 2017. Web. 19 Nov 2017.

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 2017 Nov 19]. 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

14. 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

  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 (6th 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 (16th 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 November 19, 2017. 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 (7th Edition):

Blanchard, Janey. “The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations.” 2016. Web. 19 Nov 2017.

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 2017 Nov 19]. 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


Florida State University

15. Wu, Yi-Jhen. Investigating the Recovery of Latent Class Membership in the Mixture Rasch Modeling.

Degree: MS, Educational Psychology and Learning Systems, 2014, Florida State University

 Mixture IRT modeling allows the detection of latent classes and different item parameter profile patterns across latent classes. In Rasch mixture model estimation, latent classes… (more)

Subjects/Keywords: Educational tests and measurements

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

APA (6th Edition):

Wu, Y. (2014). Investigating the Recovery of Latent Class Membership in the Mixture Rasch Modeling. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9268

Chicago Manual of Style (16th Edition):

Wu, Yi-Jhen. “Investigating the Recovery of Latent Class Membership in the Mixture Rasch Modeling.” 2014. Masters Thesis, Florida State University. Accessed November 19, 2017. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9268.

MLA Handbook (7th Edition):

Wu, Yi-Jhen. “Investigating the Recovery of Latent Class Membership in the Mixture Rasch Modeling.” 2014. Web. 19 Nov 2017.

Vancouver:

Wu Y. Investigating the Recovery of Latent Class Membership in the Mixture Rasch Modeling. [Internet] [Masters thesis]. Florida State University; 2014. [cited 2017 Nov 19]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9268.

Council of Science Editors:

Wu Y. Investigating the Recovery of Latent Class Membership in the Mixture Rasch Modeling. [Masters Thesis]. Florida State University; 2014. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9268


Florida State University

16. Cho, Kyunghwa. Meta-Analysis of Factor Analyses: Comparison of Univariate and Multivariate Approaches Using Correlation Matrices and Factor Loadings.

Degree: PhD, Educational Psychology and Learning Systems, 2015, Florida State University

 Currently, more sophisticated techniques such as factor analyses are frequently applied in primary research thus may need to be meta-analyzed. This topic has been given… (more)

Subjects/Keywords: Educational tests and measurements; Statistics

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APA (6th Edition):

Cho, K. (2015). Meta-Analysis of Factor Analyses: Comparison of Univariate and Multivariate Approaches Using Correlation Matrices and Factor Loadings. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9570

Chicago Manual of Style (16th Edition):

Cho, Kyunghwa. “Meta-Analysis of Factor Analyses: Comparison of Univariate and Multivariate Approaches Using Correlation Matrices and Factor Loadings.” 2015. Doctoral Dissertation, Florida State University. Accessed November 19, 2017. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9570.

MLA Handbook (7th Edition):

Cho, Kyunghwa. “Meta-Analysis of Factor Analyses: Comparison of Univariate and Multivariate Approaches Using Correlation Matrices and Factor Loadings.” 2015. Web. 19 Nov 2017.

Vancouver:

Cho K. Meta-Analysis of Factor Analyses: Comparison of Univariate and Multivariate Approaches Using Correlation Matrices and Factor Loadings. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2017 Nov 19]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9570.

Council of Science Editors:

Cho K. Meta-Analysis of Factor Analyses: Comparison of Univariate and Multivariate Approaches Using Correlation Matrices and Factor Loadings. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9570

17. Locke, Sean. An Analysis of the Woodcock-Johnson III and the IVA.

Degree: MA, Psychology, 2011, National Library of Canada

 Attention Deficit Hyperactivity Disorder (ADHD) can be assessed using variety of measures including clinical interviews, behavioural observations, respondent checklists, cognitive ability scores, and/or computerized performance… (more)

Subjects/Keywords: Educational Tests and Measurements.

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APA (6th Edition):

Locke, S. (2011). An Analysis of the Woodcock-Johnson III and the IVA. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/37

Chicago Manual of Style (16th Edition):

Locke, Sean. “An Analysis of the Woodcock-Johnson III and the IVA.” 2011. Masters Thesis, National Library of Canada. Accessed November 19, 2017. http://scholar.uwindsor.ca/etd/37.

MLA Handbook (7th Edition):

Locke, Sean. “An Analysis of the Woodcock-Johnson III and the IVA.” 2011. Web. 19 Nov 2017.

Vancouver:

Locke S. An Analysis of the Woodcock-Johnson III and the IVA. [Internet] [Masters thesis]. National Library of Canada; 2011. [cited 2017 Nov 19]. Available from: http://scholar.uwindsor.ca/etd/37.

Council of Science Editors:

Locke S. An Analysis of the Woodcock-Johnson III and the IVA. [Masters Thesis]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/37


Florida State University

18. Yurekli, Hulya. The Effect of Population Shifts on Teacher Vam Scores.

Degree: PhD, Educational Psychology and Learning Systems, 2015, Florida State University

 Value-Added Models (VAMs) require consistent longitudinal data that includes student test scores coming from sequential years. However, longitudinal data is usually incomplete for several reasons,… (more)

Subjects/Keywords: Educational tests and measurements

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APA (6th Edition):

Yurekli, H. (2015). The Effect of Population Shifts on Teacher Vam Scores. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2015fall_Yurekli_fsu_0071E_12916

Chicago Manual of Style (16th Edition):

Yurekli, Hulya. “The Effect of Population Shifts on Teacher Vam Scores.” 2015. Doctoral Dissertation, Florida State University. Accessed November 19, 2017. http://purl.flvc.org/fsu/fd/FSU_2015fall_Yurekli_fsu_0071E_12916.

MLA Handbook (7th Edition):

Yurekli, Hulya. “The Effect of Population Shifts on Teacher Vam Scores.” 2015. Web. 19 Nov 2017.

Vancouver:

Yurekli H. The Effect of Population Shifts on Teacher Vam Scores. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2017 Nov 19]. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Yurekli_fsu_0071E_12916.

Council of Science Editors:

Yurekli H. The Effect of Population Shifts on Teacher Vam Scores. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Yurekli_fsu_0071E_12916

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

Degree: 2015, California State University, Long Beach

  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 (6th 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 (16th Edition):

Butler, Stephanie T. “Is Quantitative Data-Driven instruction appropriate in visual arts education?.” 2015. Thesis, California State University, Long Beach. Accessed November 19, 2017. 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 (7th Edition):

Butler, Stephanie T. “Is Quantitative Data-Driven instruction appropriate in visual arts education?.” 2015. Web. 19 Nov 2017.

Vancouver:

Butler ST. Is Quantitative Data-Driven instruction appropriate in visual arts education?. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2017 Nov 19]. 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


University of KwaZulu-Natal

20. [No author]. A study of the influence of common tasks for assessment on the pedagogical practices of grade nine natural science teachers.

Degree: Education, 2009, University of KwaZulu-Natal

 This study explores the influence of Common Tasks for Assessment (CTAs) on the pedagogical practices of Grade 9 Natural Science teachers. CTAs are assessment tasks… (more)

Subjects/Keywords: Education.; Educational tests and measurements.

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APA (6th Edition):

author], [. (2009). A study of the influence of common tasks for assessment on the pedagogical practices of grade nine natural science teachers. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3930

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

Chicago Manual of Style (16th Edition):

author], [No. “A study of the influence of common tasks for assessment on the pedagogical practices of grade nine natural science teachers. ” 2009. Thesis, University of KwaZulu-Natal. Accessed November 19, 2017. http://hdl.handle.net/10413/3930.

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

MLA Handbook (7th Edition):

author], [No. “A study of the influence of common tasks for assessment on the pedagogical practices of grade nine natural science teachers. ” 2009. Web. 19 Nov 2017.

Vancouver:

author] [. A study of the influence of common tasks for assessment on the pedagogical practices of grade nine natural science teachers. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2017 Nov 19]. Available from: http://hdl.handle.net/10413/3930.

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

Council of Science Editors:

author] [. A study of the influence of common tasks for assessment on the pedagogical practices of grade nine natural science teachers. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/3930

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

21. 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

  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)

Subjects/Keywords: Educational tests & measurements; Education policy

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APA (6th 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 (16th 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 November 19, 2017. 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 (7th 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. 19 Nov 2017.

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 2017 Nov 19]. 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

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

Degree: 2016, Lindenwood University

  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 (6th 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 (16th 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 November 19, 2017. 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 (7th Edition):

Vogt, Abbey Nicole. “The Impact of Educational Backgrounds on Academic Success at a Private Work College in the Midwest.” 2016. Web. 19 Nov 2017.

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 2017 Nov 19]. 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


Columbia University

23. Cha, Jisung. Application of ordered latent class regression model in educational assessment.

Degree: PhD, Measurement and EvaluationHuman Development, 2011, Columbia University

 Latent class analysis is a useful tool to deal with discrete multivariate response data. Croon (1990) proposed the ordered latent class model where latent classes… (more)

Subjects/Keywords: Educational tests and measurements

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APA (6th Edition):

Cha, J. (2011). Application of ordered latent class regression model in educational assessment. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:161911 %%% handle:10022/AC

Chicago Manual of Style (16th Edition):

Cha, Jisung. “Application of ordered latent class regression model in educational assessment.” 2011. Doctoral Dissertation, Columbia University. Accessed November 19, 2017. https://academiccommons.columbia.edu/catalog/ac:161911 %%% handle:10022/AC.

MLA Handbook (7th Edition):

Cha, Jisung. “Application of ordered latent class regression model in educational assessment.” 2011. Web. 19 Nov 2017.

Vancouver:

Cha J. Application of ordered latent class regression model in educational assessment. [Internet] [Doctoral dissertation]. Columbia University; 2011. [cited 2017 Nov 19]. Available from: https://academiccommons.columbia.edu/catalog/ac:161911 %%% handle:10022/AC.

Council of Science Editors:

Cha J. Application of ordered latent class regression model in educational assessment. [Doctoral Dissertation]. Columbia University; 2011. Available from: https://academiccommons.columbia.edu/catalog/ac:161911 %%% handle:10022/AC


Columbia University

24. Li, Huacheng. Estimation of Q-matrix for DINA Model Using the Constrained Generalized DINA Framework.

Degree: PhD, Measurement and EvaluationHuman Development, 2016, Columbia University

 The research of cognitive diagnostic models (CDMs) is becoming an important field of psychometrics. Instead of assigning one score, CDMs provide attribute profiles to indicate… (more)

Subjects/Keywords: Educational tests and measurements

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APA (6th Edition):

Li, H. (2016). Estimation of Q-matrix for DINA Model Using the Constrained Generalized DINA Framework. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:198654 %%% doi:10.7916/D88W3DB2

Chicago Manual of Style (16th Edition):

Li, Huacheng. “Estimation of Q-matrix for DINA Model Using the Constrained Generalized DINA Framework.” 2016. Doctoral Dissertation, Columbia University. Accessed November 19, 2017. https://academiccommons.columbia.edu/catalog/ac:198654 %%% doi:10.7916/D88W3DB2.

MLA Handbook (7th Edition):

Li, Huacheng. “Estimation of Q-matrix for DINA Model Using the Constrained Generalized DINA Framework.” 2016. Web. 19 Nov 2017.

Vancouver:

Li H. Estimation of Q-matrix for DINA Model Using the Constrained Generalized DINA Framework. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2017 Nov 19]. Available from: https://academiccommons.columbia.edu/catalog/ac:198654 %%% doi:10.7916/D88W3DB2.

Council of Science Editors:

Li H. Estimation of Q-matrix for DINA Model Using the Constrained Generalized DINA Framework. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://academiccommons.columbia.edu/catalog/ac:198654 %%% doi:10.7916/D88W3DB2


Columbia University

25. Marini, Jessica. An Item Response Theory Approach to Causal Inference in the Presence of a Pre-intervention Assessment.

Degree: PhD, Measurement and EvaluationHuman Development, 2013, Columbia University

 This research develops a form of causal inference based on Item Response Theory (IRT) to combat bias that occurs when existing causal inference methods are… (more)

Subjects/Keywords: Educational tests and measurements

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APA (6th Edition):

Marini, J. (2013). An Item Response Theory Approach to Causal Inference in the Presence of a Pre-intervention Assessment. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:188469 %%% doi:10.7916/D8WM1CR3

Chicago Manual of Style (16th Edition):

Marini, Jessica. “An Item Response Theory Approach to Causal Inference in the Presence of a Pre-intervention Assessment.” 2013. Doctoral Dissertation, Columbia University. Accessed November 19, 2017. https://academiccommons.columbia.edu/catalog/ac:188469 %%% doi:10.7916/D8WM1CR3.

MLA Handbook (7th Edition):

Marini, Jessica. “An Item Response Theory Approach to Causal Inference in the Presence of a Pre-intervention Assessment.” 2013. Web. 19 Nov 2017.

Vancouver:

Marini J. An Item Response Theory Approach to Causal Inference in the Presence of a Pre-intervention Assessment. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2017 Nov 19]. Available from: https://academiccommons.columbia.edu/catalog/ac:188469 %%% doi:10.7916/D8WM1CR3.

Council of Science Editors:

Marini J. An Item Response Theory Approach to Causal Inference in the Presence of a Pre-intervention Assessment. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://academiccommons.columbia.edu/catalog/ac:188469 %%% doi:10.7916/D8WM1CR3


Columbia University

26. Patterson, Brian Francis. Examining the Impact of Examinee-Selected Constructed Response Items in the Context of a Hierarchical Rater Signal Detection Model.

Degree: PhD, Measurement and EvaluationHuman Development, 2013, Columbia University

 Research into the relatively rarely used examinee-selected item assessment designs has revealed certain challenges. This study aims to more comprehensively re-examine the key issues around… (more)

Subjects/Keywords: Educational tests and measurements

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APA (6th Edition):

Patterson, B. F. (2013). Examining the Impact of Examinee-Selected Constructed Response Items in the Context of a Hierarchical Rater Signal Detection Model. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:186227 %%% doi:10.7916/D8X929DC

Chicago Manual of Style (16th Edition):

Patterson, Brian Francis. “Examining the Impact of Examinee-Selected Constructed Response Items in the Context of a Hierarchical Rater Signal Detection Model.” 2013. Doctoral Dissertation, Columbia University. Accessed November 19, 2017. https://academiccommons.columbia.edu/catalog/ac:186227 %%% doi:10.7916/D8X929DC.

MLA Handbook (7th Edition):

Patterson, Brian Francis. “Examining the Impact of Examinee-Selected Constructed Response Items in the Context of a Hierarchical Rater Signal Detection Model.” 2013. Web. 19 Nov 2017.

Vancouver:

Patterson BF. Examining the Impact of Examinee-Selected Constructed Response Items in the Context of a Hierarchical Rater Signal Detection Model. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2017 Nov 19]. Available from: https://academiccommons.columbia.edu/catalog/ac:186227 %%% doi:10.7916/D8X929DC.

Council of Science Editors:

Patterson BF. Examining the Impact of Examinee-Selected Constructed Response Items in the Context of a Hierarchical Rater Signal Detection Model. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://academiccommons.columbia.edu/catalog/ac:186227 %%% doi:10.7916/D8X929DC


Columbia University

27. Wang, Zijian Gerald. On the Use of Covariates in a Latent Class Signal Detection Model, with Applications to Constructed Response Scoring.

Degree: PhD, Measurement and EvaluationHuman Development, 2012, Columbia University

 A latent class signal detection (SDT) model was recently introduced as an alternative to traditional item response theory (IRT) methods in the analysis of constructed… (more)

Subjects/Keywords: Educational tests and measurements

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APA (6th Edition):

Wang, Z. G. (2012). On the Use of Covariates in a Latent Class Signal Detection Model, with Applications to Constructed Response Scoring. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:146692 %%% handle:10022/AC

Chicago Manual of Style (16th Edition):

Wang, Zijian Gerald. “On the Use of Covariates in a Latent Class Signal Detection Model, with Applications to Constructed Response Scoring.” 2012. Doctoral Dissertation, Columbia University. Accessed November 19, 2017. https://academiccommons.columbia.edu/catalog/ac:146692 %%% handle:10022/AC.

MLA Handbook (7th Edition):

Wang, Zijian Gerald. “On the Use of Covariates in a Latent Class Signal Detection Model, with Applications to Constructed Response Scoring.” 2012. Web. 19 Nov 2017.

Vancouver:

Wang ZG. On the Use of Covariates in a Latent Class Signal Detection Model, with Applications to Constructed Response Scoring. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2017 Nov 19]. Available from: https://academiccommons.columbia.edu/catalog/ac:146692 %%% handle:10022/AC.

Council of Science Editors:

Wang ZG. On the Use of Covariates in a Latent Class Signal Detection Model, with Applications to Constructed Response Scoring. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://academiccommons.columbia.edu/catalog/ac:146692 %%% handle:10022/AC


Columbia University

28. Kim, Sunhee. Dealing with Sparse Rater Scoring of Constructed Responses within a Framework of a Latent Class Signal Detection Model.

Degree: PhD, Measurement and EvaluationHuman Development, 2013, Columbia University

 In many assessment situations that use a constructed-response (CR) item, an examinee's response is evaluated by only one rater, which is called a single rater… (more)

Subjects/Keywords: Educational tests and measurements

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

APA (6th Edition):

Kim, S. (2013). Dealing with Sparse Rater Scoring of Constructed Responses within a Framework of a Latent Class Signal Detection Model. (Doctoral Dissertation). Columbia University. Retrieved from https://academiccommons.columbia.edu/catalog/ac:161491 %%% handle:10022/AC

Chicago Manual of Style (16th Edition):

Kim, Sunhee. “Dealing with Sparse Rater Scoring of Constructed Responses within a Framework of a Latent Class Signal Detection Model.” 2013. Doctoral Dissertation, Columbia University. Accessed November 19, 2017. https://academiccommons.columbia.edu/catalog/ac:161491 %%% handle:10022/AC.

MLA Handbook (7th Edition):

Kim, Sunhee. “Dealing with Sparse Rater Scoring of Constructed Responses within a Framework of a Latent Class Signal Detection Model.” 2013. Web. 19 Nov 2017.

Vancouver:

Kim S. Dealing with Sparse Rater Scoring of Constructed Responses within a Framework of a Latent Class Signal Detection Model. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2017 Nov 19]. Available from: https://academiccommons.columbia.edu/catalog/ac:161491 %%% handle:10022/AC.

Council of Science Editors:

Kim S. Dealing with Sparse Rater Scoring of Constructed Responses within a Framework of a Latent Class Signal Detection Model. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://academiccommons.columbia.edu/catalog/ac:161491 %%% handle:10022/AC


University of Zambia

29. Kanchele, Mumbuna R. Implications of Abolition of the grade 9 cut-off points in Rural High Schools: The case of Mwandi High Schools in Sesheke District of the Western Province of Zambia .

Degree: 2013, University of Zambia

 The purpose of the study was to investigate teachers’ and pupils’ perceived implications of the abolition of Grade 9 cut-off points at Mwandi High School… (more)

Subjects/Keywords: Educational Tests and Measurements

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kanchele, M. R. (2013). Implications of Abolition of the grade 9 cut-off points in Rural High Schools: The case of Mwandi High Schools in Sesheke District of the Western Province of Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3038

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

Chicago Manual of Style (16th Edition):

Kanchele, Mumbuna R. “Implications of Abolition of the grade 9 cut-off points in Rural High Schools: The case of Mwandi High Schools in Sesheke District of the Western Province of Zambia .” 2013. Thesis, University of Zambia. Accessed November 19, 2017. http://hdl.handle.net/123456789/3038.

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

MLA Handbook (7th Edition):

Kanchele, Mumbuna R. “Implications of Abolition of the grade 9 cut-off points in Rural High Schools: The case of Mwandi High Schools in Sesheke District of the Western Province of Zambia .” 2013. Web. 19 Nov 2017.

Vancouver:

Kanchele MR. Implications of Abolition of the grade 9 cut-off points in Rural High Schools: The case of Mwandi High Schools in Sesheke District of the Western Province of Zambia . [Internet] [Thesis]. University of Zambia; 2013. [cited 2017 Nov 19]. Available from: http://hdl.handle.net/123456789/3038.

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

Council of Science Editors:

Kanchele MR. Implications of Abolition of the grade 9 cut-off points in Rural High Schools: The case of Mwandi High Schools in Sesheke District of the Western Province of Zambia . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3038

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


University of Zambia

30. Kanchele, Mumbuna R. Implications of Abolition of the grade 9 cut-off points in Rural High School: The case of Mwandi High School in Sesheke District of the Western Province of Zambia .

Degree: 2014, University of Zambia

 The purpose of the study was to investigate teachers’ and pupils’ perceived implications of the abolition of Grade 9 cut-off points at Mwandi High School… (more)

Subjects/Keywords: Educational Tests and Measurements

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kanchele, M. R. (2014). Implications of Abolition of the grade 9 cut-off points in Rural High School: The case of Mwandi High School in Sesheke District of the Western Province of Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3269

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

Chicago Manual of Style (16th Edition):

Kanchele, Mumbuna R. “Implications of Abolition of the grade 9 cut-off points in Rural High School: The case of Mwandi High School in Sesheke District of the Western Province of Zambia .” 2014. Thesis, University of Zambia. Accessed November 19, 2017. http://hdl.handle.net/123456789/3269.

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

MLA Handbook (7th Edition):

Kanchele, Mumbuna R. “Implications of Abolition of the grade 9 cut-off points in Rural High School: The case of Mwandi High School in Sesheke District of the Western Province of Zambia .” 2014. Web. 19 Nov 2017.

Vancouver:

Kanchele MR. Implications of Abolition of the grade 9 cut-off points in Rural High School: The case of Mwandi High School in Sesheke District of the Western Province of Zambia . [Internet] [Thesis]. University of Zambia; 2014. [cited 2017 Nov 19]. Available from: http://hdl.handle.net/123456789/3269.

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

Council of Science Editors:

Kanchele MR. Implications of Abolition of the grade 9 cut-off points in Rural High School: The case of Mwandi High School in Sesheke District of the Western Province of Zambia . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3269

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

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