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You searched for subject:(high stakes tests). Showing records 1 – 30 of 44 total matches.

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University of Georgia

1. Rudowitz, Lisa Beth. The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests.

Degree: PhD, Elementary Education, 2004, University of Georgia

 The purpose of this quantitative study was to describe the perceived anxiety of fourth and fifth grade students during the weeks prior to taking high-stakes(more)

Subjects/Keywords: High stakes tests

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APA (6th Edition):

Rudowitz, L. B. (2004). The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd

Chicago Manual of Style (16th Edition):

Rudowitz, Lisa Beth. “The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests.” 2004. Doctoral Dissertation, University of Georgia. Accessed June 24, 2019. http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd.

MLA Handbook (7th Edition):

Rudowitz, Lisa Beth. “The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests.” 2004. Web. 24 Jun 2019.

Vancouver:

Rudowitz LB. The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Jun 24]. Available from: http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd.

Council of Science Editors:

Rudowitz LB. The emotional reactions of fourth and fifth grade students prior to taking high-stakes standardized tests. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/rudowitz_lisa_b_200408_phd


Boston College

2. Terrell, Dianna Lynn Gahlsdorf. The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2010, Boston College

 A healthy democratic society requires citizens with both the knowledge to understand the problems it faces and the dispositions to solve them. Yet recent studies… (more)

Subjects/Keywords: High School; High Stakes Tests; History; Secondary; Social Studies; Standardized Tests

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APA (6th Edition):

Terrell, D. L. G. (2010). The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101352

Chicago Manual of Style (16th Edition):

Terrell, Dianna Lynn Gahlsdorf. “The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests.” 2010. Doctoral Dissertation, Boston College. Accessed June 24, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101352.

MLA Handbook (7th Edition):

Terrell, Dianna Lynn Gahlsdorf. “The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests.” 2010. Web. 24 Jun 2019.

Vancouver:

Terrell DLG. The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Jun 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101352.

Council of Science Editors:

Terrell DLG. The Three-Legged Race: Exploring the Relationship between History and Social Studies Teaching and Standardized Tests. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101352


University of Tasmania

3. Johnson, LM. When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study.

Degree: 2011, University of Tasmania

 Literacy testing is regarded as high and ever-increasing stakes, in Australia and beyond. The value and validity of testing and the tests themselves, uses made… (more)

Subjects/Keywords: teachers' administration of standardised/ high stakes literacy tests

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APA (6th Edition):

Johnson, L. (2011). When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/11728/1/Lauren_Johnson_PhD_Thesis_July_2011.pdf

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):

Johnson, LM. “When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study.” 2011. Thesis, University of Tasmania. Accessed June 24, 2019. https://eprints.utas.edu.au/11728/1/Lauren_Johnson_PhD_Thesis_July_2011.pdf.

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

MLA Handbook (7th Edition):

Johnson, LM. “When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study.” 2011. Web. 24 Jun 2019.

Vancouver:

Johnson L. When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study. [Internet] [Thesis]. University of Tasmania; 2011. [cited 2019 Jun 24]. Available from: https://eprints.utas.edu.au/11728/1/Lauren_Johnson_PhD_Thesis_July_2011.pdf.

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

Council of Science Editors:

Johnson L. When system demands meet site realities in high-stakes literacy testing :aA Tasmanian education case study. [Thesis]. University of Tasmania; 2011. Available from: https://eprints.utas.edu.au/11728/1/Lauren_Johnson_PhD_Thesis_July_2011.pdf

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


Karlstad University

4. Virén, Jennie. En kvantitativ studie om lärares inställning till och arbete med Nationella Prov : En enkätstudie i syfte att beskriva lärares uppfattning av huruvida NP bidrar till likvärdig bedömning och ökad måluppfyllelse i mellan – och högstadiet.

Degree: Educational Studies, 2015, Karlstad University

  The level of increased central government that we have experienced during the last decades in school, for the purpose of increasing equality and to… (more)

Subjects/Keywords: Quality improvement School Development School Effectiveness School Improvement Standardization Standardized tests/High stakes tests

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APA (6th Edition):

Virén, J. (2015). En kvantitativ studie om lärares inställning till och arbete med Nationella Prov : En enkätstudie i syfte att beskriva lärares uppfattning av huruvida NP bidrar till likvärdig bedömning och ökad måluppfyllelse i mellan – och högstadiet. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36869

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):

Virén, Jennie. “En kvantitativ studie om lärares inställning till och arbete med Nationella Prov : En enkätstudie i syfte att beskriva lärares uppfattning av huruvida NP bidrar till likvärdig bedömning och ökad måluppfyllelse i mellan – och högstadiet.” 2015. Thesis, Karlstad University. Accessed June 24, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36869.

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

MLA Handbook (7th Edition):

Virén, Jennie. “En kvantitativ studie om lärares inställning till och arbete med Nationella Prov : En enkätstudie i syfte att beskriva lärares uppfattning av huruvida NP bidrar till likvärdig bedömning och ökad måluppfyllelse i mellan – och högstadiet.” 2015. Web. 24 Jun 2019.

Vancouver:

Virén J. En kvantitativ studie om lärares inställning till och arbete med Nationella Prov : En enkätstudie i syfte att beskriva lärares uppfattning av huruvida NP bidrar till likvärdig bedömning och ökad måluppfyllelse i mellan – och högstadiet. [Internet] [Thesis]. Karlstad University; 2015. [cited 2019 Jun 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36869.

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

Council of Science Editors:

Virén J. En kvantitativ studie om lärares inställning till och arbete med Nationella Prov : En enkätstudie i syfte att beskriva lärares uppfattning av huruvida NP bidrar till likvärdig bedömning och ökad måluppfyllelse i mellan – och högstadiet. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36869

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


Texas A&M University

5. Denny, III, Davis McCall. The impact of state-mandated standard-based.

Degree: 2009, Texas A&M University

 The purpose of this study was to assess the impact of the high-stakes standardized test movement in Texas secondary schools. The method to accomplish this… (more)

Subjects/Keywords: high-stakes tests; accountability; administrators perceptions of testing; testing in Texas; Texas Association of Secondary School Principals; supporters of high-stakes testing; critics of high-stakes testing

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

APA (6th Edition):

Denny, III, D. M. (2009). The impact of state-mandated standard-based. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3146

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):

Denny, III, Davis McCall. “The impact of state-mandated standard-based.” 2009. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3146.

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

MLA Handbook (7th Edition):

Denny, III, Davis McCall. “The impact of state-mandated standard-based.” 2009. Web. 24 Jun 2019.

Vancouver:

Denny, III DM. The impact of state-mandated standard-based. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3146.

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

Council of Science Editors:

Denny, III DM. The impact of state-mandated standard-based. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3146

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

6. Appelrouth, Jed. Predicting Success In Preparing For High-Stakes Admissions Tests: A Moderated Mediation Analysis.

Degree: PhD, Educational Psychology and Special Education, 2015, Georgia State University

  Research on preparing for standardized college admissions tests such as the SAT has largely been limited to studies exploring the relative effect size of… (more)

Subjects/Keywords: College Admissions; SAT; SAT Coaching; High-Stakes Tests; College Entrance Examinations; Test Preparation

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

APA (6th Edition):

Appelrouth, J. (2015). Predicting Success In Preparing For High-Stakes Admissions Tests: A Moderated Mediation Analysis. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/102

Chicago Manual of Style (16th Edition):

Appelrouth, Jed. “Predicting Success In Preparing For High-Stakes Admissions Tests: A Moderated Mediation Analysis.” 2015. Doctoral Dissertation, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/epse_diss/102.

MLA Handbook (7th Edition):

Appelrouth, Jed. “Predicting Success In Preparing For High-Stakes Admissions Tests: A Moderated Mediation Analysis.” 2015. Web. 24 Jun 2019.

Vancouver:

Appelrouth J. Predicting Success In Preparing For High-Stakes Admissions Tests: A Moderated Mediation Analysis. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/epse_diss/102.

Council of Science Editors:

Appelrouth J. Predicting Success In Preparing For High-Stakes Admissions Tests: A Moderated Mediation Analysis. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/epse_diss/102


Cornell University

7. Liguori, Bartolo. High Stakes Testing And Teacher Resistance: New York City In An Era Of Increased Accountability .

Degree: 2011, Cornell University

High stakes tests have become the centerpiece of new educational reform movements within the United States. The No Child Left Behind Act of 2002 has… (more)

Subjects/Keywords: Education; High Stakes Tests; New York City; New York Regents; Scrubbing; Teachers; Cheating

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APA (6th Edition):

Liguori, B. (2011). High Stakes Testing And Teacher Resistance: New York City In An Era Of Increased Accountability . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/29122

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):

Liguori, Bartolo. “High Stakes Testing And Teacher Resistance: New York City In An Era Of Increased Accountability .” 2011. Thesis, Cornell University. Accessed June 24, 2019. http://hdl.handle.net/1813/29122.

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

MLA Handbook (7th Edition):

Liguori, Bartolo. “High Stakes Testing And Teacher Resistance: New York City In An Era Of Increased Accountability .” 2011. Web. 24 Jun 2019.

Vancouver:

Liguori B. High Stakes Testing And Teacher Resistance: New York City In An Era Of Increased Accountability . [Internet] [Thesis]. Cornell University; 2011. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1813/29122.

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

Council of Science Editors:

Liguori B. High Stakes Testing And Teacher Resistance: New York City In An Era Of Increased Accountability . [Thesis]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/29122

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


North Carolina State University

8. Ewing, Katherine Anne. Estimating the Effectiveness of Special Education Using Large-Scale Assessment Data.

Degree: PhD, Psychology, 2009, North Carolina State University

 The inclusion of students with disabilities in large scale assessment and accountability programs has provided new opportunities to examine the impact of special education services… (more)

Subjects/Keywords: high-stakes tests; large-scale assessments; special education; students with disabilities; achievement

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

APA (6th Edition):

Ewing, K. A. (2009). Estimating the Effectiveness of Special Education Using Large-Scale Assessment Data. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/5138

Chicago Manual of Style (16th Edition):

Ewing, Katherine Anne. “Estimating the Effectiveness of Special Education Using Large-Scale Assessment Data.” 2009. Doctoral Dissertation, North Carolina State University. Accessed June 24, 2019. http://www.lib.ncsu.edu/resolver/1840.16/5138.

MLA Handbook (7th Edition):

Ewing, Katherine Anne. “Estimating the Effectiveness of Special Education Using Large-Scale Assessment Data.” 2009. Web. 24 Jun 2019.

Vancouver:

Ewing KA. Estimating the Effectiveness of Special Education Using Large-Scale Assessment Data. [Internet] [Doctoral dissertation]. North Carolina State University; 2009. [cited 2019 Jun 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5138.

Council of Science Editors:

Ewing KA. Estimating the Effectiveness of Special Education Using Large-Scale Assessment Data. [Doctoral Dissertation]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/5138


Brigham Young University

9. Hadley, Raylene Jo. Principals' Opinions on the Impact of High-Stakes Testing on Teaching and Learning in the Public Elementary Schools in the State of Utah.

Degree: PhD, 2010, Brigham Young University

 The No Child Left Behind Act of 2001 (NCLB) brought high-stakes testing to the forefront of American public education. With its call for teachers and… (more)

Subjects/Keywords: No Child Left Behind; achievement tests; high-stakes testing; Title 1 funding; elementary education; criterion-referenced tests; Educational Leadership

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

APA (6th Edition):

Hadley, R. J. (2010). Principals' Opinions on the Impact of High-Stakes Testing on Teaching and Learning in the Public Elementary Schools in the State of Utah. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3384&context=etd

Chicago Manual of Style (16th Edition):

Hadley, Raylene Jo. “Principals' Opinions on the Impact of High-Stakes Testing on Teaching and Learning in the Public Elementary Schools in the State of Utah.” 2010. Doctoral Dissertation, Brigham Young University. Accessed June 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3384&context=etd.

MLA Handbook (7th Edition):

Hadley, Raylene Jo. “Principals' Opinions on the Impact of High-Stakes Testing on Teaching and Learning in the Public Elementary Schools in the State of Utah.” 2010. Web. 24 Jun 2019.

Vancouver:

Hadley RJ. Principals' Opinions on the Impact of High-Stakes Testing on Teaching and Learning in the Public Elementary Schools in the State of Utah. [Internet] [Doctoral dissertation]. Brigham Young University; 2010. [cited 2019 Jun 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3384&context=etd.

Council of Science Editors:

Hadley RJ. Principals' Opinions on the Impact of High-Stakes Testing on Teaching and Learning in the Public Elementary Schools in the State of Utah. [Doctoral Dissertation]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3384&context=etd


Liberty University

10. Bruton, Venita Lee. Georgia High-stakes Testing: The Correlation between Eighth Grade and Ninth Grade Achievement.

Degree: 2011, Liberty University

 Standardized tests are an education reality and an important accountability consideration in most states and school systems. Most states require standardized assessments to meet requirements… (more)

Subjects/Keywords: accountability; criterion-referenced test; high-stakes testing; secondary education; standardized assessment; Education, Tests and Measurements; Education, Secondary; Education, Administration

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

APA (6th Edition):

Bruton, V. L. (2011). Georgia High-stakes Testing: The Correlation between Eighth Grade and Ninth Grade Achievement. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/476

Chicago Manual of Style (16th Edition):

Bruton, Venita Lee. “Georgia High-stakes Testing: The Correlation between Eighth Grade and Ninth Grade Achievement.” 2011. Doctoral Dissertation, Liberty University. Accessed June 24, 2019. http://digitalcommons.liberty.edu/doctoral/476.

MLA Handbook (7th Edition):

Bruton, Venita Lee. “Georgia High-stakes Testing: The Correlation between Eighth Grade and Ninth Grade Achievement.” 2011. Web. 24 Jun 2019.

Vancouver:

Bruton VL. Georgia High-stakes Testing: The Correlation between Eighth Grade and Ninth Grade Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2011. [cited 2019 Jun 24]. Available from: http://digitalcommons.liberty.edu/doctoral/476.

Council of Science Editors:

Bruton VL. Georgia High-stakes Testing: The Correlation between Eighth Grade and Ninth Grade Achievement. [Doctoral Dissertation]. Liberty University; 2011. Available from: http://digitalcommons.liberty.edu/doctoral/476


Liberty University

11. Rowell, Polly Shuman. The Relationship Between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading.

Degree: 2009, Liberty University

 The impact of No Child Left Behind and making Adequate Yearly Progress is influencing classroom instruction with Curriculum Based Measures such as the Dynamic Indicators… (more)

Subjects/Keywords: Assessment; DIBELS; Fluency; High Stakes Testing; Oral Reading; Education, Elementary; Education, Reading; Education, Tests and Measurements; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Rowell, P. S. (2009). The Relationship Between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/130

Chicago Manual of Style (16th Edition):

Rowell, Polly Shuman. “The Relationship Between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading.” 2009. Doctoral Dissertation, Liberty University. Accessed June 24, 2019. http://digitalcommons.liberty.edu/doctoral/130.

MLA Handbook (7th Edition):

Rowell, Polly Shuman. “The Relationship Between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading.” 2009. Web. 24 Jun 2019.

Vancouver:

Rowell PS. The Relationship Between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Jun 24]. Available from: http://digitalcommons.liberty.edu/doctoral/130.

Council of Science Editors:

Rowell PS. The Relationship Between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/130


Queens University

12. Ma, Jia. Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests .

Degree: Education, Queens University

 Many Chinese students take test preparation courses with an aim to achieve success on English language tests because of the high-stakes consequences associated with test… (more)

Subjects/Keywords: Test Preparation; Washback; High-Stakes Tests; Chinese Students

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

APA (6th Edition):

Ma, J. (n.d.). Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/22703

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ma, Jia. “Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests .” Thesis, Queens University. Accessed June 24, 2019. http://hdl.handle.net/1974/22703.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ma, Jia. “Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests .” Web. 24 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Ma J. Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests . [Internet] [Thesis]. Queens University; [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1974/22703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Ma J. Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/22703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

13. Fernández-Agüero, María. The opinion of teachears on the strengths and weaknesses of high-strakes tests in Spain.

Degree: 2018, Universidad Nacional de Educación a Distancia (UNED)

Subjects/Keywords: Accountability; Educational policy; Educational testing; High stakes tests; Educación

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

APA (6th Edition):

Fernández-Agüero, M. (2018). The opinion of teachears on the strengths and weaknesses of high-strakes tests in Spain. (Thesis). Universidad Nacional de Educación a Distancia (UNED). Retrieved from http://hdl.handle.net/10486/684098

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):

Fernández-Agüero, María. “The opinion of teachears on the strengths and weaknesses of high-strakes tests in Spain.” 2018. Thesis, Universidad Nacional de Educación a Distancia (UNED). Accessed June 24, 2019. http://hdl.handle.net/10486/684098.

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

MLA Handbook (7th Edition):

Fernández-Agüero, María. “The opinion of teachears on the strengths and weaknesses of high-strakes tests in Spain.” 2018. Web. 24 Jun 2019.

Vancouver:

Fernández-Agüero M. The opinion of teachears on the strengths and weaknesses of high-strakes tests in Spain. [Internet] [Thesis]. Universidad Nacional de Educación a Distancia (UNED); 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10486/684098.

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

Council of Science Editors:

Fernández-Agüero M. The opinion of teachears on the strengths and weaknesses of high-strakes tests in Spain. [Thesis]. Universidad Nacional de Educación a Distancia (UNED); 2018. Available from: http://hdl.handle.net/10486/684098

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

14. Dawson, Heather S. Teachers’ Motivation and Beliefs in a High-Stakes Testing Context.

Degree: PhD, EDU Policy and Leadership, 2012, The Ohio State University

High-stakes testing has created challenges for teachers, administrators, parents, students, and other related education stakeholders in recent decades (Nichols & Berliner, 2007). While high-stakes(more)

Subjects/Keywords: teacher efficacy; high-stakes tests; motivation; stress

…Deviations, and Rotated Component Loadings for the Perceived Stress due to High-Stakes Tests Scale… …Stress due to High-Stakes Tests, Stress Items...............................p. 76 Table 4.3… …of the development of high-stakes tests was originally to reward high-performing 3… …x28;2007) describe high-stakes tests as those “whose scores have a direct impact on a… …as a problem for many schools as a result of high-stakes tests (HST) (… 

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APA (6th Edition):

Dawson, H. S. (2012). Teachers’ Motivation and Beliefs in a High-Stakes Testing Context. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669

Chicago Manual of Style (16th Edition):

Dawson, Heather S. “Teachers’ Motivation and Beliefs in a High-Stakes Testing Context.” 2012. Doctoral Dissertation, The Ohio State University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669.

MLA Handbook (7th Edition):

Dawson, Heather S. “Teachers’ Motivation and Beliefs in a High-Stakes Testing Context.” 2012. Web. 24 Jun 2019.

Vancouver:

Dawson HS. Teachers’ Motivation and Beliefs in a High-Stakes Testing Context. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669.

Council of Science Editors:

Dawson HS. Teachers’ Motivation and Beliefs in a High-Stakes Testing Context. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669


Arizona State University

15. Khaleesi, Casey. “It Makes Me Sad Because I Think… I Can Never Be Good Enough.” What Students Are Saying About High-Stakes Testing.

Degree: Social and Cultural Pedagogy, 2018, Arizona State University

 Much research has been conducted regarding the current state of public education within the United States. Very little of that research bodes well for the… (more)

Subjects/Keywords: Education; Educational tests &; measurements; Education policy; AzMERIT; children's rights; children's voice; high-stakes testing; student well-being

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APA (6th Edition):

Khaleesi, C. (2018). “It Makes Me Sad Because I Think… I Can Never Be Good Enough.” What Students Are Saying About High-Stakes Testing. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/49126

Chicago Manual of Style (16th Edition):

Khaleesi, Casey. ““It Makes Me Sad Because I Think… I Can Never Be Good Enough.” What Students Are Saying About High-Stakes Testing.” 2018. Masters Thesis, Arizona State University. Accessed June 24, 2019. http://repository.asu.edu/items/49126.

MLA Handbook (7th Edition):

Khaleesi, Casey. ““It Makes Me Sad Because I Think… I Can Never Be Good Enough.” What Students Are Saying About High-Stakes Testing.” 2018. Web. 24 Jun 2019.

Vancouver:

Khaleesi C. “It Makes Me Sad Because I Think… I Can Never Be Good Enough.” What Students Are Saying About High-Stakes Testing. [Internet] [Masters thesis]. Arizona State University; 2018. [cited 2019 Jun 24]. Available from: http://repository.asu.edu/items/49126.

Council of Science Editors:

Khaleesi C. “It Makes Me Sad Because I Think… I Can Never Be Good Enough.” What Students Are Saying About High-Stakes Testing. [Masters Thesis]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49126


Virginia Tech

16. McGinnis, Marvin Harris. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.

Degree: EdD, Educational Leadership and Policy Studies, 2002, Virginia Tech

 CHALLENGES OF STUDYING ATTRIBUTES ASSOCIATED WITH AFRICAN AMERICAN MALES WHO ARE NOT SUCCESSFUL WITH TESTING MEASURES by Marvin H. McGinnis Steve R. Parson, Committee Chair… (more)

Subjects/Keywords: African American Males; Student Achievement; high-stakes tests

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APA (6th Edition):

McGinnis, M. H. (2002). Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29186

Chicago Manual of Style (16th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Doctoral Dissertation, Virginia Tech. Accessed June 24, 2019. http://hdl.handle.net/10919/29186.

MLA Handbook (7th Edition):

McGinnis, Marvin Harris. “Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures.” 2002. Web. 24 Jun 2019.

Vancouver:

McGinnis MH. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. [Internet] [Doctoral dissertation]. Virginia Tech; 2002. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/10919/29186.

Council of Science Editors:

McGinnis MH. Challenges Of Studying Attributes Associated With African American Males Who Are Not Successful With Testing Measures. [Doctoral Dissertation]. Virginia Tech; 2002. Available from: http://hdl.handle.net/10919/29186


Mississippi State University

17. Emens, Rebecca Anne. THE USE OF A BEHAVIOR SCREENER TO PREDICT OUTCOMES ON HIGH STAKES TESTS FOR ELEMENTARY SCHOOL STUDENTS.

Degree: PhD, Counseling and Educational Psychology, 2008, Mississippi State University

 Studies have consistently shown that teachers ratings of behavior were predictive of academic difficulties. While research has clearly indicated that behavior has a reciprocal relationship… (more)

Subjects/Keywords: Universal Screening; Student Behavior; High Stakes Tests

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APA (6th Edition):

Emens, R. A. (2008). THE USE OF A BEHAVIOR SCREENER TO PREDICT OUTCOMES ON HIGH STAKES TESTS FOR ELEMENTARY SCHOOL STUDENTS. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-07212008-084944/ ;

Chicago Manual of Style (16th Edition):

Emens, Rebecca Anne. “THE USE OF A BEHAVIOR SCREENER TO PREDICT OUTCOMES ON HIGH STAKES TESTS FOR ELEMENTARY SCHOOL STUDENTS.” 2008. Doctoral Dissertation, Mississippi State University. Accessed June 24, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07212008-084944/ ;.

MLA Handbook (7th Edition):

Emens, Rebecca Anne. “THE USE OF A BEHAVIOR SCREENER TO PREDICT OUTCOMES ON HIGH STAKES TESTS FOR ELEMENTARY SCHOOL STUDENTS.” 2008. Web. 24 Jun 2019.

Vancouver:

Emens RA. THE USE OF A BEHAVIOR SCREENER TO PREDICT OUTCOMES ON HIGH STAKES TESTS FOR ELEMENTARY SCHOOL STUDENTS. [Internet] [Doctoral dissertation]. Mississippi State University; 2008. [cited 2019 Jun 24]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07212008-084944/ ;.

Council of Science Editors:

Emens RA. THE USE OF A BEHAVIOR SCREENER TO PREDICT OUTCOMES ON HIGH STAKES TESTS FOR ELEMENTARY SCHOOL STUDENTS. [Doctoral Dissertation]. Mississippi State University; 2008. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07212008-084944/ ;


Seton Hall University

18. Lynch, Christopher D. Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data.

Degree: PhD, Education Leadership, Management and Policy, 2015, Seton Hall University

  This study examined the relationship between the 2013 New Jersey High School Proficiency Assessment (HSPA) Language Arts and Mathematics scores and school level data… (more)

Subjects/Keywords: High School Proficiency Assessment (HSPA); Language Arts (Secondary); Mathematics (Secondary); Human Capital; Social Capital; Standardized Assessment; Barriers to Higher Education; High Stakes Tests; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Lynch, C. D. (2015). Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2121

Chicago Manual of Style (16th Edition):

Lynch, Christopher D. “Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data.” 2015. Doctoral Dissertation, Seton Hall University. Accessed June 24, 2019. http://scholarship.shu.edu/dissertations/2121.

MLA Handbook (7th Edition):

Lynch, Christopher D. “Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data.” 2015. Web. 24 Jun 2019.

Vancouver:

Lynch CD. Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Jun 24]. Available from: http://scholarship.shu.edu/dissertations/2121.

Council of Science Editors:

Lynch CD. Predicting New Jersey High School Proficiency Test Results in Mathematics and Language Arts Using Community Demographic Data. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2121


Kent State University

19. Greene, Carie Cseak. Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2011, Kent State University

  This research explored the experiences of four third grade teachers since the 2003 inception of the Third Grade Ohio Achievement Test (OAT) and the… (more)

Subjects/Keywords: Education; Educational Evaluation; Educational Tests and Measurements; Education Policy; Elementary Education; Literacy; Philosophy; Public Policy; Social Research; Teacher Education; Teaching; No Child Left Behind Law (NCLB); state-mandated testing; effects of high-stakes testing; Ohio Achievement Assessment; effects of high-stakes testing on teacher morale; achievement gap

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

APA (6th Edition):

Greene, C. C. (2011). Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535

Chicago Manual of Style (16th Edition):

Greene, Carie Cseak. “Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act.” 2011. Doctoral Dissertation, Kent State University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535.

MLA Handbook (7th Edition):

Greene, Carie Cseak. “Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act.” 2011. Web. 24 Jun 2019.

Vancouver:

Greene CC. Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act. [Internet] [Doctoral dissertation]. Kent State University; 2011. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535.

Council of Science Editors:

Greene CC. Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act. [Doctoral Dissertation]. Kent State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535


University of Minnesota

20. Stone, Karla Rae. Making sense of testing: English language learners and statewide assessment.

Degree: PhD, Education, Curriculum and Instruction, 2008, University of Minnesota

 The federal No Child Left Behind (NCLB) Act of 2001 has dramatically changed the educational landscape for all students by increasing the number of standardized… (more)

Subjects/Keywords: English language learners; Assessment; Testing; High stakes; ELL; Accountability; Sense-making; High-stakes tests; Education, Curriculum and Instruction

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APA (6th Edition):

Stone, K. R. (2008). Making sense of testing: English language learners and statewide assessment. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/91549

Chicago Manual of Style (16th Edition):

Stone, Karla Rae. “Making sense of testing: English language learners and statewide assessment.” 2008. Doctoral Dissertation, University of Minnesota. Accessed June 24, 2019. http://purl.umn.edu/91549.

MLA Handbook (7th Edition):

Stone, Karla Rae. “Making sense of testing: English language learners and statewide assessment.” 2008. Web. 24 Jun 2019.

Vancouver:

Stone KR. Making sense of testing: English language learners and statewide assessment. [Internet] [Doctoral dissertation]. University of Minnesota; 2008. [cited 2019 Jun 24]. Available from: http://purl.umn.edu/91549.

Council of Science Editors:

Stone KR. Making sense of testing: English language learners and statewide assessment. [Doctoral Dissertation]. University of Minnesota; 2008. Available from: http://purl.umn.edu/91549


University of Alabama

21. Pence, Jillyn Noland. Using computer adaptive quizzing as a tool for nclex-rn success.

Degree: 2016, University of Alabama

 A common goal among nurse educators is to adequately prepare graduates to be competent, caring professionals who deliver the highest standard of care. For the… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Nursing; Education; Educational tests & measurements; computer adaptive quizzing (CAQ); computer adaptive testing (CAT); high stakes; NCLEX; testing

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APA (6th Edition):

Pence, J. N. (2016). Using computer adaptive quizzing as a tool for nclex-rn success. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/144913

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):

Pence, Jillyn Noland. “Using computer adaptive quizzing as a tool for nclex-rn success.” 2016. Thesis, University of Alabama. Accessed June 24, 2019. http://purl.lib.ua.edu/144913.

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

MLA Handbook (7th Edition):

Pence, Jillyn Noland. “Using computer adaptive quizzing as a tool for nclex-rn success.” 2016. Web. 24 Jun 2019.

Vancouver:

Pence JN. Using computer adaptive quizzing as a tool for nclex-rn success. [Internet] [Thesis]. University of Alabama; 2016. [cited 2019 Jun 24]. Available from: http://purl.lib.ua.edu/144913.

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

Council of Science Editors:

Pence JN. Using computer adaptive quizzing as a tool for nclex-rn success. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/144913

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


Louisiana State University

22. Mancuso, Monica L. High Stakes Testing in Louisiana: An Analysis of the Disparate Impact on Black and White Eighth Grade Students and the Perspectives of Parents.

Degree: PhD, Education, 2004, Louisiana State University

  Standards based reform (SBR) measured by LEAP for the 21st Century (LEAP 21), the high stakes testing program in Louisiana, was explored across rural,… (more)

Subjects/Keywords: parent perspectives; Louisiana; accountability; high stakes tests; LEAP 21; standards based reform

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APA (6th Edition):

Mancuso, M. L. (2004). High Stakes Testing in Louisiana: An Analysis of the Disparate Impact on Black and White Eighth Grade Students and the Perspectives of Parents. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11032004-034832 ; https://digitalcommons.lsu.edu/gradschool_dissertations/486

Chicago Manual of Style (16th Edition):

Mancuso, Monica L. “High Stakes Testing in Louisiana: An Analysis of the Disparate Impact on Black and White Eighth Grade Students and the Perspectives of Parents.” 2004. Doctoral Dissertation, Louisiana State University. Accessed June 24, 2019. etd-11032004-034832 ; https://digitalcommons.lsu.edu/gradschool_dissertations/486.

MLA Handbook (7th Edition):

Mancuso, Monica L. “High Stakes Testing in Louisiana: An Analysis of the Disparate Impact on Black and White Eighth Grade Students and the Perspectives of Parents.” 2004. Web. 24 Jun 2019.

Vancouver:

Mancuso ML. High Stakes Testing in Louisiana: An Analysis of the Disparate Impact on Black and White Eighth Grade Students and the Perspectives of Parents. [Internet] [Doctoral dissertation]. Louisiana State University; 2004. [cited 2019 Jun 24]. Available from: etd-11032004-034832 ; https://digitalcommons.lsu.edu/gradschool_dissertations/486.

Council of Science Editors:

Mancuso ML. High Stakes Testing in Louisiana: An Analysis of the Disparate Impact on Black and White Eighth Grade Students and the Perspectives of Parents. [Doctoral Dissertation]. Louisiana State University; 2004. Available from: etd-11032004-034832 ; https://digitalcommons.lsu.edu/gradschool_dissertations/486


Arizona State University

23. Tracy, Gladys Yazzie. Native American Students' Perceptions of High-Stakes Testing in New Mexcio.

Degree: EdD, Educational Administration and Supervision, 2012, Arizona State University

 Given the political and public demands for accountability, using the voices of students from the frontlines, this study investigated student perceptions of New Mexico's high-stakes(more)

Subjects/Keywords: Educational tests &; measurements; Educational leadership; Educational psychology; Counter-storytelling; Critical Race Theory; high-stakes testing; Native American students; New Mexcio Testing; Students'; perception of testing

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APA (6th Edition):

Tracy, G. Y. (2012). Native American Students' Perceptions of High-Stakes Testing in New Mexcio. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14545

Chicago Manual of Style (16th Edition):

Tracy, Gladys Yazzie. “Native American Students' Perceptions of High-Stakes Testing in New Mexcio.” 2012. Doctoral Dissertation, Arizona State University. Accessed June 24, 2019. http://repository.asu.edu/items/14545.

MLA Handbook (7th Edition):

Tracy, Gladys Yazzie. “Native American Students' Perceptions of High-Stakes Testing in New Mexcio.” 2012. Web. 24 Jun 2019.

Vancouver:

Tracy GY. Native American Students' Perceptions of High-Stakes Testing in New Mexcio. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Jun 24]. Available from: http://repository.asu.edu/items/14545.

Council of Science Editors:

Tracy GY. Native American Students' Perceptions of High-Stakes Testing in New Mexcio. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14545

24. Tavassolie, Tanya. Predictors of Mandatory Third Grade Retention From High-Stakes Test Performance for Low-Income, Ethnically Diverse Children .

Degree: 2017, George Mason University

 As a result of the No Child Left Behind (NCLB) policy, Florida, like many other states, has mandatory third grade retention for children who fail… (more)

Subjects/Keywords: high-stakes testing; achievement tests; grade retention; retention policy

stakes test policy in Miami-Dade County, Florida. 1 High Stakes Tests High-stakes tests are… …consequence of low performance on these high-stakes tests is grade retention (Greene & Winters… …x29;. Clearly, without partialling out the effects of poverty, high-stakes tests seem to be… …implementation of mandatory retention due to high-stakes tests, therefore the literature on retention… …children who fail the high-stakes reading test, the Florida Comprehensive Assessment Test [… 

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APA (6th Edition):

Tavassolie, T. (2017). Predictors of Mandatory Third Grade Retention From High-Stakes Test Performance for Low-Income, Ethnically Diverse Children . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10531

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):

Tavassolie, Tanya. “Predictors of Mandatory Third Grade Retention From High-Stakes Test Performance for Low-Income, Ethnically Diverse Children .” 2017. Thesis, George Mason University. Accessed June 24, 2019. http://hdl.handle.net/1920/10531.

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

MLA Handbook (7th Edition):

Tavassolie, Tanya. “Predictors of Mandatory Third Grade Retention From High-Stakes Test Performance for Low-Income, Ethnically Diverse Children .” 2017. Web. 24 Jun 2019.

Vancouver:

Tavassolie T. Predictors of Mandatory Third Grade Retention From High-Stakes Test Performance for Low-Income, Ethnically Diverse Children . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1920/10531.

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

Council of Science Editors:

Tavassolie T. Predictors of Mandatory Third Grade Retention From High-Stakes Test Performance for Low-Income, Ethnically Diverse Children . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/10531

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


Liberty University

25. Potts, Mark. The Relationship between Teacher-Assigned Course Grades and the Ohio AIR End of Course 8th Grade Science Test.

Degree: 2018, Liberty University

 For over a century, teacher-assigned grades have been criticized and maligned as a subjective hodgepodge of academic and non-academic factors that varied from teacher to… (more)

Subjects/Keywords: High Stakes Testing; Reliability; Standardized Tests; Teacher-Assigned Grades; Validity; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Other Education

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APA (6th Edition):

Potts, M. (2018). The Relationship between Teacher-Assigned Course Grades and the Ohio AIR End of Course 8th Grade Science Test. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1844

Chicago Manual of Style (16th Edition):

Potts, Mark. “The Relationship between Teacher-Assigned Course Grades and the Ohio AIR End of Course 8th Grade Science Test.” 2018. Doctoral Dissertation, Liberty University. Accessed June 24, 2019. https://digitalcommons.liberty.edu/doctoral/1844.

MLA Handbook (7th Edition):

Potts, Mark. “The Relationship between Teacher-Assigned Course Grades and the Ohio AIR End of Course 8th Grade Science Test.” 2018. Web. 24 Jun 2019.

Vancouver:

Potts M. The Relationship between Teacher-Assigned Course Grades and the Ohio AIR End of Course 8th Grade Science Test. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jun 24]. Available from: https://digitalcommons.liberty.edu/doctoral/1844.

Council of Science Editors:

Potts M. The Relationship between Teacher-Assigned Course Grades and the Ohio AIR End of Course 8th Grade Science Test. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1844

26. Campos, Adriana Albuquerque de Oliveira. Avaliação externa das aprendizagens e desigualdades educativas: estudo de caso numa escola da Grande Lisboa.

Degree: 2016, RCAAP

Apresentamos neste trabalho um estudo comparativo da evolução das distâncias nos resultados, e das diferenças na inserção escolar, entre alunos com diferentes origens sociais e… (more)

Subjects/Keywords: Ensino básico; Avaliação da educação; Aprendizagem; Desigualdade social; High-stakes testing; Social inequalities; National tests; School selectivity; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Campos, A. A. d. O. (2016). Avaliação externa das aprendizagens e desigualdades educativas: estudo de caso numa escola da Grande Lisboa. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/12664

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):

Campos, Adriana Albuquerque de Oliveira. “Avaliação externa das aprendizagens e desigualdades educativas: estudo de caso numa escola da Grande Lisboa.” 2016. Thesis, RCAAP. Accessed June 24, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/12664.

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

MLA Handbook (7th Edition):

Campos, Adriana Albuquerque de Oliveira. “Avaliação externa das aprendizagens e desigualdades educativas: estudo de caso numa escola da Grande Lisboa.” 2016. Web. 24 Jun 2019.

Vancouver:

Campos AAdO. Avaliação externa das aprendizagens e desigualdades educativas: estudo de caso numa escola da Grande Lisboa. [Internet] [Thesis]. RCAAP; 2016. [cited 2019 Jun 24]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/12664.

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

Council of Science Editors:

Campos AAdO. Avaliação externa das aprendizagens e desigualdades educativas: estudo de caso numa escola da Grande Lisboa. [Thesis]. RCAAP; 2016. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/12664

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


University of Central Florida

27. Holter, Natalie. "Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments.

Degree: 2015, University of Central Florida

 Today's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open… (more)

Subjects/Keywords: Test prep; high stakes assessments; standardized tests; college admissions; Education; Dissertations, Academic  – Education and Human Performance; Education and Human Performance  – Dissertations, Academic

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

APA (6th Edition):

Holter, N. (2015). "Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/676

Chicago Manual of Style (16th Edition):

Holter, Natalie. “"Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments.” 2015. Doctoral Dissertation, University of Central Florida. Accessed June 24, 2019. https://stars.library.ucf.edu/etd/676.

MLA Handbook (7th Edition):

Holter, Natalie. “"Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments.” 2015. Web. 24 Jun 2019.

Vancouver:

Holter N. "Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Jun 24]. Available from: https://stars.library.ucf.edu/etd/676.

Council of Science Editors:

Holter N. "Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/676


North Carolina State University

28. Tayrose, Michelle Parker. The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores.

Degree: MS, Psychology, 2008, North Carolina State University

 The historical correlation between intellectual functioning and academic achievement is largely based on individually administered achievement tests. However, the standards-based reform movement and recent special… (more)

Subjects/Keywords: North Carolina End-of-Grade Tests; high-stakes tests; IQ-achievement correlation; intelligence; WISC-IV; achievement

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APA (6th Edition):

Tayrose, M. P. (2008). The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2448

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):

Tayrose, Michelle Parker. “The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores.” 2008. Thesis, North Carolina State University. Accessed June 24, 2019. http://www.lib.ncsu.edu/resolver/1840.16/2448.

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

MLA Handbook (7th Edition):

Tayrose, Michelle Parker. “The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores.” 2008. Web. 24 Jun 2019.

Vancouver:

Tayrose MP. The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores. [Internet] [Thesis]. North Carolina State University; 2008. [cited 2019 Jun 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/2448.

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

Council of Science Editors:

Tayrose MP. The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores. [Thesis]. North Carolina State University; 2008. Available from: http://www.lib.ncsu.edu/resolver/1840.16/2448

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


Liberty University

29. Hardegree, Amity. Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading.

Degree: 2012, Liberty University

 This quantitative study examines whether standards-based grade reporting accurately informs student academic achievement on standardized criterion-referenced tests for all students. The participants for this study… (more)

Subjects/Keywords: Assessment; High-stakes testing; Standards-based grading; standards-based instruction; Education, General; Education, Elementary; Education, Tests and Measurements; Education, Curriculum and Instruction; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Hardegree, A. (2012). Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/594

Chicago Manual of Style (16th Edition):

Hardegree, Amity. “Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading.” 2012. Doctoral Dissertation, Liberty University. Accessed June 24, 2019. http://digitalcommons.liberty.edu/doctoral/594.

MLA Handbook (7th Edition):

Hardegree, Amity. “Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading.” 2012. Web. 24 Jun 2019.

Vancouver:

Hardegree A. Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Jun 24]. Available from: http://digitalcommons.liberty.edu/doctoral/594.

Council of Science Editors:

Hardegree A. Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/594


University of Georgia

30. Nash, Nancy Greene. Georgia's implementation of end-of-course tests and student grades.

Degree: EdD, Educational Leadership, 2007, University of Georgia

 This study examined student grades and Georgia’s implementation of end-of-course tests (EOCT) in one secondary school in middle Georgia. While studies exist on high stakes(more)

Subjects/Keywords: This study examined student grades and Georgia\'s implementation of end-of-course tests (EOCT) in one secondary school in middle Georgia. While studies exist on high stakes testing and student achievement

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

APA (6th Edition):

Nash, N. G. (2007). Georgia's implementation of end-of-course tests and student grades. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/nash_nancy_g_200708_edd

Chicago Manual of Style (16th Edition):

Nash, Nancy Greene. “Georgia's implementation of end-of-course tests and student grades.” 2007. Doctoral Dissertation, University of Georgia. Accessed June 24, 2019. http://purl.galileo.usg.edu/uga_etd/nash_nancy_g_200708_edd.

MLA Handbook (7th Edition):

Nash, Nancy Greene. “Georgia's implementation of end-of-course tests and student grades.” 2007. Web. 24 Jun 2019.

Vancouver:

Nash NG. Georgia's implementation of end-of-course tests and student grades. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Jun 24]. Available from: http://purl.galileo.usg.edu/uga_etd/nash_nancy_g_200708_edd.

Council of Science Editors:

Nash NG. Georgia's implementation of end-of-course tests and student grades. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/nash_nancy_g_200708_edd

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