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You searched for subject:(interim assessment deeper learning). Showing records 1 – 30 of 71400 total matches.

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University of Oklahoma

1. Smith, Leedy K. INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM.

Degree: EdD, 2018, University of Oklahoma

 Recent federal and state policy has placed increasing focus on college and career readiness. As a result, many states and local districts respond by implementing… (more)

Subjects/Keywords: interim assessment deeper learning

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APA (6th Edition):

Smith, L. K. (2018). INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299316

Chicago Manual of Style (16th Edition):

Smith, Leedy K. “INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed August 07, 2020. http://hdl.handle.net/11244/299316.

MLA Handbook (7th Edition):

Smith, Leedy K. “INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM.” 2018. Web. 07 Aug 2020.

Vancouver:

Smith LK. INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11244/299316.

Council of Science Editors:

Smith LK. INTERIM ASSESSMENT SYSTEMS AND COGNITIVE MEASURES OF DEEPER LEARNING: AN EVALUATION OF THE USA TESTPREP® PROGRAM. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/299316


Louisiana State University

2. Kahn, Susan Nicole. Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana.

Degree: PhD, Education, 2016, Louisiana State University

 The nature of federal and state policies regarding accountability testing narrows the taught curriculum to content tested, thereby changing what is officially valued as student… (more)

Subjects/Keywords: accountability; assessment; non-cognitive skills; Bloom's taxonomy; deeper learning

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APA (6th Edition):

Kahn, S. N. (2016). Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132

Chicago Manual of Style (16th Edition):

Kahn, Susan Nicole. “Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana.” 2016. Doctoral Dissertation, Louisiana State University. Accessed August 07, 2020. etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132.

MLA Handbook (7th Edition):

Kahn, Susan Nicole. “Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana.” 2016. Web. 07 Aug 2020.

Vancouver:

Kahn SN. Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2020 Aug 07]. Available from: etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132.

Council of Science Editors:

Kahn SN. Toward an Advanced System of Accountability for Improved Student Learning Outcomes: A Mixed-Methods Analysis of Test-Based Accountability in Louisiana. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-07092016-230129 ; https://digitalcommons.lsu.edu/gradschool_dissertations/132


University of New Orleans

3. Pratt, Daniel E. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.

Degree: PhD, Curriculum and Instruction, 2017, University of New Orleans

  This dissertation will examine the efficacy of peer-led team learning (PLTL) in a humanities and social sciences program, at a midsize Texas university. It… (more)

Subjects/Keywords: Peer-led team learning; critical thinking; deeper process content knowledge; humanities and social sciences; Pratt; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

Pratt, D. E. (2017). A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2429

Chicago Manual of Style (16th Edition):

Pratt, Daniel E. “A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.” 2017. Doctoral Dissertation, University of New Orleans. Accessed August 07, 2020. https://scholarworks.uno.edu/td/2429.

MLA Handbook (7th Edition):

Pratt, Daniel E. “A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.” 2017. Web. 07 Aug 2020.

Vancouver:

Pratt DE. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2020 Aug 07]. Available from: https://scholarworks.uno.edu/td/2429.

Council of Science Editors:

Pratt DE. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2429


East Carolina University

4. Simon, Ken. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 Purpose: Inquiry-based pedagogy is rare within the educational landscape. It is even more rare for students who face multiple challenges to success, including racism and… (more)

Subjects/Keywords: equity; Deeper Learning; Inquiry-based learning; Education, Urban

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APA (6th Edition):

Simon, K. (2019). Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7610

Chicago Manual of Style (16th Edition):

Simon, Ken. “Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 07, 2020. http://hdl.handle.net/10342/7610.

MLA Handbook (7th Edition):

Simon, Ken. “Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy.” 2019. Web. 07 Aug 2020.

Vancouver:

Simon K. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10342/7610.

Council of Science Editors:

Simon K. Inquiry: A Pedagogy for Personal Empowerment, Collaboration, and Democracy. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7610


Georgia State University

5. Owen, Laura. Developing an Integrated High School Art Curriculum.

Degree: MAEd, Art and Design, 2015, Georgia State University

  This study discusses the benefits of interdisciplinary instruction in high schools. Interdisciplinary instruction is mainly seen at the primary level. There is also some… (more)

Subjects/Keywords: interdisciplinary; literacy; visual arts; thematic; higher level thinking; deeper cognitive learning

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APA (6th Edition):

Owen, L. (2015). Developing an Integrated High School Art Curriculum. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/art_design_theses/193

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):

Owen, Laura. “Developing an Integrated High School Art Curriculum.” 2015. Thesis, Georgia State University. Accessed August 07, 2020. https://scholarworks.gsu.edu/art_design_theses/193.

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

MLA Handbook (7th Edition):

Owen, Laura. “Developing an Integrated High School Art Curriculum.” 2015. Web. 07 Aug 2020.

Vancouver:

Owen L. Developing an Integrated High School Art Curriculum. [Internet] [Thesis]. Georgia State University; 2015. [cited 2020 Aug 07]. Available from: https://scholarworks.gsu.edu/art_design_theses/193.

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

Council of Science Editors:

Owen L. Developing an Integrated High School Art Curriculum. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/art_design_theses/193

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


University of Oklahoma

6. Harris, Sharla. The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore.

Degree: EdD, 2020, University of Oklahoma

 Student achievement in mathematics in the United States is lagging when compared to other subjects and other countries. This is even more apparent when considering… (more)

Subjects/Keywords: Deeper Learning; Teacher Preparation; Mathematics Education; Teacher Efficacy

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APA (6th Edition):

Harris, S. (2020). The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/324305

Chicago Manual of Style (16th Edition):

Harris, Sharla. “The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed August 07, 2020. http://hdl.handle.net/11244/324305.

MLA Handbook (7th Edition):

Harris, Sharla. “The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore.” 2020. Web. 07 Aug 2020.

Vancouver:

Harris S. The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11244/324305.

Council of Science Editors:

Harris S. The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/324305


University of Oklahoma

7. Godfrey, Jason. Project Lead the Way and Deeper Learning: An Evaluation Study.

Degree: EdD, 2018, University of Oklahoma

 For the past several decades governmental, educational, and philanthropic entities have endeavored to respond to the national STEM gap directing tremendous amounts of resources in… (more)

Subjects/Keywords: Project Lead the Way; Deeper Learning; STEM; STEM gap

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APA (6th Edition):

Godfrey, J. (2018). Project Lead the Way and Deeper Learning: An Evaluation Study. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/316819

Chicago Manual of Style (16th Edition):

Godfrey, Jason. “Project Lead the Way and Deeper Learning: An Evaluation Study.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed August 07, 2020. http://hdl.handle.net/11244/316819.

MLA Handbook (7th Edition):

Godfrey, Jason. “Project Lead the Way and Deeper Learning: An Evaluation Study.” 2018. Web. 07 Aug 2020.

Vancouver:

Godfrey J. Project Lead the Way and Deeper Learning: An Evaluation Study. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11244/316819.

Council of Science Editors:

Godfrey J. Project Lead the Way and Deeper Learning: An Evaluation Study. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/316819


Northeastern University

8. Smith, Nina. Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students.

Degree: EdD, School of Education, 2017, Northeastern University

 Abstract Learner agency is an important concept in current education. This research describes the perceptions high school seniors have about their learning experiences. Educational research… (more)

Subjects/Keywords: deeper learning; learner agency; learner-centered; learning environment;

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APA (6th Edition):

Smith, N. (2017). Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20320140

Chicago Manual of Style (16th Edition):

Smith, Nina. “Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 07, 2020. http://hdl.handle.net/2047/D20320140.

MLA Handbook (7th Edition):

Smith, Nina. “Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students.” 2017. Web. 07 Aug 2020.

Vancouver:

Smith N. Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/2047/D20320140.

Council of Science Editors:

Smith N. Students' Perceptions Of Learner Agency: A Phenomenographic Inquiry Into The Lived Learning Experiences Of High School Students. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20320140

9. Esparza, Deborah R. A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  This program evaluation examines MindQuest21, a project-based learning (PBL) model that was implemented in a Chicago, Illinois suburban community. It began with a summer… (more)

Subjects/Keywords: MindQuest21; 21st Century Skills; Project Based Learning; Deeper Learning; Education; Educational Leadership

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APA (6th Edition):

Esparza, D. R. (2016). A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/185

Chicago Manual of Style (16th Edition):

Esparza, Deborah R. “A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation.” 2016. Doctoral Dissertation, National-Louis University. Accessed August 07, 2020. http://digitalcommons.nl.edu/diss/185.

MLA Handbook (7th Edition):

Esparza, Deborah R. “A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation.” 2016. Web. 07 Aug 2020.

Vancouver:

Esparza DR. A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2020 Aug 07]. Available from: http://digitalcommons.nl.edu/diss/185.

Council of Science Editors:

Esparza DR. A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/185

10. Mickelson, Miriam. The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test.

Degree: 2016, Seattle Pacific University

 Some experts and educators believe that learning to read is critical to success in and out of school (Lonigan & Phillips, 2015; Nation and Norbury,… (more)

Subjects/Keywords: interim assessment; benchmark assessment; progress monitoring measure; curriculum-based assessment; standardized assessment; Curriculum and Instruction

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APA (6th Edition):

Mickelson, M. (2016). The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/15

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):

Mickelson, Miriam. “The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test.” 2016. Thesis, Seattle Pacific University. Accessed August 07, 2020. https://digitalcommons.spu.edu/soe_etd/15.

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

MLA Handbook (7th Edition):

Mickelson, Miriam. “The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test.” 2016. Web. 07 Aug 2020.

Vancouver:

Mickelson M. The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test. [Internet] [Thesis]. Seattle Pacific University; 2016. [cited 2020 Aug 07]. Available from: https://digitalcommons.spu.edu/soe_etd/15.

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

Council of Science Editors:

Mickelson M. The Relationship Between Student Performance on a Reading Progress Monitoring Measure and the Washington State Standardized Test. [Thesis]. Seattle Pacific University; 2016. Available from: https://digitalcommons.spu.edu/soe_etd/15

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

11. Davidson, Cynthia. Media multitasking's effect on cognitive processing.

Degree: MA, Child Development (Theory and Research, 2014, California State University – Sacramento

 Media multitasking (the use of one or more media while also engaged in a real time task such as homework) is becoming an increasingly common… (more)

Subjects/Keywords: Impact of technologies; Deeper learning

…51 Appendix B. Memory of Lecture Assessment ...54 Appendix C. Power Point… …television (Carr, 2011). The act of learning and the act of Facebooking or texting both… …processed and stored differently in memory, which may affect learning and performance. For… …technology when they need to be consciously attending learning? The following study is intended to… …questions: a.) Are there differences in post lecture assessment scores between a multitasking… 

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APA (6th Edition):

Davidson, C. (2014). Media multitasking's effect on cognitive processing. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/2358

Chicago Manual of Style (16th Edition):

Davidson, Cynthia. “Media multitasking's effect on cognitive processing.” 2014. Masters Thesis, California State University – Sacramento. Accessed August 07, 2020. http://hdl.handle.net/10211.9/2358.

MLA Handbook (7th Edition):

Davidson, Cynthia. “Media multitasking's effect on cognitive processing.” 2014. Web. 07 Aug 2020.

Vancouver:

Davidson C. Media multitasking's effect on cognitive processing. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10211.9/2358.

Council of Science Editors:

Davidson C. Media multitasking's effect on cognitive processing. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.9/2358


Northeastern University

12. Blanchard, Kevin M. Projected to succeed: what high school graduates take with them from senior project.

Degree: EdD, School of Education, 2018, Northeastern University

 This qualitative study explored the experiences of 27 graduates of a suburban high school in New England after their successful completion of the schools senior… (more)

Subjects/Keywords: authentic learning; deeper learning; high school re-design; project-based learning; self-directed learning; senior project

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APA (6th Edition):

Blanchard, K. M. (2018). Projected to succeed: what high school graduates take with them from senior project. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281425

Chicago Manual of Style (16th Edition):

Blanchard, Kevin M. “Projected to succeed: what high school graduates take with them from senior project.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 07, 2020. http://hdl.handle.net/2047/D20281425.

MLA Handbook (7th Edition):

Blanchard, Kevin M. “Projected to succeed: what high school graduates take with them from senior project.” 2018. Web. 07 Aug 2020.

Vancouver:

Blanchard KM. Projected to succeed: what high school graduates take with them from senior project. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/2047/D20281425.

Council of Science Editors:

Blanchard KM. Projected to succeed: what high school graduates take with them from senior project. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281425


Northeastern University

13. Zhao, Can. Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class.

Degree: EdD, School of Education, 2019, Northeastern University

 The purpose of this case study was to explore the experiences of students who have led or participated in a student-led experiential Anatomy class, and… (more)

Subjects/Keywords: 21st century learning; deeper learning; experiential learning; student leadership; student-led; Education; Educational leadership; Educational philosophy

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APA (6th Edition):

Zhao, C. (2019). Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20319836

Chicago Manual of Style (16th Edition):

Zhao, Can. “Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 07, 2020. http://hdl.handle.net/2047/D20319836.

MLA Handbook (7th Edition):

Zhao, Can. “Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class.” 2019. Web. 07 Aug 2020.

Vancouver:

Zhao C. Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/2047/D20319836.

Council of Science Editors:

Zhao C. Empowering Learner Leaders: A Case Study Of Student-led Experiential Learning In An Anatomy Class. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20319836


University of Colorado

14. Diaz-Bilello, Elena Kitaoka. A Validity Study of Interim Assessments in an Urban School District.

Degree: PhD, Education, 2011, University of Colorado

  Despite the large investment and rapid deployment of interim assessments in school districts across the nation, the variability in standards used to develop these… (more)

Subjects/Keywords: Benchmark Assessments; Interim Assessments; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Diaz-Bilello, E. K. (2011). A Validity Study of Interim Assessments in an Urban School District. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/10

Chicago Manual of Style (16th Edition):

Diaz-Bilello, Elena Kitaoka. “A Validity Study of Interim Assessments in an Urban School District.” 2011. Doctoral Dissertation, University of Colorado. Accessed August 07, 2020. https://scholar.colorado.edu/educ_gradetds/10.

MLA Handbook (7th Edition):

Diaz-Bilello, Elena Kitaoka. “A Validity Study of Interim Assessments in an Urban School District.” 2011. Web. 07 Aug 2020.

Vancouver:

Diaz-Bilello EK. A Validity Study of Interim Assessments in an Urban School District. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2020 Aug 07]. Available from: https://scholar.colorado.edu/educ_gradetds/10.

Council of Science Editors:

Diaz-Bilello EK. A Validity Study of Interim Assessments in an Urban School District. [Doctoral Dissertation]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/educ_gradetds/10

15. Finnerty, David Christopher. The Predictive Utility and Longitudinal Student Growth of NWEA MAP Interim Assessments in Two Pennsylvania Schools.

Degree: EdD, Educational Leadership, 2018, Lehigh University

 Accountability pressures in NCLB and continued in ESSA combined with a perceived void in actionable data have led districts to implement NWEA MAP interim assessments.… (more)

Subjects/Keywords: Interim Assessment; Educational Leadership

…implement interim assessment programs. Using student achievement data from two Pennsylvania middle… …instructional practice before these exams must, therefore, find other data. 10 Interim Assessment… …of action for interim assessments is that if educators have timely access to assessment… …mandated standardized assessment. Districts that support interim assessment see these assessments… …administrations of an interim assessment are virtually non-existent. The purpose of this study is… 

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APA (6th Edition):

Finnerty, D. C. (2018). The Predictive Utility and Longitudinal Student Growth of NWEA MAP Interim Assessments in Two Pennsylvania Schools. (Thesis). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/4230

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):

Finnerty, David Christopher. “The Predictive Utility and Longitudinal Student Growth of NWEA MAP Interim Assessments in Two Pennsylvania Schools.” 2018. Thesis, Lehigh University. Accessed August 07, 2020. https://preserve.lehigh.edu/etd/4230.

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

MLA Handbook (7th Edition):

Finnerty, David Christopher. “The Predictive Utility and Longitudinal Student Growth of NWEA MAP Interim Assessments in Two Pennsylvania Schools.” 2018. Web. 07 Aug 2020.

Vancouver:

Finnerty DC. The Predictive Utility and Longitudinal Student Growth of NWEA MAP Interim Assessments in Two Pennsylvania Schools. [Internet] [Thesis]. Lehigh University; 2018. [cited 2020 Aug 07]. Available from: https://preserve.lehigh.edu/etd/4230.

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

Council of Science Editors:

Finnerty DC. The Predictive Utility and Longitudinal Student Growth of NWEA MAP Interim Assessments in Two Pennsylvania Schools. [Thesis]. Lehigh University; 2018. Available from: https://preserve.lehigh.edu/etd/4230

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


East Carolina University

16. Jackson, Derrick Anthony. Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments.

Degree: EdD, EDD-Educational Leadership, 2019, East Carolina University

 The problem of practice on which this study focused was the establishment of interim assessments as a predictive tool and driver of formative assessment practices… (more)

Subjects/Keywords: Interim Assessments; Formative Assessment Practices; Academic achievement; Educational indicators

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APA (6th Edition):

Jackson, D. A. (2019). Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/7435

Chicago Manual of Style (16th Edition):

Jackson, Derrick Anthony. “Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments.” 2019. Doctoral Dissertation, East Carolina University. Accessed August 07, 2020. http://hdl.handle.net/10342/7435.

MLA Handbook (7th Edition):

Jackson, Derrick Anthony. “Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments.” 2019. Web. 07 Aug 2020.

Vancouver:

Jackson DA. Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments. [Internet] [Doctoral dissertation]. East Carolina University; 2019. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10342/7435.

Council of Science Editors:

Jackson DA. Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments. [Doctoral Dissertation]. East Carolina University; 2019. Available from: http://hdl.handle.net/10342/7435


East Carolina University

17. Martin, Patricia L. A PRELIMINARY EXAMINATION OF THE INTENDED PURPOSE, ACTUAL USE, AND PERCEIVED BENEFIT OF DISTRICT-LED INTERIM ASSESSMENTS ON STUDENT ACHIEVEMENT IN NORTH CAROLINA SCHOOLS.

Degree: EdD, Educational Leadership, 2012, East Carolina University

 This study examined the intended purposes, actual uses, and perceived benefits of interim assessments on student achievement from the perspectives of district leaders, school administrators,… (more)

Subjects/Keywords: Educational leadership; Assessment; Benchmark; Interim; Achievement tests – North Carolina

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APA (6th Edition):

Martin, P. L. (2012). A PRELIMINARY EXAMINATION OF THE INTENDED PURPOSE, ACTUAL USE, AND PERCEIVED BENEFIT OF DISTRICT-LED INTERIM ASSESSMENTS ON STUDENT ACHIEVEMENT IN NORTH CAROLINA SCHOOLS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/4050

Chicago Manual of Style (16th Edition):

Martin, Patricia L. “A PRELIMINARY EXAMINATION OF THE INTENDED PURPOSE, ACTUAL USE, AND PERCEIVED BENEFIT OF DISTRICT-LED INTERIM ASSESSMENTS ON STUDENT ACHIEVEMENT IN NORTH CAROLINA SCHOOLS.” 2012. Doctoral Dissertation, East Carolina University. Accessed August 07, 2020. http://hdl.handle.net/10342/4050.

MLA Handbook (7th Edition):

Martin, Patricia L. “A PRELIMINARY EXAMINATION OF THE INTENDED PURPOSE, ACTUAL USE, AND PERCEIVED BENEFIT OF DISTRICT-LED INTERIM ASSESSMENTS ON STUDENT ACHIEVEMENT IN NORTH CAROLINA SCHOOLS.” 2012. Web. 07 Aug 2020.

Vancouver:

Martin PL. A PRELIMINARY EXAMINATION OF THE INTENDED PURPOSE, ACTUAL USE, AND PERCEIVED BENEFIT OF DISTRICT-LED INTERIM ASSESSMENTS ON STUDENT ACHIEVEMENT IN NORTH CAROLINA SCHOOLS. [Internet] [Doctoral dissertation]. East Carolina University; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10342/4050.

Council of Science Editors:

Martin PL. A PRELIMINARY EXAMINATION OF THE INTENDED PURPOSE, ACTUAL USE, AND PERCEIVED BENEFIT OF DISTRICT-LED INTERIM ASSESSMENTS ON STUDENT ACHIEVEMENT IN NORTH CAROLINA SCHOOLS. [Doctoral Dissertation]. East Carolina University; 2012. Available from: http://hdl.handle.net/10342/4050


Oklahoma State University

18. Jahanzad, Farzaneh. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.

Degree: School of Teaching and Curriculum Leadership, 2012, Oklahoma State University

 One of major goals of education is to prepare effective and efficient problem solvers. The purpose of this study was to determine the impact of… (more)

Subjects/Keywords: deeper scaffolding framework; problem-based learning; problem solving performance; problem solving scaffolding; scaffolding; transfer of knowledge

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APA (6th Edition):

Jahanzad, F. (2012). Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9758

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):

Jahanzad, Farzaneh. “Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.” 2012. Thesis, Oklahoma State University. Accessed August 07, 2020. http://hdl.handle.net/11244/9758.

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

MLA Handbook (7th Edition):

Jahanzad, Farzaneh. “Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.” 2012. Web. 07 Aug 2020.

Vancouver:

Jahanzad F. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11244/9758.

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

Council of Science Editors:

Jahanzad F. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/9758

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

19. Janzen, Kathy. Examining Relationships Among Student Interim Proficiency, School Environment, and Student End-of-Year Proficiency.

Degree: PhD, School of Teacher Education and Leadership, 2013, Utah State University

  Research on variables that are related to student academic proficiency has intensified due to the increased emphasis on high achievement for all students. The… (more)

Subjects/Keywords: achievement; correlation; elementary; indicators of school quality; interim; learning; Education; Educational Assessment, Evaluation, and Research

…that toook 4 into account the use if interim assessment, the school’s learning environment… …Assessment of the School’s Learning Environment ......................................... Summary… …15 Theoretical: Emphasis on interim testing of literacy skills using the DIBELS assessment… …scores from the DIBELS, an interim assessment of literacy skills, and results from the ISQ to… …2005). The use of interim and frequent assessment is one factor associated with… 

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APA (6th Edition):

Janzen, K. (2013). Examining Relationships Among Student Interim Proficiency, School Environment, and Student End-of-Year Proficiency. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1769

Chicago Manual of Style (16th Edition):

Janzen, Kathy. “Examining Relationships Among Student Interim Proficiency, School Environment, and Student End-of-Year Proficiency.” 2013. Doctoral Dissertation, Utah State University. Accessed August 07, 2020. https://digitalcommons.usu.edu/etd/1769.

MLA Handbook (7th Edition):

Janzen, Kathy. “Examining Relationships Among Student Interim Proficiency, School Environment, and Student End-of-Year Proficiency.” 2013. Web. 07 Aug 2020.

Vancouver:

Janzen K. Examining Relationships Among Student Interim Proficiency, School Environment, and Student End-of-Year Proficiency. [Internet] [Doctoral dissertation]. Utah State University; 2013. [cited 2020 Aug 07]. Available from: https://digitalcommons.usu.edu/etd/1769.

Council of Science Editors:

Janzen K. Examining Relationships Among Student Interim Proficiency, School Environment, and Student End-of-Year Proficiency. [Doctoral Dissertation]. Utah State University; 2013. Available from: https://digitalcommons.usu.edu/etd/1769


Liberty University

20. Lange, Tracey. Interim Assessment Data: A Case Study on Modifying Instruction Based on Benchmark Feedback.

Degree: 2014, Liberty University

 The role of data analysis in the jobs of instructional leaders has become as commonplace as teachers creating lesson plans and taking roll in the… (more)

Subjects/Keywords: benchmark assessment; data-driven-decision making; formative assessment; interim assessment; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Secondary Education and Teaching

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APA (6th Edition):

Lange, T. (2014). Interim Assessment Data: A Case Study on Modifying Instruction Based on Benchmark Feedback. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/832

Chicago Manual of Style (16th Edition):

Lange, Tracey. “Interim Assessment Data: A Case Study on Modifying Instruction Based on Benchmark Feedback.” 2014. Doctoral Dissertation, Liberty University. Accessed August 07, 2020. http://digitalcommons.liberty.edu/doctoral/832.

MLA Handbook (7th Edition):

Lange, Tracey. “Interim Assessment Data: A Case Study on Modifying Instruction Based on Benchmark Feedback.” 2014. Web. 07 Aug 2020.

Vancouver:

Lange T. Interim Assessment Data: A Case Study on Modifying Instruction Based on Benchmark Feedback. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Aug 07]. Available from: http://digitalcommons.liberty.edu/doctoral/832.

Council of Science Editors:

Lange T. Interim Assessment Data: A Case Study on Modifying Instruction Based on Benchmark Feedback. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/832

21. Charles Cobbinah. Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape.

Degree: M.Ed, Faculty of Education, 2013, University of Fort Hare

 It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’… (more)

Subjects/Keywords: assessment – continuous assessment; assessment of learning – assessment for learning

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APA (6th Edition):

Cobbinah, C. (2013). Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1013406

Chicago Manual of Style (16th Edition):

Cobbinah, Charles. “Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape.” 2013. Masters Thesis, University of Fort Hare. Accessed August 07, 2020. http://hdl.handle.net/10353/d1013406.

MLA Handbook (7th Edition):

Cobbinah, Charles. “Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape.” 2013. Web. 07 Aug 2020.

Vancouver:

Cobbinah C. Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape. [Internet] [Masters thesis]. University of Fort Hare; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10353/d1013406.

Council of Science Editors:

Cobbinah C. Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape. [Masters Thesis]. University of Fort Hare; 2013. Available from: http://hdl.handle.net/10353/d1013406


North-West University

22. Hahn, Jan Hendrik. Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn .

Degree: 2008, North-West University

 During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills.… (more)

Subjects/Keywords: Pair programming; Cooperative learning; Collaborative learning; Assessment; Individual assessment; Pair assessment; Formative assessment; Summative assessment

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APA (6th Edition):

Hahn, J. H. (2008). Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/764

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):

Hahn, Jan Hendrik. “Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn .” 2008. Thesis, North-West University. Accessed August 07, 2020. http://hdl.handle.net/10394/764.

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

MLA Handbook (7th Edition):

Hahn, Jan Hendrik. “Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn .” 2008. Web. 07 Aug 2020.

Vancouver:

Hahn JH. Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn . [Internet] [Thesis]. North-West University; 2008. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10394/764.

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

Council of Science Editors:

Hahn JH. Paarassessering teenoor individuele assessering in rekenaarprogrammering / Jan Hendrik Hahn . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/764

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


University of Iowa

23. Lai, Emily Rose. Interim assessment use in Iowa elementary schools.

Degree: PhD, Psychological and Quantitative Foundations, 2009, University of Iowa

  In response to test-based accountability (No Child Left Behind, 2001), schools and districts across the country are adopting a variety of supplemental assessments aimed… (more)

Subjects/Keywords: Formative assessment; Instructional practices; Instrument development; Interim assessment; Educational Psychology

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APA (6th Edition):

Lai, E. R. (2009). Interim assessment use in Iowa elementary schools. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/393

Chicago Manual of Style (16th Edition):

Lai, Emily Rose. “Interim assessment use in Iowa elementary schools.” 2009. Doctoral Dissertation, University of Iowa. Accessed August 07, 2020. https://ir.uiowa.edu/etd/393.

MLA Handbook (7th Edition):

Lai, Emily Rose. “Interim assessment use in Iowa elementary schools.” 2009. Web. 07 Aug 2020.

Vancouver:

Lai ER. Interim assessment use in Iowa elementary schools. [Internet] [Doctoral dissertation]. University of Iowa; 2009. [cited 2020 Aug 07]. Available from: https://ir.uiowa.edu/etd/393.

Council of Science Editors:

Lai ER. Interim assessment use in Iowa elementary schools. [Doctoral Dissertation]. University of Iowa; 2009. Available from: https://ir.uiowa.edu/etd/393


University College Cork

24. Sheehan, Alan M. Assessment in primary education in Ireland.

Degree: 2016, University College Cork

 This doctoral study examines assessment in primary education in the Republic of Ireland. The nature and purpose of assessment offer an insight into the values… (more)

Subjects/Keywords: Assessment; Policy; Children's perspectives; Assessment for learning; Assessment of learning

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APA (6th Edition):

Sheehan, A. M. (2016). Assessment in primary education in Ireland. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/2625

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):

Sheehan, Alan M. “Assessment in primary education in Ireland.” 2016. Thesis, University College Cork. Accessed August 07, 2020. http://hdl.handle.net/10468/2625.

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

MLA Handbook (7th Edition):

Sheehan, Alan M. “Assessment in primary education in Ireland.” 2016. Web. 07 Aug 2020.

Vancouver:

Sheehan AM. Assessment in primary education in Ireland. [Internet] [Thesis]. University College Cork; 2016. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10468/2625.

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

Council of Science Editors:

Sheehan AM. Assessment in primary education in Ireland. [Thesis]. University College Cork; 2016. Available from: http://hdl.handle.net/10468/2625

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

25. Doran, Virginia M. Assessment Literacy in a Mathematics Classroom.

Degree: MS, Mathematics, 2017, Governors State University

 The purpose of this study was to determine the effects of using assessment literacy in a math classroom. This was accomplished by analyzing the test… (more)

Subjects/Keywords: assessment; formative assessments; summative assessments; assessment literacy; assessment of learning; assessment for learning; assessment as learning; Science and Mathematics Education

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APA (6th Edition):

Doran, V. M. (2017). Assessment Literacy in a Mathematics Classroom. (Thesis). Governors State University. Retrieved from https://opus.govst.edu/theses/109

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):

Doran, Virginia M. “Assessment Literacy in a Mathematics Classroom.” 2017. Thesis, Governors State University. Accessed August 07, 2020. https://opus.govst.edu/theses/109.

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

MLA Handbook (7th Edition):

Doran, Virginia M. “Assessment Literacy in a Mathematics Classroom.” 2017. Web. 07 Aug 2020.

Vancouver:

Doran VM. Assessment Literacy in a Mathematics Classroom. [Internet] [Thesis]. Governors State University; 2017. [cited 2020 Aug 07]. Available from: https://opus.govst.edu/theses/109.

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

Council of Science Editors:

Doran VM. Assessment Literacy in a Mathematics Classroom. [Thesis]. Governors State University; 2017. Available from: https://opus.govst.edu/theses/109

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


University of Alberta

26. Musselman, Kristin Elizabeth. Walking adaptation, training and assessment in young children and individuals with incomplete spinal cord injury.

Degree: PhD, Faculty of Rehabilitation Medicine, 2010, University of Alberta

 This thesis includes four projects that examine motor learning and assess novel approaches for the training and evaluation of walking. In Project 1 we study… (more)

Subjects/Keywords: walking; assessment; learning; training

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APA (6th Edition):

Musselman, K. E. (2010). Walking adaptation, training and assessment in young children and individuals with incomplete spinal cord injury. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5d86p186w

Chicago Manual of Style (16th Edition):

Musselman, Kristin Elizabeth. “Walking adaptation, training and assessment in young children and individuals with incomplete spinal cord injury.” 2010. Doctoral Dissertation, University of Alberta. Accessed August 07, 2020. https://era.library.ualberta.ca/files/5d86p186w.

MLA Handbook (7th Edition):

Musselman, Kristin Elizabeth. “Walking adaptation, training and assessment in young children and individuals with incomplete spinal cord injury.” 2010. Web. 07 Aug 2020.

Vancouver:

Musselman KE. Walking adaptation, training and assessment in young children and individuals with incomplete spinal cord injury. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2020 Aug 07]. Available from: https://era.library.ualberta.ca/files/5d86p186w.

Council of Science Editors:

Musselman KE. Walking adaptation, training and assessment in young children and individuals with incomplete spinal cord injury. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/5d86p186w


University of Waikato

27. Hill, Lee Roberta. Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom .

Degree: 2016, University of Waikato

 Student-generated feedback is an Assessment for Learning practice which, when used well, can lead to strong student engagement and self-regulation. In the New Zealand context… (more)

Subjects/Keywords: feedback; Assessment for Learning

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APA (6th Edition):

Hill, L. R. (2016). Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10986

Chicago Manual of Style (16th Edition):

Hill, Lee Roberta. “Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom .” 2016. Masters Thesis, University of Waikato. Accessed August 07, 2020. http://hdl.handle.net/10289/10986.

MLA Handbook (7th Edition):

Hill, Lee Roberta. “Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom .” 2016. Web. 07 Aug 2020.

Vancouver:

Hill LR. Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom . [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10289/10986.

Council of Science Editors:

Hill LR. Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom . [Masters Thesis]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10986

28. Holman, Sarah B. Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches.

Degree: PhD, Special Education, 2018, Texas Woman's University

 The reauthorization of the Individuals with Disabilities Act (IDEA) in 2004 allowed use of “other alternative research-based procedures” (IDEA, 20 U.S.C. § 1414) in addition… (more)

Subjects/Keywords: specific learning disability; assessment

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APA (6th Edition):

Holman, S. B. (2018). Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10178

Chicago Manual of Style (16th Edition):

Holman, Sarah B. “Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed August 07, 2020. http://hdl.handle.net/11274/10178.

MLA Handbook (7th Edition):

Holman, Sarah B. “Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches.” 2018. Web. 07 Aug 2020.

Vancouver:

Holman SB. Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11274/10178.

Council of Science Editors:

Holman SB. Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10178


University of Melbourne

29. KHALLOUF, RIMA. Students learn best when assessed for learning.

Degree: 2012, University of Melbourne

 Perceptions related to student learning have altered. Independent learning has become the focus, encouraging today’s learners to think critically, laterally and creatively. The change is… (more)

Subjects/Keywords: learn; assessed; learning; assessment for learning

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APA (6th Edition):

KHALLOUF, R. (2012). Students learn best when assessed for learning. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37067

Chicago Manual of Style (16th Edition):

KHALLOUF, RIMA. “Students learn best when assessed for learning.” 2012. Masters Thesis, University of Melbourne. Accessed August 07, 2020. http://hdl.handle.net/11343/37067.

MLA Handbook (7th Edition):

KHALLOUF, RIMA. “Students learn best when assessed for learning.” 2012. Web. 07 Aug 2020.

Vancouver:

KHALLOUF R. Students learn best when assessed for learning. [Internet] [Masters thesis]. University of Melbourne; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11343/37067.

Council of Science Editors:

KHALLOUF R. Students learn best when assessed for learning. [Masters Thesis]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/37067

30. Dillon, Paula A. How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this study was to examine administrator, student, and teacher perceptions of organizational structures, systems, and supports implemented to aid technology integration, and… (more)

Subjects/Keywords: 1:1; 21st century skills; deeper learning; innovation; one to one; technology integration

…initiatives will fail to meet important objectives, such as fostering deeper learning and the… …Studies point to the need for students to achieve deeper learning competencies and 21st century… …such as the American Institutes for Research (AIR) Deeper Learning Opportunities… …x29; and the Friday Institute (2011) point to these deeper learning and 21st… …effectively to support the goals of student 21st century skill acquisition and deeper learning (… 

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APA (6th Edition):

Dillon, P. A. (2017). How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248363

Chicago Manual of Style (16th Edition):

Dillon, Paula A. “How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 07, 2020. http://hdl.handle.net/2047/D20248363.

MLA Handbook (7th Edition):

Dillon, Paula A. “How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology.” 2017. Web. 07 Aug 2020.

Vancouver:

Dillon PA. How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/2047/D20248363.

Council of Science Editors:

Dillon PA. How deeper learning and 21st century skills influenced one suburban district's transition to 1:1 student technology. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248363

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