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You searched for subject:(standardized testing). Showing records 1 – 30 of 164 total matches.

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University of Missouri – Columbia

1. Moore, Donald J. A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri.

Degree: 2012, University of Missouri – Columbia

 This study started over the concern that many schools in Missouri were receiving penalties from the state through the No Child Left Behind law. The… (more)

Subjects/Keywords: common assessment; standardized testing

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

APA (6th Edition):

Moore, D. J. (2012). A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/33091

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

Chicago Manual of Style (16th Edition):

Moore, Donald J. “A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri.” 2012. Thesis, University of Missouri – Columbia. Accessed January 27, 2021. https://doi.org/10.32469/10355/33091.

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

MLA Handbook (7th Edition):

Moore, Donald J. “A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri.” 2012. Web. 27 Jan 2021.

Vancouver:

Moore DJ. A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2021 Jan 27]. Available from: https://doi.org/10.32469/10355/33091.

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

Council of Science Editors:

Moore DJ. A case study of the analysis of factors that occur with reading proficiency in one rural district in southeast Missouri. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/33091

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


University of North Texas

2. Lovoll, Andrea K. "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms.

Degree: 2013, University of North Texas

 Since the passing of No Child Left Behind Act in 2001, the United States' secondary education system has undergone significant changes. In this study, I… (more)

Subjects/Keywords: NCLB; Forum Theatre; standardized testing

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APA (6th Edition):

Lovoll, A. K. (2013). "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271859/

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):

Lovoll, Andrea K. “"Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms.” 2013. Thesis, University of North Texas. Accessed January 27, 2021. https://digital.library.unt.edu/ark:/67531/metadc271859/.

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

MLA Handbook (7th Edition):

Lovoll, Andrea K. “"Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms.” 2013. Web. 27 Jan 2021.

Vancouver:

Lovoll AK. "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms. [Internet] [Thesis]. University of North Texas; 2013. [cited 2021 Jan 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271859/.

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

Council of Science Editors:

Lovoll AK. "Where Do We Go From Here?" Teaching a Generation of Nclb Students in College Classrooms. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271859/

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


Brigham Young University

3. Jensen, Joseph. Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community.

Degree: EdD, 2016, Brigham Young University

 Since the days of Horace Mann, standardized testing has been used as a control mechanism by policy makers to determine who makes decisions about what… (more)

Subjects/Keywords: standardized testing; accountability; educational leadership; Educational Leadership

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

APA (6th Edition):

Jensen, J. (2016). Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7448&context=etd

Chicago Manual of Style (16th Edition):

Jensen, Joseph. “Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community.” 2016. Doctoral Dissertation, Brigham Young University. Accessed January 27, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7448&context=etd.

MLA Handbook (7th Edition):

Jensen, Joseph. “Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community.” 2016. Web. 27 Jan 2021.

Vancouver:

Jensen J. Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community. [Internet] [Doctoral dissertation]. Brigham Young University; 2016. [cited 2021 Jan 27]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7448&context=etd.

Council of Science Editors:

Jensen J. Understanding Author Academic Disciplinary Background to Direct A More Effective Use of Standardized Testing Within the School Community. [Doctoral Dissertation]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7448&context=etd


Duquesne University

4. Dawson, Gary. Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2014, Duquesne University

 The purpose of this study was to determine if attending a four-year-old preschool program had an impact on the academic achievement of elementary age students.… (more)

Subjects/Keywords: Pre-K; Preschool; PSSA; Standardized Testing

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

APA (6th Edition):

Dawson, G. (2014). Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/465

Chicago Manual of Style (16th Edition):

Dawson, Gary. “Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students.” 2014. Doctoral Dissertation, Duquesne University. Accessed January 27, 2021. https://dsc.duq.edu/etd/465.

MLA Handbook (7th Edition):

Dawson, Gary. “Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students.” 2014. Web. 27 Jan 2021.

Vancouver:

Dawson G. Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students. [Internet] [Doctoral dissertation]. Duquesne University; 2014. [cited 2021 Jan 27]. Available from: https://dsc.duq.edu/etd/465.

Council of Science Editors:

Dawson G. Impact of Preschool Education on the Academic Achievement of Low Socio-Economic Status Elementary Students. [Doctoral Dissertation]. Duquesne University; 2014. Available from: https://dsc.duq.edu/etd/465


Loyola University Chicago

5. Cechowski, Julianna Marie. High-Stakes Testing: The Student Voice.

Degree: MA, Education, 2014, Loyola University Chicago

  There has been an intense debate about standardized testing since they were first introduced into public schools in the nineteenth century. In this research,… (more)

Subjects/Keywords: high; perspective; stakes; standardized; student; testing; Education

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

APA (6th Edition):

Cechowski, J. M. (2014). High-Stakes Testing: The Student Voice. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/2617

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):

Cechowski, Julianna Marie. “High-Stakes Testing: The Student Voice.” 2014. Thesis, Loyola University Chicago. Accessed January 27, 2021. https://ecommons.luc.edu/luc_theses/2617.

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

MLA Handbook (7th Edition):

Cechowski, Julianna Marie. “High-Stakes Testing: The Student Voice.” 2014. Web. 27 Jan 2021.

Vancouver:

Cechowski JM. High-Stakes Testing: The Student Voice. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2021 Jan 27]. Available from: https://ecommons.luc.edu/luc_theses/2617.

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

Council of Science Editors:

Cechowski JM. High-Stakes Testing: The Student Voice. [Thesis]. Loyola University Chicago; 2014. Available from: https://ecommons.luc.edu/luc_theses/2617

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


Mississippi State University

6. Curry, Alicia Lenise. THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS.

Degree: PhD, Education, College of, 2011, Mississippi State University

  Early identification of children with reading problems is a vital element of academic success at all grade levels. Thus, it is crucial that educators… (more)

Subjects/Keywords: high-stakes testing; DIBELS; reading; ARMT; SAT; standardized testing

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

APA (6th Edition):

Curry, A. L. (2011). THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-113726/ ;

Chicago Manual of Style (16th Edition):

Curry, Alicia Lenise. “THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS.” 2011. Doctoral Dissertation, Mississippi State University. Accessed January 27, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-113726/ ;.

MLA Handbook (7th Edition):

Curry, Alicia Lenise. “THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS.” 2011. Web. 27 Jan 2021.

Vancouver:

Curry AL. THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2021 Jan 27]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-113726/ ;.

Council of Science Editors:

Curry AL. THE RELATIONSHIP BETWEEN DIBELS ORAL READING FLUENCY SCORES AND READING SCORES ON HIGH-STAKES ASSESSMENTS. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-113726/ ;


University of Houston

7. Linden, Nancy Ellen 1965-. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.

Degree: EdD, Professional Leadership, 2013, University of Houston

 This Differential Distractor Functioning (DDF) study involved 855,023 regular education students in Grades 3, 6, and 11 in Texas. Percentage dispersion anomalies were identified in… (more)

Subjects/Keywords: Assessments; Reading comprehension; Testing; Standardized testing; Incorrect answer options; Professional leadership

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

APA (6th Edition):

Linden, N. E. 1. (2013). COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1032

Chicago Manual of Style (16th Edition):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Doctoral Dissertation, University of Houston. Accessed January 27, 2021. http://hdl.handle.net/10657/1032.

MLA Handbook (7th Edition):

Linden, Nancy Ellen 1965-. “COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS.” 2013. Web. 27 Jan 2021.

Vancouver:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10657/1032.

Council of Science Editors:

Linden NE1. COMPARING INCORRECT ANSWER PERCENTAGE DISPERSIONS IN STATEWIDE READING COMPREHENSION SCORES AND THEIR IMPLICATIONS FOR SCHOOL LEADERS. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1032


Brigham Young University

8. Egbert, Derek W. Testing Guidelines for New Product Development.

Degree: MS, 2010, Brigham Young University

  While many literary sources outline the product development process, few make mention of the prototyping and testing stage. This thesis suggests that because of… (more)

Subjects/Keywords: Product Development; standardized testing; in-use testing; prototyping; Manufacturing

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

APA (6th Edition):

Egbert, D. W. (2010). Testing Guidelines for New Product Development. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3528&context=etd

Chicago Manual of Style (16th Edition):

Egbert, Derek W. “Testing Guidelines for New Product Development.” 2010. Masters Thesis, Brigham Young University. Accessed January 27, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3528&context=etd.

MLA Handbook (7th Edition):

Egbert, Derek W. “Testing Guidelines for New Product Development.” 2010. Web. 27 Jan 2021.

Vancouver:

Egbert DW. Testing Guidelines for New Product Development. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2021 Jan 27]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3528&context=etd.

Council of Science Editors:

Egbert DW. Testing Guidelines for New Product Development. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3528&context=etd


East Tennessee State University

9. Hodges, Candace D. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.

Degree: EdD (Doctor of Education), Educational Leadership, 2014, East Tennessee State University

  The purpose of this study was to examine the degree of correlation between the Scantron Achievement Series (SAS) benchmark assessment in reading and the… (more)

Subjects/Keywords: Benchmark Testing; TCAP; Assessment; Standardized Testing; NCLB; Educational Leadership

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

APA (6th Edition):

Hodges, C. D. (2014). TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2431

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):

Hodges, Candace D. “TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.” 2014. Thesis, East Tennessee State University. Accessed January 27, 2021. https://dc.etsu.edu/etd/2431.

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

MLA Handbook (7th Edition):

Hodges, Candace D. “TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System.” 2014. Web. 27 Jan 2021.

Vancouver:

Hodges CD. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. [Internet] [Thesis]. East Tennessee State University; 2014. [cited 2021 Jan 27]. Available from: https://dc.etsu.edu/etd/2431.

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

Council of Science Editors:

Hodges CD. TCAP and Scantron Achievement Series Reading Tests: Comparison and Uses in a Tennessee School System. [Thesis]. East Tennessee State University; 2014. Available from: https://dc.etsu.edu/etd/2431

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

10. Adams Robertson, Elwanda F. Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate.

Degree: 2017, Regis University

  First time pass rate success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) is an expectation for all nursing programs. Nursing faculty… (more)

Subjects/Keywords: DNP Capstone Project; Standardized Testing; NCLEX-RN; Remediation; Retention

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APA (6th Edition):

Adams Robertson, E. F. (2017). Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/827

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):

Adams Robertson, Elwanda F. “Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate.” 2017. Thesis, Regis University. Accessed January 27, 2021. http://epublications.regis.edu/theses/827.

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

MLA Handbook (7th Edition):

Adams Robertson, Elwanda F. “Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate.” 2017. Web. 27 Jan 2021.

Vancouver:

Adams Robertson EF. Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate. [Internet] [Thesis]. Regis University; 2017. [cited 2021 Jan 27]. Available from: http://epublications.regis.edu/theses/827.

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

Council of Science Editors:

Adams Robertson EF. Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate. [Thesis]. Regis University; 2017. Available from: http://epublications.regis.edu/theses/827

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


University of Connecticut

11. Jara, Sabrina E. The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV.

Degree: MA, Communication Science, 2011, University of Connecticut

  Purpose: This study compared the performance of preschool children with SLI and controls on the PPVT-III and PPVT-IV to determine the effect of test… (more)

Subjects/Keywords: speech pathology; receptive vocabulary; standardized testing; specific language impairment

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

APA (6th Edition):

Jara, S. E. (2011). The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/89

Chicago Manual of Style (16th Edition):

Jara, Sabrina E. “The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV.” 2011. Masters Thesis, University of Connecticut. Accessed January 27, 2021. https://opencommons.uconn.edu/gs_theses/89.

MLA Handbook (7th Edition):

Jara, Sabrina E. “The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV.” 2011. Web. 27 Jan 2021.

Vancouver:

Jara SE. The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2021 Jan 27]. Available from: https://opencommons.uconn.edu/gs_theses/89.

Council of Science Editors:

Jara SE. The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/89


Boston College

12. Ro, Jina. Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2016, Boston College

 The purpose of this study was to understand beginning teachers’ experiences with learning to teach in an educational system that puts intense pressure on teachers… (more)

Subjects/Keywords: Accountability; Standardized testing; Student-centered teaching; Teaching to the test

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

APA (6th Edition):

Ro, J. (2016). Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106796

Chicago Manual of Style (16th Edition):

Ro, Jina. “Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability.” 2016. Doctoral Dissertation, Boston College. Accessed January 27, 2021. http://dlib.bc.edu/islandora/object/bc-ir:106796.

MLA Handbook (7th Edition):

Ro, Jina. “Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability.” 2016. Web. 27 Jan 2021.

Vancouver:

Ro J. Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2021 Jan 27]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106796.

Council of Science Editors:

Ro J. Beginning Teachers in the United States and Korea: Learning to Teach in the Era of Test-Based Accountability. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106796


Brigham Young University

13. Mason, David L. Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki.

Degree: MS, 2010, Brigham Young University

 Traditionally, appeals for improving the teaching of psychology at the post-secondary level have focused on increasing teacher training and motivation. However, wide-scale success may be… (more)

Subjects/Keywords: teaching psychology; undergraduate education; standardized testing; wiki; Psychology

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

APA (6th Edition):

Mason, D. L. (2010). Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3586&context=etd

Chicago Manual of Style (16th Edition):

Mason, David L. “Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki.” 2010. Masters Thesis, Brigham Young University. Accessed January 27, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3586&context=etd.

MLA Handbook (7th Edition):

Mason, David L. “Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki.” 2010. Web. 27 Jan 2021.

Vancouver:

Mason DL. Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2021 Jan 27]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3586&context=etd.

Council of Science Editors:

Mason DL. Improving Undergraduate Education in Psychology Using an End-of-Major Standardized Assessment and a Teaching Resources Wiki. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3586&context=etd


East Tennessee State University

14. Ellison, Yolanda. Standardized Testing and Dual Enrollment Students.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this study was to compare final grades of dual enrollment students in English Composition I (ENGL 1010) and College Algebra (MATH… (more)

Subjects/Keywords: dual enrollment; standardized testing; gender; race-ethnicity; Education; Educational Leadership

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

APA (6th Edition):

Ellison, Y. (2016). Standardized Testing and Dual Enrollment Students. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2620

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):

Ellison, Yolanda. “Standardized Testing and Dual Enrollment Students.” 2016. Thesis, East Tennessee State University. Accessed January 27, 2021. https://dc.etsu.edu/etd/2620.

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

MLA Handbook (7th Edition):

Ellison, Yolanda. “Standardized Testing and Dual Enrollment Students.” 2016. Web. 27 Jan 2021.

Vancouver:

Ellison Y. Standardized Testing and Dual Enrollment Students. [Internet] [Thesis]. East Tennessee State University; 2016. [cited 2021 Jan 27]. Available from: https://dc.etsu.edu/etd/2620.

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

Council of Science Editors:

Ellison Y. Standardized Testing and Dual Enrollment Students. [Thesis]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/2620

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


University of Missouri – Columbia

15. Nevels, Nevels. School and district policies and strategies that impact student performance on the Missouri end-of-course algebra I NCLB assessment.

Degree: 2012, University of Missouri – Columbia

 This dissertation study performed an analysis of state testing data, teacher survey data, and interview data to describe policies and strategies used by 42 teachers… (more)

Subjects/Keywords: mathematics education; secondary education; standardized testing; student achievement; school policy

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APA (6th Edition):

Nevels, N. (2012). School and district policies and strategies that impact student performance on the Missouri end-of-course algebra I NCLB assessment. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/15891

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):

Nevels, Nevels. “School and district policies and strategies that impact student performance on the Missouri end-of-course algebra I NCLB assessment.” 2012. Thesis, University of Missouri – Columbia. Accessed January 27, 2021. https://doi.org/10.32469/10355/15891.

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

MLA Handbook (7th Edition):

Nevels, Nevels. “School and district policies and strategies that impact student performance on the Missouri end-of-course algebra I NCLB assessment.” 2012. Web. 27 Jan 2021.

Vancouver:

Nevels N. School and district policies and strategies that impact student performance on the Missouri end-of-course algebra I NCLB assessment. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2021 Jan 27]. Available from: https://doi.org/10.32469/10355/15891.

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

Council of Science Editors:

Nevels N. School and district policies and strategies that impact student performance on the Missouri end-of-course algebra I NCLB assessment. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/15891

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


University of Missouri – Columbia

16. Orscheln, Paul. Using noncognitive assessment to predict academic success for at-risk students.

Degree: 2012, University of Missouri – Columbia

 The purpose of this study was to determine if noncognitive variables, alone or in combination with standardized test score (ACT or SAT) and/or high school… (more)

Subjects/Keywords: student success; standardized testing; noncognitive attributes; predictor variables

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APA (6th Edition):

Orscheln, P. (2012). Using noncognitive assessment to predict academic success for at-risk students. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/33096

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):

Orscheln, Paul. “Using noncognitive assessment to predict academic success for at-risk students.” 2012. Thesis, University of Missouri – Columbia. Accessed January 27, 2021. https://doi.org/10.32469/10355/33096.

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

MLA Handbook (7th Edition):

Orscheln, Paul. “Using noncognitive assessment to predict academic success for at-risk students.” 2012. Web. 27 Jan 2021.

Vancouver:

Orscheln P. Using noncognitive assessment to predict academic success for at-risk students. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2021 Jan 27]. Available from: https://doi.org/10.32469/10355/33096.

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

Council of Science Editors:

Orscheln P. Using noncognitive assessment to predict academic success for at-risk students. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/33096

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


University of Toronto

17. Eizadirad, Ardavan. Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario.

Degree: PhD, 2018, University of Toronto

This exploratory qualitative study uses Critical Theory, specifically Critical Race Theory, to examine the subjective experiences of racialized children and parents with the Grade 3… (more)

Subjects/Keywords: accountability; assessment; EQAO; equity; standardized testing; stereotyping; 0288

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APA (6th Edition):

Eizadirad, A. (2018). Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/97778

Chicago Manual of Style (16th Edition):

Eizadirad, Ardavan. “Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario.” 2018. Doctoral Dissertation, University of Toronto. Accessed January 27, 2021. http://hdl.handle.net/1807/97778.

MLA Handbook (7th Edition):

Eizadirad, Ardavan. “Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario.” 2018. Web. 27 Jan 2021.

Vancouver:

Eizadirad A. Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1807/97778.

Council of Science Editors:

Eizadirad A. Assessment as Stereotyping: Experiences of Racialized Children and Parents with the Grade 3 EQAO Standardized Testing Preparation and Administration in Ontario. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/97778

18. Trousset, Nicole. Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization .

Degree: 2013, California State University – San Marcos

 This qualitative research study seeks to understand how ???successful??? elementary school teachers conceptualize and manage their work in the age of standardization. I analyzed the… (more)

Subjects/Keywords: Teachers; standardized testing; success; public education; elementary; workplace

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APA (6th Edition):

Trousset, N. (2013). Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/415

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):

Trousset, Nicole. “Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization .” 2013. Thesis, California State University – San Marcos. Accessed January 27, 2021. http://hdl.handle.net/10211.8/415.

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

MLA Handbook (7th Edition):

Trousset, Nicole. “Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization .” 2013. Web. 27 Jan 2021.

Vancouver:

Trousset N. Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10211.8/415.

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

Council of Science Editors:

Trousset N. Un-Standardized Teaching: How Elementary School Teachers Define and Achieve ???Success??? in the Age of Standardization . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/415

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


University of Arizona

19. Smith, Kestrel A. Invisible Barriers to Higher Education in Indian Country: Standardized Testing .

Degree: 2018, University of Arizona

 This dissertation explores the accessibility of SAT and ACT standardized tests and related preparatory resources in relation to Native communities. The ultimate goal of this… (more)

Subjects/Keywords: ACT; American Indian; Higher education; Native; SAT; Standardized testing

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APA (6th Edition):

Smith, K. A. (2018). Invisible Barriers to Higher Education in Indian Country: Standardized Testing . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/628431

Chicago Manual of Style (16th Edition):

Smith, Kestrel A. “Invisible Barriers to Higher Education in Indian Country: Standardized Testing .” 2018. Doctoral Dissertation, University of Arizona. Accessed January 27, 2021. http://hdl.handle.net/10150/628431.

MLA Handbook (7th Edition):

Smith, Kestrel A. “Invisible Barriers to Higher Education in Indian Country: Standardized Testing .” 2018. Web. 27 Jan 2021.

Vancouver:

Smith KA. Invisible Barriers to Higher Education in Indian Country: Standardized Testing . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10150/628431.

Council of Science Editors:

Smith KA. Invisible Barriers to Higher Education in Indian Country: Standardized Testing . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628431

20. Wilson, Edwin James. A comparison of the results of standardized tests administered over the public address system and by the classroom teacher.

Degree: 2015, California State University – Sacramento

 For many years the practice or administering standardized tests has played a very important role in the varied phases of curriculum planning in our public… (more)

Subjects/Keywords: Standardized testing; Curriculum planning

…Since it was necessary to coordinate this comparative study with the testing program already… …simultaneously over the public address system with the testing director reading the instructions. Two… …assistance to their classes. The testing results obtained from this group were considered the… …These students were tested directly in their individual classrooms by the director of testing… …students and the total testing time for all groups was approximately twelve hours. The results… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Wilson, E. J. (2015). A comparison of the results of standardized tests administered over the public address system and by the classroom teacher. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/135022

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):

Wilson, Edwin James. “A comparison of the results of standardized tests administered over the public address system and by the classroom teacher.” 2015. Thesis, California State University – Sacramento. Accessed January 27, 2021. http://hdl.handle.net/10211.3/135022.

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

MLA Handbook (7th Edition):

Wilson, Edwin James. “A comparison of the results of standardized tests administered over the public address system and by the classroom teacher.” 2015. Web. 27 Jan 2021.

Vancouver:

Wilson EJ. A comparison of the results of standardized tests administered over the public address system and by the classroom teacher. [Internet] [Thesis]. California State University – Sacramento; 2015. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10211.3/135022.

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

Council of Science Editors:

Wilson EJ. A comparison of the results of standardized tests administered over the public address system and by the classroom teacher. [Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/135022

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


California State University – Sacramento

21. Moraes, Rachel M. Walmer. A pedagogy of respect and a search for democracy: equalizing California's educational system.

Degree: MA, English (Composition, 2011, California State University – Sacramento

Standardized testing is at an all time high and continues to grow in California???s elementary and secondary schools and has given rise to a very… (more)

Subjects/Keywords: No Child Left Behind; CELDT; CAHSEE; CST; Standardized testing; Portfolio assessment

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APA (6th Edition):

Moraes, R. M. W. (2011). A pedagogy of respect and a search for democracy: equalizing California's educational system. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/866

Chicago Manual of Style (16th Edition):

Moraes, Rachel M Walmer. “A pedagogy of respect and a search for democracy: equalizing California's educational system.” 2011. Masters Thesis, California State University – Sacramento. Accessed January 27, 2021. http://hdl.handle.net/10211.9/866.

MLA Handbook (7th Edition):

Moraes, Rachel M Walmer. “A pedagogy of respect and a search for democracy: equalizing California's educational system.” 2011. Web. 27 Jan 2021.

Vancouver:

Moraes RMW. A pedagogy of respect and a search for democracy: equalizing California's educational system. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10211.9/866.

Council of Science Editors:

Moraes RMW. A pedagogy of respect and a search for democracy: equalizing California's educational system. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/866


University of New Orleans

22. Gooden, Carlos A. A Quantitative Case Study on Policy and Access at an Urban, Public University.

Degree: PhD, Educational Administration, 2020, University of New Orleans

  The purpose of this study was to examine how the use of standardized test scores may have had potential impacts on students of color… (more)

Subjects/Keywords: urban education; admissions; standardized testing; signaling; Educational Leadership

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APA (6th Edition):

Gooden, C. A. (2020). A Quantitative Case Study on Policy and Access at an Urban, Public University. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2790

Chicago Manual of Style (16th Edition):

Gooden, Carlos A. “A Quantitative Case Study on Policy and Access at an Urban, Public University.” 2020. Doctoral Dissertation, University of New Orleans. Accessed January 27, 2021. https://scholarworks.uno.edu/td/2790.

MLA Handbook (7th Edition):

Gooden, Carlos A. “A Quantitative Case Study on Policy and Access at an Urban, Public University.” 2020. Web. 27 Jan 2021.

Vancouver:

Gooden CA. A Quantitative Case Study on Policy and Access at an Urban, Public University. [Internet] [Doctoral dissertation]. University of New Orleans; 2020. [cited 2021 Jan 27]. Available from: https://scholarworks.uno.edu/td/2790.

Council of Science Editors:

Gooden CA. A Quantitative Case Study on Policy and Access at an Urban, Public University. [Doctoral Dissertation]. University of New Orleans; 2020. Available from: https://scholarworks.uno.edu/td/2790

23. Erickson, Mackenzie. The Effect of Intensive Reading Intervention on California State Testing Scores in a Small Rural Middle School.

Degree: MS, Education, 2013, Dominican University of California

  This study evaluated the effectiveness of reading intervention on California Standardized Test (CST) scores that was implemented in a rural community in Northern California.… (more)

Subjects/Keywords: California State Testing Scores; California Standardized Test; Rural Schools; Curriculum; Education

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APA (6th Edition):

Erickson, M. (2013). The Effect of Intensive Reading Intervention on California State Testing Scores in a Small Rural Middle School. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/30

Chicago Manual of Style (16th Edition):

Erickson, Mackenzie. “The Effect of Intensive Reading Intervention on California State Testing Scores in a Small Rural Middle School.” 2013. Masters Thesis, Dominican University of California. Accessed January 27, 2021. https://scholar.dominican.edu/masters-theses/30.

MLA Handbook (7th Edition):

Erickson, Mackenzie. “The Effect of Intensive Reading Intervention on California State Testing Scores in a Small Rural Middle School.” 2013. Web. 27 Jan 2021.

Vancouver:

Erickson M. The Effect of Intensive Reading Intervention on California State Testing Scores in a Small Rural Middle School. [Internet] [Masters thesis]. Dominican University of California; 2013. [cited 2021 Jan 27]. Available from: https://scholar.dominican.edu/masters-theses/30.

Council of Science Editors:

Erickson M. The Effect of Intensive Reading Intervention on California State Testing Scores in a Small Rural Middle School. [Masters Thesis]. Dominican University of California; 2013. Available from: https://scholar.dominican.edu/masters-theses/30


University of Kansas

24. Klager, Christopher. Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study.

Degree: M.S.Ed., Curriculum and Teaching, 2013, University of Kansas

 This study looks at how science teachers' attitudes about standardized testing affect the types of test preparation practice they choose. Interviews, both before and after… (more)

Subjects/Keywords: Science education; Standardized testing; Teacher attitudes; Test preparation

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APA (6th Edition):

Klager, C. (2013). Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/15091

Chicago Manual of Style (16th Edition):

Klager, Christopher. “Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study.” 2013. Masters Thesis, University of Kansas. Accessed January 27, 2021. http://hdl.handle.net/1808/15091.

MLA Handbook (7th Edition):

Klager, Christopher. “Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study.” 2013. Web. 27 Jan 2021.

Vancouver:

Klager C. Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study. [Internet] [Masters thesis]. University of Kansas; 2013. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1808/15091.

Council of Science Editors:

Klager C. Teacher Attitudes About Standardized Testing and Test Preparation: A Case Study. [Masters Thesis]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15091


University of Texas – Austin

25. Stephens, Sarah Emily Elias. Longitudinal predictions using alternative binning to reduce regression to the mean.

Degree: PhD, Physics, 2017, University of Texas – Austin

 Educational policies in Texas that regulate the evaluations of students, teachers, and schools, can have profound impacts on the success of those individuals and institutions.… (more)

Subjects/Keywords: Longitudinal analysis; Regression to the mean; Standardized testing; Quantitative methods

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APA (6th Edition):

Stephens, S. E. E. (2017). Longitudinal predictions using alternative binning to reduce regression to the mean. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63656

Chicago Manual of Style (16th Edition):

Stephens, Sarah Emily Elias. “Longitudinal predictions using alternative binning to reduce regression to the mean.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed January 27, 2021. http://hdl.handle.net/2152/63656.

MLA Handbook (7th Edition):

Stephens, Sarah Emily Elias. “Longitudinal predictions using alternative binning to reduce regression to the mean.” 2017. Web. 27 Jan 2021.

Vancouver:

Stephens SEE. Longitudinal predictions using alternative binning to reduce regression to the mean. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/2152/63656.

Council of Science Editors:

Stephens SEE. Longitudinal predictions using alternative binning to reduce regression to the mean. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63656


Purdue University

26. Deboer, Fredrik B. The CLA+ and the Two Cultures: Writing Assessment and Educational Testing.

Degree: PhD, English, 2015, Purdue University

 The CLA+ and the Two Cultures: Writing Assessment and Educational Testing concerns the Collegiate Learning Assessment+, a standardized test of collegiate learning currently being piloted… (more)

Subjects/Keywords: administrative history; assessment; CLA+; higher education reform; standardized testing; writing studies

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APA (6th Edition):

Deboer, F. B. (2015). The CLA+ and the Two Cultures: Writing Assessment and Educational Testing. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1358

Chicago Manual of Style (16th Edition):

Deboer, Fredrik B. “The CLA+ and the Two Cultures: Writing Assessment and Educational Testing.” 2015. Doctoral Dissertation, Purdue University. Accessed January 27, 2021. https://docs.lib.purdue.edu/open_access_dissertations/1358.

MLA Handbook (7th Edition):

Deboer, Fredrik B. “The CLA+ and the Two Cultures: Writing Assessment and Educational Testing.” 2015. Web. 27 Jan 2021.

Vancouver:

Deboer FB. The CLA+ and the Two Cultures: Writing Assessment and Educational Testing. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2021 Jan 27]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1358.

Council of Science Editors:

Deboer FB. The CLA+ and the Two Cultures: Writing Assessment and Educational Testing. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1358


Boston University

27. Molenari, Macella. Snowed in: the effects of inclement weather closures on AP exam performance.

Degree: 2020, Boston University

 This thesis examines the impacts of inclement weather days on AP exam scores in public schools, specifically low socioeconomic districts, and the assessment of their… (more)

Subjects/Keywords: Education; AP exam; Inequality; Snow days; Socioeconomic status; Standardized testing

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APA (6th Edition):

Molenari, M. (2020). Snowed in: the effects of inclement weather closures on AP exam performance. (Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/41541

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):

Molenari, Macella. “Snowed in: the effects of inclement weather closures on AP exam performance.” 2020. Thesis, Boston University. Accessed January 27, 2021. http://hdl.handle.net/2144/41541.

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

MLA Handbook (7th Edition):

Molenari, Macella. “Snowed in: the effects of inclement weather closures on AP exam performance.” 2020. Web. 27 Jan 2021.

Vancouver:

Molenari M. Snowed in: the effects of inclement weather closures on AP exam performance. [Internet] [Thesis]. Boston University; 2020. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/2144/41541.

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

Council of Science Editors:

Molenari M. Snowed in: the effects of inclement weather closures on AP exam performance. [Thesis]. Boston University; 2020. Available from: http://hdl.handle.net/2144/41541

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


University of Toronto

28. Ekoh, Ijeoma. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.

Degree: 2012, University of Toronto

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial… (more)

Subjects/Keywords: Standardized Testing; African consciousness; Indigenous African Education; Nigerian Education; critical education; colonial education; 0998

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APA (6th Edition):

Ekoh, I. (2012). High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33647

Chicago Manual of Style (16th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Masters Thesis, University of Toronto. Accessed January 27, 2021. http://hdl.handle.net/1807/33647.

MLA Handbook (7th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Web. 27 Jan 2021.

Vancouver:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/1807/33647.

Council of Science Editors:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33647


Northeastern University

29. McCubbin, Erin Margaret. Informing student success in college: is it possible without the use of standardized test scores?.

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

 Since the 1920, colleges and universities have leveraged standardized testing as a way to determine worthiness of access to higher education. Nearly 100 years since… (more)

Subjects/Keywords: college admission; higher education; retention; standardized testing; student integration model; student success

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APA (6th Edition):

McCubbin, E. M. (2018). Informing student success in college: is it possible without the use of standardized test scores?. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20282257

Chicago Manual of Style (16th Edition):

McCubbin, Erin Margaret. “Informing student success in college: is it possible without the use of standardized test scores?.” 2018. Doctoral Dissertation, Northeastern University. Accessed January 27, 2021. http://hdl.handle.net/2047/D20282257.

MLA Handbook (7th Edition):

McCubbin, Erin Margaret. “Informing student success in college: is it possible without the use of standardized test scores?.” 2018. Web. 27 Jan 2021.

Vancouver:

McCubbin EM. Informing student success in college: is it possible without the use of standardized test scores?. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/2047/D20282257.

Council of Science Editors:

McCubbin EM. Informing student success in college: is it possible without the use of standardized test scores?. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20282257


University of Houston

30. -6581-0731. State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores.

Degree: EdD, Curriculum and Instruction, 2015, University of Houston

 High stakes testing holds schools accountable for student performance. When students fail standardized tests, schools are held responsible for raising student scores. On May 31,… (more)

Subjects/Keywords: Standardized testing; State mandated; Summer programs; Struggling readers; Struggling writers; Literacy; Secondary

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APA (6th Edition):

-6581-0731. (2015). State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1699

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Chicago Manual of Style (16th Edition):

-6581-0731. “State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores.” 2015. Doctoral Dissertation, University of Houston. Accessed January 27, 2021. http://hdl.handle.net/10657/1699.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6581-0731. “State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores.” 2015. Web. 27 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6581-0731. State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10657/1699.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6581-0731. State Mandated Summer Programs in Texas: Determining the Effect on High School Students' English Test Scores. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1699

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

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