subject:(standardized testing)

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

URL: https://doi.org/10.32469/10355/33091

► 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)

▼ 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 law required adequate yearly progress on achieving proficiency for all students. If the school or district did not meet adequate yearly progress goals, they were place in what was called “school improvement. After researching what many authors wrote on the subject of common assessments, this researcher felt that maybe some type of common assessment could be attained that may help predict how a student would do on the MAP test. The rationale being that it would be better to know of a problem ahead of time when intervention strategies could be incorporated, rather than to wait and find out after the student performed poorly on the MAP test. To test this theory this writer chose the third grade MAP scores and compared them to STAR Test scores and grades in reading. Other factors examined were poverty and attendance. Since the third grade MAP test is basically a reading comprehension test, and since the STAR is a reading comprehension test, it was felt that there could be a strong relationship between the two. While collecting the data one thing surprised me. The STAR and MAP scores on individual students did not always match up. Sometimes a student would score high on the STAR but low on the MAP. The same was true with grades. In looking back I think it was a little naïve to think that one score would predict another score. The relationship may be there but to predict a MAP score is stretching it. MAP scores, STAR Test scores, reading grades, attendance, and poverty level were all put through Pearson's Correlation to check strength of relationships. The results showed that the MAP, STAR Test, and reading grades all showed a strong relationship to each other. Attendance and poverty showed no or a very weak relationship to the variables. The results showed that using any two of the strong variables can help educators take a close look at areas of concern. No score on one variable will "predict" a score on another, but it can point educators to potential weaknesses. If a student has a low STAR Test score and a low reading grade it could indicate that the student might perform poorly on the MAP. If student grades are high but MAP scores and STAR Test scores are low, it could indicate a problem with the reading program or possible teacher performance. Advisors/Committee Members: Roberts, Ruth Ann (advisor).

Subjects/Keywords: common assessment; standardized testing

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://digital.library.unt.edu/ark:/67531/metadc271859/

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7448&context=etd

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://dsc.duq.edu/etd/465

► 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)

▼ 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. With limited funding and the demands of No Child Left Behind legislation, schools are constantly evaluating the effectiveness and cost of ongoing programming. In addition, educational literature points to school readiness as a significant indicator of future student academic success. With this in mind, this study investigated the impact of preschool attendance on student standardized reading and math test scores throughout the elementary age school experience. The population for this study was comprised of current sixth grade students attending a large middle school in a rural southwestern Pennsylvania school district. From this group a sample was selected. The sample included all students from the population meeting testing criteria and selection requirements. The sampled students were split into two groups comprised of those student who attended a pre-k 4 program and those who did not attend. A multivariate statistical analysis was completed to determine if there was a significant difference between the standardize math and reading scores of the two groups across 3rd, 4th, and 5th grades. Also during the analysis, socioeconomic status was evaluated for significant interaction with preschool attendance and as an independent variable. After analysis, it was found that only during the 5th grade did preschool attendance significantly impact standardized test scores with those who attended preschool scoring higher on the reading portion. However, socioeconomic status did have a significant impact on test scores in both 3rd and 5th grades. The results were somewhat surprising showing socioeconomic status is certainly a variable educators need to be aware of and pre-k 4 attendance showing some impact but not as much as this investigator initially thought. Advisors/Committee Members: James E Henderson, Allen Sell, Gibbs Y Kanyongo.

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://ecommons.luc.edu/luc_theses/2617

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312011-113726/ ;

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10657/1032

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3528&context=etd

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://dc.etsu.edu/etd/2431

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://epublications.regis.edu/theses/827

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://opencommons.uconn.edu/gs_theses/89

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://dlib.bc.edu/islandora/object/bc-ir:106796

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3586&context=etd

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://dc.etsu.edu/etd/2620

► 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)

▼ The purpose of this study was to compare final grades of dual enrollment students in English Composition I (ENGL 1010) and College Algebra (MATH 1130) at VSCC. The study focused on whether students admitted to these courses using COMPASS Writing and/or Math scores are as successful as students admitted to these courses using ACT English and/or Math subscores. Additionally, the researcher examined whether there were differences related to gender and race-ethnicity for each course by entry method. Final courses grades were used to determine success. The population consisted of 4,156 dual enrollment students and was broken down into 2 groups: ACT-admitted dual enrollment students and COMPASS-admitted dual enrollment students. For this study 5,138 dual enrollment grades were used in calculations. Chi-square tests were used to determine significance in the final grades of both groups of students. The quantitative findings revealed no significant difference between ACT-admitted students and COMPASS-admitted students when comparing final grades in English Composition. There was a significant difference within the two groups when comparing final grades in College Algebra with ACT-admitted students scoring significantly higher grades than COMPASS-admitted students. Additionally, findings indicated COMPASS-admitted females scored more grades of A than ACT-admitted females in English Composition while ACT-admitted males earned more grades of A than COMPASS-admitted females. The difference was significant in College Algebra with both ACT-admitted females and males being at least twice as likely as COMPASS-admitted females and males to score grades of A. While there was no significant difference when comparing final grades between the white ACT-admitted students and white COMPASS-admitted students in English, significance did exist for the White students in College Algebra. White ACT-admitted students had significantly higher percentages of grades of A than white COMPASS-admitted students in College Algebra. Lastly, although data could not be analyzed for non-Whites in English Composition or College Algebra, when reviewing the percentages for both courses, ACT-admitted students’ A grade percentages were higher.

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://doi.org/10.32469/10355/15891

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://doi.org/10.32469/10355/33096

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/1807/97778

►

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)

▼

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 EQAO standardized testing preparation and administration in Ontario, Canada. Standardized testing as a tool for measuring accountability in schools was introduced in 1996 by the Education Quality and Accountability Office (EQAO) which is an arm’s length agency of the Ministry of Education. Each year EQAO assesses students in publicly funded schools in Grades 3, 6, 9, and 10 focusing on numeracy and literacy using criterion-referenced standardized tests to provide an independent gauge of students’ learning and achievement. Data was collected via audio and video recording of semi-structured interviews with eight Grade 3 children and their parent(s). Although there are research studies conducted on EQAO testing, majority has been at the secondary level. Insights from this study contributes to filling in the gap in the field by focusing on EQAO testing in elementary schools and how it impacts racialized children and parents whose voices are often silenced within educational settings due to systemic barriers. Eight findings emerged through focused coding and thematic analysis. Findings indicate the way the Grade 3 EQAO standardized test is prepared for and administered is more harmful than beneficial. The harmful impact of standardized testing is identified under the umbrella term invisible scars and traumatizing effects of standardized testing particularly how EQAO testing marginalizes racialized children and those from lower socio economic backgrounds. Identifying external assessment as stereotyping, it is argued EQAO tests are culturally and racially biased as it promotes a Eurocentric curriculum and way of life privileging white students and those from higher socio-economic status. A shift from equality to an equity approach is recommended to tackle closing the achievement gap. The achievement gap will not be minimized in a sustainable manner without first addressing inequality of opportunity. Education alone, and quality of education, cannot be judged exclusively through standardized tests and their quantifiable indicators. Children have to be viewed as holistic beings with different social, cognitive, emotional, developmental, spiritual and academic needs.

2019-11-16 00:00:00

Advisors/Committee Members: Trifonas, Peter P, Curriculum, Teaching and Learning.

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10211.8/415

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10150/628431

► 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)

▼ 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 research is twofold. First, to help identify some of the barriers to educational access experienced by Native students, and second, to use this information to increase awareness of and make recommendation for addressing the varying levels of access Native students, both on and off reservations, have to the SAT and ACT tests and related preparatory resources. Utilizing a theoretical framework based in Tribal Critical Race Theory, this research employs a mixed-methods approach to data collection and analysis in recognition of the distinct roles both narratives and numbers can have in illuminating upon a particular issue. Personal narratives from thirteen Native college students and five school administrators exclusively within Arizona provided the qualitative data for this study. Additionally, publically-available annual reports and databases generated by the College Board and ACT, Inc. provided quantitative data on the location of testing centers in the state of Arizona, as well as national and Arizona-specific trends in American Indian student participation on the SAT and ACT as compared to their peers. This research identifies three key barriers to standardized testing – and access to higher education – experienced by students and school administrators within Native American communities: 1) lack of geographic accessibility of testing centers, 2) lack of accessibility of college and test preparation resources, and 3) lack of financial accessibility of taking the tests. Collectively, this research provides deeper insight into the role of standardized testing in Native students’ educational experiences, how this differs between on-reservation schools and off-reservation schools, and ways in which schools and organizations can cooperate to increase the accessibility of higher education for all Native students. Advisors/Committee Members: Tippeconnic Fox, Mary Jo (advisor), Shirley, Valerie (committeemember), Colombi, Benedict (committeemember), Reader, Tristan (committeemember).

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10211.3/135022

► 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…

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10211.9/866

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://scholarworks.uno.edu/td/2790

► 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)

▼ The purpose of this study was to examine how the use of standardized test scores may have had potential impacts on students of color at an urban public university. Historically, standardized test scores have disproportionately impacted students of color and other traditionally marginalized populations in education (Fair Test, 2018). The primary research question of this study addressed the outcomes associated with the heavy reliance on standardized test scores for admission at an urban, public institution. Additionally, the study examined the impact of admissions policies on race and access to higher education. The specific questions for the research included how admission rates varied according to student characteristics. In regards to race, what is the effect on admissions when admissions criteria are increased using standardized test scores? This quantitative study adopted a case study approach. The specific context in this study examined the outcomes associated with increased admissions standards at the University of New Orleans, an urban public university. More specifically, this study only focused on students in the Greater New Orleans area. The primary goal of this research was to apply Disparate Impact analysis to examine if the increase in admissions standardized test scores changed the outcome of who (by race, socioeconomic status, gender, and community type) was admitted or denied admission to the University of New Orleans. This quantitative case study used two statistical tools, chi-square and binary logistic regression, to seek answers to two questions on the use of strict standardized test cut scores in admissions policies. This study added to the existing limited quantitative data on the impact of standardized testing on urban, public universities in the face of changing demographics in their regions. Results showed a significant decrease in applications during the change in admissions policy. Advisors/Committee Members: Christopher Broadhurst, Brian Beabout, Marc Bonis.

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://scholar.dominican.edu/masters-theses/30

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/1808/15091

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2152/63656

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://docs.lib.purdue.edu/open_access_dissertations/1358

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2144/41541

► 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)

▼ 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 current closure procedures. By investigating the potential disruption in scores by inclement weather days, I can create a new dataset in analyzing a field that has yet to be studied through this lens, in addition to advising future policy for district superintendents and state government officials. The areas studied include Massachusetts and Georgia, representing states that are properly prepared for inclement weather closures and are under-prepared for inclement weather, respectively. I use two research methods to fully understand the quantitative and qualitative effects of inclement weather closures. The first is a quantitative analysis of district-level data on inclement weather days and AP exam scores over the past five years. To accomplish this, I contacted public-school districts in the two states involved in the case study to get raw data on school closures and combine this with already available datasets on AP exam score performance. The second is a qualitative account of inclement weather days from teachers and superintendents from districts across both states to establish their opinions regarding school closures and investigate the decision-making process in canceling school. In this qualitative assessment, I observe the roles that socioeconomic status and public transportation, among other factors, play in cancelations. This thesis seeks to challenge the argument proposed by previous research that snow days have no effect on test performance. Previously, this was measured by looking at state-wide exams. By using AP exams as a performance measure instead, a more direct impact on exam scores is expected due to the immovable testing dates and content- specific nature of the exams. Policy recommendations are given to accommodate the negative relationship between closures and test scores, given socioeconomic status. Advisors/Committee Members: Einstein, Katherine (advisor).

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/1807/33647

►

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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2047/D20282257

► 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)

▼ 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 its first appearance, the use of standardized testing has become commonplace despite the growing evidence of the socioeconomic and racial disparities among test takers. While some high school students are able to afford expensive test preparation and multiple attempts at standardized tests, others struggle to relate to or even access it altogether. The results for many colleges and universities are homogenized student bodies and young people who are not as prepared as their test scores may indicate. In response to the increasing disconnect between standardized testing and academic and social success for students in college, Hampshire College in Massachusetts became the first college to go completely test blind in their admission process by not considering standardized testing at any point when reviewing a student for admission. This case study provides first hand accounts of the impact that Hampshires test blind policy is having on the academic and social integration of students on campus, particularly the students of the Class of 2019, the first cohort admitted under the new policy. A qualitative research approach provided insights into the student body through the perceptions of individuals with administrative roles on campus. These administrators interact directly with students and have been continuously employed at the college since at least 2013, meaning they have worked at Hampshire since before they banned the use of standardized testing in their admission process. The results of the case study provide a comprehensive view of the test blind policy and show how academic and social integration of students have impacted institutional retention patterns. The findings of the study highlight the fact that while the college initially experienced a dip in application numbers, the move to eliminate standardized testing has led to a perceived increase in student academic success and, despite unrelated social unrest at the college in recent years, retention has remained steady. Ultimately, the researcher leverages the findings of the research to challenge other colleges and universities to examine their own use of standardized testing in admission and create an admission experience that highlights the unique qualities that make students successful on their respective campuses.

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

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10657/1699

► 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)

▼ 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, 2014, ninth grade students in Texas took the STAAR English I End-of-Course exam. Of the over 350,000 students in the state who took the exam, 28 percent failed the combined reading and writing exam (Texas Education Agency, 2014). The state requires that school districts provide “accelerated instruction” for any student who fails “to perform satisfactorily on an end-of-course assessment instrument required for graduation” (HB5, 2013, p. 36). This accelerated instruction was offered by a large suburban school district in the form of a summer program in June of 2014 to prepare students for the re-test in July. Summer programs have long been used by many districts to further students’ coursework, and are now more frequently being used for test preparation. However, the research on the effectiveness of summer programs to increase test scores is inconclusive. Therefore, this study focused on whether or not one summer-mandated program in Texas improved student test scores. It also compared the summer program’s curriculum and instructional strategies to the best practices of teaching reading and writing. The study answered this research question: Was there a significant difference between the July passing rates of the students who took the summer program (Group A) and the students who did not (Group B)? The data was analyzed using an analysis of covariance (ANCOVA) to compare the difference in scores between the attendees (N = 390) and the non-attendees (N = 257). Then the demographic subgroups were further analyzed using an ANCOVA to detect significant differences between and within the different groups. It was found that attendance in the summer program had a significant effect on students’ retest scores. Through further demographic analysis, it was also found that economically disadvantaged attendees and non-attendees had higher average scores as a group than the attendees as a whole. Additionally, the session a student attended (AM/PM) had a significant effect on their retest score. Through the comparison of the summer program curriculum to best practice, it was found that the program used some best practice strategies, but the majority of the strategies fell under the category of test preparation. Interpretation of these results suggested that, although the summer program appeared to help 60 percent of its attendees pass the retest, it was not effective for the 40 percent of attendees who failed the exam a second time. Also 47 percent of non-attendees passed the exam on their second try without attending the summer program. These results suggest that the summer program had limited educational significance. Advisors/Committee Members: Mountain, Lee (advisor), Hutchison, Laveria F. (committee member), Day, Susan X. (committee member), Hale, Margaret A. (committee member).

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

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

APA (6^th 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

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

Chicago Manual of Style (16^th 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 (7^th 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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Open Access Theses and Dissertations