Open Access. Powered by Scholars. Published by Universities.®
Articles 31 - 49 of 49
Full-Text Articles in Entire DC Network
Raising The Standard: An Assessment Of Peer Collaboration As An Enhancer Of Speech Evaluation Fidelity, Terrell Kody Frey
Raising The Standard: An Assessment Of Peer Collaboration As An Enhancer Of Speech Evaluation Fidelity, Terrell Kody Frey
Theses and Dissertations
This thesis explores the state of speech evaluation training in the basic communication course at Illinois State University. Specifically, a new type of pedagogy known as the "peer workshop" is integrated into the course as a potential supplement to the speech evaluation training procedures. Quantitative and qualitative methods reveal how the course has become engrained into the academic expectations of the student body and identify written peer feedback as a necessary focus of future training in the classroom. Specific theoretical and pedagogical implications, as well as limitations and future directions, are discussed in detail.
Distinguishing Assessment From Accountability: Honoring Student Learning And Values In Assessment, Erin Elizabeth Pearce Thomas
Distinguishing Assessment From Accountability: Honoring Student Learning And Values In Assessment, Erin Elizabeth Pearce Thomas
Theses and Dissertations
Accountability is documented as one of the two major forces for engaging in assessment (Ewell, 2002, 2009; Keeling, 2006; Keeling et al., 2008; Love & Estanek, 2004; Terenzini, 1989). Due in part to neoliberalism's influence on education assessment rhetoric and discourse, accountability dominates how assessment is understood and practiced. The dominance of the accountability rhetoric effects how student affairs educators perceive and value assessment. The purpose of this study is to explore why assessment is not a pervasive or consistent practice within student affairs. Through an interpretivist case study examination of Manresa University's division of student affairs, participant observation, document …
The United States Growth Over 16 Years Of Student Correct Responses On The Timss: Are We Really That Far Behind?, Jacob Michael Zonts
The United States Growth Over 16 Years Of Student Correct Responses On The Timss: Are We Really That Far Behind?, Jacob Michael Zonts
Theses and Dissertations
National rank on international assessments, as measured in Trends in International Mathematics and Science Study (TIMSS), gives a limited view of the data presented. This study used average scale score data from the TIMSS (1995, 1999, 2003, 2007, 2011) that were then disaggregated based on content domains (i.e., number, algebra, measurement, geometry, data, earth science, life science, physical science, biology, physics, and chemistry). These data were graphed to show the growth of the U.S. national average scale scores in comparison to three top scoring countries (i.e., Hong Kong, Japan, and Singapore), and three other post-industrial countries similar to the U.S. …
The Measure And Instruction Of Scale In Introductory Chemistry, Karrie Linn Gerlach
The Measure And Instruction Of Scale In Introductory Chemistry, Karrie Linn Gerlach
Theses and Dissertations
As a student, it is fundamental to comprehend how small an atom or molecule is in order to truly understand how the world works. The American Association for the Advancement of Science (AAAS) has determined that scale is a critical theme that pervades through all areas of science and is critical to a deep understanding. This project determined that students, which are more proficient with scale and moving between the macroscopic and particle worlds, were better performers in chemistry classes. Interviews were used to determine what the students understood and what common misconceptions were present. These lead to the development …
Rapid Knowledge Assessment (Rka): Assessing Students Content Knowledge Through Rapid, In Class Assessment Of Expertise, Erin Margaret O'Connell
Rapid Knowledge Assessment (Rka): Assessing Students Content Knowledge Through Rapid, In Class Assessment Of Expertise, Erin Margaret O'Connell
Theses and Dissertations
Understanding how students go about problem solving in chemistry lends many possible advantages for interventions in teaching strategies for the college classroom. The work presented here is the development of an in-classroom, real-time, formative instrument to assess student expertise in chemistry with the purpose of developing classroom interventions. The development of appropriate interventions requires the understanding of how students go about starting to solve tasks presented to them, what their mental effort (load on working memory) is, and whether or not their performance was accurate. To measure this, the Rapid Knowledge Assessment (RKA) instrument uses clickers (handheld electronic instruments for …
Development And Initial Validation Of An Innovation Assessment, Jacob D. Wheadon
Development And Initial Validation Of An Innovation Assessment, Jacob D. Wheadon
Theses and Dissertations
In the past two decades, there has been an increased demand for more innovative individuals and organizations. In response to this need, a number of groups have begun to teach innovation courses to improve people's innovation skills. While many of these groups report success in helping people become more innovative, there is no way to test the effectiveness of the innovation courses. This study describes the development and initial validation of an innovation test instrument. It demonstrates how the author identified the content domain of the test and created test items. Then it describes initial validation testing of the instrument. …
Accommodations For English Language Learners With Disabilities On Federally Mandated English Language Proficiency Assessments, Laura Kuti
Theses and Dissertations
The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP …
School Leadership: Development Of An Evaluation Instrument And Process For Administrators, Kathy L. Mccormick
School Leadership: Development Of An Evaluation Instrument And Process For Administrators, Kathy L. Mccormick
Theses and Dissertations
This action research study was conducted for purposes of changing the formal evaluation for school administrators to one constructed around the Interstate School Leaders Licensure Consortium (ISLLC) 2008 standards, inclusive of multifaceted components aimed to increase the active participation of both the evaluator and the individual being evaluated. The previous instrument assessed leaders' performance on a set of generic indicators. There were no requirements for pre-evaluation conferences, nor did the school leader have formal opportunity for self-reflection. Outcomes were not linked to district goals, to individual or district professional growth plans, nor to standards or criteria-based process of leadership assessment. …
Elementary Teachers' Assessment Beliefs And Practices, Sarah Calveric
Elementary Teachers' Assessment Beliefs And Practices, Sarah Calveric
Theses and Dissertations
Increased state and federal accountability measures have made the assessment of student performance one of the most critical responsibilities of classroom teachers; yet, inadequate opportunities for preservice and inservice training leave many teachers feeling ill-prepared for this task. Adding to the complexity of building teachers’ assessment literacy is the relationship between assessment beliefs and classroom assessment practices. This quantitative study utilizes a validated, online survey to examine how elementary teachers’ (n = 79) define their assessment beliefs (conceptions) and how these beliefs influence which assessment practices are valued within the classroom. Findings suggest that despite teachers’ limited exposure to assessment …
Investigating The Reliability And Construct Validity Of A Measure Of Preservice Teachers' Self-Efficacy For Tpack, Nicolette Michelle Smith
Investigating The Reliability And Construct Validity Of A Measure Of Preservice Teachers' Self-Efficacy For Tpack, Nicolette Michelle Smith
Theses and Dissertations
The TPACK framework is becoming increasingly pervasive in teacher education. Researchers and practitioners have been seeking reliable and valid ways to measure the constructs associated with the TPACK framework. This study describes the results of both an item review and the reliability and construct validity investigation of the scores from an instrument measuring self-efficacy for the constructs in the TPACK framework. Content-matter experts and the literature were used in order to perform the item review, while both an exploratory and a confirmatory factor analysis were performed in order to assess construct validity. Cronbach's alpha and Raykov's rho were used to …
Estimating The Reliability Of Concept Map Ratings Using A Scoring Rubric Based On Three Attributes, Laura Jimenez
Estimating The Reliability Of Concept Map Ratings Using A Scoring Rubric Based On Three Attributes, Laura Jimenez
Theses and Dissertations
Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999). The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to …
A Systematic Examination Of Data-Driven Decision-Making Within A School Division: The Relationships Among Principal Beliefs, School Characteristics, And Accreditation Status, Beth Teigen
Theses and Dissertations
This non-experimental, census survey included the elementary, middle, and high school principals at the comprehensive schools within a large, suburban school division in Virginia. The focus of this study was the factors that influence building administrators in using data to make instructional decisions. The purpose was to discover if there is a difference in the perceptions of elementary, middle, and high school principals of data use to make instructional decisions within their buildings. McLeod’s (2006) Statewide Data-Driven Readiness Study: Principal Survey was used to assess the principals’ beliefs about the data-driven readiness of their individual schools. Each principal indicated the …
Creating An Expected Profile For Affinity 2.5 From A Sample Of Non-Pedophilic, Exclusively Heterosexual, College Age Males, R. D. C. Boardman
Creating An Expected Profile For Affinity 2.5 From A Sample Of Non-Pedophilic, Exclusively Heterosexual, College Age Males, R. D. C. Boardman
Theses and Dissertations
The Affinity 2.0 has been recently upgraded to the Affinity 2.5. Both instruments purport to measure sexual interest using viewing time as a form of measurement using non-pornographic images of people of varying ages and genders. The Affinity 2.5 increased the number of slides by 42.9%. This increase may have impacted the expected Chi square weights established for the Affinity 2.0 for non-pedophilic, exclusively heterosexual males. The purpose of this study was to create new expected Chi square weights for the Affinity 2.5 for non-pedophilic, exclusively heterosexual males. Additionally, this study re-examined the temporal stability of the Affinity 2.0 using …
Improving Course Assessments Through A Product Assessment Template, Catharine C. Verhaaren
Improving Course Assessments Through A Product Assessment Template, Catharine C. Verhaaren
Theses and Dissertations
The purpose of this project was to develop an instructional packet designed to help instructors create effective product assessment projects for use in assessing students' understanding of course material. The specific audience for this packet was instructors of courses offered at Brigham Young University who rely on product assessment to evaluate students' understanding and skills in any content area. The packet I prepared explains the principles of effective product assessment as they are currently understood by assessment specialists and models how to implement these principles during the creation of a product assessment project. I assembled this packet based on the …
Analysis Of The Psychometric Properties Of Two Different Concept-Map Assessment Tasks, Kenneth James Plummer
Analysis Of The Psychometric Properties Of Two Different Concept-Map Assessment Tasks, Kenneth James Plummer
Theses and Dissertations
The ability to make sense of a wide array of stimuli presupposes the human tendency to organize information in a meaningful way. Efforts to assess the degree to which students organize information meaningfully have been hampered by several factors including the idiosyncratic way in which individuals represent their knowledge either with words or visually. Concept maps have been used as tools by researchers and educators alike to assist students in understanding the conceptual interrelationships within a subject domain. One concept-map assessment in particular known as the construct-a-map task has shown great promise in facilitating reliable and valid inferences from student …
The Correlation Between The Eating Attitudes Test And Body Shape Questionnaire, Maren L. Kanekoa
The Correlation Between The Eating Attitudes Test And Body Shape Questionnaire, Maren L. Kanekoa
Theses and Dissertations
This research examined the relationship between eating attitudes and body image dissatisfaction using the Eating Attitudes Test (EAT) and the Body Shape Questionnaire (BSQ). Three cohorts of almost 2,000 undergraduate females from Brigham Young University were given the EAT and BSQ twice a year for two to four years, depending upon their year of entrance to BYU. The data collected were analyzed using correlational statistics. Results indicated that a high positive correlation between the EAT and BSQ existed across semesters and cohorts.
Active Learning In A Large Enrollment Introductory Biology Class: Problem Solving, Formative Feedback, And Teaching As Learning, Diane Flint Robison
Active Learning In A Large Enrollment Introductory Biology Class: Problem Solving, Formative Feedback, And Teaching As Learning, Diane Flint Robison
Theses and Dissertations
The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyquist, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with …
The Eating Survey: Disordered Eating And Clinical Cutoff For Adolescents Ages 14-17, David Scott Duncan
The Eating Survey: Disordered Eating And Clinical Cutoff For Adolescents Ages 14-17, David Scott Duncan
Theses and Dissertations
The Eating Survey is a new screening instrument for adolescent eating disturbances. The purpose of this study was to empirically examine how the Eating Survey functions as a total screening instrument and to find a clinical cutoff score for the current 17 items. The participants were 2,569 non-clinical adolescents with a comparative sample of 41 inpatient adolescents aged 14-17. More specifically, this study examined the age and gender differences of the 2,569 non-clinical adolescent males and females. It also compared the 1,662 non-clinical females to a sample of 41 inpatient females. Specificity and sensitivity analyses were conducted to find the …
Prediction Of K-5 Student Achievement Using Teaching Candidate Performance On The Teacher Work Sample: A Predictive Validity Study, Gretchen Louise Braun
Prediction Of K-5 Student Achievement Using Teaching Candidate Performance On The Teacher Work Sample: A Predictive Validity Study, Gretchen Louise Braun
Theses and Dissertations
This study is a predictive validity study investigating if teaching candidate performance on the teacher work sample predicted post-assessment achievement of K-5 students. Teaching candidate scores on the teacher work sample for 124 pre-service teachers were matched with the post-assessment scores of the 1,321 K-5 students to whom they taught a one- to two-week instructional unit. The pre-service teachers were in a semester-long field placement prior to student teaching in four rural, low-income elementary schools. Three of the thirty-two individual indicators of the teacher work sample were significant predictors of K-5 student achievement: knowledge of community, school, and classroom factors …