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Examining The Effects Of Linguistic Accommodations On The Colorado Student Assessment Program—Mathematics, Marisol Enriquez
Examining The Effects Of Linguistic Accommodations On The Colorado Student Assessment Program—Mathematics, Marisol Enriquez
Electronic Theses and Dissertations
The No Child Left Behind (NCLB) Act changed assessment for English Language Learners (ELLs). Under the law, states must validly assess ELLs' English Language Proficiency (ELP) and content knowledge. The law shed light on the achievement of ELLs while also creating challenges for states in validating state assessment and accountability systems. Test accommodations are used for ELLs to reduce threats to test score validity and measure academic achievement as accurately and fairly as possible. Since ELLs are working towards proficiency in English, they face linguistic and socio-cultural barriers under the confines of large scale assessment. A limited body of research …
Investigation Of The Association Between Attendance In Preschool Programs And Achievement Of Elementary School Students In Greeneville, Tennessee., Anita Marie Conner
Investigation Of The Association Between Attendance In Preschool Programs And Achievement Of Elementary School Students In Greeneville, Tennessee., Anita Marie Conner
Electronic Theses and Dissertations
The purpose of this study was to determine if a difference in achievement test scores exists between students who attended preschool and those who did not as measured by standardized achievement test scores of students in the 3rd and 4th grades. The variables of grade level and gender were also considered. The population consisted of students who attended 4th and 5th grades during the 2007-2008 school year in the Greeneville City Schools. Data gathered were from Tennessee Comprehensive Assessment Program achievement test scores obtained from the 2006-2007 school year. Analysis of variance was used to identify any relationship between variables. …
Service Quality In Academic Libraries: An Analysis Of Libqual+„¢ Scores And Institutional Characteristics, Kathleen Miller
Service Quality In Academic Libraries: An Analysis Of Libqual+„¢ Scores And Institutional Characteristics, Kathleen Miller
Electronic Theses and Dissertations
This exploratory study considered the problem of assessing quality in academic libraries. The research question that framed the investigation asked whether service quality scores from the LibQUAL+ instrument were related to the following college or university characteristics: institutional type, enrollment level, or the level of investment made in libraries. Data regarding Carnegie classification, FTE enrollment, and library expenditures were collected for 159 college and university libraries that participated in LibQUAL+ during 2006. Descriptive statistics, bivariate correlations, and regression analyses were calculated and the Bonferroni adjustment was applied to significance levels to compensate for errors caused by repeated calculations using the …
Predicting Performance On The Pennsylvania System Of School Assessment Using The Developmental Reading Assessment And The 4sight Predictive Benchmark Assessment, Todd B. Stoltz
Electronic Theses and Dissertations
The purpose of the study was to determine the relationship between the Developmental Reading Assessment (DRA), the 4Sight Reading Benchmark Assessment (4Sight), and the Pennsylvania System of School Assessment (PSSA) reading assessment for fifth grade students in one urban school district in Pennsylvania. A goal was to determine how well each assessment, the DRA and the 4Sight, predicted student performance on the PSSA, and specifically to investigate whether the DRA, the 4Sight, or both are significant predictors of student performance on the PSSA. An additional goal was to determine whether there was any added benefit to the prediction by using …
Comparing Assessment Methods As Predictors Of Student Learning In Undergraduate Mathematics, Nichole Shorter
Comparing Assessment Methods As Predictors Of Student Learning In Undergraduate Mathematics, Nichole Shorter
Electronic Theses and Dissertations
This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicts student learning (dependent upon posttest grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled "Mathematics for Calculus". Initially, a multiple regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the posttest scores). However, due to the possibility of multicollinearity present between the cumulative assessment predictor variable …