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Community College Full-Time Faculty Members’ Perceptions Of Course Grading, April C. Zawlocki
Community College Full-Time Faculty Members’ Perceptions Of Course Grading, April C. Zawlocki
Graduate Research Theses & Dissertations
This study examined community college full-time faculty members’ perceptions of grading and reporting student learning via course grades using a mixed methods approach. The research questions that guided this study asked about the differences that exist in community college full-time faculty members’ perceptions of grading by different academic subdivision, by having or not having a degree in education, and by gender. Additionally, the study examined how perceptions of the purpose of grades differ among faculty members. The study also sought to find out which criteria were used to determine course grades and what experiences faculty members attribute to learning how …
Impact Of Passage Effects On Oral Reading Fluency Administration And Scoring, Esther H. Yi
Impact Of Passage Effects On Oral Reading Fluency Administration And Scoring, Esther H. Yi
Graduate Research Theses & Dissertations
Reading curriculum-based measures (R-CBM) are frequently used to assess reading proficiency. However, the utility of these measures is predicated on the assumption that within-grade-level passages have equal text difficulty levels. Spurious changes in the number of words students read correctly depending on what passage is administered are widely documented and strongly suggest that this assumption is not tenable. Rather, passage effects (i.e., error variance in R-CBM scores due to unequal passage difficulty levels) can artificially increase/depress scores and mask true trends in progress monitoring data. Prior research has focused on readability formulas or statistical equating methods based on classical test …