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Full-Text Articles in Education

Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara Nov 2017

Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara

Doctoral Dissertations

Translanguaging is a view around languages that normalizes diglossia without separation: the linguistic resources of the bilinguals are considered one integrated system. Translanguaging is also a language practice of bilinguals, who select features from their entire linguistic repertoire to make sense of the world around them. Translanguaging is widely used by students and teachers in the bilingual classroom, as it allows students to build upon their entire set of resources, enhance learning outcomes, perform identities, and develop their languages even further. However, translanguaging is rarely used in assessments of bilinguals. Assessments of bilinguals, especially large-scale tests, are typically monolingual in ...


Effects Of Training On Intent, Ease, Self-Efficacy, Frequency, And Usefulness In Multimedia-Based Feedback For University-Level Instructors Using Canvas® Lms, Christopher Kent O'Leary Jan 2016

Effects Of Training On Intent, Ease, Self-Efficacy, Frequency, And Usefulness In Multimedia-Based Feedback For University-Level Instructors Using Canvas® Lms, Christopher Kent O'Leary

Doctoral Dissertations

The purpose of this study was to investigate how training and professional development effected university-level instructors’ perceived usefulness, perceived ease of use, behavioral intent to use, perception of self-efficacy, and frequency of use of audio-, video-, and speech-to-text-recognition-based technologies associated with the feedback and assessment process in college-level teaching. Except for usefulness, each dependent variable was divided into two based on whether the item was multimedia or not: (a) use of technology with multimedia and (b) use of technology without multimedia. The convenience sample included 52 university-level instructors who had enrolled in either the Canvas® Essentials (a basics course) or ...


Implementing Universal Social And Emotional Learning Programs: The Development, Validation, And Inferential Findings From The Schoolwide Sel Capacity Assessment, Cheyne A. Levesseur Nov 2015

Implementing Universal Social And Emotional Learning Programs: The Development, Validation, And Inferential Findings From The Schoolwide Sel Capacity Assessment, Cheyne A. Levesseur

Doctoral Dissertations

In order to effectively transport universal social and emotional learning (SEL) programs into natural settings, it is important to understand implementation barriers that may hinder the likelihood of successful outcomes (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). The current study is primarily based on the notion that within the planning phase of implementation, few technically adequate assessment measures targeting both organizational capacity (OC) and provider characteristics (PC) for SEL programming actually exist. The purpose is to extend the SEL implementation assessment literature by developing a new rating scale designed to measure SEL implementation barriers (School SEL Capacity Assessment [SSCA]) and make ...


Investigating The Predictive Validity Of Three Measures Of Number Sense, Bethany Politylo Aug 2015

Investigating The Predictive Validity Of Three Measures Of Number Sense, Bethany Politylo

Doctoral Dissertations

Number sense has been identified as an important foundational skill in the development of later mathematics competence. Although number sense has historically been difficult to define in the educational literature, operational definitions of the construct typically consist of a collection of early numeracy skills or “number sense components” such as quantity discrimination, rote counting, and one-to-one correspondence. Consequently, assessments of number sense tend to measure a wide variety of these skills. The purpose of this study was to investigate the predictive validity of three measures of number sense: the Test of Early Numeracy (TEN), Number Sense Brief Screener (NSB), and ...


Development Of The Biostatistics And Clinical Epidemiology Skills Assessment For Medical Residents, Patrick Brian Barlow May 2014

Development Of The Biostatistics And Clinical Epidemiology Skills Assessment For Medical Residents, Patrick Brian Barlow

Doctoral Dissertations

This study developed the Biostatics and Clinical Epidemiology Skills (BACES) assessment, and established its preliminary item characteristics and validity evidence. Unlike previous instruments, the BACES assessment was developed and tested using an item response theory (IRT) approach to measurement to create a new, adaptive biostatistics and clinical epidemiology knowledge assessment for graduate medical professionals. Thirty multiple-choice questions were written to focus on interpreting relevant examples of clinical epidemiology and statistical methods. A four person expert panel reviewed these items for content validity. After this review, the BACES assessment was administered to 147 medical residents across three academic medical centers. Results ...


Assessing Student Learning With Technology: A Descriptive Study Of Technology-Using Teacher Practice And Technological Pedagogical Content Knowledge (Tpack), Lara Elaine Ervin-Kassab Jan 2014

Assessing Student Learning With Technology: A Descriptive Study Of Technology-Using Teacher Practice And Technological Pedagogical Content Knowledge (Tpack), Lara Elaine Ervin-Kassab

Doctoral Dissertations

In 2013, a majority of states in the US had adopted Common Core State Standards under the Race to the Top initiative. With this adoption came the opportunity to utilize computer-delivered and computer-adaptive testing. Although the computer-based assessments were intended to assist teachers in designing classroom assessments and using student data to inform instructional practice, teacher-reported data indicated that the areas in which teachers are most unprepared, lack confidence, or are in need of development were assessment (DeLuca, 2012; Wayman et al., 2007) and technology (Brush & Saye, 2009; Kramarski & Michalsky, 2010).

The Technology Assessment Practices Survey (TAPS) study was developed based on research in assessment literacy and in the technological pedagogical content knowledge framework. The purpose for developing this mixed-method study was the need to understand better how technology-using teachers assess student learning with technology. Two primary research questions facilitated a description of the assessment literacy and use of technology by 84 technology-using teachers. Participants in the study represented a diverse population of self-identified technology-using teachers. Quantitative and qualitative data were analyzed to provide insight into how technology-using teachers use technology to assess student learning. These data were analyzed for fitness with the TPACK theoretical model of teacher knowledge in order to fill an identified gap in the TPACK research (Cox & Graham, 2010).

The TAPS study shows that technology-using teachers who belong to professional-education organizations have higher levels of confidence in both assessment and technology. Quantitative and qualitative data collected in the study also provides insight into the ways in which technology-using teachers think about, design, implement, and use the results of assessments in the classroom. Technology-using teachers exemplify TPACK, including attention to context at the macro, meso, and micro levels (Abbitt, 2011; Doering et al., 2009; Koehler & Mishra, 2009; Mishra & Koehler, 2005, 2006; Porras-Hernandez & Salinas-Amescua, 2013; Voogt et al., 2012). Future qualitative ...