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Full-Text Articles in Education

Engaging Assessment In English Language Arts, Joseph L. Dugan, Jr. May 2017

Engaging Assessment In English Language Arts, Joseph L. Dugan, Jr.

Education and Human Development Master's Theses

Assessment is key to effective instruction. In the English classroom, engaging assessment can appear difficult because of the emphasis on the development of core reading skills. However, learning how students decipher information reveals that each individual learns according to their own unique connections. Examining and understanding the impact of Dr. Howard Gardner’s Multiple Intelligence Theory is the key to engaging assessments. This thesis dissects Dr. Gardner’s M.I. Theory and provides insight on how students learn. Furthermore, the research focuses on how Gardner’s Theory can be used to develop strategies and assessments in order to accurately and ...


Assessing Students' Understanding Of Variability And Graph Interpretation Through An Authentic Science Investigation, William M. Schlager May 2017

Assessing Students' Understanding Of Variability And Graph Interpretation Through An Authentic Science Investigation, William M. Schlager

Electronic Theses and Dissertations

This thesis research combined efforts of two existing projects at the University of Maine in collaboration with the Schoodic Institute, the Acadia Learning Snowpack Project and the Maine Data Literacy Project. The Snowpack Project provided a context to explore student learning of variability and graphing skills by gathering data on snowfall and accumulation throughout the winter and using the data to ask and answer a scientific question. The Maine Data Literacy Project provided a framework and instruments for assessing students’ understanding of variability and graph interpretation skills.

The first goal of this research was to measure student learning about variability ...


Evidence-Based Assessment In Adapted Physical Education- Cognitive Outcomes: A Meta-Analysis, Sam R. Diskin Jan 2017

Evidence-Based Assessment In Adapted Physical Education- Cognitive Outcomes: A Meta-Analysis, Sam R. Diskin

Theses and projects

There is little data to show evidence-based practices in adapted physical education and whether it is working or not. There is a lack of information currently on the frequency that assessments are being done, on the disabilities that are being assessed or should be assessed with each test, and on the uses of the assessments that are being done. The aim of this paper is to assess and synthesize all evidence-based practices on psychomotor outcomes in adapted physical education using a meta-analysis. Data was sourced from computerized searches using the following databases: SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline), Cochrane ...


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


Evidence-Based Assessment In Adapted Physical Education-Cognitive Outcomes: A Meta-Analysis, James Robert Kunkel Jan 2017

Evidence-Based Assessment In Adapted Physical Education-Cognitive Outcomes: A Meta-Analysis, James Robert Kunkel

Theses and projects

There is little data to show evidence-based practices in adapted physical education and whether or not such practices are successful. Currently there is a lack of information on the frequency of which assessments are being administered, on the disabilities that are being assessed or should be assessed during each test, and on the uses for which assessments are being conducted. The aim of this paper is to assess and synthesize all evidence-based practices on cognitive outcomes in adapted physical education using a meta-analysis. Data was sourced from computerized searches using the following databases: SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline ...


Evidence-Based Assessment In Adapted Physical Education- Affective Outcomes: A Meta-Analysis, Breanna L. Ketel Jan 2017

Evidence-Based Assessment In Adapted Physical Education- Affective Outcomes: A Meta-Analysis, Breanna L. Ketel

Theses and projects

Currently there is a lack of evidence about assessment in adapted physical education (APE) settings concerning the justification for methods or curricula being implemented by teachers in their classrooms, that is perhaps due to a lack of understanding of the central notion of evidence-based practices (Jin & Yun, 2010). The purpose of the current investigation was to conduct a meta-analytic review that evaluates assessment practices to determine the overall effect on specific student affective outcomes. A secondary purpose was to evaluate the moderating effects of different methodological, sample, and study variables. Electronic database searches were performed in SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline), Cochrane Database, Omni File Full Text Mega, ProQuest, Child Development and Adolescent Studies, and ERIC using variations of the keywords: assessment, testing, test, measurement, evaluation, formative assessment, summative assessment, norm-referenced, criterion-referenced, affective, cognitive, psychomotor, mastery learning, rubrics, testing, on-going, and standardized. Articles retained for the current meta-analysis met the following criteria: (a) Study is conducted in Physical Education/ Physical activity setting in which inclusion of students with disabilities occurs between the age 3-22, (b) describes or uses an assessment practice, method, instrument, or intervention for students during participation in the physical education/ physical activity setting to measure progress, learning, and/or levels of functioning, (c) includes quantitative descriptive statistics and/or correlations to estimate an effect size, and (d) is in the English language and was conducted/published between January 1970 and February 2015. The average treatment effect for all evidence-based assessments (across all affective outcomes) was small (g = -0.43; SE =.24; 95% C.I.= -0.89, 0.04; p > 0.05) and non-significant favoring control groups or conditions. There was n significant heterogeneous distribution for affective outcomes and moderator (Subgroup) analyses, however, given that the confidence interval was both positive and negative results and not tenable. As a result of the findings, more ...


Lost In Translation? – The “Integration Of Theory And Practice” As A Central Focus For Senior Schooling Physical Education Studies, Andrew Jones Jan 2017

Lost In Translation? – The “Integration Of Theory And Practice” As A Central Focus For Senior Schooling Physical Education Studies, Andrew Jones

Theses: Doctorates and Masters

In February 2007 a new senior secondary Physical Education Studies (PES) was introduced in Western Australia (WA). The course was one of some 50 new courses that were developed in conjunction with the introduction of a new Western Australian Certificate of Education (WACE). Notably, the rationale for PES claimed that the “integration of theory and practice is central to studies in this course” (Curriculum Council of WA [CCWA], 2009, p. 2). Focusing on the initial years of implementation this study explored curriculum change and reform within the Health and Physical Education (HPE) Learning Area and specifically, in the context of ...