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- <p>DIBELS (Dynamic indicators of basic early literacy skills).</p> (1)
- <p>Kaufman Test of Educational Achievement.</p> <p>Wechsler Individual Achievement Test.</p> <p>Educational tests and measurements.</p> <p>Achievement tests.</p> (1)
- <p>United States. No Child Left Behind Act of 2001.</p> (1)
- Animal Assisten Therapy (1)
- Classroom Animals (1)
Articles 1 - 5 of 5
Full-Text Articles in Psychology
Curriculum-Based Measures In Writing: A School-Based Evaluation Of Predictive Validity, Christina M. Terenzi
Curriculum-Based Measures In Writing: A School-Based Evaluation Of Predictive Validity, Christina M. Terenzi
Dissertations
Recent research in the area of Curriculum-Based Measures (CBM) in writing has shown that traditionally used metrics, such as total words written and total words correct, may not be the best tools for measuring writing performance, for both secondary and elementary aged children (e.g., Gansle, Noell, VanDerHeyden, Naquin, & Slider, 2002; Tindal & Parker, 1989a; Watkinson & Lee, 1992). Evidence suggests that more advanced measures, such as production-independent measures (e.g., percentage of correct word sequences) may be stronger predictors of student skill level in the area of writing. The present study replicated portions of a recent seminal study and investigated …
Animals In The Classroom: Implications And Implementation, Christen Lynn Robinson
Animals In The Classroom: Implications And Implementation, Christen Lynn Robinson
All Graduate Projects
The role of animals in the classroom through Animal Assisted Therapy is examined. The benefits and risks are outlined and discussed. Specific measures to decrease related risks are given. A look at Animal Assisted Therapy from the perspective of the animal itself is also explored. Does the practice exploit animals? The research suggests that it depends upon the type of animal used. A Power Point presentation explaining the benefits of Animal Assisted Therapy is provided. The target audience for the presentation is educators interested in implementing an Animal Assisted Therapy program within the school setting. The presentation clearly outlines the …
Dynamic Indicators Of Basic Early Literacy Skills (Dibels): A Comparison Of Scoring Systems, Ashley E. Barr
Dynamic Indicators Of Basic Early Literacy Skills (Dibels): A Comparison Of Scoring Systems, Ashley E. Barr
Theses, Dissertations and Capstones
The purpose of this study was to compare scoring systems of the Dynamic Indicators of Basic Early Literacy Skills, commonly known as DIBELS. Currently, there are two systems for scoring the DIBELS assessments. The first system is a paper and pencil approach and the second system is electronic and utilizes a handheld palm-pilot. This study determined whether the electronically scored DIBELS produces the same scores as the hand-scored DIBELS. It was hypothesized that the electronically scored DIBELS will yield significantly different scores than the hand-scored DIBELS. Median scores obtained from the electronic palm-pilot were compared to median scores obtained from …
High Stakes Testing Effects On Graduation Rates, Karen Gail Cummings
High Stakes Testing Effects On Graduation Rates, Karen Gail Cummings
Theses, Dissertations and Capstones
With the inception of No Child Left Behind many states are now requiring students to pass a statewide exam in order to be promoted to the next grade or to graduate from high school. Opponents of these tests argue that high stakes testing decreases graduation rates among these students. They also argue that the tests are biased and unfair for minority students, students of low socioeconomic status, and students with disabilities who often fail the tests. The graduation rates for twenty-nine Appalachian counties in Ohio, a state that requires students to pass the Ohio Graduation Test in order to graduate, …
Differences In Scores Derived From Age-Based Norms Versus Grade-Based Norms On The Kaufman Test Of Educational Achievement, Second Edition And Wechsler Individual Achievement Test, Second Edition, Carla Donahue
Theses, Dissertations and Capstones
Traditionally, standardized achievement measures have provided only age-based norms for deriving standard scores from obtained raw scores. In recent years, publications of normreferenced achievement test have begun to include norms based on grade level. With the addition of grade-based norms, test manuals and interpretation guides have not included clear guidelines indicating when it is advisable to use one type of norm over the other. The purpose of this study was to examine the differences between standard scores obtained using age- and grade-based norms, using the same raw score, for students in the appropriate grade for their age, students who are …