Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Applied sciences (1)
- Assessment (1)
- Curriculum-Based Measurement (1)
- Education (1)
- Engineering Education (1)
-
- Evaluation (1)
- Girls education challenge (1)
- Graduate Students (1)
- Graduation (1)
- Hierarchical Linear Modeling (1)
- High-Stakes Assessment (1)
- ICOMP (1)
- International development (1)
- Item Response Theory (1)
- Language (1)
- Linear Regression (1)
- Literacy (1)
- Logistic Regression (1)
- Mathematics Achievement (1)
- Numeracy (1)
- Pure sciences (1)
- Rasch Modeling (1)
- Regression Discontinuity (1)
- Response To Intervention (1)
- Statistical Research Methodology (1)
- Statistics Education (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Using Generalizability And Rasch Measurement Theory To Ensure Rigorous Measurement In An International Development Education Evaluation, Louise Bahry
Doctoral Dissertations
Between the United States and Great Britain, over 30 billion USD was spent in 2018 on international aid, over a billion of which is dedicated to education programs alone. Recently, there has been increased attention on the rigorous evaluation of aid-funded programs, moving beyond counting outputs to the measurement of educational impact. The current study uses two methodological approaches (Generalizability (Brennan, 1992, 2001) and Rasch Measurement Theory (Andrich, 1978; Rasch, 1980; Wright & Masters, 1982) to analyze data from math and literacy assessments, and self-report surveys used in an international evaluation of an educational initiative in the Democratic Republic of …
A Study Of Mathematics Achievement, Placement, And Graduation Of Engineering Students, Sara Hahler Blazek
A Study Of Mathematics Achievement, Placement, And Graduation Of Engineering Students, Sara Hahler Blazek
Doctoral Dissertations
The purpose of this study was to determine how background knowledge impacts freshmen engineering students' success at Louisiana Tech University in terms of grades in two different freshman classes and graduation. To determine what factors impact students, three different studies were implemented. The first study used linear regression to analyze which demographic and academic variables significantly impacted freshman math and engineering courses. Using regression discontinuity, the second study determined if the university's placement requirement for Pre-Calculus was appropriate. The final study analyzed factors that impact graduation for engineering students as well as other disciplines to determine which significant variables were …
Development And Validation Of The Statistics Assessment Of Graduate Students, Dammika Lakmal Walpitage
Development And Validation Of The Statistics Assessment Of Graduate Students, Dammika Lakmal Walpitage
Doctoral Dissertations
This study developed the Statistics Assessment of Graduate Students (SAGS) instrument, and established its preliminary item characteristics, reliability, and validity evidence. Even though there are limited number of assessments available for measuring different aspects of statistical cognition, these previously available assessments have numerous limitations. The SAGS instrument was developed using Rasch modeling approach to create a new measure of statistical research methodology knowledge of graduate students in education and other behavioral and social sciences. Thirty-five multiple-choice questions were written with stems representing applied research situations and response options distinguishing between appropriate use of various statistical tests or procedures. A focus …
Predicting High-Stakes Tests Of Math Achievement Using A Group-Administered Rti Instrument: Validating Skills Measured By The Monitoring Instructional Responsiveness: Math, Jeremy Thomas Coles
Predicting High-Stakes Tests Of Math Achievement Using A Group-Administered Rti Instrument: Validating Skills Measured By The Monitoring Instructional Responsiveness: Math, Jeremy Thomas Coles
Doctoral Dissertations
Three universal screeners and nine progress monitoring probes from the Monitoring Instructional Responsiveness: Math (MIR:M), a silent, group-administered math assessment designed for implementation with an RTI Model, were administered to 223 fifth-grade students. The growth parameters of the overall MIR:M composite and two global composites (math calculation and math reasoning) identified significant variation in student growth, within significant linear and quadratic trajectories. However, there were significant differences in the nature of the growth trajectories that have applied educational implications. In addition, growth parameters across the three composites provided significant predictive potential when using the Tennessee Comprehensive Assessment Program (TCAP) Achievement …