Educational Assessment, Evaluation, and Research Commons^™

2015 Oklahoma Research Day Full Program, Northeastern State University

Oklahoma Research Day Abstracts

This document contains all abstracts from the 2015 Oklahoma Research Day held at Northeastern State University.

Trends In Intellectual Disability Identification In West Virginia, Margaret M. Stephens

Theses, Dissertations and Capstones

The purpose of this study was to examine the prevalence of Intellectual Disability (ID) in each of West Virginia’s Local Educational Agencies (LEAs). Publicly available enrollment and disability counts were aggregated and used to calculate an administrative prevalence rate for each LEA annually, from 2004 to 2013. Prevalence was examined within and between LEAs, as well as between regions. The results indicate a decrease in the administrative prevalence of ID in 50 of 55 LEAs over the 10 years examined. Rates within LEAs varied between years. Additionally, school-based prevalence varied between RESAs, with RESA I and RESA VIII exhibiting the …

A Program Evaluation Of The Impact Of A "Read To Learn" Model On Alternative High School Students' Lexile Levels And Reading Achievements, James D. Quinn

Education Dissertations and Projects

This study is a program evaluation of the effectiveness of a reading initiative in an alternative school utilizing the Stufflebeam CIPP evaluation model. In order to assess effectiveness, this evaluation explored the reading growth of high school students in an alternative school setting where the application being critiqued was a"read to learn" model.

The purpose of this study was to determine the impact of a "read to learn" model on students who were exposed to reading as the primary mode of learning in all content areas and who participated in daily silent reading with self-selected topics. Baseline data on LEXILE, …

School-Based Consultation To Improve Concussion Recognition And Response, Susan C. Davies, Jenna M. Sandlund, Lisa B. Lopez

Counselor Education and Human Services Faculty Publications

Many students who have sustained concussions return to school requiring academic adjustments while their brains heal. However, school personnel often are not trained to accommodate these students. This exploratory project examined the usefulness of school-based training paired with ongoing consultation and continued dissemination of information to improve both concussion recognition and response among school personnel.

A case study design was employed in which a school district received training that was followed by ongoing consultation and continued dissemination of concussion resources. This study highlights the importance of involving school psychologists in concussion management programs.

A Review Of International Large-Scale Assessments In Education: Assessing Component Skills And Collecting Contextual Data, John Cresswell, Ursula Schwantner, Charlotte Waters

OECD Programme for International Student Assessment (PISA)

The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies. This report aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will …

From Idea To Practice: The Brain-Based Research Team, Alexis Wright

Progressive Education in Context

A cohort of teachers in the Bank Street School for Children spent a year in professional development around brain-based research and shared their knowledge with the rest of the teaching faculty with the plan to incorporate the research into practice.

Teacher Capacity And Attitude Toward Data: An Examination Of The Association Between Teacher Beliefs And Student Performance On The Measures Of Academic Progress Assessment, Elizabeth C. Mitcham

Education Dissertations and Projects

Since the onset of No Child Left Behind legislation and federal funding for schools tied to summative assessment performance, educational leaders have sought to identify factors that are most influential on student learning outcomes. Research continues to link the use of formative data practices and teacher efficacy to improved student performance. The intent of this study was to explore associations between teacher capacity and attitude and student performance. In this embedded mixed-methods study, qualitative data from focus groups comprised of survey participants were collected within a larger quantitative study that examined associations between teacher beliefs and student performance. The study …

Institutional Characteristics 2015-16, Uno Office Of Institutional Effectiveness

IPEDS Institutional Characteristics

Welcome to the Institutional Characteristics (IC) component. This component collects important information about your institution's mission, student services, and student charges. Much of the data reported on IC appear on College Navigator, which is updated once after IC data has been finally reviewed. Thus, errors may stay on College Navigator for a full year.

Institutional Merit-Based Aid And Student Departure: A Longitudinal Analysis, Jacob P. K. Gross, Don Hossler, Mary B. Ziskin, Matthew S. Berry

Educational Leadership Faculty Publications

The use of merit criteria in awarding institutional aid has grown considerably and, some argue, is supplanting need as the central factor in awarding aid. Concurrently, the accountability movement in higher education has placed greater emphasis on retention and graduation as indicators of institutional success and quality. In this context, this study explores the relationship between institutional merit aid and student departure from a statewide system of higher education. We found that, once we account for self-selection to the extent possible, there was no significant relationship. By contrast, need-based aid was consistently related to decreased odds of departure.

Implementing An Extensive Reading Program In An Intensive University Eap Curriculum, Matthew Peel

MA TESOL Collection

The goal of this project was to integrate an extensive reading (ER) program within an existing 8-week intensive reading curriculum in a university English for academic purposes (EAP) program. The merits of both intensive and extensive reading approaches were examined and used to develop the methodology for the ER program. Additionally, implementation parameters, as agreed upon by the EAP program director and academic coordinator, were used to determine the design and implementation of the ER program that was piloted on a low-intermediate level reading class. A method of anonymous student feedback, via questionnaires and reading logs, were developed and applied …

Does Your Local Control Accountability (Lcap) Plan Deliver On The Promise Of Increased Or Improved Services For English Learners? 10 Research Aligned Rubrics To Help Answer The Question And Guide Your Program, Californians Together, The California Association For Bilingual Education (Cabe), California Rural Legal Assistance (Crla), The Center For Equity For English Learners (Ceel)

Practitioner Journal Articles

As California’s Local Control Funding Formula (LCFF) came into effect in 2013, districts were given more flexibility to use state resources and create a new school finance system to improve/increase services for students with greater needs for support, including English Learners (ELs), students from low-income backgrounds, and foster youth. Local Education Agencies (LEAs) were tasked with preparing the Local Control and Accountability Plans (LCAPs) to describe how districts use their plans to meet their annual goals for all students. To aid LEAs in their design and implementation of programs to address the needs of ELs, Californians Together, the California Association …

Catalog 2015-2016, Bank Street College Of Education

Graduate School of Education

This course catalog from a past academic year is a resource for referring to previous course offerings, degree requirements, institutional policies, and more.

02. Family Science, Northeastern State University

Oklahoma Research Day Abstracts

No abstract provided.

03. Health Studies, Northeastern State University

Oklahoma Research Day Abstracts

No abstract provided.

04. Nursing, Northeastern State University

Oklahoma Research Day Abstracts

No abstract provided.

Examining The Impact Of Pre-K And Kindergarten Classroom Alignment On School Readiness Outcomes, Margaret Deane Franko

Electronic Theses and Dissertations

This study explored children’s experiences of instructional alignment from prekindergarten to kindergarten and analyzed the impact of those alignment experiences on children’s school readiness outcomes. The study answered the following overarching research question: Does the alignment of children’s learning experiences between prekindergarten and kindergarten impact school readiness outcomes? Three sub-questions drove the research design: (1) How do children’s prekindergarten and kindergarten learning experiences align; (2) To what extent does the alignment of early learning experiences predict children’s school readiness outcomes; and (3) Does the quality of prekindergarten classroom teacher interactions moderate the impact of any PK-K alignment effects? Using cluster …

Perceptions Of School Reform In A Post-Nclb World: A Cathartic Recovery Of The Purpose And A ‘Shining-Through’ Of The Spirit Of Education, Timothy Arkell Price

Electronic Theses and Dissertations

This study used a Constructivist Grounded Theory methodology to understand the varying perceptions held by different stakeholding groups (state legislators, superintendents, building administrators, teachers, and parents) about No Child Left Behind (NCLB) and other related reform efforts such as the Common Core. 12 participants from these five stakeholding groups were purposefully chosen, all from the state of Idaho, and in-depth interviews were performed, parsed out into three phases to inductively invite themes and categories for inquiry. Following each interview, a socio-semiotic analysis was performed using participant language in an integrated effort to identify deeply held beliefs and perceptions of school …

Visual Arts Assessment In The Age Of Educational Accountability, Donna Jackson Goodwin

Electronic Theses and Dissertations

Art teachers have, in some manner, always assessed student learning and progress. However, many art teachers do not have the training in assessment to be able to describe and defend their process, nor has there been research to support the effectiveness of how art teachers assess student learning. This study examines the ways six visual art teachers from five districts teaching in traditional public schools at the elementary, middle, and high school levels assess visual art. It demonstrates how they are using information gathered from assessments and whether their philosophies of art education influence their actions. Parents and administrators were …

Measuring Teachers' Knowledge And Use Of Data And Assessments: Creating A Measure As A First Step Toward Effective Professional Development, Courtney Vidacovich

Electronic Theses and Dissertations

Current teaching standards and practices are dictated, at least in part, by state- and district-mandated standardized tests. Yet, despite being surrounded by data, teachers receive only basic trainings on how to use assessments. In reality, teachers use data and assessments daily--even minute by minute--through the assessment process, which uses multiple data sources to make informed decisions on student learning and teaching practices. A measure was needed to understand how the policies and expectations from schools, districts, and states compare with actual classroom practices. The teachers Knowledge and Use of Data and Assessment (tKUDA) measure was designed to do just that. …

Monitoring Trends In Educational Growth Class 6 Student Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan: Source Version - English, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This student context questionnaire for year 6 students in Afghanistan, is a product of ACER’s Monitoring Trends in Educational Growth (MTEG) service. The questionnaire covers questions about the student, his/her family, schooling and interests.

Monitoring Trends In Educational Growth Class 6 School Principal Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan: Source Version - English, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This school context questionnaire for year 6 principals in Afghanistan, is produced by ACER’s Monitoring Trends in Educational Growth (MTEG) service. The questionnaire covers questions about the principal and his/her school.

Monitoring Trends In Educational Growth Class 6 School Principal Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan : Translated Version - Pashto, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This school context questionnaire for year 6 principals in Afghanistan, is produced by ACER’s Monitoring Trends in Educational Growth (MTEG) service. The questionnaire covers questions about the principal and his/her school. It has been translated into the Afghani language Pashto.

Monitoring Trends In Educational Growth Class 6 Student Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan : Translated Version - Pashto, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This student context questionnaire for year 6 students in Afghanistan, is a product of ACER’s Monitoring Trends in Educational Growth (MTEG) service. The questionnaire covers questions about the student, his/her family, schooling and interests. The questionnaire has been translated into the Afghani language of Pashto.

Monitoring Trends In Educational Growth In Afghanistan : Class 6 2013, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This document is a brief summary of the reading, writing and mathematical proficiency of year 6 students from Afghanistan who took part in the Monitoring Trends in Educational Growth (MTEG) study.

Monitoring Trends In Educational Growth Class 6 Student Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan : Translated Version - Dari, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This student context questionnaire for year 6 students in Afghanistan, is a product of ACER’s Monitoring Trends in Educational Growth (MTEG) service. The questionnaire covers questions about the student, his/her family, schooling and interests. It has been translated into the Afghani language of Dari.

Annual Overview - 2015 Course Evaluations, Uno Office Of Institutional Effectiveness

Assessment

The University of Nebraska at Omaha completed implementation of the Automated Course Evaluation (ACE) system in Spring 2015. This report discusses overall statistics, instructor response rates, and scores of lower and higher rated instructors and courses with data from Spring, Summer, and Fall 2015. Additional reports will be available as further analyses are completed.

Improving A Curriculum Through Incremental Changes Based On Programmatic Assessment Results, Batoul Senhaji-Tomza, Suzanne R. Soliman, Paramita Basu

Touro College of Pharmacy (New York) Publications and Research

Objectives: To describe implementation of incremental curriculum changes aimed at addressing identified gaps via subjective and objective programmatic assessment in a 2 + 2 curriculum.

Method: After low first-time NAPLEX pass rates for two consecutive class years, subjective and objective assessment of a 2 + 2 curriculum was conducted. The curriculum was benchmarked to the other existing 2 + 2 program. Other assessments that occurred include: intensive course content review, course credit number versus instructional time audit, vertical and horizontal topical sequence revision in the clinical, basic sciences and social and behavioral course sequences, faculty/student feedback and focus groups; outside …

Evaluate To Learn: Integrating Assessment Data To Improve Outcome Of A Didactic Biomedical Science Course, Paramita Basu, John Fisher, Batoul Senhaji-Tomza, Suzanne R. Soliman

Touro College of Pharmacy (New York) Publications and Research

Objectives: To describe the evaluation system used to identify curricular issues within a pre-clinical biomedical science course in a Pharm.D program and report the difference in outcome after implementation of the resulting changes.

Method: Course content, sequence of delivery and integration of topics with other courses in the relevant tracks were reviewed to identify discrepancies. Evaluation feedback from students and faculty were obtained from E-value online course evaluation system, and end of course discussion reports. Student performance in the course before and after implementing the recommended changes were compared to assess their effectiveness.

Results: Content duplications and …

Levels Of A College-Going Culture In Selected West Virginia High Schools As Perceived By Teachers And Counselors, Keri Ferro

Theses, Dissertations and Capstones

This study examined the level of school college-going culture as perceived by teachers and counselors in selected West Virginia high schools. This study also investigated the differences in the level of implementation of a school’s college-going culture based on selected independent variables. Finally, the study investigated the relationship between the level of college going culture and the school college enrollment rate as reported by the West Virginia Higher Education Policy Commission. A quantitative research design was used to study a population of high school teachers and counselors from 36 West Virginia high schools. The high schools with 18 highest and …

Common Data Set, 2015-2016, Office Of Institutional Research, Bridgewater State University

Common Data Sets

No abstract provided.