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- Keyword
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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)
- DIBELS (1)
- West Virginia (1)
Articles 1 - 3 of 3
Full-Text Articles in School Psychology
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 …