Current Search: Competency-based education (x)
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- Title
- THE DEVELOPMENT OF AN ASSESSMENT STRATEGY FOR A GENERIC TEACHING COMPETENCY.
- Creator
- JENSEN, MONA M., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to investigate the consistency of judgments by untrained, but knowledgeable, observers in assessing teacher behaviors which assist students in developing a positive self-concept as measured by an original observational instrument . The study attempted to answer the question: Can untrained observers agree whether or not teacher behaviors which assist students in developing a positive self-concept have been demonstrated? Five teacher educators and eighty graduate...
Show moreThe purpose of this study was to investigate the consistency of judgments by untrained, but knowledgeable, observers in assessing teacher behaviors which assist students in developing a positive self-concept as measured by an original observational instrument . The study attempted to answer the question: Can untrained observers agree whether or not teacher behaviors which assist students in developing a positive self-concept have been demonstrated? Five teacher educators and eighty graduate students in their classes in the College of Education, Florida Atlantic University, participated in the study. Of the eighty graduate students, fifty-two were classroom teachers, seven Here administrators, two were teacher supervisors, four were teacher educators, five were full -time graduate students with previous teaching experience, and ten were in other occupations but had previous teaching experience. Eight of the classroom teachers were also department chairpersons. The participants observed and assessed three different videotaped lessons taught by three different teachers. Of the sample, seventy-three observers were present for Tape I, and seventy-eight observers were present for Tapes II and III. No special training in the use of the instrument was given. The observation instrument used in the study consisted of thirty specific behaviors and a comment section. Observers checked whether each behavior was observed or not observed during each lesson and some made comments in addition.Observer responses on the comment section of the instrument were inconsistent. The comment section elicited free association responses, and high observer consistency was not expected. If the instrument was used in the actual practice of competency assessment, the comment section could be beneficial in that the observed teacher could receive commendations, clarifications, or suggestions for improvement.
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/11716
- Subject Headings
- Teachers--Rating of, Competency-based education--Florida
- Format
- Document (PDF)
- Title
- Predicting readiness on the Florida Entry-Level-Placement Test from a set of high school academic variables.
- Creator
- Forman, Joseph Martin., Florida Atlantic University, Kerensky, Vasil M., Morris, John D.
- Abstract/Description
-
This study explored the predictive accuracy of three, two-group linear discriminant function equations. The grouping or criterion variables employed were scores from the three sections (math, reading, and writing) of the Computerized Placement Test (CPT). The predictor variables used were gathered from the academic history for each case. These variables ranged from the GPA in grade eight, through the normal-curve-equivalent test scores in both math and reading from the Grade Ten Assessment...
Show moreThis study explored the predictive accuracy of three, two-group linear discriminant function equations. The grouping or criterion variables employed were scores from the three sections (math, reading, and writing) of the Computerized Placement Test (CPT). The predictor variables used were gathered from the academic history for each case. These variables ranged from the GPA in grade eight, through the normal-curve-equivalent test scores in both math and reading from the Grade Ten Assessment Test (GTAT), and included several actual GPAs achieved in science and math courses at all three levels of difficulty in high school (Appendix A). The data set was built from 16 variables derived from the academic history of 432 graduates of the Broward County public schools in 1994. Each of these cases was found to have had a pass/fail score on the Florida Entry-Level-Placement Test (CPT) at Broward Community College. All three discriminant function equations were examined to determine if the models were statistically significant and reliable, or consistently repeatable, using both a leave-one-out analysis, and a hold-out estimate analysis. The degree to which the models performed better than proportional chance was also investigated. The results of the three, two group discriminant equations built from the predictor variables and the grouping variables have implications for high school counselors. These data indicated a better prediction for students who do not pass (90.4%) the CPT than for those who do pass (48.8%) the entry-level placement test at Broward Community College. The external analyses (leave-one-out and hold-out) show some reduction in predicting accurately; but, as demonstrated by the Z class summary, still are predicting at a significant level for the samples with the exception of the CPTRJ hold-out method for the non-selected group. For high school counselors, then, this research was designed to encourage early examination of particular data sets for the purpose of predicting success on the Florida entry-level placement test. Successful course selection can assist students gain access to college.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12536
- Subject Headings
- Educational tests and measurements, Competency-based educational tests, Community colleges--Florida--Entrance examinations
- Format
- Document (PDF)
- Title
- Facing the FCAT: A matched-pair comparison of changes in mean developmental scale scores of selected schools in Miami-Dade and Palm Beach counties from 2003--2004.
- Creator
- O'Boyle, Francis P., Florida Atlantic University, Acker-Hocevar, Michele A.
- Abstract/Description
-
This research compared the effectiveness of efforts by the Palm Beach County School District and the Miami-Dade County School District to raise academic achievement at 39 comparable low-performing schools in their districts. Palm Beach County School District mandated a highly prescriptive plan that involved intense district staff involvement during the 2003--2004 school year. Miami-Dade County School District utilized a highly descriptive plan that entailed only mild to moderate involvement...
Show moreThis research compared the effectiveness of efforts by the Palm Beach County School District and the Miami-Dade County School District to raise academic achievement at 39 comparable low-performing schools in their districts. Palm Beach County School District mandated a highly prescriptive plan that involved intense district staff involvement during the 2003--2004 school year. Miami-Dade County School District utilized a highly descriptive plan that entailed only mild to moderate involvement from district staff. A matched-pair research design was used to examine what differences, if any, existed between the learning gains of comparable schools in Palm Beach County and Miami-Dade County as measured by changes in mean developmental scale scores on the Reading and Math subtests of the Florida Comprehensive Assessment Test. Using a two-tailed test comparing the means of the two groups (alpha < .05), there was no statistical significance in the mean changes in mean developmental scale scores (MDSS) in reading, and no significant correlation between the schools in the matched pairs in either reading or math (p > .05). There was statistical significance (t = 2.633; p = .012) in the changes in mean developmental scale scores in math, however, and a test of effect size (d = .69334) indicated that this was of moderate practical significance.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/12112
- Subject Headings
- Educational tests and measurements--Florida, Florida Comprehensive Assessment Test, Achievement tests--Florida, Competency-based educational tests--Florida
- Format
- Document (PDF)
- Title
- Verification of Competencies Needed by Entry-Level Recreation, Park and Leisure Professionals in Florida and the Relationship of Competency Perception to Readiness for Self-Directed Learning.
- Creator
- Bryan, Valerie, Guglielmino, Lucy M., Florida Atlantic University
- Abstract/Description
-
The Delphi technique was used as a means to achieve consensus on a set of competencies developed and field tested by a prior task force. After three rounds of the Delphi, a high rate of consensus was reached on competencies viewed as needed by entry-level professionals in park, recreation and leisure fields (round one, 17.9% consensus: round two, 86.0% consensus: round three, 95.5% consensus). The Delphi technique was effective in moving the Florida Recreation and Park Association certified...
Show moreThe Delphi technique was used as a means to achieve consensus on a set of competencies developed and field tested by a prior task force. After three rounds of the Delphi, a high rate of consensus was reached on competencies viewed as needed by entry-level professionals in park, recreation and leisure fields (round one, 17.9% consensus: round two, 86.0% consensus: round three, 95.5% consensus). The Delphi technique was effective in moving the Florida Recreation and Park Association certified professionals to a like view of a core of competencies. The 116 competencies that had achieved consensus and reached a 4.0 criterion level were then sub-divided into the categories of Philosophy of Parks, Recreation, and Leisure: Administration/Management of Parks, Recreation, and Leisure; Personnel Management; Financial Management; Community Development; Marketing; Planning; Park and Facility Maintenance; and Program Development. The category assignment of individual competencies was based on a previously validated task analysis study (Middleton, 1981). The 116 competencies were then rank-ordered by means in each of the sub-categories. Nine hypotheses were then tested to determine if statistically significant differences existed between and among items in the study. Five of the nine null hypotheses were rejected. In this study, there was a difference in how administrators, supervisors, and leaders view essential competencies. There was also a difference in how individuals at various levels of education view desirable competencies. This suggested that specific competencies are more important for different employment levels and that certain competencies should be acquired at different stages of one's career. Significant differences also were noted when the selfdirected learning readiness scores were compared with the rating of the selected competencies. The findings imply that individuals who are more involved in pursuing additional learning are also going to expect a higher level of competency than individuals who are not as professionally involved. A list of 11 items were suggested as recommendations for future research. It was sugges~ed that a competencybased curriculum could be developed utilizing the information gleaned through this research. Other recommendations were made regarding certification, selfassessment checklists, a manpower study, and training methodologies.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fau/fd/FA00000654
- Subject Headings
- Competency-based education
- Format
- Document (PDF)
- Title
- The impact of reading instructional methodology on student achievement of Black males based on the Florida Comprehensive Assessment Test.
- Creator
- Hicks, Deedara., Florida Atlantic University, Maslin-Ostrowski, Patricia
- Abstract/Description
-
For the past 20 years the gap in reading achievement has widened between Black and White students across the United States. The No Child Left Behind Act and the Florida A+ Plan require that all students meet proficiency on state-mandated assessments. As individual schools struggle to meet these guidelines, no student can be left behind. The purpose of this study was to determine the impact of two different reading instructional methodologies on the 2004 fourth-grade FCAT norm-referenced test ...
Show moreFor the past 20 years the gap in reading achievement has widened between Black and White students across the United States. The No Child Left Behind Act and the Florida A+ Plan require that all students meet proficiency on state-mandated assessments. As individual schools struggle to meet these guidelines, no student can be left behind. The purpose of this study was to determine the impact of two different reading instructional methodologies on the 2004 fourth-grade FCAT norm-referenced test (NRT) for Black males. The reading instructional methodologies examined in this study, Harcourt Basal Series and SRA Direct Instruction Program, have been used in Broward County Schools for the past several years. After instruction with either program from Grades 2 through 4, the fourth-grade Black males were administered the FCAT NRT Reading Test during the Spring of 2004. ANOVA statistical analysis was utilized to determine if the program had any effect on the students' achievement in reading as measured by the FCAT. For Basal schools (92 students) and Direct Instruction schools (84 students) means were calculated on the overall scores and the four subtests of the FCAT Reading NRT: Initial Understanding, Interpretation, Critical Analysis, and Strategies. A two-way ANOVA was performed to test for moderation of language and/or birth origin and the FCAT Reading NRT. This study found that there was no statistical significance on FCAT total scores or Subtests---Initial Understanding, Interpretation, or Strategies---for Black males using the Basal or Direct Instruction program. However, student achievement increased on the Critical Analysis subtest of the FCAT NRT for Black males who received Basal Instruction. The study also found that students' primary language or birth origin did not moderate the effectiveness of the instructional program. This study suggests that educators must examine other programs to adequately address Black male students' needs in reading. They may use a Basal, however, for instruction with Black males when Critical Analysis is weak.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12213
- Subject Headings
- Educational tests and measurements--Florida, Competency-based educational tests--Florida, Florida Comprehensive Assessment Test, African American young men--Education, Academic achievement--United States--Evaluation
- Format
- Document (PDF)