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Title: An Experimental Study of Placement Essay Examination Scoring by Writing Teachers and Non-Writing Teachers with Consideration of Content Effects on Ratings.
Creator: McLemore, Mary, Floyd, Marilyn J., Florida Atlantic University
Abstract/Description: Measurement experts have criticized the use of essay examinations, chiefly because of their scoring unreliability. Research has emnhasized scoring inconsistencies and that scorers of essay examinations are frequently led by composition errors or other writing quality factors to grade the subject matter--content--of the essays inconsistently. Studies critical of essay scoring have emphasized the content of essay answers and have used scorers with minimal expertise in the essays' subject areas....
Show moreMeasurement experts have criticized the use of essay examinations, chiefly because of their scoring unreliability. Research has emnhasized scoring inconsistencies and that scorers of essay examinations are frequently led by composition errors or other writing quality factors to grade the subject matter--content--of the essays inconsistently. Studies critical of essay scoring have emphasized the content of essay answers and have used scorers with minimal expertise in the essays' subject areas. Recent research reveals that, under certain conditions, i.e., when writing experts are scoring for placement, using appropriate grading criteria, reliability rates for essay scoring are improving. Besides making distinctions between grading conditions and purposes, recent studies distinguish between content and writing skills, and emphasize examination of how content characteristics of student essays influence teachers' ratings. This study focused on whether freshman placement essays would be graded consistently by different groups of college faculty, experts in writing and experts in the topic of the essays. Also examined were how content designated as strong and weak would influence the overall scores and the scoring of writing quality.
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Date Issued: 1983
PURL: http://purl.flvc.org/fau/fd/FA00000678
Subject Headings: Examinations--Interpretation, Grading and marking (Students)
Format: Document (PDF)

Title: ACADEMIC ACHIEVEMENT OF STUDENTS EARNING CREDIT THROUGH THE COLLEGE LEVEL EXAMINATION PROGRAM GENERAL EXAMINATIONS.
Creator: MCELWAIN, WILBUR J., Florida Atlantic University
Abstract/Description: This study examined the academic achievement of 176 students at Miami-Dade Community College who completed all or a part of the general education degree requirements through the General Examinations of the College Level Examination Program (CLEP). The achievement of these College Level Examination Program students was also compared to that of 235 students who completed general education requirements by course work. These results support the conclusions that earning general education credit by...
Show moreThis study examined the academic achievement of 176 students at Miami-Dade Community College who completed all or a part of the general education degree requirements through the General Examinations of the College Level Examination Program (CLEP). The achievement of these College Level Examination Program students was also compared to that of 235 students who completed general education requirements by course work. These results support the conclusions that earning general education credit by the General Examinations of the College Level Examination Program has no detrimental effect upon subsequent academic achievement, and that the achievement of College Level Examination Program students is superior to that of non-College Level Examination Program students . It further supports the conclusion that the fiftieth percentile, which has gradually replaced the American Council on Education recommended twenty-fifth percentile as the level for granting credit, is too high. Institutions should determine by research an appropriate level for granting credit; for many institutions the twenty-fifth percentile is not too low.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11665
Subject Headings: College Entrance Examination Board --College-Level Examination Program--Study guides, Academic achievement
Format: Document (PDF)

Title: THE EFFECTS OF END-OF-COURSE EXAMINATIONS ON TEACHERS’ LIVED EXPERIENCES.
Creator: Infanzón, Jatiel, Schoorman, Dilys, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This phenomenological study explored the role of end-of-course examinations on teachers’ decision-making on curriculum and instruction through a comparative analysis of teachers who taught courses with end-of-course examinations and teachers who taught courses with locally created assessments (LCA). This study examined the experiences of nine teachers in a small school district located on the east-central coast of Florida. The study’s theoretical framework drew on Bourdieu’s (1972/1977) tools...
Show moreThis phenomenological study explored the role of end-of-course examinations on teachers’ decision-making on curriculum and instruction through a comparative analysis of teachers who taught courses with end-of-course examinations and teachers who taught courses with locally created assessments (LCA). This study examined the experiences of nine teachers in a small school district located on the east-central coast of Florida. The study’s theoretical framework drew on Bourdieu’s (1972/1977) tools of habitus, capital, practice, and fields to explain the role of education in the reproduction of social system. The study examined how standardized testing shaped teachers’ use of habitus and capital to determine their practice in their curriculum, instruction, relationships in different educational fields, morale, and perspectives on teacher evaluation.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013523
Subject Headings: Teachers--Decision making, Curriculum, Instruction, Phenomenology, Examinations
Format: Document (PDF)

Title: THE USE OF THE QUESTION BY TEACHERS OF LITERATURE.
Creator: GIGANTE, LUCILLE MARY., Florida Atlantic University, Cook, Joseph B.
Abstract/Description: Little is known about teacher questioning behavior in World and American literature courses as taught in high schools, although most teachers from primary through college generally use the memory level question and do not plan questions in sequence. This study focused on the specific questions selected teachers of secondary literature asked their students in order to determine the frequency of questions asked at each cognitive level and the presence or absence of questioning patterns. Teacher...
Show moreLittle is known about teacher questioning behavior in World and American literature courses as taught in high schools, although most teachers from primary through college generally use the memory level question and do not plan questions in sequence. This study focused on the specific questions selected teachers of secondary literature asked their students in order to determine the frequency of questions asked at each cognitive level and the presence or absence of questioning patterns. Teacher characteristics such as age, sex, years of teaching experience, and academic preparation were examined to determine their relationship to the number of types of questions asked by teachers. Matched for similarity in size, socio-economic level, and geographically representative of their area, three secondary schools were chosen from Brevard County, one each from North, Central, and South Brevard. Twenty-two out of 26 cooperating teachers of students of average and above average ability in World and American literature courses participated. Using a cassette recorder, each teacher taped one discussion lesson per week for six consecutive weeks in the fall of the 1979-1980 school year. Rogers' checksheet, The Teacher Oral Question Observation Schedule was used to code four randomly selected tapes from each teacher. Memory questions totalled 56.4% of all questions asked, while interpretation totalled 20% and procedure 16.8%. The remaining categories (pupil input, translation, evaluation, application, analysis, synthesis, affective and textbook) accounted for 6.8% of the total number of questions asked. One of every two questions asked was a memory question; nine questions out of every 10 asked were either memory, interpretation or procedure. Generally, teachers with masters' degrees asked fewer questions than those who earned only a bachelor's degree. Teachers generally did not pattern their questions hierarchically. Patterns indicated a reliance on lower cognitive and procedural questions. Only three significant relationships were uncovered in correlating teacher characteristics with question level of frequency. Interpretation questions, 20% of all questions, were negatively correlated to the number of quarter hours' training the teacher had in English. Procedural questions, which totalled 16.8% of all questions, were positively correlated to the prior training a teacher had in classroom techniques. Pupil input questions, totalling 3% of all questions, were positively correlated to the teacher's number of years' experience. Hypothesis I, IA, and IB were rejected. The frequency of questions asked by teachers varied; however, the percentage use of categories remained constant. Teachers are choosing lower cognitive and procedural questions nine times out of 10. Hypothesis II was rejected. Teachers are choosing combinations of lower cognitive and procedural patterns of questioning. Hypothesis III was accepted. Except in three instances, teachers used a consistent pattern of questioning, no matter what their background was. The more quarter hours' training the teacher had in English, the fewer interpretation questions he asked. Training in classroom techniques tends to encourage the asking of procedural questions. Teachers who have taught longer generally ask more pupil input questions.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11750
Subject Headings: Literature--Examinations, questions, etc, High school teachers
Format: Document (PDF)

Title: American cultural constructions of the gynecological experience.
Creator: Provenzano, Julie L., Florida Atlantic University, Harris, Michael S.
Abstract/Description: This thesis research asks why many American women feel uncomfortable going to the gynecologist. In order to investigate this phenomenon, thirty-one women were interviewed regarding their experiences at the gynecologist and their perceptions of their genitals. Using a medical anthropology framework to determine what factors facilitate negative feelings associated with gynecological examinations, the participants' responses were analyzed with regards to cultural influences. It was found that a...
Show moreThis thesis research asks why many American women feel uncomfortable going to the gynecologist. In order to investigate this phenomenon, thirty-one women were interviewed regarding their experiences at the gynecologist and their perceptions of their genitals. Using a medical anthropology framework to determine what factors facilitate negative feelings associated with gynecological examinations, the participants' responses were analyzed with regards to cultural influences. It was found that a paradox exists between American cultural constructions of women's genitals and the biomedical structure of a gynecological examination. Since American women are culturally ingrained with a notion of privacy and sexuality regarding their genitals, revealing them to a stranger within a medical setting can become a highly-charged emotional situation. Ultimately, this paradox is never fully resolved, perpetuating the cultural construction of a gynecological examination as an inherently negative and problematic experience.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13401
Subject Headings: Gynecological examination--Psychological aspects, Anxiety--Prevention, Generative organs, Female--Examination, Physical diagnosis--Psychological aspects
Format: Document (PDF)

Title: The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course.
Creator: Hotiu, Angelica, Jordan, Robin G., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Physics
Abstract/Description: We have developed a method of quantifying multiple-choice test items in an introductory physical science course in terms of the various tasks required to solve the problem. We assign a numerical level of difficulty to each task so that any question can be assigned a degree of difficulty, which is the sum of the individual levels of difficulty associated in each steps. Using the questions and results from the tests we have investigated the relationship between the degree of difficulty of each...
Show moreWe have developed a method of quantifying multiple-choice test items in an introductory physical science course in terms of the various tasks required to solve the problem. We assign a numerical level of difficulty to each task so that any question can be assigned a degree of difficulty, which is the sum of the individual levels of difficulty associated in each steps. Using the questions and results from the tests we have investigated the relationship between the degree of difficulty of each question and the corresponding discrimination index. Our results indicate that as the degree of difficulty increases so does the capability of the item to discriminate between students with different abilities. There is a maximum degree of difficulty beyond which the discrimination starts to decrease. At that point, test items become too difficult. Thus, it should be possible in future to design items that will provide optimum discrimination.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000766
Subject Headings: Decision making, Curriculum planning, Examinations--Scoring, Educational tests and measurements, Universities and colleges--United States--Examinations--Design and construction
Format: Document (PDF)

Title: Attitudinal Analysis of Study Manual for Ohio Life Insurance Examination.
Creator: FIELD, DAVID WATERMAN., Florida Atlantic University, Stroh, Thomas F.
Abstract/Description: The Ohio Association of Life Underwriters received criticism of the study manual it sells to prepare prospective agents to pass the state insurance examination. It undertook a study to learn the extent of this criticism and to determine the need and market for either a new study manual or an oral training course. Questionnaires were sent to both purchasers and users. They were designed to measure the perceived adequacy of the manual and to determine characteristics respondees felt highly...
Show moreThe Ohio Association of Life Underwriters received criticism of the study manual it sells to prepare prospective agents to pass the state insurance examination. It undertook a study to learn the extent of this criticism and to determine the need and market for either a new study manual or an oral training course. Questionnaires were sent to both purchasers and users. They were designed to measure the perceived adequacy of the manual and to determine characteristics respondees felt highly desirable in a superior manual. Both purchasers and users evidenced dissatisfaction extensive enough to indicate a need and a market for a new manual, but no need for an oral training course. A substantial market for a programmed learning manual was found to exist at a price of $10. Substantial dissatisfaction with the present examination was uncovered leading to a recommendation for future study of the adequacy of the examination itself.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/13574
Subject Headings: Life insurance--Examinations, questions, etc, Life insurance--Study and teaching
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.
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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: Multiple Measures as a Placement Instrument in Mathematics at Florida State Colleges.
Creator: Montañez Martínez, III, Miguel A., Floyd, Deborah L., Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Every year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during...
Show moreEvery year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during the Fall 2014 academic term. The study, using a sample size of 10,186 subjects, examined multiple predictor variables and one outcome variable to measure predictability of success in Intermediate Algebra. The study used descriptive statistics, multiple linear regression, and logistic regression to develop a multiple measure actuarial model. A quantitative analysis of archived student records was used in this study. The analysis revealed that the actuarial model, using gender, ethnicity, age, academic objective, academic load, high school GPA, high school mathematics gap, and high school mathematics curriculum composite score as predictor variables, was significant in predicting success in Intermediate Algebra. The actuarial model correctly classified 1,688 subjects who would fail Intermediate Algebra, achieving a hit rate of 75% in predicting failure in Intermediate Algebra. Similarly, the model achieved a hit rate of 54% when classifying subjects who would pass Intermediate Algebra. The improvement-over-chance index, I, was 44.8%, representing a 45% reduction in error when classifying subjects who would fail Intermediate Algebra. Thus, the actuarial model, with all its predictor variables, provides helpful guidance when advising incoming first-time-in-college (FTIC) students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004614, http://purl.flvc.org/fau/fd/FA00004614
Subject Headings: Achievement in education--Measurement., Educational tests and measurements--Florida., Mathematics--Examinations, questions, etc., Advanced placement programs (Education)
Format: Document (PDF)

Title: Using classification and regression tree to detect hematology abnormalities.
Creator: Qian, Cheng., Florida Atlantic University, Wu, Jie, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description: The detection of the abnormal blood cells and particles in a blood test is essential in medical diagnosis. The detection rules, which are usually implemented in the widely used automated hematology analyzer, are therefore critical for the health and even lives of millions of people. The research endeavor of this thesis is on generating such detection rules using a supervised machine learning algorithm. The first part of this thesis studies the hematology data and surveys the popular...
Show moreThe detection of the abnormal blood cells and particles in a blood test is essential in medical diagnosis. The detection rules, which are usually implemented in the widely used automated hematology analyzer, are therefore critical for the health and even lives of millions of people. The research endeavor of this thesis is on generating such detection rules using a supervised machine learning algorithm. The first part of this thesis studies the hematology data and surveys the popular classification algorithms. In the second part, the selected algorithm, CART, is implemented with deliberately selected parameters. In the third part, a modification of the algorithm, logical pruning with Enclose the Normal principle, is exercised. To extend the algorithm and to achieve better performance, I developed and implemented the idea of decision tree combinations. The research has proven to be successful by the achievement of good performance and reasonable detection rules.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/13189
Subject Headings: Regression analysis, Health survey--Statistical methods, Medical statistics, Blood--Diseases--Diagnosis, Hematology, Blood--Examination
Format: Document (PDF)

Title: Effect of a spiritually-guided intervention on breast self-care attitudes in afro-Caribbean women.
Creator: Marshall, Jacqueline S., Gordon, Shirley C., Florida Atlantic University, Christine E. Lynn College of Nursing
Abstract/Description: Little is known about breast health behaviors in Afro-Caribbean women (ACW) residing in the United States, as they are often included in the collective group of African American women (AAW). The objective of this study was to determine the influence of a spiritually-guided intervention on breast health self-care (BHSC) attitudes in ACW residing in southeastern Florida using a concurrent triangulation mixed methods design. One hundred and seventeen women were recruited from three local south...
Show moreLittle is known about breast health behaviors in Afro-Caribbean women (ACW) residing in the United States, as they are often included in the collective group of African American women (AAW). The objective of this study was to determine the influence of a spiritually-guided intervention on breast health self-care (BHSC) attitudes in ACW residing in southeastern Florida using a concurrent triangulation mixed methods design. One hundred and seventeen women were recruited from three local south Florida Caribbean churches. Inclusion criteria included: (a) self-identification as Afro-Caribbean, (b) female aged 30 years or older, (c) living in the United States for at least 1 year, (d) able to provide informed consent, (e) able to speak and read English at the 8th grade level, and (f) no previous history of breast cancer.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004388, http://purl.flvc.org/fau/fd/FA00004388
Subject Headings: Breast -- Cancer -- Prevention, Health attitudes, Health behavior, Medical care -- Religious aspects, Self care, Health, Self examination, Medical -- Afro Caribbean women -- Attitudes, Spirituality, Women, Black -- Caribbean Area -- Attitudes
Format: Document (PDF)

Title: Perspectives of Florida Middle Social Studies Teachers Regarding the Impact of High-Stakes Testing on Their Instructional Choices and Resulting Student Learning.
Creator: Mulhall, Jennifer, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-methods study was situated within one Florida county and investigated the impact of a newly initiated end-of-course Civics examination upon middle school teachers’ instruction and student learning. High-stakes testing is often a polarizing issue regarding the perceived benefits and challenges for both students and teachers. Participating teachers completed surveys comprised of Likert-type items and short-answer questions inquiring about their instructional choices and resulting...
Show moreThis mixed-methods study was situated within one Florida county and investigated the impact of a newly initiated end-of-course Civics examination upon middle school teachers’ instruction and student learning. High-stakes testing is often a polarizing issue regarding the perceived benefits and challenges for both students and teachers. Participating teachers completed surveys comprised of Likert-type items and short-answer questions inquiring about their instructional choices and resulting student learning with and without the presence of the Civics EOC examination. A subset of department instructional leaders were interviewed providing additional qualitative data with a wider scope due to their dual positioning as teachers and as links between the social studies teachers at their school and the School District of Sunshine County. The analysis of the data reveals that while civics teachers value the increased prestige brought to the subject area with the introduction of the end-of-course examination, the heightened importance of standards has a resulted in a focus on breadth of content coverage rather than depth of learning, leading to content-centered rather than student-centered classroom environments and subsequent loss of voice and choice in curricular decisions for teachers and students. Teachers feel intense pressure to cover the curriculum, raise test scores and engage in test preparation; they question the soundness of the examination to adequately assess the learning of all students and to capture the essence of civics education: active engagement. Teachers’ perspectives on the effect of the examination on teacher practice and student learning were framed within contextual factors that emerged in the analysis: the abandonment of the policy to introduce foundational content at the elementary level; a lack of communication among stakeholders, but particularly between state-level decision makers and local educators; and an absence of the ongoing scaffolding required to create a strong foundation of knowledge and skills to foster continued growth. Consequently, the recommendations of this study of educators’ voices on the policies that impact their profession are directed primarily at state level policy makers and future researchers regarding the flow of communication, inclusion of teacher feedback, continued teacher development, addition of a participatory component, and curricular alignment.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013134
Subject Headings: Middle school teachers, Social studies--Study and teaching (Middle school), Civics--Examinations, Education and state--Florida, Mixed methods research
Format: Document (PDF)

Title: Partnering: An exploration of the process occurring between couples engaged in a Partner Breast Exam Program.
Creator: Scheinberg-King, Caryn R., Florida Atlantic University, Hektor, Lynne M.
Abstract/Description: The purpose of this study was to gain an understanding of what happens when partners participate in the Partner Breast Exam Program. A qualitative research design, using a grounded theory approach was used to understand the perspective of the couples participating in "Men Can Too" a Partner Breast Exam program. This approach was chosen because the experience of participation in Partner Breast Exam is "unchartered territory." Preliminary findings suggest that the process of partnering results...
Show moreThe purpose of this study was to gain an understanding of what happens when partners participate in the Partner Breast Exam Program. A qualitative research design, using a grounded theory approach was used to understand the perspective of the couples participating in "Men Can Too" a Partner Breast Exam program. This approach was chosen because the experience of participation in Partner Breast Exam is "unchartered territory." Preliminary findings suggest that the process of partnering results in a synergy between the couples. The three processes that comprise the Dynamics of a Synergistic Couple include: Sharing, Dyad: Male/Female Interaction, and Motivation. Partnering, by removing barriers such as fear, can promote a shared journey toward health for a couple, where they become synergistic partners in health, when they share the burden.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/15363
Subject Headings: Breast--Cancer--Diagnosis, Breast--Examination, Helping behavior, Men--Attitudes, Women--Health and hygiene, Breast--Cancer--Nursing
Format: Document (PDF)

Title: A comparison of the Boston Naming Test and Miami Naming Test in an Afro-Caribbean population over the age of 55.
Creator: Keane, Florence., Florida Atlantic University, Tappen, Ruth M.
Abstract/Description: The Boston Naming Test (60 items) and the newly developed Miami Naming Test (76 items) are designed to assess naming deficits and word-retrieval capacities. These two tests were compared in a sample of 106 Afro-Caribbean elders. Analysis included inter-rater, test-retest reliability and internal consistency using Cronbach's alpha. The correlation between the scores of both raters on the Boston Naming Test was r=.9974 and r=.9984 on the Miami Naming Test. The test-retest reliability scores...
Show moreThe Boston Naming Test (60 items) and the newly developed Miami Naming Test (76 items) are designed to assess naming deficits and word-retrieval capacities. These two tests were compared in a sample of 106 Afro-Caribbean elders. Analysis included inter-rater, test-retest reliability and internal consistency using Cronbach's alpha. The correlation between the scores of both raters on the Boston Naming Test was r=.9974 and r=.9984 on the Miami Naming Test. The test-retest reliability scores were r=.936 for the Boston Naming Test and r=.931 for the Miami Naming Test. The alpha level for the Miami Naming Test was .95 and the Boston Naming Test was .94. The individual items for both tests were evaluated for their level of difficulty and the scores on the Miami Naming Test were compared to the Boston Naming Test and the Mini Mental State Exam results. Results indicated acceptable levels of reliability for both the Boston Naming Test and the Miami Naming Test. This study shed light on which items should be replaced or deleted and future directions for research on assessment of dementia on older adults of Afro-Caribbean background. This study was supported by Minority Supplement grant #NR07744-01 and was guided by design of the parent grant Culture Bias in Expressive Ability in Dementia funded by the National Institute of Nursing research.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12178
Subject Headings: Language and languages--Examinations--Research, Aging--Psychological aspects, Medical care--Needs assessment, Dementia--Research--Cross-cultural studies, Educational tests and measurements
Format: Document (PDF)

Title: The Florida Comprehensive Assessment Test (FCAT) and the Predictive Utility of the PSAT for FCAT Preparedness.
Creator: Beard, Bernadine E. Dorantes, Bryan, Valerie, Florida Atlantic University
Abstract/Description: In the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A...
Show moreIn the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A quantitative study was conducted to determine if the College Board's Preliminary Scholastic Achievement Test, PSAT/NMSQT®, could be used to predict scores on the FCAT. More than 11 ,000 student test records ofBroward County public school lOth graders were used for this study. Predictive discriminant analyses were conducted using the October 2003 PSAT/NMSQT® and the March 2004 FCAT scores. Three contextual variables: gender, race/ethnicity, and socioeconomics were used to determine if the variables moderate the ability of the PSAT in classifying the students as passing the FCAT. The study found the percent of the groups correctly classified for predicting FCAT Reading from the PSAT Verbal scores for all subjects and each contextual variable ranged from 75 percent to 78.70 percent. The accuracy for the PSAT Verbal predicting failing the FCAT Reading for all of the subjects was at 84.50 percent, and the accuracy for PSAT Verbal predicting passing the FCAT Reading was at 71.40 percent. The study also found the percent of the groups correctly classified for predicting FCAT Math from PSAT Math scores for all subjects and each contextual variable ranged from 72.40 % to 76.00 percent. The accuracy for the PSAT Math predicting failing the FCAT Math for all subjects was at 89.70 percent and the accuracy for PSAT Math predicting passing the FCAT Math for all subjects was at 70.90 percent. The model in this study has proven to be successful in predicting FCAT success through the use of the PSAT scores. Recommendations for educators, both district and school staff, include exploring optimum utilization of available data through the PSAT, and optimum utilization of the PSAT score reports for direct intervention with students.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000649
Subject Headings: Florida Comprehensive Assessment Test, Educational tests and measurements--Florida--Evaluation, PSAT (Educational test)--Evaluation, Examinations--Scoring--Statistics
Format: Document (PDF)

Title: The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam.
Creator: Antunez, Fernando Oscar, Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards....
Show moreThis study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction. A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen's d (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores. Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. With a reliability estimate using Cronbach's alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher's professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004477, http://purl.flvc.org/fau/fd/FA00004477
Subject Headings: Achievement in education -- Florida, Advanced placement programs (Education), Calculus -- Examinations, questions, etc, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.), Teacher effectiveness -- Florida, Teachers -- Certification -- Florida
Format: Document (PDF)

Title: Brief remarks on the Defence of the Halifax libel, on the British-American-colonies. : [Three lines in Latin from Cicero].
Creator: Otis, James 1725-1783, Hopkins, Stephen 1707-1785
Abstract/Description: Brief remarks on the Defense of the Halifax libel, on the British-American-colonies. Also attributed to Stephen Hopkins, who was three times the governor of Rhode Island. Authorship discussed in W.E. Foster's Stephen Hopkins, Providence, 1884, v. 2, p. 227-230. A reply to: A defence of the Letter from a gentleman at Halifax to his friend in Rhode-Island / by Howard Martin, printed in Newport, 1765.
PURL: http://purl.flvc.org/fau/fd/fauwsb1f7
Subject Headings: Great Britain -- Colonies -- America -- Early works to 1800, Hopkins, Stephen -- 1707-1785 -- Rights of colonies examined, Howard, Martin -- approximately 1730-1781 -- Defence of the Letter from a gentleman at Halifax to his friend in Rhode Island, Howard, Martin -- approximately 1730-1781 -- Letter from a gentleman at Halifax, United States -- Politics and government -- To 1775 -- Sermons -- Early works to 1800
Format: E-book

Title: Mr. Dexter's address to the electors of Massachusetts in favour of his election. : To which is added, A temperate examination of the said address, by a Citizen of Massachusetts.
Creator: Dexter, Samuel 1761-1816, Russell, Cutler & Co
Abstract/Description: Address of Samuel Dexter, dated Washington, Feb. 14, 1814, concerning his candidacy for governor of Massachusetts. The "temperate examination" (page [9]-38), which is attributed to John Lowell by Sabin, is dated Boston, March 10, 1814, and favors Caleb Strong for governor. FAU copy imperfect: disbound, pages loose, all edges trimmed.
PURL: http://purl.flvc.org/fau/fd/fauwsb9f24
Subject Headings: Campaign literature -- 1814 -- Federal -- Massachusetts, Campaign literature -- Massachusetts -- 19th century, Elections -- Massachusetts -- 19th century, Massachusetts -- Politics and government -- 1812-1815, Speeches, addresses, etc., American -- 19th century, Strong, Caleb -- 1745-1819, United States -- History -- War of 1812, United States -- Politics and government -- 1812-1815, Lowell, John 1769-1840 Temperate examination
Format: E-book

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speech (2)	+ -

Florida Atlantic University (16)	+ -
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