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Title: OPTIMAL FREQUENCY OF TESTING AS A FUNCTION OF ABILITY LEVEL AND REINFORCEMENT HISTORY.
Creator: RIEVMAN, STEVEN PAUL, Florida Atlantic University
Abstract/Description: The purpose of the present study was to investigate the variable effects of different testing frequencies upon the achievement of college students of three levels of ability. Frequency of testing was selected for research because of the role it serves in the behavioral system of instruction initiated by Fred Keller. Past research on the effect of increase in test frequency has produced ambivalent results, in part because of repeated methodological errors, in part because the individual...
Show moreThe purpose of the present study was to investigate the variable effects of different testing frequencies upon the achievement of college students of three levels of ability. Frequency of testing was selected for research because of the role it serves in the behavioral system of instruction initiated by Fred Keller. Past research on the effect of increase in test frequency has produced ambivalent results, in part because of repeated methodological errors, in part because the individual learning level of each S has not been a primary concern in the design of these studies. The basic hypothesis of this experiment was that the effects of increased quiz occurrence depend on previous academic history. Results were discussed in relation to the practice of infrequent testing. Such procedures most handicap those with poor backgrounds. Those institutions serving this type of student should re-evaluate their examination methods and consider the use of frequent quizzes. Further suggestions were made to extend the investigation of the functional relationship between instructional techniques and individual histories.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/11629
Subject Headings: Educational tests and measurements
Format: Document (PDF)

Title: Grade point average and the Iowa Tests of Basic Skills Battery as predictors of success in the pre-International Baccalaureate Program.
Creator: Pullease, Barbara Gail, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this two-year study was to develop a model for predicting the success of ninth grade students enrolled in the pre-International Baccalaureate Program. The program's rigorous academic curriculum was offered to students throughout the school district who met admission requirements. The predictor variables were eighth grade grade point average (GPA) and Vocabulary, Reading Comprehension, Total Language, Total Work-Study, and Total Mathematics subscores on the Iowa Tests of Basic...
Show moreThe purpose of this two-year study was to develop a model for predicting the success of ninth grade students enrolled in the pre-International Baccalaureate Program. The program's rigorous academic curriculum was offered to students throughout the school district who met admission requirements. The predictor variables were eighth grade grade point average (GPA) and Vocabulary, Reading Comprehension, Total Language, Total Work-Study, and Total Mathematics subscores on the Iowa Tests of Basic Skills Battery (ITBS). The study involved 195 students (79 males and 116 females; 83 Blacks, 100 Whites, 5 Hispanic, and 7 of Asian descent). Multiple regression analysis demonstrated that there was a significant relationship between the predictors of eighth grade GPA (p\ <.001) and the ITBS battery (p\ <.001) and the criterion of ninth grade GPA. All ITBS subtest scores were significantly related with GPA at p\ <.001 with the exception of Vocabulary (p\ <.05).
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12262
Subject Headings: Education, Tests and Measurements, Education, Secondary
Format: Document (PDF)

Title: A CONCURRENT VALIDATION OF THE INSTRUCTIONAL STYLES INVENTORY USING COMMUNITY COLLEGE MATH AND SOCIAL SCIENCE TEACHERS.
Creator: LOPEZ, RICHARD., Florida Atlantic University
Abstract/Description: The purposes of this study were: (1) to gather reliability data on the Instructional Styles Inventory; (2) to gather concurrent validity data on the inventory and (3) to determine if either an individual's graduate preparation or his academic discipline, or both, influence his instructional style. Test/retest reliability coefficients for the Instructional Styles Inventory were obtained on a sample of 50 Florida International University faculty. Approximately a ten week interval elapsed...
Show moreThe purposes of this study were: (1) to gather reliability data on the Instructional Styles Inventory; (2) to gather concurrent validity data on the inventory and (3) to determine if either an individual's graduate preparation or his academic discipline, or both, influence his instructional style. Test/retest reliability coefficients for the Instructional Styles Inventory were obtained on a sample of 50 Florida International University faculty. Approximately a ten week interval elapsed between administrations. Relatively low reliability coefficients were obtained, ranging from .172 to .767, with only three elements (Independence, Numeric and Influence) significant at the .05 level. The analysis of the interaction effect revealed a non-significant F ratio indicating that graduate preparation and academic discipline did not interact to influence the scores for the elements assessed in the inventory. The analysis of the main effect of graduate degree also produced a non-significant F ratio. This indicated that there were no significant differences between community college teachers with education degrees and those with non-education degrees across the elements assessed in the inventory.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11684
Subject Headings: College teaching, Educational tests and measurements
Format: Document (PDF)

Title: Gender and socioeconomic status as predictors of reading gain scores on the Stanford Achievement Test for fifth grade students who participated in computer-assisted instruction.
Creator: Rose, Garie H., Florida Atlantic University, Jurenas, Albert C.
Abstract/Description: This study investigated Stanford Achievement Test (Eighth Edition) reading scores in vocabulary, comprehension, and total reading achievement. Scores were obtained from gender and socioeconomic levels (SES) of regular education fifth grade students following the use of computer assisted instruction (CAI) using Jostens Learning Corporation software. Factorial analyses of variance were performed to test the interaction between high and low socioeconomic levels (SES) of regular education...
Show moreThis study investigated Stanford Achievement Test (Eighth Edition) reading scores in vocabulary, comprehension, and total reading achievement. Scores were obtained from gender and socioeconomic levels (SES) of regular education fifth grade students following the use of computer assisted instruction (CAI) using Jostens Learning Corporation software. Factorial analyses of variance were performed to test the interaction between high and low socioeconomic levels (SES) of regular education students, and gender on the Stanford Achievement Scores (Eighth Edition) in the areas of vocabulary, comprehension, and total reading achievement. All participants used computer assisted instruction for three years as a supplement to basal reading instruction. The sample consisted of 590 elementary students (312 females and 278 males) in grade 5. Socioeconomic levels were determined by whether or not the students received free or reduced price lunch (139 low SES students and 451 high SES students). All participants attended the same school for three years and had three consecutive years of scores in vocabulary, comprehension, and total reading achievement on the SAT. Gain scores were obtained by subtracting the 1994 scores from the 1996 scores in vocabulary, comprehension, and total reading achievement. Mean gain scores were compared between groups using factorial analysis of variance, with SES and gender as the factors. Analyses revealed that there was not a significant (p < .05) difference between high and low SES students in comprehension or total reading achievement. There was a significant $(p < .05)$ difference between high and low SES students in vocabulary gain scores, but the difference was too small to be of practical significance. Analyses revealed that there was not a significant (p < .05) difference between males and females and scores in vocabulary, comprehension, or total reading achievement. There was a significant interaction (p < .05) between gender and SES in vocabulary, comprehension, and total reading achievement scores. Results of this study clearly indicated that there were more gains for certain groups of students. Recommendations suggest that future research includes close examination of low SES male students and their unique learning styles. Characteristics, their interactions with the computer and software design should also be studied.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12542
Subject Headings: Educational tests and measurements, Educational tests and measurements--Sex differences, Educational tests and measurements--Social aspects, Reading readiness--Testing
Format: Document (PDF)

Title: IDENTIFICATION OF GIFTED HIGH SCHOOL STUDENTS: INTELLIGENCE QUOTIENT COMPARED WITH STRUCTURE OF INTELLECT SCREENING FORM FOR GIFTED WITH EMPHASIS ON CREATIVITY.
Creator: BELSITO, ROSEANNE, Florida Atlantic University, Urich, Ted R.
Abstract/Description: Purpose. This dissertation was designed to study the identification of gifted high school students. A comparison was made between the intelligence quotient (IQ) method of identification and the Structure of Intellect Screening Form for Gifted (SFG) method of identifying gifted students in the tenth grade in Broward County, Florida. Method. Random samples of forty gifted tenth grade students and forty advanced tenth grade students were administered the SFG. There was equal representation by...
Show morePurpose. This dissertation was designed to study the identification of gifted high school students. A comparison was made between the intelligence quotient (IQ) method of identification and the Structure of Intellect Screening Form for Gifted (SFG) method of identifying gifted students in the tenth grade in Broward County, Florida. Method. Random samples of forty gifted tenth grade students and forty advanced tenth grade students were administered the SFG. There was equal representation by sex. Gifted students were those who scored at least two standard deviations above the mean on a standardized test of intelligence. Advanced students were those who scored from 115 to 129 on the Short Form Test of Academic Aptitude. Students had to score in the gifted range on at least five of the ten subtests on the SFG to be classified as gifted. Special attention was given to scores on two divergent production subtests of the SFG as an indication of creativity. These subtests were divergent production of figural units (DFU) and divergent production of semantic units (DMU). Results. The results showed that there was a significant difference in change of classification from gifted to non-gifted and from non-gifted to gifted after testing on the SFG. There was no significant difference in the number of students in each category after testing. There was no significant difference in the scores obtained on either the DFU or DMU subtests by gifted males, gifted females, advanced males and advanced females. This was corroborated by analysis of variance computation of mean scores on both subtests. Neither main effect was a source of variation, and the interaction was zero. Recommendations. This study should be replicated using a random sample of all tenth grade students in Broward County, Florida. Continued study should be done at each grade level so that comparisons between and within grade levels can be made. An additional test, divergent production of symbolic units (DSU), should be added to test for creativity. Creativity should be utilized as a criterion in the identification of gifted high school students.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11788
Subject Headings: Education, Tests and Measurements, Gifted children--Identification
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: An Evaluation of English Placement Instruments for First Term Freshmen At Embry-Riddle Aeronautical University.
Creator: Cunningham, James Michael, Dziuban, Charles D., Cook, Joseph B., Florida Atlantic University
Abstract/Description: The purposes of this study were the assessment of written language skills of Embry-Riddle freshmen, the development of appropriate English placement criteria and the evaluation of the existing remedial English course. Data for the statistical analyses were collected during the 1982 calendar year and describe the test scores and course performances of 418 freshman students. T~irteen variables, two nominal,_ seven predictor and four criterion, were intercorreiated using frequency distributions,...
Show moreThe purposes of this study were the assessment of written language skills of Embry-Riddle freshmen, the development of appropriate English placement criteria and the evaluation of the existing remedial English course. Data for the statistical analyses were collected during the 1982 calendar year and describe the test scores and course performances of 418 freshman students. T~irteen variables, two nominal,_ seven predictor and four criterion, were intercorreiated using frequency distributions, Pearson product moment correlations, stepwise multiple regression analyses and analysis of variance calculations. Final grades in regular and remedial English along with end-of-course essay and objective test scores were interrelated with high school grade point averages (HS GPA), Scholastic Aptitude TestVerbal (SAT-V) scores, Test of Standard Written English (TSWE) scores, S~bry-Riddle English placement .exam (EPE) essay and objective scores, and precourse · essay and objective test (Pretest-E, Pretest-G) scores. Statistically significant correlations were obtained between 86% of the paired variables; higher coefficients appeared between tests of the same genre (essay or objective) than between tests of different genres. Regression analysis results indicate that writing samples predict essay exam scores best, but that standardized tests and high school averages predict final grades in freshman English better than University prepared measures of writing skills. Final grades in first term English appear to be less dependent upon demonstrated writing proficiency than had been initially hypothesized. Student gains in end-of-course test scores over precourse levels were significantly greater among students taking remedial English than among students in regular English .. Inconsistencies among instructors in the assignment af course graaes proved to be significant, especia!Jy between faculty of different academic ranks; this common reliability limitation in the grading of individual - students by individual instructors was taken into account in the interpretation of results. Recognizing that English placement errors inhibit both individual student progress and the overall educational process, it is recommended that Embry-Riddle Aeronautical University adopt an optimally weighted combination of writing skills measures, consistent with the findings of this research, to replace its current placement model.
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Date Issued: 1983
PURL: http://purl.flvc.org/fau/fd/FA00000659
Subject Headings: Embry-Riddle Aeronautical University--Freshmen, Educational tests and measurements, English language--Ability testing
Format: Document (PDF)

Title: A correlation of standardized benchmark testing and teacher-assigned grades in 10th-grade English courses.
Creator: Beaulieu, Christopher A., College of Education, Department of Teaching and Learning
Abstract/Description: The accountability measures implemented by the states as a result of federal government mandates required by the No Child Left Behind Act (2001 [NCLB]) have created the need for states to develop standardized benchmark assessments as part of the compliance requirements set by the federally mandated act. State and local standardized tests have become an everyday part of public school life. A quantitative study was conducted to assess the correlation of students' scores on the reading portion...
Show moreThe accountability measures implemented by the states as a result of federal government mandates required by the No Child Left Behind Act (2001 [NCLB]) have created the need for states to develop standardized benchmark assessments as part of the compliance requirements set by the federally mandated act. State and local standardized tests have become an everyday part of public school life. A quantitative study was conducted to assess the correlation of students' scores on the reading portion of the Florida Comprehensive Assessment Test (FCAT) and students' reading percent scale-scores on one Florida county's benchmark reading assessment (CBAT) with students' teacher-assigned grades (TAG) for 10th-grade, English Language Arts courses. The study also assessed the predictive values of the 3 criterion variables and the moderating effects of 6 categorical variables: Race (White, Black, and Hispanic), Socioeconomic status (SES), English Language Learner status (ELL), and Students with Disabilities status (SWD), which contribute to Florida's Adequate Yearly Progress (AYP) ranking of school grading policy. The study found that there was a moderate and positive correlation among the 3 criterion variables and that the combination of students' scores on the reading portions of both the CBAT and the FCAT showed a significant predictive value in predicting students' TAG. The study showed an even higher predictive value of the combination of students' scores on the CBAT and students' TAG in predicting students' scores on the FCAT. The study showed there was a moderating effect of the categorical variable Race on the correlation between students' CBAT reading scores and students' TAG; however, Race did not moderate the correlation between students' scores on FCAT and students' TAG., The study found a moderating effect of the categorical variable SES on the correlation between students' scores on CBAT and students' scores on FCAT and students' TAG. The study showed a moderating effect of the categorical variable ELL between students' scores on FCAT and students' TAG and between students' scores on CBAT and students' TAG. The categorical variable SWD did not show any moderating effect between students' scores on CBAT and students' TAG, or between students' scores on FCAT and students' TAG.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/192981
Subject Headings: Educational tests and measurements, Education, Secondary, Study and teaching, English language, Rhetoric, Ability testing, Grading and marking (Students)
Format: Document (PDF)

Title: A COMPARISON OF THE FLORIDA STATEWIDE ASSESSMENT TEST, THIRD AND FIFTH GRADE SKILLS AND THE DEVELOPMENTAL LEVEL OF THE THIRD AND FIFTH GRADE STUDENT.
Creator: TWITCHELL, RUTH EVERGLYN PALMER, Florida Atlantic University
Abstract/Description: The Educational Accountability Act of 1971 established the Florida Statewide Assessment Tests. By 1978 all students in selected grades in the Florida public schools were evaluated. Fifteen percent or more of the third grade students tested failed eight of the skills presented in the 1978-79 Assessment Test, while twenty-five of the skills were failed by fifteen percent or more of the fifth grade students. The question was: Were these skills appropriate to the age of the child to whom they...
Show moreThe Educational Accountability Act of 1971 established the Florida Statewide Assessment Tests. By 1978 all students in selected grades in the Florida public schools were evaluated. Fifteen percent or more of the third grade students tested failed eight of the skills presented in the 1978-79 Assessment Test, while twenty-five of the skills were failed by fifteen percent or more of the fifth grade students. The question was: Were these skills appropriate to the age of the child to whom they were presented? A panel was randomly selected from representatives of Psychology, Education, and Pediatrics Departments of accredited Colleges and Universities in the United States. The panel members received an instrument containing each of the thirty-three skills failed by fifteen percent or more of the third and fifth grade students. Respondents entered the age interval appropriate for mastery of the skill. Results showed a significant difference among the three responding groups at the .05 level of confidence for two of the twenty-five fifth grade skills and for none of the third grade skills. The respondents indicated all of the fifth grade skills were appropriate for entry level. Two third grade skills were judged appropriate for approximately six months beyond the entry level age. Standard deviations of frequency responses showed wide variation within each group. Educators displayed the widest spread in their responses, pediatricians the least. Age intervals from eight to eleven years were chosen by members of the same discipline. Numerous verbal responses were received. Several stated subjective judgment was inappropriate for determining what children should know. Many considered mastery an improper concept since the increasing complexity of skills taught to school children requires the need to continuously reteach and reinforce material.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11792
Subject Headings: Educational tests and measurements--Florida--Evaluation, Fifth grade (Education), Third grade (Education)
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: 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.
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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: The effect of audiocassette presentation on the performance of students with and without learning disabilities on a group standardized math test.
Creator: Schnirman, Rebecca K., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: Many students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by...
Show moreMany students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by comparing the performance of students with LD and students from general education (GE). Another was to investigate the relationship, if any, between the level of knowledge of mathematics vocabulary and the benefit of audiocassette presentation for the students with LD. Finally, the study sought to extend the current research base to students in middle school. Twenty-four students with LD and 24 from GE were tested with parallel forms of the Math section of the Iowa Test of Basic Skills. Half of each group tested with form K under standard administration and received audiocassette presentation for form L. The other half of each group was tested with form L under standard administration and audiocassette presentation for form K. Finally, the Vocabulary subtest from the Test of Mathematical Abilities, 2nd edition (TOMA-2) was administered. Separate paired t tests were performed for the GE group and for the group with LD. The performance of the two groups was then compared with repeated measures analyses. No statistically significant differences were found, which was attributed, in part, to small sample size. Minimal change in the mean performance of either group occurred after audiocassette presentation for Math Concepts. The group mean for LD on Problem Solving improved slightly with the accommodation. Repeated measures analyses showed no significant difference in performance between students with "high" vs. "low" levels of math vocabulary. A floor effect, along with the students' level of academic language proficiency, may have affected the results. Some students improved their scores with audio presentation, but others scored lower. This reinforces the need to base the use of any test accommodation on individual need, not disability label or other factors.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12166
Subject Headings: Educational tests and measurements, Learning disabled children--Ability testing, Academic achievement--Testing--Validity--United States, Children with disabilities--Education--Ability testing, Academic achievement
Format: Document (PDF)

Title: Choosing and using tools: type of prior experience and task difficulty influence preschoolers' choices and actions.
Creator: Gardiner, Amy K., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Two and 3 year-old children's understanding of tool affordances was investigated by measuring their tool choice decisions and tool use behaviors. Children attempted six toy retrieval tasks of three different levels of structural complexity. Children were assigned to one of four conditions in which exposure to task materials varied according to the way in which the information was presented: no experience / no observation, experience only, observation only, and experience and observation....
Show moreTwo and 3 year-old children's understanding of tool affordances was investigated by measuring their tool choice decisions and tool use behaviors. Children attempted six toy retrieval tasks of three different levels of structural complexity. Children were assigned to one of four conditions in which exposure to task materials varied according to the way in which the information was presented: no experience / no observation, experience only, observation only, and experience and observation. Three year- olds consistently made more correct choices and used more working tools successfully than 2-year-olds. Tool choice was affected primarily by task difficulty and age. Tool use was influenced by task difficulty, order of task difficulty, age, and condition. The observation condition was most beneficial to children, while experience was least helpful, particularly for tasks at the hard level of difficulty.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/165940
Subject Headings: Learning, Psychology of, Developmental psychology, Educational tests and measurements, Constructivism (Education)
Format: Document (PDF)

Title: Preschoolers' use of intentionality in understanding causal structure of objects during imitation learning.
Creator: Gardiner, Amy K., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Object use is a ubiquitous characteristic of the human species, and learning how objects function is a fundamental part of human development. This research examines the role that intentionality plays in children's understanding of causal relationships during imitation learning of object use. In Studies 1, 2, and 3, 2- to 5-year-olds observed demonstrations in which causally irrelevant and causally relevant actions were performed to achieve a desired goal of retrieving toys from within...
Show moreObject use is a ubiquitous characteristic of the human species, and learning how objects function is a fundamental part of human development. This research examines the role that intentionality plays in children's understanding of causal relationships during imitation learning of object use. In Studies 1, 2, and 3, 2- to 5-year-olds observed demonstrations in which causally irrelevant and causally relevant actions were performed to achieve a desired goal of retrieving toys from within containers. Irrelevant actions were performed either intentionally ("There!") or accidentally ("Whoops! I didn't mean to do that!"). Study 1 found that 3-, 4-, and 5-year-olds, but not 2-year-olds, were less likely to imitate causally irrelevant actions performed accidentally than those performed intentionally. This suggests that older children used intentionality to guide causal inference, perceiving intentional actions as causally effective and accidental actions as causally ineffective. Study 2 foun d that the intentionality of the demonstrator's actions had an enduring effect - after watching a single demonstration, children persisted in performing intentional irrelevant actions and continued to ignore accidental irrelevant actions when given three successive opportunities to complete the task. Study 3 examined how lack of knowledge about the task goal prior to the demonstrations affected imitation and found that children without explicit verbal instruction of the toy-retrieval goal imitated irrelevant actions to a greater degree than children from Study 1, who were informed of the goal throughout the experiment. Study 4 progressed beyond irrelevant actions to investigate the effect of intentionality on 3- to 5-year-olds' imitation of relevant actions., Inconsistency was created between the intentionality with which relevant actions were demonstrated and the causal necessity of these actions for the child's turn. Relevancy emerged as the paramount factor in study 4 - regardless of the intentionality with which relevant actions were demonstrated, children imitated these actions if they remained relevant and largely ignored them if they were rendered irrelevant. Findings are placed within a pedagogical framework and discussed from an evolutionary perspective in relation to the cultural transmission of tool-use knowledge.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3183126
Subject Headings: Learning, Psychology of, Developmental psychology, Educational tests and measurements, Constructivism (Education)
Format: Document (PDF)

Title: The Relationship Between Mandatory 3rd Grade Retention and School Performance in Florida.
Creator: Shields-Proctor, Cheryl A., Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding...
Show moreThe mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding students back in grade and the outcomes resulting from high stakes tests moderated by school characteristics of minority rate, free reduced lunch rate and Title I status. The findings show Florida Statute 1008.25 places some schools with high Minority rates, and high FRL rates in a paradoxical situation from which the schools cannot escape. All schools are obligated to enact the terms of education legislation, yet my study demonstrates a negative correlation for the “majority minority” schools (Darling-Hammond, 2010).
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004823, http://purl.flvc.org/fau/fd/FA00004823
Subject Headings: Education, Elementary--Florida., Educational tests and measurements--Florida., Grade repetition--Florida., School children.
Format: Document (PDF)

Title: Here, Let Me Show You: The Use of Senior Exhibitions in Conjunction with Traditional Assessments.
Creator: Mimbs, Christopher, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This case study examined how senior exhibitions function in a progressive educational environment that employs traditional assessments. The researcher interviewed 18 students and three faculty members of The Crefeld School about the Creative Expression, one of the 14 exhibitions that students are required to complete for graduation. The researcher conducted a document analysis and content analysis of rubrics for two essays and the Creative Expression. The researcher conducted a survey of...
Show moreThis case study examined how senior exhibitions function in a progressive educational environment that employs traditional assessments. The researcher interviewed 18 students and three faculty members of The Crefeld School about the Creative Expression, one of the 14 exhibitions that students are required to complete for graduation. The researcher conducted a document analysis and content analysis of rubrics for two essays and the Creative Expression. The researcher conducted a survey of student participants and a questionnaire to assess students’ perceptions of authenticity. The researcher observed three students present their Creative Expression in front of faculty, students, and family. The researcher conducted a survey analysis based on Cooper’s (1976) and Whitney’s (1978) tests for polarity of sentiment and Hsu’s (1979) test for disagreement. The researcher used a program designed by Morris (1979) and transposed to Microsoft Excel by Liebermann and Morris (2015) in order to calculate p values and to determine the ES value based on the standard deviation. The researcher also attempted to conduct a point biserial Pearson Product Moment to determine if a relationship existed between results on a mathematics exam and results on the Creative Expression. The findings of the study revealed that students at The Crefeld School had a positive experience working on the Creative Expression; many of them identified how the project reflected their interests, prepared them for college and careers, and was a good representation of authentic assessment. Tests for polarity were used to measure participants’ perceptions of authenticity. The category of task had the least amount of disagreement, while the category of overall authenticity had the most disagreement. Document analysis and content analysis of rubrics showed how thorough the rubric descriptions were so students knew how they were being assessed; interviews with students and faculty revealed that the rubrics, while used as guidelines, were not followed strictly in any of the major assessments. Survey data revealed any disagreements in responses to survey questions, based on Cooper’s (1976) and Whitney’s (1978) tests for polarity. As no dichotomous variable existed, a point biserial test was unwarranted regarding results on a traditional assessments and on the Creative Expression.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004733, http://purl.flvc.org/fau/fd/FA00004733
Subject Headings: Action theory., Education, Secondary--Evaluation., School improvement programs., Educational evaluation--Methodology., Educational tests and measurements., Educational innovations.
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: Effects of seventh grade hands on science field trip performed at Gumbo Llimbo compared to same lesson in classroom setting on student performance.
Creator: Gomez, Jose, Meltzer, Carol, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164533
Subject Headings: School field trips --United States, Academic achievement, Educational tests and measurements
Format: Document (PDF)

Title: Retrieval of simple arithmetic problems in digit and verbal formats using Siegler's choice, no-choice method.
Creator: Daskagianni, Evangelie., Florida Atlantic University, Hecht, Steven A.
Abstract/Description: A total of 96 adults (mean age 23.5 years) solved simple arithmetic problems in digit and verbal format, using Siegler's choice, no-choice method. In the choice condition, they produced the answer and gave a self report of how they solved it. In the no-choice condition, they were asked to use only retrieval. Naming latencies of numerals in both formats were assessed. Verbal problems were solved more slowly than digit problems in all conditions but format did not interact with problem size...
Show moreA total of 96 adults (mean age 23.5 years) solved simple arithmetic problems in digit and verbal format, using Siegler's choice, no-choice method. In the choice condition, they produced the answer and gave a self report of how they solved it. In the no-choice condition, they were asked to use only retrieval. Naming latencies of numerals in both formats were assessed. Verbal problems were solved more slowly than digit problems in all conditions but format did not interact with problem size effect for reaction times. This latter result does not support an effect of presentation format on calculation processes. Participants also named faster digits than verbal numerals. Smaller reaction times and three times as many errors were associated with the no-choice compared to the choice condition. Mathematical aptitude also had an effect. High arithmetic skill was related to smaller reaction times, more retrieval use and fewer errors.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13207
Subject Headings: Mathematical ability--Cross-cultural studies, Human information processing, Cognitive psychology, Educational tests and measurements
Format: Document (PDF)

Title: Using classroom assessment techniques: The experiences of adjunct faculty at a Vanguard Learning College and two non-Vanguard community colleges.
Creator: Tuby, Heidi S., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: The purpose of this study was to investigate the use of Classroom Assessment Techniques (CATS) by adjunct faculty at 3 homogeneous Florida community colleges, 1 Vanguard and 2 non-Vanguard. A qualitative methodology, with a phenomenological approach, helped to describe the meaning that the experience of using CATS had for adjunct professors. Interviews with 18 participants, including adjunct faculty and faculty development administrators, were the primary means of data collection,...
Show moreThe purpose of this study was to investigate the use of Classroom Assessment Techniques (CATS) by adjunct faculty at 3 homogeneous Florida community colleges, 1 Vanguard and 2 non-Vanguard. A qualitative methodology, with a phenomenological approach, helped to describe the meaning that the experience of using CATS had for adjunct professors. Interviews with 18 participants, including adjunct faculty and faculty development administrators, were the primary means of data collection, supplemented by researcher field notes, demographic profile sheets, and analysis of actual CATS. The data synthesized into 3 levels of meaningful encounters, revealing the barriers that inhibited adjunct faculty use of CATS and how those obstacles were overcome, as well as facilitators that promoted use of CATS. A critical finding was that CATS did not motivate adjunct faculty to move from "private" investigation of student learning to "public dialogue" on teaching and learning that can add to the scholarship of teaching. The data showed that institutional commitment to CATS and a formal introduction to them as formative assessment, built upon a solid research base, were important steps toward encouraging their use. Also, "high touch" faculty development activities, which included CATS, effectively complemented those that were "high tech." The findings of the study indicated that the Vanguard and non-Vanguard colleges shared similar ideas. The Vanguard Learning College, however, distinguished itself by the actions taken to become more learning-centered; adjunct faculty participants assumed leadership roles as educational researchers who pursued independent projects to develop instructional materials to improve student learning as compared to adjunct professors at the non-Vanguard colleges. The following conclusions were reached: (a) Community college adjunct faculty use CATS to expand their own learning, often by designing probing questions in response to immediate classroom concerns. Therefore, the experience of using CATS is unique for each professor. (b) Deprivatizing adjunct faculty teaching is difficult, and sharing meets with resistance. At the Vanguard College, individual and communal learning are beginning to fuse. (c) CATs strengthen learning colleges as communication tools between instructors and individual students, but are not used to their fullest advantage to generate public dialogue on student learning.
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Date Issued: 2003
PURL: http://purl.flvc.org/fau/fd/FADT12049
Subject Headings: Educational tests and measurements, College teachers, Part-time, Effective teaching, Community college teachers
Format: Document (PDF)

FAU Theses and Dissertations (47)	+ -
FAU Graduate Student Research (1)	+ -
Honors Student Theses (1)	+ -

Educational tests and measurements (32)	+ -
Academic achievement (9)	+ -
Florida Comprehensive Assessment Test (6)	+ -
Achievement in education (5)	+ -
Learning, Psychology of (5)	+ -

School improvement programs (4)	+ -
Educational tests and measurements--Florida (3)	+ -
Educational tests and measurements--Florida--Evaluation (3)	+ -
Evaluation (3)	+ -
Study and teaching (3)	+ -
Competency-based educational tests--Florida (2)	+ -
Constructivism (Education) (2)	+ -
Decision making (2)	+ -
Developmental psychology (2)	+ -
Education, Secondary (2)	+ -
Education, Tests and Measurements (2)	+ -
Educational accountability (2)	+ -
Educational tests and measurements--Florida. (2)	+ -
Educational tests and measurements--United States (2)	+ -
Effective teaching (2)	+ -
Grading and marking (Students) (2)	+ -
Ability testing (1)	+ -
Academic achievement -- Evaluation (1)	+ -
Academic achievement--Florida (1)	+ -
Academic achievement--Florida--Evaluation (1)	+ -
Academic achievement--Testing--Validity--United States (1)	+ -
Academic achievement--United States--Evaluation (1)	+ -
Achievement in education--Measurement. (1)	+ -
Achievement tests--Florida (1)	+ -
Action research in education (1)	+ -

Florida (5)	+ -
United States (4)	+ -
Academic achievement--Florida--Evaluation (2)	+ -
Educational tests and measurements--Florida (2)	+ -
Academic achievement--Florida (1)	+ -

College teachers--In-service training--Florida (1)	+ -
Education--Standards--Florida (1)	+ -
Educational leadership--Florida (1)	+ -
Educational tests and measurements--Florida--Evaluation (1)	+ -
Florida Comprehensive Assessment Test (1)	+ -
Mathematics teachers--Training of--Florida (1)	+ -
Motivation in education--Florida (1)	+ -
Palm Beach County (1)	+ -
Reading (Elementary)--Ability testing--Florida (1)	+ -
Teachers--Training of--Florida (1)	+ -

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