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Our Global Mirror: Comparing Student Achievement and Teacher Practice around the World
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Lyons, Douglas; Niblock, Andrew W. – Independent School, 2014
Independent schools are, for the most part, exempt from mandatory participation in standardized tests designed for state and federal comparisons, nor are they required to take part in comparative international assessments. The anxiety in the broader culture, however, is driving a growing interest among independent school parents (and prospective…
Descriptors: Global Approach, Comparative Analysis, Comparative Education, Educational Practices
Separability of Metacognition and Cognition: Problem Solving in Learning Disabled and Regular Students.
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Slife, Brent D.; And Others – Journal of Educational Psychology, 1985
A test of whether metacognition is a separate factor from cognition was conducted by measuring the effects of metacognitive factors in problem solving, while attempting to hold relevant cognitive factors constant. Learning disabled subjects were less skilled in metacognition with respect to knowledge about cognition and regulation of cognition.…
Descriptors: Cognitive Processes, Comparative Analysis, Educational Research, Elementary Education
How a Standardized Achievement Test Adapts to the Times: A Topical Comparison of Mathematics and Reading Tests on the 1973 and 1981 Forms of the Comprehensive Tests of Basic Skills.
Mattson, Ann; And Others – 1984
This document contains a detailed listing of topics covered in the mathematics and reading portions of the 1973 Form S and the 1981 Form U of the Comprehensive Tests of Basic Skills (CTBS). Chages in the overall structure of the CTBS, new topics included in Form U and old topics not covered, and changes in the arrangement of topics across the…
Descriptors: Achievement Tests, Comparative Analysis, Elementary Education, Instructional Program Divisions
An Analysis of Home-Schooled Children's Comprehensive Test of Basic Skills Results and Demographic Characteristics of Their Families.
Tipton, Mark – 1990
The Comprehensive Test of Basic Skills (CTBS) results of 81 West Virginia home-schooled children in grades 3, 6, 9, and 11 were analyzed. Means of each sub-section of these CTBS scores were analyzed for significant differences from the West Virginia public school means for the respective grades and subsections. Families of the children tested…
Descriptors: Academic Achievement, Basic Skills, Comparative Analysis, Elementary Secondary Education
Districtwide Testing Results by District and by School. Grade 11. Fall 1984. Evaluation Department Report No. 390.
San Diego City Schools, CA. Planning, Research and Evaluation Div. – 1985
To assess attainment of basic skills, the San Diego Board of Education mandates that all students in regular programs at grades 5, 7, 9 and 11 be tested by the Districtwide Testing Program. This evaluation report presents the academic achievement of Grade 11 (Fall 1984) students in comparison with (1) a national norm group and (2) previous years…
Descriptors: Academic Achievement, Basic Skills, Comparative Analysis, Evaluation Methods
The Relationship of Traditional, Open and Mixed Architectural Settings to Reading and Mathematics Gain Scores from Third to Fifth Grade in Berkeley County, West Virginia.
Christopher, Janice; And Others – 1981
This study attempted to answer two major questions: (1) Does a significant difference exist between the mean gain scores for achievement in reading and mathematics, as measured by the Comprehensive Test of Basic Skills (CTBS), among students from three different architectural school settings (open space, traditional, and mixed); and (2) Do reading…
Descriptors: Achievement Gains, Comparative Analysis, Educational Environment, Educational Facilities Design