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Wheldall, Kevin; McMurtry, Sarah – Australian Journal of Learning Difficulties, 2014
The Test of Everyday Reading Comprehension (TERC) has recently been presented as an addition to the armoury of tests available for assessing the skills of low-progress readers. While comparison data for students of different ages are presented together with evidence for high test reliability, there is, as yet, no published evidence for its…
Descriptors: Reading Comprehension, Reading Tests, Test Validity, Reading Skills
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Hosp, John L.; Hensley, Kiersten; Huddle, Sally M.; Ford, Jeremy W. – Remedial and Special Education, 2014
The purpose of this study was to provide preliminary evidence of the criterion-related validity of curriculum-based measurement (CBM) for reading, mathematics, and written expression with postsecondary students with intellectual and developmental disabilities (ID). The participants included 41 postsecondary students with ID enrolled in a 2-year…
Descriptors: Curriculum Based Assessment, Validity, Pervasive Developmental Disorders, Mental Retardation
Whitby, Sarah Elizabeth – ProQuest LLC, 2012
To help teachers improve their efficiency and effectiveness, this dissertation study uses regression analysis to assess two middle Georgia counties' CRCT and Math 1 EOCT data in order to determine the usability of the CRCT to enhance instruction in Math 1. Data were collected from the 2009 and 2010 CRCT administrations and the 2010 and 2011 EOCT…
Descriptors: Grade 8, Mathematics Tests, Test Use, Criterion Referenced Tests
Lamon, John Russell – ProQuest LLC, 2013
Georgia law mandates that students who fail the state Criterion-Referenced Competency Tests (CRCT) twice in grades three, five, and eight be retained, unless a committee is convened including a subject-area teacher, an administrator, and the student's parent or guardian. If the committee unanimously decides the student may be successful in the…
Descriptors: Student Promotion, Grade 8, Grade 9, Minimum Competencies
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De Vos, Mark; Belluigi, Dina Zoe – Perspectives in Education, 2011
Whilst principles of validity, reliability and fairness should be central concerns for the assessment of student learning in higher education, simplistic notions of "transparency" and "explicitness" in terms of assessment criteria should be critiqued more rigorously. This article examines the inherent tensions resulting from CRA's links to both…
Descriptors: Formative Evaluation, Student Evaluation, College Students, Higher Education
Berry, MaryKay Buchko – ProQuest LLC, 2012
Researchers have extensively studied the effects of placement on academic and behavioral interventions for students with disabilities and have found varying results. A correlational research design was used to determine if there was a relationship between the level of special education support (amount of time spent with special education support)…
Descriptors: Emotional Disturbances, Behavior Disorders, Intervention, Disabilities
Williams, Lisa O. – ProQuest LLC, 2012
Mental health issues among American adolescents and children can negatively impact their potential for school success. As many as 10% of students among the general education population suffer from psychiatric disorders, yet only between 1% and 5% of those students are being served. The effects of mental health difficulties are problematic for…
Descriptors: Academic Achievement, School Health Services, Mental Health, Middle School Students
Jackson, Jo-Anne Kelly – ProQuest LLC, 2012
Public school teachers are at the forefront of education in the United States; they must employ methods such as data-driven decision making (DDDM) to ensure that all students are learning. Quality decision making is vital in this age of accountability under the No Child Left Behind Act (NCLB) that includes mandated state testing such as the…
Descriptors: Criterion Referenced Tests, Teacher Competency Testing, Phenomenology, Middle School Teachers
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Eckes, Thomas – Language Assessment Quarterly, 2012
This research investigated the relation between rater cognition and rater behavior, focusing on differential severity/leniency regarding criteria. Participants comprised a sample of 18 raters examined in a previous rater cognition study (Eckes, 2008b). These raters, who were known to differ widely in their perceptions of criterion importance,…
Descriptors: Writing Evaluation, Writing Tests, Evaluation Criteria, Multivariate Analysis
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Stone, Elizabeth; Cook, Linda; Laitusis, Cara – ETS Research Report Series, 2013
This study presents secondary analyses on a 2-stage test of reading comprehension for students with reading-based learning disabilities (RLD). The present paper describes student perceptions of the test and its features as well as analyses focused on the routing test and associated cut score. The routing test contained typical state assessment…
Descriptors: Reading Comprehension, Reading Difficulties, Learning Disabilities, Student Attitudes
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Mooney, Paul; McCarter, Kevin S.; Russo, Robert J., Jr.; Blackwood, Danielle L. – Assessment for Effective Intervention, 2013
The purpose of this study was to evaluate technical adequacy features of an online adaptation of vocabulary matching known as critical content monitoring. Validity and reliability studies were conducted with a sample of 106 students from one school in fifth-grade science content. Participants were administered 20 parallel forms of the general…
Descriptors: Elementary School Students, Grade 5, Elementary School Science, Vocabulary
Chapman, Scott – ProQuest LLC, 2013
The No Child Left Behind Act of 2001 requires schools to show measureable improvement in student achievement in order to demonstrate Adequate Yearly Progress. Although the Georgia Department of Education has documented the short-comings of Georgia's students in mathematics on standardized tests, little research has been done on short-term…
Descriptors: Middle School Students, Grade 8, Mathematics Instruction, Summer Programs
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Frame, Laura B.; Vidrine, Stephanie M.; Hinojosa, Ryan – Journal of Psychoeducational Assessment, 2016
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive academic achievement test (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individual achievement test normed for individuals of ages 4 through 25 years, or for those in…
Descriptors: Achievement Tests, Elementary Secondary Education, Test Validity, Test Reliability
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Al Hajri, Fatma – English Language Teaching, 2014
Proficiency in English language and how it is measured have become central issues in higher education research as the English language is increasingly used as a medium of instruction and a criterion for admission to education. This study evaluated the English language assessment in the foundation Programme at the Colleges of Applied sciences in…
Descriptors: Foreign Countries, College Programs, Thematic Approach, Language Proficiency
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Polikoff, Morgan S. – American Journal of Education, 2015
Responding to federal policy and recent research, states and districts have developed and begun implementing multiple-measure teacher evaluation systems. These systems generally include observational and/or student survey measures of instructional quality alongside measures of teachers' contributions to student learning (e.g., value-added models…
Descriptors: Teacher Effectiveness, Student Surveys, Student Evaluation of Teacher Performance, Test Reliability
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