Educational tests and measurements

Educational level affects various neuropsychological measures including
performance on verbal fluency tasks. It is still unclear how this effect may differ across
the different types of fluency tasks (i.e. animals,fruits, vegetables and clothing) and
across American ethnic groups (Hispanics, Europeans, Africans, and African Carib beans)
using different languages (English and Spanish). Using a sample of 140 normal elder
Americans (ages 57 to 88; 38M/ 102F) divided into two education groups (7-11 and> 12
years of education), results showed strong association with performance for education on
the categories fruits and clothing and for ethnicity on the total items generated and
number of switches for vegetables. Differences between Spanish and English speakers
were found for the fruits category. Results suggest that the animal category is the best one to be used to reduce potential effects of education in individuals with more than 7
years of education.

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
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.

The central purpose of this study is to investigate whether cross national
classroom video recordings reflect foundational principles of instruction as identified by
lSD theorists. Principles of instruction remain true regardless of program or context when
implemented by appropriate instructional systems design procedures. These theoretical
elements however, require deeper empirical investigation in authentic classroom settings.
This study posits that foundational principles are observable in non lSD systematized
settings. Further it suggests that they are represented differently in classroom video
recordings across countries, based on their performance level on a standardized
assessment. The study shows inter alia that, (1) Instructional principles as conceptualized by
lSD theorists are observable from non-ISD systematized settings. (2) The language and
knowledge of ISD can be fused with curriculum studies to create sharper lens for
investigating classroom phenomena. Foundational principles provide an important point
of departure for this shared language. (3) Iterative video analysis is effectively combined
with video observation protocols to study instructional contexts. (4) The occurrence of
demonstration and real world integration stand out as more significant in higher
performing countries than in lower performing countries. (5) This study adds support to
earlier investigations which suggest that there are global patterns of teaching. (6) TIMSS
performance tier does not correlate with a greater occurrence of foundational principles
of instruction.

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, 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.

This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.

This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores?

This study focused on evaluating the impact of a school counselor-led program,
Ready for Success (RFS), on the academic achievement of third grade students. The
research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general
education students from diverse backgrounds, from one large school district located in
south Florida, herein referred to as Pineapple State School District. A standardized
objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.

This multiple case study investigated pedagogical differences and similarities
among practices used to teach word problems in private schools of Turkey and the United
States, the factors impacting teachers’ instructional decisions, and their approaches to
teaching word problems as well as the role of culture in teaching and learning word
problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high
school mathematics teachers from private or independent schools. The survey
investigated teachers’ background information, resources used, and their use of teaching
practices (teacher-centered, student-centered, concrete-visualizing, analytical) and types
of word problems (true or practice-oriented) as well as their thoughts about the structure
of word problems. Qualitative data were collected through classroom observations,
videotaping, and focus-group interviews from four ninth grade algebra teachers in Turkey
and the United States. Qualitative data helped the researcher expand upon the
quantitative findings and examine how word problems actually were being taught in the classroom, the factors impacting teachers’ instruction and approaches to teaching word
problems, and participants’ reflections on their own practices as well as on their
international partners’ word problems instruction.
The findings indicated no significant difference for most survey items, but
descriptive statistical analysis revealed that Turkish survey participants incorporated
teacher-centered, concrete-visualizing practices, and practice-oriented word problems
more often in their instruction, while U.S. survey participants frequently used student centered,
concrete-visualizing practices, and true problems. Qualitative findings pointed
out what specific teaching practices were evident in the classrooms observed and
videotaped in Turkey and the United States. While Turkish teachers thought the
university entrance examination and national curriculum had the biggest impact on their
teaching, U.S. teachers found school environment (traditional versus progressive) and
student perception of word problems as influential on their instruction. The role of
culture on teaching and learning word problems was observed in regard to teacher centered
versus student-centered instruction, teacher versus student role, and student
engagement. Study findings also indicated that cross-examination of teaching promotes
teachers’ reflection on their own practices and, thus, should be encouraged and promoted
across STEM disciplines and throughout a teaching career. Implications and
recommendations for future research, curriculum developers, and mathematics teachers
are discussed.

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 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.

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 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.