Download or read book Predictive Power of Student Performance on the MAP Test Based on Student Performance Form Acuity Predictive C Assessment written by Jessica Broadbent and published by . This book was released on 2013 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to analyze if there is a positive predictive correlation between the Acuity predictive C formative assessment for English Language Arts (ELA) and for Mathematics in grades 3-5 within the district. The research includes findings that answer the questions, "Is there predictive power of student performance on the MAP test based on student performance on the Acuity predictive C formative assessment?", and "Is there a difference in predictive power amongst the three different grade levels, third, fourth and fifth grade?". The research was conducted by using spring 2013 MAP data that was published by the Missouri Department of Elementary and Secondary Education along with predictive C formative assessment scores from Acuity by CTB/McGraw-Hill. The findings were analyzed through Microsoft Excel and A Statistical Program (ASP) software. The findings indicate that there is significant power of prediction between the Acuity prediction and the MAP scores for both areas of math and ELA."

Download or read book Predictive Model Development of Student Performance from Communication Arts MAP Scores and External environmental Factors Using Correlation and Regression Analysis written by Shantel Farnan and published by . This book was released on 2008 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Predictive Validity of College and Achievement from State High stakes Testing written by David C. Cunningham and published by . This book was released on 2004 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Predicting Student Performance on the Texas Assessment of Academic Skills Exit Level Exam written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Assessing Student Success written by Meāgan Nichole Treadway and published by . This book was released on 2019 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of applications to postsecondary institutions continues to increase year over year, and in most cases, the number of applications exceeds the number of students admitted. The use of standardized tests continues to grow to help in these admissions decisions. Due to both high usage rates and the changing demographics of our nation’s student population, the study of test bias is still a relevant conversation today. Aside from larger issues of equity and access, particularly in STEM courses, this has implications for leaders in higher education because universities have a stake in ensuring students are academically fit for the curriculum. The goal of this study was to understand whether differential prediction existed in the ACT science subscore and the extent to which this index was differentially valid for individuals of various demographic subgroups regarding their performance in introductory science courses. Differential prediction and differential validity were investigated through quantitative methods whereby correlation coefficients and regression models were determined for different subgroups based on various demographic characteristics. Results of this study revealed variable differential validity across gender, ethnicity, and student major. Results also revealed differential prediction completely across ethnicity and student major, and variably across gender, Pell-eligibility, and first generation status. In many cases, the results were consistent with current literature in that female student performance was often underpredicted whereas non-White student performance was often overpredicted. In terms of fairness, test bias was highly dependent on particular predictor/criterion combinations for each demographic subgroup investigated. Criterion bias was predominant and presented as a considerable concern as well.

Download or read book Predicting Students Performance in Elements of Statistics written by Kuiyuan Li and published by . This book was released on 2012 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this paper, we assess students' performance in Elements of Statistics, one of the popular courses in general education, using data from UWF (University of West Florida) for fall 2008, fall 2009, and fall 2010 semesters. We analyze associations between students' performance in the course and several performance related factors including: college and high school GPA (grade point averages), prerequisite algebra courses, and scores on standardized examinations. Our analyses show that the college GPA is the single most reliable predictor of performance in Elements of Statistics, and that a more stable prediction is obtained when the college GPA is used in conjunction with math and English scores on a standardized test, such as the SAT (Scholastic Assessment Test) or ACT (American College Testing). Aside from interpreting our results, we offer suggestions regarding curriculum development and placement criteria for Elements of Statistics. (Contains 7 tables.).

Download or read book Critical Links written by Richard Deasy and published by . This book was released on 2002 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)

Download or read book Linking PARCC and MAP Assessments for Students in Montgomery County Public Schools Applied Research written by Helen Y. Wang and published by . This book was released on 2016 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Office of Shared Accountability (OSA) in Montgomery County Public Schools (MCPS) conducted a linking study to examine the relationship of the Measures of Academic Progress (MAP) assessment with the Common Core Consortia Partnership for Assessment of Readiness for College and Careers (PARCC) assessment in the 2014-2015 school year. This is the first study to address how existing assessments administered in MCPS can serve as indicators of college and career readiness as measured by PARCC. The study served two major purposes: (1) to predict college and career readiness on summative PARCC based on fall MAP; and (2) to compare spring MAP and summative PARCC scores. The study results can provide information on how to use MAP data to adjust instruction and to provide additional supports for students at risk of not attaining college and career readiness scores on PARCC. The results can also provide actionable knowledge to stakeholders that will help improve the MCPS accountability system. This study addressed the following research questions for Grades 3-8 in reading and mathematics: (1) How did fall/spring MAP RIT scores correlate to summative PARCC scale scores?; (2) What were thresholds on fall MAP RIT scores that were associated with 65% and 75% probability (likelihood) of meeting the college and career readiness benchmark on PARCC (performance level 4 or higher)? How accurately did fall MAP RIT scores predict college and career readiness on PARCC?; and (3) How did spring MAP RIT scores correspond to PARCC scale scores? Analyses by grade, content area, and student group were conducted when applicable. The results of the study have demonstrated strong predictive and concurrent validity evidence for MAP and the summative PARCC assessments for both reading and mathematics across grade levels, which supports the continuous use of MAP assessments in MCPS for predicting PARCC success. More specifically, the study results can provide information to guide instructional practices and to help improve student academic performance toward meeting the college and career readiness benchmark on PARCC. The following are appended: (1) Graphical Presentation of College and Career Readiness Prediction; (2) Prediction Accuracy for College and Career Readiness; and (3) Concordance Tables for Spring MAP and PARCC.

Download or read book Predicting Academic Performance on High stakes Tests written by Trisha Danielle Franklin and published by . This book was released on 2017 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to develop the Brief Behavior, Academic, and Social Screener (B-BASS), an experimental measure for identifying students at risk for academic underachievement and for predicting performance on high-stakes tests, data were obtained from elementary teachers for 198 third- through fifth-grade rural elementary students in the Southeastern United States. Teachers provided ratings on items within the following global domains: cognitive ability, social/emotional traits, socioeconomic and family characteristics, and executive functions using a brief, practical, contextually appropriate format, one sensitive to local norms. Results reveal strong test-retest correlations (r indices > .95) and moderate to high inter-correlations among the items. Based on a multiple linear regression analysis, B-BASS domain scores account for 81.4% and 66.2% of the variance in North Carolina End-of-Grade Tests of English Language Arts/Reading and Mathematics, respectively. These values are impressive given the brief administration time of the B-BASS, approximately 1 minute per student. Based on a stepwise analysis, two items significantly predict English Language Arts/Reading; specifically, Reading Ability (p

Download or read book Predictive Relationships Among Assessments Academic Growth Student Cognitive Ability and Achievement written by Janet Gonzalez and published by . This book was released on 2015 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Scientific and Technical Aerospace Reports written by and published by . This book was released on 1991 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Test Taking Strategies Effectiveness on the Predictive Relationship of Mathematics End of Course Examinations and Science ACT Performance written by Timari T. Caster and published by . This book was released on 2018 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Predicting Students Academic Performance in College Using a New Non cognitive Measure written by Sui Huang and published by . This book was released on 2011 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There have been voluminous studies upon the potential predictive power of students' non-cognitive attributes such as self-confidence, motivation and student's interaction with institutions on their collegiate performance. While much effort have been put towards identifying the utilities of these attributes, little endeavors have been made to design a concise yet precise composite measure of all the collegiate performance-related non-cognitive attributes. Such measure could be beneficial not just to the future research studies about non-cognitive correlates of students' academic performance in college; it could also be more than informative to the admission officials in higher institutions. The initial intent of this study was to develop an instrument to measure relevant non-cognitive drivers of students' academic performance in college. A Meta analysis was conducted to guide the selection of non-cognitive constructs to include in the proposed instrument. Academic self-efficacy and achievement motivation were the two constructs that were shown to be significantly correlated with students' academic performance in college across research studies. Considering the momentum that student engagement is acquiring in evaluating the quality of higher institutions and predicting students' success in college, the author also included student engagement as one of the constructs to measure. Items were created for each of the aforementioned constructs by reviewing, selecting and revising the existing measures. Face and content validity were established through expert reviews. A forty item initial survey were sent out electronically in two mid-west higher institutions. 497 responses from two Ohio higher institutions were collected. Reliability of the proposed instrument was initially established based on Cronbach's alpha. Classical Test Theory and Item Response Theory as well as Exploratory Factor Analysis were conducted in the refinement of the instrument. Confirmatory Factor Analysis was utilized to validate the construct validity of the final survey, which was consist of the 20 selected items from the initial survey. A structural equation exploration was conducted after establishing the reliability and validity of the proposed survey with the intent of studying the added values of non-cognitive attributes on students' cumulative GPA in college after controlling for the influence of their prior success, which was measured by their high school GPA and SAT scores. Two hypothesized models were tested and compared. Results indicated that students' non-cognitive constructs (i.e. Academic self-efficacy, achievement motivation and student engagement) have significant influence on students' cumulative GPA in college while not taking into account their prior academic success. However, when students' prior academic success was included as covariate in the model, most of the aforementioned non-cognitive attributes were no longer significant predictors of their academic performance in college, which in other words could be interpreted that the aforementioned students' non-cognitive constructs are, to some degree, proxies of their prior academic success, which ultimately influence their performance in college.

Download or read book Predicting Levels of Student Performance written by J. D. Wilson and published by . This book was released on 1973 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Predictive validity of formative assessments to high stakes comprehensive assessments written by Joretha S. Lewis and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Federal and state-mandated accountability testing has been a central feature of educational reform since the No Child Left Behind (NCLB) Act was signed into law in 2001. Although accountability systems have evolved to reflect less prescriptive measures, schools and districts are still accountable annually to state-level measures of student achievement and growth. Assessing student progress before end-of-year tests has become increasingly important, and interim assessments have become a valuable tool to help predict and gauge student learning. This quantitative correlational research study analyzed the statistical relationship between the English Language Arts Massachusetts Comprehensive Assessment System (MCAS) and the Curriculum Associates' (CA) Reading i-Ready Diagnostic assessment (i-Ready) for students in grades sixth - eighth. A Pearson correlation test was used to determine if there was a statistical correlation between the two testing instruments during the years of 2017, 2018, and 2019. The results showed differing levels of statistical correlation between the two tests, depending on the grade level and year. Based on the findings, the use of formative assessments tools like i-Ready could assist schools in identifying supports for teaching and learning before annual testing.

Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Download or read book Prediction of Academic Achievement for College Computer Science Majors in the Republic of China written by Tai-Sheng Fan and published by . This book was released on 1996 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine whether student academic achievement in college computer science programs in the Republic of China (ROC) could be predicted by factors reported to be effective in US studies. The relationship between these factors and course performance in computer science programs was examined. Gender differences were also interrogated. Sophomore, junior, and senior students enrolled in five universities offering computer science programs in the ROC constituted the population. A researcher-designed questionnaire was used to collect background information. Validity and reliability issues were addressed by the conduct of validity assessment, questionnaire pilot testing, and interviews with selected pilot test subjects. Scores from the College Entrance Examination (CEE) and college computer science courses were accessed through university registrar's offices. A total of 940 questionnaires were collected, representing more than 81% of the population. From data analysis, the predictive powers of CEE test scores in relation to subsequent college performance appeared to be limited. The CEE math component was negatively correlated to performance in college computer science programs. The positive relation of math ability to academic achievement in complete computer science programs was confirmed. High school overall achievement as well as math course averages were identified as effective performance predictors for college computer science programs. Prior computer experience showed no conclusive relationship to subsequent performance in college computer science courses. The close relationship between performance in beginning computer science courses and performance in complete computer science programs was validated. Significant linear prediction models with limited predictive powers (R2 ranged from 0.19 to 0.30) were generated for overall performance, but not for introductory computer science course performance. Model predictive powers were significantly improved (R2 range from 0.59 to 0.63) when performance in introductory computer science courses was included in the models. Significant gender differences were not found for CEE performance, prior computer experience, and prediction models. However, female subjects outperformed male counterparts in course performance at both the high school and college levels.