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Aguilar, Jair J. – Mathematics Teaching Research Journal, 2021
A mathematical client-driven task known as Model-Eliciting Activities was implemented with students of different levels of achievement (i.e., low, average, and high) at the high-school level. The study strived to prove that Model-Eliciting Activities can be solved by students at any achievement level and be used as an assessment tool. Students…
Descriptors: Mathematics Instruction, Mathematics Achievement, Cooperative Learning, High School Students
Allen, Jeff – Applied Measurement in Education, 2017
Using a sample of schools testing annually in grades 9-11 with a vertically linked series of assessments, a latent growth curve model is used to model test scores with student intercepts and slopes nested within school. Missed assessments can occur because of student mobility, student dropout, absenteeism, and other reasons. Missing data…
Descriptors: Achievement Gains, Academic Achievement, Growth Models, Scores
Pollio, Marty; Hochbein, Craig – Teachers College Record, 2015
Background/Context: From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved…
Descriptors: Standardized Tests, Academic Standards, Grading, Scores
Terrier, Camille – Centre for Economic Performance, 2015
This paper tests if gender-discrimination in grading affects pupils' achievements and course choices. I use a unique dataset containing grades given by teachers, scores obtained anonymously by pupils at different ages, and their course choice during high school. Based on double-differences, the identification of the gender bias in grades suggests…
Descriptors: Gender Discrimination, Gender Bias, Grades (Scholastic), Grading
Johnson, William L.; Johnson, Annabel M.; Johnson, Jared – Online Submission, 2012
Background: The context is the new Texas STAAR end-of-course testing program. Purpose: The authors developed a logistic regression model to predict who would pass-or-fail the new Texas chemistry STAAR end-of-course exam. Setting: Robert E. Lee High School (5A) with an enrollment of 2700 students, Tyler, Texas. Date of the study was the 2011-2012…
Descriptors: High School Students, Grade 10, Grade 11, Chemistry
Donen, Tony – ProQuest LLC, 2012
The lack of clear and manageable implementation models for individualized instruction continued to exist in high schools. Formal individualized teaching (FIT), a differentiated instructional model, was studied to determine its impact on student learning. The FIT model included analyzing student data using a Pareto analysis to identify individual…
Descriptors: Individualized Instruction, Models, Outcomes of Education, High School Students
Watkins, Marley W. – Psychological Assessment, 2010
The structure of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV; D. Wechsler, 2003a) was analyzed via confirmatory factor analysis among a national sample of 355 students referred for psychoeducational evaluation by 93 school psychologists from 35 states. The structure of the WISC-IV core battery was best represented by four…
Descriptors: Intelligence, School Psychologists, Factor Structure, Measures (Individuals)
Shih, Kuei-Ping; Chen, Hung-Chang; Chang, Chih-Yung; Kao, Tai-Chien – Educational Technology & Society, 2010
This paper proposes a self-regulated learning (SRL) system with scaffolding support in order to develop independent learning skills among students. The SRL system uses self-regulated learning and scaffolding theories to appeal to both instructors and learners. On the part of the instructors, a Content Accessibility Subsystem is provided to easily…
Descriptors: Electronic Learning, Educational Environment, Experiments, Scores