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Diefes-Dux, Heidi A. – European Journal of Engineering Education, 2019
Standards-based grading (SBG) tightly links student assessment to course learning objectives, providing students with meaningful feedback. A well-designed SBG system should ease first-year engineering (FYE) students' transition to tertiary education by setting clear expectations and enabling self-monitoring of learning progress. However, when…
Descriptors: Standards, Grading, Feedback (Response), Course Objectives
Clifford, Ray – Foreign Language Annals, 2016
This article summarizes some of the technical issues that add to the complexity of language testing. It focuses in particular on the criterion-referenced nature of the ACTFL Proficiency Guidelines-Speaking; and it proposes a criterion-referenced interpretation of the ACTFL guidelines for reading and listening. It then demonstrates how using…
Descriptors: Criterion Referenced Tests, Language Tests, Language Proficiency, Guidelines
Henderson, Karen D. – ProQuest LLC, 2016
The purpose of this study is to evaluate the extent to which special education teachers experience anxiety administering the different versions of the Criterion Referenced Competency Test (CRCT) and Criterion Referenced Competency Test-Modified (CRCT-M). This human service profession (education) was selected because there is very little literature…
Descriptors: Special Education Teachers, Anxiety, Statistical Analysis, Questionnaires
Hoefnagel, Laura; Espin, Christine A.; Rippe, Ralph – International Journal for Research in Learning Disabilities, 2021
Students with and without learning disabilities often struggle to learn a foreign language (FL). Teachers could benefit from a measure designed to screen and identify students at risk for FL learning difficulties. In this study, we examined the reliability and validity of scores from four curriculum-based measures (CBM) as potential indicators of…
Descriptors: Curriculum Based Assessment, Language Tests, Second Language Learning, Screening Tests
Jackson, Leonard B. – ProQuest LLC, 2018
The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth grade special education students receiving multiple instructional strategies and sixth, seventh, and eighth grade students receiving traditional instructional strategies.…
Descriptors: Middle School Students, Special Education, Standardized Tests, Reading Tests
Özokcu, Osman; Akçamete, Gönül; Özyürek, Mehmet – Journal of Education and Training Studies, 2017
The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This…
Descriptors: Direct Instruction, Instructional Effectiveness, Interpersonal Competence, Intellectual Disability
Romig, John Elwood; Therrien, William J.; Lloyd, John W. – Journal of Special Education, 2017
We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies (N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable…
Descriptors: Meta Analysis, Curriculum Based Assessment, Written Language, Scoring Formulas
Summarizing as a Strategy for Science Text Comprehension: Text-Based versus Content-Based Processing
Leopold, Claudia; Brückner, Annette; Dutke, Stephan – Discourse Processes: A Multidisciplinary Journal, 2019
In this experiment, we contrasted two instructions in which the focus of summary writing was varied. We predicted that students would better understand a scientific text when they learn to focus their summaries on the referential content rather than on the hierarchical structure of the text. In a 2 × 2 factorial experiment, 85 Grade-10 students…
Descriptors: Grade 10, High School Students, Writing Skills, Prediction
Frank, Brian; Simper, Natalie; Kaupp, James – European Journal of Engineering Education, 2018
This paper discusses the use and impact of formative feedback and scaffolding to develop outcomes for complex problem solving in a required first-year course in engineering design and practice at a medium-sized research-intensive Canadian university. In 2010, the course began to use team-based, complex, open-ended contextualised problems to…
Descriptors: Formative Evaluation, Feedback (Response), Scaffolding (Teaching Technique), Problem Solving
Cooper, Susan – Assessment & Evaluation in Higher Education, 2017
The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into…
Descriptors: Qualitative Research, Student Experience, Summative Evaluation, Undergraduate Students
Jaudon, Rhonda Austell – ProQuest LLC, 2016
Positive Behavior Intervention Support (PBIS) has been used in many schools as an effective behavior management system to improve the behavior of students in classrooms, which impacts their academic performance. This quantitative, retrospective, one-group pretest posttest study was to determine the impact of PBIS on students' academic and behavior…
Descriptors: Positive Behavior Supports, Instructional Effectiveness, Academic Achievement, Student Behavior
Allen, Abigail A.; Poch, Apryl L.; Lembke, Erica S. – Learning Disability Quarterly, 2018
This manuscript describes two empirical studies of alternative scoring procedures used with curriculum-based measurement in writing (CBM-W). Study 1 explored the technical adequacy of a trait-based rubric in first grade. Study 2 explored the technical adequacy of a trait-based rubric, production-dependent, and production-independent scores in…
Descriptors: Scoring, Alternative Assessment, Curriculum Based Assessment, Emergent Literacy
Koca, Fatih – Online Submission, 2017
The goal of the current study is to examine the impact of students' social economic status, ethnicity, and discipline infractions on their standardized test scores in Indiana, the USA. Data from this study extracted from Indiana Department of Education. ISTEP is a criterion-referenced standardized test. It consists of items that assess a student's…
Descriptors: Standardized Tests, Ethnicity, Discipline, Socioeconomic Status
Burton, Kelley – Journal of Learning Design, 2016
In an Australian legal education context, there is minimal research on designing and implementing a court report as a summative assessment task. This journal article attempts to fill this gap by reflecting on the journey of a legal educator who pioneered a court report for a core final year course in a Bachelor of Laws program with large cohorts…
Descriptors: Law Students, Legal Education (Professions), Summative Evaluation, Court Litigation
Hite, Jessica Elaine; McGahey, James Todd – Georgia School Counselors Association Journal, 2015
The purpose of this research study was to determine whether or not student test scores on the Georgia Criterion-Referenced Competency Test (CRCT) were positively impacted by the implementation of the Response to Intervention (RTI) program. This paper will review the implementation and effectiveness of the RTI method.
Descriptors: Standardized Tests, Scores, Criterion Referenced Tests, Response to Intervention