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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 Scaffolds and Spelling in Preschool: Using a Movable Alphabet to Measure Early Literacy Volkman, Julia. - 2017 BASE Show details 2 WV Writes and Westest 2 online writing: the impact of writing prompts on student writing proficiency Murrell, Stacey In: Theses, Dissertations and Capstones (2014) BASE Show details 3 Developing English and Spanish Literacy in a One-way Spanish Immersion Program Hollingsworth, Lindsay In: Doctoral Dissertations and Projects (2013) BASE Show details 4 Evaluating the Effectiveness of an Intervention Mathematics Class for Low Achieving Middle School Students in Northwest Georgia Coats, Johnnie In: Doctoral Dissertations and Projects (2013) BASE Show details 5 The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students McCown, Margaret In: Doctoral Dissertations and Projects (2013) BASE Show details 6 The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8 Fuller, Eric In: Doctoral Dissertations and Projects (2013) BASE Show details 7 A Comparison of Course Delivery Formats on Student Success of Developmental English Students at California Community Colleges Bantum, Camilla In: Doctoral Dissertations and Projects (2013) BASE Show details 8 Implementing a Culturally and Linguistically Responsive Phonics Curriculum that Incorporates Music to Meet the Needs of English Language Learners in the Response to Intervention Process Miller, Danielle In: Doctoral Dissertations and Projects (2013) BASE Show details 9 The Effect of Voice Thread® Integration on High School Students' Anxiety and Oral Proficiency in the Foreign Language Classroom Dunn, Melanie In: Doctoral Dissertations and Projects (2012) BASE Show details 10 Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading Hardegree, Amity In: Doctoral Dissertations and Projects (2012) BASE Show details 11 Analyzing the Effects of Two Response to Intervention Tools, Oral Reading Fluency and Maze Assessments, in the Language Arts Classrooms of Middle School Students Jones, Donna Lyerly In: Doctoral Dissertations and Projects (2009) BASE Show details 12 Using the Grammar Inventory for Teachers and performance assessments to determine self-efficacy with respect to grammar and mechanics Kelleher, Jacqueline Patricia In: Doctoral Dissertations (2003) BASE Show details 13 The perceived effects of state -mandated testing in New Hampshire Kossakoski, Stephen A In: Doctoral Dissertations (2000) BASE Show details 14 Teachers' assessment decisions during literacy portfolio reviews: Four descriptive case studies Vandersloot-Richards, Karen In: Doctoral Dissertations (1998) BASE Show details 15 East Caribbean immigrant students in the United States Virgin Islands public high schools Maynard, Josiah. - 1995 BASE Show details 16 A study of the relationship of reading curricula and the outcome of the Illinois Goals Assessment Program (IGAP) Reading Assessment. Taglieri, Elizabeth J.. - : Northern Illinois University., 1993 BASE Show details 17 Judging oral proficiency: Can the naive judge determine standardized test scores (Test of Spoken English) through an interview process Freeman, Gregory Lee. - : Florida State University Libraries Abstract: The process of determining whether a prospective international teaching assistant or professor has adequate oral language skills varies from university to university throughout the country. At The Florida State University oral language certification of a prospective candidate is done in either of two ways: (1) the candidate can take the Test of Spoken English (TSE) and receive a score of 220; or (2) the department chair can certify that the candidate would receive a score of 220 on the TSE if the individual took the test. This research study was undertaken to examine the validity of the policy. ; Five international students who met the university's requirement to become graduate students and teaching assistants were given the SPEAK test (the institutional form of the TSE) and were also interviewed using typical interview type questions. The SPEAK tests were then scored by certified raters. The audio-taped interviews of the international students were given to 26 department chairs. The chairs were asked to state whether the individual students would receive a score of 220 on the standardized test. Also, the chairs were asked to predict the scores the students would receive on overall comprehension, pronunciation grammar and fluency after examining the TSE/SPEAK scoring guidelines. ; The results of the SPEAK test showed that 3 out of the 5 students received scores of 120 or higher. The chairs were approximately 97% successful judging the students who had 220 or higher but were nearly 76% incorrect when judging the two students who did not receive the minimum score required. The range of scores given on the sub-sections indicate wide-spread disagreement or misunderstanding of the TSE scoring guidelines. The results indicate that the policy of having chairs judge oral proficiency is inconsistent and needs further examination. ; Source: Dissertation Abstracts International, Volume: 57-03, Section: A, page: 0996. ; Major Professor: Frederick Jenks. ; Thesis (Ph.D.)--The Florida State University, 1996. ; The process of determining whether a prospective international teaching assistant or professor has adequate oral language skills varies from university to university throughout the country. At The Florida State University oral language certification of a prospective candidate is done in either of two ways: (1) the candidate can take the Test of Spoken English (TSE) and receive a score of 220; or (2) the department chair can certify that the candidate would receive a score of 220 on the TSE if the individual took the test. This research study was undertaken to examine the validity of the policy. ; Five international students who met the university's requirement to become graduate students and teaching assistants were given the SPEAK test (the institutional form of the TSE) and were also interviewed using typical interview type questions. The SPEAK tests were then scored by certified raters. The audio-taped interviews of the international students were given to 26 department chairs. The chairs were asked to state whether the individual students would receive a score of 220 on the standardized test. Also, the chairs were asked to predict the scores the students would receive on overall comprehension, pronunciation grammar and fluency after examining the TSE/SPEAK scoring guidelines. ; The results of the SPEAK test showed that 3 out of the 5 students received scores of 120 or higher. The chairs were approximately 97% successful judging the students who had 220 or higher but were nearly 76% incorrect when judging the two students who did not receive the minimum score required. The range of scores given on the sub-sections indicate wide-spread disagreement or misunderstanding of the TSE scoring guidelines. The results indicate that the policy of having chairs judge oral proficiency is inconsistent and needs further examination. Keyword: Curriculum and Instruction; Education; Higher; Tests and Measurements URL: http://digitool.fcla.edu:80/R/?func=dbin-jump-full&object_id=120230&LOCAL_BASE=GEN01-FSU01 BASE Hide details 18 Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training Williamson, Naja A. - : Florida State University Libraries BASE Show details 19 Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training Williamson, Naja A.; Florida State University BASE Show details 20 Judging oral proficiency: Can the naive judge determine standardized test scores (Test of Spoken English) through an interview process Freeman, Gregory Lee.; Florida State University BASE Show details

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