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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 Page: 1 2 Hits 1 – 20 of 26 1 Assessing Meaning Purpura, James Enos. - 2016 BASE Show details 2 English learners' standardized test performance: A longitudinal perspective ... Flynn, Rita J.. - : University of Southern California Digital Library (USC.DL), 2016 BASE Show details 3 Interrelationships among academic self-concept, acculturation, and English proficiency in an English language development program ... Menjares, Pete Contreras. - : University of Southern California Digital Library (USC.DL), 2015 BASE Show details 4 Rhetorical abstraction as a facet of expected response: A structural equation modeling analysis ... Weasenforth, Donald Lester. - : University of Southern California Digital Library (USC.DL), 2015 BASE Show details 5 Criterion-referenced test on Thai letter recognition ... Vidhayasirinun, Sarinthorn. - : University of Southern California Digital Library (USC.DL), 2015 BASE Show details 6 A normative study of cross-cultural intelligence testing ... Hood, Douglas Wayne. - : University of Southern California Digital Library (USC.DL), 2015 BASE Show details 7 English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes Regalado, Ester Calderón. - 2014 BASE Show details 8 Assessing the assessments: using an argument-based validity framework to assess the validity and use of an English placement system in a foreign language context Johnson, Robert Charles. - : Sydney, Australia : Macquarie University, 2012 BASE Show details 9 Examining NAEP: The Effect of Item Format on Struggling 4th Graders' Reading Comprehension Griffo, Vicki. - : eScholarship, University of California, 2011 BASE Show details 10 Examining NAEP: The Effect of Item Format on Struggling 4th Graders' Reading Comprehension Griffo, Vicki. - : eScholarship, University of California, 2011 BASE Show details 11 Triangulating Evidence to Investigate the Validity of Measures: Evidence from Discussion during Instruction, Cognitive Interviews, and Written Assessments Burmester, Kristen. - : eScholarship, University of California, 2011 BASE Show details 12 Triangulating Evidence to Investigate the Validity of Measures: Evidence from Discussion during Instruction, Cognitive Interviews, and Written Assessments Burmester, Kristen. - : eScholarship, University of California, 2011 BASE Show details 13 Putting assessment for learning into practice in a higher education EFL context White, Edmund Michael. - : Australia : Macquarie University, 2009 BASE Show details 14 A case study of self-directed learning as applied to the Chinese Self-Taught Higher Education Examination. Liu, Jun.. - : Northern Illinois University., 2006 BASE Show details 15 A Rasch model analysis of the standards for teacher competence in educational assessment of students using the Classroom Assessment Practices Inventory. Schaff, Catherine S.. - : Northern Illinois University., 2006 BASE Show details 16 The utility of curriculum-based measurement writing indices for progress monitoring and intervention. Jewell, Jennifer.. - : Northern Illinois University., 2003 BASE Show details 17 The effect of authentic assessments on fifth-grade student science achievement and attitudes. Egeland, Paul Charles.. - : Northern Illinois University., 1995 BASE Show details 18 The effects of a monitoring and assessment program on the learning and teaching processes of the primary classroom Bell, Lisa M.. - 1995 Abstract: Master of Education ; This study investigated the effects of a monitoring and assessment program on the learning and teaching processes of the primary classroom focused on recording formats. Teachers used the recording formats to gain specific information about student progress in language learning. Specifically the researcher sought to determine whether the use of the recording formats had an impact in any way on learning and teaching, and if so, the nature and extent of this impact. The teachers who participated in this study found that the formats they implemented were of significant use in the classroom. In order for teachers to collect valuable assessment information, teachers had to plan tasks and activities that were open - ended and allowed for the children to work independently. Consequently the children in classes became less dependent on the teacher, were able to work more effectively in groups and improved their problem - solving skills. By using the recording formats, teachers gained specific assessment information that gave them an accurate picture of what an individual child could do. "The Further Support Needed" section of the recording formats allowed teachers to move the students forward and plan activities that were directly related to improving learning. This did not occur as frequently before the introduction of the formats. Support, both within the school and from outside facilitators, was vital. Teachers felt more able to observe and record student progress when there was another teacher present. They found discussion with colleagues and others useful in clarifying concerns, and were better able to "know what to look for" when monitoring and assessing. There is evidence from this study that the information collected by teachers was of value when reporting student progress to parents, in both the interview situation and written reports. Teachers felt they could more accurately report because they had built up a collection of information about how a child wrote, read, listened and spoke. This information was gathered in different contexts and learning areas and allowed teachers to gather tangible evidence. Time constraints caused frustration for the majority of teachers. Teachers overwhelmingly found the formats of use, but indicated that interruptions, changes in routine, and similar happenings reduced the amount of time they felt they needed to use them fully. Teachers did not include student self - assessment in the collecting of assessment information. This could be due to the fact that none of the questions in the questionnaire specifically asked for this. Keyword: Education; Educational evaluation; Educational tests and measurements; Language and languages; Primary; Study and teaching (Primary) URL: http://hdl.handle.net/11343/42443 BASE Hide details 19 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 20 An investigation of informal reading inventory scoring criteria with average second- and fourth-grade students. Morris, Judith A.. - : Northern Illinois University., 1990 BASE Show details Page: 1 2

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