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Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
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| 2 |
An Examination of Special Education Instructional Programs for English Learners in New York City Schools
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African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation
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In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019)
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An Examination of Special Education Instructional Programs for English Learners in New York City Schools ...
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The affect of increased assessment focus through professional learning communities on instructional practice
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Abstract:
The purpose of this study was to determine the impact of utilizing a focused planning approach to test design and analysis within an assessment centered professional learning community (PLC) in one Local Education Agency in North Carolina. The data in this study was collected from one school in a rural county in eastern North Carolina. Five teachers were chosen from three separate academic departments and a mixed methods approach was used to gather data from a state standardized End of Course assessment in Biology, North Carolina Final Exam in American History II and Civics, and a state Career Technical assessment in Animal Science I. Classroom end of unit exams in Biology, American History II, Civics, and Animal Science I, were also used to calculate growth within the classroom during the study. Qualitative data was collected from within the PLC meetings themselves and with formal interviews with teachers to capture teacher perception and recommendations. Quantitative and qualitative data was collected from teachers as they utilized a logic model centered on design and analysis of test questions. Quantitative data was collected throughout the process from exams administered in Biology, American History II, Animal Science I, and Civics. Throughout the design and implementation process, teachers provided feedback and qualitative data to peers within the group. Peer data within the PLC was shared to improve the program itself throughout each stage of the logic model and research data given solely to the researcher was to answer each of the three study questions. A final review of data from participants in a PLC focused on assessment concludes that this process has a positive impact on student achievement and teacher instructional change. Growth on North Carolina End of Course exams and Final Exams in eighty percent of the participant group coupled with qualitative teacher perception data concludes that following participation in the assessment PLC, teachers collaborate with colleagues more with respect to building classroom assessments, believe a PLC approach to building classroom assessments will improve student achievement results, and have greater command of practical use for Bloom's Taxonomy.
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Keyword:
Academic achievement--North Carolina; assessment; Educational leadership--North Carolina; Educational tests and measurements--North Carolina; School improvement programs--North Carolina
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URL: http://hdl.handle.net/10342/7415
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| 6 |
Fundamental Attribution Error: Perspectives of Principal, Teacher, and Parent Influence on Student Growth
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In: Dissertations (2019)
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| 7 |
Vocabulary Use in Academic-Track High-School English Literature Diploma Exam Essay Writing and its Relationship to Academic Achievement ...
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| 8 |
In the Importance of EFL Learners' Writing Skill: Is there any Relation between Writing Skill and Content Score of English Essay Test?
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In: International Letters of Social and Humanistic Sciences ; 6 ; 1-12 (2017)
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| 9 |
An argument-based validation study of the English Placement Test (EPT) – Focusing on the inferences of extrapolation and ramification
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In: Graduate Theses and Dissertations (2015)
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| 10 |
Predictive validity of the post-enrolment English language assessment tool for commencing undergraduate nursing students
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| 11 |
Native language self-concept and reading self-concept. Same or different? ...
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| 12 |
Bilateral versus unilateral cochlear implants in children: a study of spoken language outcomes
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| 13 |
ADVANCING THE SCIENCE OF HIRING TEACHERS : AN ANALYSIS OF THE EFFECTS OF TEACHER CHARACTERISTICS ON STUDENT ACHIEVEMENT
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| 14 |
An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement
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In: Electronic Theses and Dissertations (2014)
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| 15 |
Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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EXPLORING THE IMPACT OF TRADITIONAL AND BLOCK SCHEDULING: AN EXAMINATION OF HIGH SCHOOL STUDENT ACHIEVEMENT (ALGEBRA, BIOLOGY AND ENGLISH), ATTENDANCE RATES, AND DISCIPLINARY INCIDENTS
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| 17 |
Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications
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In: education policy analysis archives; Vol 21 (2013); 20 ; archivos analiticos de politicas educativas; Vol 21 (2013); 20 ; Arquivos Analíticos de Políticas Educativas; Vol 21 (2013); 20 ; 1068-2341 (2013)
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| 18 |
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
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In: Doctoral Dissertations and Projects (2013)
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| 19 |
The Effects of Standards-Based Grading on Student Performance in Algebra 2
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In: Dissertations (2013)
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| 20 |
Developing cross language metrics for reading fluency measurement: Some issues and options
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Abadzi, Helen. - : World Bank, 2012. : Department of Curriculum and Instruction, The University of Texas at Arlington, 2012
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