Thesis (Ed. S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 59 p. Includes bibliographical references p. 58-59.

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The present study forms part of a continual process of ongoing research based on the assumptions and principles of Pascual-Leone's neo-Piagetian Theory of Constructive Operators. Pascual-Leone proposes a model of development that has as its main postulate a quantitative parameter (M-power) which, together with other operators, is held to account for the qualitative logical-structural competencies characteristic of the epistemic subject at each successive Piagetian developmental stage. The present study was designed to assess, via the use of the Compound Stimulus Visual Information (CSVI) task, the role of executive processing on performance. The aim of the study was to ascertain the effect on performance if subjects are trained to use arousal executives and temporal executives that maximize the application of M-power and increase the number of times subjects attend and respond to the compound stimulus. All subjects (N =114) were Zulu-speaking children aged 11 (N =59) and 13 (N =55) years living in a township (Indaleni) adjacent to Richmond (Natal). Subjects in each of the two age groups were randomly assigned to three experimental groups (arousal-temporal; temporal-arousal; and control) in accord with the order in which they received executive training between the three CSVI tests administered. ii The most striking feature of the results is the contrast between training, learning, and developmental effects. Niether the arousal nor temporal training appears to have effected performance although clear developmental effects were evident, with older subjects consistently performing at higher levels than younger subjects on the first look of the CSVI. This is not the case for repeated looks or for the second look of the first CSVI, for which older and younger subjects perform at the same level. However, for both first and repeated looks strong learning effects are evident across the three CSVI tests with performance improving from an initial underperformance to overperformance on the final CSVI. This suggests that subjects learn strategies that enable them to lower the task demands across looks. In investigating this possibility a comparison was made between the theoretically anticipated proportion of "new" and "repeat" responses and those actually obtained. This comparison clearly indicates the use of some strategy on the part of both 11 and 13 year-olds which significantly reduces the number of repeats made. This, in turn, effectively increases the M-power available for new responses on repeated exposure of the stimulus compound. This improved performance of subjects on repeated testing suggests that tasks cannot be made equivalent across subjects unless the subjects have the opportunity to engage in the task Hi and thereby generate strategies appropriate to meet the task demands. Further, the self-generation of strategies and the marked degree of individual variation evident within the present study suggests that these must be investigated in the light of the interrelation between contextual/individual factors and postulated structural invarients such that a clearer understanding of the interaction between inter- and intra-individual processes becomes possiable. / Thesis (M.A.)-University of Natal, Durban, 1989.

The present study compares applications of continuous multidimensional item response theory (MIRT) models for their diagnostic potential. Typically, MIRT models have not been used for diagnosing the possession of skills or attributes by students, but several researchers have suggested that they can potentially be used for this purpose (e.g., Stout, 2007; Wainer, Vevea, Camacho, Reeve, Rosa, Nelson, Swygert, & Thissen, 2001). This study applies MIRT models to a standardized eighth grade mathematics achievement test that was constructed based on a hierarchically-structured blueprint consisting of standards, benchmarks, and indicators. Only the highest level, consisting of four standards, was used to define the dimensions. The confirmatory models were defined using the standards that had been scored for involvement in each item. For the current study, the exploratory MIRT (EMIRT) model was interpreted with respect to the dimensions. Then, the compensatory and confirmatory MIRT (CMIRT) models and the full information bifactor model were fitted. The interpretation of dimensions, empirical reliabilities of person estimates, and test- and item-fit were examined. Also, dimension and pattern probabilities were obtained for determining their diagnostic potential. Last, a noncompensatory MIRT model (MLTM-D; Embretson & Yang, 2011) and the DINA model (Haertel, 1989; Junker & Sijtsma, 2001) in use as diagnostic models were analyzed to compare pattern probabilities with the compensatory CMIRT model.

Assessment of science process skills in the elementary school is essential to a hands-on science program. Concern arises with the realization that there are few performance assessment instruments of science process skills, and most of the available instruments do not have documented reliability and validity standards. This study examines the reliability and validity of a set of science performance assessment instruments through the application of currently available statistical methods. The Performance Assessment of Science Skills (PASS) tests, which were formulated by S. M. Johnson as an alternative assessment of science process skills in the elementary school grades, are the subject of investigation.Third-grade students completed PASS instruments which measured the process skills of observation, binary classification, and measurement, and fifth-grade students completed PASS instruments which measured the science process skills of prediction, designing a controlled experiment, and hierarchicalclassification.Reliability and validity for the PASS instruments focused on alternate form reliability, internal reliability, inter-rater reliability and construct validity. This study revealed that statistical reliability and validity can be documented for some alternative assessments of science process skills. / Department of Biology

The purpose of this study was to determine if the Split-Half Short Form WISC-R correlates over time with the WISC-R and whether either of these two separately administered measures of intellectual ability were able to predict academic achievement in a sample of learning disabled students using the WRAT as the criterion variable.The subjects were 100 (71 males, 29 females) students, ages, 6 through 16, selected from a special education learning disabled school population. All the subjects were administered the WISC-R an average of three years prior to the administration of the WISC-RSH and the WRAT.Two hypotheses were specified for the separately administered test forms: No significant difference between corresponding scales of WISC-R and WISC-RSH; and no difference in ability of corresponding WISC-R and WISC-RSH scale scores in predicting academic achievement using the WRAT Reading, Spelling, and Arithmetic standard scores. Pearson Product-Moment correlation analyses were used to determine if a significant relationship existed between Verbal, Performance and Full-Scale IQ scores of the WISC-R and WISC-RSH. Regression analysis procedures were used to determine the predictive validity of each of these measures to the WRAT subscales.The results revealed that the Verbal, Performance and Full Scale IQ scores of the WISC-R and the WISC-RSH were significantly correlated (r=.60, .69, .72, respectively) over the three year period.Indices of predictability obtained from regression procedures revealed that neither test form was able to predict academic achievement using the WRAT scores as the criteria. However, both test forms performed similarly in their predictive ability, with the WISC-RSH demonstrating a slightly better predictive ability than the WISC-R. This can be explained by the fact that the WISC-RSH and WRAT were administered concurrently three years after the WISC-R.Results from this study show promise that the WISC-RSH, Verbal, Performance and Full Scale IQ scores may be used in the re-evaluation assessment process of learning disabled students. It remains open to question whether the WISC-RSH can be used in place of the WISC-R for all special education students in light of what previous studies have demonstrated regarding the WISC-R's ability to predict academic achievement in other exceptional sample populations. / Department of Educational Psychology

This study examined the relationship between Indiana's Graduate Qualifying Examination (GQE), a criterion referenced assessment which is a part of the general educational assessment and Indiana's alternate assessment, the Indiana Standards Tool for Alternate Reporting (ISTAR), a teacher rating assessment. The study utilized ISTAR ratings and GQE scores for three years (2003-2005). These data were derived from a secondary data source, the student test number (STN) database at the Indiana Department of Education. Use of the STN protects the confidentiality of personally identifiable information are, protects the confidentiality of students. All students in the study participated in both the GQE and ISTAR assessments. The Pearson correlation coefficient was used to determine the relationship between GQE scores and ISTAR ratings. The results of the Pearson correlation coefficient were mixed. Overall when all students were included in the sample, the relationships were stronger than when only students with disabilities were included in the sample. When only 10th grade students with disabilities were included in the sample for two years, 2003 and 2004, no significant correlation was found in the domain of English/language arts. With a larger sample size in 2005, a significant correlation between GQE scores and ISTAR ratings for 10th grade students with disabilities was determined (r = .31). In the domain of mathematics, all correlations were shown to be significant for both all students and students with disabilities. Even though some evidence of validity was demonstrated, the present study does not provide enough data to make definitive determinations regarding the validity of ISTAR ratings. Additional years of data are needed before any judgments regarding the ratings yielded from the ISTAR instrument can be made. The current study provides a base for future ongoing validation studies. / Department of Educational Leadership

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-141). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D., Education)--University of Idaho, March 22, 2006. / Major professor: Carolyn Keeler. Includes bibliographical references (leaves 118-127). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph.D.)--RAND Graduate School, 2005. / Includes bibliographical references. Also available in electronic version.