The purpose of this study was to investigate the effects of test length on the estimation of functional reading ability levels and mastery/nonmastery classifications of ninth grade students in the state of Maryland with short-form tests. developed by using the oneparameter item response model. Using the i tern responses of approximately 36,000 students to 75 items on a functional reading test, item parameters were estimated with the one-parameter i tern response model. Three nonoverlapping short-form tests of 10, 20, and 30 i terns were developed using i terns targeted at the cut-score of the test. The study investigated the extent to which estimates of pupil functional reading ability levels and mastery/nonmastery classifications obtained from three short-form tests were the same as or related to those obtained on the original 75-item test. Three nonoverlapping samples of 5,000 students each were used to make the comparisons. The extent to which estimates of pupil performance on the short-form measures were the same as that on the original tests was analyzed using a m ul ti-variate analysis of variance design. The results showed that the ability estimates obtained on each of the short-form tests differed significantly (p(.000) from that obtained on the original test. The differences were, however, trivial, measuring less than .06 of the standard deviation of the shorter test. Pearson's product moment correlation coefficients obtained in this study were, on average, .80, .89, and .94 between the original test (75 items) and the 10-, 20-, and 30-item tests, respectively. Analysis of the mastery/nonmastery classifications resulted in observed indices of agreement be tween the short- and long-form tests ranging from .82 for the 10-item test to .91 for the 30-item test. Kappa indices of agreement between the the short- and long-form measures ranged from .64 for the 10-item test to .81 for the 30-item test. The study concluded that there is a relationship be tween test length and estimation of pupil functional reading ability and student mastery/nonmastery classifications. It is proposed, however, that a substantial reduction in testing time and student testing burden can be realized by using short-form tests developed and administered in a manner described in the study. / Doctor of Education

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2014

This study reports on the findings of a research project into the problems facing the General Education and Training Certificate (GETC) for Grade 9 learners in the North West Province. To do this, the views of school management staff, teachers and professional support staff were sought. This study confined itself to the North West Province, South Africa. The sample size was two hundred individuals, comprising professional support staff, school management staff and teachers who are directly involved with GETC and Outcomes-Based Assessment (OBA). Three main problem areas were selected for the purpose of this study. l)lese are (a) OBA assessment training (b) follow-up activities needed for teachers (c) challenges facing the school level implementation. The study culminated in recommendation of a professional support model for teachers. The findings of this study revealed that teachers in the province were not adequately trained for the General Education and Training Certificate (GETC) implementation. Professional Support Staff did not offer enough follow-up activities to support the teachers during the implementation period and there after. Lack of this monitoring and supporting mechanism adversely affects the school level implementation of the GETC for Grade 9 learners. It was also revealed that schools are experiencing challenges regarding time management, implementation of CASS and CTA and in the processes and procedures followed in the GETC administration. The final recommendation is that there is a need to include in the pre-service training programmes, CASS and CTA assessment and develop an on-going professional support plan for teachers who are in the service. / Thesis (Ph.D) North-West University, Mafikeng Campus, 2005

The problem of this study was to examine the current practices and evaluations of the uses of minimum competency testing as perceived by the representatives of thirty large city school districts of the nation. In order to conduct this study, a questionnaire was developed and validated by panels. Members of the two five-member panels included various level personnel. The survey instrument was mailed to the superintendent of thirty large-city school districts. Twenty-nine were returned representing 96.67 percent of the population surveyed.

In 1976, the Louisiana Legislature passed Act 709. This act mandated accountability in education. As a result of this law, Louisiana students in grades four, eight, and eleven are given tests each year in reading, mathematics, and writing. The primary motivation for conducting this study was the wide-spread discussion about the value of the state-assessment program. There was a need to determine what the perceptions toward the Louisiana State-Assessment Program were by superintendents, principals, and teachers. Based upon a review of related literature and discussions with Louisiana educators, a questionnaire was developed with thirty-three items. These thirty-three items were grouped into six research questions that determined what the perceptions of superintendents, principals, and teachers were toward the Louisiana State-Assessment Program.

The problem of this study was to analyze the utilization of teacher competency testing in the eleven states that originally enacted legislation requiring teacher competency testing. A questionnaire was developed, validated, pretested, and finally submitted to state and local superintendents in eleven states. Thirty-three questionnaires were returned representing 75 percent of the questionnaires mailed. Responses were reported in percentage tables. An analysis of variance program was conducted on all data to determine whether the perceptions of the state and local superintendents were significantly different on each question. An analysis of the findings of this study led to the following conclusions. 1. The benefits of teacher testing to state agencies, schools of education, school districts, and society outweigh the disadvantages of increased budgets and larger educational bureaucracies and the possibility of teacher shortages. 2. Teacher competency testing procedures are used primarily for entrance to and graduation from teacher education programs and for certification purposes. 3. Characteristics of a comprehensive teacher competency testing program include a written assessment of acquired knowledge, procedures for evaluating an applicant during student teaching, a probationary period prior to permanent certification, additional training or assistance for teachers, and provisions for retaking of failed examinations. 4. Evidence indicates that although state-created tests are desirable, locally-created and nationally-developed tests are utilized in testing programs. 5. Legal problems will be encountered by testing programs in the areas of minority discrimination and cutoff scores, and political opposition from teacher organizations will continue.

The purposes of this study were to determine whether school board presidents' perceptions regarding competency-based testing in Texas were related to the (1) size of the school district represented by those surveyed, and (2) length of service of the board presidents. The dissertation includes an introductory chapter, a review of related literature, the procedures for collection and treatment of data, the presentation of data, and the summary, conclusions, and recommendations.

The purpose of this study was to determine which pupil and program characteristics discriminate with the success of learning disabled and mildly mentally retarded students on the retest of the Maryland Functional Mathematics Test (MFMT). A secondary purpose was to provide Baltimore County Public Schools (BCPS) with added knowledge to utilize in planning for handicapped students' Individualized Educational Program (IEP) . The sample consisted of 270 handicapped ninth grade students who failed the MFMT in the fall of 1985 and took the retest in the spring of 1986. Students taking the retest were divided into those who passed and those who failed. Data were collected describing the pupil's general ability, mathematics ability, race, sex, age, attendance, handicapping condition, level of special education services received, mathematics grade, and type of appropriate assistance received . Data were analyzed by employing a step-wise discriminant analysis. It was concluded that general ability, handicapping condition, sex, mathematics ability, mathematics grade, and race when in conjunction with each other discriminated with success on the retest of the MFMT. A model for utilizing the information in decision making was offered for school systems determining on an individual basis whether handicapped students will work toward a regular diploma or Certificate of Attendance. / Ed. D.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / Competency-based education (CBE) was introduced in the 1970s in the United States of America and its philosophical and practical dimensions are still being explored. As the Government of Namibia subscribes to CBE for all levels of education, the University of Namibia needs to understand this approach to education and how such programmes are ideally designed and implemented to bridge the gap between education (graduateness) and training (competence). The goal of this study was to develop a contextualised CBE programme design and implementation framework. International programme design and implementation frameworks were analysed and synthesised and applied to a local university programme, the Advanced Diploma in Education, in order to test the validity of an international framework and adapt it to local conditions. A qualitative research approach was used. On the one hand, data on the Advanced Diploma in Education (ADEd) was generated through methods such as stakeholder feedback on the ADEd design questionnaire as well as the analysis of relevant design and implementation documents. The post-hoc qualitative approach included a literature review, a visit to Australian universities and an international survey regarding the proposed design and implementation framework. The findings of the study pertain to programme design and programme implementation. The programme design findings emphasised the importance of the management of change to a CBE approach, the format of module descriptors and the assessment of competence. The implementation findings highlighted the necessity of administrative changes to accommodate CBE features, the training of staff and continuous evaluation of the teaching environment and lecturer performance. The study concludes that CBE appears to be appropriate for teacher education in Namibia when certain pitfalls are avoided and recommends that CBE programme designers at the Faculty of Education at the University of Namibia might apply the researched framework, comprising a comprehensive design and implementation section.

Dissertation submitted to the Faculty of Education in fulfillment of the requirements for the degree of Master of Education in the Department Educational Psychology and Special Education at the University of Zululand, 2006. / The purpose of this study is to show the association between learning problems and demographic factors, to examine the assessment of learning problems and to describe the profiles of learners with learning problems. Knowledge regarding the above-mentioned could be of assistance in paving the way to examine the relative impact of these variables to predict, assess and treat learning problems. The method used in this study entails a retrospective review of records. This means that previous psychological records were examined. These psychological reports consist of information on psychodiagnoses, intervention procedures and prognoses. In the light of the findings from the present study, it appears that there exists a need in South Africa for a solution-focused approach in the prevention and treatment of learning problems. According to the findings of the present study, learning problems can be caused by various demographic factors. Furthermore, attention is drawn to guide psychologists regarding the assessment of learning problems. A comprehensive test battery is necessary when assessing learning problems, because learning and emotional problems often co-exist. Finally, findings from the present study show variations in learners' profiles. Profiles of learners with learning problems seem to differ in a unique way from one another. Therefore, unique remedial programmes for the treatment of learning problems can be designed accordingly.