Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Lehigh University, 2004. / Includes bibliographical references (p. 93-101). Also available on the Internet.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 113-120). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 93-101).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

The purpose of this study is to investigate the technical adequacy of two reading Curriculum—Based Measures (CBM5), to examine the relationships of the CBM5 to normreferenced tests, and to compare the strength of relationship of both kinds of measures to school—based indices of reading performance. The two CBMs (a word list sampled from several reading series and a passage reading test composed of ten Ginn 720 passages) were taken from the literature; comprehensive information about their technical adequacy had not been previously available. A review of the literature indicates that CBM, particularly reading CBM, is gaining increased attention in education because of claims regarding its utility in monitoring pupil progress, its ease of administration, and its relationship to local curricula as well as to learning gains. This study examined how reading CBMs and two subtests from the Kaufman Test of Educational Achievement (Kaufman & Kaufman, 1985) relate to each other and to three school—based indices of reading performance: a school district reading test, program placement status (learning disabled or regular education), and a teacher rating scale of reading skill. Grade four students from one metropolitan Vancouver school district served as subjects (n=105). Of these, 35 were classified as learning disabled and 70 were classified as regular education. Learning disabled status was determined by judgments of a school district screening committee and by examining previous psychoeducational assessments. Reliability indices calculated on the CBMs supported claims for technical adequacy. These estimates were as follows: internal consistency of the word list was .97, internal consistency of the reading passages was .98 and .94 for reading speed and accuracy, test—retest reliability of the reading passages was .89 and .79 for reading speed and accuracy, and inter—rater reliability of the reading passages was .99 and .96 for reading speed and accuracy. Results indicated that the CBMs used in this study have high reliabilities. CBM5, especially the speed score from the- reading passages, demonstrated strong relationships to the two norm—referenced subtests. The pattern of correlations between the measures differed between the learning disabled and normal sample; analyses of variance demonstrated that all measures used in the study discriminated between the learning disabled and the regular education groups. Stepwise multiple regression and canonical analysis indicated that the two norm—referenced subtests, the speed score from the Curriculum—Based Reading Passages, and the accuracy score from the Curriculum—Based Word List were most efficient in “predicting” the three school-based indices of reading performance. Evidence for concurrent validity of curriculum—based and norm—referenced measures was found in this study. When administration time, instructional utility, and technical properties are considered, results indicated that the Kaufman Test of Educational Achievement Reading Decoding subtest and the Curriculum—Based Reading Passages speed score are the most efficient of the predictor measures investigated in identifying and programming for Year Four children with significant reading difficulty. Implications for further research and the potential of CBM to accommodate instructional and measurement needs is discussed.

Modern science education reform includes the development of standards and recommendations for content as well as the development and evaluation of pedagogy, but demonstrates limited assessment of student knowledge. Student knowledge assessment is an important factor in measuring the scientific literacy of current students. Concept inventories have been developed and used for the past fourteen years to assess non-science major student conceptual understanding of a content area. Inventories have been developed in the fields of physics, astronomy, chemistry and biology. The development and evaluation of a Genetics Concept Inventory (GCI) is presented here. The reliability estimate of 0.62 is supported by a respected panel of genetics educators' revisions, no significant gender bias, and the ability of junior and senior biology majors to outperform the non-science majors. Pretest/Posttest comparisons show a significant increase in five of six genetics content areas as well as a 9% increase on the overall percent score for the instrument. Although the Genetics Concept Inventory presented here needs further modification and testing, it is the first step in the development of a quality assessment tool for genetics content. / Department of Biology

In recent years, assessment policies and practices in language teaching programs worldwide have been changing in a number of ways at both system and classroom levels. To improve efficiency and effectiveness, some countries have introduced standardised tests and others have introduced outcome-based approaches which use teacher-conducted assessments as a basis for reporting learners’ progress and achievement against system-wide or national standards. It is particularly worth noting that assessment is currently moving away from the use of standardised multiple-choice tests to more complex performance-based assessments. This paradigm shift has led to changes in assessment approaches from a norm-referenced grading to a criterion-referenced grading. Japan is one of a number of countries that has introduced a criterion-referenced approach to assessment. This research case study investigates a criterion-referenced assessment system implemented in 2004 for English at lower secondary schools in Japan. The study examines the perceptions held by English teachers about the new assessment system, the way the assessment has impacted on their practices and the basis of their decisions about assessing students’ achievement. Data sources include policy documents, teacher questionnaires, interviews with teachers and non-teaching educators, and teaching and assessment materials. These data are examined using a qualitative and interpretive approach. The study focuses on the assessment implementation process itself and on the subsequent changes that need to be further adapted by the teachers as they enact the new policies. It defines the kind of support teachers need in order to practice consistent and valid assessment. The conclusions from the study support the findings of other similar studies and suggest that changing one component on its own can not bring about a change. The findings suggest that it is important that a proposed innovation ensures the harmonious relationship amongst key components such as curriculum/syllabus, teaching materials, and examinations, and is grounded in local experience and educational realities in order to prevent conflict situations arising. They suggest that it is necessary to take time to develop a good understanding of key concepts embedded in the innovation, to examine teacher factors such as their beliefs and teaching practice, and to provide teachers with ongoing professional development, in the process of implementing the innovation. The study concludes with recommendations for a successful implementation of a new assessment system, and with a reflection on the bilingual research process.

In recent years, assessment policies and practices in language teaching programs worldwide have been changing in a number of ways at both system and classroom levels. To improve efficiency and effectiveness, some countries have introduced standardised tests and others have introduced outcome-based approaches which use teacher-conducted assessments as a basis for reporting learners’ progress and achievement against system-wide or national standards. It is particularly worth noting that assessment is currently moving away from the use of standardised multiple-choice tests to more complex performance-based assessments. This paradigm shift has led to changes in assessment approaches from a norm-referenced grading to a criterion-referenced grading. Japan is one of a number of countries that has introduced a criterion-referenced approach to assessment. This research case study investigates a criterion-referenced assessment system implemented in 2004 for English at lower secondary schools in Japan. The study examines the perceptions held by English teachers about the new assessment system, the way the assessment has impacted on their practices and the basis of their decisions about assessing students’ achievement. Data sources include policy documents, teacher questionnaires, interviews with teachers and non-teaching educators, and teaching and assessment materials. These data are examined using a qualitative and interpretive approach. The study focuses on the assessment implementation process itself and on the subsequent changes that need to be further adapted by the teachers as they enact the new policies. It defines the kind of support teachers need in order to practice consistent and valid assessment. The conclusions from the study support the findings of other similar studies and suggest that changing one component on its own can not bring about a change. The findings suggest that it is important that a proposed innovation ensures the harmonious relationship amongst key components such as curriculum/syllabus, teaching materials, and examinations, and is grounded in local experience and educational realities in order to prevent conflict situations arising. They suggest that it is necessary to take time to develop a good understanding of key concepts embedded in the innovation, to examine teacher factors such as their beliefs and teaching practice, and to provide teachers with ongoing professional development, in the process of implementing the innovation. The study concludes with recommendations for a successful implementation of a new assessment system, and with a reflection on the bilingual research process.

Thesis (Ed.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.