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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
21

Teachers' perception of the assessment mechanisms of the subject of English in primary schools /

Chung, Chui-ngor, Jenny. January 2000 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references.
22

The identification, development, and investigation of early mathematics curriculum-based measurement /

Clarke, Benjamin S. January 2002 (has links)
Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.
23

Construct validity of curriculum-based mathematics measures /

Thurber, Robin Schul, January 1999 (has links)
Thesis (Ph. D.)--University of Oregon, 1999. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 78-83). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.
24

Construct validity of curriculum-based reading measures for intermediate-grade students /

Petetit, Lynn Marie, January 2000 (has links)
Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 125-134). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963452.
25

Teachers' perception of the assessment mechanisms of the subject of English in primary schools

Chung, Chui-ngor, Jenny. January 2000 (has links)
Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references. Also available in print.
26

Predicting student success using curriculum based measurements of reading to predict student success on Minnesota's statewide assessments /

Emery, Kristine Louise. January 2006 (has links) (PDF)
Thesis, PlanA (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.
27

The validity of curriculum-based measurement in written expression for students in special education

Hartquist, Sara Marie. January 2006 (has links) (PDF)
Thesis, PlanA (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.
28

The effects of progress monitoring in early writing using curriculum-based measurement

Hampton, David D Lembke, Erica S. January 2007 (has links)
Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 26, 2007) Vita. Includes bibliographical references.
29

Using curriculum-based measures for assessing achievement in children who may have potential risk-factors for reading difficulty

Martin, Jessica M. January 2006 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.
30

A comparison of curriculum-based and norm-referenced measures in the identification of reading difficulty

Dunn, Rita L. 05 1900 (has links)
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. / Education, Faculty of / Graduate

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