Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 1970. / Title from title page screen, viewed Sept. 7, 2004. Dissertation Committee: J.H. McGrath (chair), Clayton F. Thomas, Eugene D. Fitzpatrick, Valjean M. Cashen. Includes bibliographical references (leaves 153-159) and abstract. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (M.A.)--University of West Florida, 2008. / Title from title page of source document. Document formatted into pages; contains 87 pages. Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references. Also available in print.

Thesis (M.A.)--University of North Carolina at Wilmington, 2007. / Includes bibliographical references (leaves: 92-96)

The level of increased central government that we have experienced during the last decades in school, for the purpose of increasing equality and to adapt the Swedish school to a certain international standard, clearly shows that increased control scarcely leads to improvement. The aim of this paper is to examine whether teachers believe that national tests contribute to equivalent assessment and increased goal attainment. Furthermore the teachers’ attitude towards and work with national tests is described. The paper is written from a school improvement perspective, where good examples from current research on what creates increased quality in school meaning increased goal attainment and equivalent assessment are related to research on school effectiveness and increased testing in schools. The study builds upon a quantitative survey among teachers in upper primary - and secondary school in a medium-sized municipality in Sweden. The result shows that the teachers have a somewhat more positive than negative attitude towards national tests, as a whole. The teachers use the tests in their instruction and they are a part of their planning. The advantages mentioned are the possibilities of showing off good examples, making the curriculum concrete, prepare the students for the test and get guidelines and support in assessment and grading. The teachers in the survey don’t consider the tests giving a full image of the abilities of a student nor do they consider the tests themselves relevant for the student’s learning. The result also shows a certain variation in the attitude of the teachers. Teachers, who have worked the longest period of time, more than 20 years, are those with the best attitude towards the test and their ability to contribute to increased goal attainment and equivalent assessment. Teachers who have worked the shortest period of time are the most skeptical to the positive effects of the tests. The teachers generally consider the tests contributing to equivalent assessment to some degree, but have the least positive stance toward the ability of the tests leading to improved quality meaning increased learning and goal attainment.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems and Workforce Development. / Title from title screen. Includes bibliographical references.

Value-added models (VAMs) have become widely used in evaluating teacher accountability. The use of these models for high-stakes decisions making has been very controversial due to lack of consistency in classifying teachers as high performing or low performing. There is an abundance of research on the impact of various student level covariates on teacher value-added scores; however, less is known about the impact of teacher-level and school-level covariates. This study uses hierarchical linear modeling to examine the impact of including teacher characteristics, school characteristics, and student demographics aggregated at the school level on elementary mathematics and reading teacher value-added scores. Data for this study was collected from a large school district in north Texas. This study found that across all VAMs fitted, 32% of mathematics teachers and 37% of reading teachers changed quintile ranking for their value-added score at least once across all VAMs, while 55% and 65% of schools changed their quintile ranking of value-added scores based on mathematics and reading achievement, respectively. The results show that failing to control for aggregated student demographics has a large impact on both teacher level and school level value-added scores. Policymakers and administrators using VAM estimates in high-stakes decision-making should include teacher- and school-level covariates in their VAMs.