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While there is increasing emphasis in education on the learning of intellectual processes, relatively little attention has been given to the rigorous assessment of these processes. An attempt was made to construct a group test which measured both specific processes of thinking as well as the general level of thinking attained at adolescence. Test Hems were modelled on Piagetian tasks as described by Elkind (1961b), Lawson and Renner (1974) and Shayer et a1. (1976). The test as a whole was considered to have acceptable face and content validity." Most items, as well as the test as a whole, showed low, but acceptable construct · validity for a research instrument. The reliability of the test in its present form was unacceptably low. Further development of the test is discussed as well as the implications which were raised for education. / Thesis (M.Sc.)-University of Natal, Durban, 1980.

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Measurements are important in daily life, technique and sciense. To understand physics and to do it's tasks weel, need to know units of physics. There is no book about physics units history in lithuanian. In this paper there is collected information about physics units historysince antiquity till our days.

<p> The purpose of this study was to explore the relationship between student performance on Reading Curriculum-based Measures (R-CBM) and student performance on the Alaska's standards based assessment (SBA) administered to students in Studied School District (SSD) Grade 3 through Grade 5 students in the Studied School District as required by Alaska's accountability system. The 2 research questions were: (a) To what extent, if at all, is there a relationship between student performance on the R-CBM tools administered in Grades 3, 4, and 5 in the fall, winter, and spring and student performance on the Alaska SBA administered in the spring of the same school year in the SSD? (b) To what extent, if at all, can cut scores be derived for each of the 3 R-CBM testing windows in the fall, winter, and spring that predict success on the Alaska SBA administered in the spring of the same school year in the SSD? The Study School District (SSD) served approximately 9,500 students, with 14% of students eligible for special education services. The enrollment was 81% Caucasian, 10% Alaska Native, 3% Hispanic, 3% multiethnic, and 4% as the total of American Indian, Asian, Black, and Native Hawaiian/Pacific Islander. The sample was 3rd (<i>n</i> = 472), 4th (<i>n</i> = 435), and 5th (<i>n</i> = 517) graders and consisted of all students with an Alaska SBA score and an R-CBM score for each of the 3 administrations of the R-CBM used in the 2009-2010 (FY10) and 2010-2011 (FY11) years. Pearson correlations were significant between R-CBM scores across 3rd, 4th, and 5th grades and the same grade Alaska SBA scores for FY10 data, <i>r</i> = .689 to <i>r</i> = .728, <i>p</i> &lt; .01. A test of the full model with R-CBM as predictor against a constant-only model was statistically reliable, <i>p</i> &lt; .001. The R-CBM reliably distinguished between passing and failing the Alaska SBA for students in Grades 3 through 5. Criterion validity of the cut scores was ascertained by applying scores to the FY11 data and yielded adequate levels of sensitivity from 49% to 88% while specificity levels ranged from 89% to 97%.</p>

<p> The No Child Left Behind Act requires all students be proficient in reading and mathematics by 2014, and students in subgroups to make Adequate Yearly Progress. One of these groups is students with disabilities, who continue to score well below their general education peers. This quantitative study identified scoring differences between disability groups on the Florida Comprehensive Assessment Test (FCAT) over a 6-year period. The percentages of students who scored at the proficient level in reading, mathematics, and writing in the fourth grade, and reading, mathematics, and science in the fifth grade were used to identify differences in 12 disability groups. All students with disabilities are combined into one category for reporting purposes and assigning school grades. Disaggregation of the special education categories revealed scoring differences between groups in all subjects and both grades. Students with speech impairments had the highest number of students scoring at the proficient level in all subjects, while students with intellectual disabilities had the fewest. The categorical rank order was identical for reading in both grades and similar in the other subjects. Students with specific learning disabilities, who constitute approximately 50% of all students with disabilities in these grades, were in the lowest five categories for both grades in reading and in fourth grade mathematics, and in the lower 50% in fifth grade mathematics and science. Recommendations included the need for alternate measures of student achievement; specifically, modified assessments, in addition to teacher evaluations and the impact on the Florida Flexibility Waiver's achievement goals.</p>

<p> This mixed methods research study evaluated the use of technology-based action plans as a way to help improve compliance with the learning objectives of an online training event. It explored how the action planning strategy impacted subjects in a treatment group and compared them to subjects in a control group who did not get the action plan. The study revealed that the action planning process supported the compliance of the learning objectives and provided insights into how the action planning process contributes to this compliance. As a result, this study recommends the use of technology-based action plans, as opposed to paper-based actions plans, as a simple and effective strategy to support the application and evaluation of training, specifically for online live training events.</p>

<p> Children from a low socioeconomic status (SES) are exposed to numerous stress factors that are negatively associated with sustained attention and academic performance. This association suggests that the timed component of lengthy assessments may be unfair for students from such backgrounds, as they may have an inability to sustain attention during lengthy tests. Research has also found academic disparities between gender. The purpose of this quasi-experimental study was to investigate the relationship between continuous and divided timed tests in terms of student test scores, with additional assessments incorporating gender. Two charter schools from a suburban Idaho school district were the sources of the convenience sample. Fifth grade students were tested in groups of approximately 30. The research questions for the study concerned the relationship between continuous and divided assessment protocols and Texas Assessment of Knowledge and Skills (TAKS) test scores for low- versus non-low-SES students and among gender. The hypothesis was that there would be a statistically significant difference in TAKS scores between continuous and divided assessments. An ANOVA was used to determine whether a statistical relationship existed between test scores and test protocol by gender. ANOVA results indicated no significant differences in math test scores between test protocols and among gender, suggesting that increased collaborative efforts between families and schools may mitigate factors associated with attentional and academic deficits among students from low-SES environments. The results of this study may be helpful for communities as they develop curricula that may close the academic gap among students of all SES backgrounds.</p>