This study sought to determine the best item selection procedure to use in mastery testing situations where small examinee samples exist. The item selection procedures evaluated were (a) modified classical, utilizing p-values and point biserial correlations; (b) criterion referenced, utilizing phi coefficients; (c) domain sampling, utilizing random item selection; and (d) Rasch model, utilizing item logits (b-values). / A computer program was used to create a data matrix containing the simulated responses of 1000 examinees to 240 items. From this matrix 12 sets of data were drawn. Each data set contained the responses of 50 randomly selected examinees and their associated responses to all 240 items. Three data sets were used for computing test results and or item statistics for each item selection procedure. / Item selection procedures were evaluated in terms of test information, standard error of the estimate, misclassification rate, and accuracy of the domain percentage correct score. Test information associated with each item was computed according to a three parameter item response theory (IRT) model. / The results show that the classical and criterion referenced procedures were effective at selecting items which, for a given cut-off score, would be identified by a three parameter model as having high information. However, since ability scores for a three parameter model can not be generated from sample sizes of 50 there is no way to effectively utilize the items identified with high information. Indeed, all of the item selection procedures (Rasch model included), which used statistical indices as a bases for item selection, produced biased estimates of the domain percentage correct score. As a result of the biased domain score estimates all of the "optimal" item selection procedures produced generally higher misclassification rates and less accurate domain score estimates than the random item selection procedure. For this reason the random item selection procedure was recommended for mastery tests in which small examinee samples exist. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2188. / Major Professor: Jacob Beard. / Thesis (Ph.D.)--The Florida State University, 1988.

The purpose of this dissertation was to evaluate the usefulness of meta-analysis for providing information to educational decision-makers for input evaluation. To accomplish this purpose, 70 studies on individualized instruction in grades 1-12 published from 1974 to the present were analyzed to obtain information that would be useful in helping educational decision-makers determine which, if any, type(s) of individualized instruction should replace traditional instruction. / Results of the meta-analysis indicated that mastery learning outperformed traditional instruction and other types of individualized instruction on achievement indicators in mathematics, natural science, and language arts courses. Subjects receiving mastery learning instruction also had more positive attitudes toward the school subject in question than did subjects receiving traditional instruction. In addition, mastery learning can be implemented with a minimum amount of disruption to traditional classroom procedures. / It was concluded that meta-analysis can provide information that would be useful to educational decision-makers in selecting among educational options. Meta-analysis is also useful in directing attention to specific process questions regarding the effectiveness of alternatives, e.g., what is it about mastery learning that produces outcomes that are superior to those of traditional instruction and other forms of individualized instruction. Three important process variables associated with mastery learning were time on task, cost, and the use of criterion referenced tests to assess mastery of instructional objectives. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4099. / Major Professor: Garrett Foster. / Thesis (Ph.D.)--The Florida State University, 1990.

Source: Dissertation Abstracts International, Volume: 40-07, Section: A, page: 3976. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-07, Section: A, page: 3977. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2725. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2722. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2726. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 38-11, Section: A, page: 6666. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 39-03, Section: A, page: 1500. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3537. / Thesis (Ph.D.)--The Florida State University, 1978.