The problem with which this study is concerned is establishing the relationship between scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Achievement Test (WRAT). The findings indicated a highly significant positive relationship between the WISC-R and WRAT, yielding a a < .001 for all rs between WISC-R Verbal, Performance, and Full Scale IQs and WRAT Reading, Spelling, and-Arithmetic. Analysis of WISC-R and WRAT subtests revealed slightly less significant relationships (a of at least .01) for all possible combinations. Results of this study indicate the possibility of using the WRAT Arithmetic score as a quick estimate of general level of achievement.

No description available.

This study was designed to ascertain whether group achievement test data can determine special education referral accuracy. One hundred eighty-nine special education referrals from four school districts in Texas were examined. The demographics were limited to group achievement test data: grade equivalents and percentiles in the subject areas of reading, spelling, language arts, and mathematics. Also examined were referral and eligibility outcomes to special education.

This thesis documents the action research study done to investigate the perceived challenges and benefits of a project-based language learning (PBLL) approach in a high school Spanish classroom. The research involved four high school Spanish 3 classes taught by the same teacher. Two classes formed an experimental group and were taught one thematic unit using a PBLL approach, while the other two classes formed the control group and were taught by the same approach that had been used the rest of the year. Two of the objectives of the study were to see how the PBLL approach affected the achievement and writing performance of the experimental group and how the students liked it in comparison to the teaching approach that had been used in the other units during the school year. The third objective was to identify effective steps in setting up project-based language learning in a high school classroom and its possible obstacles. The results from this study found that a PBLL approach possibly affected achievement in grammar in vocabulary from the pre-test to the post-test, but that the writing performance was unaffected. In this thesis, steps to setting up a PBLL unit are documented as well as possible obstacles. The thesis concludes with suggestions for overcoming these obstacles and for further research and collaboration in setting up PBLL units.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [88]-91). Also available on the Internet.

Thesis (Ed. S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 59 p. Includes bibliographical references p. 58-59.

The present study compares applications of continuous multidimensional item response theory (MIRT) models for their diagnostic potential. Typically, MIRT models have not been used for diagnosing the possession of skills or attributes by students, but several researchers have suggested that they can potentially be used for this purpose (e.g., Stout, 2007; Wainer, Vevea, Camacho, Reeve, Rosa, Nelson, Swygert, & Thissen, 2001). This study applies MIRT models to a standardized eighth grade mathematics achievement test that was constructed based on a hierarchically-structured blueprint consisting of standards, benchmarks, and indicators. Only the highest level, consisting of four standards, was used to define the dimensions. The confirmatory models were defined using the standards that had been scored for involvement in each item. For the current study, the exploratory MIRT (EMIRT) model was interpreted with respect to the dimensions. Then, the compensatory and confirmatory MIRT (CMIRT) models and the full information bifactor model were fitted. The interpretation of dimensions, empirical reliabilities of person estimates, and test- and item-fit were examined. Also, dimension and pattern probabilities were obtained for determining their diagnostic potential. Last, a noncompensatory MIRT model (MLTM-D; Embretson & Yang, 2011) and the DINA model (Haertel, 1989; Junker & Sijtsma, 2001) in use as diagnostic models were analyzed to compare pattern probabilities with the compensatory CMIRT model.

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 39-44).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [88]-91). Also available on the Internet.

This diploma thesis examines children's knowledge of natural science through the five years of primary school. Achievement test is used as the main data collection tool. It also mentions pupils with specific learning disorders or other developmental disorders. The results may assist teachers or others involved in this branch as a landmark on the map of children's knowledge.