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The purpose of this study is: 1) To point out some similarities and differences of the two school systems in the twin cities. 2)To determine the comparative readiness of the students finalizing the seventh grade in Texas and those finishing eighth grade in Arkansas to pursue high school work. 3) To make a comparative study of the progress made during the Freshman year in high school by these same students. 4) To determine the difference in achievement of students in the two school systems by making a study of the graduating seniors of the session 1936-1937.

The investigator had the following purposes in undertaking the present study: 1. To determine the accuracy of the Brace Basketball Achievement Test in measuring a girl's real playing ability. 2. To determine to what extent the Brace Basketball Achievement Test can be relied upon to rank the players of a girls Interscholastic League basketball squad. 3. To determine to what extent the Brace Basketball Achievement Test can be relied upon to rank girls basketball squads in an Interscholastic League district. 4. To determine the degree to which the Brace Basketball Test can be relied upon as an aid for the selection of players for a high school girls basketball squad.

Thesis (M.Ed.)--University of South Africa, 2002.

本研究之目的旨在探討成就測驗中，學生的不完整作答反應是否能利用插補法，對不完整作答反應資料進行彌補。研究者藉由試題參數與受試者能力參數的分析討論，期望能獲得支持插補技術應用於成就測驗的結論。研究欲探討的問題有三：（一）利用統計插補法所估算之替代值與實際作答反應之間是否有差異存在；（二）受試者之部分答題反應組型在經過插補後，與完全作答反應組型之分析結果是否有差異存在；（三）能否將統計插補技術應用於成就測驗模式中。 本研究程序包含兩部分，一為模擬資料（N=1000，3000，5000，l0000；缺失比例為5%，10%，15%，30%，50%）的分析，模擬研究主要作為實證研究結果的驗證與推論；另一個則為實證資料的分析與討論。針對不完整作答反應，基於IRT的強假設前提，以及成就測驗作答反應的資料型態，研究者選擇熱卡插補法(HOt Deck imputation method)的統計插補技術，分別對於實證資料與模擬資料中之各類樣本數，與不同缺失比率下的作答反應作插補。另又以EM插補法作對照分析。 根據研究結果與討論，提出以下幾點歸納結論：（一）當缺失比例不大時，能符合原本的資料分佈假設，但隨著缺失比例愈高，高至30%以上時，已漸不符合原本假設；（二）當缺失比例愈高時，各項參數之估計標準差值幾乎是最大的；若忽略未作答反應之受試者的表現時，其分析所得的參數估計值亦並未是最佳的，反而是將所有受試者的作答反應進行插補估計後，所得的參數估計標準差值才是最小、最佳的；（三）本研究中，主要以熱卡法為插補方法，而EM插補法並不符合本研究資料之性質，故若採用此法進行插補，則所得的估計標準差會是最大的；（四）經過模擬研究與實證資料的分析後，證明熱卡法所推估的未作答反應，與直接刪除未作答反應或不處理未作答反應的確有差異存在，且經過插補所產生的替代值，對於受試者的能力表現能提供更穩定有效的解釋力。 關鍵詞：熱卡插補法、不完整作答反應、成就測驗 / This purpose of this study is to infer the feasibility if examinees' non response could be made up, by using imputation method in non response or missing value of achievement test. The research design contains two procedures: one is simulation research (setting sample sizes are 1000, 3000, 5000, and 10000; percents of non response are 5%, 10%, 15%, 30%, and 50%), and the other is pragmatic research. Hot deck imputation method is the main concern method in this research. To test if this method fits to achievement test, EM method is used for comparison with the Hot deck imputation method. The results are as follows: 1. The distribution of below 30% percent non response data after imputated is the same as the original data, but following the higher percents of non response, the distribution is not match what we expected. 2. Applying Hot Deck imputation method to the achievement test with different sample size and different percents of non response, the researcher found that following the higher percents of non response in any sample size, the higher standard deviation happened. Besides, ignoring or deleting these non responses is not a good way to deal with this test response pattern. Imputating an appropriate answer for the non response by Hot Deck imputation method, we could get the least standard deviation of the test and ability parameters estimation, and get largest test information for examinees. 3. We found the Hot Deck imputation method is suitable for the data pattern of achievement test than EM method. There are different outcomes between Hot deck imputation method and EM method. Hot Deck imputation method also has accuracy parameter estimation. 4. Based on above discussions, this study suggested that Hot deck imputation method could cope with non response in achievement test pretty well. Key Words: Hot Deck imputation method, Non response, Achievement test

Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302. Twelve studies were found which had been done in this area since 1980. One was directly related to this study. The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group. A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05. The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained. Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State University. Therefore, the program is considered successful.

This study was conducted to investigate the effect of analogy-enhanced instruction on students&rsquo / achievement in function and attitudes toward mathematics. The study was conducted with 63 ninth grade students in one of the public high schools in Konya, Turkey during Spring 2005 semester. The experimental group received instruction with analogy-enhanced model. The control group received instruction with traditional method. The matching-only pre-test- post-test control group design was used in the study. The following measuring instruments were used to collect data: The Function Achievement Test, Mathematics Attitude Scale and open ended questions. The data of the present study were analyzed by using Multivariate Analysis of Variance (MANOVA) and paired t-test. Results of the study indicated that: (1) There was a significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of the function achievement, (2) there was no significant mean difference between students received instruction with analogy-enhanced models and those received instruction with traditional method in terms of attitudes toward mathematics, (3) there was a significant mean difference between gained scores of students received instruction with analogy-enhanced method and those received instruction with traditional method in terms of attitudes toward mathematics.

The aim of the diploma thesis was to create educational presentation for grammar school students according to the inquiry-based education principles and used in the classroom for teaching the thematic unit Water regime of plants, its application in teaching process and inclusion of inquiry-based education into plant physiology lessons at grammar school. A comparative survey which included 90 students was carried out in three first grade parallel classes. The level of students´knowledge was compared on a basis of the achievement test some students attended lessons including educational presentation completed with a worksheet, other students attended lessons providing the same topic in a way of frontal teaching and without the presentation. The goal of this research was to find out if inquiry-based education affects the level of acquired knowledge and if it leads to its permanent preservation. The results were statistically evaluated and clearly classified into tables and graphs.

The master's thesis focuses on individuation and differentiation in our education system. The present work explains the concepts of individualization and differentiation, various types of differentiation, their possible pitfalls, their history and the applications of differentiation and individuation in alternative schools. The thesis includes a conversation with a physics teacher, analysis of annual elementary school reports, and an experiment. The experiment included a non-standardized achievement test and a survey.

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