Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 107-124).

This study investigated the effects of access to a test item pool on student achievement and study habits in an Introduction to Microcomputers class at Southwest Virginia Community College. The class was planned, delivered, and evaluated using Vogler's Curriculum-Pedagogy-Assessment (CPA) model. The study was designed as a quasi-experimental study. Three groups were used in the study: two treatment groups and a control group. A test item pool was furnished as study questions for the two treatment groups defined as unlimited access and just-in-time access groups. A control group did not have access to the study questions. The unlimited access group received all questions on computer disk at the beginning of the course. The questions were not grouped by topic but rather were grouped by question type. The just-in-time access group received a group of questions each week that pertained to the topic being studied for the week. / Ed. D.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 260-263) Also available in print.

This study surveys a sample of second-, fourth-, and sixth-grade teachers' proficiencies in three areas of standardized achievement test information—knowledge of standardized test terminology, interpretation of standardized tests, and application of standardized test results in program planning. A comparison is also made of teacher knowledge of standardized tests and public school administrators' expectations of teachers' skills. The purposes of the study were to determine elementary teachers' knowledge of standardized achievement test terminology, interpretation and application of test score information. This determination was made across the three variables, grade level taught, highest degree earned, and the number of years teaching experience.

This study investigated bias at the item level in six subtests of the California Achievement Tests (CAT). Variability of performance across all individual items of the CAT for fourth graders from three ethnic groups was examined. A two-factor (item scores and ethnicity) ANOVA procedure was used to examine the interaction between Anglo and Hispanic children and between Anglo and black subjects on individual test items of the subtests. Significant F-ratios for the Items x Groups interaction were further examined by using Bonerroni's post-hoc test for the purpose of identifying specific items reflecting cultural bias. A total of twenty-one items was identified as culturally biased. Of these items, sixteen were biased against Hispanics, three items were found to contain bias against blacks, and two items reflected bias against both Hispanic and black children. Of these twenty-one items identified as biased, eighteen belonged to four verbal subtests and three items are part of the two mathematics subtests. In addition to these items identified as being statistically biased, this study suggests that ethnocultural differences exist on overall performance levels between groups. For example, on the verbal subtests, there was a total of only three items on which Hispanic children scored higher than Anglo subjects, and only one item which reflected a better performance by black children than Anglo students. Higher performance levels by Anglo subjects were also noted on mathematic subtests, wherein Hispanic children scored higher on six items than their Anglo counterparts, and black subjects outperformed Anglo children on only one item. These data reflected a tendency of higher performance by Anglo students across all subtests when by an examination of the number of items passed or failed by members of each ethnic group was made. The examination of the verbal subtests additionally showed that Anglos passed sixty-five items, Hispanic children passed twenty-four items and thirty-two items were passed by black subjects. This trend continued on the mathematics subtests, where thirty-one items were passed by Anglo students and seventeen and fifteen items were passed by Hispanic and black children respectively. The findings of this study led to the conclusion that the majority of items on the CAT does not reflect evidence of cultural bias. There were, however, a limited number of items on which either Hispanic or black children out-performed their Anglo counterparts. Implications of these findings were discussed and recommendations were made for future studies to examine bias at the item level.

There is no abstract available for this dissertation. / Department of Special Education

The purpose of this study was to evaluate the Metropolitan Achievement Test, Primary I Battery (MAT-PI) for its early predictive validity in the later identification of mildly mentally handicapped students as well as its predictive validity in Identifying children who will be referred for an individualized psycho-educational assessment In the course of their elementary school career. All selected subjects (N=225) were students In the Gary Community School Corporation in Gary, Indiana, who had taken the MAT-PI during April of first grade, between the years 1981-83. Seventy-five subjects were randomly chosen from three categories; students who were subsequently designated as mildly mentally handicapped (MIMH, N= 429), students who were subsequently referred and evaluated as part of psycho-educational evaluation and who were not classified as mildly mentally handicapped (Referral Group, 1Y 974) and students who were not subsequently referred or evaluated as part of a psycho-educational evaluation nor classified under any special education classification (Normal, & -6,336). An additional 27 students from each group (MIMH, Referral and Normal) were retained to perform a cross validation. Discriminant Analysis was used with the selected sample (N=225) to predict group membership (MIMH, Referral and Normal) using standard scores from four subtests (Word Knowledge, Word Analysis, Reading and Math) of the MAT-PI as independent variables. A step-wise discriminant procedure was utilized with a minimum significance level of A <.05 for the two possible discriminant functions. A series of one-way analyses of variance examined the mean differences between the three groups (MIMH, Referral and Normal). A post-hoc analysis of mean differences between groups was done using the Scheffe test of significance (R <.05).Findings1. The results of the analysis of variance (one-way ANOVA's) indicated significant (p. <.01) mean differences between the three groups (MIMH, Referral and Normal) on each of the four predictor variables (MAT-PI subtests: Word Knowledge, Word Analysis, Reading and Math).2. The results of the discriminant analysis for both a three-group (MIMH, Referral and Normal) and a two-group (Referred and NonReferred) classification system, produced statistically significant (p <_.01) discriminant functions.3. The Word Knowledge, Word Analysis and Math subtests of the MAT-PI were the best predictors of group membership in both the three-group and the two-group classification systems.Conclusions1. The null hypothesis that the MAT-PI will not significantly discriminate students who will be identified as in need of special education services for the mildly mentally handicapped was rejected. 2. The null hypothesis that the MAT-PI will not significantly discriminate students who will subsequently be referred for a psycho-educatioanl evaluation was rejected.3. A comparison of these results with related studies substantiates that the MAT-PI has comparable predictive ability for early identification of "high risk" children to individually administered preschool screening tests, the use of biographical data, parent questionnaires or teacher ratings.4. The major problem with the MAT-PI, as an economical screening instrument, is its tendency to over-predict (false positives).

Thesis (M. Ed.)--Kutztown University, 1988. / Source: Masters Abstracts International, Volume: 45-06, page: 2763. Typescript. Includes bibliographical references (leaves 70-79).

Thesis (M.S.)--Tennessee Temple University, 1979. / Includes bibliographical references (leaf 47).

Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed Apr. 8, 2009). Advisor: Mark Kretovics. Includes bibliographical references (p. 255-303).