The introduction of No Child Left Behind increased performance expectations for students across the United States and compelled teachers to focus on standardized assessments instead of frequent formative assessments to monitor instruction and promote student learning. Common formative assessments (CFAs) help teachers align curriculum, assessment, and instruction while building the collective knowledge of the professional learning communities (PLCs). This qualitative case study analyzed the collaborative processes used by five sixth grade math teachers and one instructional coach (IC) at a Title I middle in the Southern United States to align the rigor between learning objectives, PLC-developed CFAs and classroom instruction. Of the teachers selected for the case study, the most experienced teacher had 35 years of teaching experience while the least experienced had two years of experience. This case study sought to answer the following overarching question: What collaborative processes are used to build CFAs in a PLC comprised of five sixth grade math teachers and one instructional coach at a Title I middle school in the Southern United States. The following sub-questions were also addressed: 1. What professional dialogue occurs when the sixth grade math PLC collaborates to develop CFAs that align with the rigor of TEKS and STAAR? 2. What resources does the sixth grade math PLC use to develop CFAs that align with the rigor of the TEKS and STAAR? Data was collected during collaborative CFA development sessions, eJournal reflection notes, one focus group, and supplemental documents from participants. Qualitative data analysis techniques included combing through the data for codes and using constant comparative analysis to determine main and sub-themes. The findings discovered that the sixth grade math PLC was methodical in their protocols to build CFAs. The progression from beginning to end involved deconstructing the TEKS, sharing instructional strategies, identifying anticipated student misconceptions and posing reflective questions to the group. The results of the case study revealed that the processes involved in creating CFAs were strategically implemented in a way that promoted precise alignment between curriculum, assessment, and instruction.

Schools across Mississippi are challenged with educational growth. Since the enactment of NCLB, Mississippi has been grappling with a decrease in the graduation rate among its’ public high school students. Despite all the preparation, spent funds, and professional development for teachers, many students are not being successful on required subject area tests. The purpose of this study was to determine if benchmark assessment scores could be used as a predictor of state assessment scores. This study was guided by 3 research questions and utilized 1 research design. For the purpose of this study, a simple linear regression correlational research design was used to develop an equation to determine if the ELS Biology I Benchmark Assessment scores were a reliable predictor of Mississippi Biology I SATP2 scores. Question 1 sought to determine the accuracy of the fall ELS Biology I Benchmark Assessment scores on predicting the Mississippi Biology I SATP2 for high school students. Question 2 sought to determine the accuracy of the winter ELS Biology I Benchmark Assessment scores on predicting the Mississippi Biology I SATP2 for high school students. Question 3 sought to determine the accuracy of the spring ELS Biology I Benchmark Assessment scores on predicting the Mississippi Biology I SATP2 for high school students. Data analyses results indicated a statistically significant model for predicting Mississippi Biology I SATP2 scores for each of the benchmark assessments. Although the fall administration was statistically significant, it was not very accurate in predicting SATP2 scores. It was determined that the ELS Biology I Benchmark Assessment could accurately predict scores on the Mississippi Biology I SATP2 for high school students. The study concluded with recommendations for future research, especially in the area of science.

No description available.

Thesis (M.S.)--University of Wisconsin--Madison, 1957. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 95).

Thesis (M.S.)--University of Wisconsin--Madison, 1960. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed.M.)--Boston University

This report provides an overview of some of the emergent current practices in using technology to evaluate learning. It starts by examining terminology associated with learning evaluation in terms of literature related to the subject. Several innovative models and tools in practice are discussed in terms of their application, situations they are best suited to, advantages or disadvantages they might have and theories they are based on. Some of these are easy to apply and more practically implementable, others are indicative of advanced technologies that are likely to come into use in the future. The report concludes with a few possible scenarios regarding the context in which these technologies and methods are to be used and the real world considerations that would concern the stakeholders. / text

No description available.

Thesis (doctoral)--Universität Göttingen.

This study examined how differences in magnitude of stimuli across two categories stimuli affected preference when two different response requirements were incorporated into the preference assessments. Four adults with intellectual disabilities participated in the study. In Phase 1, one preferred leisure activity and one preferred edible stimuli were identified for each participant. In Phase 2, preference for the preferred leisure activity and preferred edible items were evaluated across two different magnitudes (high and low). In Phase 3, a reinforcer assessment was attempted to determine if there was a difference in the reinforcing properties of the preferred items as a function of magnitude. However, all participants responded at ceiling levels in a no reinforcement baseline. Thus, in Phase 4, the same from Phase 2 were presented with a work requirement component between the selection response and delivery of the selected stimulus during the preference assessment. The results of this study suggested that stimuli identified as high preferred when there was no response requirement also were identified as high preferred when there was a response requirement. However, fewer stimuli were selected when the response requirement was included, suggesting that adding a response requirement to the preference assessment may enhance the predictive validity of those assessments in identifying reinforcers. Key words: preference rank, type of preference, stimulus magnitude, reinforcing effects, leisure and edible stimuli