The Experts below are selected from a list of 45 Experts worldwide ranked by ideXlab platform
Crawley, Janet Carter - One of the best experts on this subject based on the ideXlab platform.
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A study of the relationship between student Achievement and home socialization
W&M ScholarWorks, 2002Co-Authors: Crawley, Janet CarterAbstract:The purpose of this study was to examine the relationship between student Achievement and home socialization. Specifically, it explored the influence of cognitive and academic home socialization variables on the Achievement of seventh- and twelfth-grade students. It further explored the influence of cognitive and academic subvariables on student Achievement. The cognitive home socialization subvariables were stimulating literacy environment and joint learning activities. The academic home socialization subvariables were expectations and attitudes and values and behaviors.;The population consisted of parents of seventh- and twelfth-grade students from a small, rural, predominantly African-American school division in Central Virginia. One hundred twenty-five parents were surveyed using a modified version of the Henderson Environmental Learning Process Scale (HELPS) developed by Ronald Henderson in 1972. The data were correlated with the Virginia SOL English: Reading/Literature-Research (RLR) test data and the Stanford Achievement Tests, Ninth Edition (SAT 9) Partial/Basic Battery Tests data.;The study addressed the following research questions: (1) Does the cognitive home socialization of children relate to student Achievement? (2) Does the academic home socialization of children relate to student Achievement? (3) to what degree do cognitive home socialization and academic home socialization combine to predict student Achievement?;No clear and unequivocal relationship was found between home socialization and student Achievement. Twelfth-grade students\u27 home socialization showed a significant level of influence with the SAT 9 Achievement measure. Significant relationships were demonstrated between SAT 9 Achievement and the subvariables of stimulating literacy environment and values and behaviors.;Implications for practice would be to ensure that teachers tailor instruction to meet students\u27 needs, especially, as it relates to the teaching of Virginia Standards of Learning objectives. Additionally, the schools should develop a parent-school connection that provides parents with strategies that enable them to assist their children at home with schoolwork, especially schoolwork centered around standards incorporated into the curriculum. This parent-school connection should also emphasize to parents the importance of their involvement in the education process in determining the future academic and career success of their children
Jo P. M. Pieters - One of the best experts on this subject based on the ideXlab platform.
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Computerized Adaptive Testing: Theory, Applications, and Standards
Advances in Educational and Psychological Testing: Theory and Applications, 1991Co-Authors: Ronald K. Hambleton, Jac N. Zaal, Jo P. M. PietersAbstract:The testing industry in the United States has undergone major changes in the last 15 years. Classical test theory models and methods which have been in wide use for 60 years or more are being replaced by new test theories and methods, most notably item response theory (Hambleton & Swaminathan, 1985; and Weiss & Yoes, in Chapter 3). For example, many of the important standardized Achievement and aptitude Tests (e.g., Scholastic Aptitude Test, California Achievement Tests, the Stanford Achievement Tests, and the Woodcock-Johnson Psycho-Educational Battery) are developed using item response model principles and procedures.
Thomas P - One of the best experts on this subject based on the ideXlab platform.
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IDENTIFIERS Mineral County Schools WV; *Stanford Achievement Tests;
2016Co-Authors: Dawn Lombardi, Thomas PAbstract:West Virginia Bill 300 (Jobs Through Education Act) requires all students in grades 1-11 to take the Stanford Achievement Test. A minimum of 50 percent of a school's students in grades 3-11 must perform in the third quartile or the school will be considered deficient. A clause in the bill states that all students will be tested except those special education students whose individualized education programs (IEP) exclude them from testing. State Department of Education inclusion and exclusion guidelines state that for a student to receive an 11th-grade warranty, the student must have taken the Tests with no modifications. A preliminary test given in the fall of 1996 to 420 students in Mineral County schools showed that all grades in all schools increased in percentile ranks when students with IEPs were eliminated from aggregate scores. Following the test, a survey of general and special education teachers revealed concerns about inclusion of special education students in aggregate test scores; support needed for classroo
Read Text - One of the best experts on this subject based on the ideXlab platform.
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Content IDENTIFIERS *Dale Chall Readability Formula; Pearson Product Moment Correlation; *Stanford Achievement Tests
2016Co-Authors: Income Black, Students Ability, Read TextAbstract:The reading Achievement test scores of 239 low-income, southern, urban black students in grades three through eight were compared with their ability to comprehend the social studies books used in their classrooms. Achievement scores were obtained from the reading subTests of the Stanford Achievement Tests. A cloze passage was developed based on the social studies textbook for each grade level. The Dale-Chall Readability Formula was used to determine the readability at the designated grade level. Descriptive statistics including frequencies, means, medians, modes, and standard deviations were computed. Pearson product-moment correlations were computed between the results of the Stanford and the cloze procedure scores. In spite of moderately high correlations such as those of other studies between the Stanford and the cloze results, only a small percentage (15 percent) of the students were actually able t
Ronald K. Hambleton - One of the best experts on this subject based on the ideXlab platform.
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Computerized Adaptive Testing: Theory, Applications, and Standards
Advances in Educational and Psychological Testing: Theory and Applications, 1991Co-Authors: Ronald K. Hambleton, Jac N. Zaal, Jo P. M. PietersAbstract:The testing industry in the United States has undergone major changes in the last 15 years. Classical test theory models and methods which have been in wide use for 60 years or more are being replaced by new test theories and methods, most notably item response theory (Hambleton & Swaminathan, 1985; and Weiss & Yoes, in Chapter 3). For example, many of the important standardized Achievement and aptitude Tests (e.g., Scholastic Aptitude Test, California Achievement Tests, the Stanford Achievement Tests, and the Woodcock-Johnson Psycho-Educational Battery) are developed using item response model principles and procedures.