Reliability Analysis For The Internationally Administered 2002 Series Ged Tests Ged Testing Service R Research Studies 2009 3
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Reliability Analysis For The Internationally Administered 2002 Series Ged Tests Ged Testing Service R Research Studies 2009 3
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Author : J. Carl Setzer
language : en
Publisher:
Release Date : 2009
Reliability Analysis For The Internationally Administered 2002 Series Ged Tests Ged Testing Service R Research Studies 2009 3 written by J. Carl Setzer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
Reliability Analysis for the Internationally Administered 2002 Series GED (General Educational Development) Tests Reliability refers to the consistency, or stability, of test scores when the authors administer the measurement procedure repeatedly to groups of examinees (American Educational Research Association [AERA], American Psychological Association [APA], and National Council on Measurement in Education [NCME], 1999). If a given test yields widely discrepant scores for the same individual on separate test administrations, and the individual does not change significantly on the measured attribute, then the scores on the test are not reliable. Conversely, if a test produces the same or similar scores for an individual on separate administrations, then the scores from the test are considered reliable. Reliability is inversely related to the amount of measurement error in test scores. That is, the more measurement error present in test scores, the less reliable the test. Reliability is a crucial index of test quality. Standard practices require test developers to evaluate and report the reliability of their test scores. The purpose of this report was to estimate and evaluate the reliability of the internationally administered 2002 Series GED Tests, which have been developed and maintained by the GED Testing Service (GEDTS) since 1963. (Contains 3 tables and 3 footnotes.).
Reliability And Validity Evidence For The Ged R English As A Second Language Test Ged Testing Service R Research Studies 2009 4
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Author : J. Carl Setzer
language : en
Publisher:
Release Date : 2009
Reliability And Validity Evidence For The Ged R English As A Second Language Test Ged Testing Service R Research Studies 2009 4 written by J. Carl Setzer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
The GED[R] English as a Second Language (GED ESL) Test was designed to serve as an adjunct to the GED test battery when an examinee takes either the Spanish- or French-language version of the tests. The GED ESL Test is a criterion-referenced, multiple-choice instrument that assesses the functional, English reading skills of adults whose first language is not English. The purpose of this report is to provide some background and psychometric information regarding the ESL Test. Sections of the report provide an overview of the test specifications, estimates of reliability (including internal consistency and classification accuracy), and evidence supporting the validity of test score interpretations. (Contains 8 tables, 1 figure, and 1 footnote.).
An Exploration Of Ged R Standard Score Stability
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Author : G. Anthony Benners
language : en
Publisher:
Release Date : 2006
An Exploration Of Ged R Standard Score Stability written by G. Anthony Benners and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
The present investigation was aimed at exploring the stability of the standard score distributions on the GED (General Educational Development) Tests taken by U.S. high school seniors in equating studies conducted by GED Testing Service during the span of 5 years from 2001 (the norming year) to 2005. Three questions were addressed by this exploration: First, are the characteristics of the norming sample representative? Second, have self-reported characteristics of high school seniors changed since 2001, the year of standardization/norming of the new test series? Third, are there any trends in test performance during these years that suggest high school seniors are mastering the content of the GED Tests or are otherwise becoming ignorant of the content? (Contains 22 figures.).
Examining The Validity Of Ged R Tests Scores With Scheduling And Setting Accommodations Ged Testing Service Research Studies 2004 1
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Author : Carol E. George-Ezzelle
language : en
Publisher:
Release Date : 2004
Examining The Validity Of Ged R Tests Scores With Scheduling And Setting Accommodations Ged Testing Service Research Studies 2004 1 written by Carol E. George-Ezzelle and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
Current testing standards call for test developers to provide evidence that testing procedures and test scores, and the inferences made based on the test scores, show evidence of validity and are comparable across subpopulations (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME], 1999). Evidence of the comparability of test validity across subpopulations can be collected through examination of: (1) the representation of the content domain being tested; (2) the relationship of test performance to other variables; (3) the internal structure of the test; (4) the response processes of examinees; and (5) the consequences of test score use. This research focuses on examining the internal structure of the test and the response processes of examinees with and without accommodations of test scheduling (e.g., extra time or breaks) and physical setting (private room). In an effort to contribute to the research on the effect of test accommodations on test performance, the current study examines the comparability of academic achievement test performance across examinees who did not receive any test accommodation and examinees who received an accommodation of either (1) extended time only; (2) extended time and private room only; or (3) extended time, private room, and supervised breaks only. These test accommodations represent situations in which there is a change in the scheduling/timing or physical setting of the exam versus the presentation (e.g., audio) or response format (dictated response) of the exam. The equivalence of an academic achievement test's psychometric properties across accommodated and non-accommodated examinees will be examined through the calculation of group descriptive statistics, reliability estimates, standard errors of measurement, and differential item functioning (DIF). (Contains 20 tables.).
Repeat Ged R Tests Examinees Who Persists And Who Passes
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Author : Jizhi Zhang
language : en
Publisher:
Release Date : 2010
Repeat Ged R Tests Examinees Who Persists And Who Passes written by Jizhi Zhang and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
Like most high-stakes testing programs, the GED[R] testing program allows examinees who do not pass on the first attempt to retake the GED Tests. Studies and reports have described GED Tests candidates' characteristics and testing performance, but no study has targeted repeat examinees. A series of questions related to repeat examinees remains unanswered: Do repeat examinees have the same characteristics as examinees who pass the GED Tests on the first try? What are repeat examinees' retesting behaviors? What relationship do testing center policies have to a repeat examinee's decision about retesting? The goal of this study is to provide an accurate description of characteristics and testing histories of repeat GED Tests examinees and to examine relationships of individual characteristics and testing center policies with examinees' test performance. Testing and passing rates by GED Tests examinees' social and demographic characteristics are disclosed. The study employs multilevel analyses to disaggregate relationships of individual factors and testing center policies with examinees' decisions about retesting and their passing status. Overall, about half of GED Tests examinees who did not pass the GED Tests on their first attempt retested. Thirty-two percent of all first-time non-passers retested and passed. Among repeat examinees in the current study, nearly 60 percent of them eventually passed the GED Tests through persistent effort. Fifty-four percent of repeat examinees retested in Mathematics, and 49 percent retested in Language Arts, Writing. Status as a young candidate, a white candidate, having completed higher than fifth grade, having a higher first-attempt score, having a goal to enter a two-year college, or taking the Official GED Practice Tests was associated with a higher chance of retesting. At the testing center level, both requiring GED Tests completion in one day and allowing testing in one content area at a time reduced the probability of retesting. The probability of passing also increased for young, white males with English as a primary language, who had a higher first-attempt score, who completed higher than fifth grade, and who had a goal to enter a two-year college. At the testing center level, requiring a retesting fee, requiring GED Tests to be completed in one day, and allowing testing in one content area at a time were negatively associated with the chance of passing for repeat examinees. Completion of GED Tests before scoring increased a repeat examinee's probability of passing the GED Tests. The longer repeat examinees waited before retesting, the higher their chances for passing the GED Tests. Implications of these and other findings from the study are discussed, and suggestions for future research are offered in this report. Appended are: (1) Descriptive Statistics for Candidates Who Did Not Pass on Their First Attempt, by Retesting Status: 2006; (2) Distribution of GED Tests Candidates Who Did Not Pass on the First Attempt, by Reasons for Testing and Retest Status: 2006; (3) Descriptive Statistics for Repeat Examinees, by Passing Status: 2006; (4) Fully Conditional HGLM Results for the Likelihood of Retesting (Population Average Model): 2006; and (5) Fully Conditional HGLM Results for Likelihood of Passing the GED Tests (Population Average Model): 2006. (Contains 9 tables and 3 footnotes.).
School Family And Community Partnerships
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Author : Joyce L. Epstein
language : en
Publisher: Corwin Press
Release Date : 2018-07-19
School Family And Community Partnerships written by Joyce L. Epstein and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-07-19 with Education categories.
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Assessment And Learning
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Author : John Gardner
language : en
Publisher: SAGE
Release Date : 2012-03-05
Assessment And Learning written by John Gardner and has been published by SAGE this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-03-05 with Education categories.
This book provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners. Readers will find research-informed insights from a wide variety of international contexts. The new edition includes chapters on e-assessment, the learner's perspective on assessment and learning, and the influence of assessment on how we value learning.
Index Medicus
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Author :
language : en
Publisher:
Release Date : 2004
Index Medicus written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with Medicine categories.
Vols. for 1963- include as pt. 2 of the Jan. issue: Medical subject headings.
Research Methods In Learning Design And Technology
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Author : Enilda Romero-Hall
language : en
Publisher: Routledge
Release Date : 2020-10-19
Research Methods In Learning Design And Technology written by Enilda Romero-Hall and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-10-19 with Education categories.
Research Methods in Learning Design and Technology explores the many forms, both new and established, that research takes within the field of instructional design and technology (IDT). Chapters by experienced IDT researchers address methodologies such as meta-analysis, social media research, user experience design research, eye-tracking research, and phenomenology, situating each approach within the broader context of how IDT research has evolved and continues to evolve over time. This comprehensive, up-to-date volume familiarizes graduate students, faculty, and instructional design practitioners with the full spectrum of approaches available for investigating the new and changing educational landscapes. The book also discusses the history and prospective future of research methodologies in the IDT field.
Handbook Of Research On Student Engagement
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Author : Sandra L. Christenson
language : en
Publisher: Springer Science & Business Media
Release Date : 2012-02-23
Handbook Of Research On Student Engagement written by Sandra L. Christenson and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-02-23 with Psychology categories.
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.