Relationship of reading fluency assessment data with state accountability test scores: A longitudinal comparison of grade levels

2006 ◽  
Vol 43 (5) ◽  
pp. 527-535 ◽  
Author(s):  
Benjamin Silberglitt ◽  
Matthew K. Burns ◽  
Na'im H. Madyun ◽  
Kathryn E. Lail
Keyword(s):  
Reading Fluency ◽  
Test Scores ◽  
Assessment Data ◽  
Grade Levels ◽  
State Accountability ◽  
Longitudinal Comparison ◽  
Relationship Of

The Relationship of Compliance with Coping Strategies and Self-Esteem

2003 ◽  
Vol 19 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Gisli H. Gudjonsson ◽  
Jon Fridrik Sigurdsson
Keyword(s):  
Sex Differences ◽  
Coping Strategies ◽  
Multiple Regression ◽  
Sex Difference ◽  
Test Scores ◽  
Self Esteem ◽  
Stressful Situation ◽  
Men And Women ◽  
Relationship Of ◽  
The Relationship

Summary: The Gudjonsson Compliance Scale (GCS), the COPE Scale, and the Rosenberg Self-Esteem Scale were administered to 212 men and 212 women. Multiple regression of the test scores showed that low self-esteem and denial coping were the best predictors of compliance in both men and women. Significant sex differences emerged on all three scales, with women having lower self-esteem than men, being more compliant, and using different coping strategies when confronted with a stressful situation. The sex difference in compliance was mediated by differences in self-esteem between men and women.

scholarly journals The Fluency of Oral Reading with Natural Reader Software

2021 ◽  
Vol 5 (2) ◽  
pp. 156-163
Author(s):  
Varia Virdania Virdaus ◽  
Saiful Rifa’i
Keyword(s):  
English Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
English Language ◽  
English Education ◽  
Control Group ◽  
Study Program ◽  
Grade Levels ◽  
Group 2

This recent investigation aims to find out whether natural reader software improves oral reading fluency for English language learners. In this recent study, the natural reader software was considered as independent variable and the oral reading fluency score was regarded as dependent one. The subjects of this investigation were students of English education study program. The number of the students of group (1) were 32 students who are taught using natural reader software and this group was considered to be an experimental group and The number of the students of group (2) were35 students who are taught without using natural reader software this group was considered to be control group. This study has proven that this software can significantly prove that most of  students have more accurate and more precise reading skills. This study has revealed that oral reading fluency instruction does improve global reading proficiency at all grade levels

Investigating the reliability of the Key Stage 2 test results for assessing individual pupil achievement and progress in England

2005 ◽  
Author(s):  
Lesley Doyle ◽  
Ray Godfrey
Keyword(s):  
Secondary School ◽  
Test Scores ◽  
First Year ◽  
Educational Standards ◽  
Test Results ◽  
Assessment Data ◽  
National Assessment ◽  
Personalised Learning ◽  
Pupil Achievement ◽  
The Uk

'Personalised learning' and the value of national assessment data in achieving it have been identified by the UK Secretary of State for Education and Skills as essential for raising educational standards. Employing multilevel analysis, this paper compares children's end of primary school (Key Stage 2) test scores with those they achieved in comparable test papers taken in each term of their first year of secondary school. The paper questions the reliability of national assessment data in respect of the performance of individual children, their predictive validity and thus their value in contributing to the provision of 'personalised learning'.

School Board Sensemaking of Federal and State Accountability Policies

2020 ◽  
pp. 089590482092581
Author(s):  
Daniella Hall Sutherland
Keyword(s):  
Qualitative Case Study ◽  
Policy Instrument ◽  
Board Members ◽  
Assessment Data ◽  
Accountability Systems ◽  
Local Implementation ◽  
State Accountability ◽  
Use Of Assessment ◽  
Every Student Succeeds Act

This qualitative case study examines how board members make sense of federal accountability policies and how their sensemaking shapes their use of assessment data as a policy instrument. Deviating from previous work on practitioner sensemaking, the participants’ interpretations of assessments did not align with their ensuing use of the data. Furthermore, board members’ use of assessment data diverged from both federal and state messaging, illustrating board members’ synthesis and adaptation of external messaging into a locally driven narrative. As the nation has shifted to state accountability systems under Every Student Succeeds Act (ESSA), the findings provide insights to policymakers and practitioners to support local implementation.

Relationship of the WAIS to the SRA Non-Verbal Test Scores

1966 ◽  
Vol 19 (3) ◽  
pp. 987-990 ◽  
Author(s):  
Raymond H. Holden ◽  
Martin A. Mendelson ◽  
Spencer De Vault
Keyword(s):  
Test Scores ◽  
Intelligence Test ◽  
Test Form ◽  
Test Instrument ◽  
Verbal Scale ◽  
Verbal Test ◽  
Unselected Sample ◽  
Category Labels ◽  
Relationship Of ◽  
Performance Scale

In the present study a short, self-administered intelligence test (SRA Non-verbal Test, Form AH) was correlated with the WAIS for an unselected sample of 29 mothers on the Providence Child Development Study. The correlation of .81 is significant and similar to the r of .82 between the WAIS Verbal Scale and the WAIS Performance Scale. It is concluded that the 10-min. SRA Non-verbal Test is a satisfactory and valid intelligence test instrument when dealing with specific groups of Ss but that WAIS IQ category labels should not be applied indiscriminately to SRA IQs.

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