Implications of Error Analysis Studies for Academic Interventions

2016 ◽  
Vol 35 (1-2) ◽  
pp. 215-225 ◽  
Author(s):  
Nancy Mather ◽  
Barbara J. Wendling
Keyword(s):  
Error Analysis ◽  
Educational Achievement ◽  
Achievement Tests ◽  
Careful Analysis ◽  
Academic Interventions ◽  
Instructional Interventions ◽  
Student Errors

We reviewed 13 studies that focused on analyzing student errors on achievement tests from the Kaufman Test of Educational Achievement–Third edition (KTEA-3). The intent was to determine what instructional implications could be derived from in-depth error analysis. As we reviewed these studies, several themes emerged. We explain how a careful analysis of errors is key to planning the most appropriate instructional interventions.

ANALISIS KESALAHAN PENULISAN KALIMAT EFEKTIF DALAM KARYA TULIS MAHASISWA PERHOTELAN SEKOLAH TINGGI PARIWISATA AMBARRUKMO YOGYAKARTA

2020 ◽  
Vol 8 (2) ◽  
pp. 51
Author(s):  
Rahmat Hidayat
Keyword(s):  
Error Analysis ◽  
University Students ◽  
Qualitative Approach ◽  
The Other ◽  
Hospitality Students ◽  
Other Hand ◽  
The Subject ◽  
Student Errors ◽  
Bahasa Indonesia

AbstractThis study aims to describe and analyze student errors in writing effective sentences. University students, especially those who were in the 1st semester, have not realized and developed Bahasa Indonesia as a skill. In the use of Bahasa Indonesian, students were not consciously guided by applicable language rules. Thus, the Bahasa Indonesian used by students was not as good and correct as expected by competence. Students have not been able to write effective sentences. There were still many students who have not applied the terms of effective sentences. In fact, the ability to write effective sentences is important for students.The approach in this research was qualitative. A qualitative approach was used in this study because the data analyzed were in the form of descriptions of observed phenomenon. In this case, the observed phenomenon was an error in writing effective sentences that occurred in the papers of hospitality students. The researcher identified the sentence that does not meet the requirements as an effective sentence and the factors behind the occurrence of the error.The results showed that students' skills in writing effective sentences were still poor. Of the five requirements for effective sentences, researchers found errors of four requirement. The accuracy was the only requirement in which no errors occurred. Based on the finding, researchers believe that students have been able to avoid writing ambiguous meaningful sentences. On the other hand, errors in clarity were very dominant found in student papers. Based on these facts, plus a test, the researcher concluded that the students have not been able to understand sentence structures well, even when students were asked to determine the subject and predicate in the sentence, more than 30% of students have not been able to determine precisely. Keywords: Error Analysis, Effective Sentence, Hospitality Students

A FRAMEWORK FOR ANALYZING THE INFERENCE STRUCTURE OF EDUCATIONAL ACHIEVEMENT TESTS

1982 ◽  
Vol 19 (1) ◽  
pp. 1-18 ◽  
Author(s):  
JAMES L. WARDROP ◽  
THOMAS H. ANDERSON ◽  
WELLS HIVELY ◽  
C. NICHOLAS HASTINGS ◽  
RICHARD I. ANDERSON ◽  
...  
Keyword(s):  
Educational Achievement ◽  
Achievement Tests

Error Analysis

2016 ◽  
Vol 35 (1-2) ◽  
pp. 242-250 ◽  
Author(s):  
George McCloskey
Keyword(s):  
Error Analysis ◽  
Historical Perspective ◽  
Educational Achievement ◽  
Process Approach ◽  
Cognitive Neuropsychology ◽  
The Future ◽  
Compare And Contrast

This commentary will take an historical perspective on the Kaufman Test of Educational Achievement (KTEA) error analysis, discussing where it started, where it is today, and where it may be headed in the future. In addition, the commentary will compare and contrast the KTEA error analysis procedures that are rooted in psychometric methodology and the process approach to error analysis which is derived primarily from cognitive neuropsychology.

The Characterological Imperative: On Heckman, Humphries, and Kautz's The Myth of Achievement Tests: The GED and the Role of Character in American Life

2016 ◽  
Vol 54 (2) ◽  
pp. 493-513 ◽  
Author(s):  
Robert J. Sampson
Keyword(s):  
Social Control ◽  
Educational Achievement ◽  
Lead Toxicity ◽  
Achievement Tests ◽  
Self Control ◽  
Noncognitive Skills ◽  
Life Chances ◽  
Individual Character ◽  
American Society ◽  
The Life Course

James J. Heckman, John Eric Humphries, and Tim Kautz make a powerful case for noncognitive skills—or what they conceptualize as character—as an explanation of educational achievement and other important outcomes in life. They do so while exposing the myth of the GED, arguing that the GED harms its intended beneficiaries by failing to instill the character skills that predict adult success. Childhood interventions to build personal character, especially self-control, are emphasized. The Myth of Achievement Tests is a major contribution, but I integrate relevant research on crime and social control across the life course that motivates a more dynamic conceptualization of character. I also review evidence on the environment as a source of both cognitive and noncognitive skills, including exposure to concentrated deprivation, violence, and lead toxicity. Moreover, I review evidence suggesting that social reactions to character shape life chances in ways not reducible to individual propensities, such as changes in criminal-justice policy that created large cohort differentials in incarceration for the same underlying behaviors. Social context and the character of American society itself are thus central to fostering individual character—not just skills but the desire to conform. It follows that self-control and social control need to be better unified theoretically and in designing interventions. (JEL I21, I26, I28, J24, R23, Z13)

Utility of KTEA-3 Error Analysis for the Diagnosis of Specific Learning Disabilities

2016 ◽  
Vol 35 (1-2) ◽  
pp. 226-241 ◽  
Author(s):  
Dawn P. Flanagan ◽  
Jennifer T. Mascolo ◽  
Vincent C. Alfonso
Keyword(s):  
Learning Disabilities ◽  
Error Analysis ◽  
Cognitive Process ◽  
Educational Achievement ◽  
Specific Learning Disabilities ◽  
Test Interpretation ◽  
Test Items ◽  
Maximum Benefit ◽  
Specific Learning ◽  
Oriented Approach

Through the use of excerpts from one of our own case studies, this commentary applied concepts inherent in, but not limited to, the neuropsychological literature to the interpretation of performance on the Kaufman Tests of Educational Achievement–Third Edition (KTEA-3), particularly at the level of error analysis. The approach to KTEA-3 test interpretation advocated here parallels the cognitive process-oriented approach used by McCloskey and colleagues in their interpretation of the Wechsler scales. This approach is also advocated by Hale and Fiorello as part of their cognitive hypothesis testing model and is inherent in the neuropsychological assessment and interpretation frameworks proposed by Miller and Dehn. For the purpose of this commentary, we describe how this approach to KTEA-3 test interpretation fits within our own Cattell-Horn-Carroll (CHC)-based approach to specific learning disabilities (SLD) identification. To derive maximum benefit from error analysis, practitioners must pay careful attention to the manner in which students respond to test items and copiously document their observations during test administration.

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