Filmed Test to Assess Elementary School-Aged Children's Perception of Figures Which Appear to Move Away from Stationary Backgrounds

1968 ◽  
Vol 27 (2) ◽  
pp. 643-646
Author(s):  
Jacqueline Herkowitz
Keyword(s):  
Field Dependence ◽  
Test Performance ◽  
Standardized Test ◽  
Visual Display ◽  
Form Discrimination ◽  
Sound Track ◽  
Test Items ◽  
Black And White ◽  
Speed Of Response ◽  
Item Presentation

The manner in which a 30-min., 16-mm., animated black and white filmed test of field dependence was constructed is described. A sound track provides standardized test instructions. Test items are preceded on film by form-discrimination tasks and item examples to insure that form discrimination and lack of task familiarity do not affect test performance. In each of the 27 items and 5 examples a figure appears statically embedded within a background for 4 sec. In the succeeding 6 sec. of item presentation the figure continuously changes its context of embeddedness by growing larger in the visual display. This technique causes the figure to appear as if it is moving toward the viewer. Ss' performance is assessed in terms of accuracy and speed of response.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

The Influence of Visual Impairment on Physical Fitness Test Performance

1986 ◽  
Vol 80 (5) ◽  
pp. 729-731
Author(s):  
Francis X. Short ◽  
Joseph P. Winnick
Keyword(s):  
Physical Fitness ◽  
Visual Impairment ◽  
Test Performance ◽  
Visually Impaired ◽  
Long Distance ◽  
Physical Fitness Test ◽  
Fitness Test ◽  
Test Items ◽  
Age Range ◽  
Partially Sighted

The Project UNIQUE Physical Fitness Test was administered to 686 normally sighted and 484 visually impaired subjects in the 10-17 age range. Significant differences favoring the normally sighted were found for each of the six test items. The severity of the visual impairment was a significant factor on the two running items. Partially sighted subjects made better scores than legally blind subjects on the 50-yard dash and long-distance run. No significant differences between partially sighted and blind subjects were found for the non-running items in the test battery (skinfolds, grip strength, sit-ups and sit and reach). Findings suggested that, depending upon the purpose of the assessment, physical fitness test scores of the visually impaired generally should be compared to specially designed norms and that, on the running items, separate norms should be utilized for the blind and partially sighted.

Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement

2009 ◽  
Vol 31 (4) ◽  
pp. 392-415 ◽  
Author(s):  
Michael A. Gottfried
Keyword(s):  
Elementary School ◽  
Test Performance ◽  
Fixed Effects ◽  
Standardized Test ◽  
Educational Achievement ◽  
Quantitative Model ◽  
Academic Risk ◽  
Data Set ◽  
Unexcused Absences ◽  
Reading And Math

The literature on school absences has focused predominantly on the reasons for student truancy, or it has assessed only aggregate student absences in their effect on achievement. However, this study brings forth a new issue: the relationship between types of absences—excused versus unexcused—and school performance. With a quantitative model of educational achievement on a longitudinal multilevel data set of all second-through fourth-grade students in the Philadelphia School District from 1994 to 2000, this study disaggregated absence information to provide new insight on the attendance–achievement relationship. Specifically, a model using fixed effects with classroom-level clustering was employed to determine how the distinction among varying proportions of excused versus unexcused absences related to students’ standardized test performance in reading and math. This article demonstrates that distinguishing between students with high rates of excused or unexcused absences is significant. Having a higher proportion of excused absences to total absences exhibits a positive relationship between reading and math test scores. Conversely, students with a higher proportion of unexcused absences places them at academic risk, particularly in math achievement and as early as in elementary school. Implications for policy are discussed.

scholarly journals INFLUENCE OF IRRELEVANT SPEECH ON STANDARDIZED TEST PERFORMANCE

2002 ◽  
Vol 2002 (1) ◽  
pp. i-46
Author(s):  
Donald E. Powers ◽  
Wendy Albertson ◽  
Thomas Florek ◽  
Kathy Johnson ◽  
John Malak ◽  
...  
Keyword(s):  
Test Performance ◽  
Standardized Test ◽  
Irrelevant Speech ◽  
Standardized Test Performance

Effect of Color Coding on Visually and Verbally Oriented Tests with Students of Different Field Dependence Levels

1992 ◽  
Vol 20 (4) ◽  
pp. 311-320 ◽  
Author(s):  
Francis M. Dwyer ◽  
David M. Moore
Keyword(s):  
Field Dependence ◽  
Information Acquisition ◽  
Color Coding ◽  
Treatment Groups ◽  
Black And White ◽  
Field Dependent ◽  
Different Types ◽  
Respective Treatment ◽  
The Impact ◽  
Instructional Variable

To assess the impact of instructional color coding on visually and verbally oriented tests and on field-dependent-independent subjects, undergraduate college students (119) were randomly assigned to two treatment groups (color—black and white). These subjects received their respective treatment and received four dependent measures measuring four different types of educational objectives. Results indicated that the subject's level of field dependence is an important instructional variable and that color coding is an effective variable for maximizing information acquisition levels for field dependent over oriented subjects.

Research and Development of Guidelines for ASL Translation of Education Assessments

2017 ◽  
Author(s):  
Jennifer Higgins ◽  
Lisa Famularo ◽  
Christopher Kurz ◽  
Jeanne Reis ◽  
Lori Moers
Keyword(s):  
American Sign Language ◽  
Standardized Test ◽  
Deaf Education ◽  
Lessons Learned ◽  
Federally Funded ◽  
Design Data ◽  
National Education ◽  
Test Items ◽  
National Education Policy ◽  
Evidence Based Guidelines

This chapter draws from the Guidelines for Accessible Assessment Project (GAAP), a federally funded research project to create and evaluate guidelines for developing American Sign Language versions of standardized test items. The chapter begins with a brief discussion of national education policy that provides the context for GAAP and the need for evidence-based guidelines, followed by an overview of the project. The third section describes lessons learned regarding fostering effective communication and collaboration among a deaf and hearing team. The fourth section describes important considerations for researchers related to sampling, recruitment, study design, data collection, analysis, and reporting. The chapter concludes with a summary of key learnings and critical questions that researchers should consider before embarking on research in deaf education.

COGNITIVE STYLE PERFORMANCE AND FORM DISCRIMINATION

1973 ◽  
Vol 1 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Glen M. Vaught ◽  
Paul A. Roodin
Keyword(s):  
College Students ◽  
Cognitive Style ◽  
Field Dependence ◽  
Active Touch ◽  
Female College Students ◽  
Form Discrimination ◽  
Female College ◽  
Passive Touch ◽  
Field Independent ◽  
Field Dependent

Forty-two male and 42 female college students were subdivided into field independent, medium, and field dependent identity groups and matched for sex. Each subject was given 24 active and 24 passive touch form discrimination trials. The results showed that active touch form discrimination yielded fewer errors than passive touch and that females were better form discriminators than males. The interaction between field dependence, form discrimination and sex showed that in contrast to field independent subjects, field dependent males made more form discrimination errors while females improved. This interaction is discussed in relation to the field dependence literature.

Self-Reported Physical Activity and Treadmill Test Performance in Healthy Older Blacks and Whites

1994 ◽  
Vol 2 (1) ◽  
pp. 14-24 ◽  
Author(s):  
Steven P. Singleton ◽  
James T. Fitzgerald ◽  
Anne Victoria Neale
Keyword(s):  
Physical Activity ◽  
Test Performance ◽  
Activity Levels ◽  
Treadmill Test ◽  
Exercise Habits ◽  
Black And White ◽  
Blacks And Whites ◽  
Fitness And Health ◽  
The Relationship ◽  
White Adults

This study was conducted to determine the exercise habits and fitness status of healthy older black and white adults, ages 50 to 80 years. The 384 subjects were enrolled in a health promotion project conducted by a midwestern medical school. Self-reported exercise levels were higher for men than for women and were higher for whites compared with blacks. Age had the greatest impact on treadmill performance for both sexes. Activity levels declined with age for men but not for women. Self-reported exercise levels were highly predictive of fitness status for men but not for women. The relationship in older adults between activity levels and both measured fitness and health status needs further investigation.

Reading Comprehension Test Performance and Hierarchical Classification

1979 ◽  
Vol 11 (4) ◽  
pp. 381-385
Author(s):  
Jean Wallace Gillet ◽  
Herbert C. Richards
Keyword(s):  
Test Performance ◽  
Hierarchical Classification ◽  
Third Graders ◽  
Reading Test ◽  
Stepwise Multiple Regression ◽  
Stepwise Multiple Regression Analysis ◽  
Test Items ◽  
Single Score ◽  
Classification Tasks ◽  
Guttman Scaling

Items from a widely used standardized reading achievement test were rated by trained judges according to the degree to which they required an understanding of hierarchical classification. 2 subtests were constructed from subsets of items that were identified by their extreme ratings: Subtest A was judged to require classification operations from respondents; Subtest B, not to require them. 22 third graders were assessed on 5 types of Piagetian classification tasks. After Guttman scaling, each was assigned a single score for classification ability. Stepwise multiple regression analysis revealed that classification ability was significantly predictive of Subtest A performance, even when performance on Subtest B was controlled statistically. The results were interpreted to mean that reading test performance is partially influenced by one's mastery of hierarchical classification because some test items require this ability. Such items probably discriminate among children on the basis of developmental maturity rather than on instruction-related knowledge.

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