ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Reading Fluency and Comprehension Measures for Seventh Grade Students. Technical Report # 23
Author: Alonzo, Julie
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Reading Fluency,Reading Achievement,Grade 7,Reading Instruction,Reading Comprehension,Gender Differences,Standardized Tests,Correlation

This report summarizes the spring 2003, seventh-grade reading achievement data from five different schools in an urban school district in a mid-sized city in the Pacific Northwest. The original data set contained 358 students, but 96 students were removed from the data set prior to analysis because they had no scores in any of the dependent variables. Additional students were missing data in some but not all of the dependent variable measures, so the total sample size used for analysis varies by measure. Reading analysis for 7th grade is appended.
Analysis of Reading Fluency and Comprehension Measures for Fifth Grade Students. Technical Report # 28
Author: Beghetto, Ron
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,Test Items,Reading Fluency,Federal Legislation,Reading Tests,Item Analysis,Grade 5,Elementary School Students,Educational Legislation,Vocabulary,School Districts

In response to the No Child Left Behind Act of 2001, school districts are working to develop assessment systems to monitor student progress. In the area of reading, three measures can provide useful information about students' developing proficiency: a test of oral reading fluency (ORF), a vocabulary test, and a reading comprehension test comprised of selection response and constructed response items. To be most useful at the district level, it is helpful to have a variety of comparable forms available for each of these measures to allow multiple testing during the school year. This report details an analysis conducted on the fifth-grade version of District Reading Tests (Oral Reading Fluency, Vocabulary, and Reading Comprehension). The analysis had the purpose of: (a) examining the comparability between forms; (b) examining group performance, item difficulty, and item discrimination power; and (c) abbreviating two forms of selection and constructed response items. First, the authors describe the methods of the analysis and then we present results before closing with a brief conclusion. Appended are: (1) Item Analysis--District Vocabulary Test; (2) Item Analysis: SR (Form A); and (3) Item Analysis: SR (Form B).(Contains 10 tables.)
Analysis of Reading Fluency and Comprehension Measures for Fourth Grade Students. Technical Report # 27
Author: Alonzo, Julie
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Reading Comprehension,Reading Fluency,Reading Achievement,Grade 4,Elementary School Students,Correlation,Reading Tests,Oral Reading,Written Language,Oral Language,Urban Schools,Gender Differences,Socioeconomic Status,Federal Legislation,Educational Legislation,Low Income Groups,Minority Groups,At Risk Students,Racial Differences,State Standards,Disabilities,Vocabulary,English (Second Language),Error Patterns

The No Child Left Behind Act of 2001 has increased the role of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by poverty, race and ethnicity, disability, and limited English proficiency. By the 2005-06 school year, tests must be expanded to include at least one year between grades 10-12, and by 2007-08, states must also include science assessments at least once in grades 3-5, grades 6-9, and grades 10-12. The law requires states to set annual measurable objectives to track student progress towards reaching proficiency, with the ultimate goal that &quot;all groups of students--including low-income students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency--reach proficiency within 12 years&quot;. This report summarizes the spring 2003, fourth-grade reading achievement data from 29 different schools in an urban school district in the Pacific Northwest. The original data set contained 1,290 students, but some students were missing data in some but not all of the dependent variable measures, so the total sample size used for different analyses varies by measure. Item Analysis for District Reading Test, Selected Response: Forms A and B is appended. (Contains 17 tables.)
Use of Focus Groups to Inform the Construction of a Universally Designed Mathematics Test. Technical Report # 29
Author: Ketterlin-Geller, Leanne
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Focus Groups,Access to Computers,Disabilities,Child Advocacy,Grade 3,Item Response Theory,Mathematics Tests,Test Construction,Computer Assisted Testing,Teacher Attitudes,Administrator Attitudes,Elementary School Students,Parent Attitudes,English (Second Language),General Education,Computer Literacy,Spanish Speaking,Test Validity

Focus groups were used to examine the needs of students taking a computer adaptive math assessment. The assessment designed using universal design and item response theory. Focus groups included teachers, administrators, child advocacy groups, and 3rd grade students and parents from the following groups: students with disabilities, students in general education, and students learning English as a second language. Focus groups identified using the mouse, understanding directions and accessing the format of the items as sources of confusion. Additionally, a survey suggested that English Language Learners have differential access to computers. These findings will be used to revise the assessment. (Contains 1 figure and 5 tables.)
Analysis of Reading Fluency and Comprehension Measures for First Grade Students. Technical Report # 25
Author: Alonzo, Julie
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,Listening Comprehension,Reading Fluency,Phonemics,Reading Achievement,Grade 1,Reading Instruction,Elementary School Students,Correlation,Reading Tests,Oral Reading,Written Language,Oral Language,Urban Schools,Phoneme Grapheme Correspondence,Gender Differences,Socioeconomic Status,Federal Legislation,Educational Legislation,Low Income Groups,Racial Differences,At Risk Students,State Standards,Disabilities,Error Patterns

This technical report provides data on the extent to which progress monitoring measures explain reading achievement. The four progress monitoring measures discussed are: letter sounding, phonemic segmentation, oral reading fluency, and comprehension given in either oral or written form. These measures were administered to first grade students in low- and high-income schools. A regression analysis indicated that the Letter Sounding and Phonemic Segmenting tests correlate with each other, as well as the ORF measure, the Listening Comprehension test, and the Constructed Response section of the Reading Comprehension test. However, these measures do not correlate with the Reading Comprehension test. The ORF and Reading Comprehension measures correlated with all other first-grade reading measures. Another important finding was that more students from low-income schools needed to take the Listening Comprehension test rather than the Reading Comprehension test. This finding indicates a potential area of concern for school districts. (Contains 7 tables.)
The Development of the E-Learning Course &quot;Sociology&quot;
Author: Aleksic-Maslac, Karmela
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Electronic Learning,Tests,Sociology,Educational Technology,Instructional Design,College Instruction,Computer Assisted Testing,Computer Mediated Communication,Asynchronous Communication,Discussion,Distance Education,Web Based Instruction,Course Evaluation,Course Descriptions

The fast development of information and communication technologies (ICT) improves greatly education quality. E-learning is an important education component at Zagreb School of Economics and Management (ZSEM) and, in addition, it is obligatory for all our teachers and students. In this paper, the development process of course &quot;Sociology&quot; shall be described. During the course development 11 standards were used, that is to say, statical, dynamical and administrative ones. We shall pay special attention to dynamical standards, that is to say, to online quizzes and closed student-student and teacher-student discussions. The obtained quality of the e-learning course and evaluations on the satisfaction of students with lectures shall be also taken into account. (Contains 5 tables and 3 figures.) [This paper was published in: &quot;Proceedings of the 7th WSEAS International Conference on Education and Educational Technology (EDU'08),&quot; p135-140. ISBN: 978-960-474-029-1. ISSN: 1790-5109.]
Social Phenomenon of Community on Online Learning: Digital Interaction and Collaborative Learning Experience
Author: Aleksic-Maslac, Karmela
Date: 2009-08-00
Type: Journal Articles
Subjects: Electronic Learning,Constructivism (Learning),Computer Mediated Communication,Distance Education,Online Courses,Interaction,Foreign Countries,Social Experience,Learning Experience,Educational Technology,Colleges,Instructional Effectiveness,Inquiry,Cooperative Learning,Teaching Methods,Discussion (Teaching Technique),Student Participation

Digital interaction in e-learning offers great opportunities for education quality improvement in both--the classical teaching combined with e-learning, and distance learning. Zagreb School of Economics &amp; Management (ZSEM) is one of the few higher education institutions in Croatia that systematically uses e-learning in teaching. Systematically means that all courses are developed combined with e-learning and all these courses use the same LMS (Learning Management System). Discussions are very important part of each e-learning system. The study focuses on the importance of the social phenomenon of community on online learning. The phenomenon of digital environments and social experience in education is examined through discussion boards of two different freshmen courses offered at ZSEM. Effectiveness and communication dynamics of discussion boards is analyzed through comparison of students' participation rates according to the topic, discussion type and quality of discussion. The goal of the study is to analyze the potential of online communication tools in creating student-centered digital communities of inquiry. However, the focus is not on the individual student learning and achievement outcomes, but on the collaborative learning and student digital interaction from a pedagogical perspective. Based on social constructivist principle and the assumption that knowledge creation is a shared, rather than individual experience, the study examines how and why digital environments enhance online collaborative learning experience. (Contains 15 figures and 6 tables.)
Oral Reading Fluency: 90 Years of Measurement. Technical Report # 33
Author: Hasbrouck, Jan
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Curriculum Based Assessment,Reading Fluency,Oral Reading,Reading Aloud to Others,Research Reports,Norm Referenced Tests,Statistical Data,Measurement Objectives,Measurement Techniques,Middle School Students,Elementary School Students,Trimester System

Data are presented from a number of different sites in which oral reading fluency was measured using the procedures commonly ascribed to curriculum-based measurement (CBM). This measurement system focuses on automaticity in reading and therefore students are directed to read aloud from grade level passages for one minute, with words read correctly counted. Data are presented across various sites, compiling the outcomes across various passages and depicting the results in both average performance and percentile bands for fall, winter, and spring across grades 1-8. These data are referred to as normative because of the large sample and robust passage sampling. (Contains 3 tables.)
Instrument Development: Examining the Appropriateness of Student and Teacher Surveys for Determining the Need for Testing Accommodations. Technical Report #31
Author: Alonzo, Julie
Date: 2004-00-00
Type: Reports - Research
Subjects: Feedback (Response),Delivery Systems,Testing Accommodations,Mathematics Tests,Teacher Surveys,Student Surveys,Test Construction,Computer Assisted Testing,Test Validity,Measurement,Pilot Projects,Evaluation Research,Guidelines,Program Descriptions,Special Needs Students,Educational Testing,Individualized Education Programs,Grade 3,Grade 2,Elementary School Teachers,Rural Schools,Special Education,Questionnaires,Measures (Individuals),Records (Forms)

This technical report documents the procedures followed in developing student and teacher surveys to gather information about the accommodations students are accustomed to receiving and those that might be beneficial on a mathematics test delivered on the computer. It provides documentation of the technical adequacy of the survey instruments, as part of the larger effort to develop and validate our computerized accommodations recommendation and delivery system. Information is provided about the process we used to gather content-related validity evidence and revise the measures. Data from the content review and piloting procedures are presented. Logistical guidance for other researchers piloting survey instruments is provided. Appended are: (1) Template of the Letter Used for Initial Contact with Content Review Teachers; (2) Template of the Letter Used for 2nd Contact with Content Review Teachers; (3) Teacher Recommendation for Accommodations Survey; (4) Teacher Feedback Form; (5) Student Survey; (6) Teacher Feedback Form  on the Student Survey; (7) Student Feedback Form; (8) Template of the Letter Used for 1st Contact with Teachers Involved in Piloting Surveys; (9) Template of the Letter Used for 2nd Contact with Teachers Involved in Piloting Surveys; (10) Thank you letter; and (11) Instructions for Having Students Review the Surveys. (Contains 3 tables.)
Analysis of Reading Fluency and Comprehension Measures for Third Grade Students. Technical Report # 22
Author: Geller, Leanne Ketterlin
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Reading Comprehension,Reading Fluency,Income,Reading Achievement,Research Reports,Grade 3,Elementary School Students,Reading Skills,Evaluation Methods,Student Evaluation,Reading Aloud to Others,Socioeconomic Influences,Gender Differences,Racial Differences,Ethnicity,Vocabulary Development,Regression (Statistics),State Standards,Standardized Tests,Urban Schools

This technical report outlines the results of a correlational study of an Oral Reading Fluency (ORF) measure, a Reading Comprehension measure, a Vocabulary measure, and a statewide, large-scale reading assessment. The effects of school income level, gender, ethnicity, Special Education status, and English Language Learner status are also considered. For the ORF, statistically significant differences were found in all of the demographic comparisons. For the Reading Comprehension and Vocabulary tests, statistically significant differences were found in all comparisons except for gender. A correlational analysis indicated a strong correlation between the ORF measure and the Vocabulary test, a moderately strong correlation between the Vocabulary test and the statewide reading assessment, and weak to moderate correlations between all other measures. A regression analysis indicated that ORF, Reading Comprehension and Vocabulary measures predict 25% of the variance in statewide assessment scores. (Contains 7 tables.)
Content-Related Evidence for Validity for Mathematics Tests: Teacher Review. Technical Report # 42
Author: Martinez, Martha I.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Evidence,Feedback (Response),Test Results,Test Items,Mathematics Achievement,Academic Achievement,Validity,Mathematics Tests,Test Reviews,Research Reports,Teaching Methods,Middle School Students

Behavioral Research and Teaching (BRT) has developed a series of mathematics tests to assist local school districts in identifying students in grades 1-8 who may be at risk of not meeting year-end mathematics achievement goals. The tests were developed using the state mathematics standards for the relevant grade levels and administered to students in fall, winter and spring. In an effort to continuously improve the tests as well as to examine the validity of their uses, school staff from local districts participated in piloting and reviews of the tests from 2003-2006. The 2005-2006 teacher review documented in this technical report was designed to systematically capture feedback on all test items based on the appropriateness of language, concepts, and graphics, as well as bias in language or graphics. This review provides content-related validity evidence for the uses of the test results as screening tools. Appended are: (1) Math Test Review: Reviewer Information Form; (2) presentation outline that BRT used to frame the meeting and explain the review procedures that teachers were asked to use; (3) review forms that were provided to review each test item systematically in terms of the four criteria, as well as to offer any suggestions for how to improve specific items; (4) Overall Ratings of Difficulty; (5) Metadata for table Teacher Review in BRT Math Database; and (6) Reviewer comments and changes made to first grade spring assessments. (Contains 4 tables.)
The Development of Word and Passage Reading Fluency Measures for Use in a Progress Monitoring Assessment System. Technical Report # 40
Author: Alonzo, Julie
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Reading Fluency,Reading Tests,Kindergarten,Emergent Literacy,Elementary School Students,Educational Assessment,Educational Theories,Psychometrics,Phonemic Awareness,Suburban Schools,Test Construction,Measurement,Pilot Projects,Evaluation Research,Educational Testing,Measures (Individuals),Records (Forms),Item Response Theory,Word Lists

In this technical report, the authors describe the development alternate forms of Word and Passage Reading Fluency measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fourth grade. They begin with a brief overview of the two conceptual frameworks underlying the assessment system: progress monitoring and developmental theories of reading. They then provide context for how the Word Reading measures fit into the full assessment system. Additional technical reports provide similar information about measures of Early Literacy such as Letter Names, Letter Sounds, and Phoneme Segmenting and Reading Comprehension. Appended are: (1) Test Specifications for Creating Passage Reading Fluency Measures; (2) Example Word Reading Test: Student Copy; (3) Example Word Reading Fluency Test: Assessor Copy; (4) Example First Grade Passage Reading Fluency Test: Student Copy; and (5) Example First-Grade Passage Reading Fluency Test: Assessor Copy. (Contains 13 tables and 1 figure.)
Measuring Teachers' Efficacy Working with Diverse Student Needs: Testing a Measurement Model. Technical Report # 38
Author: Alonzo, Julie
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Secondary School Teachers,Teacher Effectiveness,Teacher Attitudes,Student Diversity,Special Needs Students,Teacher Surveys,Factor Analysis,Models,Test Construction,Goodness of Fit,Pilot Projects,Alignment (Education),Inclusion,Organization,Feedback (Response)

This technical report describes the development, pilot testing, and revision of a survey instrument designed to measure secondary school teachers' perceptions of their efficacy working with students from diverse backgrounds. A brief review of relevant literature frames the current study in the context of survey development that is technically adequate. Exploratory factor analysis is used to identify factors within each of four hypothesized latent constructs (alignment, inclusivity, organization, and general efficacy), and the measurement model fit is evaluated to explain their representation. Results suggest that the survey instrument (once revised) is reliable and that the measurement model may adequately fit the data. Appended are: (1) Feedback Form Used During Content Review; (2) Technical Specifications of Survey; (3) Survey Used in Pilot Study; (4) MPLUS Output Files for Measurement Model; and (5) Revised Survey (Post Pilot Study). (Contains 23 tables, 2 figures and 2 footnotes.)
The Development of Early Literacy Measures for Use in a Progress Monitoring Assessment System: Letter Names, Letter Sounds and Phoneme Segmenting. Technical Report # 39
Author: Alonzo, Julie
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Emergent Literacy,Measures (Individuals),Naming,Alphabets,Phonemes,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Elementary School Students,Item Response Theory,Formative Evaluation,Student Evaluation,Pilot Projects,Test Items,Difficulty Level,Error of Measurement,Goodness of Fit

In this technical report, the authors describe the development alternate forms of three types of early literacy measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fourth grade. They begin with a brief overview of the two conceptual frameworks underlying the assessment system: progress monitoring and developmental theories of reading. They then provide context for how the three early literacy measures of Letter Names, Letter Sounds, and Phoneme Segmenting measures fit into the full assessment system. Subsequent technical reports provide similar information about measures of Word and Passage Reading Fluency (Alonzo & Tindal, 2007), Passage, and Reading Comprehension (Alonzo, Liu, & Tindal, 2007). Appended are: (1) Example Letter Names Test: Student Copy; (2) Example Letter Names Test: Assessor Copy; (3) Example Letter Sounds Test: Student Copy; (4) Example Letter Sounds Test: Assessor Copy; and (5) Example Phoneme Segmenting Test: Assessor Copy. (Contains 7 tables and 3 figures.)
Building a Team of Passionate Callers to Enrich Education in Croatia
Author: Gojsic, Jasenka
Date: 2010-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teamwork,Instructional Leadership,Empowerment,Inquiry,Group Dynamics,Cooperation,Collegiality,Workshops,Educational Improvement,Stakeholders

This article is about a group of eight people joined by a common idea--a strong call to enrich education in Croatia so that it motivates leadership and empowers children. Through use of philosophy and methodology of Appreciative Inquiry, this informal group of people has gradually developed into the core team of a potential national movement. (Contains 1 figure and 2 footnotes.)