ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Interim Assessments in a Comprehensive Assessment System: A Policy Brief
Author: Perie, Marianne
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: Educational Assessment,Student Evaluation,Accountability,Summative Evaluation,Formative Evaluation,Benchmarking,Diagnostic Tests,Student Improvement,Predictive Measurement,Educational Objectives

The standards-based reform movement has resulted in the wide-spread use of summative assessments designed to measure students&apos; performance at specific points in time. While many have hoped that these end-of-year tests would provide constructional useful information for educators, they do not. This is not because there is something &quot;wrong&quot; with these summative accountability tests, rather that they were not designed to meet instructional purposes. Recognizing the inherent limitations of summative assessment, educators are looking for additional assessments to inform and track student learning during the year. Large numbers of vendors are now selling what they call &quot;benchmark,&quot; &quot;diagnostic,&quot; and/or &quot;predictive&quot; assessments with promises of improving student performance. These systems often lay claim to the research documenting the powerful effect of formative assessment on student learning. However, the research in this area, including the seminal Black and Wiliam (1998) meta-analysis, evaluated formative assessments of a very different character than essentially all current commercially-available interim assessment programs. This policy brief provides a definition to differentiate between true classroom formative assessment and the interim assessments currently in the marketplace. It also describes a framework for understanding what purposes interim assessments can serve and considering their appropriate role in a comprehensive assessment system. The goal of this brief is to help district leaders thoughtfully examine the commercially-available interim assessment products, develop strong specifications for a customized system, develop their own interim assessments, or determine that interim assessments are not an appropriate tool for their assessment system. A second goal is to help state leaders consider what role they might play in supporting effective interim assessment practices. This policy brief is organized into the following seven sections: (1) Distinguishing among Assessment Types; (2) Questions to Start With; (3) Determining the Purpose for the Interim Assessment; (4) Characteristics of an Effective Interim Assessment System to Be Used for Instructional Purposes; (5) Current Commercially Available Interim Assessment Systems; (6) Implications for District and State Decision Makers; and (7) Conclusions.
Retrospective Pilot Study of USAID-Funded Education Projects in Malawi
Author: Anzar, Uzma
Date: 2004-12-00
Type: Reports - Research
Subjects: Foreign Countries,International Programs,Public Agencies,Developing Nations,Federal Aid,Educational Quality,Intervention,Educational Environment,Outcomes of Education,Correlation,Predictor Variables,Access to Education,Educational Objectives,Socioeconomic Influences,Sustainability,Evaluators,Stakeholders,Educational Research,Elementary Secondary Education

The retrospective pilot study was designed to provide information on thirteen years of USAID-funded education projects in Malawi. This study provides a preliminary understanding of (i) the conceptualization of education quality that was explicit or implicit in project designs over time; (ii) the interventions carried out to enhance education quality; and (iii) the impact of interventions. The results of this study are being used to inform the larger three-year EQUIP1study, the Cross-national Synthesis of Education Quality. The four consecutive education projects in Malawi funded by USAID between 1991 and the present were studied. The study was guided by the following general questions which probe the relationship between project interventions and resultant education quality at the primary level: (1) How has education quality been conceptualized and measured within a series of projects or an integrated program?; (2) What educational interventions are identified as having had a positive effect on quality?; (3) What interventions have not had an impact on quality?; (4) Have the interventions had different impacts in different educational environments?; (5) What are the long-term effects of interventions on the system, teachers, schools, communities, and student outcomes? Are the programs or ideas from the programs being sustained or incorporated into government policies and programs?; and (6) Do the documents available reveal local voices or points of view concerning the impact of programs? USAID Quality Interventions in Malawi--An Overview is appended. A bibliography is also included.
College Students&apos; Memory for Unannounced Cumulative Items on the Final Exam
Author: Aagaard, Lola
Date: 2014-11-05
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Memory,Tests,Individual Development,Multiple Choice Tests,Comparative Analysis,Statistical Significance,Correlation,Demography

Although there has been much published research on the benefits of distributed practice (Cepeda, Pashler, Vul, Wixted, &amp; Rohrer, 2006) and the testing effect (Eisenkraemer, Jaeger, &amp; Stein, 2013), very few studies are available regarding cumulative testing in college courses. Those available show a benefit to cumulative testing (Lawrence, 2014; Rohm, Sparzo, &amp; Bennett, 1986; Szpunar, McDermott, &amp; Roediger, 2007). As baseline information for a future study of cumulative testing, the current study investigated how well 150 college students recalled previous material when given unannounced cumulative items on a final exam. (Cumulative items were not counted toward students&apos; grades.) Four sections of an undergraduate human development class formed the sample. Two professors taught two sections each and administered separately-developed exams throughout the semester. For the final exam, each professor chose ten multiple-choice items from each of the first and second tests of the semester to include on the final exam. The number of students missing the items on the final was compared to the number missing the same items earlier in the semester. A paired t-test showed a statistically significant increase in the overall number of students missing the items on the final exam. The size of the difference did not depend on whether the items were from Test 1 or Test 2, although it did differ by professor, with an effect size of 0.38 for Professor A and 1.15 for Professor B. A Pearson&apos;s correlation between the overall number of students missing each item before and on the final was 0.51, indicating that items previously missed by larger numbers of students were not necessarily the ones missed by the most students on the final exam. This correlation differed by professor, as well (0.65 for Professor A; 0.45 for Professor B).
College Student Use of Textbooks
Author: Aagaard, Lola
Date: 2009-11-06
Type: Speeches/Meeting Papers
Subjects: Assignments,Textbooks,Undergraduate Students,Semi Structured Interviews,Focus Groups,Costs,Knowledge Level,Grounded Theory,Electronic Publishing,Biology,Science Instruction,Student Attitudes

It has been reported (Aagaard &amp; Skidmore, 2004; Sikorski et al., 2002) that only a minority of college students actually read the course textbook in preparation for examinations. Although professors widely lament students' propensity to ignore the carefully chosen textbooks, research specifically investigating why this phenomenon occurs is minimal. Bookstores have reported that fewer students are buying textbooks, perhaps due to rising costs (Mehegan, 2004). A volunteer sample of 19 undergraduate students at a regional university in the midsouth participated in a semi-structured focus group interview regarding their use of college textbooks. Questions were asked concerning textbook cost, course requirements related to the text, student knowledge of textbook features, performance in the course related to textbook use, and the pros and cons of e-textbooks. Researchers took notes on a laptop and also audio-taped the interview. Student responses were analyzed using the constant-comparative method. Results indicated that students were buying textbooks, although they felt that any further rise in cost might prohibit them from purchasing texts for all courses. Generally, students reported that they were not reading the textbooks, as such. They used them more as a reference in case they needed further explanation of a concept they didn't fully understand from the professor's lecture, notes of the lecture, or the additional material (PowerPoint slides, diagrams, etc.) made available online by the professor. Students liked having physical texts, but some were open to the idea of e-textbooks. They noted that being asked questions over information that was covered only in the textbook would get them to at least skim the assigned chapters. Frustration was expressed with teachers who assigned a text but never required anything that would force use of the textbook by students. Interview questions for textbook focus groups are appended.
College Textbook Reading Assignments and Class Time Activity
Author: Aagaard, Lola
Date: 2010-11-05
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Textbooks,Assignments,Electronic Publishing,Classroom Techniques,Student Surveys,Student Attitudes,Statistical Analysis,Comparative Analysis,Tests,Study Guides,Group Discussion,Computer Software,Teaching Methods,Measures (Individuals),Student Characteristics

It has been reported (Lei, Barlett, Gorney, &amp; Herschbach, 2010; Sikorski et al., 2002) that only a minority of college students actually read the course textbook or other assigned readings in preparation for examinations. Suggested strategies to remedy this situation include quizzes (Ruscio, 2001; Ryan, 2006), study worksheets (Aagaard &amp; Skidmore, 2009; Ryan, 2006), shorter reading assignments and use of the textbook during class time (Aagaard &amp; Skidmore, 2009). A convenient cluster sample of 105 undergraduate students at a regional university in the midsouth completed a survey regarding their use of college textbooks, what strategies might increase the likelihood of their reading textbook assignments, and their preference for how class time was used. Participants were 60% female and fairly evenly distributed across the four years of college experience. Chi-square was run on 25 selected comparisons, with a Bonferroni correction of the resulting alphas. A majority of students (52%) reported that they do read the assigned textbook readings. Freshmen were significantly more likely to report that outside reading should not be required, and less likely to report having used or known about e-textbooks. Strategies reported to most likely prompt reading the textbook included in-class quizzes over text material (73% overall, but females were significantly more likely to read because of quizzes), assigning graded study-guides to complete while reading (77%); testing over material found in the textbook but not covered in class (81%); and assigning shorter reading assignments (77%). Sixty-four percent of respondents overall preferred group presentations, but sophomores and seniors opted for individual work, while juniors preferred groups. Additionally, students reported preferring the use of PowerPoint lectures to notes on the chalkboard, and generally preferred the use of group discussion and application of material to real-life rather than just lecture over textbook content. Textbook and Use of Class Time Survey results are appended.
Self-Efficacy, Textbook Use, and Activity Preferences of College Students in a High-Poverty Area
Author: Aagaard, Lola
Date: 2014-02-06
Type: Speeches/Meeting Papers
Subjects: College Students,Self Efficacy,Textbooks,Preferences,Student Attitudes,Poverty Areas,Learning Strategies,Cluster Grouping,Factor Structure,Summer Programs,Rating Scales,Economically Disadvantaged,Use Studies,Statistical Analysis,Surveys

The purpose of this study was to investigate the relationship between academic self-efficacy and preferences regarding the use of text materials and in-class activities of college students at a university that serves one of the highest-poverty regions in the United States. A convenient cluster sample of 105 students taking summer classes at a regional university in the mid-south were administered a self-efficacy scale and a survey of textbook use and preferences for in-class activities. Frequency tables of study survey items by self-efficacy group (above vs. below the sample average) were produced and visually inspected for effect size prior to statistical testing. Subsequently, three chi-square tests were conducted with a Bonferroni correction to alpha, lowering it from 0.05 to 0.0167. The data collected supported the idea that students from high-poverty areas enter college with reduced academic self-efficacy, as the average for the entire sample was lower than other published data. Those evidencing below-average academic self-efficacy in this sample were significantly less likely to engage in the strategies that would help them be successful (such as reading their textbooks).
The Progress and Promise of the Reading for Understanding Research Initiative
Author: Douglas, Karen M.
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Reading Research,Reading Comprehension,Research Projects,Federal Programs,Intervention,Reading Improvement,Elementary Secondary Education

Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. But while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not reading at the basic level nor are they reading with understanding. The Institute of Education Sciences created the Reading for Understanding Research Initiative in 2010 to fund a set of connected projects that would enrich the theoretical frameworks that undergird efforts to improve deep comprehension and to design and test new interventions and assessments to improve reading for understanding across all grades in U.S. schools. This article describes the central themes that guided the design of the Reading for Understanding Initiative and the work underway by the six research teams funded under this program. [This paper was published in &quot;Educational Psychology Review,&quot; v26 n3 p341-355 Sep 2014 (EJ1040797) http://dx.doi.org/10.1007/s10648-014-9278-y]
A Practitioner&apos;s Guide to Implementing Early Warning Systems. REL 2015-056
Author: Frazelle, Sarah
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: At Risk Students,Dropouts,Dropout Prevention,Prevention,Intervention,Teamwork,Role,Professional Development,School Community Programs,Risk Management,Needs Assessment,Program Effectiveness,Educational Indicators,School Districts,Program Development,Graduation,Attendance Patterns,Student Behavior,Grades (Scholastic),Barriers,Teacher Role,Counselor Role,Caseworkers,Principals,Administrator Role,Data Collection,Progress Monitoring,Goal Orientation,High School Students,Middle School Students,Elementary School Students,Reports,Planning,Data Analysis

To stem the tide of students dropping out, many schools and districts are turning to early warning systems (EWS) that signal whether a student is at risk of not graduating from high school. While some research exists about establishing these systems, there is little information about the actual implementation strategies that are being used across the country. This report summarizes the experiences and recommendations of EWS users throughout the United States. A list of references and resources is provided.
Participation and Pass Rates for College Preparatory Transition Courses in Kentucky. Stated Briefly. REL 2015-060
Author: Cramer, Eric
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: College Preparation,College Entrance Examinations,High School Students,Remedial Instruction,Mathematics Instruction,Reading Instruction,Benchmarking,Scores,Urban Schools,Rural Schools,Course Descriptions,Outcomes of Education,Transitional Programs,Student Participation,State Departments of Education,State Legislation,Educational Legislation,Educational Objectives

This study examines Kentucky high school students' participation and pass rates in college preparatory transition courses, voluntary remedial courses in math and reading offered to grade 12 students. These courses are targeted to students scoring just below the state's college readiness benchmarks on the ACT in grade 11. The study found that: participation was nearly four times higher in math transition courses than in reading transition courses; more than half of students who participated in a math transition course were from the targeted group, compared with about a third of students who participated in a reading transition course; overall pass rates were 93 percent in math and 97 percent in reading; and participation was at least three times higher in nonurban schools than in urban schools. This &quot;Stated Briefly&quot; report is a companion piece that summarizes the results of another report of the same name (ED544765).
Redesigning Teacher Evaluation: Lessons from a Pilot Implementation. REL 2015-030
Author: Riordan, Julie
Date: 2015-01-00
Type: Reports - Research
Subjects: Teacher Evaluation,Evaluation Methods,Standards,School Districts,Fidelity,Program Implementation,Pilot Projects,Administrator Qualifications,Evaluators,Training,Educational Objectives,Educational Environment,Teacher Attitudes,Scores,Scoring Rubrics,Stakeholders,Intervention,Educational Change,Documentation,Surveys,Attitude Measures,Administrator Attitudes,Principals,Teaching Conditions,Employment Level,Teacher Responsibility,Observation,Meetings,Portfolios (Background Materials),Self Evaluation (Individuals),Faculty Development,Instructional Effectiveness,Rating Scales,Summative Evaluation,Measurement Techniques,Teacher Competencies,Elementary School Teachers,Middle School Teachers,High Schools,Secondary School Teachers

REL Northeast and Islands, in collaboration with the Northeast Educator Effectiveness Research Alliance and the New Hampshire Department of Education, conducted a study of the implementation of new teacher evaluation systems in New Hampshire's School Improvement Grant (SIG) schools. While the basic system features are similar across district plans, the specifics of these features vary considerably by district. District fidelity to the plans, as measured by the exposure of teachers to different features of the evaluation system, ranged from moderate to high. Researchers identified several factors related to implementation: capacity of administrators to conduct evaluations; initial and on-going evaluator training; the introduction and design of student learning objectives; and the professional climate of schools, including the support of the new system by teachers and evaluators. The following are appended: (1) Literature review; (2) Data and methodology; (3) District tables; and (4) Surveys.
Lowering the Affective Filter in a Group of ESOL Students
Author: Smith, Audrey
Date: 1994-06-00
Type: Dissertations/Theses - Practicum Papers
Subjects: English (Second Language),Adult Students,Conversational Language Courses,Language Fluency,Speech Improvement,Oral English,Educational Objectives,Practicums,Classroom Observation Techniques,Language Proficiency,Anxiety,Interpersonal Communication,Self Concept,Affective Behavior

This program was developed and implemented to increase adult ESOL students&apos; chances to participate in conversations with each other, thereby increasing both their fluency and their confidence. Additionally, a target group with both low language levels and low confidence was separated from the higher achievers in order to decrease their embarrassment with speaking in front of the entire group. The objectives were an 80% success rate for the target group in the areas of how they viewed their own speaking abilities, their performance according to a standardized oral test, and their level of anxiety while speaking English. There was improvement in all three areas, but the most objective measurement, that of spoken oral performance, not only met the 80% objective, but surpassed it. Obviously, this was the area of the most significant improvement. The following are appended: (1) Basic Student Data; (2) Pre-Post Survey, Adult ESOL Class; (3) Background Interview with Site Administration at Community School A; (4) Model FSI Test Questions; (5) FSI Test Questions; (6) Selected Results of Student, Pre Survey and FSI Test; (7) Final Class Attitudinal Survey; (8) Two-Person Interview, Entire Class; (9) Listening Chart for Student Interviews; and (10) Selected Results of Student, Post Survey and Second FSI Test.
Measuring Teacher Implementation of the &quot;BEST in CLASS&quot; Intervention Program and Corollary Child Outcomes
Author: Conroy, Maureen A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Intervention,Early Childhood Education,Best Practices,At Risk Students,Behavior Disorders,Emotional Disturbances,Longitudinal Studies,Coaching (Performance),Faculty Development,Preschool Teachers,Observation,Preschool Children,Experimental Groups,Control Groups,Teacher Competencies,Comparative Analysis,Behavior Modification,Program Effectiveness,Prompting,Modeling (Psychology),Teacher Attitudes,Fidelity,Teacher Student Relationship,Interaction,Video Technology

This study is part of a larger randomized efficacy trial examining the impact of Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (&quot;BEST in CLASS&quot;), a Tier 2 intervention that targets the prevention of emotional/behavioral disorders in young, high risk children. In this investigation, we examined teachers' implementation and maintenance of instructional practices in early childhood classrooms and the corollary relationships between teacher implementation of the specific instructional practices associated with &quot;BEST in CLASS&quot; and child engagement and problem behaviors. Fifty-three teachers (26 in treatment and 27 in comparison) and 130 preschool-aged children (66 in treatment and 64 in comparison) participated. Findings indicated that teachers' who received training and coaching in the &quot;BEST in CLASS&quot; intervention increased their use of specific instructional practices in comparison with teachers in the control condition. In addition, children whose teachers' received the &quot;BEST in CLASS&quot; intervention demonstrated increased engagement and a decrease in problem behaviors in comparison with those children who were in the control group. Positive teacher-child interactions increased and negative teacher-child interactions decreased in the intervention group in comparison with the control group. Results are discussed in relation to measuring teachers' implementation of instructional practices and implementation science.