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Children's Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study
Peer reviewed
Direct linkRoderer, Thomas; Roebers, Claudia M. – Electronic Journal of Research in Educational Psychology, 2013
Introduction: The metacognitve ability to accurately estimate ones performance in a test, is assumed to be of central importance for initializing task-oriented effort. In addition activating adequate problem-solving strategies, and engaging in efficient error detection and correction. Although school children's' ability to estimate their own…
Descriptors: Pilot Projects, Mathematics Tests, Performance Based Assessment, Metacognition
Rivers, Susan E.; Brackett, Marc A.; Reyes, Maria R.; Mayer, John D.; Caruso, David R.; Salovey, Peter – Journal of Psychoeducational Assessment, 2012
Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the…
Descriptors: Early Adolescents, Emotional Intelligence, Intelligence Tests, Performance Based Assessment
Download full textKolovelonis, Athanasios; Goudas, Marios; Dermitzaki, Irini – International Electronic Journal of Elementary Education, 2012
The aim of this study was to examine students' performance calibration in physical education. One hundred fifth and sixth grade students provided estimations regarding their performance in a dribbling test after practicing dribbling for 16 minutes under different self-regulatory conditions (i.e., receiving feedback, setting goals, self-recording).…
Descriptors: Elementary School Students, Physical Education, Team Sports, Grade 5
Noble, Tracy; Suarez, Catherine; Rosebery, Ann; O'Connor, Mary Catherine; Warren, Beth; Hudicourt-Barnes, Josiane – Journal of Research in Science Teaching, 2012
Education policy in the U.S. in the last two decades has emphasized large-scale assessment of students, with growing consequences for schools, teachers, and students. Given the high stakes of such tests, it is important to understand the relationships between students' answers to test items and their knowledge and skills in the tested content…
Descriptors: Testing, Science Tests, Second Language Learning, Measures (Individuals)
Sak, Ugur; Maker, C. June – International Education Journal, 2005
In this study we investigated relationships between convergent and divergent thinking with an emphasis on fluency, originality, flexibility and elaboration in the mathematical domain. A related purpose was to examine relationships between problem types in mathematical tasks. The math section of a performance-based assessment was used to assess 857…
Descriptors: Construct Validity, Validity, Creative Thinking, Convergent Thinking
The Use of a Performance Assessment for Identifying Gifted Lebanese Students: Is DISCOVER Effective?
Sarouphim, Ketty M. – Online Submission, 2008
The purpose of this study was to investigate the effectiveness of DISCOVER, a performance-based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from grades 3-5 at two private schools in Beirut, Lebanon. Results showed evidence for DISCOVER's concurrent validity with the Raven Standard…
Descriptors: Private Schools, Performance Based Assessment, Identification, Gifted
The Use of a Performance Assessment for Identifying Gifted Lebanese Students: Is DISCOVER Effective?
Sarouphim, Ketty M. – Journal for the Education of the Gifted, 2009
The purpose of this study was to investigate the effectiveness of DISCOVER, a performance- based assessment in identifying gifted Lebanese students. The sample consisted of 248 students (121 boys, 127 girls) from Grades 3-5 at two private schools in Beirut, Lebanon. Students were administered DISCOVER and the Raven Standard Progressive Matrices…
Descriptors: Intelligence, Private Schools, Academically Gifted, Performance Based Assessment
Wang, Jia; Niemi, David; Wang, Haiwen – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2007
The main goal of this report is to present evidence on the predictive validity of an English language arts (ELA) performance assessment (PA) administered in Grades 2-9 in a large urban school district. To account for the hierarchical structure of the data (students are nested within schools), we employed hierarchical linear modeling (HLM) to…
Descriptors: Urban Schools, Language Arts, Performance Based Assessment, Standardized Tests
