NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Stakes Matter: Student Motivation and the Validity of Student Assessments for Teacher Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Rutkowski, David; Wild, Justin – Educational Assessment, 2015
In 2011, Indiana lawmakers established a system to evaluate teachers using existing standardized assessments as an indicator of student learning. In this study we examined one component of Indiana's evaluation system to determine whether student knowledge of the test's consequences is predictive of test performance. Using an experimental design,…
Descriptors: Teacher Evaluation, National Competency Tests, Reading Tests, Expectation
Norm-Referenced Cognitive and Achievement Scores as Predictors of State-Wide High-Stakes Test Scores with Students Referred for Special Education
Direct linkDirect link
Trinkle, James M., II – ProQuest LLC, 2013
Relatively recent federal education initiatives, such as No Child Left Behind (NCLB; 2001), have focused on school accountability for student achievement including achievement of traditionally at-risk populations, such as students in special education, students from low-income or high poverty areas, and students who speak English as a new second…
Descriptors: Norm Referenced Tests, Cognitive Tests, Achievement Tests, Scores
Gender Gap Trends on Mathematics Exams Position Girls and Young Women for STEM Careers
Peer reviewed Peer reviewed
Direct linkDirect link
Beekman, John A.; Ober, David – School Science and Mathematics, 2015
Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends. Sociocultural factors were investigated by comparing math gender gaps and gap…
Descriptors: Mathematics Tests, Mathematics Achievement, Gender Differences, Trend Analysis