There has been little data collected on how much testing actually goes on in America's schools and how the results are used. So in the Spring of 2014, the Council staff developed and launched a survey of assessment practices. This report presents the findings from that survey and subsequent Council analysis and review of the data. It also offers…

Achievement, engagement, and students' quality of experience were compared by racial and ethnic group in a sample of students (N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported…

This study described and compared the reading of sixth and eighth grade students both in and out of school using a unique data set collected with the Experience Sampling Method (ESM). On average, students read forty minutes a day out of class and seventeen minutes a day in class indicating that reading is a common leisure practice for…

Today's college students are less prepared for college-level work than their predecessors. Once they get to college, they tend to spend fewer hours studying while spending more hours working, some even full time (D. T. Smart, C. A. Kelley, & J. S. Conant, 1999). In this study, the authors examined the effect of both time spent studying and time…

In time-on-task observations, the effects of variations in methodological characteristics on the importance of time-on-task for student achievement were examined. Substantive conclusions were affected by variations in five areas with the greatest differences due to changes in the duration and number of days of observation. (CM)

This paper addresses four issues in the design and execution of behavioral observation in classrooms. These four issues relate to the consequences of using different observation intervals, schedules of observation, student sampling methods, and definitions of on-task and off-task behavior for reliability, means, and correlations of time on-task…

Momentary time samples (MTS) of 2, 4, and 6 minutes were compared to continuous recording samples of on-task behavior for three elementary-aged students with emotional/behavioral orders (EBD). Results indicated that the 2-minute, but not the 4- or 6-minute, interval MTS were consistent with the continuous measure. Implications for research and…

This study evaluated students' affective learning in an introductory computing course that was taught in Hong Kong once in a lecture format and twice in a rich interactive multimedia online format to 414 college students in all. A simplified experience sampling method was used to assess affective learning at the midterm and end of each course in…

The validity of interval and time sampling methods of measuring student engaged time was investigated in a study estimating the actual time students spent engaged in relevant motor performance in physical education classes. Two versions of the interval Academic Learning Time in Physical Education (ALT-PE) instrument and an equivalent time sampling…

How various methodological decisions may influence studies of the effect of time-on-task on achievement are examined. Subjects were students in grades 2-5 in 18 classes taught by 12 teachers in a rural Maryland school district. All students were pre-tested in February 1978 in reading, language arts, math and social studies using the Comprehensive…