An assessment strategy uses pretests and posttests to assess deaf students' pre-independent, semi-independent, and independent living skills. The one-on-one assessment technique allows evaluators (and subsequently teachers) to tailor learning activities to the specific needs of the individual student. (CB)

Addresses the four questions raised by Yelon about use of pretests with instruction--should I pretest; on what should I pretest; how should I pretest; how should I adjust to results--and answers them from the perspective of instructional designers conducting formative evaluations to improve quality of instruction under development. (MBR)

Growth is estimated most accurately by procedures involving the pretest-posttest difference, and for practical purposes all estimates involving this difference have approximately equal accuracy. In particular, the simple difference between pretest and posttest scores seems about as accurate as any other estimate, easier to compute, and meaningful…

To determine the effectiveness of a graduate educational assessment course in measurement processes, this study compared test scores from the beginning and from the end of the course. The three sections that were the focus of the study were offered in 2002 and 2003 by the same instructor. The course was offered as a traditional face-to-face class…

Supported by the Corporation for National Service, AmeriCorps' members serve with local and national organizations to meet community needs while earning education awards to help finance college or training. This report is the final product of the "AmeriCorps Tutoring Outcomes Study" of the AmeriCorps State/National Literacy Programs. The…

This paper illustrates the use of the McNemar Test, using a hypothetical problem. The McNemar Test is a nonparametric statistical test that is a type of chi square test using dependent, rather than independent, samples to assess before-after designs in which each subject is used as his or her own control. Results of the McNemar test make it…

Procedures and conclusions drawn from their investigation to determine the effectiveness of using both the visual and auditory sensory modes, as opposed to using only the auditory mode, when the procedure of having children check their own tests is utilized as part of spelling instruction. (Author/RB)

Describes a pre-test and some requirements of a college-level course. (RD)

An assumption that immigrant and American-born adolescents experience similar, normal psychological development processes was examined through a two-part research study that: (1) gathered normative data on ego development, identity and moral reasoning; and (2) field-tested an experimental curriculum intended to stimulate development in these…

Typewriting students were given a pretest, prescriptive exercises, and a posttest. After reading, analyzing, and typing a variety of materials on the capabilities of the handicapped, students were more positive in their attitude that disabled persons can be satisfactory employees. (Author/ SK)

University females were classified into three groups according to their sexual and contraceptive experience, and viewed a birth control film. Perceived change measures appeared sensitive to aspects of change, particularly attitude reinforcement, which were not measured by computed change. (Author/BW)

An 18-week course on death and dying designed specifically for high school students significantly reduced participants' level of death anxiety. These results conflict with previous research on adolescents in which either increased anxiety or no significant differences in death anxiety were reported as a result of death education. (CM)

The present study investigated the stability of response intransitivity in the method of paired comparisons over a two-year period. Intransitivity scores obtained from two administrations of the Minnesota Importance Questionnaire were correlated to determine stability. Results provided support for the linear relationship between the two measures.…

Describing results of a field-based program for an entry level course in teacher education, this article indicates six of seven teacher education classes made gains (measured via pre- and post-testing with the Minnesota Teacher Attitude Inventory) at the .001 level and one class made gains at the .05 level. (JC)