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Peer reviewed
Direct linkSilverman, Linda K.; Gilman, Barbara J. – Psychology in the Schools, 2020
School psychologists in today's schools have the unique opportunity--and responsibility--to guide identification for gifted programs. "Who is gifted?" remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows…
Descriptors: Best Practices, Academically Gifted, Talent Identification, Children
Ntshalintshali, General M.; Clariana, Roy B. – Educational Technology Research and Development, 2020
This experimental study examined the effects of conceptual change-oriented refutation text (RT) on declarative knowledge and conceptual knowledge. Information Science undergraduates (N = 66) enrolled in two sections of a course with different instructors but the same syllabus were randomly assigned to one of four RT treatments that included read…
Descriptors: Undergraduate Students, Persuasive Discourse, Attitude Change, Misconceptions
Shabani, Enayat A.; Panahi, Jaleh – Language Testing in Asia, 2020
The literature on using scoring rubrics in writing assessment denotes the significance of rubrics as practical and useful means to assess the quality of writing tasks. This study tries to investigate the agreement among rubrics endorsed and used for assessing the essay writing tasks by the internationally recognized tests of English language…
Descriptors: Writing Evaluation, Scoring Rubrics, Scores, Interrater Reliability
Download full textGullu, Belis Feyza; Serin, Hüseyin – Journal of Education and Learning, 2020
The purpose of this research was to investigate the relationship between teachers' fear of missing out (FoMO) levels and their cyberloafing behaviour and to reveal whether teachers' FoMO and their cyberloafing behaviour differ according to their gender. The sample of the research consisted of 702 secondary school teachers working in state schools…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Behavior, Internet
Heafner, Tina L. – Social Education, 2020
The National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, is the most comprehensive measure of student learning, and is widely considered the gold standard for empirically measuring trends in student achievement outcomes in the United States. The NAEP data for 2018, which were released on April 23, 2020, offer…
Descriptors: National Competency Tests, Social Studies, Grade 8, Scores
Gayman, Catherine M.; Jimenez, Stephanie T. – Journal of the Scholarship of Teaching and Learning, 2020
Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the…
Descriptors: Teaching Methods, Group Discussion, Active Learning, Scores
Nguyen, Trang Quynh; Stuart, Elizabeth A. – Journal of Educational and Behavioral Statistics, 2020
We address measurement error bias in propensity score (PS) analysis due to covariates that are latent variables. In the setting where latent covariate X is measured via multiple error-prone items W, PS analysis using several proxies for X--the W items themselves, a summary score (mean/sum of the items), or the conventional factor score (i.e.,…
Descriptors: Error of Measurement, Statistical Bias, Error Correction, Probability
Abdur-rafiu, Jamiu; Ajidagba, U. A.; Rafiu, Masood Kayode – Journal of Education and Learning (EduLearn), 2020
This study investigated the correlation between continuous assessment scores and Islamic Studies students' performance in the West African Senior School Certificate Examination (WASSCE) and National Examination Council (NECO) Examinations in Ilorin, Nigeria. The instruments used were the copy of cumulative continuous assessment scores for three…
Descriptors: Religion Studies, Islam, Student Evaluation, Academic Achievement
Ichsan, Ilmi Zajuli; Rahmayanti, Henita – European Journal of Educational Research, 2020
Environmental learning in the 21st century requires a high level of thinking ability, especially to solve environmental problems related to the COVID-19 pandemic. This was to develop a new level of thinking, namely Higher Order Thinking Skills of Environmental Problem (HOTSEP) which is a revision of Anderson's Taxonomy. The purpose of this study…
Descriptors: Environmental Education, Problem Solving, Thinking Skills, Taxonomy
Sorby, Sheryl A.; Panther, Grace C. – Mathematics Education Research Journal, 2020
The Program for International Student Assessment (PISA) testing is conducted every 3 years by the Organization for Economic Co-operation and Development (OECD; oecd.org) with 15-year-olds across the globe. Students complete a battery of tests in science, reading, and mathematics and complete an attitudinal survey. The goal of the PISA testing is…
Descriptors: Mathematics Tests, Scores, Spatial Ability, Foreign Countries
McGill, Ryan J.; Ward, Thomas J.; Canivez, Gary L. – School Psychology International, 2020
The Wechsler Intelligence Scale for Children (WISC) is the most widely used intelligence test in the world. Now in its fifth edition, the WISC-V has been translated and adapted for use in nearly a dozen countries. Despite its popularity, numerous concerns have been raised about some of the procedures used to develop and validate translated and…
Descriptors: Children, Intelligence Tests, Translation, Test Validity
Farmer, Cristan A.; Kaat, Aaron J.; Thurm, Audrey; Anselm, Irina; Akshoomoff, Natacha; Bennett, Amanda; Berry, Leandra; Bruchey, Aleksandra; Barshop, Bruce A.; Berry-Kravis, Elizabeth; Bianconi, Simona; Cecil, Kim M.; Davis, Robert J.; Ficicioglu, Can; Porter, Forbes D.; Wainer, Allison; Goin-Kochel, Robin P.; Leonczyk, Caroline; Guthrie, Whitney; Koeberl, Dwight; Love-Nichols, Jamie; Mamak, Eva; Mercimek-Andrews, Saadet; Thomas, Rebecca P.; Spiridigliozzi, Gail A.; Sullivan, Nancy; Sutton, Vernon R.; Udhnani, Manisha D.; Waisbren, Susan E.; Miller, Judith S. – American Journal on Intellectual and Developmental Disabilities, 2020
Although norm-referenced scores are essential to the identification of disability, they possess several features which affect their sensitivity to change. Norm-referenced scores often decrease over time among people with neurodevelopmental disorders who exhibit slower-than-average increases in ability. Further, the reliability of norm-referenced…
Descriptors: Developmental Disabilities, Norm Referenced Tests, Scores, Ability
Mansolf, Maxwell; Vreeker, Annabel; Reise, Steven P.; Freimer, Nelson B.; Glahn, David C.; Gur, Raquel E.; Moore, Tyler M.; Pato, Carlos N.; Pato, Michele T.; Palotie, Aarno; Holm, Minna; Suvisaari, Jaana; Partonen, Timo; Kieseppä, Tuula; Paunio, Tiina; Boks, Marco; Kahn, René; Ophoff, Roel A.; Bearden, Carrie E.; Loohuis, Loes Olde; Teshiba, Terri; deGeorge, Daniella; Bilder, Robert M. – Educational and Psychological Measurement, 2020
Large-scale studies spanning diverse project sites, populations, languages, and measurements are increasingly important to relate psychological to biological variables. National and international consortia already are collecting and executing mega-analyses on aggregated data from individuals, with different measures on each person. In this…
Descriptors: Item Response Theory, Data Analysis, Measurement, Validity
Walker, A. Adrienne; Wind, Stefanie A. – International Journal of Testing, 2020
Researchers apply individual person fit analyses as a procedure for checking model-data fit for individual test-takers. When a test-taker "misfits," it means that the inferences from their test score regarding what they know and can do may not be accurate. One problem in applying individual person fit procedures in practice is the…
Descriptors: Test Items, Scores, Achievement, Item Response Theory
Sauna-aho, Oili; Bjelogrlic-Laakso, Nina; Rautava, Päivi; Arvio, Maria – Journal of Applied Research in Intellectual Disabilities, 2020
Background: Fragile X syndrome (FXS) is the most common inherited cause of intellectual disability. The aim of our longitudinal study was to describe ageing-related cognitive changes in men with FXS. Method: A neuropsychologist determined the raw scores (RSs) of 19 men with FXS twice with the Leiter International Performance Scale at an average…
Descriptors: Aging (Individuals), Schemata (Cognition), Males, Intellectual Disability
