Relevant bibliographies by topics / Grades and standards

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Grades and standards'

Author: Grafiati
Published: 30 November 2024

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Journal articles on the topic "Grades and standards"

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Edwards, Rosaland. "The Effects of Performance Standards on Behavior Patterns and Motor Skill Achievement in Children." Journal of Teaching in Physical Education 7, no. 2 (January 1988): 90–102. http://dx.doi.org/10.1123/jtpe.7.2.90.

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The effect of individual performance standards on the relationship between selected process variables and achievement for students in elementary physical education classes is investigated. The subjects were 78 fourth-grade and 80 fifth-grade students from eight classes in two elementary schools. Two fourth grades and 2 fifth grades received standards, and 2 fourth grades and 2 fifth grades did not. A 1-week experimental teaching unit was used. A Solomon 4-group design was used to determine if there was a pretest effect. The data were analyzed in a Treatment (standard-no standard) × Pre (pretest-no pretest) × Sex × Grade MANOVA using posttest and motor-appropriate trials as the dependent measures; this analysis was followed up by two separate ANOVAs. Correlation was used to determine the relationship, if any, between behavior patterns and performance. The treatment group performed better than the control group, boys performed better than girls, and fifth graders performed better than fourth graders. Individuals with standards performed significantly better than those with no standards. The Pre × Treatment interaction suggested that having a pretest tends to standardize the amount of practice an individual takes. There was a positive relationship between motor-appropriate practice and performance regardless of treatment group. These data suggest that performance can be improved by individual performance standards and that care should be taken in using pre- and posttest methods for testing motor skills.
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Bruner, Dorothy D. "Raising Grades without Lowering Standards." Teaching Anthropology: Society for Anthropology in Community Colleges Notes 6, no. 2 (September 1999): 8–10. http://dx.doi.org/10.1525/tea.1999.6.2.8.

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Lindquist, Mary Montgomery. "Implementing the Standards: the Measurement Standards." Arithmetic Teacher 37, no. 2 (October 1989): 22–26. http://dx.doi.org/10.5951/at.37.2.0022.

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Clear expectations for the measurement curricula of grades K–8 are expressed in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). The statements in figure 1 are discussed in the Standards. Central to both the K–4 and 5–8 standards is the process of measuring, which can help students build understanding about measuring and make connections among various measurement concepts and skills.
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Arbaugh, Fran, Carolyn Scholten, and N. Kathryn Essex. "Spotlight on the Principles/Standards: Data in the Middle Grades: A Probability WebQuest." Mathematics Teaching in the Middle School 7, no. 2 (October 2001): 90–95. http://dx.doi.org/10.5951/mtms.7.2.0090.

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“Spotlight on the Standards” focuses on the grades 6–8 content and process standards found in NCTM's Principles and Standards for School Mathematics (2000). The articles compare NCTM's Curriculum and Evaluation Standards for School Mathematics, published in 1989, with the Principles and Standards relating to the middle grades and suggest ways that teachers might incorporate Standards-based practices into their instruction.
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Dickey, Edwin M. "Editorial: Join Our Eighty-Six-Year-Old Network." Mathematics Teacher 87, no. 6 (September 1994): 394. http://dx.doi.org/10.5951/mt.87.6.0394.

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As the National council of Teachers of Mathematics celebrates its Diamond Jubilee, the Mathematics Teacher begins its eighty-seventh year of publication. In this issue we highlight three new sections: “Technology Tips,” “Media Clips,” and—introduced by the article “What Gets Graded is What Gets Valued”-“lmplementing the Assessment Standards.” Also, beginning with this issue the journal's grade-level focus changes from a concentration on grades 7 through 14 to an emphasis on grades 8 through 14.
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Shaw, Brian P. "Standards-Based Grading in Ensemble Music." Music Educators Journal 110, no. 3 (March 2024): 37–43. http://dx.doi.org/10.1177/00274321231222901.

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Nearly all music educators assign grades to students. However, not all methods for grading are equally effective at reporting student achievement. This article describes one approach to grading, standards-based grading, that has the potential to support music educators’ efforts to achieve grades that are honest, meaningful, and fair. General principles and specific recommendations for ensemble music teachers are discussed.
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Llana, D. F., F. Arriaga, M. Esteban, and G. Íñiguez-González. "Comparison between wet and dry timber visual strength grading according to the Spanish (UNE 56544) and German (DIN 4074-1) standards." Materiales de Construcción 69, no. 336 (September 26, 2019): 205. http://dx.doi.org/10.3989/mc.2019.03319.

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Visual strength grading is widely used to estimate mechanical properties of structural timber. National visual grades are allocated to strength classes according to European standard EN1912. The recent discussion about the proper function of visual strength grading standards and the assignment of strength classes shows the need for further research in this field. Spanish-sourced radiata, Scots, Salzmann and maritime pine timber samples were visually graded in wet and dry condition according to the Spanish UNE56544 (2011) and German DIN4074-1 (2012) standards. Rejection was far higher dry due to distortion (warping) parameters. However, this rejection could be significantly mitigated by adopting a higher twist limit (2 mm / 25 mm width). UNE 56544 is more suitable for visually grading these species because it was specifically designed for them and a Spanish source. However, both standards underestimated the Scots pine rejection pieces which mechanical properties fulfill the MEG and S10 grades.
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Busch, Lawrence. "The moral economy of grades and standards." Journal of Rural Studies 16, no. 3 (July 2000): 273–83. http://dx.doi.org/10.1016/s0743-0167(99)00061-3.

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Stone, J. E. "Inflated Grades, Enrollments & Budgets." education policy analysis archives 3 (June 26, 1995): 11. http://dx.doi.org/10.14507/epaa.v3n11.1995.

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Reports of the past 13 years that call attention to deficient academic standards in American higher education are enumerated. Particular attention is given the Wingspread Group's recent An American Imperative: Higher Expectations for Higher Education. Low academic standards, grade inflation, and budgetary incentives for increased enrollment are analyzed and a call is made for research at the state level. Reported trends in achievement and GPAs are extrapolated to Tennessee and combined with local data to support the inference that 15% of the state's present day college graduates would not have earned a diploma by mid 1960s standards. A conspicuous lack of interest by public oversight bodies is noted despite a growing public awareness of low academic expectations and lenient grading and an implicit budgetary impact of over $100 million. Various academic policies and the dynamics of bureaucratic control are discussed in relationship to the maintenance of academic standards. The disincentives for challenging course requirements and responsible grading are examined, and the growing movement to address academic quality issues through better training and supervision of faculty are critiqued. Recommendations that would encourage renewed academic integrity and make learning outcomes visible to students, parents, employers, and the taxpaying public are offered and briefly discussed.
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Boleslavsky, Raphael, and Christopher Cotton. "Grading Standards and Education Quality." American Economic Journal: Microeconomics 7, no. 2 (May 1, 2015): 248–79. http://dx.doi.org/10.1257/mic.20130080.

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We consider school competition in a Bayesian persuasion framework. Schools compete to place graduates by investing in education quality and by choosing grading policies. In equilibrium, schools strategically adopt grading policies that do not perfectly reveal graduate ability to evaluators. We compare outcomes when schools grade strategically to outcomes when evaluators perfectly observe graduate ability. With strategic grading, grades are less informative, and evaluators rely less on grades and more on a school's quality when assessing graduates. Consequently, under strategic grading, schools have greater incentive to invest in quality, and this can improve evaluator welfare. (JEL D82, I21, I23)
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Dissertations / Theses on the topic "Grades and standards"

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Do, Nascimento Miguel Jérémy. "Grades and standards for african farmers." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0197.

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Cette thèse explore les contraintes à l'émergence de marchés rémunérant la qualité au sein des chaines de valeurs agricoles locales en Afrique subsaharienne (SSA). Son objectif principal est d'apporter de nouvelles connaissances sur le fonctionnement des marchés agricoles locaux en SSA. Le recueil est composé de 4 essais. Le premier chapitre propose un cadre théorique pour étudier le rôle des contrats informels entre les fermiers et leurs acheteurs dans la fourniture de biens agricoles de qualité. L'utilisation de données de transactions collectées au sein de la chaîne de valeur du blé éthiopienne permet une application empirique de ce modèle. Le second chapitre utilise les mêmes données afin de déterminer si les fermiers perçoivent une compensation financière pour la vente de produits de meilleure qualité, ainsi que les conditions pour recevoir cette prime. Le troisième chapitre propose un cadre théorique pour mettre en lumière les contraintes à l'émergence d'un système de certification dans les chaînes de valeur agricoles locales en SSA. Ce modèle théorique est testé avec la mise en place d'un design expérimental auprès de marchands agricoles éthiopiens. Le dernier chapitre estime l'effet d'un programme de protection sociale, le Productive Safety Net Program, sur les prix des marchés en Ethiopie
This dissertation explores constraints preventing markets for quality emergence in sub-Saharan African (SSA) local agri-value chains. It aims to document new facts about quality recognition and constraints preventing quality remuneration. This thesis is organized in 4 chapters on agricultural production and market functioning in SSA agri-food local value chains. The first chapter develops a theoretical model to investigate the role of relational contracts in quality supply and tests it empirically using first-hand transaction data in Ethiopianwheat markets. The second chapter measures returns to quality in rural agricultural markets using the same data. The third chapter combines a theoretical and field experiment approach with Ethiopianwheat traders to test constraints preventing uptake of third-party certification. The last chapter measures the price effects of a social protection program, the Productive Safety Net Program, on local markets prices in Ethiopia
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Stanley, Joseph G. "Making Grades Meaningful: Parents’ Perceptions of Using Standards-Based Report Cards." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/123.

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The information conveyed to parents on traditional report cards can be misleading. Although the use of the letter grade system has been in place for more than a century, these grades do not give parents the information they need in order to help ensure that their children are academically successful. In order to address this issue, schools must review the methods by which they communicate student progress. In this study, the parents of students in an elementary school classroom were told the benefits of using standards-based report cards and were shown how to read them. They were then provided with a standards-based report card detailing how their children performed in reading. Following the use of this report card, parents completed a questionnaire and were interviewed about their perceptions of using this revised reporting document.
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Lack, Brian S. "Student Participation in Mathematics Discourse in a Standards-based Middle Grades Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/11.

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The vision of K-12 standards-based mathematics reform embraces a greater emphasis on students’ ability to communicate their understandings of mathematics by utilizing adaptive reasoning (i.e., reflection, explanation, and justification of thinking) through mathematics discourse. However, recent studies suggest that many students lack the socio-cognitive capacity needed to succeed in learner-centered, discussion-intensive mathematics classrooms. A multiple case study design was used to examine the nature of participation in mathematics discourse among two low- and two high-performing sixth grade female students while solving rational number tasks in a standards-based classroom. Data collected through classroom observations, student interviews, and student work samples were analyzed via a multiple-cycle coding process that yielded several important within-case and cross-case findings. Within-case analyses revealed that (a) students’ access to participation was mediated by the degree of space they were afforded and how they attempted to utilize that space, as well as the meaning they were able to construct through providing and listening to explanations; and (b) participation was greatly influenced by peer interactional tendencies that either promoted or impeded productive contributions, as well as teacher interactions that helped to offset some of the problems related to unequal access to participation. Cross-case findings suggested that (a) students’ willingness to contribute to task discussions was related to their goal orientations as well as the degree of social risk perceived with providing incorrect solutions before their peers; and (b) differences between the kinds of peer and teacher interactions that low- and high-performers engaged in were directly related to the types of challenges they faced during discussion of these tasks. An important implication of this study’s findings is that the provision of space and meaning for students to participate equitably in rich mathematics discourse depends greatly on teacher interaction, especially in small-group instructional settings where unequal peer status often leads to unequal peer interactions. Research and practice should continue to focus on addressing ways in which students can learn how to help provide adequate space and meaning in small-group mathematics discussion contexts so that all students involved are allowed access to an optimally rich learning experience.
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Fuller, Randetta Lynn. "A Comparative Study between the Standards of Learning and In-Class Grades." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1737.

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We examined the Standards of Learning mathematics scores and in-class grades for a rural Virginia county public school system. We looked at third, fourth, fifth, sixth, and seventh grades as well as Algebra I, Algebra II, and Geometry classes. The purpose of this was to determine whether or not there is a strong correlation between the Standards of Learning and the students' in-class grades. Had a strong enough correlation between the Standards of Learning and in-class grades been found we would have used only the in-class grades to predict the Standard of Learning test scores. However, we found that the students' in-class grades are not the only predictor of the Standards of Learning test scores. With the coefficient of determination ranging from 6.8% to 84.4%, this indicates that at best 84.4% of variation in the response is explained by the model for Algebra II and at worst only 6.8% for Algebra I.
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Tyree-Hamby, Ashley L. "An Examination of the Correlation between Teacher-Assigned Standards-Based Grades and Teacher-Assigned Traditional Grades and Student Achievement." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732246.

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The relationship between teacher-assigned standards-based grades and teacher-assigned traditional grades and student achievement on the Missouri Assessment Program was examined for all students of the sample. The 120 participants for this study were third graders during the 2012-2013 school year transitioned to fourth grade during the 2013-2014 school year. The students were enrolled in Elementary School A in rural Missouri. One hundred twenty students’ permanent traditional and standards-based grade cards and Missouri Assessment Program (MAP) scores provided the data to determine the relationship between teacher assigned standards-based grade cards or teacher-assigned traditional grade cards and student achievement. The findings of this study provide strong suggestions for school districts considering a standards-based grading and reporting system in response to the recent transition away from traditional grading practices. The results of this study showed a significant relationship between teacher-assigned standards-based grades and student achievement on the MAP in the content areas of English Language Arts and Mathematics. The results of the study suggest standards-based grade reporting offers precise information concerning student learning that can be used as a measure of student achievement.

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Collins-Browning, Amanda Rashelle. "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1874.

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My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3.
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Poll, Tyler R. "Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7435.

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As students move from grade level to grade level and onto college, their grades have an impact on the number of opportunities available to students. The competition for entering college and earning a scholarship are at an all-time high and the grades students earn have a direct impact on future opportunities. Grading practices vary by teacher causing students’ grades to mean different things. Standards-based grading practices focus on removing teacher bias and puts emphasis on the learning students can demonstrate. Students are given assessments to determine learning and are given multiple opportunities to show what they have learned. Emphasis is placed a student’s most current knowledge rather than an average of scores during the grading period. This study focused on how student learning was impacted when secondary math, science, and language arts teachers use standards-based grading practices in their classrooms. Student learning was measured by term grades and end-of-level SAGE test scores. Results show students who attended a classroom with standards-based grades earned higher GPAs, performed better on the end-of-level test, and had more learning growth over the course of the school year, than their peers who participated in traditional grading classrooms.
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Gomez, Angela. "The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12953.

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The purpose of this study was to investigate the effectiveness of MathFacts in a Flash software in helping students learn math standards. In each of their classes, the third-, fourth-, and fifth-grade students in a small private Roman Catholic school from the Pacific Northwest were randomly assigned either to a control group that used flash cards and worksheets or to a treatment group that used a computer software program to practice grade-level appropriate math facts. Students advanced to math facts at the next grade level after completing the levels appropriate to their own. A crossed design allowed the two groups of students in each of the grades to participate in their respective intervention and control treatments over the course of 6 weeks before they received the alternative treatment. Students took equivalent forms of curriculum-based measures for their grade level at the beginning, middle, and end of the study (e.g., third graders took third grade assessments) and equivalent forms of curriculum-based measures at the middle and end of the study for the next grade level (e.g., third graders took fourth grade assessments). A correlated-groups t-test was conducted to determine the significance of the computer software program on students' performance on the grade-level measures, and an independent-groups t-test was conducted to determine the significance of the computer software program on students' performance on the subsequent grade-level measures. The results of the study indicate that there was not a significant difference in math scores between students practicing math facts with MathFacts in a Flash and those practicing math facts with flash cards and worksheets in both the on-grade and subsequent-grade-level measures. The findings are discussed in the context of the ways computer software may still be used to increase student proficiency with learning math standards in the third, fourth, and fifth grades.
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Nivens, Ryan Andrew. "Alignment of Middle Grades Tennessee Comprehensive Assessment Program (TCAP) Practice Tests to the Common Core Standards." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/245.

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Nivens, Ryan Andrew. "Content Tests for Grades 3-8 Aligned to CCSSM." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/236.

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Books on the topic "Grades and standards"

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Jan, Ewing, and National Council of Teachers of English., eds. Standards in practice, grades 3-5. Urbana, Ill: National Council of Teachers of English, 1996.

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National Council of Teachers of English., ed. Standards in practice, grades K-2. Urbana, Ill: National Council of Teachers of English, 1996.

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California. State Department of Education, ed. Model curriculum standards, grades nine through twelve. Sacramento: California State Dept. of Education, 1985.

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S, Elbow Gary, and National Council for Geographic Education., eds. Standards-based lesson plans: Grades 9-12. Jacksonville, AL: National Council for Geographic Education, 2003.

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United States. Agricultural Marketing Service. United States standards for grades of apples. Washington, D.C: U.S. Dept. of Agriculture, Agricultural Marketing Service, 1987.

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United States. Agricultural Marketing Service., ed. United States standards for grades of potatoes. 5th ed. Washington, DC: U.S. Dept. of Agriculture, Agricultural Marketing Service, 1987.

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United States. Agricultural Marketing Service., ed. United States standards for grades of apples. Washington, D.C: U.S. Dept. of Agriculture, Agricultural Marketing Service, 1987.

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California. State Dept. of Education., ed. Model curriculum standards: Grades nine through twelve. Sacramento: California State Dept. of Education, 1985.

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Education, Ontario Ministry of. Provincial standards: Language (grades 3, 6, and 9). [Toronto: Ontario Ministry of Education and Training], 1994.

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1941-, Hynes Michael C., ed. Ideas: NCTM standards-based instruction : grades 5-8. Reston, Va: National Council of Teachers of Mathematics, 1996.

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Book chapters on the topic "Grades and standards"

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Hill, Lowell D. "Grain Grades and Standards." In Grain Marketing, 121–58. 2nd ed. New York: CRC Press, 2021. http://dx.doi.org/10.1201/9780429037368-5.

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Lafuente, Jesus, Juan Diego Patino, and Lucas Capo. "Management of Low and High Grades Spondylolisthesis." In Advances and Technical Standards in Neurosurgery, 51–72. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-42398-7_4.

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Hindman, Annemarie H., Emily K. Snell, and Barbara A. Wasik. "Developing Vocabulary in the Early Grades." In Implementing a Standards-Based Curriculum in the Early Childhood Classroom, 86–105. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315296173-4.

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Woodroof, J. G. "Grades and Standards for Raw and Processed Fruits." In Commercial Fruit Processing, 565–82. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-011-7385-8_13.

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VanTassel-Baska, Joyce, and Linda D. Avery. "Alignment of the Changing Tomorrow Series With National Standards." In Changing Tomorrow 2 Grades 6-8, 11–14. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233619-4.

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Avery, Linda D., and Joyce VanTassel-Baska. "Alignment of the Changing Tomorrow Series With National Standards." In Changing Tomorrow 3 Grades 9-12, 13–16. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233626-4.

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Laur, Dayna. "Align Content Standards to the Real World." In Authentic Project-Based Learning in Grades 4–8, 13–34. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429275241-2.

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Laur, Dayna. "Align Content Standards to the Real World." In Authentic Project-Based Learning in Grades 9–12, 13–35. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429275258-2.

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Burkhart, Jerry. "Connections to the Common Core State Standards." In Advanced Common Core Math Explorations Grades 5-8, 3–4. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232780-2.

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Burkhart, Jerry. "Connections to the Common Core State Standards." In Advanced Common Core Math Explorations GRADES 5-8, 7–10. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232773-2.

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Conference papers on the topic "Grades and standards"

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Wang, Kaifan, Jian Chen, Yinan Xu, Zihao Yu, Zifei Zhang, Guokai Chen, Xuan Hu, et al. "XiangShan: An Open-Source Project for High-Performance RISC-V Processors Meeting Industrial-Grade Standards." In 2024 IEEE Hot Chips 36 Symposium (HCS), 1–25. IEEE, 2024. http://dx.doi.org/10.1109/hcs61935.2024.10665293.

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Calkins, Celeste. "College Algebra Grades Through the COVID-19 Pandemic: Improved Learning or New Standards?" In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2015074.

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G. Domingo, Winston, Erwin N. Lardizabal, and Sheena Marie V. Toledo. "K12 Senior High School Students Academic Performance Monitoring System for Private Institutions with Decision Support System." In 7th International Conference on Natural Language Computing (NATL 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.112011.

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The K to 12 Basic Education program uses standards and a competency-based grading system. These are found in the curriculum guides. All grades will be based on the weighted raw score of the learners’ summative assessments. Senior High School Students have been graded on three categories the written work, performance tasks, and quarterly assessments. Technology plays a substantial role in helping teachers in the progress, communication, application, and grading of assessment tasks. Thus, this study aims to produce a feasible computerized grading system that will address these issues and problems encountered by the teachers in recording and monitoring grades. The developed K12 Senior High School Students Academic Performance Monitoring System for Private Institutions with Decision Support System was compliant with ISO 25010 quality standards as assessed by SHS Principal, SHS Faculty/ Teachers, and IT Experts. The developed system followed the policy and guidelines set by the department of education in the grading system. The decision support system of the developed system helped the senior high school principal and teachers in monitoring the grades and performance of the students in every subject. Monitoring the performance of the students academically and non-academically, and classifying the students who have at risk in their academic performance.
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Zhang, Juanjuan. "Curriculum Standards for Language in China and the US in Grades One and Two*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.158.

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Van Der Vyver, Glen. "Assessing for Competence Need Not Devalue Grades." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3109.

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Norm-based assessment is under fire from some quarters because it is often unfair and is out of touch with the demands of the job market. Criterion-referenced assessment is touted as the answer by others but problems remain, in particular with regards to the maintenance of standards. This study examines the use of competency-based assessment in an undergraduate database course. The findings suggest that it is possible to create an assessment instrument that is relevant to particular skills required in the job market but does not inflate grades across the board. A remarkable idiosyncrasy emerges in that the distribution of scores assumes a bi-polar shape with a significant number of high grades and a significant number of grades at the lowest passing level or failing grades.
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Avotiņa, Maruta, and Agnese Zīlīte. "Changes in the Mathematics Curriculum for Grades 10–12 in Latvia." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.45.

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In the school year 2021/2022 in all schools and for all grades in Latvia ends the gradual transition from the previous mathematics standard (that was used since year 2008) to the new mathematics standard. This standard is developed within the ESF project “Competence Approach to Curriculum (School 2030)”. The mathematics subject in the secondary school is divided into two parts: Mathematics I (optimal level for every secondary school student) and Mathematics II (advanced level for secondary school students who plan to study exact sciences at the university). The final exam also is different and will focus not only on solving problems but also on the correct use of mathematical language and justification. These changes also have effect on the learning process, now emphasis is on the competency-based learning that will provide pupils with the knowledge, skills and attitudes needed for modern life. The aim of our study is to compare standards, curricula, and final exams to analyse the differences in mathematics content for grades 10–12. The method used in this article is document analysis as documentary research as well as analysis of pupils’ results in final mathematics exams. As the education system in Latvia is in the process of transition, it is important to understand how the changes might affect pupils’ knowledge and skills in mathematics.
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Barnes, Michael. "Rasch Scaling of Standards-Based Grades as a Summative Measure of Student Achievement (Poster 7)." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882066.

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Haswell, Jane, and Peter Boothby. "Pipeline Design: Are Current Pipe Standards Adequate?" In 2010 8th International Pipeline Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ipc2010-31302.

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The paper commences by identifying the basic pipeline design criteria for onshore gas transmission pipelines by reference to the UK Institution of Gas Engineers and Managers (IGEM) TD/1 code “Steel Pipelines and Associated Installations for High Pressure Gas Transmission”. Amendments incorporated into the recently updated Edition 5 of that document are then highlighted together with appropriate justification for the adopted changes. The current status of pipe standards & specifications, (i.e. the practical interpretation of pipeline design criteria) is then summarised highlighting specific gaps and anomalies that raise cause for concern. Issues specific to different pipe types and grades are covered raising the question; do current pipe standards adequately address the necessary technical requirements bearing in mind the intended pipeline service application? Areas of concern discussed in detail by reference to specific examples include intrinsic weld geometry concerns in high frequency welded pipe, the absence of a reduction of area requirement for transverse weld tensile tests, pipeline construction & operation concerns associated with poor weld bead geometry in spiral pipe, variable flattening test behaviour in high frequency welded pipe and the supply of multiple alloy types within a single pipe order. The above examples are illustrated graphically in the paper where appropriate by photographs taken at the time of pipe production and testing.
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Schmitz, Anne. "Ungrading in a Mechanics Curriculum: Identifying Gaps in Student Metacognition." In ASME 2023 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/imece2023-114972.

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Abstract National data has shown a gap in metacognition or self-awareness where students tend to rate themselves higher in proficiency on career-ready skills than employers. The goal of this study is to identify metacognition gaps in the study habits of students in a subset of mechanics courses. Based on modern pedagogical research, two mechanics courses were structured as “ungraded” with a transparent “high-structure” for success where grades were based solely on standards-based grading of summative exams and lab practicals. Students were asked to rank the formative assessments (book reading assignments, quizzes, homework, and lab assignments) from most to least helpful to their learning. In week 7, the students in the sophomore mechanics course (strength of materials) rated labs as most helpful. However, grades were found to be most correlated with book reading notes. This shifted in week 14 where students found homework most helpful but labs were most correlated with grades. The students in a junior/senior mechanics course (machine component design) also rated labs most helpful initially in week 7. However, grades were found to be most correlated with homework. This also shifted in week 14 where students viewed homework as most helpful. This aligned with the grade book data that showed homework to be most correlated with grades. These results show that the sophomore students in this study exhibited larger gaps in metacognition of effective study habits than the junior/senior engineering students. This indicates that engineering students may not develop effective study habits until their senior/junior year of college. This supports the course design strategy of “high-structure” that is recommended in the literature.
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Awad, A., M. Aydin, L. Hehn, and A. Q. Jaber. "Selection of Tool Joint Material and Connection for Drilling Tubulars in Sour Service Environments." In SPE/IADC Middle East Drilling Technology Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/214574-ms.

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Abstract The torque requirement for sour service drill pipe connections has always been a drilling challenge. Operators and contractors face challenges when selecting the appropriate tool joints to use in a sour environment, especially when combined with deeper or longer wells. Depending on the severity of the sour service environment, which is defined by the Association for Materials Protection and Performance (AMPP) [formerly National Association of Corrosion Engineers (NACE)] MR0175-2015 severity diagram, where environmental severity is defined in regions (0, 1, 2, and 3), several studies have been carried out to understand the actual limitations of the tool joints based on each connection design and tool joint material grade and not a "one-size-fits-all" approach (Plessis, 2022). A research and development (R&D) and industrialization test campaign was started to confirm the connection technology performances and limitations in each sour service environment. Original equipment manufacturers (OEM) provided various tool joint material grades and connections technology to address drilling engineers’ specific needs for sour service environments. For example, a drilling engineer may require an increase in the maximum torque in the connection. This led to some exotic developments in double shoulder connections (DSC) technology, with thread designs other than the API standard for rotary-shouldered connections. Depending on the sour service region for the drilling operation, newer DSCs allow additional torque without compromising the sour service resistance features. The limited availability of high strength and sour service resistance standards added pressure on OEMs to innovate new grades. The drilling engineers demanded that these grades be able to drill deeper and longer wells. In addition, they wanted to customize tool joint grades to fit into the needed drill pipe. As the drillstem technology leader, we saw an opportunity to drive this initiative and offer a sour service resistance suitable for each region, depending on severity. This allows operators to reach the maximum limitation a tool joint can offer based on its tensile strength and connection design.
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Reports on the topic "Grades and standards"

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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), September 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Pope and Pope. L51653 Fracture Behavior of Girth Welds Containing Natural Defects Comparison with Existing Standards. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), February 1992. http://dx.doi.org/10.55274/r0010132.

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The first use of radiographic standards for inspection and acceptance of finished girth welds was adopted by API in 1953. This standard was largely based on the Unfired Pressure Vessel Code� which was adopted by ASME in 1931. At that time and to this day, weld defect acceptance standards are based on workmanship principles. In other words, the so called "Workmanship defect acceptance standards"� reflect the weld quality levels produced by. a trained welder using satisfactory materials, equipment and procedures. For many years exclusive use was made of the API 1104 workmanship defect acceptance levels for all field pipeline and related facilities welds. This, and very similar defect acceptance standards (e.g. BS 4515, CSA 2184, AS 1697, etc.) are used in many countries throughout the world. Though the specified acceptance levels have no scientific basis, the use of workmanship standards has provided an adequate level of quality control for many years. Particularly worthy of attention in this context is the fact that the currently stipulated levels have been developed for welds in lower strength pipe grades. Unfortunately, the developments in acceptance levels have not kept pace with those occurring in-pipeline technology. Furthermore, pipe size, strength and toughness, weld metal properties or pipeline operating conditions are not considered in the present-day defect acceptance standards. Problems of this kind have led companies involved in gas/oil transporting activities to develop their own standard requirements or at least to produce a supplement to the general standards. This report describes the results of an investigation into the engineering significance of girth weld defect acceptance criteria based upon weld quality (or workmanship) considerations. To this end, research efforts were divided into a theoretical and an experimental part. The theoretical study involved a comparison of internationally used weld quality standards and codes for pipeline welding in order to identify the general features common to them and to obtain a clear view of the different acceptability criteria. The experimental part was designed to provide factual information on the failure behaviour of defective girth welds in large pipe diameter pipe lines. The focal point of the experimental examinations was to compare, on the basis of wide plate test specimen behaviour, the performance levels of girth welds containing planar weld defects which were grossly out of tolerance with respect to most present-day weld quality (workmanship standards) specifications.
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Mohr. L52241 Strain-Based Design - Strain Concentration at Girth Welds. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), December 2006. http://dx.doi.org/10.55274/r0010386.

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Strain-based design is used for many situations for pipelines where the loadings from forces other than the internal pressure can be the largest generators of stress and strain in the pipe wall. Such loadings can be generated by soil subsidence, frost heave, thermal expansion and contraction, landslides, pipe reeling, pipe laying, and several other types of environmental loading. Designing based on strain for these cases has an advantage over designing based on stress because these loadings tend to apply a given displacement rather than a given force to the pipe. Standards are much better developed for stress-based design than for strain-based design. While several standards are available that have some coverage of strain-based design, there is a tendency to cover only limited types of loading, as in API RP 1111 for offshore pipe laying. This program aimed to improve guidelines for strain-based design of pipelines by studying cases with combinations of internal pressure and axial plastic strain in tension. Softened heat-affected zone (HAZ) regions have been observed to concentrate strain, particularly under internal pressure. HAZ softening has been observed for welds on X-70 and X-80 steels. Cases with little or no softening have also been observed for other welds in these same grades. This project extended these findings to X-100 steels, with cases of obvious softening and little or no softening observed. Higher heat inputs and larger weld volumes per pass associated with submerged arc welding (SAW) as compared to gas metal arc welding (GMAW) have been correlated with greater softening in each of these pipe grades.
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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez. Research Insights: Can Low-Cost Communication Technologies Bridge Information Gaps between Schools and Parents? Inter-American Development Bank, October 2021. http://dx.doi.org/10.18235/0003737.

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We document large gaps between parents knowledge and school reports of students attendance and grades. Sending frequent text messages with information on attendance, grades and school behavior shrinks those gaps. Parents of at-risk students adjust their understanding of their children's performance to the greatest degree. High-frequency text messages had positive impacts on grades and attendance. Math GPA increased 0.08 of a standard deviation; the probability of earning a passing grade in math increased by 2.7 percentage points (relative to a mean of 90 percent). The intervention also reduced school absenteeism by 1 percentage point and increased the share of students who met attendance requirements for grade promotion by 4.5 percentage points.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004606.

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AUTHORÁlvarez Marinelli, Horacio; Berlinski, Samuel; Busso, Matías; Martínez Correa, JuliánDATEDec 2022READ: English (4 downloads) View Online Download Spanish (5 downloads) View Online Download DOIhttp://dx.doi.org/10.18235/0004606A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of different characteristics such as gender, socioeconomic status, and initial levels of literacy skills.
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Haines and Rosenfeld. L52125 Physical Performance and Inspection Objectives to Inspect Currently Non Piggable Pipelines. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), January 2004. http://dx.doi.org/10.55274/r0011137.

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A significant portion of the pipeline infrastructure cannot be assessed for integrity using in-line inspection. There may also be reasons why some segments cannot be readily assessed by hydrostatic testing or by direct assessment. New standards and regulations for integrity management provide for using other technology that can be demonstrated to be as effective in assessing for the presence of integrity threats as the standard techniques. The first part of the report discusses a survey of PRCI member pipeline operating companies investigating the reasons why their systems are not piggable. The results are intended to be an aid to determining the direction of future PRCI research and development efforts. The results revealed that 62% of the pipe surveyed is presently piggable, and those members answering the survey plan to make another 21% of the system piggable. The survey further indicated that members plan to use direct assessment as the primary choice for inspecting nonpiggable segments. Consequently, the survey suggests that the primary goal of the Committee in addressing nonpiggable lines should be to validate direct assessment, followed by developing new above ground direct assessment and metal loss detection tools. The second part of the report discusses an analysis to establish suitable detection criteria for alternative assessment methods. Criteria for metal loss due to corrosion were established for 2 NPS to 24 NPS pipe of Grades B, X42, and X52 in all standard class locations so as to assure the same margin of safety afforded by the minimum hydrostatic test required per class. Criteria were also proposed for stress-corrosion cracking, selective corrosion in ERW seams, and mechanical damage.
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Wang. PGH376V A Comprehensive Update on the Evaluation of Pipeline Weld Defects. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), January 2008. http://dx.doi.org/10.55274/r0010920.

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Girth weld defect acceptance criteria are set and enforced in pipeline constructions per federal regulations (CFR 49 Parts 192 and 195). With the increased use of mechanized welding and AUT (Automated Ultrasonic Testing) in new pipeline constructions, alternative defect acceptance criteria based on ECA (Engineering Critical Assessment) principles are frequently used in lieu of the traditional workmanship criteria that are in the main body of API Standard 1104. Unfortunately, the current alternative defect acceptance criteria of API 1104 Appendix A has not been kept up-to-date with new linepipe materials, welding processes, and pipeline service environments. The objective of this project is to provide technical basis for updating the alternative girth weld defect acceptance criteria in API 1104 Appendix A and other similar codes and standards. There are two focus areas in this project. The first focus area is to update the alternative defect acceptance criteria to address the immediate need of pipeline constructions in the U.S., typically with pipeline longitudinal strains less than 0.5%, or alternatively termed stress-based design. The materials in the new constructions are typically of micro-alloyed type and the grades are moving higher, up to X80 and X100. These materials did not exist when the current API 1104 Appendix A was adopted. Their behavior is sufficiently different that a fresh look in the current environment is needed. The second focus area is to develop a set of procedures that may be used for determining the girth weld defect acceptance level under high longitudinal strains ( greater than 0.5% and up to 2-4%).
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Yunovich and Tossey. L52207 A Rapid Quality Assessment Method of Magnesium Anodes for Underground Pipeline Service. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), January 2008. http://dx.doi.org/10.55274/r0010960.

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Girth weld defect acceptance criteria are set and enforced in pipeline constructions per federal regulations (CFR 49 Parts 192 and 195). With the increased use of mechanized welding and AUT (Automated Ultrasonic Testing) in new pipeline constructions, alternative defect acceptance criteria based on ECA (Engineering Critical Assessment) principles are frequently used in lieu of the traditional workmanship criteria that are in the main body of API Standard 1104. Unfortunately, the current alternative defect acceptance criteria of API 1104 Appendix A has not been kept up-to-date with new linepipe materials, welding processes, and pipeline service environments. The objective of this project is to provide technical basis for updating the alternative girth weld defect acceptance criteria in API 1104 Appendix A and other similar codes and standards. There are two focus areas in this project. The first focus area is to update the alternative defect acceptance criteria to address the immediate need of pipeline constructions in the U.S., typically with pipeline longitudinal strains less than 0.5%, or alternatively termed stress-based design. The materials in the new constructions are typically of micro-alloyed type and the grades are moving higher, up to X80 and X100. These materials did not exist when the current API 1104 Appendix A was adopted. Their behavior is sufficiently different that a fresh look in the current environment is needed. The second focus area is to develop a set of procedures that may be used for determining the girth weld defect acceptance level under high longitudinal strains ( greater than 0.5% and up to 2-4%).
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