Дисертації з теми "Achievement tests – Study guides"
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Fiser, Timothy Paul. "Impact of Teacher Feedback on the Development of State Issued Scoring Guides for Science Inquiry and Engineering Design Performance Assessments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/991.
Повний текст джерелаLai, Chan-pong. "Item bias in the 2nd IEA mathematics study." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626445.
Повний текст джерелаAmos, Zachary Scott. "The relationship of readability on the science achievement test a study of 5th grade achievement performance /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237770679.
Повний текст джерелаHurley, Noel P. "Resource allocation and student achievement: A microlevel impact study of differential resource inputs on student achievement outcomes." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9724.
Повний текст джерелаHinkley, John W., University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "School achievement motivation among Navajo High School students : a study of school achievement goals, achievement values, and ability beliefs." THESIS_CAESS_PSY_Hinkley_J.xml, 2001. http://handle.uws.edu.au:8081/1959.7/365.
Повний текст джерелаDoctor of Philosophy (PhD)
Phillips, Jori K. "The Study of the Impact of Professional Learning Communities and Student Achievement." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621758.
Повний текст джерелаThe purpose of this study was to determine if a difference existed between student learning, using the Missouri Assessment Program (MAP), and Professional Learning Community (PLC) implementation within fifth-grade populations in the state of Missouri. The following research questions were utilized to drive the research: What is the difference in MAP communication arts scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What is the difference in MAP math scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What are the perceptions of administrators of Missouri PLC districts regarding the Missouri PLC program and student achievement? Three years of math and communication arts data were analyzed in this study. Yearly mean scores were compared by applying a t-test to determine if a statistical significance existed between PLC implementation and student learning. Missouri PLC exemplary schools' data were analyzed and compared to data of like-demographic, non-PLC implementing schools. The data revealed, in the area of communication arts, no statistical significant difference in student achievement between PLC exemplary schools and non-PLC schools. These findings led to the decision to not reject the null hypothesis and not support the alternative hypothesis. A statistical significant difference was found in the area of math, and an overall conclusion was drawn that supported the alternate hypothesis and rejected the null hypothesis. In addition, interviews were conducted with Missouri PLC exemplary school administrators to gain perspectives into the daily successful workings and effect of the Missouri PLC model on student achievement. Administrators from the PLC exemplary schools attributed gains in student achievement to PLC implementation.
DiAntonio, Stephanie L. "A study of the predictive validity of the Gates-MacGinitie Reading Test and the New Jersey Assessment of Skills and Knowledge at the 4th, 5th and 6th grade levels /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.
Повний текст джерелаCushing, Katherine Susan. "The effect of formal instruction in test taking skills using the Riverside "Improving Test Taking Skills" materials on standardized achievement test scores of students in fourth and fifth grade." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184472.
Повний текст джерелаLai, Chan-pong, and 黎鎮邦. "Item bias in the 2nd IEA mathematics study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626445.
Повний текст джерелаGeraci, Sanford A. "Effective mathematics placement testing strategies a study of mathematics placement test retake policy at a two-year public community college in Florida /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/2985.
Повний текст джерелаVita: p. 72. Thesis director: Stephen H. Saperstone. Submitted in partial fulfillment of the requirements for the degree of Doctor of Arts in Community College Education. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. 69-71). Also issued in print.
Bartley, Ronnie. "The effect of access to test item pools on student achievement and student study habits." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40468.
Повний текст джерелаEd. D.
Rezaei, Abbas Ali. "Test-taking strategies and test performance : a study of the effects of using test-taking strategies on the performance of Iranian students in multiple-choice language tests." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273014.
Повний текст джерелаPowers, Abigail Dormire. "The fourth edition of the Stanford-Binet intelligence scale and the Woodcock-Johnson tests of achievement : a criterion validity study." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558350.
Повний текст джерелаDepartment of Educational Psychology
Dickson, Teresa K. "Assessing the Effect of Inquiry-Based Professional Development on Science Achievement Tests Scores." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3348/.
Повний текст джерелаForeman, John Earl. "A descriptive study of the effects teacher turnover may have on standardized achievement test scores in America's Christian schools." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Повний текст джерелаBartlett, John C. "Principal leadership practices : a correlation study of specific instructional leadership practices and student achievement in the Tennessee Gateway Tests." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
Повний текст джерелаWong, Chung-shun, and 黃忠信. "Using a cognitive approach to assess achievement in secondary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B42574274.
Повний текст джерелаKabba, Momodu Ahmed. "A descriptive study of Sierra Leonean college and university students' perception of factors that affect performance on the General Certificate of Education Ordinary (GCE O)-Level Examination /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1996.
Знайти повний текст джерелаCulver, Tiffany Fawn. "AN INVESTIGATION OF STUDY GUIDES AND QUIZZES TO IMPROVE COLLEGE STUDENTS' READING COMPLIANCE, COMPREHENSION, AND METACOGNITIVE STRATEGIES." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07102008-113351/.
Повний текст джерелаFarnsworth, Timothy Lloyd. "The construct of academic English in tests of academic achievement and its effect on student performance a confirmatory factor analytic study /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1579966941&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Повний текст джерелаMeng, Huijuan Vispoel Walter P. Lee Won-Chan. "A comparison study of IRT calibration methods for mixed-format tests in vertical scaling." Iowa City : University of Iowa, 2007. http://ir.uiowa.edu/etd/338.
Повний текст джерелаTaylor-Wood, Andrea Lee. "A case study : enhancing a learning organization with the construction of predictive models between local and state achievement assessments /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115594.
Повний текст джерелаBrown, Laureen Kay. "Out-of-level testing for special education students participating in large-scale achievement testing: A validity study." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280401.
Повний текст джерелаNey, Richard J. "A study of doubling class time for low achieving High School English and Math students and the impact on state tests required under NCLB." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
Повний текст джерелаWilliams, Arthur S. "An analysis of achievement tests for selected Virginia high school business computer applications students." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170601/.
Повний текст джерелаBarger, Brett. "A Quantitative Study of Educational Poverty, School Location, and Student Achievement Measured by the Program for International Student Assessment (PISA)." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668688.
Повний текст джерелаThe performance of the United States' students on international tests remains an ongoing source of concern, division, and anxiety for government, educational, and business leaders, teachers (and their unions), as well as the general public. These selfsame test results have been used as evidence to support diametrically opposed political and educational strategy and policy for decades. All too often the performance of students is discussed with a single test score number that is used to represent the entirety of the education system's students without accounting for geographical, demographic, or socioeconomic differences among the student test takers. The contributing factors of the national level performance are often summed up simplistically as resulting from underfunded school systems or under qualified teachers. These generalized assessments and underlying national angst are also often based on the mistaken perception that the United States once led the world in international testing and that the declining performance is a grave indicator of the nation's economic and social future.
Researchers have begun to produce studies showing a far more nuanced interpretation of national level scores that point to much different contributing factors; in particular, poverty. Somewhat unexpectedly for the world's largest economy, the United States' poverty level is nearly the highest of all nations taking standardized international tests. These studies show that when international test results are controlled for certain socioeconomic factors that the United States scores are at, or very near, the top of the international tables. This study supported the body of evidence that poverty is the greatest hindrance to the academic achievement of the nation's students and sought to better understand the unique contributors to achievement of the nation's poor on the mathematics portion of the Program for International Student Assessment test depending upon the socioeconomic composition and geographical location of a student's school.
Shaakumeni, Simson Ndadaleka. "An exploration of natural science teachers' experiences and perceptions of the National Standardised Achievement Tests : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001670.
Повний текст джерелаAxon, Jonie Leigh. "The Relationship of Teacher Attitudes and Self-Efficacy to Student Achievement| A Case Study." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557877.
Повний текст джерелаThe dramatic shift of the demographics of the United States over the past thirty years is more pronounced in public schools than anywhere else in the country (Phuntsog, 1999). As the demographics of students grew, so did the disparity of achievement between diverse and White students. The achievement gap is one of the biggest problems within education (Dee, 2005). Due to the increasing achievement gap and growing diversity, teachers and schools are forced with the challenge of making instruction culturally relevant and responsive for all students (Brown, 2009).
The purpose of this research was to conduct a mixed method, naturalistic inquiry that examined teachers’ abilities to work with diverse populations and educate all students in a rural high school in Northeast Georgia. The relationship between the participating teachers’ level of multicultural training and teacher self-efficacy was compared, as was their impact on student achievement on the End of Course Tests.
The quantitative aspect of the study, conducted using surveys and archival test data, found a correlation between teachers’ levels of multicultural awareness and self-efficacy, but failed to find a correlation between self-efficacy and student achievement on the EOCT. The qualitative portion, conducted using interviews and an open-ended survey question, discovered the participating school was emerging in readiness to deal with diverse students.
Staub, Michael J. "A study of the content validity of the Stanford Achievement Test in relation to the Christian school curriculum." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
Повний текст джерелаHouser, Timothy Scott. "Resource guide for the 2002 General Education Development Exam." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2158.
Повний текст джерелаSilve, McLachlan Richard, and Emma Lindström. "A comparative study of how the English A syllabus is interpreted in achievement tests focusing on writing ability." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30827.
Повний текст джерелаThis thesis sets out to do a comparative study of how the English A syllabus is interpreted in achievement tests focusing on writing ability. The tests were collected from vocational and theoretical programs at upper secondary schools. The measurement instrument employed in this study was a content validity scale produced with material originating from Brown (1983), Brown and Hudson (2002) and EN1201 - English A (2000) and was utilized by two judges in order to analyse the collected tests. The analysis displayed numerous noteworthy index mean differences between the two groups: vocational and theoretical. The theoretical programs’ tests received overall a higher index mean compared to the vocational programs’ tests. However, a variance existed between the two judges’ scorings on most of the questions in the validity scale, and some questions’ means contradicted the index means, i.e. one of the judges ranked the vocational programs’ tests higher on more than one occasion. The analysis also revealed two diverse testing approaches, where one had a more prescriptive nature and was closely connected to the vocational programs while the other one, having a close connection to the theoretical programs, was more descriptive in nature. The degree of content validity in each test group (vocational and theoretical), showed that according to the scale used in the analysis of this study, the theoretical programs’ tests display a higher degree of content validity (higher means) compared to the vocational programs’. This result implies a difference in interpretation of the syllabus depending on program (theoretical and vocational) when constructing achievement tests. The difference found could be due to the vagueness of the syllabus.
Belcher, Angela. "Effects of Looping, Kindergarten to First Grade, and Performance on State Reading Tests in Third, Fourth, and Fifth Grades: A Case Study." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595442483274655.
Повний текст джерелаChin, Christine Hui Li. "The effects of computer-based tests on the achievement, anxiety and attitudes of grade 10 science students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29484.
Повний текст джерелаEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
McQuarrie, Maureen Anne. "An empirical validity study of the Canada French individual achievement test." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28171.
Повний текст джерелаKotler, Ruth M. "Student Achievement in Ohio Charter Schools: A Comparative and Longitudinal Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336060460.
Повний текст джерелаRamey, Jackie D. "A Case Study| Achievement Studies of Persistent, Transitional, and Transient Populations within the Blitz Program Model at a Large Midwestern Elementary School." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615442.
Повний текст джерелаThe United States' Public Education system shared concerns regarding declining achievement results across the nation. Numerous research studies suggested significant correlations to various variables, such as, SES (Socio-Economic Status), LEP (Limited English Proficiency), IEP (Individualized Educational Programs), ethnicity, and student mobility. The literature suggested these areas of concern need continued research to address specific issues, such as, how to close the educational gaps between students in these categories and students without these characteristics.
The Primary Investigator completed a case study to assist decision makers with transient students at a Midwest near-urban elementary school by specifically focusing on fifth grade students from the class of 2019. The methodology created by the Primary Investigator differentiated among Persistent, Transitional, and Transient mobility populations who entered a supplemental reading model program called, Blitz. The Primary Investigator divided mobility groups into specific categories to determine if needs were met for transient student populations, as compared to non-transient students. Few studies had addressed programs that specifically focused on methods of measurement tool that allowed for comparisons among mobile students in settings where non-mobile students reside.
The Primary Investigator's methods used in this case study allowed decision makers to continue to develop their program to fit the needs of all students at the case study school and to make decisions as to the effectiveness of their efforts to assist their Persistent, Transitional, and Transient students in their large near urban elementary school.
Results indicated there were improvements in each mobility group that participated in the Blitz supplemental reading model. Students in the most transient group significantly increased achievement and decreased variance in scores when compared to the Persistent population. The Primary Investigator's collected data suggested that students in the Persistent population averaged the highest achievement scores for all data sets. Achievement scores of students in the most Persistent populations who were of Caucasian and African American ethnicity and of low SES-socio-economic status did not have negative impacts on scores. Overall, this case study supported a positive effect of additional reading assistance on a student's independent reading ability and Communications Arts achievement in this large near-urban Midwest elementary school.
Strouse, Darla Fishbein. "A qualitative case study of the impact of principals' leadership and school performance awards on eight Maryland schools." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1478.
Повний текст джерелаThesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Gokce, Semirhan. "A Structural Equation Modeling Study: Factors Related To Mathematics And Geometry Achievement Across Grade Levels." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606697/index.pdf.
Повний текст джерелаsuccess of mathematics and geometry. On the other hand, student centered activities intended to have a negative relation with mathematics and geometry achievement. As the other variables were considered, an increase on the mathematics and geometry scores of the students&rsquo
was observed in all grade levels with the increase in the perception of success and interest toward mathematics and science.
Thomasson, Victoria Lee. "A Study of the Relationship Between School Climate and Student Performance on the Virginia Standards Of Learning Tests in Elementary Schools." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1810.
Повний текст джерелаWargacki, Jennine Elise. "High-Stakes Testing and the Gender Gap: A Study of Fourth Grade Reading Performance on the Ohio Achievement Test." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206065793.
Повний текст джерелаParish, Jennifer Bishop. "School climate and state standards: A study of the relationships between middle school organizational climate and student achievement on the Virginia Standards of Learning Tests." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618697.
Повний текст джерелаKalender, Ilker. "A Structural Equation Modeling Study: Factors Affecting Science Achievement On Obbs-2002 Across Grade Levels And School Types." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605348/index.pdf.
Повний текст джерелаscience achievement were modeled based on the data which was obtained from Study for Determination of Student Achievement &ndash
2002 (Ogrenci Basarisinin Belirlenmesi Calismasi &ndash
OBBS). First, using principle components analysis tecnique, dimensions of the student questionnaires and science achievement tests were found out. Using these dimensions for student questionnaires, latent variables socioeconomic status, student-centered activities, teacher-centered activities, private tutoring, experiments/technological material usage, and perception of interest and success were selected to be included in this study. Then, a reference model was proposed for factors affecting students'
science achievement. Lastly, this reference model was tested across three grade levels (6th, 7th, and 8th) and three school types (state, boarding, and private) and comparisons among them were made. As a result of modeling which was conducted by structural equation modeling technique (SEM) using LISREL 8.30, the study yielded the followings: Socioeconomic status has a strong effect on science achievement for all grade levels investigated. While teacher-centered activities generally affect students'
science achievement in a positive way, student-centered activities show a negative effect. Teacher-centered activities affect perception of interest and success as much as nearly they do for science achievement. Direct effect of teacher-centered activities is not significant for state and boarding schools, but their indirect effects strengthen the effect of teacher-centered activities on science achievement. Effect of experiments and technological material on perception of interest and success is negative for all grade levels and school types, except state schools in which it is positive.
McAdoo, Penny Coyne. "The Effect of Professional Development in Performance Assessment on Mathematics Achievement and Attitude." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277837/.
Повний текст джерелаSevgi, Sevim. "The Connection Between School And Student Characteristics With Mathematics Achievement In Turkey." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611190/index.pdf.
Повний текст джерелаmathematics achievement across Turkey by analyzing the data collected from school questionnaire, student background questionnaire and mathematics achievement test in Trends in International Mathematics and Science Study 2007. The analyzed sample was comprised of 4,498 students in 146 schools. Student level factors were highest level of education of either parent, students speak the language of test at home, students&rsquo
parents born in country, books in home, computer and internet connection, computer use, index of time students spend doing mathematics homework in a normal school week, index of students&rsquo
positive affect toward mathematics, index of students&rsquo
valuing mathematics, index of students&rsquo
self confidence in learning mathematics. School related factors were principals reports on the percentages of students in their schools coming from economically disadvantaged homes, principals report on the percentage of students having the language of test as their native language, index of good attendance, principals time spent on various school related activities, schools encouragement of parental involvement, index of school resources for mathematics instruction, index of principals perception of school climate. Hierarchical Linear Modeling (HLM) was used for analysis. The result of the study showed that 45% of variance between schools, 54.6 % of variance was in schools, 57.33 % of school variance in mathematics achievement accounted by principals&rsquo
report on percentages of students coming from economically disadvantaged homes, parents to volunteer for school programs, school resources for mathematics instruction and principals&rsquo
perception of school climate.
Kiran, Dekant. "A Study On Sources And Consequences Of Elementary Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612503/index.pdf.
Повний текст джерелаSELF-EFFICACY BELIEFS IN SCIENCE AND TECHNOLOGY COURSE KIRAN, Dekant M.S., Department of Elementary Science and Mathematics Education Supervisor: Assoc. Prof. Dr. Semra SUNGUR September 2010, 98 pages The present study aimed at investigating sources and consequences of middle school students&rsquo
science self-efficacy beliefs. While mastery experience, vicarious experience, verbal persuasion, and emotional arousal were examined as sources of self-efficacy beliefs, students&rsquo
achievement goals, metacognition, and effort regulation were examined as consequences of self-efficacy beliefs. Self-report instruments, Sources of Science Self-Efficacy Scale (SSSE), Motivated Strategies for Learning Questionnaire (MSLQ) and Achievement Goal Questionnaire (AGQ), were administered to 1932 middle school students to assess variables of the study. Results showed that mastery experience, verbal persuasion, and emotional arousal significantly predict students&rsquo
science self-efficacy which was found to be positively linked to mastery approach goals, performance approach goals, mastery avoidance goals, metacognition, and effort regulation. In addition, a positive relationship was found between verbal persuasion and mastery approach goals. Moreover, findings revealed that approach goals were positively associated with metacognition and effort regulation while avoidance goals are negatively linked to effort regulation. Additionally, results indicated a positive association between emotional arousal and effort regulation.
Mammei, Russell Rene. "Thin Films for the Transport of Polarized Ultracold Neutrons for Fundamental Symmetry Study." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/28714.
Повний текст джерелаUCN guides facilitate the transfer of UCN from the source to the spectrometer. Common guide materials include stainless steel, copper, aluminum, and quartz. Often a thin film is applied to these components to increase their ability to transport/bottle and preserve the polarization of UCN. In the region of the SD2 UCN source, nickel-58 films are applied, whereas once the UCN are polarized, diamond-like carbon (DLC) films are employed. This dissertation covers the application, process developments, and characterization of these coatings. In addition a study concerning the surface finish resulting from the mechanical polishing and electropolishing of the guides that make up the UCNA beamline is presented.
Ph. D.
Campbell, Elizabeth B. "A Comparative Study of the NAART and WRAT4 Word Reading Subtest to Estimate Reading Level." Wright State University Professional Psychology Program / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1565183703572753.
Повний текст джерелаRiesser, Sharon T. "Examination of reliability and validity of the Performance Assessment of Science Skills (PASS) instruments, alternative assessment instruments of science process skills." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902509.
Повний текст джерелаDepartment of Biology
Cobbinah, Charles. "Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013406.
Повний текст джерелаAlderman, Duane Thomas. "A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26894.
Повний текст джерелаEd. D.