Achievement Testing

Katz, Lynda J.; Slomka, Gregory T.

doi:10.1016/b978-008043645-6/50085-9

Cited by 9 publications

(5 citation statements)

References 79 publications

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“…Our study had several strengths, including the high retention rate with only 16 participants (9%) withdrawing from the longitudinal study between age 3 and age 8, repeated measurement of SDB symptoms to describe the SDB trajectories of children over time to help elucidate symptom profiles, and the assessment of important academic skills at age 8. Individually-administered assessments of academic skills assessments used here provide more sensitive and specific information than broad indices of achievement (Katz and Slomka, 2000 ) and cover key areas of reading, math and listening comprehension to give a deeper understanding of performance in these specific skills. Although these assessments may not reflect day-to-day classroom performance when distractions are present, they complement other methods such as traditional achievement measures (e.g., reading comprehension) and real-world data (e.g., teacher ratings) in describing children's academic progress (Kettler and Albers, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

Sleep-Related Breathing Problem Trajectories Across Early Childhood and Academic Achievement-Related Performance at Age Eight

et al. 2021

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Background: Childhood sleep disordered breathing (SDB) has been linked to poorer academic performance; however, research has not investigated the extent improvement in SDB may alter outcomes across key academic skills. This study aimed to investigate if children's early SDB status could predict later academic outcomes, and if an improvement in SDB status across the early childhood years would coincide with better, later performance in key academic skills related to reading, numeracy, and listening comprehension.Methods: Eighty five case children with an SDB symptom score >25 (maximum 77) were matched to 85 control children (score <12) at recruitment (age 3). SDB severity (symptom history and clinical assessment) was evaluated at ages 3, 4, 6, and 8 years and performance on individually-administered academic skills assessed at age 8 (91% retention from age 3). Case children were categorized into “improved” or “not-improved” groups based on SDB trajectories over the 5 years. Contributions of SDB status and trajectory group to academic performance were determined using regression analysis adjusted for demographic variables.Results: History of SDB from age 3 predicted significantly poorer performance on some key academic skills (oral reading and listening skills) at age 8. Children whose SDB improved (45%) performed better in oral reading fluency than those whose SDB did not improve, but difficulties with specific tasks involving oral language (listening retell) remained when compared to controls.Conclusion: Findings support links between early SDB and worse academic outcomes and suggest key academic areas of concern around oral language. Findings highlight the need for child mental health professionals to be aware of children's sleep problems, particularly SDB (past and present), when assessing potential barriers to children's achievement, to assist with appropriate and timely referrals for evaluation of children's sleep difficulties and collaborative evaluation of response to intervention for sleep difficulties.

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Section: Discussionmentioning

confidence: 99%

Sleep-Related Breathing Problem Trajectories Across Early Childhood and Academic Achievement-Related Performance at Age Eight

et al. 2021

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“…Performance-based assessment, also called authentic assessment, is a testing method that includes a problem-solving process (Katz & Slomka, 2000; Messick, 1994; Torrance, 1995). It requires students to complete a task (such as creating a product or answering a question) on the assumption that specific, measurable attributes can be extracted from the outcome of the task to evaluate the extent of students’ learning toward the expected skill or knowledge (Gresse Von Wangenheim et al, 2021; Liu et al, 2002; Salma & Prastikawati, 2021; Xing et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education

Kong

Liu

2023

Journal of Educational Computing Research

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This study implemented and evaluated the innovative use of a performance-based assessment platform to support the development of self-regulated learning (SRL) in senior primary students as they completed programming tasks. We embedded SRL support features into a performance-based assessment platform as scaffolding to help the students implement problem-solving strategies. A mixed-methods approach was adopted to evaluate the intervention. The students’ perceptions of their SRL skills after working through the programming tasks were measured by a survey of 45 students. The quantitative results suggested that the students benefited from the performance-based assessment platform in developing their SRL skills. A thematic analysis of interview data from 20 students further indicated that the embedded SRL scaffolding and automatic marking function helped them to solve the programming tasks. The results demonstrate that a well-designed performance-based assessment platform with embedded SRL support can be an effective tool for developing students’ SRL. The qualitative results further revealed that algorithmic thinking is an aspect of programming for which students need more SRL support.

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“…Achievement tests are used to measure skills and knowledge learned in a given task or grade level through planned instruction; they have generally been categorized as singlesubject tests, survey batteries, or diagnostic tests and further dichotomized as group or individually administered tests given in order to obtain an indication of general academic skill competencies or a greater understanding of an individual's achievement in a particular area of academic performance (Katz & Slomka, 2000).The average percentage of each cluster forms students' art learning achievement which was used to determine the competence level of the art teachers.…”

Section: Test Of Art Teachers' Operational Competence Based On Practi...mentioning

confidence: 99%

Influence of Art Teachers’ Operational Competence on Students’ Art Learning Achievement

Gandonu¹,

Ajayi²,

Ibrahim³

2020

IJRISS

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This study examines the influence of art teachers' operational competence on students' art learning achievement, using Clustered Students Teaching (CST) approach. Through the exploration of existing relevant literature, the study categorizes the key aptitudes that form an art teacher's competence and with that, a Model of Aptitudes in Art Teachers' Operational Competence (MATCo) was developed. Test One of the study tested art teachers' operational competence through an assessment of practical art-teaching class; to assess art teaching skills of the teachers, while Test Two involved data gathering through a Study-Specific Questionnaire on Art Teachers' Competence (SSQATOCo), consisting of thirty items generated from the objectives. The sample for the study consists of five (5) visual art teachers with Masters' degree in Visual arts and one hundred (100) Senior Secondary School Visual art students, selected from five (5) schools within Badagry Township who were systematically grouped into 5 clusters. Data gathered was statistically tested using the Chi-square at 0.05 level of significance. Findings from the study reveal that competence in art theory, art practice and instructional methodology are key aptitudes of an art teacher, that not all art teachers have required competence, and that incompetence in these key aptitudes account for the reason why students' art learning achievement is low. Recommendations are made based on the findings.

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Achievement Testing

Cited by 9 publications

References 79 publications

Sleep-Related Breathing Problem Trajectories Across Early Childhood and Academic Achievement-Related Performance at Age Eight

Sleep-Related Breathing Problem Trajectories Across Early Childhood and Academic Achievement-Related Performance at Age Eight

Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education

Influence of Art Teachers’ Operational Competence on Students’ Art Learning Achievement

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