An evaluation of a time‐series single‐subject design used in an intensive study of concept understanding

Using time-series design in the assessment of teaching effectiveness

“…Consequently, the average of that class will increase each day. As Mayer and Kozlow (1982) described, this method can minimize any inherent differences in the difficulty of items. In addition, because the assessments were given in a routine manner and took only a small amount of class time, the students' "resentful demoralization," as defined by Cook and Campbell (1979), could be avoided.…”

“…In recent years, time-series design has been used as a valid way of measuring students' attitudes toward (and achievement in) science (e.g., Fransworth & Mayer, 1984;Mayer & Kozlow, 1982;Mayer & Lewis, 1979). The results of this study are not only consistent with Mayer and Kozlow's finding, but also provide more evidence of validity in: (1) significant correlation of the students' scores in the "treatment" stage with welldeveloped school examinations; (2) significant learning achievement differences between high-and low-achieving students; (3) significant differences in baseline and treatment stage class mean scores; and (4) consistent results between the time-series data and the videotape analysis.…”

The effect of frequency of testing upon the measurement of achievement in an intensive time‐series design

“…The independent variable was frequency of testing, and the criterion variables were achievement in crustal evolution and attitudes toward the day's science class. The intervention consisted of a unit on crustal evolution; the one used in Mayer and Kozlow (1980). The item pool for assessing performance on the unit from the Mayer and Kozlow study was also used.…”

“…Two studies have been reported recently dealing with the development of the intensive time-series design for use in classroom research on learning. Mayer and Lewis (1979) found that the design was valid for assessing student attitudes toward a biology class, and Mayer and Kozlow (1980) found that it was a valid design for use in determining class achievement on a unit on the concept of crustal evolution. In conducting the latter study, however, a question was raised concerning the effect of frequent testing upon achievement data collected with the design.…”

Using intervention-oriented evaluation to diagnose and correct students’ persistent climate change misconceptions: A Singapore case study

“…Earlier papers in education research by Mayer (Farnsworth & Mayer, 1984;Mayer & Kozlow, 1980;Mayer & Lewis, 1979;Mayer & Rojas, 1982) delved into the development of the single-case time-series design in measuring student achievement and attitude. Its usefulness had also been recognized in special education studies (Horner et al, 2005;Marston, 1988), in measuring teaching effectiveness (Lin & Lawrenz, 1999), and self-regulated learning (Schmitz & Wiese, 2006).…”