Browsing by Subject "Educational tests and measurements -- Research"
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ItemEffect of Enrollment in the “Passing the English HSA” Class on Scores on the Maryland High School Assessment in English(2011-05) Lawlor, Patricia; Masters of EducationThe purpose of this study was to determine whether students enrolled in the “Passing the HSA” English intervention course passed the Maryland High School Assessment in English more frequently (readily) than those students who did not take the course. The January administration of the Maryland High School Assessment in English was the measurement tool. This study used a pre-test/post-test intervention, quasi-experimental design. Students in the course had previously failed the HSA multiple times. The pre-test was the student score on the May 2010 HSA administration in English. Students then enrolled in the Passing the HSA course during the first semester (August 2010 – January 2011). At the conclusion of the course, the post-test given was the January 2011 HSA administration. ItemThe Effects of Re-Teaching and Extension Activities on Student Achievement on Quarterly Science Benchmark Exams(2012-05) Beaumont, Ryan A.; Masters of EducationThe purpose of this study was to determine if the use of re-teaching and extension activities would improve student achievement on quarterly benchmark assessments in an eighth grade science classroom. The measurement tools used were the quarter one and quarter two eighth grade science benchmark exams. The design of this experiment was quasi-experimental using a pre-test and posttest comparison to examine the data. Achievement among all student groups from benchmark one to benchmark two improved; however, the gains in achievement were not statistically significant. In order to completely understand how re-teaching and extension activities can affect student achievement more research must be completed. ItemThe Perceptions of Students in Online-Blended Courses Designed to Support Successful Maryland High School Assessment Completion(2015-05) Latanishen, PaulThe purpose of this study was to gain information regarding the perceptions of students enrolled in online-blended courses, specifically those geared towards successful completion of the Maryland High School Assessment. The study utilized a descriptive approach and employed a researcher-designed survey instrument to gather data. Information and perceptions related to rigor, interaction, general satisfaction with instruction, were of greatest influence while conducting research. The APEX offering that relies heavily on the ‘online’ portion of ‘online-blended’ models is clearly something that is appealing to today’s high school student. The coursework, though limited in opportunities for peer and instructor interaction, provides a format that speaks to the needs and preferences of a group of learners that are clearly some of our most at-risk. This at-risk population is meeting with marked success while pursuing graduation via this vehicle. Perceptions were very one-sided; clearly students have an affinity for offerings that allow them to demonstrate prior knowledge in order to save time, demonstrate learning using technology, and interact as they choose with their peers and instructors.