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Underrepresentation of the construct in Spanish standardized foreign language exams: a computer assisted exam proposal
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 27-45 (2022)
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| 2 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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| 3 |
Multiracial Individuals and Educational Testing
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In: The Nebraska Educator: A Student-Led Journal (2021)
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| 4 |
Fundamental Attribution Error: Perspectives of Principal, Teacher, and Parent Influence on Student Growth
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In: Dissertations (2019)
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| 5 |
Does Lexical Frequency affect rater judgement of essays? An experimental design using quantitative and qualitative data
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In: Electronic Thesis and Dissertation Repository (2019)
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| 6 |
Assessment Accommodations for English Language Learners: The Case of Former-LEPs
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In: Practical Assessment, Research, and Evaluation (2019)
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| 7 |
Standardized Language Proficiency Tests in Higher Education
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In: English Publications (2018)
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| 8 |
A critical examination of standardized testing of Minority Language Children
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| 9 |
A Critical Examination of Standardised Testing of Minority Language Children
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| 10 |
English Proficiency and Test Scores of Immigrant Children in the US
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| 11 |
LEARNERS’ PERSPECTIVES OF FACTORS INFLUENCING GAINS IN STANDARDIZED ENGLISH TEST SCORES
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In: TEFLIN Journal, Vol 27, Iss 1, Pp 63-81 (2016) (2016)
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| 12 |
Insidious Power: The Structure of Community College Course Placement Counseling
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In: Maldonado, Carlos. (2015). Insidious Power: The Structure of Community College Course Placement Counseling. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/4pq8783j (2015)
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| 13 |
Standardized assessment system in Chile: share of Mario Leyton Soto and Erika Himmel König ; Los sistemas estandarizados de evaluación en Chile: participación de Mario Leyton Soto y Erika Himmel König
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In: Historia de la Educación; Vol. 34 (2015); 357-371 ; 2386-3846 ; 0212-0267 ; 10.14201/hedu201534 (2015)
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| 14 |
An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement
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In: Electronic Theses and Dissertations (2014)
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| 15 |
A Case Study of the Impact of an Intervention Scheduling Model on Academic Achievement in English and Mathematics by Students in Need of Remediation
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In: Electronic Theses and Dissertations (2013)
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| 16 |
Measurement of mental attention: Assessing a cognitive component underlying performance on standardized intelligence tests
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In: Faculty of Social Sciences - Papers (Archive) (2013)
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Abstract:
Despite the widespread use of standardized IQ tests to measure human intelligence, problems with such measures have led some to suggest that better indices may derive from measurement of cognitive processes underlying performance on IQ tests (e.g., working memory capacity). However, measures from both approaches may exhibit performance biases in favour of majority groups, due to the influence of prior learning and experience. Mental attentional (M-) capacity is proposed to be a causal factor underlying developmental growth in working memory. Measures of M-capacity index important cognitive variance underlying performance on standardized intelligence tests. These measures appear to be reasonably culture-fair and invariant across content domains. The current study tested theoretical predictions regarding the content-invariance of M-measures and the development of M-capacity for groups of children differing in performance on standardized IQ tests. 91 participants differentiated on the basis of academic stream (intellectually gifted vs. mainstream) and age (grade 4 vs. grade 8) received measures of M-capacity in the verbal and visuo-spatial domains. Children identified as gifted scored about one stage higher on both measures. Results suggest that measures of M-capacity may be useful adjuncts to standardized intelligence measures.
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Keyword:
assessing; attention; cognitive; component; Education; intelligence; measurement; mental; performance; Social and Behavioral Sciences; standardized; tests; underlying
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URL: https://ro.uow.edu.au/sspapers/399
https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1398&context=sspapers
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| 17 |
Comparing the Children’s Communication Checklist to Standardized Tests: Results from School-age Children Adopted from Haiti
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| 18 |
Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test
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| 19 |
[Transcript of Roundtable Interview of Dr. Jose A. Cardenas, Dr. Maria R. Montecel, Alberto Vilareal, and Dr. Arcadia Lopez]
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