東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Improving the Academic Achievement o...

Webb, Elizabeth L.

Linked to FindBook

Google Book

Amazon

博客來

Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results./
Author:	Webb, Elizabeth L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
Contained By:	Dissertation Abstracts International80-04A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10977505
ISBN:	9780438744028

Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results.
Webb, Elizabeth L.

Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 201 p.

Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.

Thesis (Ed.D.)--University of West Georgia, 2018.

This quantitative, quasi-experimental, ex post facto analysis examined the relationship between the English proficiency level (ELP) attained by English Learners in the state of Georgia in 2016 and 2017 and their performance on standardized core content assessments administered entirely in English. From the theoretical perspective of validity theory, the researcher investigated the alternative hypothesis that the results of standardized content assessments administered in English to English Learner students yield little meaningful data that can be interpreted and used with validity in and of themselves. To investigate this interpretation, the researcher analyzed 176,941 individual 2016 and 2017 Georgia Milestones Assessment System (GMAS) assessment records (N = 102,312 for 2016; 74,649 for 2017) matched to the corresponding ACCESS for ELLs scores (N = 34,420 for 2016; 35,805 for 2017), employing linear regression to quantify the degree to which ELP influenced English Learner students' performance on standardized assessments in English Language Arts, Mathematics, Science, and Social Studies and to define the threshold proficiency level at which the preponderance of English Learners were able to score at the Developing and Proficient levels on the content assessments.

ISBN: 9780438744028Subjects--Topical Terms:

516208
English as a second language.

Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results.
LDR:02306nmm a2200313 4500 001 2201903
005 20190503132006.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438744028
035 $a (MiAaPQ)AAI10977505
035 $a (MiAaPQ)westga:10254
035 $a AAI10977505
040 $a MiAaPQ $c MiAaPQ
100 1 $a Webb, Elizabeth L. $3 3428648
245 1 0 $a Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
500 $a Adviser: Abbot Packard.
502 $a Thesis (Ed.D.)--University of West Georgia, 2018.
520 $a This quantitative, quasi-experimental, ex post facto analysis examined the relationship between the English proficiency level (ELP) attained by English Learners in the state of Georgia in 2016 and 2017 and their performance on standardized core content assessments administered entirely in English. From the theoretical perspective of validity theory, the researcher investigated the alternative hypothesis that the results of standardized content assessments administered in English to English Learner students yield little meaningful data that can be interpreted and used with validity in and of themselves. To investigate this interpretation, the researcher analyzed 176,941 individual 2016 and 2017 Georgia Milestones Assessment System (GMAS) assessment records (N = 102,312 for 2016; 74,649 for 2017) matched to the corresponding ACCESS for ELLs scores (N = 34,420 for 2016; 35,805 for 2017), employing linear regression to quantify the degree to which ELP influenced English Learner students' performance on standardized assessments in English Language Arts, Mathematics, Science, and Social Studies and to define the threshold proficiency level at which the preponderance of English Learners were able to score at the Developing and Proficient levels on the content assessments.
590 $a School code: 0366.
650 4 $a English as a second language. $3 516208
650 4 $a Education policy. $3 2191387
650 4 $a Educational tests & measurements. $3 3168483
690 $a 0441
690 $a 0458
690 $a 0288
710 2 $a University of West Georgia. $b School Improvement. $3 3177491
773 0 $t Dissertation Abstracts International $g 80-04A(E).
790 $a 0366
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10977505