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  • All fields: scores
(177 results)



Display: 20

    • mcbooki011: Preface (cont.)

    • Beaver County, Utah--History
    • cannot be attributed to this organization, person or group of persons, who gave freely of their time and talents in support of this project. Scores of photographs have been submitted to the organization. Reprints of many of these were made by Mrs....
    • Page 225

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    • O n Lehi's eighty-sixth hirthday Nov. 15, 1940 an article appeared in the Salt Lake Tribune entitled "Scores Honor Pioneer of Southern Utah," the opening paragraph stated that: Lehi W. Jones Looks Back on Long and Active Career -Cedar City - Lehi...
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    • iii Table of Tables Table 1: Retell Pre and Post Assessment Mean Scores, Gain Scores, and Percentage of Increase ..............................................................................................................................48
    • Page 45

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    • 40 were recorded using the number of correct answers. Raw scores are reported based on a possible high score of 6. After the eight-week instructional period, the PALS 1-3 was administered again to all participants. An expository text passage was...
    • Page 46

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    • 41 Of the twenty participants in the study, 13 participants improved their scores by 1 to 2 points, 4 participants showed neither an increase nor a decrease in their scores, and 3 students’ scores decreased by 1 to 2 points. Figure 2. PALS 1-3...
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    • 42 graphic organizers presented in Appendix A. The participants were then asked to retell the information which was read to them. Their responses were scored on a retell rubric presented in Appendix B. Each response was ranked 0-4 with a possible...
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    • 48 Figure 9. Group Pre- and Post-assessment Results of Multiple Methods Instruction Group Comparison. Figure 10 illustrates the differences between the mean retell pre-assessment score of 6.05 and the post-assessment scores of each instructional...
    • Page 54

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    • 49 The final comparison of each instructional group is shown in Table 1. All strategies began with a single retell pre-assessment mean result of 6.05. After all groups received instruction in each of the four instructional strategies, retell...
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    • GREEK MYTHOLOGY IN SECONDARY EDUCATION 43 the group those particular scores. I believe that this would help me to more accurately work out an appropriate and fair grade for the students, and it would assist them in seeing that I cared about their...
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    • v List of Tables Table 1: Between-Subject Factors for Both ANCOVAs ..............................................................35 Table 2: Means and Standard Deviations for NWEA Language Usage Posttest Scores (LARITF11)...
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    • 2 need to score as proficient or better on its state’s standardized tests. Scores from these subgroups are compared to the scores of their peers. All students, including ethnic minority, low income, and special education students, must meet these...
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    • 4 receives assistance through Title 1 funds. Currently, there are 754 students who attend Cherry Hill; 72% of these students are native English speakers while 28% are ELLs. Purpose of the Study The purpose of this thesis was (a) to compare the...
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    • 8 school accountability was targeted. Since that time, national policies have relied on testing as the primary method for districts and states to reform teaching. The National Achievement Gap Students with limited English proficiency, ethnic...
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    • 10 Education, 2010). According to Education Week, the majority of Hispanic and Black males in Utah do not graduate from high school with a standard diploma (Utah Education Facts, 2011). The percentage of dropouts among Hispanic individuals is three...
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    • 11 an international marketplace. Students are required to take a standards-based test each year to determine if they have met the set proficiency levels in both literacy and in mathematics. These tests are given to students in third through eighth...
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    • 16 adaptive assessment known as Measure of Academic Progress (MAP). When the student correctly answers questions, they become increasingly difficult. When the student answers the questions incorrectly, the questions become easier (McCall et al.,...
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    • 21 initially established with high correlations between CBM assessments and achievement tests such as the Peabody Individual Achievement Test and the Standford Achievement Test (Deno, 1985). Teachers can identify students who are in need of...
    • Page 29

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    • 23 in language arts and math. There are 30 math assessment questions and 25 language arts assessment questions. Students can see their score at the end of each assessment. Test items were developed and analyzed by university educational...
    • Page 30

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    • 24 past 10 years confirm the positive effects on students’ mathematics, spelling, and reading achievement when educators depend on CBM progress monitoring to assist them in their instruction (Fuchs & Fuchs, 2004). The senior product manager for...

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