scholarly journals The reasons for the gap between the results of the test of secondary school students in Taif and the results of the general and achievement test: أسباب الفجوة بين نتائج اختبار طلاب المرحلة الثانوية بالطائف وبين نتائج اختبار القدرات العامة والتحصيلي

2021 ◽  
Vol 5 (48) ◽  
pp. 109-87
Author(s):  
Khaled Safar Al-Thubaiti Khaled Safar Al-Thubaiti
Keyword(s):  
High School Students ◽  
School Leaders ◽  
Educational Leaders ◽  
Experimental Tests ◽  
Achievement Tests ◽  
Achievement Test ◽  
School Students ◽  
Aptitude Tests ◽  
Educational Supervisor ◽  
Measurement And Evaluation

The current study aimed at the reasons for the gap between the results of the test of high school students in Taif and the results of the general aptitude and achievement test from the viewpoint of students, teachers, educational supervisors and school leaders To achieve the objectives of the study, the researcher used the descriptive and analytical approach. Two questionnaires were prepared, a questionnaire for students, and the other was distributed to teachers, supervisors and educational leaders. The study sample reached (343) by (193) students and (150) teachers, an educational supervisor and a school leader. The gap regarding students is ranked according to importance as follows: In the first place, fear of the tests leads to failure to perform with an average of (4.1), and in the second place, "students were not trained in the school on tests similar to the aptitude and achievement tests" with an average of (3.97). With regard to teachers, educational supervisors and school leaders, arranged in order of importance as follows: In the first place is "deficiency in the inclusion of samples of aptitude tests and achievement tests in the curriculum" with an average of (4.49), and in the second place is a deficiency in conducting periodic experimental tests for students during the year for training on exams Achievement abilities and tests, with an average of (4.43). In light of the results of the study, the researcher presented a set of recommendations and proposals, the most important of which are: Exercise in awe, attract trainers of the offered mental skills specialists in measurement and evaluation, design tight training bags that specialize in testing general abilities.

scholarly journals A Flawed Ideological Critique

1991 ◽  
Vol 5 (3) ◽  
pp. 167-173 ◽  
Author(s):  
William B Walstad
Keyword(s):  
High School ◽  
High School Students ◽  
Item Analysis ◽  
Achievement Test ◽  
Economic Literacy ◽  
Multiple Choice Questions ◽  
School Students ◽  
Psychometric Data ◽  
Test Of Economic Literacy ◽  
Careful Assessment

In their critique of the Test of Economic Literacy (TEL), Nelson and Sheffrin draw the conclusion that the TEL is an ideological test. In making their case, however, they neglect to cite the TEL Examiner's Manual by John Soper and myself (1987). In the 67 pages of that achievement test manual are the multiple choice questions, written rationales for the correct answers, explanations of the test development and structure, psychometric data, item analysis, and instructions on test administration and use. This information is necessary for anyone making a careful assessment of the test or using it with high school students. A brief description of the development and major features of the TEL is also necessary for analyzing the critics' complaints about TEL questions. The TEL is not perfect, but the charge that the TEL is an ideological test, however, is an extreme one and without foundation.

Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students

2018 ◽  
Vol 8 (2) ◽  
pp. 281-306 ◽  
Author(s):  
Mustafa Çevik
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Achievement Test ◽  
Rank Test ◽  
Career Interests ◽  
Vocational High School ◽  
School Students ◽  
Positive Direction ◽  
Science Technology

The aim of this study is to determine effects of the Project-Based (PBL) STEM (Science Technology, Engineering Mathematics) education on academic achievements and career interests of vocational high school students. Pretest-posttest design, one group of pre-trial model, was used in the study. The participants of the research consisted of 18 students in eleventh-grade at the furniture department of vocational high school. Quantitative data collection tools were used to gather the data for the study. “STEM Achievement Test” and “STEM Career Interest Scale” were applied to the students as pretest and posttest. The data obtained from the achievement test and carrier interest test were analyzed by using non-parametric Wilcoxon signed-rank test with SPSS 16.0 software. It was found at the end of the study that, students improved significantly their academic achievement in the furniture design course and developed career interests in a positive direction.

scholarly journals Geography teachers' geography teacher candidates' and high school students' approaches to solve the questions of geography measurement and evaluation

2013 ◽  
Vol 3 (4) ◽  
pp. 01-34
Author(s):  
Ali Balcı
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Teacher Candidates ◽  
Descriptive Analysis ◽  
Ministry Of Education ◽  
School Students ◽  
Assessment And Evaluation ◽  
Survey Form ◽  
Measurement And Evaluation

This study was prepared to find out views of six geography teachers working in high schools under the Ministry of Education, ten geography teacher candidates who are still undergraduate students at a state university in Istanbul and sixty eight students who study at a high school in Istanbul's Umraniye district about assessment and evaluation of solutions to questions in the field of geography. To this end, a number of questions concerning physical, economic and human geography were gathered from the high school textbook. Experts were asked about their opinions on these questions to ensure the content validity. Ninety percent of the questions were approved by the experts and these questions used with their solutions in a survey form which was formed to gather data. The survey form included open-ended questions fit for purpose. The survey was conducted in 2011-2012 spring term among participants who were chosen using the purposive sampling method. The data that were accumulated at the end of this survey were analyzed using descriptive analysis technique. As a result, it was observed that views of geography teachers geography teacher candidates and high school students about assessment and evaluation are different from each other. The findings interpreted by making suggestions concerning the subject.

Rated and Actual Performance of High School Students as a Function of Sex and Attractiveness

1981 ◽  
Vol 48 (1) ◽  
pp. 103-106 ◽  
Author(s):  
Michael J. Murphy ◽  
Don A. Nelson ◽  
Thomas L. Cheap
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Tests ◽  
Grade Point Averages ◽  
Achievement Level ◽  
School Students ◽  
Actual Performance ◽  
Grade Point ◽  
Standardized Achievement Tests ◽  
Composite Scores

High school pictures of 24 males and 17 females were rated for attractiveness, academic achievement, and sociability by 20 college undergraduates. Grade point averages and scores from standardized achievement tests were obtained from the high school students' school records. Analyses of variance indicated significant effects for sex and attractiveness on all ratings. While no correlations were found between ratings and composite scores on objective achievement tests, females received higher grades than males of a comparable achievement level. Findings suggest that teachers' evaluations are affected not only by academic performance but also by the aspects of the student's physical appearance.

The Danish National Youth Study 2014: Study design, population characteristics and non-response analysis

2017 ◽  
Vol 48 (2) ◽  
pp. 224-232 ◽  
Author(s):  
Veronica Pisinger ◽  
Stine Schou Mikkelsen ◽  
Pernille Bendtsen ◽  
Kia Kejlskov Egan ◽  
Janne Schurmann Tolstrup
Keyword(s):  
High School ◽  
High School Students ◽  
Study Design ◽  
School Leaders ◽  
Population Characteristics ◽  
Vocational School ◽  
School Students ◽  
Registration System ◽  
Wide Range ◽  
Youth Study

Aims: This paper aims to give a description of the Danish National Youth Study 2014 in terms of study design, study population and questionnaire content. The differences between participants and non-participants regarding socioeconomic characteristics are also described. Methods: The Danish National Youth Study 2014 was a web-based survey with data collected through self-completion questionnaires administered in the classroom. There were two questionnaires: one for students, with >250 core questions; and one for school leaders on the school environment. Data collection took place at 119 high schools and 10 vocational schools. Results: A total of 75,853 students participated (70,674 high school students and 5179 vocational school students). In the participating schools, 85% of high school students and 69% of vocational school students took part in the survey. A total of 166 school leaders responded. Among the high school students, 61% were girls, and among vocational school students, 24% were girls. The average age was 17.9 years for high school students and 20.9 years for vocational school students. Participants were more likely than non-participants to be of Danish origin and to have parents with higher educational levels and a higher disposable income. Conclusions: The Danish National Youth Study 2014 contributes to knowledge on adolescent health behaviour, health and well-being. It is unique in its size, diversity of questionnaire content, high participation rate and possibility of linkage to various national registers through the Danish Civil Registration System. The study offers great opportunities for health planning and a wide range of future research projects.

scholarly journals Rethinking the Insights from Good Language Learner Studies: Moroccan Learners of EFL as a Case Study

2021 ◽  
Vol 4 (3) ◽  
pp. 61-73
Author(s):  
Bendaoud Nadif ◽  
Driss Benattabou
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Achievement Test ◽  
Language Learner ◽  
School Students ◽  
Learning And Teaching ◽  
The Relationship

Over the recent decades, there has been a growing research interest in placing learners at the heart of any enterprise pertaining to foreign language learning and teaching. Alongside the growth of new perspectives and theories in cognitive psychology and foreign language learning and teaching, research has shifted its focus from the teacher and learning outcomes to the learners and the learning processes. Correspondingly, researchers emphasize the significance of making the learning and teaching paradigms more supportive and responsive to learners’ needs and interests to fully play more active and participatory roles. Drawing on researchers’ contributions in the area of good language learner studies, this paper sets out to examine the relationship between the characteristics of GLLs and language achievement. For this purpose, a sample of (N = 98) senior Moroccan high school students took an EFL achievement test and responded to the GLL questionnaire as designed and developed by Constantinides (2013). Using a Spearman correlational coefficient test and regression analysis, results show that GLLs’ scores significantly correlate (r = .81) and reliably predict the respondents’ achievement test scores. The paper ends with a conclusion and some pedagogical implications to promote EFL learning and teaching.

scholarly journals Comparing the methods of vertical equating for the math learning achievement tests for junior high school students

2018 ◽  
Vol 4 (2) ◽  
pp. 164-174
Author(s):  
Chairun Nisa ◽  
Heri Retnawati
Keyword(s):  
High School Students ◽  
Mathematics Achievement ◽  
Junior High School ◽  
Achievement Tests ◽  
Difficulty Level ◽  
School Students ◽  
Learning Achievement ◽  
Analysis Technique ◽  
Curve Method ◽  
The Mean

Developing the students’ mathematical ability needs to be carried out to improve the teaching process. This is very important for continuous education. This study aimed to describe: (1) the characteristics of the mathematics achievement tests for grades VII and VIII; (2) the equity constant of the vertical equating result of the mathematics achievement; (3) the accuracy of the mean & mean method, mean and sigma, Haebara characteristics curve, Stocking & Lord characteristics curve methods in the vertical equating of the tests for grades VII and VIII. The data were the students’ scores for the Higher Order Thinking tests collected with the anchor test design. The analysis technique utilized was the descriptive quantitative analysis. The findings of the study show that: (1) the learning achievement tests for grades VII and VIII have the difficulty level (location) in the fair category (0.190 and 0.451), and the discrimination index (slope) in the category of good with the mean of 0.700 and 0.633; (2) the vertical equating result shows an equation of Y’ = 0.88X-0.27 with the mean and mean method, Y’ = 0.19X-0.02 with the mean and sigma method, Y’ = 0.38X-0.12 with the Haebara characteristics curve method, and Y’ = 0.57X-0.18 with the Stocking and Lord characteristics curve; (3) the lowest Root Mean Square Different (RMSD) belongs to the mean and mean method, followed by the Stocking and Lord characteristics curve method, mean and sigma method, and the Haebara characteristics curve method.  

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