Nonverbal Test Scores as One Component of an Identification System: Integrating Ability, Achievement, and Teacher Ratings

2021 ◽  
pp. 41-66
Author(s):  
David F. Lohman ◽  
Joni Lakin
Keyword(s):  
Test Scores ◽  
Teacher Ratings ◽  
Identification System

Mnemonic Instruction of LD Students: A Field-Based Evaluation

1989 ◽  
Vol 12 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
High School ◽  
Junior High School ◽  
Test Scores ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
Future Research ◽  
School Age ◽  
Research And Practice ◽  
Mnemonic Instruction ◽  
Sizeable Number

A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.

Discrepancies Among Student, Parent, and Teacher Ratings of the Severity of a Student’s Problems

1979 ◽  
Vol 16 (1) ◽  
pp. 38-41 ◽  
Author(s):  
Howard Adelman ◽  
Linda Taylor ◽  
Williamson Fuller ◽  
Perry Nelson
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
School Achievement ◽  
Teacher Ratings ◽  
Standardized Test Scores ◽  
School Problems ◽  
And Behavior ◽  
Student Reports ◽  
Attitudes And Behavior ◽  
Parent And Teacher Ratings

Students from 6 to 18 years of age who had been referred for clinical assistance for school problems responded to questions related to their school performances, attitudes, and behavior. Their parents and teachers responded to comparable questions. The findings indicate that the student reports were consistently more positive than those of their parents, and the parents were consistently more positive than the students’ teachers. The students also viewed their school achievement more favorably than was indicated by their standardized test scores and school grades. These discrepancies have both theoretical and practical heuristic implications.

What teachers and parents can add to personality ratings of children: Unique associations with academic performance in elementary school

2021 ◽  
pp. 089020702098843
Author(s):  
Naemi D Brandt ◽  
Michael Becker ◽  
Julia Tetzner ◽  
Martin Brunner ◽  
Poldi Kuhl
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Test Scores ◽  
Elementary School Children ◽  
Teacher Ratings ◽  
Multiple Informants ◽  
Parent Ratings ◽  
Self Reports ◽  
Personality Ratings ◽  
Teachers And Parents

Adults’ ratings of children’s personality have been found to be more closely associated with academic performance than children’s self-reports. However, less is known about the relevance of the unique perspectives held by specific adult observers such as teachers and parents for explaining variance in academic performance. In this study, we applied bifactor (S–1) models for 1411 elementary school children to investigate the relative merits of teacher and parent ratings of children’s personalities for academic performance above and beyond the children’s self-reports. We examined these associations using standardized achievement test scores in addition to grades. We found that teachers’ unique views on children’s openness and conscientiousness had the strongest associations with academic performance. Parents’ unique views on children’s neuroticism showed incremental associations above teacher ratings or self-reports. For extraversion and agreeableness, however, children’s self-reports were more strongly associated with academic performance than teacher or parent ratings. These results highlight the differential value of using multiple informants when explaining academic performance with personality traits.

Do Teacher Ratings and Standardized Test Results of Students Yield the Same Information?

1980 ◽  
Vol 17 (3) ◽  
pp. 303-307 ◽  
Author(s):  
Joseph J. Pedulla ◽  
Peter W. Airasian ◽  
George F. Madaus
Keyword(s):  
Factor Analysis ◽  
Test Scores ◽  
Standardized Test ◽  
Teacher Ratings ◽  
Standardized Test Scores ◽  
Classroom Behaviors ◽  
Test Results ◽  
The Third ◽  
The Social ◽  
Standardized Test Results

Teachers in Ireland (n = 170) rated students (n = 2,617) on IQ, mathematics, and English, as well as on 12 social and academic classroom behaviors. Factor analysis of IQ, mathematics, and English standardized test scores, together with the 15 teacher ratings, showed that there is overlap between ratings and test results but that the information obtained is not redundant. Three factors were identified: one was comprised primarily of the social behaviors; a second was comprised of the academic classroom behaviors and teacher ratings on IQ, mathematics, and English; and the third was comprised of the test scores in IQ, mathematics, and English together with the corresponding teacher ratings.

Teacher Ratings and Standardised Test Scores: How Good for Predicting Achievement in Students with Learning Support Placement?

2008 ◽  
Vol 18 (2) ◽  
pp. 255-258
Author(s):  
Levison Maunganidze ◽  
Nancy Ruhode ◽  
Loice Shoniwa ◽  
Solomon Nyanhongo ◽  
Joseph M. Kasayira ◽  
...  
Keyword(s):  
Test Scores ◽  
Teacher Ratings ◽  
Learning Support ◽  
Predicting Achievement ◽  
Good For

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

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