LEADER 03970cam  2200517Ii 4500001    ocn847755804
003    OCoLC
005    20141212054337.0
006    m     o  d        
007    cr bn|||||||||
008    130612s2013    ncua    obm   000 0 eng d
035    (Sirsi) o847755804
035    (OCoLC)847755804
040    ERE |beng |cERE |dOCLCO |dOCLCQ |dOCLCO |dERE |dUtOrBLW
049    EREE
090    LB3060.3
100 1  Boyles, John Dixon. |?UNAUTHORIZED
245 14 The naming of the parts : |ban associative study of writng [sic] relevant knowledge, working memory, and curriculum potential / |cby John Dixon Boyles.
246 3  Naming of the parts : an associative study of writing relevant knowledge, working memory, and curriculum potential
260    [Greenville, N.C.] : |bEast Carolina University, |c2013.
300    115 pages : |billustrations (some color), digital, PDF file
336    text |btxt |2rdacontent
337    computer |bc |2rdamedia
338    online resource |bcr |2rdacarrier
538    System requirements: Adobe Reader.
538    Mode of access: World Wide Web.
502     |bEd. D. |cEast Carolina University |d2013.
500    Presented to the faculty of the Department of Educational Leadership.
500    Advisor: Cheryl McFadden.
500    Title from PDF t.p. (viewed July 29, 2013).
520 3  This study was designed to identify and to test a model to assist educational leaders to develop quantifiable assessments of student learning to meet the requirements for institutional assessment by external stakeholders and to produce data essential to plan specific curriculum and program improvements. The study population included English composition students at a small community college in eastern North Carolina. Data collected included test scores related to a terminology exam and also semester grades in courses that comprise a two-semester composition sequence. The study applies a conceptual framework that incorporates elements of working memory and curriculum potential to consider the possible relationships between the terminology exam and composition courses. The first research question examined the association between student scores on the terminology exam and student semester grades for the course. The second research question examined the association between student scores and semester grades in subsequent composition courses. The research methodology employed in this study was quantitative in design. Statistical analysis was performed to determine demographic influences on student academic performance. Rasch modeling was also employed to examine exam characteristics, including item difficulty. Results indicated that academic excellence in composition courses was associated with a score of 80+ on the terminology exam by students. The results of this study indicate that an examination of foundational concepts through a five-step process to evaluate curriculum potential can provide educational leaders with quantifiable assessments of student learning as required for institutional assessment and with data meaningful to curriculum and program improvement.
504    Includes bibliographical references.
650  0 Curriculum-based assessment. |=^A236142
650  0 Achievement tests. |=^A166795
650  0 Curriculum planning. |=^A2634
650  0 Educational planning. |=^A16
653    Higher education
700 1  McFadden, Cheryl C. |?UNAUTHORIZED
710 2  East Carolina University. |bDepartment of Educational Leadership. |?UNAUTHORIZED
856 40  |zAccess via ScholarShip |uhttp://hdl.handle.net/10342/1750
949     |ojgml
994    C0 |bERE
596    1 4
998    3321478