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Finney, Sara J.; Sundre, Donna L.; Swain, Matthew S.; Williams, Laura M. – Educational Assessment, 2016
Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence…
Descriptors: Test Validity, Accountability, Achievement Tests, Scores
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MacDonald, Sarah K.; Williams, Laura M.; Lazowski, Rory A.; Horst, S. Jeanne; Barron, Kenneth E. – Research & Practice in Assessment, 2014
As assessment becomes an ever more critical facet of higher education, it is apparent that some faculty do not always value assessment (Crossley & Wang, 2010; Ebersole, 2009). Further, faculty may react with resistance, particularly when they perceive that assessment is being imposed upon them from external sources (Crossley & Wang, 2010;…
Descriptors: College Faculty, Teacher Attitudes, Educational Assessment, Teacher Motivation
Williams, Laura M. – 1999
This study investigated the effects of block scheduling on student learning. It compared the grade-point averages (GPAs) of one group of students during their 9th-grade year while under the traditional 7-period day to the GPAs of their 10th-grade year under the 4-by-4 block schedule. The text offers a history of block scheduling and lists some of…
Descriptors: Academic Achievement, Block Scheduling, Correlation, Flexible Scheduling