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Holcomb, Thomas K. – American Annals of the Deaf, 2010
The standard epistemology requires the use of hard science to gain knowledge and discover the truth. In contrast, Deaf epistemology relies heavily on personal testimonies, personal experiences, and personal accounts to document knowledge. In recent years, a number of deaf schools have adopted deaf-centric policies shaped by Deaf epistemology in an…
Descriptors: Deafness, Educational Change, Epistemology, Academic Achievement
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Luckner, John L.; Bowen, Sandy – American Annals of the Deaf, 2006
Assessment currently plays a critical role in American schools and society, in tasks ranging from ranking schools' effectiveness, to determining individual placement, to planning instruction. The purpose of the study was to gather data about the formal and informal assessment instruments and processes used by professionals in deaf education.…
Descriptors: Partial Hearing, Deafness, Informal Assessment, Achievement Tests
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Allen, Thomas E.; And Others – American Annals of the Deaf, 1983
The new seventh edition of the Stanford Achievement Test adapted for hearing impaired students incorporates such characteristics as separate reading and math booklets, printing of many of the items previously dictated, elimination or change of items found to be biased, an expanded norms table, and a flexible scoring system. (CL)
Descriptors: Achievement Tests, Hearing Impairments, Test Construction, Testing
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American Annals of the Deaf, 1993
This directory of schools and programs in the United States and Canada for deaf children and youth, from elementary to postsecondary education, includes a listing of programs by state; a chart presenting information on program features; survey data on children with deafness; and information on developing norms for hearing-impaired students on the…
Descriptors: Deafness, Elementary Secondary Education, Foreign Countries, Hearing Impairments
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Holt, Judith A. – American Annals of the Deaf, 1995
This study examined the efficiency of over 5,000 reading and mathematics screening tests specifically developed for assigning levels of the Stanford Achievement Test, 8th edition (SAT-8), to deaf and hard-of-hearing students. Analysis found the screening tests more effective in assigning student levels for some SAT-8 subtests than for others. (DB)
Descriptors: Achievement Tests, Deafness, Efficiency, Hearing Impairments
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Wolk, Steve; Zieziula, Frank R. – American Annals of the Deaf, 1985
Test-retest coefficients computed over a five-year interval for the 1973 edition of the Stanford Achievement Test-Hearing Impaired Version (SAT-HI) generally reflect adequate stability for a national sample of hearing-impaired students. Yet, ethnic background was an important variable influencing stability, specifically for Black students.…
Descriptors: Elementary Secondary Education, Hearing Impairments, Minority Groups, Standardized Tests
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Braden, Jeffery P. – American Annals of the Deaf, 1989
A study of 33 elementary/middle school deaf children correlated Wechsler Intelligence Scale for Children-Revised Performance Intelligence Quotients (IQs) with Stanford Achievement Test-Hearing Impaired Edition (SAT-HI) grade equivalents and age-based percentiles. A second study of 64 children correlated nonverbal IQs from many tests with SAT-HI…
Descriptors: Age Differences, Concurrent Validity, Deafness, Elementary Secondary Education
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Jensema, Carl – American Annals of the Deaf, 1978
Considered are limits of accuracy in the frequent administration of standardized achievement tests for deaf students. (Author/CL)
Descriptors: Academic Achievement, Achievement Tests, Deafness, Hearing Impairments