Prediction of Virginia Standards of Learning Assessment Scores from the World Class Instructional Design Assessment

Autor/in	Everett, Jeff
Titel	Prediction of Virginia Standards of Learning Assessment Scores from the World Class Instructional Design Assessment
Quelle	(2023), (386 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-5542-6
Schlagwörter	Hochschulschrift; Dissertation; Prediction; State Standards; Scores; Instructional Design; Language Tests; English Language Learners; Standardized Tests; High School Students; Cognitive Ability; Reading Tests; Writing Tests; Language Proficiency; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Vorhersage; Lesson concept; Lessonplan; Unterrichtsentwurf; Language test; Sprachtest; Standadised tests; Standardisierter Test; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Lesetest; Writing test; Schreibtest; Language skill; Language skills; Sprachkompetenz
Abstract	The purpose of this quantitative correlational study was to determine if and to what extent an ELL student's SBELP-RC could predict his or her ACPELA-RC, ACPELA-WP, and ACP-A1. Study participants were ELL students in Grades 9 to 12, attending a Northern Virginia high school. A further purpose of this study was to investigate if and to what extent an ELL student's SBELP-WP could predict his or her ACPELA-WP. Systemic Functional Linguistics (SFL) and the Catell-Horn-Carroll (CHC) theory of cognitive abilities were the theoretical foundations for this study. The research questions investigated the potential prediction between SBELP-RC and ACPELA-RC, ACPELA-WP, and ACP-A1, and the prediction between SBELP-WP and ACPELA-WP. The WIDA Reading and Writing assessments and the VASOL-RC, VASOL-WP, and VASOL-A1 assessments were the instruments. Simple linear regressions were performed, equations were determined from scatter plots, and descriptive and inferential statistics (p < 0.001 in all cases) were compiled. Findings revealed that a 43% variance of ACPELA-RC was, a 34% of variance of ACPELA-WP, and a 12% variance of ACP-A1 were predicted from SBELP-RC. A 17% variance of ACPELA-WP was predicted by SBELP-WP. The relationship between each pair of variables exhibited a linear and positive relationship. Thus, an increase in one variable was associated with an increase in the opposing variable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01