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Title: Design and Production of Calculus Assessments.
Creator: Wenzel, Lorna, Vitale, Thomas, Cox, Thomas, Boote, David, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: The AP Calculus program at Green High School was not adequately preparing students for college level calculus as more than 80 percent of the students failed the AP exam. The students were concurrently receiving high marks on in-class assessments. Hence, the in-class assessments were not good indicators of students calculus understanding according to the AP standards. A needs assessment was conducted, focusing on the difference in high school and college calculus, how to assess calculus and...
Show moreThe AP Calculus program at Green High School was not adequately preparing students for college level calculus as more than 80 percent of the students failed the AP exam. The students were concurrently receiving high marks on in-class assessments. Hence, the in-class assessments were not good indicators of students calculus understanding according to the AP standards. A needs assessment was conducted, focusing on the difference in high school and college calculus, how to assess calculus and where Green High School's assessments were falling short. More research was conducted to examine the college Board expectations of calculus learning. A content matrix was designed to measure how well an in-class assessment aligns with college and AP calculus expectations of calculus knowledge. From this, new assessments were created that meet the goals of the content matrix.
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Date Issued: 2018
Identifier: CFE0007264, ucf:52180
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007264

Title: A COMPARISON OF EIGHTH GRADE READING PROFICIENCY ON STATE ASSESSMENTS WITH THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS.
Creator: Dyer, Kathryn, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed...
Show moreThe National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales.
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Date Issued: 2011
Identifier: CFE0003600, ucf:48852
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003600

Title: Development of the Tagalog Version of the Western Aphasia Battery-Revised.
Creator: Ozaeta, Carmina, Kong, Pak Hin, Whiteside, Janet, Ryalls, John, University of Central Florida
Abstract / Description: There has been limited research done in the Philippines in the area of aphasia, a frequent concomitant symptom of strokes and presents as impairment in any area of the input and output of language. Diagnosis is generally conducted by clinicians based on sites of lesion of speakers with aphasia and clinical observations of language symptoms and unpublished translation of the WAB. The lack of relevant research and formal assessment tools in the Philippines motivated this current study. The...
Show moreThere has been limited research done in the Philippines in the area of aphasia, a frequent concomitant symptom of strokes and presents as impairment in any area of the input and output of language. Diagnosis is generally conducted by clinicians based on sites of lesion of speakers with aphasia and clinical observations of language symptoms and unpublished translation of the WAB. The lack of relevant research and formal assessment tools in the Philippines motivated this current study. The development of this type of assessment battery for the Tagalog (pronounced /t?????l??/ in English) speaking population will provide a means for differential diagnosis of acquired neurogenic communication disorders.The goal of this study is to develop a Tagalog version of the Western Aphasia Battery (-) Revised (WAB-R; Kertesz, 2006). The WAB-R was chosen as the basis for the development of the T-WAB-R due to the researched, validated and standardized nature of the battery for use with assessing the severity and type of aphasia through score profiles. This battery provides clinicians with a comprehensive evaluation of language skills in English and is projected to do the same in Tagalog. Given the lack of normative data on the Tagalog speaking population on this test, the current study establishes the normative data of the T-WAB-R from native speakers of Tagalog, encompassing external factors of gender (e.g. male and female) and stratified into three age groups (e.g., 20-39; 40-60; 61+ years old). A full-scale development of the battery will provide a means for differential diagnosis of acquired neurogenic communication disorders in the Tagalog-speaking population.
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Date Issued: 2012
Identifier: CFE0004421, ucf:49402
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004421

Title: USING A CONTINGENCY-BASED METHOD FOR COMBINING INDIVIDUAL ASSESSMENT CENTER DIMENSION RATINGS INTO OVERALL ASSESSMENT RATINGS.
Creator: Wicks, Keisha, Pritchard, Robert, University of Central Florida
Abstract / Description: The current study applies a newly proposed mechanical combination method along with four traditional mechanical combination methods to assessment center scoring. These comparisons were made for two job levels (Fire Lieutenant and Fire Captain). The study further assesses the level of adverse impact for the various methods at three cut-off scores. Results indicated that the new contingency-based scoring method was successfully implemented in the assessment center. Results were mixed regarding...
Show moreThe current study applies a newly proposed mechanical combination method along with four traditional mechanical combination methods to assessment center scoring. These comparisons were made for two job levels (Fire Lieutenant and Fire Captain). The study further assesses the level of adverse impact for the various methods at three cut-off scores. Results indicated that the new contingency-based scoring method was successfully implemented in the assessment center. Results were mixed regarding whether the contingencies developed for the two job levels were different. Further, results indicated that although the various combination methods were highly correlated as expected, there were clear distinctions in the decisions made based on the different combination methods. Specifically, the various combination methods resulted in different candidates comprising the qualifying cut-off ranks. Finally, results showed that the contingency-based method had less adverse impact overall when compared to the other four methods. Future research is proposed in addition to a discussion of the limitations of the study. The main limitation was a lack of criterion data.
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Date Issued: 2008
Identifier: CFE0002315, ucf:47852
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002315

Title: SERVICE QUALITY IN ACADEMIC LIBRARIES: AN ANALYSIS OF LIBQUAL+™ SCORES AND INSTITUTIONAL CHARACTERISTICS.
Creator: Miller, Kathleen, Bozeman, William, University of Central Florida
Abstract / Description: This exploratory study considered the problem of assessing quality in academic libraries. The research question that framed the investigation asked whether service quality scores from the LibQUAL+™ instrument were related to the following college or university characteristics: institutional type, enrollment level, or the level of investment made in libraries. Data regarding Carnegie classification, FTE enrollment, and library expenditures were collected for 159 college and university...
Show moreThis exploratory study considered the problem of assessing quality in academic libraries. The research question that framed the investigation asked whether service quality scores from the LibQUAL+™ instrument were related to the following college or university characteristics: institutional type, enrollment level, or the level of investment made in libraries. Data regarding Carnegie classification, FTE enrollment, and library expenditures were collected for 159 college and university libraries that participated in LibQUAL+™ during 2006. Descriptive statistics, bivariate correlations, and regression analyses were calculated and the Bonferroni adjustment was applied to significance levels to compensate for errors caused by repeated calculations using the same data. Several statistically significant relationships were found; notably, negative correlations were found between each of the LibQUAL+™ scores and total library expenditures. The study suggested that higher expectations among library users in large, research libraries led to slightly lower LibQUAL+™ scores. Implications for practice included that survey results should only be used as one component of an assessment strategy, and practitioners might consider the potential role of library marketing or public relations efforts to influence user expectations. Recommendations were made for future research including replicating some aspects of this study with a more representative sample, analyzing respondent comments as well as score data, and exploring whether there are reliable differences in results for different types of institutions or among groups of respondents (students and faculty, or faculty by discipline).
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Date Issued: 2008
Identifier: CFE0002007, ucf:47628
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002007

Title: FOREIGN LANGUAGE ORAL ASSESSMENT PRACTICES IN FLORIDA MIDDLE AND HIGH SCHOOLS.
Creator: Kellermeier, Grace, Sivo, Stephen, University of Central Florida
Abstract / Description: Current foreign language pedagogy encourages a communicative approach to language learning. Instead of the reading and writing focus of the past, this communicative approach requires instruction in all skills, which include reading, writing, listening, speaking and having knowledge of associated cultures. A random sample of Florida foreign language teachers was surveyed to establish whether or not the goals and actual instructional practices were aligned. Respondents were asked to identify...
Show moreCurrent foreign language pedagogy encourages a communicative approach to language learning. Instead of the reading and writing focus of the past, this communicative approach requires instruction in all skills, which include reading, writing, listening, speaking and having knowledge of associated cultures. A random sample of Florida foreign language teachers was surveyed to establish whether or not the goals and actual instructional practices were aligned. Respondents were asked to identify how much of a typical class period is dedicated to each of the five skills, and how much of a typical unit test is dedicated to the same five skills. The research showed that only the instruction and assessment of writing were aligned. Instruction and assessment of the other skills were unequal. A comparison of the means revealed that listening was actually instructed much more than assessed. The other means were similar, including writing. Reading was found to be the only skill that was assessed more than instructed. The variables examined in this study included the level of fluency, level of education, and amount of experience of the teacher, available resources, amount of the target language used in the classroom, as well as demographic information. The interaction of the level of education and experience of the teacher was significant. Teacher gender was also significant, although the disparate gender groups made it difficult to compare means. The other variables revealed no statistical significance. Slightly less than half of the respondents stated that they do not believe that they include enough oral assessment as a part of instruction. They reported a lack of time, student resistance, class size and unreliable technology as reasons for not including what they perceived to be enough oral assessment.
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Date Issued: 2010
Identifier: CFE0003557, ucf:48912
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003557

Title: INTERRATER RELIABILITY OF PSYCHOMOTOR SKILL ASSESSMENT IN ATHLETIC TRAINING.
Creator: Craddock, Jason, Boote, David, University of Central Florida
Abstract / Description: Assessment in athletic training education is an evolutionary process that is determined by each individual Athletic Training Education Program. The autonomy authorized by national accreditation standards allows academic programs to determine the appropriate assessment practices that facilitate the meeting of student learning outcomes. Even with autonomy, formative and summative techniques are to be employed in both the didactic and clinical arenas of athletic training education programs. The...
Show moreAssessment in athletic training education is an evolutionary process that is determined by each individual Athletic Training Education Program. The autonomy authorized by national accreditation standards allows academic programs to determine the appropriate assessment practices that facilitate the meeting of student learning outcomes. Even with autonomy, formative and summative techniques are to be employed in both the didactic and clinical arenas of athletic training education programs. The major objective of athletic training education is to prepare students for entry-level practice in athletic training. The purpose of this study was to assess interrater reliability of athletic training faculty and approved clinical instructors in their rating of athletic training student performance on four psychomotor skills. A total of 115 individuals participated in this study. Thirty two faculty and 83 approved clinical instructors completed the online survey The results of this study indicate that the overall reliability was high for the entire population as well as the subgroups analyzed. Even though the overall reliability was high, three specific criteria out of a total of 29 criteria had lower reliability scores. These findings may indicate that there may be a high degree of agreement between academic faculty and approved clinical instructors in the rating of athletic training students in their performance of psychomotor skills.
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Date Issued: 2009
Identifier: CFE0002639, ucf:48232
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002639

Title: GAME ASSESSMENT FOR MILTARY APPLICATION.
Creator: McNeese, Patricia, Boote, David, University of Central Florida
Abstract / Description: The primary purpose of conducting this research was to establish game assessment guidelines and characteristics for integrating elected characteristics of games into ongoing instructional approaches. The cost of repurposing commercial-off-the-shelf (COTS) games could offer a considerably lower cost alternative than the cost of creating a new instructional game developed for a specific instructional goal. The McNeese Game Assessment Tool (MGAT), created for the assessment of games in this...
Show moreThe primary purpose of conducting this research was to establish game assessment guidelines and characteristics for integrating elected characteristics of games into ongoing instructional approaches. The cost of repurposing commercial-off-the-shelf (COTS) games could offer a considerably lower cost alternative than the cost of creating a new instructional game developed for a specific instructional goal. The McNeese Game Assessment Tool (MGAT), created for the assessment of games in this usability study, is currently in a beta stage and was found to have potential for future game assessment. The overall assessment indicated that the tool was effective in analyzing game products for reuse potential and that the five instruments that make up the tool did meet the purpose of the design. However, the study also indicated that the instruments needed recommended modifications and further testing with a larger population group before the tool could be utilized. The assessment process identified in this study was a step forward in the area of game and simulation integration research. This study indicated that more research is needed in the area of instructional design to enhance instructional integration goals for future game, simulation and training applications.
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Date Issued: 2009
Identifier: CFE0002602, ucf:48257
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002602

Title: ROSES ARE RED, VIOLETS ARE BLUEHOW POETRY IN SCIENCE CAN HELP STUDENTS LEARN SOMETHING NEW.
Creator: Casselman, Kimberly, Everett, Robert, University of Central Florida
Abstract / Description: This study was an attempt to examine how poetry integrated with science could assist eighth graders in the memorization of key science vocabulary words. Furthermore, it would investigate if student attitude, interest, and motivation would improve with the use of the poetry. Instruction was adjusted to implement poetry into astronomy lessons. Memorization activities such as poems, chanting, and repetition were used to help students remember the vocabulary and the definitions. Pre/post tests...
Show moreThis study was an attempt to examine how poetry integrated with science could assist eighth graders in the memorization of key science vocabulary words. Furthermore, it would investigate if student attitude, interest, and motivation would improve with the use of the poetry. Instruction was adjusted to implement poetry into astronomy lessons. Memorization activities such as poems, chanting, and repetition were used to help students remember the vocabulary and the definitions. Pre/post tests were used to interpret if the poetry did assist in the memorization of the astronomy vocabulary. Science interest surveys and science attitude surveys were used to interpret if the use of the poetry helped to increase student interests in and attitudes toward science. This study was intended to be a first step toward proving how poetry could benefit students in the areas of memorization, attitude, and interest of science; and if successful, perhaps could be used to assist in other subjects as well.
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Date Issued: 2009
Identifier: CFE0002677, ucf:48203
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002677

Title: Design of a Framework for Sharing and Generating Combat Damage Assessment(CDA) of a HLA/RTI Federation.
Creator: Park, Hongseon, Lee, Gene, Rabelo, Luis, Elshennawy, Ahmad, University of Central Florida
Abstract / Description: In this paper, a new framework for sharing Combat Damage Assessment(CDA) is proposed to find out the differences of each CDA system between military combat units belonging to their own federate in a HLA/RTI federation. When there are engagements in a battle among combat units belonging to their own federate in the HLA/RTI federation, each result of damage assessments is very different. This affects the HLA/RTI federation's confidence and needed to be overcome because it is also one of the...
Show moreIn this paper, a new framework for sharing Combat Damage Assessment(CDA) is proposed to find out the differences of each CDA system between military combat units belonging to their own federate in a HLA/RTI federation. When there are engagements in a battle among combat units belonging to their own federate in the HLA/RTI federation, each result of damage assessments is very different. This affects the HLA/RTI federation's confidence and needed to be overcome because it is also one of the major issues to generate reliable engagement data. Also, a RTI can generate only qualitative data about combat damage while quantitative data can be useful.Therefore, the new framework for sharing CDA and generating quantitative CDA data is proposed to solve the problems with a CDA Module of one federate which is considered to have a standard engagement logic. The new framework is also tested through two case studies by using two federates of a HLA 1516 / M(&)#196;K RTI federation. This new framework will be helpful to increase the interoperability in a HLA/RTI federation, provide an environment in which all developers can reuse the proposed new framework, and generate quantitative engagement data through this new framework.
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Date Issued: 2017
Identifier: CFE0006775, ucf:51843
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006775

Title: A comparison of eighth-grade mathematics scores by state and by the four census-defined regions of national assessment of educational progress (NAEP).
Creator: Robinson, Laurel, Taylor, Rosemarye, Pawlas, George, Little, Mary, Clark, Margaret, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between...
Show moreThe purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between the percentage of eighth-grade students who were proficient in mathematics as assessed by the 2009 NAEP and those who were proficient in mathematics as assessed by their 2009 state assessment. A significant quadratic (non-linear) relationship between the state and NAEP levels of proficiency was determined. Several two-factor split plot (one within-subjects factor and one between-subjects factor) analysis of variance (ANOVA) were conducted to determine if region moderated the difference between the percentage proficient on the state and NAEP assessments for eighth grade students overall and in the following AYP subgroups : (a) low socioeconomic students, (b) white students, (c) black students and (d) Hispanic students. The within-subjects factor was type of test (NAEP or state), and the between-subjects factor was region (Midwest, Northeast, West, and South). Overall, the percentage proficient on state mathematical assessments was always higher than the percentage proficient on the NAEP mathematics assessments. The degree of discrepancy is discussed, as well as possible reasons for this divergence of scores.
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Date Issued: 2014
Identifier: CFE0005241, ucf:50599
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005241

Title: Formative Assessment: Benefit For All.
Creator: Wallace, William, Dixon, Juli, Dieker, Lisa, Andreasen, Janet, University of Central Florida
Abstract / Description: This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative...
Show moreThis study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone.
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Date Issued: 2013
Identifier: CFE0004955, ucf:49584
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004955

Title: The Effect of Allocated Assessment Time and Allocated Instructional Time on Student Achievement in Small, Medium, and Large School Districts in Florida.
Creator: Crupi, Samuel, Jeanpierre, Bobby, Gresham, Gina, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: To date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on...
Show moreTo date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on task in learning activities and student achievement (Fredricks, McColskey, Meli, Mordica, Montrosse, (&) Mooney, (2011). There is current legislation to increase the time demands of assessment and the resulting decrease of allocated instructional time may result in lower levels of student achievement (Butler, 1926; 1936; Brophy, Rohrkemper, Rashid, (&) Goldwater, 1982; Carroll, 1963; Doppelt, Mehalik, Schunn, Silk, (&) Krysinski, 2008; Spanjers, Burns, (&) Wagner, 2008; Wyss, Dolenc, Kong, (&) Tai, 2013). The purpose of this study was to compare allocated assessment time to allocated instructional time in small, medium, and large school districts in Florida. A sample of 12 school districts was selected representing small, medium, and large school districts based on student enrollment from Florida Education Finance Plan (FEFP) data. Data related to State and school district mandated assessments were collected for each school district using school district testing calendars and State assessment calendars. These data were examined and the number of minutes spent on each assessment was calculated. The calculation was used to determine the amount of time spent on State and school district mandated assessment. Allocated instructional time was calculated using the difference in allocated time and allocated assessment time. In addition, data were analyzed to determine what, if any, relationship existed between allocated assessment time and school district size as well as student achievement. Time lost to assessment preparation was also included in the determination of allocated assessment time.
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Date Issued: 2015
Identifier: CFE0005777, ucf:50056
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005777

Title: ASSESSMENT OF THE CONTRIBUTION OF GAME-BASED SIMULATION IN THE ADVANCEMENT OF INDIVIDUAL SOLDIER INTELLIGENCE GATHERING SKILLS.
Creator: Wiley, Carlos, Proctor, Michael, University of Central Florida
Abstract / Description: Self-directed Learning Internet Modules based on gaming technology are making tremendous strides as tools to current training system for our military services. Currently, the US Army is testing the Every Soldier is a Sensor Simulation software (ES3) as part of the Every Soldiers a Sensor program that focuses on intelligence gathering and maintaining situational awareness. The primary training goal of this simulation is the training of individual soldiers on conducting "Active Surveillance"...
Show moreSelf-directed Learning Internet Modules based on gaming technology are making tremendous strides as tools to current training system for our military services. Currently, the US Army is testing the Every Soldier is a Sensor Simulation software (ES3) as part of the Every Soldiers a Sensor program that focuses on intelligence gathering and maintaining situational awareness. The primary training goal of this simulation is the training of individual soldiers on conducting "Active Surveillance" and "Threat Indicator Identification" where the soldier is an active participant in the process. Traditional training in intelligence gathering is based largely on cold war models. As a direct result of post 9 -11 activities and the Global War on Terrorism, changes to our process for intelligence gathering are continuing to be made to meet the challenges of the asymmetrical battlefield. This thesis assesses the contribution of game-based simulation in the advancement of individual soldier intelligence gathering skills by investigating performance as it relates to information processing, self-directed learning, and transfer. Specifically, this research will examine whether various combinations of directed and self-directed learning modules enhance soldier performance during intelligence gathering operations by determining the time, proportion of correct detections, weighted significance of detections, and accuracy of detections while participating in a live threat indicator lane as part of an experiment. The assessment is from a user and expert evaluator perspective and may be used to improve current and future gaming applications associated with individual training and intelligence gathering.
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Date Issued: 2007
Identifier: CFE0001686, ucf:47194
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001686

Title: DEVELOPMENT AND VALIDATION OF THE BEILE TEST OF INFORMATION LITERACY FOR EDUCATION (B-TILED).
Creator: Beile O'Neil, Penny, Boote, David, University of Central Florida
Abstract / Description: Few constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments...
Show moreFew constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments that assess information literacy skills. Yet, at the time of this dissertation, no rigorously reviewed instruments were uncovered that measure the information literacy skills levels of teacher candidates. The study describes the development and validation of the Beile Test of Information Literacy for Education (B-TILED). Funded in part by the Institute for Library and Information Literacy Education and the Institute of Museum and Library Services, the study is part of a national initiative spear-headed by the Project for the Standardized Assessment of Information Literacy Skills (SAILS). Test content is based on nationally recognized standards from the International Society for Technology in Education and the Association of College and Research Libraries. Procedures designed to enhance the scale's validity were woven throughout its development. 172 teacher education students at a large, metropolitan university completed a protocol consisting of 22 test items and 13 demographic and self-percept items. This instrument can be used to inform curricular and instructional decisions and to provide evidence of institutional effectiveness for program reviews.
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Date Issued: 2005
Identifier: CFE0000749, ucf:46591
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000749

Title: FALL RISK ASSESSMENT IN COMMUNITY- DWELLING OLDER ADULTS: AN EXPLANATORY SEQUENTIAL MIXED METHODS STUDY.
Creator: Dool, MaryAnn, Thiamwong, Ladda, University of Central Florida
Abstract / Description: Abstract Aims: 1) To determine fall risk assessment using subjective and objective measures; 2) To understand older adults' perception on fall risk assessment. Methodology: An explanatory sequential mixed methods design was used and consisted of two phases. Phase 1, the quantitative data was collected from nineteen older adults at an independent living facility in Orlando, Florida. Phase 2, the qualitative data was collected from three participants of Phase 1. After obtaining Institutional...
Show moreAbstract Aims: 1) To determine fall risk assessment using subjective and objective measures; 2) To understand older adults' perception on fall risk assessment. Methodology: An explanatory sequential mixed methods design was used and consisted of two phases. Phase 1, the quantitative data was collected from nineteen older adults at an independent living facility in Orlando, Florida. Phase 2, the qualitative data was collected from three participants of Phase 1. After obtaining Institutional Review Board approval, the study was conducted at Lutheran Towers an independent living facility located in the downtown area of Orlando, Florida. Three measurement tools were used: demographic data sheet, an objective tool: BTrackS Balance Test (BBT), and Short Falls Efficacy Scale-International (FES-I). Results: In phase 1, 37% of participants had a high risk for falls assessed by the objective measure (BBT), and about 11% had high concern of fall risk assessed by the subjective measure (Short FES-I). Approximately 32% had congruent results between subjective and objective measures and 68 % presented incongruent results between subjective and objective measures. In phase 2, three themes were generated from the qualitative data :1) Perception and experience on fall risk assessment; 2) Perception of the subjective measure (Short FES-I) and 3) Perception of the objective measure (BBT). Conclusion: Those who have incongruent perceptions of their fall risk and physical abilities are most at risk. Performing fall risk assessment using both subjective and objective measures is critical for developing fall prevention plans, to identify those most at risk.
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Date Issued: 2019
Identifier: CFH2000571, ucf:45616
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000571

Title: PARTICIPANT'S PERCEPTION OF REALISM AND PEDIATRIC PAIN ASSESSMENT UTILIZING A VIRTUAL PATIENT: A PILOT STUDY.
Creator: Carson, Alexandra, Anderson, Mindi, University of Central Florida
Abstract / Description: The use of simulation in curriculum affords students with the opportunity to enhance clinical skills in a safe environment. However, certain aspects of patient assessment are difficult to reproduce in current simulators, such as changes in facial expressions. Facial expressions are of particular importance when assessing for the presence and severity of pain in the pediatric population. Inconsistencies found in accurate identification of pain suggest the necessity of improved pain assessment...
Show moreThe use of simulation in curriculum affords students with the opportunity to enhance clinical skills in a safe environment. However, certain aspects of patient assessment are difficult to reproduce in current simulators, such as changes in facial expressions. Facial expressions are of particular importance when assessing for the presence and severity of pain in the pediatric population. Inconsistencies found in accurate identification of pain suggest the necessity of improved pain assessment training. This study evaluated nursing student's perceptions of a virtual patient designed to realistically display varying levels of pain in the pediatric patient. Additional purposes of this study were to evaluate the student's ability to accurately rate pediatric pain using a virtual patient with and without other indicators of pain, explore the students experience learning pediatric pain in nursing school, and explore the use of simulation in curriculum to teach pain. A total of N=11 nursing students participated in this study. Students were presented with a series of virtual patient faces and asked to provide a pain rating from 0-10 utilizing a pediatric pain assessment tool, and to numerically list the facial features used to identify the pain rating they chose. A questionnaire was then completed which included questions regarding the realism of the virtual patient, pain and curriculum, and simulation. Results of the study showed students rated pain lower than the expected rating when presented with virtual patient faces only, and rated pain closer to the expected rating when presented with virtual patient faces and other indicators of pain such as vital signs and verbal cues. A noticeable range of reported pain rating levels existed for all virtual faces in which students rated the pain lower or higher than the true pain rating. The majority of students reported the virtual patient was moderately to extremely realistic, and 90.9% (n=10) reported they would like to have the technology implemented into a simulation scenario.
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Date Issued: 2016
Identifier: CFH2000085, ucf:45525
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000085

Title: Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee.
Creator: Carter, James, Taylor, Rosemarye, Doherty, Walter, Hahs-Vaughn, Debbie, Gordon, William, University of Central Florida
Abstract / Description: The goal of this research was to analyze the academic impact of the implementation of the Value Added Assessment Model. The researcher analyzed the Value Added Assessment Models in the three Value Added Assessment Model states that had implemented the Value Added Assessment Model for more than five years. Additionally, the research was done by analyzing the academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP. The researcher paired the three...
Show moreThe goal of this research was to analyze the academic impact of the implementation of the Value Added Assessment Model. The researcher analyzed the Value Added Assessment Models in the three Value Added Assessment Model states that had implemented the Value Added Assessment Model for more than five years. Additionally, the research was done by analyzing the academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP. The researcher paired the three states that had implemented Value Added Assessment Model for more than five years, with three demographically matched states that had not implemented Value Added Assessment Model. The states were matched as follows: Ohio (Value Added Assessment Model implementing state) with Michigan (non Value Added Assessment Model state), Pennsylvania (Value Added Assessment Model implementing state) with Virginia (non Value Added Assessment Model state) and Tennessee (Value Added Assessment Model implementing state) with Georgia (non Value Added Assessment Model state). The mean composite scale score in NAEP from the following categories of students were compared and analyzed: 1) All students 2) White students 3) Black students 4) National School Lunch Program Eligible Students 5) National School Lunch Program Ineligible Students 6) Exceptional Education students. The results of the study indicated that the impact of Value Added Assessment Model on academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP was negligible.
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Date Issued: 2014
Identifier: CFE0005468, ucf:52862
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005468

Title: Predicting Risk to Reoffend: Establishing the Validity of the Postive Achievement Change Tool.
Creator: Martin, Julie, Wan, Thomas, Winton, Mark, Martin, Lawrence, Chen, Hsueh-Fen, University of Central Florida
Abstract / Description: In recent years, there has been increased reliance on the use of risk assessment in the juvenile justice system to predict and classify offenders based on their risk to reoffend. Over the years, the predictive validity of risk assessments has improved through the inclusion of actuarial assessment and dynamic risk factors. The predictive validity of certain assessments, such as the Youth Level of Service/Case Management Inventory (YLS/CMI), has been well established through numerous...
Show moreIn recent years, there has been increased reliance on the use of risk assessment in the juvenile justice system to predict and classify offenders based on their risk to reoffend. Over the years, the predictive validity of risk assessments has improved through the inclusion of actuarial assessment and dynamic risk factors. The predictive validity of certain assessments, such as the Youth Level of Service/Case Management Inventory (YLS/CMI), has been well established through numerous replication studies on different subgroups of the population. The validity of other instruments, such as the Positive Achievement Change Tool (PACT), is in its infancy having only been validated on the sample of the population for which it was created. The PACT, a relatively new juvenile risk assessment tool, was adapted from the Washington State Juvenile Court Assessment and validated on the Florida juvenile population. This study sought to demonstrate the predictive validity of the PACT risk assessment, analyze gender differences in juvenile recidivism, and determine the relative importance of individual-level, social-level, and community-level variables in the prediction of recidivism for a sample of juveniles in Tarrant County, Texas. The results of this research confirmed the predictive validity of the PACT for juveniles served by Tarrant County Juvenile Services (TCJS). Despite possessing adequate predictive validity for the entire population, gender-specific analyses revealed differences in the ability of the PACT to accurately classify female delinquents based on risk to reoffend. Not only did gender differences emerge in the predictive validity of the PACT, but males and female recidivism was also predicted by different social-level indicators. The results of this research provided further evidence for social-causation theories of crime and delinquency, with social-level indicators exerting the strongest relationship with recidivism when compared to individual-level and community-level predictors. The inability of community-level predictors to enhance the predictive accuracy of the assessment suggest broad application of the PACT across jurisdictions. TCJS has invested a considerable amount of time, resources, and funding in the implementation and maintenance of the PACT. The results of this study provided support and direction for the continued use of the PACT at TCJS. In addition, establishing the predictive validity of the PACT on the Tarrant County juvenile population satisfied the legislative requirement for a population specific validation of the risk assessment implemented in each county.
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Date Issued: 2012
Identifier: CFE0004221, ucf:48992
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004221

Title: PERCEPTIONS OF RISK AND NEED IN THE CLASSIFICATION AND SUPERVISION OF OFFENDERS IN THE COMMUNITY CORRECTIONS SETTING: THE ROLE OF GENDER.
Creator: Gould, Laurie, Paoline, Eugene, University of Central Florida
Abstract / Description: Risk has emerged as a defining feature of punishment in the United States. Feeley and Simon (1992) note that contemporary punishment is increasingly moving away from rehabilitation (the old penology) and moving toward the management and control of offenders (the new penology), often though actuarial techniques. While the profusion of risk assessment instruments, now entering their fourth generation, provides some support for the assertion that risk is indeed an important element in...
Show moreRisk has emerged as a defining feature of punishment in the United States. Feeley and Simon (1992) note that contemporary punishment is increasingly moving away from rehabilitation (the old penology) and moving toward the management and control of offenders (the new penology), often though actuarial techniques. While the profusion of risk assessment instruments, now entering their fourth generation, provides some support for the assertion that risk is indeed an important element in corrections, it was previously unknown if the risk model applied to all offenders, particularly female offenders. This dissertation addressed that gap by examining whether the risk model applied to female offenders in the community corrections setting. This dissertation surveyed 93 community corrections officers employed by the Orange County Community Corrections Department. The findings suggest that the department has incorporated many elements of the new penology into the classification and supervision of offenders in each of its units, though several gender differences were noted. Classification overrides, the perceived level of risk to the community, supervision decisions, and the perceived importance of risk and need factors were all examined in this study. The results indicate that some elements of classification and supervision function uniformly for offenders and operate irrespective of gender, but some areas, such as the perceived level of risk to the community and the perceived importance of risk factors, are influenced by gender.
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Date Issued: 2008
Identifier: CFE0002008, ucf:47623
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002008

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Assessment (13)	+ -
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NAEP (5)	+ -
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formative assessment (4)	+ -
Life Cycle Assessment (3)	+ -
Multi-Criteria Decision Making (3)	+ -
NCLB (3)	+ -
Student Achievement (3)	+ -
Sustainable Transportation (3)	+ -
professional development (3)	+ -
student achievement (3)	+ -
Children (2)	+ -
Education (2)	+ -
Healthcare (2)	+ -
Life Cycle Sustainability Assessment (2)	+ -
Middle School (2)	+ -
Perception (2)	+ -
Simulation (2)	+ -
Socioeconomic Status (2)	+ -
Virtual Environment (2)	+ -
accountability (2)	+ -
comprehensive (2)	+ -
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evaluation (2)	+ -
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University of Central Florida (100)	+ -
Taylor, Rosemarye (12)	+ -
Boote, David (7)	+ -
Oloufa, Amr (7)	+ -
Nam, Boo Hyun (5)	+ -

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