Trey Martindale

Effects of an Online Instructional Application on Reading And Mathematics Standardized Test Scores

Abstract Standardized tests have become commonly used tools for accountability in public education in the United States. In Florida, the Florida Comprehensive Assessment Test (FCAT) is used to measure student achievement on grade-specific standards and benchmarks. Various agencies have developed computer-based and web-based software applications to improve student performance on these tests. The purpose of this study was to examine the impact of one such application, FCAT Explorer, on student FCAT scores. We used hierarchical analysis of variance and analysis of covariance to compare scores for schools that used FCAT Explorer, and schools that did not. We examined fourth, fifth, eighth, and tenth grade FCAT reading and mathematics scores for selected elementary schools and high schools. Student scores from elementary schools using FCAT Explorer were significantly higher than scores from elementary schools that did not use FCAT Explorer. At the high school level, we found no significant differences in scores between schools that used FCAT Explorer and schools that did not use the application.

Analysis of Recognized Web-Based Educational Resources.

Abstract In 2000–2001, the authors derived a 13-category classification system for Web-based educational resources, based on analysis of 199 educational resources recognized as “exemplary” by four national entities. In 2004, we re-examined that classification system, analyzing a stratified random sample of 40 exemplary Web-based resources from the same entities. While the classification system still accommodated categorizing current educational resources, we detected some overlap among categories. Through combination and redefinition, we reduced the number of categories to eleven. This article addresses the initial and modified classification systems, the analysis procedures employed, examples of resources in each category, and future applications of the classification system.

Using Digital Cameras to Assess Motor Learning

One major part of education reform in many states is the integration of new assessment techniques and technology into the classroom. While both areas are essential, many physical education teachers struggle with them due to time and financial limitations. For example, some physical education programs use videotape feedback to help students better comprehend and assess their motorskill performances (e.g., see Jambor & Weekes, 1995).While videotape has many benefits, it can be burdensome for both teachers and students (Bergen, 2000). Setting up tripods, finding someone to operate the camera, and rolling out a television to watch the footage can take up a lot of time, assuming that you even have all of the equipment. An alternative to videotaping is still-photography. Photographs have been used in numerous settings to help enhance motor-skill acquisition. Many golf, tennis, and snowskiing journals and physical education books rely heavily on photography, taking for granted that the information it relays will be invaluable to readers (Singer, 1980); after all, some evidence has indicated that visual feedback is the most critical to motor learning (Adams, 1977; Rickli & Smith, 1980; Siltanen-Hansen, 1997). Recent technological advances have produced cheap, lightweight, easy-to-use digital cameras that can download still images to your computer. Many schools have invested in one or more such cameras and have