Impact of Group Work and Extended Essay Writing on Online Advanced Placement Program® Student Performance. Research Report. ETS RR-07-22

Autor/in	Handwerk, Phil
Titel	Impact of Group Work and Extended Essay Writing on Online Advanced Placement Program® Student Performance. Research Report. ETS RR-07-22
Quelle	In: ETS Research Report Series, (2007), (71 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Quantitative Daten; Advanced Placement Programs; Computer Assisted Testing; Models; Aptitude Tests; High Schools; Regression (Statistics); Online Courses; Scores; Multiple Choice Tests; Writing Tests; Essays; Gender Differences; Race; High School Students; College Entrance Examinations; National Merit Scholarship Qualifying Test; Preliminary Scholastic Aptitude Test + Suchen Sie Ihr Suchwort? Analogiemodell; Aptitude test; Eignungsprüfung; Eignungstest; High school; Oberschule; Regression; Regressionsanalyse; Online course; Online-Kurs; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Writing test; Schreibtest; Essay; Aufsatzunterricht; Geschlechterkonflikt; Rasse; Abstammung; High schools; Student; Students; Schüler; Schülerin; Studentin; Aufnahmeprüfung; Scholarship; Scholarships; Assessment; Stipendium; Hochschulzulassung
Abstract	Online high schools are growing significantly in number, popularity, and function. However, little empirical data has been published about the effectiveness of these institutions. This research examined the frequency of group work and extended essay writing among online Advanced Placement Program® (AP®) students, and how these tasks may have impacted their AP exam performance. Hierarchical, set-wise regression models found little to no impact of group work or extended essay writing on multiple-choice, free response, or composite scores across 9 AP exams administered from 2003-2005. These models included student sex, race, and year in school as independent variables; covariates were the number of previous AP exams taken by the student and PSAT/NMSQT® scores. Implications for online providers and for future research of online high schools are discussed. (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01