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dc.contributor.advisorRibble, Robert B.
dc.contributor.authorRobitaille, Patricia A.
dc.date.accessioned2021-09-07T21:45:56Z
dc.date.available2021-09-07T21:45:56Z
dc.date.issued6/1/1994
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5183
dc.description.abstractThe purpose of this study is to investigate the relationship between written performance and oral performance on the Spanish Proficiency Exam which is administered to candidates in the Bilingual Multicultural Program at the State University of New York, College at Brockport. Due to the sequence of the exams, the researcher is interested in determining if students are more successful in the oral part if they have been successful in the written part. Factors that might account for differential levels of performance shown by the test scores are described and suggestions on the implementation of the testing procedure are proposed.
dc.subjectSpanish Proficiency
dc.subjectBilingual Program
dc.subjectStudent Evaluation
dc.subjectExamination Sequence
dc.subjectTest Scores
dc.subjectTest Implementation
dc.titleAn Analysis of the Relationship between Written and Oral Performances on the Spanish Proficiency Exam
dc.typethesis
refterms.dateFOA2021-09-07T21:45:56Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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