Dissertations / Theses on the topic 'Assessment and Evaluation'
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1
Emil, Serap. "Assessment for Improvement in Higher Education: Faculty Perception of and Participation in Program Assessment." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/605.
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Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions and organizational units. A key issue is faculty engagement. This qualitative case study explored factors that impact faculty participation in a professional school assessment initiative. Findings indicate that factors related to individual faculty characteristics (e.g., career preparation, knowledge, beliefs, and attitudes) and institutional characteristics (e.g., leadership, resources, reward structures, work environment, and technology) influence faculty members engagement in assessment activities. To support faculty adoption of and participation in assessment efforts, leaders need to provide a clear vision, professional expectations, and appropriate resource support to connect assessment efforts to organizational enhancement and effective student learning. Moreover, goal congruence between faculty and educational organization will create an environment, where faculty members can leverage their existing values, transfer their past experiences in regard to assessment. In turn, faculty can utilize engagement in assessment activities as a form of inquiry that leads to teaching and program improvement. Combined, a culture of assessment can be created that is integral rather than additive to teaching, learning, and scholarship.
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Arnold, Cassidy C. "EVALUATION OF A COMMUNITY MENTAL HEALTH CENTER’S ASSESSMENT CLINIC: DEVELOPMENT OF A NOVEL ASSESSMENT EVALUATION TOOL." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2597.
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High quality assessment services are the linchpin connecting youth with mental health problems to diagnosis-specific, evidence-based treatments. The effort to improve assessment services is in its early days and faces a number of substantial challenges. This study was an initial effort to address these challenges through the development of a standardized, multi-dimensional Assessment Instrument evaluation tool—the Strength of Measure (SoM)—based on operationally defined criteria supported by decades of psychometric research. The SoM and other criteria addressing assessment practices were piloted with data from 32 consecutive assessment reports from a community mental health center’s Assessment Clinic. Results indicate that none of the Assessment Instruments used by the Assessment Clinic met the “Adequate” level of support on each of the SoM dimension. Additional results address Reason for Referral, Primary Axis I Diagnosis, Informants, and Method of Assessment. Implications and directions for future research are discussed.
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Cakir, Deniz. "Evaluation Of Coastal Scenic Assessment Parameters." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605197/index.pdf.
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ABSTRACT
EVALUATION OF COASTAL SCENIC ASSESMENT PARAMETERSPILOT STUDY FOR SELECTED AREA &ldquo
ANTALYA/KONYAALTI BEACH&rdquo
Ç
akir, Deniz M.S., Department of Civil Engineering Supervisor : Prof. Dr. AySen Ergin Co-Supervisor: Dr. Engin Karaesmen July 2004, 75 pages The present scenic assessment study has a checklist that itemizes 26 parameters (comprising physical and human parameters), as a first step in quantifying scenery. Each parameter was rated on a five-point score, essentially covering presence/absence or poor quality (1), to excellence/outstanding (5). The ratings were subjected to fuzzy logic matrices and weights to reflect importance of the various parameters, which produced histograms of weighted averages for the various attributes. Based on this methodology coastal scenery evaluation was carried out and coastal areas were grouped into 5 five classes from Class 1 = Top Natural Sites to Class 5 = Very Unattractive Urban. The present work focuses on human parameters from the perspective of people with mobility handicaps. Public surveys were carried out for the necessary arrangements in coastal areas for accessibility of these people. Selected site (Antalya/Konyaalti Beach) is reviewed to bring some recommendations from the point of view of people with mobility handicaps.
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Youbert, Ann 1961. "Evaluation of selected watershed assessment techniques." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/192105.
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Watershed assessment methods are used in natural resource management to monitor and assess watershed conditions. Many assessment methods are available for these purposes, however, most have not been evaluated to determine their effectiveness. Additionally, most methods require comparisons with references sites. These are often difficult to select due to past disturbances, and spatial or temporal changes. This study attempts to address these issues. Three watershed assessment methods, channel geomorphic analysis, zigzag pebble count, and thalweg-watershed area link (T-Walk), were chosen for evaluation based on results from a Delphi study. Data were collected from five small perennial streams in east central Arizona. Statistical analyses were used to compare methods and to develop stream-watershed relationships based on field-collected stream data and GIS-derived watershed parameters. From these relationships, prediction models were developed for use in selecting reference sites. Strong multiple regression models were developed to explain channel cross-sectional area and particle size, D₅₀.
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Barker, Chris A. "Students' assessment of biology education at Marshall University." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=399.
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O'Connell, Beverly O. "A comparative study evaluating the effectiveness of nursing assessment formats." Thesis, Curtin University, 1992. http://hdl.handle.net/20.500.11937/2199.
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Nursing assessment is the foundation of the nursing process. The focus and type of data collected, during such assessment is central to the effectiveness of the diagnostic process and subsequent planned nursing interventions. Whilst there is a multiplicity of factors that impact upon the diagnostic process, eminent nurse theorists espouse a relationship between assessment formats and diagnostic accuracy. This study evaluates the effectiveness of two types of assessment formats by addressing the following questions. When student and registered nurses use a Gordons Functional Health Pattern (GFHP) assessment format compared to using a Review of Biological Systems (ROBS) assessment format is there a difference in: (1) the number and type of diagnoses identified? and (2) the number of criteria achieved within the Standards for Nursing Care (ANF, 1989)?A developed case study with verified diagnoses was used. Professional actors played the part of the client and followed a standard script. Volunteer student and registered nurses (N=100) were randomly assigned to the two types of assessment formats. They were required to conduct an assessment of the client and state the nursing diagnoses. Data were analysed using Multivariate Analysis of Variance.Results indicated that when both groups of nurses used the GFHP format they stated significantly more correct and more diverse categories of diagnoses and significantly fewer diagnoses which were classified as being incorrect and medical, than when they used the ROBS format. In addition, when student and registered nurses used the GFHP format, they elicited significantly more information that complied with the criteria outlined within the Standards for Nursing Care (ANF, 1989), than when they used the ROBS format.The findings of this study indicate that both student and registered nurses are guided by the cues on the assessment format. Therefore, the choice and design of nursing assessment forms are critical as they affect diagnostic accuracy.
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Phillips, Lucy Dove. "FIELD EVALUATION OF RAPID AIRFIELD ASSESSMENT TECHNOLOGIES." MSSTATE, 2005. http://sun.library.msstate.edu/ETD-db/theses/available/etd-02102005-102209/.
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Current military criteria for characterizing soils and unbound pavement structural layers rely on either California bearing ratio (CBR) values or elastic moduli as backcalculated from the falling weight deflectometer (FWD). The primary objective of this investigation was to assess the ability of portable devices such as the GeoGauge, portable falling weight deflectometer (PFWD), and dynamic cone penetrometer (DCP) to accurately characterize subgrade and granular base materials in 16 test areas in terms of CBR or moduli values at Waterways Experiment Station (WES) in Vicksburg, MS, which serves as the headquarters for the US Army Engineer Research and Development Center (ERDC). Comparisons of these measurements to those obtained using standard evaluation equipment such as the FWD and field CBR tests were used to rank the usefulness of each device. The rankings were based on statistical analyses through the characterization of repeatability and development of relationships between the portable devices and traditional devices. As a result, the DCP was recommended for soil strength estimation (CBR) for fine-grained materials while the GeoGauge and PFWD are recommended for estimation of the moduli values in coarse-grained materials.
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Saminger, Susanne. "Aggregation in evaluation of computer-assisted assessment /." Linz : Trauner, 2005. http://www.gbv.de/dms/goettingen/478626819.pdf.
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Spiteri, Doreen. "English language assessment in Malta : an evaluation." Thesis, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271300.
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Alobaid, Adnan Othman. "Testing, Assessment, and Evaluation in Language Programs." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613422.
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This three-article dissertation addresses three different yet interrelated topics: language testing, assessment, and evaluation. The first article (Saudi Student Placement into ESL Program Levels: Issues beyond Test Criteria) addresses a crucial yet understudied issue concerning why lower-level ESL classes typically contain a disproportionate number of Saudi students. Based on data obtained from different stakeholders, the findings revealed that one-third of the study students intentionally underperformed on ESL placement tests. However, ESL administrators participating in this study provided contradicting findings. The second article explores the efficacy of (Integrating Self-assessment Techniques into L2 Classroom Assessment Procedures) by examining the accuracy of CEFR self-assessment rubric compared to students' TOEFL scores, and the extent to which gender and levels of language proficiency cause any potential score underestimation. By obtaining data from 21 ESL students attending the Center for English as a Second Language at University of Arizona, the findings revealed no statistically significant correlations between participants' self-assessed scores and their TOEFL scores. However, the participants reported that the CEFR self-assessment rubric is accurate in measuring their levels of language proficiency. On the other hand, the third article (Quality Assurance and Accreditation as Forms for Language Program Evaluation: A Case Study of Two EFL Departments in A Saudi University) provides a simulated program evaluation based on an integrated set of standards of the NCAAA (the National Commission for Academic Accreditation and Assessment) and CEA (the Commission on English Language Program Accreditation). The findings indicated that the standards of the mission, curriculum, student learning outcomes, and program development, planning, and review, were partially met, whereas the standards of teaching strategies, assessment methods, and student achievement were not.
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Cantu, Cassandra A. "A needs evaluation for Dunn County, Wisconsin." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008cantuc.pdf.
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Lusher, Anna L. "Identifying assessment practices in undergraduate accounting programs." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4862.
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Thesis (Ed. D.)--West Virginia University, 2006.Title from document title page. Document formatted into pages; contains xii, 218 p. : ill. Includes abstract. Includes bibliographical references (p. 161-172).
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Garnett, Arlene Lois. "Portfolio assessment: An authentic method of student evaluation." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/825.
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Matlick, Martha Aldrich. "Staff attitudes toward outcomes assessment." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39105.
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Silvestre, Carlos E. "A Collaborative Electronic Behavior Assessment System (eBA): Validation and Evaluation of Feasibility." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7574.
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This study validated and evaluated the feasibility of a web-based electronic behavior assessment system, ‘eBA’, designed to facilitate collaboration between caregivers and service providers (behavior analysts) in conducting indirect functional behavior assessment (FBA). In Phase 1, the content and the web architecture of the eBA were validated and refined through a formative evaluation by five behavior analysts. In Phase 2, the eBA system was pilot tested with 10 service providers and 10 caregivers using a post-test only control group design to examine the efficiency and quality of the system and identify the levels of satisfaction with the system by the service providers and caregivers. The results indicated that the eBA system components were appropriate to conduct indirect FBA and useful for use by caregivers and service providers collaboratively, gathered quality information, and showed higher levels of caregiver and service provider satisfaction, compared to traditional paper-pencil format of assessment.
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Bringe, Susan. "Self assessment an investigation of graduate students learning /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bringes.pdf.
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湯旭瑜 and Yuk-yue Tong. "Lay models of personality: assessment and implications." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3124368X.
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Bogart, Christopher D. "Teacher Evaluation and Classroom Practice: Teacher Perceptions in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1177.
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The purpose of this quantitative study was to investigate the perceptions of K-12 teachers as they relate to the implementation of the Tennessee Educator Acceleration (TEAM) evaluation framework. Survey links were sent to 1,115 K-12 teachers from 4 Northeast Tennessee school districts. The survey achieved a 24% return rate for a total of 270 participants. The research evaluated K-12 teachers’ overall perceptions of the TEAM evaluation framework, their perceptions of changes to their lesson planning processes, their perceptions of changes in the use of instructional strategies in their classrooms, and their perceptions of changes in the amount of time needed to prepare lessons for instruction since the implementation of the TEAM evaluation framework. Data sources analyzed consisted of an online survey design using a 5-point Likert-type scale. There were 4 research questions included in this research each with a corresponding null hypothesis. Each research question was analyzed with a series of single sample t-tests with mid-point of the scale (3.0) as the test value representing neutrality. All data were analyzed at the .05 level of significance. Findings from the data indicated a significant difference in perceptions of teachers in 3 of 4 areas. First the planning process for their lessons was reported to be more structured and focused on the evaluation rubric. Next, the instructional strategies used in their lessons were reported as more focused on higher order thinking skills. And finally the time required to plan instruction had increased since the implementation of the TEAM framework.
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Zabarauckas, Carmen Louise. "An evaluation of a sexual interest assessment tool." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58553.pdf.
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Mateo-Vega, Javier. "An evaluation of environmental assessment in Costa Rica." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/MQ42175.pdf.
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Chheda, Bijal Mavji Bharti. "Evaluation of narrative interview as an assessment method." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:8080.
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This thesis examines the role of the narrative interview as an assessment method. The main aim of the study was to ascertain the value of subjective and holistic methods of assessment in facilitating and enabling psychological processes. Traditional psychometric techniques of assessment are compared with narrative interviews, based on Bartram's (1990) 'Factors to consider when choosing an assessment method'. Data collection was in two phases. During phase one, 40 participants were administered traditional assessment tasks: Differential Aptitude Tests, Career Interest Inventory and structured guidance interviews. This enabled an evaluation of traditional assessment techniques to allow a comparison of the open-ended narrative interview. For phase two 10 participants from phase one and 30 new participants were administered the narrative interview in order to ascertain its value. Assessment profiles which were formulated, feedback questionnaire results and focus group feedback results portrayed particular strengths of the narrative interview. The narrative interview is seen to provide rich, holistic and deep assessments. It also instilled motivation and encouraged participants thereby facilitating the overall psychological process. The narrative interview thus fulfils aspects of assessment, which traditional assessment techniques fail to provide. The phenomenological and subjective nature of narrative interview aids reconceptualisation of the term 'assessment' from classification and categorization to understanding and exploration.
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Siegel, David. "Evaluation of Health Assessment Techniques for Rotating Machinery." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250282528.
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Subbian, Vignesh. "Development and Evaluation of Technologies for Neurological Assessment." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988906.
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Drayson, Katherine. "An evaluation of ecological impact assessment in England." Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/0d813ad8-3f82-48f2-a25d-f04f78444cca/1.
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Ecological impact assessment (EcIA) has historically been poorly performed, resulting in poor quality EcIA chapters. No research has been conducted to identify whether poor quality EcIA chapters result in poor quality mitigation and therefore potential net loss of biodiversity. A review of 112 EcIA chapters was conducted to determine whether there have been improvements since the last review in 2000 and which factors are linked with EcIA chapter quality, such as the introduction of professional guidance in 2006. The link between EcIA chapter quality and mitigation on completed development sites was also examined. Both mitigation implementation (whether the mitigation was put in place) and implementation effectiveness (how well mitigation was implemented) were investigated on seven case study sites. Implementation effectiveness was limited to a subset of habitat mitigation measures; grassland and marginal habitat creation and management. The EcIA chapter review identified significant improvements since the last review. However, considerable scope for improvement remains due to the low baseline established by the earlier reviews. The introduction of professional guidance has significantly improved EcIA chapter quality. Calculation of an EcIA chapter quality index identified that, on average, EcIA chapters only include half of the EIA legislation’s information requirements. Investigation of the case study sites identified high rates of mitigation implementation (84.1% of auditable measures were at least partially implemented). However, implementation effectiveness was found to be poor (only three out of ten measures achieved the goals stated in their EcIA chapters or Ecological Management Plans). EcIA chapter quality was found to be significantly linked to mitigation implementation but not to implementation effectiveness. This investigation has identified aspects of the professional guidance that require amendment to help improve EcIA chapter content. Recommendations have also been made for practitioners when recommending ecological mitigation measures. In addition, the requirement for further research into mitigation success has been highlighted.
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Hasan, Syed Shabih. "Mobile ecological momentary assessment for hearing aid evaluation." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5494.
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Hearing loss can significantly hinder an individual's ability to engage socially and, when left untreated, can lead to anxiety, depression, and even dementia. The most common type of hearing loss is sensor-neural hearing loss that is treated using hearing aids (HAs). However, a significant fraction of individuals that may benefit from using HA do not use them and, the satisfaction of those that do, is only around 60%. Today, we have only a limited understanding regarding the factors that contribute to the low adoption and satisfaction rates. This is a limitation of existing laboratory-based assessment methods that cannot accurately predict the performance of HAs in the real-world as they do not fully reproduce the complexities of real-world environments.
There four core contributions of my PhD thesis:
i) the development new computer-based methods for assessing HAs in the real-world. Our approach is based on the insight that HA performance is intrinsically dependent on the context in which a HA is used. A context includes characteristics of the listening activity, social context, and acoustic environment. To evaluate this hypothesis, we have developed AudioSense, a system that uses mobile phones to jointly characterize the context of users and the performance of HAs.
ii) We provide the first instance of characterization of the auditory lifestyle of hearing aid users, and the relationships that exist between the context and hearing aid outcomes.
iii) We utilize the subjective data collected using AudioSense to build novel models that can predict the success of hearing aid prescriptions for new and experienced users. We also quantitatively prove the importance of collecting contextual information for evaluating hearing aids.
iv) We use the objective audio data collected with AudioSense to predict contextual information like acoustic activity and noise level. This provides us a way to intelligently infer contextual information automatically and reduce the burden on the study participants.
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Dorafshan, Sattar. "Non-Contact Evaluation Methods for Infrastructure Condition Assessment." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7314.
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The United States infrastructure, e.g. roads and bridges, are in a critical condition. Inspection, monitoring, and maintenance of these infrastructure in the traditional manner can be expensive, dangerous, time-consuming, and tied to human judgment (the inspector). Non-contact methods can help overcoming these challenges. In this dissertation two aspects of non-contact methods are explored: inspections using unmanned aerial systems (UASs), and conditions assessment using image processing and machine learning techniques. This presents a set of investigations to determine a guideline for remote autonomous bridge inspections.
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Guerra, Jacquelyne. "Evaluation of an Opioid Risk-Assessment Screening Tool." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4630.
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According to the Centers for Disease Control and Prevention, prescribers should evaluate risk factors related to opioid use prior to initiation of opioid medication. The practice problem in this DNP project was that providers failed to consistently assess patients with complaints of pain for risk of opioid misuse and/or abuse prior to initiating opioid medication. An opioid risk-assessment screening tool (ORAST) has the potential to identify patients at high risk for opioid misuse and/or abuse. The purpose of this Doctor of Nursing Practice project was to identify and introduce an ORAST and then develop a policy to guide providers in its use in an ambulatory care clinic. Rosswurm and Larrabee's model for evidence-based practice served as the framework that helped guide project development. Evidence in the literature review supported The Opioid Risk Tool (ORT) as the most appropriate tool for the clinic. An 11-member project team voted unanimously for the ORT and to develop a policy to guide the use of the tool in the clinic. The ORT and its policy were evaluated by the team using the AGREE II Instrument. The team agreed that the ORT and its policy should be implemented into their practice setting (64% strongly agreed and 36% moderately agreed). A summative evaluation supported the Doctor of Nursing Practice student leadership of the project. Use of an ORAST has the potential to create positive social change by reducing the number of prescribed opioid by assisting providers in determining a patient's plan of care based on the patient's level of risk for prescription opioid misuse and/or abuse. Patient outcomes may be improved through reduction in opioid misuse and/or abuse.
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Malik, Husnain. "An assessment system for evaluation of driving competencies." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/40902/1/Husnain_Malik_Thesis.pdf.
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Automobiles have deeply impacted the way in which we travel but they have also contributed to many deaths and injury due to crashes. A number of reasons for these crashes have been pointed out by researchers. Inexperience has been identified as a contributing factor to road crashes. Driver’s driving abilities also play a vital role in judging the road environment and reacting in-time to avoid any possible collision. Therefore driver’s perceptual and motor skills remain the key factors impacting on road safety. Our failure to understand what is really important for learners, in terms of competent driving, is one of the many challenges for building better training programs. Driver training is one of the interventions aimed at decreasing the number of crashes that involve young drivers. Currently, there is a need to develop comprehensive driver evaluation system that benefits from the advances in Driver Assistance Systems. A multidisciplinary approach is necessary to explain how driving abilities evolves with on-road driving experience.
To our knowledge, driver assistance systems have never been comprehensively used in a driver training context to assess the safety aspect of driving. The aim and novelty of this thesis is to develop and evaluate an Intelligent Driver Training System (IDTS) as an automated assessment tool that will help drivers and their trainers to comprehensively view complex driving manoeuvres and potentially provide effective feedback by post processing the data recorded during driving. This system is designed to help driver trainers to accurately evaluate driver performance and has the potential to provide valuable feedback to the drivers. Since driving is dependent on fuzzy inputs from the driver (i.e. approximate distance calculation from the other vehicles, approximate assumption of the other vehicle speed), it is necessary that the evaluation system is based on criteria and rules that handles uncertain and fuzzy characteristics of the driving tasks. Therefore, the proposed IDTS utilizes fuzzy set theory for the assessment of driver performance.
The proposed research program focuses on integrating the multi-sensory information acquired from the vehicle, driver and environment to assess driving competencies. After information acquisition, the current research focuses on automated segmentation of the selected manoeuvres from the driving scenario. This leads to the creation of a model that determines a “competency” criterion through the driving performance protocol used by driver trainers (i.e. expert knowledge) to assess drivers. This is achieved by comprehensively evaluating and assessing the data stream acquired from multiple in-vehicle sensors using fuzzy rules and classifying the driving manoeuvres (i.e. overtake, lane change, T-crossing and turn) between low and high competency. The fuzzy rules use parameters such as following distance, gaze depth and scan area, distance with respect to lanes and excessive acceleration or braking during the manoeuvres to assess competency. These rules that identify driving competency were initially designed with the help of expert’s knowledge (i.e. driver trainers). In-order to fine tune these rules and the parameters that define these rules, a driving experiment was conducted to identify the empirical differences between novice and experienced drivers. The results from the driving experiment indicated that significant differences existed between novice and experienced driver, in terms of their gaze pattern and duration, speed, stop time at the T-crossing, lane keeping and the time spent in lanes while performing the selected manoeuvres. These differences were used to refine the fuzzy membership functions and rules that govern the assessments of the driving tasks.
Next, this research focused on providing an integrated visual assessment interface to both driver trainers and their trainees. By providing a rich set of interactive graphical interfaces, displaying information about the driving tasks, Intelligent Driver Training System (IDTS) visualisation module has the potential to give empirical feedback to its users. Lastly, the validation of the IDTS system’s assessment was conducted by comparing IDTS objective assessments, for the driving experiment, with the subjective assessments of the driver trainers for particular manoeuvres. Results show that not only IDTS was able to match the subjective assessments made by driver trainers during the driving experiment but also identified some additional driving manoeuvres performed in low competency that were not identified by the driver trainers due to increased mental workload of trainers when assessing multiple variables that constitute driving. The validation of IDTS emphasized the need for an automated assessment tool that can segment the manoeuvres from the driving scenario, further investigate the variables within that manoeuvre to determine the manoeuvre’s competency and provide integrated visualisation regarding the manoeuvre to its users (i.e. trainers and trainees). Through analysis and validation it was shown that IDTS is a useful assistance tool for driver trainers to empirically assess and potentially provide feedback regarding the manoeuvres undertaken by the drivers.
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Rafael, Rebecca. "Evaluation of the arthritis men's group." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26126.
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Approximately 18 months ago, an Arthritis Men's Group was started by the Social Work Department at the Vancouver Arthritis Centre. Having identified the need for such a group, interim objectives were proposed for the group which was still in the pilot stage of its development.
The purpose of the study was to conduct a formative evaluation of the Men's Group to take a closer look at what was happening in the sessions, to examine the feasibility of the objectives and whether these objectives were being achieved. This information would be used by the planners to improve and/or modify the program.
The underlying conceptual approach to the study was 'naturalistic'. In the context of this framework, several data collection methods were used including: interviews, quantitative measures, monitoring and narrative descriptions of group sessions.
The findings suggested that interim objectives were being met in the sessions which focussed specifically on psycho-social issues. In addition, other sessions were serving an important 'informational' function which was recognized and valued by group members. Interviews with core-group members did indicate the perceived acceptance and usefulness of open discussions on psycho-social issues. However, over the short duration of the monitoring period no significant changes were found on the measures pre to post so that the positive or negative effects of the achievement of higher levels of emotional openness is not known.
The study did provide a good preliminary data base on the nature of the group process and the heterogeneity of the membership. Useful information was gathered both on the kind of group process which may facilitate the achievement of the specific program objectives as well as the informational function of the group. Overall, group members seemed satisfied with group process and content and wanted to see the group continue.Arts, Faculty of
Social Work, School of
Graduate
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Jones, Brenda Hudson. "Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/11.
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This study examines the relationship between the use of formative assessment in the middle school classroom and select causal factors. For the purpose of this study, the definition of formative assessments is that proposed by Heritage, Kim, Vendliski, and Herman as, “A systematic process to continuously gather evidence and provide feedback about learning while instruction is under way” (2009, p. 1). Factors affecting the use of formative assessments explored in this study include leadership behaviors, professional development, the influence of instructional coaches, and aspects of teacher demographics. Through a mixed-method design, utilizing both a quantitative and qualitative approach, data were collected and analyzed.
The quantitative data showed no any significant relationship between formative assessment and the independent variables of leadership behavior, professional development, and the influence of instructional coaches. The data showed that in the area of teacher demographics, there did exist a significant relationship between the grade level taught and the use of formative assessments, suggesting that teachers in the highest grade level (grade 8) had the highest frequency of use.
Data collected through the qualitative research revealed that the school in which more frequent professional development training was provided by the school’s instructional coach in the area of formative assessment strategies, the frequency of their use was more prevalent. The findings suggest that the influence of the instructional coach is a factor in teachers’ use of formative assessment.
Results from this study add to the body of evidence relating to use of formative assessment. As a result of the findings, the position of instructional coach and how they impact student achievement is recommended for further study.
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Tam, Tze-hoi Tom, and 譚子愷. "An assessment of the effectiveness of the environmental impact assessment (EIA) system in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45015661.
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Betz, Jennifer. "ASSESSMENT PRACTICES INELEMENTARY VISUAL ART CLASSROOMS." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2625.
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The purpose of this research study was to investigate the attitudes and usages of assessment methods by elementary visual art teachers in two southeastern school districts. Data consisted of responses to a mailed survey instrument that included relevant demographic information pertaining to respondent’s educational preparation experiences, tabulation of classroom activities, assessment usage, and a construct set of questions which addressed an attitudinal scale about the effectiveness of evaluation and measurement within their visual art classrooms. The primary focus of attitudinal orientation toward assessment centered upon the types of role models respondents encountered regarding assessment during initial teacher preparation and the resulting paradigm of belief concerning measurement art teachers experienced in varied educational settings. Results indicate that study respondents had a strong positive response to the construct attitudinal statements about accepting evaluation as a normative practice in their classrooms. The survey item "multiple choice tests are appropriate to use in visual art classrooms" had a strong relationship to the total reliability and had the greatest impact on the factor analysis. Further relationships were identified in the use of newly adopted textbook curricula to the acceptance of the statement "learning could be measured in visual art," suggesting that if art teachers embraced a textbook curriculum (developed through an outside, expert entity) they were more likely to accept the possibility that learning in elementary visual art classrooms was possible to be measured.
The relationship between the statements regarding the acceptance of multiple choice tests as a valid method of assessment and the recentness of either graduation from teacher preparation coursework or specific in-service professional development about assessment also suggests that pedagogy at the university and district level after The No Child Left Behind Act of 2001 was more likely to include instruction or role models in the practical use of assessment techniques for respondents.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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Strong, Dawn. "The Impact of the Accountability Movement on Principal Evaluation: Understanding the Role of Formative Versus Summative Assessment." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20467.
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This study analyzed the required inclusion of school test scores in the yearly evaluation of school principals within the current school reform and standards and accountability movements of both the federal and state departments of education. Extant data from a single school district in Oregon was used for this study, and included: (a) district-wide elementary principal summative performance evaluation scores, (b) district-wide fourth and fifth grade fall and spring reading curriculum-based measures scores curriculum-based measures, (c) 2013 and 2014 spring reading scores from the Oregon Assessment of Knowledge and Skills (OAKS-R), and (d) student demographic variables. The student non-academic predictor variables (demographic risk factors) included in the study were (a) attendance, (b) English Language Proficiency (ELP), (c) Free and Reduced Meals (FARMS), (d) percent Other-than-White, and (e) Special Education. Multiple regression analyses were used to determine which assessment and/or non-assessment factors accounted for differences between principals’ summative evaluation scores. The results indicated that Summative Principal Ratings are poor predictors of the academic success of all students whether using large-scale summative assessment (OAKS-R) or formative assessments (easyCBM), with all measures only accounting for a miniscule portion of the Summative Principal Rating variance. However, demographic variables were slightly more related to the Summative Principal Rating. Practical implications of using student test scores to hold principals accountable for the academic results of all students are discussed in relation to district administrative policy and placement procedures for administrators and teachers, examining the behaviors and practices of teachers’ whose students have shown the most gains, and using these successful teacher practices a basis for teacher-to-teacher district-wide professional development. Finally, suggestions for future research in the areas of improving principal evaluation systems and the study of direct and indirect impacts principals have on student success and achievements are discussed.
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Aldradi, Ibtesam. "Quality assessment of English language programmes in Libyan universities : with reference to Tripoli University." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4364/.
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This study examined the quality of English language programmes at Libyan universities and in particular at Tripoli University, in order to identify the factors that have contributed to the decline in standards of students studying English at degree level. The motivation behind selecting this topic area is that English language programme at Tripoli University is dated and not fit for purpose. Thus English programmes are in need of major changes to improve students’ language skills. There is a broad literature on the need for research on language programme evaluation across many parts of the world. Many educational systems and teaching institutions undertake periodic evaluation of their programmes. Many key authors agree on the importance of evaluation and argue that evaluation is more than just the collection of information and data, it involves making judgements about the worth, merit or value of a programme. Programme evaluation is also a form of validation process to find out if the assessed programme is fit for purpose and meets the students’ needs and expectations. This study adopted a mixed methods approach as relying on one single research approach and strategy would reduce the effectiveness of this study. The rationale for adopting a quantitative and qualitative research approach is related to the purpose of the study, the nature of the problem and research questions. Thus quantitative data were collected through questionnaires involving (300) students at Tripoli University (Libya) and was analysed using SPSS. This was supported by qualitative data using semi-structured interviews involving eight lecturers at Tripoli University using content analysis. The findings revealed that most of the students recognise the need for radical changes to revamp the language programme to address the decline of English language skills. Students are aware of their inadequate English standards, as the findings showed that a majority of students had positive attitudes and were highly motivated to learn the English language. The conclusions indicated that the English language programme has major shortcomings that need to be addressed such as resources, teaching and learning facilities, training workshops for staff development and insufficient library resources. The results also clarified that the English language programme needs to be evaluated on a regular basis in order to assess its effectiveness in order to enhance the quality of education. The study makes suggestions that will have implications for improvement and development for the English language programme. A framework is proposed to reform and revamp the English language programme. This study contributes to raise awareness regarding the importance of evaluating English language programmes, to allow decision-makers to take necessary steps to promote the English language. This study also makes a theoretical contribution by expanding the literature on the research topic which is Quality assessment English language programmes at Libyan Universities. It also raises awareness about the root causes of the decline of English language standards.
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Weber, Andrea Celeste. "Investigating comprehensive assessment plans in undergraduate communication studies programs." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4984.
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Thesis (Ed. D.)--West Virginia University, 2007.Title from document title page. Document formatted into pages; contains iv, 107 p. Includes abstract. Includes bibliographical references (p. 88-93).
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Coronado-Aliegro, Javier. "Students' perception of performance through self-assessment." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1786.
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Thesis (M.A.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vii, 80 p. Vita. Includes abstract. Includes bibliographical references (p. 66-69).
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McCarty, Joseph C. "The construct validity of the behavior assessment system for children." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1213150.
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The purpose of this study was to test the construct validity of the Behavior Assessment System for Children (BASC), Parent and Teacher Rating Scales (PRS and TRS). Six samples were considered, including the Normative General and Clinical Samples for each measure (Reynolds & Kamphaus, 1992). Another pair of samples were taken from a database of a Georgia hospital (PRS n = 130, TRS n = 108). The Normative Clinical Sample of TRS scores was multicollinear, and was not used.Five models were designed for each measure: a single factor solution, the theoretical model of the BASC, and three adaptations of the scoring system. Using AMOS, these models were fit to the samples. Only the theoretical model met minimum standards for adequate fit. Multi-sample analyses with different combinations of parameter restrictions were conducted to determine which aspects of the theoretical model's factor structure accounted for the most sample variance. When fit to both normative samples of PRS scores, all aspects of the factor solution were found to contribute. For all other runs, it was found that error, unique, and factor variances contributed the most to the factor solution. This suggests that the relationship of variables/scales to the factors/composites in this model could be improved. It is suggested that practitioners disregard composite scores, and that the authors/publishers of the BASC consider using regression weights to formulate composite scores in the scoring program.Department of Educational Psychology
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Casey, Matthew Scott. "PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1164649402.
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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2006."December, 2006." Title from electronic dissertation title page (viewed 04/28/2008) Advisor, Qetler Jensrud; Committee members, Sandra C. Coyner, Dennis Doverspike, Xin Liang, Carole Newman, Susan Olson; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Parnaby, Susannah. "An evaluation of pesticide risk indicators as decision-aids for farmers." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources. Online version available for University member only until Feb. 1, 2014, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=56257.
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Fickel, Jacqueline Jean. "Quality of care assessment : state Medicaid administrators' use of quality information." Full text (PDF) from UMI/Dissertation Abstracts International Access restricted to users with UT Austin EID, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077639.
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Dryden, Sarah Elizabeth. "Computer-aided evaluation of contaminated land." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319961.
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Minasian, Hunt Christina Marie. "Fidelity Assessment of the Hillsborough County South Drug Court." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1523287441160945.
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Chan, Tai-fung Sandy. "Landscape evaluation for Hong Kong-Zhuhai-Macau Bridge." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4266455X.
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Thesis (M. L. A.)--University of Hong Kong, 2009.Includes special report study entitled: The aesthetic design of road and bridge landscapes. Includes bibliographical references. Also available in print.
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Forbes, Ellen White. "Improving the knowledge and use of formative assessment a case study of a model of formative assessment in a K-3 science curriculum /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 139 p, 2007. http://proquest.umi.com/pqdweb?did=1362531011&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Seibert, Horace Alan. "Child Study as a Prereferral Mechanism at the Elementary Level in a Southwestern Virginia Local Education Agency." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26787.
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The purpose of this study was to investigate the child study process in a local education agency (LEA) with four elementary schools. These data determine the extent that prereferral interventions are being implemented and whether these strategies influence the outcome of the Child Study Committee (CSC) decision.
All referrals to the CSC for the 1998-1999 school year (n=108) at the elementary level were examined to describe the students who are referred according to four primary independent variables of gender, grade level, ethnicity, and socioeconomic status (SES). Free or reduced lunch was used as the measure for SES. Students referred were members of the total elementary population of 1884 students in the LEA. The total population was described according to gender, grade level, ethnicity, and SES. Using cross tabulation techniques, the percentages of CSC referrals in each category are compared to the population. Chi-square analysis was used to determine the significance (p<.05) of any differences in the observed distribution of this mutually exclusive categorical data.
Records of CSC meetings were reviewed to identify the presence of prereferral interventions. Prereferral interventions are recommendations given by the CSC to help remedy a student's problem before referral for evaluation for special education is made. Two independent raters examined the reason for referral and the recommendations made by the CSC. The reasons and recommendations were categorized according to academic problems, behavioral problems, or one of three possible combinations of both. Inter-rater reliability was measured using percent agreement across all categories and Cohen's kappa was calculated to provide additional rater validation. Rater results were used to check for congruence between the problems leading to the referral and the interventions recommended. Records of students who were referred for evaluation for special education were studied to determine the percentages found eligible and ineligible, and were examined according to gender, grade level, ethnicity, and SES.
Compared to the population, the group of students referred to the CSC during the 1998-1999 school year was over-representative of males and of students with low SES. Most referrals to the CSC were for academic reasons. In cases where the CSC did not recommend a full evaluation for consideration of special education services, the committee recommended prereferral interventions. The recommendations of the committee typically were congruent with the reason for referral, but often did not specifically state who was responsible for implementing the interventions recommended.Ed. D.
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To, Man-ping Mandy, and 杜曼萍. "Environmental impact assessment in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31255115.
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Wrigley, William Joseph. "Improving Music Performance Assessment." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367747.
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This study investigated ways to improve the quality of music performance evaluation in an effort to address the accountability imperative in tertiary music education. Severe difficulties with meeting the increasingly market-driven demand in Australian tertiary education for the demonstration of accountability, fairness and improvement in teaching and learning outcomes, particularly in music performance assessment contexts, have resulted from an absence of a commonly accepted set of criteria and standards to measure performance. Significant theoretical, empirical and measurement limitations and resistances in the evaluation of music performance have contributed to these difficulties. In response, the study investigated ways to improve the quality of music performance assessments that could address the accountability imperative and offer directions for improvements in teaching and learning outcomes.
The study outlined a new theoretical framework encompassing an ecological model to account for the multi-layered, interactive musical and nonmusical variables that can influence music performance evaluations. An enhanced scientific methodology was employed incorporating ecological validity and a design employing recognized qualitative and quantitative methods. This approach enabled the development and refinement of an instrument-specific, criterion-referenced rating scale for empirically measuring music performance outcomes that demonstrated levels of standards in music performance, and enabled the influence of intrapersonal and interpersonal characteristics involving the performers' flow state, self-evaluation, performance experience, gender and instrument type, and examiner fairness to be empirically examined.
The dimensions of music performance were determined by analyzing 655 written examination reports. The examiners' individual sorting of constructs from this analysis enabled a consensus of intersubjective objectivity to be distilled among 36 examiners within the classical music genre of an Australian music institution. From these data, an instrument-specific, criterion-referenced rating scale was developed using consensus validation with the Heads of Department. The Performance Evaluation Report (PER) was constructed individually for strings, piano, brass, woodwind and voice, and contained from 15 to 17 instrument-specific criteria and two levels of standards. The PER was completed by examiners in live student performance examinations across several semesters from which 829 PERs were produced. Using these data, structural equation modelling was conducted to statistically refine the PERs, resulting in a rating scale for each instrument family that provided high internal reliability and concurrent validity. This scale provided an instrument-specific way of measuring and demonstrating teaching and learning outcomes in music performance that addressed the accountability imperative, and fulfilled a University requirement for standards-based assessments that had not previously been achieved. It also enabled the demonstration of fairness. Results showed acceptable levels of interrater agreement and consistency, and the performers' gender was not found to substantively bias the examiners' rating. Results also showed that the interpretation of the standards measured on the PER required caution, and the implications for the application of standards in music performance assessment were discussed. The study measured the influence of performer characteristics in music performance evaluations involving a sample of 373 students, and offered direction for improving teaching and learning outcomes. A unique investigation was undertaken of the impact of the optimal performance state of flow proposed by Csikszentmihalyi (1975) in music performance outcomes. This state has received considerable and productive research attention in performance domains such as sport, but there has been an absence of empirical investigation in live music contexts. The findings provided the first empirical confirmation of the validity and reliability of the flow model in live music performance and was consistent with research in other performance domains such as sport activities. Results suggested that an abrupt shift from suboptimal to optimal flow was likely to occur at a particular threshold of high flow before performance outcome improved, and that this relationship was likely to be instrument-specific. The findings showed that most students in the sample did not believe they were sufficiently skilled to meet the challenge of the performance and most did not find the experience of the performance examination absorbing or enjoyable. This result, together with the finding that a better performance outcome was achieved by students with high flow levels, suggested that the assessment performance experience was unlikely of itself to promote substantive teaching and learning benefits for most students, and that the fostering of an optimal psychological state such as flow was likely to enhance teaching and learning benefits through an improvement in the quality of the students' performance outcome and experience in the assessment context. Findings also showed that overall, students did not hold accurate evaluations of the quality of their performances when compared with those of their examiners, and that a high majority were likely to have underestimated their ratings. The implications of this finding for improving teaching and learning outcomes were discussed in regard to the use of the PER and the frequency of summative forms of assessment. The results of the study addressed the dearth of empirical research on music performance experience by measuring a range of performance experience variables involving solo and ensemble performance experience before and since students began tertiary music studies, as well as their assessment performance experience. The findings indicated that overall, the students had not been exposed to high levels of these forms of performance experience, and that the effect of performance experience on performance outcome was not strongly linear. Rather, a threshold effect was found in which at least monthly solo and ensemble performance experiences and at least frequent levels of assessment performance experience were required before an improvement in performance quality was evident. The limitations of the study are discussed and directions for future research are examined in offering further improvements in the evaluation of music performance in the continuing effort to address the accountability imperative and improve teaching and learning outcomes in tertiary music education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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Falk-Whynes, Jane. "Avoidable acute medical admissions : an evaluation of two interventions." Thesis, Nottingham Trent University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364414.
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Katz, Edward A. "Biomechanical Assessment of Parkinson's Disease." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/83.
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Parkinson's disease is a chronic neurological disorder affecting hundreds of thousands of Americans. The current best practice for assessment of this disease is a clinical examination and subjective rating using the Unified Parkinson's Disease Rating Scale. Such ratings are coarse scaled, subject to rater bias, and costly. Instruments which provide objective measurements of disease state can eliminate rater bias, provide repeatable data, and increase the frequency and responsiveness of subject assessments, expediting the validation of new therapies and treatments. This thesis describes the design and implementation of a battery of bio-mechanical devices suitable for clinical and in home use, including descriptions of the instruments and the functionality of the data acquisition software, as well as the overall system used for data collection. A data analysis algorithm is fully described, and descriptive statistics of pilot data from twenty two subjects are reported. These statistics show promising correlations of time duration metrics with the motor subsection of the UPDRS, as well as good responsiveness to dopaminergic intervention. Data also suggests that these devices have an advantage over previously described devices in the ability to record the full range of motion in standard assessment tasks, thereby providing additional metrics related to hesitations and halts in prescribed movements.
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O'Connell, Beverly O. "A comparative study evaluating the effectiveness of nursing assessment formats." Curtin University of Technology, School of Nursing, 1992. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11083.
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Nursing assessment is the foundation of the nursing process. The focus and type of data collected, during such assessment is central to the effectiveness of the diagnostic process and subsequent planned nursing interventions. Whilst there is a multiplicity of factors that impact upon the diagnostic process, eminent nurse theorists espouse a relationship between assessment formats and diagnostic accuracy. This study evaluates the effectiveness of two types of assessment formats by addressing the following questions. When student and registered nurses use a Gordons Functional Health Pattern (GFHP) assessment format compared to using a Review of Biological Systems (ROBS) assessment format is there a difference in: (1) the number and type of diagnoses identified? and (2) the number of criteria achieved within the Standards for Nursing Care (ANF, 1989)?A developed case study with verified diagnoses was used. Professional actors played the part of the client and followed a standard script. Volunteer student and registered nurses (N=100) were randomly assigned to the two types of assessment formats. They were required to conduct an assessment of the client and state the nursing diagnoses. Data were analysed using Multivariate Analysis of Variance.Results indicated that when both groups of nurses used the GFHP format they stated significantly more correct and more diverse categories of diagnoses and significantly fewer diagnoses which were classified as being incorrect and medical, than when they used the ROBS format. In addition, when student and registered nurses used the GFHP format, they elicited significantly more information that complied with the criteria outlined within the Standards for Nursing Care (ANF, 1989), than when they used the ROBS format.The findings of this study indicate that both student and registered nurses are guided by the cues on the assessment ++format. Therefore, the choice and design of nursing assessment forms are critical as they affect diagnostic accuracy.