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Dissertations / Theses on the topic 'Examinations'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

Huang, Min Osterlind Steven J. "A comparison of kernel equating and item response theory true score equating." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6886.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Steven J. Osterlind. Vita. Includes bibliographical references.

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2

Dehrmann, Luiza. "Predictors of examination success in the SAICA qualifying examinations." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80094.

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Thesis (MComm)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The objective of the study was to identify predictors of success in the SAICA Board Examination. The study considered various personality states and traits, cognitive ability, learning and study strategies and academic progress as predictors of academic success of auditing trainees writing the SAICA board examinations in order to qualify as Chartered Accountants. A detailed literature review was undertaken which identified that academic success has successfully been predicted by the Big Five personality traits, cognitive ability, by elements of psychological capital more specifically hope, efficacy, resiliency and optimism. The literature also confirmed the successful prediction of academic success through prior learning achievements and the implementation of study and learning strategies. The research study was an ex post facto, quantitative and exploratory study. The study sample consisted of a group of 126 auditing trainees from three of the Big Four auditing firms who were preparing to write the Public Practice Examination (“PPE”). These students were assessed by means of a test battery consisting of the Basic Traits Inventory, which assessed personality traits, the Ravens Advanced Progressive Matrix, which tested cognitive ability, the Psychological Capital Questionnaire in order to test positive psychology states, and the Learning and Study Strategies Inventory to test a number of study and learning techniques. The study also gathered biographical information pertaining to past academic results in terms of third year accounting marks and results from their Certificate in the Theory of Accounting. The study identified hope and auditing as strong predictors of success in the PPE SAICA Board examination. It went further to investigate the predictors of success in the qualifications leading up to the PPE. The study confirmed that third year accounting results is a strong predictor of success at the Certificate in the Theory of Accounting (CTA) level. A number of personality states and traits, study and learning strategies and indices of prior academic success, proved to be good predictors of success in the QE1 and PPE SAICA Board Examinations. It further identified prior academic progression as a successful predictor of success in the PPE. The overall conclusion of the study was that the success of the PPE cannot be considered in isolation, but rather based on the identified predictors of personality states and traits, study and learning strategies and academic progress throughout the academic career of an aspiring Chartered Accountant.
AFRIKAANSE OPSOMMING: Die doelwit van die studie was die identifisering van voorspellers ten opsigte van sukses in die SAICA Raadseksamen. Verskillende persoonlikheidstipes en -eienskappe, kognitiewe vermoë, leer- en studiemetodes, sowel as akademiese vordering is as voorspellers van akademiese sukses van ouditkundekwekelinge, wat die SAICA Raadseksamens aflê, ten einde as Geoktrooieerde Rekenmeesters te kwalifiseer, tydens die studie in ag geneem. 'n Volledige literatuurstudie is onderneem waartydens daar gevind is dat akademiese sukses suksesvol deur die "Groot Vyf" persoonliksheidseienskappe, kognitiewe vermoë, elemente van sielkundige kapitaal, en meer spesifiek hoop, selfbekwaamheid, veerkragtigheid en optimisme, voorspel kon word. Die literatuurstudie het ook die suksesvolle voorspelling van akademiese sukses deur middel van voorafgaande akademiese prestasies, sowel as die implementering van studiemetodes bevestig. Die navorsingstudie was 'n ex post facto, kwantitatiewe en eksploratiewe studie. Die steekproef het uit 'n groep van 126 ouditkunde kwekelinge, vanuit drie van die "Groot Vier" ouditeursmaatskappye bestaan. Die studente was in die proses van voorbereiding vir die aflê van die Public Practice Examination (PPE). Hierdie studente is geëvalueer deur middel van 'n toetsbattery wat bestaan het uit 'n Basic Traits-persoonlikheidsvraelys, die Ravens Advanced Progressive Matrix, wat kognitiewe vermoëns assesseer, die Psychological Capital-vraelys, wat aangewend word om die positiewe sielkundige toestand te evalueer, asook die Learning and Study Strategies Inventory om 'n aantal studie- en leermetodes te evalueer. Die studie het ook biografiese inligting ingesamel, wat verband hou met akademiese prestasie met betrekking tot die derdejaarsprestasie in rekeningkunde, asook akademiese sukses behaal tydens die Sertifikaat in die Teorie van Rekeningkunde. Die studie het hoop en ouditkunde as sterk voorspellers van akademiese sukses in die PPE geïdentifiseer. Verder het die studie ook ondersoek ingestel na akademiese sukses tydens die voorafgaande kwalifikasies in die aanloop tot die PPE, as voorspeller. Die studie het 'n aantal persoonlikheidstipes en -eienskappe, sowel as studie- en leermetodes as sterk voorspellers van akademiese sukses in die SAICA raadseksamens bevestig. Verder het die studie voorafgaande akademiese vordering as 'n suksesvolle voorspeller van akademiese sukses in die PPE geïdentifiseer. Die algemene gevolgtrekking van die studie is dat sukses in die PPE-Raadseksamen nie in isolasie oorweeg kan word nie, maar eerder gebaseer moet word op die geïdentifiseerde voorspellers van persoonlikheidstipes en -eienskappe, leer- en studiemetodes en akademiese sukses gedurende die totale akademiese loopbaan van 'n aspirant Geoktrooieerde Rekenmeester.

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3

Gerdeman, Anthony Michael 1968. "Understanding the oral examination process in professional certification examinations." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282619.

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The subjective nature of oral examinations often lead to reliability estimates that are lower than other types of examinations (i.e., written examinations). The potentially biasing individual attributes of examiners (i.e., experience) are of particular concern since the oral examination process depends specifically upon the quality of their assessments. In addition, traditional reliability estimation procedures are not always possible for some oral exams due to the utilization of incomplete measurement designs (i.e., one examiner per candidate) resulting from the inherent high costs and complicated logistics associated with large scale oral examinations. Consequently, the current study attempts to evaluate the quality of one such exam by developing alternative indicators of exam quality using a pre-existing data set. A series of examiner agreement variables were calculated for low, moderate, and high ability candidates and subsequently correlated with each other. A series of exploratory multiple regressions were also used to evaluate the potential impact of several examiner characteristics (experience, gender, specialty, variance of scale use, and fail rate) confined in the data set. Finally, a generalizability (G) study was conducted on a subset of the examination that utilizes a complete measurement design (i.e., two examiners evaluating the same candidate, and all examiners examine all candidates) for lower ability candidates. The G study was then followed by a decision (D) study to determine both the current level of dependability with two examiners, and how much the dependability of the process would improve by adding mure examiners. The results of the current study suggest that evaluating lower ability candidates is different and more difficult than evaluating higher ability candidates. Furthermore, systematic sources of error related to examiners appears to be less or a concern than previously anticipated. Finally, the results of the G-D studies suggest that the current dependability of evaluating lower ability candidates with two examiners could be greatly improved by adding additional examiners to the process.

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4

Trevisan, Michael S. "Reliability and validity of multiple choice examinations as a function of the number of options per item and student ability /." Thesis, Connect to this title online; UW restricted, 1990. http://hdl.handle.net/1773/7925.

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5

Heiman, Diana L. "Preparticipation Examinations." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8170.

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Heiman, Diana L. "Preparticipation Examinations." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8171.

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7

Zin, Than Than. "Comparing 12 finite state models of examinee performance on multiple-choice tests." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-05042006-164507/.

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8

Chan, Ching-hai Charles. "Examination performance, self-efficacy and attributional retraining : a cognitive psychoimmunological perspective /." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21388568.

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9

Mayer, Patricia Lynn Sorci. "Self-care knowledge that informs mothers' behaviors during the enculturation of their daughters regarding breast self-examination." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276622.

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Five Tucson, Arizona, mothers of adolescent daughters participated in exploratory, descriptive nursing research employing ethnographic interviews during July, 1987, to determine what cultural knowledge informs the behaviors of mothers as they enculturate their daughters regarding Breast Self-Examination (BSE). Five major taxonomies of cultural knowledge emerged: "Caring For Yourself Means Surviving As A Species"; "Being Unsure, Thinking 'Why Bother?' "; "It Can't Happen To Me"; "If I Don't Know About It, It Isn't There"; and "It's Unnatural To Touch Yourself." Six pairs of conflicting cultural themes both presented BSE as a self-care means to promote human-species survival and simultaneously accounted for women's BSE non-compliance via their uncertainty over BSE techniques, sense of invulnerability to cancer, fear of uncovering disease, and unease with their own bodies. Nursing intervention should reinforce positive cultural knowledge about the female breasts which could be communicated by mothers to their daughters along with procedural knowledge in promoting BSE practice.

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10

Delong, Diana M. "The effects of limiting choices on adapted tests." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2005. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University of Pennsylvania, 2005.
Source: Masters Abstracts International, Volume: 45-06, page: 2800. Typescript. Abstract precedes thesis as 2 leaves (iii-iv). Includes bibliographical references (leaves 54-56).

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11

Beretvas, Susan Natasha. "To meet or not to meet standard : proficiency estimation using different polytomous IRT models /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7862.

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12

MacMillan, Peter D. "Producing equivalent examination forms : an assessment of the British Columbia Ministry of Education examination construction procedure." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31009.

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Questions have been raised concerning the equivalency of the January, June, and August forms of the British Columbia provincial Grade 12 examinations for a given subject. The procedure for constructing these examinations has been changed as of the 1990/91 school year. The purpose of this study was to duplicate this new procedure and assess the equivalency of the forms that resulted. An examination construction team, all of whom had previous experience with the British Columbia Ministry of Education's Student Assessment Branch, simultaneously constructed two forms of a Biology 12 examination from a common table of specifications using a pool of multiple choice items from previous examinations. A sample of students was obtained in the Okanagan, Thompson, and North Thompson areas of British Columbia. Both forms were administered to each student, as required by the test equating design (Design II (Angoff, 1971)) chosen. The data sample consisted of responses from 286 students. The data were analyzed using a classical item analysis (LERTAP, Nelson, 1974) followed by a 2x2 order-by-form fixed effects ANOVA with repeated measures on the second factor. Item analysis revealed all items on both forms performed satisfactorily, ruling out an alternate hypothesis of flawed items being the cause of the lack of equivalence found. Results showed a significant (p<.05) difference in the means of the two forms, no significant (p>.25) order effect, and a significant (p<.25) order-by-form interaction. Linear and equipercentile equatings were carried out. The linear and equipercentile equatings yielded very similar results. Equating errors, judged using the conditional root mean square error of equating, was 4.86 points (9.35%) for both the equatings. Equivalency was also judged employing a graphical procedure in which the deviation of the equating function from the identity function was plotted with error bands produced using the standard error of equating. The procedure showed the two forms to be nonequivalent, particularly for the lower scoring students. The source of the nonequivalency was investigated by separating the forms into three subtests based on the pairs of items possessing or lacking item statistics at the time of test construction. The linear equating followed by the graphical analysis was repeated for the pairs of subtests. The pairs of subtests comprised of item pairs for which difficulty (p) values were present at time of construction for one or both of the items in an item pair were found to be equivalent. In contrast, the pair of subtests comprised of items for which p values were unavailable for either item in an item pair at time of construction were found to be not equivalent. It was concluded that the examination construction procedure in its present state cannot be relied on to produce equivalent forms. An experienced examination construction team was unable to accurately match items based on the level of difficulty for items which did not have prior item statistics. As such, a necessary requirement for construction of equivalent forms is that item statistics be present at the time of construction.
Education, Faculty of
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13

Perrin, Geoffrey. "The effect of multiple choice foreign language tests of listening and reading on teacher behaviour and student attitudes." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250556.

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14

Nix, Sharon Javonne. "Science standardized achievement tests the relationship between publishers, textbook completion, admission standards and science test scores of seventh through ninth grade students in FACCS schools /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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15

Shiu, Jennifer. "Teachers' perceptions of impending innovation the use of pair work in large-scale oral assessment in Hong Kong /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554627.

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16

Ching, Ching-yu. "Calibration of examination marks /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1364533X.

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17

Gontier, Jorge J. "The relationship between age and performance on the Trail Making test in a Chilean population." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/gontierj/jorgegontier.html.

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18

Ragland, Shelley. "An evaluation of a new method of IRT scaling /." Full-text of dissertation on the Internet (642.68 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/raglansx/raglansx_doctorate_04-23-2010.pdf.

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19

Jacobs, Andrea Elizabeth. "Girls and examinations, 1860-1902." Thesis, University of Winchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274440.

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Examinations in England and Wales were a nineteenth -century invention closely connected to the ongoing development of a more modern and meritocratic society. The first examinations in secondary schools began during the 1850s. The middle of the century also saw active movements to improve the position of women in society and to secure better education for the poor of both sexes. Against this background of change, the thesis draws together a variety of sources in order to analyse the educational, social and economic significance of the development of examinations for girls from different social classes between 1860 and 1902. There are two major recurring themes within the thesis. First, the relevance of orthodox perceptions of appropriate future roles in society according to social rank and gender that led to different education provision both between middle-class and working-class children, and between boys and girls. Second, that in spite of such disadvantages some girls achieved success in examinations benefiting them, within a limited framework, educationally, socially and economically. Reflecting these major themes, which can be defined as objective structures on one hand and subjective action on the other, thesis data is analysed, in five central substantive chapters, within a gender history methodology allied to the `thinking tools' of the social theorist Pierre Bourdieu. Gender history methodology acknowledges the way in which gendered identities contribute to unequal power structures in society, while recognising women's strengths and individuality. Bourdieu questions how stratified systems of hierarchy and domination in society persist and are reproduced while arguing against an apparent determinism by emphasising that individuals have a role in defining their futures. The examinations specifically discussed within the thesis include those of the Universities of Cambridge, London and Oxford, the College of Preceptors, the Department of Science and Art, the Society of Arts and the City and Guilds of London Institute. The consequences of the examinations under the Revised Code of 1862 for working-class children in elementary schools are also analysed.

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20

Leung, Wai-ming, and 梁偉明. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students'perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957274.

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21

Chan, Ka-sing, and 陳家聲. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in HongKong from the teachers' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957006.

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22

程貞如 and Ching-yu Ching. "Calibration of examination marks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211318.

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23

Moore, F. "Rethinking measurement in psychology and education : a quantum perspective." Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368532.

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24

Poplin, Beth Darlene. "Effects of student self-corrective measures on learning and standardized test scores." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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25

Schulz, Alexander. "E-Assessment-Center im Vergleich." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-224532.

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Der vorliegende Artikel nähert sich der Frage, welche Bedingungen Hochschulen erfüllen müssen, um E-Assessments anbieten zu können. Er bietet Hinweise darauf, welche technischen und bauplanerischen Bedingungen erfüllt sein sollten, um diese nach dem gegenwärtigen Stand nachhaltig rechtssicher durchführen zu können. Dabei werden drei Typen für E-Assessment-Center gegenübergestellt: das genuine E-Assessment-Center, E-Assessment-Center in PC-Pools, temporäre E-Assessment-Center (als stationäre und mobile Center). Welches Raumszenario sich für die jeweilige Hochschule eignet, muss fallweise entschieden werden.

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26

Lapere, Jan Noel Romain. "Occupational medical examinations and labour law." Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/302.

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South Africa’s Constitution and the Employment Equity Act have a major impact on the performance of medical examinations within the employment relationship. Health and safety statutes list a number of occupational medical examinations, which an employer must perform. Other legislation permits the execution of medical examinations. After listing the different statutory references to occupational medical examinations, this treatise examines under which conditions medical testing is required or permissible. The fairness of employment discrimination based on medical facts, employment conditions, social policy, distribution of employee benefits and inherent job requirement is analysed through a study of the legal texts, experts’ opinions and case studies. The particularities of the ethical and legal duties of the medical professional, performing the occupational medical examination, are also examined. Finally, a comprehensive analysis of the different forms of occupational medical examinations is compiled by combining legal and policy-related job requirements and is attached as an annexure. This is the practical result of the research in this treatise combined with the personal experience of the author.

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27

Armitage, Camille. "Extended time limits on university examinations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/MQ47990.pdf.

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28

Fonseca, Eneida Simões da. "Young children's distress during radiological examinations." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10021949/.

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This thesis presents a series of studies aiming to understand young children's (12 to 41 months of age) distress behaviour during radiological examinations. A multifactorial model is proposed to account for variations in the amount of distress behaviour children exhibit during radiological examinations. By way of testing the model, the research examines the relative contribution of a number of variables to such distress behaviour. The Feasibility Study (n=34) was designed mainly to obtain an overall understanding of the different examinations that young children receive at the Department of Paediatric Radiology in a children's hospital. It involved twelve different examinations. The purposes of the Pilot Study (n=48) were to ensure that it was possible to assess in a systematic way the patterns of behaviour presented by young children undergoing ultrasound scans, and to identify and refine the structure of the instruments to be used in a substantial study which would be submitted to the hospital's Research Ethics Committee. The ultrasound scan was the sole examination observed in this study. The Intervention Study's (n=213) main purpose was to assess whether an approach which involved prior rehearsal of the examination and an active, structured role for the parent and child, was effective in reducing children's distress. For this study, two different examinations, i.e., micturating cystogram and ultrasound scan were included. The aims of the Study of Staff Behaviour (n=41) were to show whether the behaviour of the staff contributed to the child's reduced level of distress during the examination. It comprised observations of the ultrasound scan examinations. The results demonstrated that the ultrasound examination, which was not painful or uncomfortable, was almost as distressing for these young children as an examination (the micturating cystogram) which involved substantial discomfort. Parent-child preparation was not effective in preventing or reducing the children's distress. However, staff behaviour during the initial phase of the examination was an important determinant of the child's subsequent distress behaviour.

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29

Stenman, Carina. "New workflow method for ultrasound examinations." Licentiate thesis, Linköpings universitet, Medicinsk radiologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-67050.

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Background: Growing demand for ultrasound examinations and higher quality requirements motivate searching for routines combining the diagnostic accuracy of radiologist-performed examinations with the economical advantages of sonographerperformed examinations. One possible approach is to use strictly standardized examination protocols and documentation made by cine-loops that will give the radiologist access to all relevant information after the examination. Ultrasound examinations are usually regarded as observer dependent, but using documentation with cine-loops acquired in a standardized way attempts to reduce this problem. Aims: The aim of study I was to compare a recently introduced routine, combining acquisition by a radiographer, documentation as standardized cine-loops, and review by a radiologist (“standardized method”), with the formerly used routine where the diagnosis is made bed-side by the radiologist (“traditional method”). The aim of study II was to evaluate the intra-observer and inter-observer agreement of the standardized method in ultrasound liver examinations. Material and Methods: In study I there was 64 policlinic patients examining the kidneys ( n = 27) or the gallbladder ( n =37) by both the standardized and the traditional method. The radiologists’ findings of hydronephrosis, tumors, cysts, echogenicity changes, and cortical thickness (in the kidneys), and wall thickness, concrements, and polyps (in the gallbladder) were compared between the methods with respect to agreement as well as systematic differences. In study II 98 out-patients were examined by a radiographer using the standardized method. Three radiologists with 10 – 20 years of experience of ultrasound reviewed the cine-loops retrospectively and independently filled out a predetermined protocol. After 4 weeks, the review was repeated, blinded to the initial reading. Results: Study I showed for the gallbladder examination a median agreement of 97% (86 – 100%; kappa =0.64 – 1.00) and for the kidney examination an agreement of 90% (78 – 100%; kappa = 0.69 – 1.00). There were no significant systematic differences between the two methods. In study II, the intra-observer agreement was highest for concrements in the gallbladder (kappa = 0.91 to 0.96) and lowest when assessing the need for further examination (kappa = 0.38 to 0.64). For increased liver echogenicity, kappa varied between 0.51 and 0.85, and for skip areas between 0.73 and 0.90. The interobserver agreement was also highest for concrements in the gallbladder (kappa = 0.84 to 1.00) and lowest for need for further examination (kappa = -0.12 to 0.46). For most other findings, substantial intra-observer agreement (kappa ≥ 0.61) was found. Conclusion: The satisfactory agreement in study I indicates that the new workflow with ultrasound examinations performed by a radiographer and analyzed off-line by a radiologist is promising. Study II shows a fairly good inter-observer agreement for ultrasound examinations acquired with a standardized technique by an experienced radiographer and reviewed by experienced radiologists. In general, intra-observer agreement was higher than inter-observer agreement.

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30

Hou, Jianlin Vispoel Walter P. "Effectiveness of the hybrid Levine equipercentile and modified frequency estimation equating methods under the common-item nonequivalent groups design." Iowa City : University of Iowa, 2007. http://ir.uiowa.edu/etd/339.

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31

Marra, Robert A. "The relationship between the Indiana Standards Tool for Alternate Reporting (ISTAR) and the Graduation Qualifying Examination (GQE)." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344201.

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This study examined the relationship between Indiana's Graduate Qualifying Examination (GQE), a criterion referenced assessment which is a part of the general educational assessment and Indiana's alternate assessment, the Indiana Standards Tool for Alternate Reporting (ISTAR), a teacher rating assessment. The study utilized ISTAR ratings and GQE scores for three years (2003-2005). These data were derived from a secondary data source, the student test number (STN) database at the Indiana Department of Education. Use of the STN protects the confidentiality of personally identifiable information are, protects the confidentiality of students. All students in the study participated in both the GQE and ISTAR assessments. The Pearson correlation coefficient was used to determine the relationship between GQE scores and ISTAR ratings. The results of the Pearson correlation coefficient were mixed. Overall when all students were included in the sample, the relationships were stronger than when only students with disabilities were included in the sample. When only 10th grade students with disabilities were included in the sample for two years, 2003 and 2004, no significant correlation was found in the domain of English/language arts. With a larger sample size in 2005, a significant correlation between GQE scores and ISTAR ratings for 10th grade students with disabilities was determined (r = .31). In the domain of mathematics, all correlations were shown to be significant for both all students and students with disabilities. Even though some evidence of validity was demonstrated, the present study does not provide enough data to make definitive determinations regarding the validity of ISTAR ratings. Additional years of data are needed before any judgments regarding the ratings yielded from the ISTAR instrument can be made. The current study provides a base for future ongoing validation studies.
Department of Educational Leadership

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32

Brumfield, Teresa E. "Fidelity of test development process within a National Science grant." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1461Brumfield/umi-uncg-1461.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Terry A. Ackerman; submitted to the School of Education. Includes bibliographical references (p. 295-303).

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33

Smith, Lisa W. "Using formative assessment results to predict student achievement on high stakes tests." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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34

Vining-Koch, Becky Ann. "An assessment of agricultural knowledge among elementary, middle level/junior high and senior high students in Kansas." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9978.

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Coe, Robert. "Feedback, value added and teachers attitudes : models, theories and experiments." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/1059/.

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Baddeley, Gillian Mary. "A multicomponent treatment programme for text-anxious elementary schoolchildren." Doctoral thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17071.

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Bibliography : pages 269-283.
The efficacy was assessed of multicomponent treatment in reducing test anxiety, and improving self-concept and examination performance, in test-anxious elementary schoolchildren. A core programme was devised, comprising three components: systematic desensitization, cognitive restructuring and informal study skills training. Two further components, one each for teachers and parents were added, giving a 'contextualised' programme. Three complementary studies compared either the contextualised programme with a no-treatment, non-identified, control condition (Study 1: n = 40; Study 3: n = 24), or the core programme with an attention-placebo control condition (Study 2: n = 26). It was hypothesised that Studies 1 and 3 would show significant between-group differences at post-test, with experimental subjects showing a significant decline in test anxiety and gains in achievement and self-concept. In Study 2, no significant between-group differences were hypothesised: subjects receiving the core treatment or attention-placebo programme being expected to show a similar degree of reduction in test anxiety and gain in self-concept, but no improvement in achievement.

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Tao, Congwu. "A Cloud-based Software System for online Multimedia Examinations." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/64974.

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With the advancement in information technology, online assessments are getting more attention and online examinations are regarded as important parts of online learning. Online examinations can be easily taken by remote students, help the students get exam results quickly and save their time; online examinations also aid instructors in collecting students' exam answers and generating the exam reports effectively. In addition, online examinations can help reduce cost and save trees for our world. Multimedia elements like images, graphics, video and audio have been widely integrated into online learning environments. They not only help instructors design more engaging online learning content, but also help provide more interactive and pleasant learning experience for learners. However, integrating multimedia elements into online examination systems is rarely reported. Multimedia elements generally consume amounts of computing resources in a separated software system running on a single computer. "Software-as-a-Service (SaaS)" has become a new software paradigm and cloud-based software systems are becoming more attractive due to their dynamic scalability and effective usage of computing resources. Yet, how to effectively integrate multimedia elements into a cloud-based software system for online examinations is not significantly investigated. Although a variety of online-assessment tools have been developed, few of them adopt the "Software-as-a-Service (SaaS)" paradigm and most of them focus on the assessment in a specific domain or an application area with short of multimedia elements. There is a lack of a comprehensive software solution for online multimedia examinations. This thesis tries to utilize the "Software-as-a-Service (SaaS)" paradigm, design and develop a cloud-bAsed softwaRe systEm for oNline multimediA examinationS (ARENAS), and explore a comprehensive software solution for the online assessment field. ARENAS employs a multi-tiered client-server architecture and includes five subsystem modules: user module, question repository module, exam module, exam report module and configuration module. The developed cloud-based software system can present online questions with multimedia elements, and also support a myriad of question types, flexible accounts to the exam-takers, randomized question order in an online exam, flexible grading mechanisms, and analytical exam reports. For instructors, the developed system can help design more engaging online questions; for exam-takers, the developed system can help provide more user-friendly experience; for other educators and researchers, the design and development processes of ARENAS can be taken as a reference to designing and developing other large-scale cloud-based educational software systems.
Master of Science

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Tangen, Håkon André. "Undervisningens mål, provens verklighet : Gymnasielärares intention med privat-/och samhällsekonomi i förhållande till deras examinationsmoment i samhällskunskap 1b." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78619.

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Detta arbete tar avstamp i hur legitimerade samhällskunskapslärares utsagor om sin intention med privatekonomi-/och samhällsekonomiämnet i samhällskunskap 1b. Samt en analys av lärarnas examinationen i kursen, med Blooms reviderade taxonomi som analysverktyg. Detta för att se vilket samband där kan finnas rörande lärares inställning till den önskade kunskapen de önskar eleverna skall ta med sig från undervisningen och vilka kunskapsdimensioner och kognitiva processer som berörs vid examinationen. Syftet är att undersöka gymnasielärares utsagor kring sina intentioner med privat-och samhällsekonomiundervisningen i samhällskunskap 1b, samt att jämföra detta med innehållet i tillhörande examinerande moment. Undersökningen framvisar att privatekonomi, som lärarna inte anser vara lika tungt förankrat i kunskapskraven, har en högre mängd faktakunskaper i form av minnas och förstå. Medan samhällsekonomi som, enligt lärarna, är tyngre förankrad i kunskapskraven, har en bredare variation av kognitiva processer, minnas, förstå, analysera och värdera i flera kunskapsdimensioner; faktakunskap och begreppskunskap preliminärt.
This study focuses on interviews with high school teachers regarding their intention in social studies 1b, economics. As well as an analysis of the teachers exams with the help of Bloom's revised taxonomy. The analysis of this study combined with interviews wishes to investigate any connections between the teachers interview statement in regards to their exams in economics. What knowledge to the teachers desire their students to master and what cognitive domains and knowledge domains do the teachers exams require of their students. The purpose of this study is to investigate high schools teachers, in social civics, regards theirs intentions with their economics studies in social studies class. And to compare their statements with their exams, in regard to Bloom’s revised taxonomy. The results of this study is that the subject “private economics”, which the teachers do not see as important in regards to higher grades, are more in favor of the cognitive domain with a great focus on remembering and understanding. Meanwhile the subject “society economics”, which are regarded by the teachers more favorable in regards to the curriculum to accumulate higher grades, have a higher variation between cognitive processes as remembering, understanding, analyze and evaluate. In addition to a higher variation in cognitive processes they also vary in multiple knowledge dimensions as cognitive domain and affective domain more frequently.

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Heiman, Diana L. "Preparticipation Examinations and Special Olympics Medical Issues." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8169.

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Павлюк, Вадим Русланович. "Комплекс задач з автоматизації варіативних опитувань." Bachelor's thesis, КПІ ім. Ігоря Сікорського, 2019. https://ela.kpi.ua/handle/123456789/30993.

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Пояснювальна записка дипломного проекту складається з чотирьох розділів, містить 22 таблиці та 7 джерел – загалом 59 сторінок. Об’єкт дослідження: електронні варіативні опитування, що реалізовані на основі динамічних веб-форм із логічно пов’язаними полями. Мета дипломного проекту: створити програмне забезпечення для побудови гнучких варіативних форм із можливістю логічної взаємодії елементів опитування. У першому розділі було здійснено аналіз існуючих програмних продуктів, описано функціональні та не функціональні вимоги, поставлено комплекс задач. У другому розділі описано моделювання та конструювання программного забезпечення, проведено аналіз безпеки даних. У третьому розділі описано аналіз якості та тестування программного забезпечення. У четвертому розділі описано процесс розгортання та впровадження программного забезпечення, і також наведено інструкцію користувача.
The explanatory note of the diploma project consists of four sections, contains 22 tables and 7 sources - a total of 59 pages. Object of research: electronic variational surveys implemented on the basis of dynamic web forms with logically related fields. The purpose of the diploma project: to create software for the construction of flexible variational forms with the possibility of logical interaction of the survey elements. In the first section, an analysis of existing software products was performed, functional and non-functional requirements were described, a set of tasks was set. The second section describes the simulation and design of the software, conducted a data security analysis. The third section describes the quality analysis and software testing. The fourth section describes how to deploy and implement the software, and also the user's manual.

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Knoth, Sharon K. "Essential accommodations for students with sensory impairments : perceptions from the field." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354646.

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This thesis explored standardized assessment practices and analyzed accommodations commonly provided to address the unique needs of students with a sensory impairment. Current assessment practices in Indiana result in well below average scores on the Indiana Statewide Testing for Educational Progress - Plus (ISTEP+) and the Graduation Qualifying Examination (GQE) for students who have a sensory impairment. Using a mixed-method of qualitative and quantitative processes, the researcher postulated that if assessment processes were equitable for this population of students, their scores should approximate the normal distribution seen in the overall state totals for the total school population; albeit with a slightly lower trajectory. Reasoning being that the overall population of students with a sensory impairment spans from students with high ability to students with multiple disabilities. Through a literature review and meta-analysis on the topic of assessment, surveys and discussions with varied local experts, and interviews with state and national experts in the sensory areas represented, this study sought to establish a framework for accommodating this population of students on standardized assessments. Using descriptive analysis procedures, the various data sets brought forth 25 qualities or practices that the diverse experts agreed should be in place when assessing this population of students. The data reflected a high level of consensus among parents, teachers, state, and national experts regardless of region of state represented. The data also reflected consensus across sensory subgroups (blind, deaf, deafblind, hard of hearing/cochlear implant, and low vision). The research concluded with a modified confirmatory factor analysis of the 25 qualities with the state-dictated permissible accommodations published in the test guidance manual. This analysis revealed less than half of the perceived best practices were in place for the current state-mandated assessment system. Suggestions for improving accommodation options on future assessment procedures and the prospective for further research were offered.
Department of Special Education

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Rexin, Philip Arthur. "Sacrificing intellectual excellence to administrative and political convenience in British Columbia public schools : departmental examinations re-examined." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25513.

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In 1973 Grade 12 external examinations for high school graduation were re-introduced. This thesis examines the heritage of key concepts central to these policy changes: external examinations, standards and critical thinking. It also reviews the historical context which influenced these decisions. Further, this thesis questions whether examination policy now, or in the past, has led to the encouragement of intellectual excellence.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Colby, Christian. "An investigation of two types of question prompts in a language proficiency interview test and their effects on elicited discourse /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32903.

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The present research investigates the use of different question prompts and the discourse they generate in the SLE:OI, an ACTFL-variant second language oral proficiency interview test. One hundred and fifty-two question prompts used to elicit the test task of 'supporting an opinion,' were transcribed from 27 SLE:OI tests administered between July and November, 2000. From this, 30 categories of question prompts were identified by 6 SLE:OI raters acting as judges. Independently, the researcher and the judges determined task difficulty/complexity to be the predominant feature differentiating the categories. Using the 30 categories as a basis, the Question Prompt Complexity Questionnaire was produced and administered to the 6 judges. Analysis of the questionnaire data indicated a clear consensus for 3 categories into 'easy' and 'difficult' groups. Subsequently, candidate responses to 11 question prompts from the easy group, and 10 from the difficult group were transcribed, and discourse analyses were carried out to ascertain response levels of L2 fluency (by type-token ratio; frequency of silent and filled pauses, repetitions, and self-repairs), accuracy (by verb morphology and lexical use), and complexity (by clause subordination). The results demonstrated that those candidates tested with 'easy' and 'difficult' question prompts showed strong, significant differences in two aspects of their response fluency, but no significant differences in the accuracy or complexity of their responses. Based on these findings, several recommendations and implications for rater training were cited.

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Shiu, Jennifer, and 蕭文意. "Teachers' perceptions of impending innovation: the use of pair work in large-scale oral assessment inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554627.

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Khaniya, Tirth Raj. "Examinations as instruments for educational change : investigating the washback effect of the Nepalese English exams." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/9862.

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This study examines the washback effect of a final examination. Despite the general criticisms of a final examination for its negative influence on education, no empirical evidence was noted in the existing literature; rather some evidence for positive washback was found. The study was based on the assumption that the detrimental effect of a final exam is not inherent; whether the washback is negative or positive is dependent on the design of the exam. Furthermore, the power that the exam has to influence teaching and learning, if exploited properly, can make it work as an instrument for educational change. The context of the study was English language teaching and testing at school in Nepal. The washback effect of the School Leaving Certificate English exam, an exit exam based on prescribed textbooks in terms of its content and discrete-point approach in terms of its format, was examined. A new exam of reading, grammar, note-taking and writing based on the course objectives of the SLC English course in terms of its content, and integrative-communicative approach in terms of its format was designed to use as the criterion measure of the English proficiency of the students. The new exam was administered to school leavers and students of the previous year. The performance of the school leavers on the new exam was compared with their performance on the SLC English exam, and with the performance of the students of the previous year on the new exam. The results indicate that SLC English exam had a negative washback on the teaching and learning of the SLC English course because it failed to allow the students and the teacher to work for the course objectives of the SLC English. It was concluded that washback is an inherent quality of a final exam; people whose future is affected by the exam-results work for the exam regardless of the quality of the exam. Whether the washback is negative or positive is dependent on what the exam measures; if it is congruent with the sentiment and the purposes of the course objectives, it can achieve beneficial washback; if not it is bound to produce harmful washback. Innovations through the former type of exam would lead the teaching for the exam to be in accordance with it. The implications for language testing in general, and the Nepalese ELT situation in particular are presented. It is suggested that the SLC English exam should be replaced by an exam similar to the one used, in order to bring about change in the teaching of the SLC English course. Recommendations for further research are made.

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Human, Hans Jurie. "Die geldigheid van prestasie-evaluering van kliniese tegnologie studente." Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/1891.

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Thesis (MTech( Education)) -- Cape Technikon, Cape Town, 1996
Clinical technology as a profession has been part of the rapid development of modem medical technology in South Africa. From the start the training of clinical technologists consisted of practical in-service training at an academic hospital and a theoretical component completed at a technikon. Questions about the standard of training of clinical technologists have often been raised by members of the profession. An initial opinion pole amongst recently qualified clinical technologists about the evaluation of their theoretical knowledge and practical skills showed that they were not certain what they were tested for in the examinations, or what the practical year mark was awarded for at the end of their experiential training. The question thus arose whether the evaluation of theoretical knowledge and practical skills were really appropriate and relevant. In order to investigate validity of the training process, namely the 'evaluation of clinical technology students, three literature studies were conducted. The first was to determine what acceptable evaluation practice is as regards the evaluation of theoretical content and practical skills. It was apparent from the literature that the inclusion of learning objectives should be the norm for effective goal orientated training and evaluation. The second literature study was conducted to determine the validity of the evaluation of clinical technology students. As a result of this literature study a description was made of the task of professions in the USA similar to clinical technology, the health worker in general and the profession of clinical technology specifically. From this task description it was apparent that the evaluation of clinical technologists' skills should not just include knowledge, comprehension and application, but that one should also test for analysis, synthesis and evaluation. The third literature study conducted was to determine whether Bloom's taxonomy for cognitive objectives could be used to provide a measure of the validity of test items. As a result of this literature study a classification of test items from final year papers was done to determine the cognitive level on which questions were formulated. v This analysis of test items showed that questions were mainly formulated on the knowledge level and did not provide for higher order skills as demanded by the task analysis of the clinical technologist. Referring to the evaluation of practical skills an analysis of the methods used by trainers to award the practical yearmark showed that training and evaluation are not being performed in an effective goal orientated manner. The reason is that trainers do not use training objectives for the development of cognitive, psychomotor and affective skills of students. The conclusion is made that performance evaluation of the theoretical content and practical skills of clinical technology students do not satisfy the criteria of validity. To improve the training and evaluation practice, it is recommended that training objectives for theoretical content and practical skills are formulated, that practical performance tests are designed, and that attention is given to the improvement of the training and evaluation skills of trainers and examiners.

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Gao, Rui. "Construct validity of College Basic Academic Subject examination /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091926.

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Chopoidalo, Cindy. "The drama of history, examinations in Shakespearean historiography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ59713.pdf.

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Clark, Colin Sean. "Turn management and social control during courtroom examinations." Thesis, University of York, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358241.

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Torrance, Harry. "Assessment and examinations : Social context and educational practice." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370403.

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