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Published: 10 December 2022

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1

Cox, Philip F. "The effect of assessment procedures on student learning outcomes in religious education in one Catholic secondary school in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/938.

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This study investigates the effect of utilising formal assessment procedures on student learning in the religious education classroom. There is a debate in the religious education literature concerning the place of assessment in religious education. This debate is reflected in the divisions that occur amongst teachers of religious education in Catholic schools. The debate has been polarised with an uncertain group being left between the two extremes. Teachers of religious education in Catholic schools are uncertain as to the best teaching methodology to utilise. This thesis outlines the philosophical arguments concerning the place of assessment in religious education in Catholic schools. The thesis will highlight the principles behind the utilisation of assessment procedures in general education and then applies these principles to the teaching of religious education. Religious education in Catholic schools attempts to affect two aspects of student learning. The cognitive domain comprises one aspect of the study Changes in the affective domain is the second area to be investigated. The study utilised a nested design which incorporated seven class groups in an experimental and control group format. The subjects were 160 students in the Year 8 in a metropolitan Catholic high school in Perth, Western Australia. Each student was taught a module of work. Student scores from a series tests, based on the cognitive and affective domain formed the bulk of the data for this Study. Other data was collected through surveys, interviews and •taping of classroom teaching. The findings indicate that student learning outcomes can be influenced when formal assessment and evaluation procedures are utilised. Student test results indicated significant change from the pretest. This change was maintained beyond the end of the teaching period. The implications of this research include a greater understanding of the process of student learning in general, and in religious education in particular the results may provide information that may assist religious educators to further understand the relevance of assessment to the teaching of religious education

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2

Keady, Wayne. "The impact of professional learning on science teachers' beliefs about assessment and their assessment practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/269.

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In response to a national reform or education in Australia, the Curriculum Framework for Kindergarten to Year 12 in Western Australian (Curriculum Council, 1998) was developed and signalled a fundamental shift in education paradigm in Western Australia. The change in curriculum required teachers to change from an objectives-based system to an outcomes-based system and this shift in paradigm required a change in teachers' practice in terms of preparation, teaching and assessment. A change in assessment practice required teachers to shift from a norm-referenced system of assessment which was grounded in numerical scores and grades to a standards-referenced system that describes students' progress in skills and understanding in levels. To successfully implement changes in curriculum requires that teachers undergo effective professional learning. A change in curriculum that introduces a complete shift in educational paradigm requires teachers to understand and adopt a new philosophical basis from which they form their practice. For professional learning to achieve this there must be a consideration of the beliefs that teachers hold about the purpose of education and the purpose of assessment. A new approach to assessment practice also requires new knowledge and skills. To make changes to their assessment practice it is likely that teachers will need to change their beliefs about the purpose of assessment and to develop new knowledge and skills. The purpose of this study was to determine the changes that occur in teachers' beliefs and practice as a result of a professional learning intervention. More importantly the study sought to identify the factors that contribute to a change in practice, and what factors contribute to teachers sustaining that change in practice. To achieve this, the study followed a group of five teachers as they were involved in an action research professional learning intervention that was designed to alter their assessment practice to accommodate a change of curriculum. The teachers were observed through professional learning sessions, moderation and planning sessions as well as their classroom practice. Teachers were interviewed at various stages about their approach to, and belief about, assessment. Students in the relevant classes were also interviewed before and after the professional learning intervention about their experiences of assessment in science classes. Further data were collected using classroom observation, surveys, work samples and records of informal discussions. Data were analysed to generate thick descriptions of teachers’ progress and the participants were given the opportunity to provide feedback on the descriptions of their progress. The Data collection and analysis involved ensured triangulation of data which contributes to the credibility of the research, the process of member checking contributed to the confirmability of the findings and a high degree of consistency with parallel data has demonstrated that the findings are dependable. This study identified key determinates of a change in practice which led to the development of a model that describes the factors necessary for significant and sustained change in practice. The data revealed that teachers' assessment practice is determined by the level of pedagogical content knowledge they have, their existing beliefs about the purpose of assessment and their understanding of the criteria used for assessment. To facilitate change teachers require a significant amount of professional learning and a high level of collegial support. No change to practice is likely to occur unless a teacher has their existing practice and beliefs challenged. For change in practice to be sustained teachers need to experience success in their new practice, they need time to develop confidence in the new strategies they adopt and must ultimately undergo a change in their belief about the purpose of assessment. There are parallels between the theoretical revolutions that occur in science, the conceptual changes that occur in science students and the profound changes in assessment practice that some of these teachers experienced. This research has led to the development of a model that describes the process and factors that facilitate a revolution in teachers' professional practice.

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3

Lee, Sook Hee. "The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students." University of Sydney, 2006. http://hdl.handle.net/2123/1285.

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Doctor of Philosophy (PhD)
Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.

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4

Behrend, Jennifer Lyn. "Teacher-stress and present day grading practices." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007behrendj.pdf.

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5

Stewart, Barbara. "Grading the General Chemistry Laboratory: A Constructivist Approach." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/StewartB2001.pdf.

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6

Bauer, Duane Joseph. "The existence of grade inflation in our educational system." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bauerd.pdf.

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7

Boggs, Aaron M. "Alternative assessment in the secondary physics classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/695.

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8

Dodson, Ronald W. "A grounded theory model for final grade decisions made by secondary teachers in suburban central Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/dodson.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.
Title from PDF title page (viewed Jan. 26, 2010). Additional advisors: Linda Searby, Loucrecia Collins, Margaret Rice, Scott Snyder, Connie Williams. Includes bibliographical references (p. 241-249).

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9

Matthews, Kevin. "Development and evaluation of an adaptive grading/learning system (AGLS)." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/matthewsk/kevinmatthews.pdf.

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10

陳志剛 and Chi-kong Chan. "Rescaling of the grades in Hong Kong advanced level examination and Hong Kong certificates of education examination." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977248.

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11

Tsagalidis, Helena. "Därför fick jag bara Godkänt... : bedömning i karaktärsämnen på HR-programmet /." Stockholm : Pedagogiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8191.

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12

Neff, Christopher R. "75% 2.0/4.0 and what is passing? grading scale interpretations from students and teachers at Sun Prairie High School /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009neffc.pdf.

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13

Norton, Charles W. "Weighted grading practice perceptions of the effect by high school counselors /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008nortonc.pdf.

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14

Stratton, Crystal Havely. "The component theory of communication apprehension in the public speaking course grade-evaluation anxiety as a form of negative evaluation /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594494191&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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15

Johnson, Janice Kay Sauve. "The grading of elementary student performance on a standards-based report card /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7604.

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16

Wolkerstorfer-Isakson, Lynn. "An evaluation of students with below minimum cut scores and the relationship to grade point averages in the Culinary Arts Program at Hennepin Technical College." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009wolkerstorfer-isaksonl.pdf.

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17

Day, Ronald J. "Relationship of critical thinking dispositions of baccalaureate nursing students to ERI-RN assessment scores and GPA." Muncie, IN : Ball State University, 2009. http://cardinalscholar.bsu.edu/700.

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18

West, Gregory K. "The construct validity of the holistic writing score an analysis of the essay subtest of the College-Level Academic Skills Test /." Gainesville, FL, 1988. http://www.archive.org/details/constructvalidit00west.

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19

Zong, Shiping. "The meaning of expected grade and the meaning of overall rating of instruction : a validation study of student evaluation of teaching with hierarchical linear models /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7608.

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20

Crawford, Wayne Fortune Ron. "Criteria for evaluating composition their place in students' composing processes /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819891.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 14, 2006. Dissertation Committee: Ron Fortune (chair), Doug Hesse, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 191-201) and abstract. Also available in print.

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21

Taylor, Aimée Claire. "Grade inflation an analysis of teacher perception, grade point average, and test scores in one southeastern Georgia high school /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/aimee_c_taylor/taylor_aimee_c_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 114-118) and appendices.

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22

Brigden, Susan Rae. "Reporting, grading, and the meaning of letter grades in Science 9, perspectives of teachers, students, and parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34533.pdf.

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23

Gruber, Donald D. Hobbs Jack A. "A survey of assessment procedures, uses and perceptions among Illinois K-12 art teachers." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835904.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Jack Hobbs (chair), Marilyn P. Newby, Robert L. Fisher, Linda M. Willis Fisher, Richard A. Salome. Includes bibliographical references (leaves 132-136) and abstract. Also available in print.

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24

Forrest, Rita A. "Effects of a student's prior academic performance on the grades assigned to math papers by sixth grade teachers." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720340.

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The purpose of this study was to determine if a teacher's knowledge of a sixth grade student's prior academic performance affects the teacher's grading of the student's work on math papers. This study attempted to isolate the singular characteristic of a teacher's prior knowledge of a student's academic performance as a possible source for grading discrepancies.Four math papers were developed following the guidelines from the Indiana Statewide Test of Educational Progress (ISTEP) in mathematics for sixth grade. Four selected report cards representing high academic performance and four representing low academic performance were attached to the four student papers along with the appropriate answer keys. One-third of the instruments had high academic performance attachments, one-third had low academic performance attachments, and one-third had no academic performance attachments. The instruments were randomly assigned to experienced teachers for grading.The analysis of the data indicated that the mean number grades for high academic performance papers when compared to the control group differed significantly at the .05 level of confidence. The mean of the letter and number grade scores assigned to low academic performance papers compared to the control group did not differ significantly.Based on the findings of this study, conclusions were drawn. Among the conclusions reported were:1. Teachers' grades on the same math papers were remarkably varied.2. Number grades assigned to the same math papers differed significantly for high academic performance.3. The range for letter and number grades for each paper was extremely broad over all independent variables.4. The scoring discrepancies for letter and number grades created a question regarding grading validity.

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25

Sims, Carla J. "Attitude and the junior high ensemble : partial fullfillment of requirements for Master of Arts in teaching." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/508.

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Attitude is a very subjective quality, but has a great deal of influence on a classroom teaching and learning situation. This is especially true of a performance oriented class even when the main objective is not performance for performance sake. Attitudes can be affected by many variables but the one to be considered in this project is whether an effective grading system has positive affects on the students' attitudes. This study was implemented with a Junior High Band made students had played for at least one year or more. Due to ! up of both boys and girls, grades six through eight. These their attitude problem when I first arrived, I tried to deduce what seemed to be the problem. My purpose was to try various grading systems that would hold the students accountable for their actions as well as trying to improve their low self-esteem which in turn seemed to affect their attitude. The grading system was established at the beginning of school. Each quarter thereafter it was changed slightly in response to the students' attitudes. The majority of the students felt little or no consequence in relation to grades at the beginning of the school year, but as the grading system changed, performance quality and musical knowledge elevated, as did their self-esteem and their attitudes. Due to the research done with these students and comparing it to related research, I feel that we can safely say that attitudes are affected by many different variables, and, more importantly, they are all interrelated.

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26

Potterton, Valerie Ann. "The development and implementation of records of student achievement in technikon education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1899.

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Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994
This pilot project to develop and implement a system for introducing records of student achievement in technikon education was based on developments in the United Kingdom over two decades ago. From a small beginning in a few schools, the movement, later known as 'profiling' flourished to the point where in 1984. it was officially adopted as part of school policy. Most teaching and learning in schools culminates in some form of assessment and evaluation. However, in many parts of the world, it has often been the custom to eliminate/exclude all but the very best pupils from any effective or beneficial forms of assessment. thereby precluding them from any practical· means of evaluation. The situation was no different in the United Kingdom where up to the 1960's the majority of pupils left school with little more than attendance records. It was this unfair and biased situation that gave rise to the principal leverage for introducing profiling to the school system. Although originating as a reaction against this prejudice, profiling in the United Kingdom has grown to encompass reporting on various attainments and activities, including academic achievement, of all school-going pupils as well as students at a number of post-compulsory education institutions. One of the many reasons given for this expansion has been the requirements of jobmarkets. It has long been known that industry has not always been entirely happy with the end-product from Our established education system. There are varied arguments for this, and in exploring some of these, one fairly universal problem has emerged, namely industry's apparent inability to effectively use the results of assessment as it has traditionally been reported by most schools and other educational institutions.

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27

Campbell, Alistair B. "Performance enhancement of the task assessment process through the application of an electronic performance support system." Connect to thesis, 2008. http://portal.ecu.edu.au/adt-public/adt-ECU2008.0008.html.

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28

Choi, Nam-fung Amy. "What do teachers' evaluative comments tell the students about the teachers' appraisal of their ability and effort?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782557.

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29

Chan, Chi-kong. "Rescaling of the grades in Hong Kong advanced level examination and Hong Kong certificates of education examination." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13787494.

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30

Haehl, Martha Barger Rita. "Placement test scores and demographics predicting grades in Basic Math and Introductory Algebra at an urban/suburban community college." Diss., UMK access, 2007.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007.
"A dissertation in education and urban leadership and policy studies in education." Advisor: Rita Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 30, 2008. Includes bibliographical references (leaves 81-87). Online version of the print edition.

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31

Mutuku, Elizabeth. "Understanding the differences in marking performance of JSC mathematics markers in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1015223.

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Education reform in Namibia brought about changes to mathematics education since independence. This has put pressure on the government to provide both resources and qualified mathematics teachers to help drive the reform process in all teaching and learning activities. This included availing reliable and valid national examination results which is a measure of whether the newly introduced programmes are working or not. For the Ministry of Education this meant training more mathematics teachers and ensuring that competent and reliable teachers are appointed for marking national examination every year. The teachers' training process however, has not been going as fast as it was expected and year after year the Directorate of National Examinations and Assessment experienced problems in obtaining competent teachers for the marking of national examination. The purpose of the study was to understand the differences in marking performances of the JSC mathematics national examination markers. Particularly the study was to create a clear and detailed understanding of different factors that could possibly affect the marking performance of different markers. In addition, the study was to investigate the effect the mathematical content knowledge of the markers has on their marking performance. It was evident from the findings that their mathematical content knowledge had influenced their marking performance. Moreover the research findings also gave a strong indication that there are other factors that were influencing the markers marking performance. These were the markers' knowledge of the assessment and marking process, the markers' marking experience, the markers' socioeconomic background. The difference in their moderators' input has emerged as the other factors that have influenced their performance in marking and consequently contributed to the differences in their marking performances.

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32

Carr, Sandra B. (Sandra Butters). "Effect of Non-Uniform Calculation of Grade Point Average and Rank in Class by Texas Public School Districts upon Admissions to Public Four-Year Higher Education Institutions in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331976/.

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This study sought to determine the ways in which Texas public school districts differ in their calculation of Grade Point Average/Rank in Class (GPA/RIC), how district size affects weighting practices, and the effect of non-uniform calculation of GPA/RIC on admissions to college. Descriptive and non-parametric analysis techniques were used.

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33

Sanborne, Lewis W. Palmer James C. "The communicative function of grades at a private midwestern university." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064500.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 17, 2006. Dissertation Committee: James C. Palmer (chair), Darryl A. Pifer, Phyllis McCluskey Titus, David L. Tucker. Includes bibliographical references (leaves 149-153) and abstract. Also available in print.

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34

Tung, I.-Pei. "Documenting the use of digital portfolios in an elementary school classroom." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79982.

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The Quebec Education Program (QEP) provides educators with detailed descriptions of competencies of learning achievement. However, current approaches used by educators to instruct and assess their students do not target the relevant QEP competencies. The goal of this thesis is to document efforts of one teacher to implement digital portfolios in her grade one and two classroom in order to instruct and assess her students according to the relevant QEP competencies. The study documents the kinds of technology and skills that are needed to implement digital portfolios in order to instruct and to assess and communicate student learning to their parents. Interviews with all participants were used to document the process from multiple perspectives. Overall, digital portfolios were found to be a very useful for instructing and assessing student and communicating with parents.

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35

O'Hare, Sharon Beth. "Performance, placement, and persistence an exploratory study of the first-year math experience at the University of Montana /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05312007-160058/.

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36

Miller, David G. "An Investigation into the feasibility of using digital representations of students’ work for authentic and reliable performance assessment in applied information technology." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/431.

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The assessment of student performance in areas such as drama, physical education, art and Information Technology (IT), does not lend itself to traditional, paper-based testing methods. In these domains, much emphasis is placed on the acquisition and demonstration of practical skills and these may be difficult, if not impossible, to measure by scores on theoretical, written assessments. Alternative forms of assessment, which are both valid and reliable, need to be devised for the practical aspects of these subject areas. The capture, in digital form, of students’ work, may allow the development of authentic forms of summative, high-stakes assessment with high reliability. This study investigated the digital capture of aspects of the practical performance of students in the senior secondary course of Applied Information technology (AIT), across seven high schools in Western Australia. Two forms of assessment were investigated; a reflective process digital portfolio and a computer based production examination. This study formed part of a larger project investigating the feasibility of using digital representations of students’ performances for authentic and reliable assessment in senior secondary school courses. This study only focussed on the AIT course, one of the four courses investigated, and only the first ‘proof of concept’ phase of the three developed by the main project. An ethnographic, action research methodology was employed, using qualitative and quantitative data collected and compiled into multiple case studies. The main sample comprised 115 students in eight classes across seven schools, resulting in seven case studies. These students completed a digital portfolio over a four-week period and a computer based practical/production examination over three hours. The examination also included a response questions section. Portfolios were scored by summation of partial marks according to a marking rubric; examinations were scored similarly and, in addition, for a subset of students, by a method of multiple comparisons of pairs. For each method of marking Rasch modelling analysis was conducted to investigate the reliability of scoring.

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37

Paxton, Moragh Isobel Jane. "Case studies of tutors' responses to student writing and the way in which students interpret these." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003311.

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This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.

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Juras, Sherrie Ann. "Digital portfolios: Advancing assessment through technology." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1951.

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The project discusses how evolving technologies used to create digital portfolios can demonstrate student achievement in virtually unlimited ways. Evidence of student growth and achievement can be documented digitally. Such evidence can take the form of text, graphics, photos, sound, video data, and can even include database records of standardized or course-end test scores and grades.

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39

Amedeker, Mawuadem K. "The status and quality of continuous assessment in junior secondary science in Ghana." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/290.

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Continuous assessment is a major national curriculum innovation in Ghana but has been subject to limited research. Current literature has shown that diagnostic and formative assessments which can be purposes for continuous assessment are powerful in improving student learning and learning outcomes. This study sampled 158 junior secondary science teachers in two education districts in Ghana and surveyed them to determine the status, purpose and quality of continuous assessment in junior secondary science. Interviews with students, teacher educators and education officers, and students' focus group meetings were used to corroborate findings from the teacher survey. A professional learning intervention was then trialled with 97 of the teachers from one education district to improve their assessment practice. Thc intervention comprised an initial one-day workshop followed by school visits by the Researcher to support teachers implement new practices and a further one-day workshop.

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Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.

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Meyer, Kevin R. "Student Classroom Engagement: Rethinking Participation Grades and Student Silence." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242164691.

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Chow, Kit-ling Lena, and 周潔玲. "A comparison of teachers' and students' perceptions of the purpose andvalue of assessment within project work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3015294X.

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Campbell, Alistair B. "Performance enhancement of the task assessment process through the application of an electronic performance support system." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/18.

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Higher education in Australia, as for many other countries, has changed greatly over the last 20 years at all levels and in many areas of operation including teaching, learning and assessment. The driving forces for these changes have been both internal and external, and have included factors such as: the increasing student population; the increasing use of part-time staff; a reduction in government funding; an increased expectation of institutional accountability; and the growing access and use of information and communication technologies (ICT) in teaching and learning. Assessment has not escaped these changes but in many cases has not kept up with exemplary and recommended practice. This is especially so in the specific area of task assessment that involves professional judgement, where assessment is a timeconsuming, expensive, poorly managed, and a stressful professional activity, and is often a negative emotional experience for both learners and educators.

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Liu, Yue. "Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159150.

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This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments.
Department of English

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陳志君. "家庭因素對澳門學生學業成績的影響." Thesis, University of Macau, 2001. http://umaclib3.umac.mo/record=b1636434.

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"課堂評估對學生自主學習的影響: The impact of classroom assessment on student self-regulated learning." 2015. http://library.cuhk.edu.hk/record=b6115538.

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培養終身學習者是學校教育的重要任務，轉變評估理念、將評估作為促學手段是教育政策的導向，將二者有機結合到課堂中，即利用課堂評估培養學生成為終身學習者的實踐訴求是研究源起。本研究依託自主學習概念界定終身學習者所需素養，調查中國大陸三所中學的課堂評估實踐可否培養自主學習者以及影響因素。研究由四個問題引導展開：促進自主學習的課堂評估特徵在中國中學體現如何？中國中學生自主學習狀況如何？各項課堂評估特徵對學生自主學習各維度的影響關係為何？不同課堂評估特徵對自主學習有不同影響的原因為何？本研究選取河北省與廣州市三所中學12個高二班級，通過問卷、訪談、（課堂與實物）觀察收集數據，研究課堂評估及學生自主學習狀況。共計有分屬生物、語文、英語三門學科的630名學生與12位教師參與。採用描述統計、多元方差分析、結構方程建模等量化統計方法並結合質化分析，研究結果如下：
第一，參與研究中學課堂評估實踐在促進自主學習的特徵上處於中等水平，學科比較發現英語科水平最低。評估採用傳統任務形式，明顯模仿高考試題，包含不同題型，考查多種認知能力。學生自評以評分與評後反思跟進為主，互評僅為評分且互評機會少，學生無參與評估決策機會。教師對學生參與評估的指導主要在於精確評分，將評估視為管理工具，故剝奪學生參與決策機會。課堂口頭反饋是主要教師反饋渠道，反饋側重認知內容。課堂評估氛圍安全，阻礙學生積極應對課堂評估的主要是自尊。
第二，學生自主學習水平也在中等，英語科水平最低。學生的元認知調節針對學習內容、不關注認知策略，較多做評估後反思與調整，但缺乏計劃與監視，著重"回顧"。認知策略上多用記憶法，精細加工策略居中，組織策略最少。學生內部動機較高，認為學習內容有價值；外部動機主要有高考與重要他人的期待，相對不重視社會比較或在同伴中地位。對動機調節策略的運用無意識，當有意識調節動機時，往往採用回避或控制，而非真正調節動機。
第三，文獻指出七項評估特徵──評估任務、自評、互評、學生參與評估決策、教師指導與結構、教師反饋、評估氛圍──存在發展自主學習的契機，但本研究僅提供部分支持。其中可促進自主學習的包括自評、教師指導與結構以及教師反饋，評估任務及學生參與評估決策效用有限，利用互評、營造安全評估氛圍兩項策略未提升自主學習水平。
第四，九類因素影響課堂評估對自主學習的效用。除評估本身的質與量方面因素外，存在七類"情境"因素：學生執行、學生對待反饋、學生積極主動參與、學生依賴、學習動機與策略不易變、學科特征、師生關係。
The New Curriculum Reform along with a series of official educational documents spells out the imperative for schools to foster lifelong learners; a formative assessment initiative also stands out in the reform. The present research explores the potential of integrating the two themes into regular classroom practice, i.e., formatively use classroom assessment (CA) to prepare students for lifelong learning. Four research questions guide this pursuit: How pro-SRL (Self-regulated learning) are Chinese high-school classroom assessment (HCA) practices in reference to seven assessment features? How well do Chinese high-school students regulate their learning? What is the impact of CA on students’ SRL? Why do CA strategies have varied impacts?
630 high-school juniors and their 12 teachers, from 3 high schools in Hebei and Guangzhou, participated in the study. Questionnaire survey, interview, class observation and artifact collection were adopted to collect quantitative and qualitative data. The participants were chosen so as to represent various CA practices in different subject areas including biology, Chinese and EFL (English).
Quantitative analytical techniques including descriptive analysis, MANOVA, and SEM were employed in association with qualitative analysis to find:
Firstly, HCA moderately bore pro-SRL features, though there were variations among the three subjects, with EFL the lowest. Specifically, HCA mainly relied on traditional assessment tasks that were obviously modeled on Gaokao papers; these tasks tapped a range of cognitive abilities. Self-assessment and peer-assessment focused on rating and not much else. Students profited from self-rating through reflection and reaction, but peer-rating was minimally engaging. Meanwhile peer-assessment was rare. Teacher instruction on assessment techniques, if any, was primarily concerning rating accuracy. In addition to the lack of real self- or peer-assessment practice, students were not involved in making decisions regarding their own assessment. This is because teachers saw assessment as a way to control and manage. Teacher feedback was usually delivered orally during class, mostly focused on the specific assessment tasks. Classroom assessment was not much of a high-stakes event but viewed by the students as an occasion where they needed protect their self-esteem.
Secondly, students were medium-level self-regulated learners, and once again EFL students trailed others. When they metacognitively regulated their learning, the students took a retrospective approach, i.e., they reflected and reacted, but seldom planned and monitored. Also, they focused on what they learned, not how they learned what they learned. Memorization was the most common cognitive strategy, followed by elaboration, and organization. Students showed high intrinsic motivation; they deemed curricular materials relevant and important. Their extrinsic motivation was Gaokao-related, as well as fueled by their significant others’ expectations. Less high was the motivation to earn admiration from peers. Students were not knowledgeable about motivation-regulating strategies. As a result, they used volitional and avoidance approaches when learning motivation was low, though some of their learning activities had unintended effect of boosting motivation.
Thirdly, the seven CA features, i.e., assessment task, self-assessment, peer-assessment, student involvement in decision-making, teacher instruction and structure, teacher feedback as well as assessment environment, did not contribute to SRL equally. Among the seven, self-assessment most effectively supported SRL, followed by teacher instruction and provision of structure on assessment procedures, and then teacher feedback. Assessment task and student involvement in decision-making had mixed impacts. Peer-assessment and assessment environment did not improve SRL.
Fourthly, to make any conclusions practical, factors that interfered with the impact of assessment strategies were explored. Among the 9 factors, 2 were traits inherent in the strategies, i.e., the relevance of the strategies, including the implementation of them, to the concerned SRL dimension, and the frequency and consistency of their use. The remaining 7 were contextual, including student implementation, student response to feedback, student engagement, student reliance, fixed learning motivation and strategy use, the subject per se, and student-teacher relationship.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
張文霄.
Parallel title from added title page.
Thesis (Ph.D.) Chinese University of Hong Kong, 2015.
Includes bibliographical references (leaves 251-284).
Abstracts also in English.
Zhang Wenxiao.

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Peach, Ronald Derek. "Congruency of values : a study of the perceived writing values." Thesis, 2000. https://dspace.library.uvic.ca//handle/1828/9773.

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This study examines how well the qualities of good essay writing expressed in the British Columbia Ministry of Education's handbook, Using rating scales to evaluate student writing, are transmitted to teachers and students. In asking how well those values are communicated to teachers and students involved in grade twelve English examinations, the study compares the features demonstrated in the writing reference sets and specified in the Holistic scoring guide to the responses of markers, teachers and students who were surveyed concerning their familiarity with those terms and to their beliefs about what constituted a good essay. Most teachers reported instructional practices which utilized these reference sets, and students supported this assertion. The qualities described by teacher-markers such as “command of language, thoughtful, well structured, interesting argument, depth of understanding, engaging, sense of voice” were also compared to salient features of papers which they had just scored and found to correspond quite closely. Students, however, in describing the features they hoped to produce in writing a good essay, did not use the terms of the official rating scale descriptors, but instead, fell back on a vocabulary expressing the most basic features of the process approach to writing, such as “planning, webbing ideas,” and “revising.” Survey instruments used in the study were not sufficiently detailed to provide data on student comprehension of rating scale terms. Observations are made on such aspects of large-scale writing evaluations as recommended scoring practices, the need for thorough marker preparation, the vagueness of some criteria such as “voice”, and on current approaches to high school composition instruction with emphasis on modelling theory as the basis for instruction in a jurisdiction which uses reference sets of student work as standards for its rating scales. Shortcomings of the study are noted and suggestions for future research in this area are offered. The appendices include all survey forms used, results of a feature analysis of over 300 highly-rated examination essays, typescripts of student interviews, and a sample writing reference set with scale-point descriptors.
Graduate

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Mutuku, Elizabeth. "Understanding the differences in marking performance of JSC mathematics markers in Namibia : a case study /." 2008. http://eprints.ru.ac.za/1573/.

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Erdösy, Muhammad Usman. "Responding to non-native and native writers of English : a history professor's indigenous criteria for grading and feedback in an undergraduate sinology course /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370766&T=F.

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Litster, Michele C. "Grades, report cards, and motivation : a study of the connection between Ontario's secondary school summative evaluation and reporting practices and student motivation to learn /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19655.

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Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 106-109). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19655

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