Dissertations / Theses on the topic 'Self-rating of students'
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Li, Pun Wai-yin Helen. "Self-concept and its relationship with intelligence, school achievement, teachers' rating and peers' rating of primary schoolpupils in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782661.
Full textAnderson, Rebecca Sue. "Exploring alternative assessment : a democratic approach to student self-assessment in a reading methods class /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165437/.
Full textAbney, Paul C. "A Study of the Relationship Between the Levels of Self-Awareness within Students Enrolled in Counseling Practicum and the Measurements of Their Counseling Effectiveness." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3272/.
Full textLi, Fung-yee, and 李鳳儀. "Implementing student self-assessment in a secondary four writing classof a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944863.
Full textChan, Chi-keung Andy, and 陳志強. "Implementation of peer and self-assessment in secondary three mathematics lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44374975.
Full textHo, Wan In. "An inquiry into the learners' perceptions of integrating self- and peer- evaluation into student assessment in English oral class." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2310712.
Full textLi, Guan-ying, and 李冠穎. "Criteria-referenced self-assessment in CSL writing classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367813.
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Education
Master
Master of Education
Yuen, Hon-ming Jacky, and 袁漢明. "Implementing peer assessment and self-assessment in a Hong Kong classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944966.
Full textNielsen, Ingrid, and mikewood@deakin edu au. "Situational and dispositional indicators of performance: Competing models in education." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.112422.
Full textGhosh, Sanjukta. "Peer feedback and self review in ESL writing of Chinese students." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883845.
Full textDyckman, Frances Maria. "Domestic violence education and risk mitigation for prelicensure nursing students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2507.
Full textLunga, Carolyne Mande. "Perceptions of being a learner: an investigation into how first year Journalism students at a South African university construct themselves as learners." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020026.
Full textSession, Arazola Nadine. "Anatomy of the social worker." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1911.
Full textBalam, Esenc Meric Shannon David M. "Professors' teaching effectiveness in relation to self-efficacy beliefs and perceptions of student rating myths." Auburn, Ala., 2006. http://hdl.handle.net/10415/1320.
Full textYeung, Ka-wah, and 楊嘉華. "The impact of teaching practice on general and professional self-perceptions: an investigation of Hong Kongstudent teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31237952.
Full textKessler, Audrey L. "Awareness, Perception, and Self-Reported Purchasing Behaviors of College Students Regarding Front-of-Package Nutrition Labeling Systems and Symbols." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3100.
Full textChan, Kam-wing, and 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.
Full text"Teachers' responsibilities in developing pupils' self-concept." Thesis, 2012. http://hdl.handle.net/10210/5623.
Full textThis investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is the self-concept development of pupils and the responsibility of teachers in this regard. Aspects of self-concept development are addressed as factors contributing towards the pupils gaining a positive self-concept. Teachers should be aware of the subtle, yet powerful, influence that a positive or a negative self-concept could have on a pupil's development and how this affects the pupil's intellectual, social and personal development. It is the view of the researcher that teachers need to make every effort to assist pupils in developing a positive and healthy self-concept. The methodology used in this study is two-fold: Firstly, it involves literature study on self-concept development. The researcher used this information to support the field of investigation and to make findings based on factual information. Secondly, it involves information derived from questionnaires completed by a number :of teachers in different schools. From the information obtained from the completed questionnaires the researcher was able to ascertain teachers' opinions of their efforts concerning the development of pupils' self-concept. The results of the empirical research indicate that teachers, by making a high input on the various aspects of the development of the pupils' self-concept, consider this as an important responsibility. The following specific findings were made: * The input made by teachers with regard to encouraging pupils to believe in their own abilities was given the highest rating, while their input concerning planning to meet individual needs of learners was on the lower average. There was a significant difference between the ratio male : input and the ratio female : input regarding the encouragment of pupils to believe in their own abilities. Teachers with more than eleven years of teaching experience provide more input in planning to meet the individual needs of the learners. Teachers whose mother tongue is neither English or Afrikaans provide more input in giving positive feedback to pupils. It was noted that teachers' qualifications also play a role in their input concerning positive feedback to pupils. There is a significant relationship between subjects taught and the proportion of input with regard to the various aspects of self-concept development. The study also revealed that teachers are of the opinion that the development of pupils' self-concept is an important aspect of their responsibilities. This is supported by the high proportion of teachers' input in this regard.
Ellery, Karen. "Student involvement in the assessment process in a first year university geography module : influencing their approach to learning." Thesis, 2001. http://hdl.handle.net/10413/5251.
Full textThesis (M.Ed.)-University of Natal,Durban, 2001.
"Self-and peer ratings of personality traits: evidence of convergent and discriminant validity among Hong Kong university students." Chinese University of Hong Kong, 1993. http://library.cuhk.edu.hk/record=b5887794.
Full textLee, Haekyung 1973. "Students' perceptions of peer and self assessment in a higher education online collaborative learning environment." 2008. http://hdl.handle.net/2152/17877.
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"Selfkonsep by studente aan die onderwyskollege vir verdere opleiding." Thesis, 2014. http://hdl.handle.net/10210/12675.
Full textFerreira, Lynette. "Selfpersepsie en kursuspersepsie in studente se loopbaankeuse." Thesis, 2014. http://hdl.handle.net/10210/10342.
Full textOne of the most important choices that a student has to make is that of a career. Because of the financial implications, it is of the utmost importance that a student makes the right choice. To be able to do so, the student must know him-/herself and must be aware of the demands of the specific career. The purpose of this study is to determine whether a student's self and career perception have an influence on the successful completion of his/her studies. The point of departure of this study is the perceptual tradition and self-concept theory. This tradition operates on the premise that all behaviour is a function of the individual's perceived world. Each person has a unique system of perceptions about the self and this self-concept generates behaviour and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the self and career perceptions of students and the effect that they may have on successful career choices. The most important findings were: The students all have a positive self-concept as well as a positive perception of the future. They all feel that the economy and politics will not have a negative influence on their future career. Students who have made a successful career choice had a thorough knowledge of their future careers and of their own ability, likes, dislikes and interests whereas students who have made a wrong choice did not have such knowledge at first. The following is recommended: The vocational guidance teacher should guide pupils towards in-depth self-perceptions and career perceptions.
Robinson, Tracy Ann. "Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term." Thesis, 2006. http://hdl.handle.net/1957/1939.
Full textCurricular models and teaching techniques that support college students as the primary authors of their writing-across-the-curriculum experiences remain largely unexplored. This thesis addresses that research gap by investigating the use of a start-of-term writing self-assessment and goal-setting questionnaire (STQ) for upper-division undergraduates taking writing-intensive (WI) college courses in their majors. The tool was piloted in 23 WI sections at Oregon State University during winter term 2004. Feedback obtained through an end-of-term writing self-evaluation showed that students who completed the start-of-term questionnaire tended to take the effort seriously, fill out the questionnaire completely, and use the tool for its intended purposes of reflective self-assessment and goal-setting. Students saw the tool as something that could help them with their writing, and study results suggest that its benefits may have been reinforced by students’ end-of-course review of their STQ responses. Feedback from participating instructors indicated that the tool helped with their teaching as well as their students’ learning, and most instructors planned to continue using the STQ beyond the pilot study. Study results also suggest that the questionnaire can serve as a program-level research and assessment tool, providing WI program administrators and policy-makers with new insights on students’ writing needs and goals. Campus-wide use of the STQ may lead to WI program enhancements, generate new ideas for WI instructor training, and support department, college, and institutional writing-curriculum development efforts.
Mohapi, Mogapi Jeremia. "An evaluation of the impact of alternative assessment methods on the first-year clinical technology students' performance and perceptions in Psychodynamics I." Thesis, 2010. http://hdl.handle.net/10413/9221.
Full textThesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.
Ashley, Jesse. "Academic self-concept, academic motivation, perceived support and academic performance of immigrant learners in South African schools." Diss., 2019. http://hdl.handle.net/10500/26837.
Full textPsychology
M.A. (Psychology)
Hoffman, Leslie Ann. "An exploration of reflective writing and self-assessments to explain professionalism lapses among medical students." Thesis, 2014. http://hdl.handle.net/1805/5931.
Full textBackground: Recent literature on medical professionalism claims that self-awareness and the ability to reflect upon one’s experiences is a critical component of professionalism; however there is a paucity of empirical evidence to support this claim. This study employed a mixed methods approach to explore the utility of reflective writing and self- and peer assessments in explaining professionalism lapses among medical students. Methods: A retrospective case-control study was conducted using students from Indiana University School of Medicine (IUSM) who had been disciplined for unprofessional behavior between 2006-2013 (case group; n=70). A randomly selected control group (n=230) was used for comparison. Reflective ability was assessed using a validated rubric to score students’ professionalism journals. Mean reflection scores and assessment scores were compared using t-tests. Logistic regression analysis was used to determine the impact of reflection scores and self- and peer assessment scores on the likelihood of having been disciplined for unprofessional behavior. Subsequent qualitative analysis further explored when and how students learned professionalism during their clinical experiences. Results: The study found that students in the case group exhibited lower reflective ability than control students. Furthermore, reflective ability was a significant factor in explaining the odds that a student had been cited for professionalism lapses. There were no differences in self-assessment scores between the two groups, but students in the case group had significantly lower peer assessment scores than control students. Peer assessment scores also had the greatest influence on the odds that a student had been cited for professionalism deficiencies during medical school. Qualitative analysis revealed that students learn professionalism from role models who demonstrated altruism and respect (or lack thereof). Conclusions: These findings suggest that students should be provided with guidance and feedback on their reflective writing to promote higher levels of reflection, which may reduce the number of students who are cited for professionalism lapses. These findings also indicate that peer assessments can be used to provide students with insightful feedback regarding their professional development. Finally, role models have a strong influence on students’ professional development, and therefore must be cognizant of the implicit messages their behaviors convey.
Lintvelt, Rulene Annemie. "The personal contexts of undergraduate students in social work at UNISA." Diss., 2008. http://hdl.handle.net/10500/794.
Full textSocial Work
M.A. Social Science (Mental Health)
Wade, Barbara Louise. "UNISA social work students' experiences of trauma : an exploratory study from a person-centred perspective." Thesis, 2009. http://hdl.handle.net/10500/3317.
Full textSocial Work
D .Litt. et Phil. (Social Work)
Weldmeskel, Fisseha Mikre. "The use of quality formative assessment to improve student learning in West Ethiopian universities." Thesis, 2015. http://hdl.handle.net/10500/21909.
Full textCurriculum and Instructional Studies
D. Ed. (Didactics)
Nkalane, Patience Kelebogile. "E-portfolio as an alternative assessment approach enhancing self-directed learning in an Open Distance Learning environment." Thesis, 2018. http://hdl.handle.net/10500/26473.
Full textCurriculum and Instructional Studies
Ph. D. (Curriculum Studies)
Moore, Caryl. "Academic motivation and performance as a function of cognitive factors." Diss., 1998. http://hdl.handle.net/10500/17509.
Full textPsychology
M.A. (Psychology)
Thebe, Christopher Newa. "Towards a comprehensive model of formative assessment for self-regulated learning : a study of practice at Solusi University in Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/25023.
Full textEducational Leadership and Management
D. Ed. (Education Management)
Kim, Mikyung. "Self-efficacy of Korean EFL writing teachers and its relationship to the feedback provided to students." 2002. http://hdl.handle.net/2152/11024.
Full textOgbonnaya, Ugorji Iheanachor. "Exploring the relationship between Mathematics teachers’ subject matter knowledge and their teaching effectiveness." Thesis, 2011. http://hdl.handle.net/10500/5240.
Full textInstitute of Science and Technology Education
PhD (Mathematics Education)