Dissertations / Theses on the topic 'Student assessment structures'
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Moore, Darrell Wayne. "Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1968.
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Fouh, Mbindi Eric Noel. "Building and Evaluating a Learning Environment for Data Structures and Algorithms Courses." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51951.
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Learning technologies in computer science education have been most closely associated with teaching of programming, including automatic assessment of programming exercises. However, when it comes to teaching computer science content and concepts, learning technologies have not been heavily used. Perhaps the best known application today is Algorithm Visualization (AV), of which there are hundreds of examples. AVs tend to focus on presenting the procedural aspects of how a given algorithm works, rather than more conceptual content. There are also new electronic textbooks (eTextbooks) that incorporate the ability to edit and execute program examples. For many traditional courses, a longstanding problem is lack of sufficient practice exercises with feedback to the student.
Automated assessment provides a way to increase the number of exercises on which students can receive feedback. Interactive eTextbooks have the potential to make it easy for instructors to introduce both visualizations and practice exercises into their courses.
OpenDSA is an interactive eTextbook for data structures and algorithms (DSA) courses.
It integrates tutorial content with AVs and automatically assessed interactive exercises. Since Spring 2013, OpenDSA has been regularly used to teach a fundamental data structures and algorithms course (CS2), and also a more advanced data structures, algorithms, and analysis course (CS3) at various institutions of higher education.
In this thesis, I report on findings from early adoption of the OpenDSA system. I describe how
OpenDSA's design addresses obstacles in the use of AV systems. I identify a wide variety of use for OpenDSA in the classroom. I found that instructors used OpenDSA exercises as graded assignments in all the courses where it was used. Some instructors assigned an OpenDSA assignment before lectures and started spending more time teaching higher-level concepts. OpenDSA also supported implementing a ``flipped classroom'' by some instructors. I found that
students are enthusiastic about OpenDSA and voluntarily used the AVs embedded within OpenDSA. Students found OpenDSA beneficial and expressed a preference for a class format that included using OpenDSA as part of the assigned graded work. The relationship between OpenDSA and students' performance was inconclusive, but I found that students with
higher grades tend to complete more exercises.Ph. D.
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Erbas, Kadir Can. "Factors Affecting Scientific Literacy Of Students In Turkey In Programme For International Student Assessment (pisa)." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606105/index.pdf.
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The purpose of this study is to examine the factors that are related to scientific literacy of 15-year old students in Turkey in the Programme for International Student Assessment (PISA) data. Two groups of variables were considered for the analyses. In the first groupnumber of books at home and attendance to preschool, attitudes towards school, student-teacher relation, feeling of loneliness, remedial study and homework and attending out-of-school courses were taken as variables that are related to scientific literacy. In the second group, basically, variables that are related to computer literacy and usage were considered. These variables are: frequency of using internet, frequency of using computer, basic computer skills, advanced computer skills and attitudes towards computer. The results indicated that quality of student-teacher relation, the number of books at home and attendance to preschool education, use of internet and basic computer skills are positively related to scientific literacy measures of the students. As expected, student feeling of loneliness has negative impact on literacy skills. Remedial classes conducted by schools and homework assignments have positive effect on school related attitude, but they cannot contribute scientific literacy skills of the students. Outside school private courses has positive relation with the scientific literacy, but this effect rather seems coming from family background characteristics. Use of internet and basic computer skills might have positive relation with both attitudes towards computer and scientific literacy, but use of software programs and advanced computer skills indicated negative relationship with the scientific literacy measures of the students.
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Gogol, Katarzyna [Verfasser]. "Students’ affect and motivation: Assessment, structure, and development / Katarzyna Gogol." Berlin : Freie Universität Berlin, 2016. http://d-nb.info/1088402208/34.
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Woods, Bonnie. "The Effectiveness of a Structured Functiona Behavior Assessment Procedure: Teacher Training as a Moderator." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4793.
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Prevent-Teach-Reinforce (PTR) is a collaborative, standardized process that was developed as a way to address identified barriers to completing effective functional behavior assessments (FBAs) in public schools. Current research literature documents the effectiveness of the PTR process in decreasing problematic behaviors and increasing social skills and academic engaged time for students in kindergarten through 8th grade. In addition, PTR demonstrates high acceptability by school personnel implementing the process. While PTR has demonstrated success in schools, questions still exist regarding variables that impact the effectiveness of this process. Therefore, the current study investigated the moderating effect of prior teacher training in managing challenging behavior on the effectiveness of the Prevent-Teach-Reinforce (PTR) process. Data regarding students' social skills, behavior problems, and academic engagement were analyzed through a series of mixed factorial analyses in order to determine the effectiveness of the PTR process. Results indicate that teachers' previous preparation in dealing with behavioral problems did not moderate the effectiveness of PTR, thus indicating that the process is equally beneficial to all teachers. However, time and the implementation of PTR were found to be significant in altering trends in student outcomes. Academic engaged time was found to be significantly altered more frequently than social skills or behavior problems. Implications of the findings for using the PTR process to address problematic student behavior in schools are discussed.
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Is, Cisdem. "A Cross-cultural Comparison Of Factors Affecting Mathematical Literacy Of Students In Programme For International Student Assessment (pisa)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1050434/index.pdf.
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The purpose of the present study is to investigate the factors affecting mathematical literacy of 15-year-old students in Programme for International Student Assessment (PISA) across different cultural settings. The present study was conducted across three countries. These countries are Brazil, Japan and Norway. The countries were selected on the basis of their rankings in PISA 2000 study. Japan represented a high performing country with an average score of 557, Norway represented an average performing country with an average score of 499, and Brazil represented a low performing country with an average score of 334. The study explored how mathematical literacy is stimulated by predictors related to the students, the families and the school. A separate factor analysis was carried out for each questionnaire such as student questionnaire and cross curricular competencies questionnaire within the data of each country. Since the results of factor analyses of three countries were parallel, the observed variables representing the latent variables were selected from the student questionnaire and cross curricular competencies questionnaire administered in PISA 2000 in order to be used in the structural equation modeling. The included factors affecting mathematical literacy in PISA 2000 are attitudes towards reading, student-teacher relations, climate, communication with parents, usage of technology and facilities, attitudes towards mathematics and reading literacy. The proposed model was tested using structural equation modeling across three different cultures with different performance levels in PISA 2000. The findings of the study show that the latent independent variable having the strongest effect on mathematical literacy is the usage of technology and facilities in Brazil, communication with parents in Japan and attitudes towards reading in Norway. Moreover, the results were as follows: (1) Reading literacy significantly and positively influences mathematical literacy in all three countries. (2) There is a reciprocal relationship between the attitudes towards mathematics and mathematical literacy. In Brazil, the influence of attitudes towards mathematics on mathematical literacy is higher. However, the influence of mathematical literacy on attitudes towards mathematics is higher in Norway. (3) The attitudes towards reading have a negative direct effect and a positive indirect effect on mathematical literacy. (4) The student-teacher relations have a positive effect on mathematical literacy in Japan and Norway. But, in Brazil, this effect is negative. (5) The student-related factors affecting school climate are significantly and positively related to mathematical literacy in Brazil. On the other hand, the effect of climate on mathematical literacy is negative in Japan and non-significant in Norway. (6) Communication with parents significantly and positively influences the mathematical literacy in all three countries. (7) The usage of technology and facilities significantly and positively affects mathematical literacy in Brazil. However, this effect is negative in Japan and non-significant in Norway.
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Luxford, Cynthia Joan. "Use of Multiple Representations to Explore Students’ Understandings of Covalent and Ionic Bonding as Measured by the Bonding Representations Inventory." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366031143.
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Scott, Goggin Evan. "A quantitative study of the implementation of formative assessment strategies in the classroom." Ashland University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1525371323044662.
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Brooks, Janell Hargrove. "Structural Extension of the Cattell-Horn-Carroll Cross-Battery Approach to Include Measures of Visual-Motor Integration." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/38.
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In spite of the long-standing tradition of including measures of visual-motor integration in psychological evaluations, visual-motor abilities have not been included in the Cattell-Horn-Carroll (CHC) theory of cognitive abilities or its complementary cross-battery approach to assessment. The purpose of this research was to identify the shared constructs of a popular test of visual-motor integration and a test of intellectual functioning, and to investigate how a test of visual-motor integration would be classified within the CHC model. A large normative sample of 3,015 participants that ranged in age from 5 to 97 years completed the Bender Visual-Motor Gestalt Test, Second Edition (Bender-Gestalt II; Brannigan & Decker, 2003) and the Stanford-Binet Intelligence Scale, Fifth Edition (SB5; Roid, 2003). Correlational analyses indicated positive moderate correlations across all age ranges between the Bender-Gestalt II Copy measure and the SB5 Nonverbal Visual-Spatial Processing subscale and between the Bender-Gestalt II Recall measure and the SB5 Nonverbal Visual-Spatial Processing and Nonverbal Working Memory subscales. Exploratory factor analyses revealed a three-factor model for four age groupings and four-factor model for one age grouping, suggesting factors which represent crystallized ability, fluid reasoning, and visual-motor ability. The results of this study suggest that the Bender-Gestalt II measures abilities that are not included in the SB5. Therefore, the Bender-Gestalt II would complement an intelligence test such as the SB5 in order to form a CHC Visual Processing (Gv) broad ability factor. These findings also address the need for further research to validate the constructs measured by newer versions of widely-used tests of cognitive ability.
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Carter, Kelli Patrice. "Investigating Student Conceptual Understanding of Structure and Function by Using Formative Assessment and Automated Scoring Models." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7761.
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There has been a call from the national community of biologists and biology educators to increase biological literacy of undergraduate students, including understanding and application of core concepts. The structure and function relationship is a core concept identified by the wider biology community and by physiology faculty. Understanding of the core concept structure and function across multiple levels of organization may promote biological literacy. My research focused on the development of formative written assessment tools to provide insight into student understanding of structure and function in anatomy and physiology.
In chapter two I developed automated scoring tools to facilitate the evaluation of written formative assessment based on structure and function. Formative written assessments allow students to demonstrate their thinking by encouraging students to use their diverse ideas to construct their responses. However, formative written assessments are not often used in the undergraduate biology classroom due to barriers, such as time spent grading and the intricacy of interpreting student responses. Automated scoring, such as lexical analysis and machine scoring, can examine student thinking in formative written responses. The core concept structure-function provides a foundation upon which many topics in anatomy and physiology can be built across all levels of organization. My research focused on the development of formative written assessment tools and automated scoring models to provide insight into student understanding of structure and function. My research objective was to examine student understanding of a core concept in anatomy and physiology by using automated scoring. Ten short answer questions were administered to students in a junior-level General Physiology course and a sophomore level Human Anatomy and Physiology course at a large Southeastern public university, and to students in Human Anatomy and Physiology courses at two Southeastern two-year colleges. Seventeen students were interviewed to determine if their responses to the short answer questions accurately reflected their thinking. Lexical analysis and machine scoring were used to build predictive models that can analyze student thinking about the structure-function relationship in anatomy and physiology with high agreement to human scoring. Less than half of the student responses in this study demonstrated conceptual understanding of the structure-function relationship. Automated scoring can successfully evaluate a large number of student responses in Human Anatomy and Physiology and General Physiology courses.
In chapter three I compared conceptual understanding of structure and function in 2-yr and 4-yr student responses. Anatomy and physiology is taught at a variety of institutions, including 2-year community colleges and 4-year research universities. Regardless of the type of institution offering anatomy and physiology, conceptual understanding of the structure-function relationship is necessary to understand physiological processes. The focus of my research was to compare conceptual understanding of 2-year versus 4-year anatomy and physiology students by using written formative assessment. I hypothesize that differences in students’ academic readiness between two-year and four-year institutions may affect conceptual understanding and student performance. Based on prior research, I predict that there will be a difference in conceptual understanding of the core concept structure and function between two-year and four-year students in anatomy and physiology, and that the students at the two-year institution will not perform as well as the students at the four-year institution, as measured by performance on the constructed response questions. Responses to eight short answer essay questions were collected from students at both types of institutions from students in human anatomy and physiology over six semesters. My results demonstrated that there is a difference in conceptual understanding of the structure-function relationship between 2-year and 4-year students in anatomy and physiology with more 4-year students mentioning SRF concepts in their responses compared to the 2-year students. A potential reason for this difference may be college readiness. There was no difference in performance between institution types on structure-function concepts examined in the A&P II course. My results suggested that students may benefit from a focus on core concepts within the content of anatomy and physiology courses. This focus should occur in both the first and second semesters of anatomy and physiology. Instructors can use written formative assessment to allow students to demonstrate their conceptual understanding within the organ systems.
In chapter four I investigated how question features affect student responses to anatomy and physiology formative assessment questions. Short answer essay questions contain features which are elements of the question which aid students in connecting the question to their existing knowledge. Varying the features of a question may be used to provide insight into the different stages of students’ emerging biological expertise and differentiate novice students who have memorized an explanation from those who exhibit understanding. I am interested in examining the cognitive level of questions, the use of guiding context/references in question prompts, and the order of questions, and how these features elicit student explanations of the core concept structure-function in anatomy and physiology. I hypothesized that varying the features of short answer questions may affect student explanations. Short answer questions based on the core concept ‘structure-function’ were administered to 767 students in a junior level General Physiology course and to 573 students in a sophomore level Human Anatomy and Physiology course at a large southeastern public university. Student responses were first human scored and then scored by using lexical analysis and machine scoring. Students were interviewed to examine their familiarity with levels of organization and to confirm their interpretation of the questions. Students demonstrated more conceptual understanding of four of the structure-function concepts when answering the understand questions and more conceptual understanding of two structure-function concepts when answering the apply questions. The question prompts provided a different context which may have influenced student explanations. There was no difference in conceptual understanding of the structure-function relationship with and without the use of a guiding context in the wording of the question prompt. For question sequence, students performed better on the last questions in the sequence, regardless of whether the last question was easier or more difficult. Instructors should provide students with questions in varying contexts and cognitive levels will allow students to demonstrate their heterogeneous ideas about a concept.
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Cannon, Amanda C. "A Comparison between READ 180 Students and Non-READ 180 Students Reading and Math Scores by Classroom Structure." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1252.
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The purpose of this study was to compare the achievement of students in reading-language arts and math, who participated in the Scholastic READ 180 program within self-contained classroom organizations with the achievement of READ 180 students within departmentalized classrooms and with students not enrolled in READ 180. Classroom organizational structure at the intermediate grade is a highly debated issue. The READ 180 program is a highly structured model of the reading-language arts block. However, past research has provided few recommendations on how to schedule classes for at-risk students. Teachers and administrators of intermediate school students will benefit from a quantitative study that evaluates the relationship between classroom organizational structures and the success of READ 180 students. Eight research questions guided the study. One-way and two-way ANOVAS were used to evaluate the relationships between the variables. Tennessee Comprehensive Assessment Program (TCAP Reading-language arts and TCAP Math), Discovery Education (DE Reading-language arts and DE math), and Scholastic Reading Inventory (SRI) test scores were compared with regard to gender. The results of the data analyses indicated no significant difference in DE reading and SRI test scores among the 3 classroom organizations. However, there was a significant difference in DE Math, TCAP reading, and TCAP math scores with regard to classroom organization. Non READ 180 students tended to have higher means than either READ 180 self-contained or READ 180 departmentalized students. When the analyses included only READ 180 students, no significant interaction was found between classroom organization and gender. Also no significant differences were found between male and female students and no significant difference was found between self-contained and departmentalized classrooms.
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Bergvall, Hanna. "Skillnader i självvärdering mellan kvinnliga och manliga tandläkarstudenter vid en ”Objective Structured Clinical Examination” (OSCE)." Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19795.
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Syftet med denna studie var att jämföra tandläkarstudenters reella resultat på en Objective Structured Clinical Examination (OSCE) med deras egenskattade resultat. Dessa resultat jämfördes sedan med avseende på genus. Ett flertal studier finns publicerade där man har beskrivit skillnader i självvärdering mellan kvinnor och män på teoretiska examinationer. Dock saknas kunskap där man granskar dessa skillnader vid examination av kliniska moment. Vid teoretiska prov har man funnit att män har en tendens att värdera sina prestationer högre än vad kvinnor gör. Om dessa skillnader i självvärdering beror på överskattning hos män, underskattning hos kvinnor, en kombination av båda eller att värderingen faktiskt överensstämmer med de verkliga resultaten varierar mellan olika studiers resultat. Samtliga elever (35 kvinnor och 16 män) på sjätte termin på Odontologiska fakulteten på Malmö högskola examinerades med en OSCE bestående av 13 stationer. Studenternas reella resultat på OSCE jämfördes med deras självvärdering för varje station. Kvinnliga och manliga studenters bedömningar jämfördes. På de flesta av de 13 stationerna förekom inga signifikanta skillnader i över- och underskattning mellan kvinnor och män. Män hade svårare än kvinnor att korrekt värdera sin prestation gällande avtryckstagning med alginat. Dessa missbedömningar berodde främst på överskattning. Ingen tendens till att kvinnor underskattade sin prestation i större utsträckning än män kunde konstateras. Till skillnad från studier där man undersöker genusskillnader i självvärdering vid teoretiska examinationer fann man i denna studie inga signifikanta skillnader i över- och underskattning mellan könen.The objective of this study was to compare dental student’s results at an Objective Structured Clinical Examination (OSCE) with their self-assessed results. These results were compared depending on gender. There are several studies published comparing gender differences in self-assessment in theoretical written exams. However there is a lack of knowledge regarding clinical examinations. At theoretical examinations it has been found that men tend to over-estimate their performance more frequently than women do. Whether these differences in self-assessment exist because men tend to over-estimate themselves, women tend to under-estimate themselves, a combination of both or the self-assessment is consistent with the result at the examination vary between different studies. All students (35 women, 16 men) at the Faculty of Odontology, Malmö University (sixth semester) were examined with an OSCE with 13 stations. The student’s real results at OSCE were compared with their self-assessed results at each station. The assessments were compared regarding gender. At most of the 13 stations there were no significant differences in over- and under-estimation regarding women and men. It was more difficult for men to assess their performance regarding impression with alginate, this difference was statistically significant. These misjudgments were mainly caused by over-estimation. There were no results indicating that women under-estimate their performance at greater extent than men. As opposed to studies where gender differences concerning self-assessment in theoretical examinations are studied, there were no significant differences in over- and under-estimation between genders in clinical examination evaluated in the present study.
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Grakauskaitė, Karkockienė Daiva. "Studentų kūrybiškumo kaitos ypatumai." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060214_231029-60137.
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Today scholars give particular emphasis to creativity. A definite part of scholarship inquiring particularly into the problem of human creative power covers a wide range of aspects of training for creative thinking. The present work seeks to explore the chances of fostering the cognitive and the personality components of creativity in university students.
Creativity means one’s ability to perceive a problem and to generate new ideas, or to think independently and deal quickly and easily with a problem situation, or to find an original way of solving a problem, or to create novel things (Guilford, 1968b; Torrance, 1974; Sternberg, O’Hara, 1999; Sternberg et al., 2005). Ability to think creatively depends not only on one’s knowledge and skills. Rather, it is determined by one’s special ability to distinguish a problem, and to utilise, speedily and in multiple ways, information contained in tasks one has been set (Guilford, 1968; Torrance, 1962).
Research outlined in the present dissertation is based on theoretical assumptions advanced by cognitive (J. P. Guilford, E. P. Torrance), humanistic, and Gestalt psychology. The present work regards divergent thinking as a cognitive component of human creative power. Divergent thinking parameters covered by the present research include the fluency, the flexibility, and the originality of thinking. Thus, this particular aspect of creativity is highlighted in this work in order to verify the chances of training for divergent thinking by... [to full text]
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Maruping, Segomotso Sophie. "Exploring nurse educators' perceptions of objective structured clinical evaluation as summative assessment for students' clinical competence / Segomotso Sophie Maruping." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9381.
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The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation.
The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence.
The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence.Thesis (MCur)--North-West University, Potchefstroom Campus, 2013
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Mitchell, Tanika R. "Dissertation Experiences of Faculty Members: Individual, Relational and Structural Factors of Success." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3227.
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This phenomenological research study explored the dissertation experiences of individuals working as faculty members across disciplines at regionally accredited four year universities. Research questions utilized the constructs of social development theory to explore dissertation experiences from an individual, relational and structural perspective. Prior scholars have used social development theory as a framework to explore the individualities of the student, the relationship with faculty advisors and mentors, and the resources provided by the department and institution when evaluating the dissertation process (Liechty, Liao, & Schull, 2009).
A purposeful, criterion sampling strategy and maximum variation sampling were employed to select a wide range of academic disciplines, classified in Biglan’s Augmented Model (Drees, 1982). The constant comparative method was used in data analysis of transcribed interviews with findings organized into the most prevalent themes.
The individual experiences of dissertation success included three prevalent themes: career advancement opportunities and the development of extensive research agendas were described as motivators for participants to successfully complete the dissertation. Additionally, family and peer influence and prior knowledge were attributed as individual factors to success. Five themes were identified regarding the relational factors leading to dissertation success: (1) dissertation chair and committee, (2) cohort associates, (3) family members, (4) technological communication, and (5) guidance, feedback, and preparation. Finally, three themes related to the structural factors leading to dissertation success were identified: (1) financial aid, (2) streamlined processes and (3) institutional resources. Recommendations for future research include studies to better understand faculty experiences with job placement in academia, faculty experiences as a dissertation chair, and faculty views regarding dissertation attrition and retention.
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Agboola, Oluwaseun O. "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3221.
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Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.
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Alkis, Nurcan. "Identifying Factors That Affect Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612341/index.pdf.
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The main aim of this thesis study is to identify the factors that affect higher education students&rsquoperceptions of computerized assessment for learning. This study additionally aims to help effective use of computers in assessment activities by guiding the teachers or educational organization by interpreting the factors that affect students&rsquo
attitudes toward computer use in examinations. Quantitative research design has been used in this study. When choosing the participants, nonprobability sampling strategy was used due to its convenience. A total number 332 student of Middle East Technical University participated in the study. The data has been analyzed via Confirmatory Factor Analysis and interpreted by Structural Equation Modeling. The data loaded under 5 constructs: Perceived Ease of Use, Perceived Usefulness, Intention, Computer Attitude and Anxiety. By identifying the relations between these constructs, a structural model was created to determine the intention of students&rsquo
towards computerized assessment. The findings of this study have revealed that &ldquo
perceived usefulness&rdquo
is the most important determinant in students&rsquo
willingness to use computerized assessment. Additionally, if students have anxiety resulted from computer use, this affect their easiness perceptions negatively. Computer attitude is another factor that affects students&rsquo
perceptions of easiness and their anxiety. Finally it is concluded that students&rsquo
computer attitudes and anxiety affect their behaviors toward computerized assessment.
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Qudisat, Rasha Mohsen. "Effect of Gender, Guilt, and Shame on BYU Business School Students' Innovation: Structural Equation Modeling Approach." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5790.
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Innovative people seize the opportunity to make lives better and more comfortable, which contribute to economy growth and financial gain. Stakeholders study innovativeness of business students, in depth, to understand gender differences, and the factors affecting students' innovativeness. Literature explains how males and females differ in their proneness to guilt and shame. However, a model that explains the dynamic of guilt, shame, and gender on innovativeness will help make policies to improve students' innovativeness. This study describes factor analysis approach to examine the TOSCA-3 subscales guilt, shame, and the DNA instrument of innovativeness. It also describes the measurement invariance across gender for each construct, and for the full measurement model to identify the differences between genders. Moreover, this study examines the total effect of gender on innovativeness, which includes the direct effect, and indirect effect via guilt and shame. The results indicated that guilt is positively associated with innovativeness, and shame and gender are negatively associated with innovativeness. This dissertation can be freely accessed and downloaded from (http://etd.byu.edu/).
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Ketter, Lynn Carol. "High-stakes testing, achievement-goal structures, academic-related perceptions, beliefs, strategies, and school belonging among selected eighth-grade students in a northwest Florida school district." [Pensacola, Fla.] : University of West Florida, 2006. http://purl.fcla.edu/fcla/etd/WFE0000029.
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Wilcox, Matthew Porter. "Evidence for the Validity of the Student Risk Screening Scale in Middle School: A Multilevel Confirmatory Factor Analysis." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6599.
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The Student Risk Screening Scale—Internalizing/Externalizing (SRSS-IE) was developed to screen elementary-aged students for Emotional and Behavioral Disorders (EBD). Its use has been extended to middle schools with little evidence that it measures the same constructs as in elementary schools. Scores of a middle school population from the SRSS-IE are analyzed with Multilevel Confirmatory Factor Analysis (MCFA) to examine its factor structure, factorial invariance between females and males, and its reliability. Several MCFA models are specified, and compared, with two retained for further analysis. The first model is a single-level model with chi-square and standard errors adjusted for the clustered nature of the data. The second model is a two-level model. Both support the hypothesized structure found in elementary populations of two factors (Externalizing and Internalizing). All items load on only one factor except Peer Rejection, which loads on both. Reliability is estimated for both models using several methods, which result in reliability coefficients ranging between .89-.98. Both models also show evidence of Configural, Metric, and Scalar invariance between females and males. While more research is needed to provide other kinds of evidence of validity in middle school populations, results from this study indicate that the SRSS-IE is an effective screening tool for EBD.
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Liu, Yujuan. "Investigating Students’ Basic Needs and Motivation in College Chemistry Courses with the Lens of Self-Determination Theory." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6887.
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More graduates in science, technology, engineering, and mathmetics (STEM) fields are needed to keep our nation’s preeminance in the global fields of technology and science. However, fewer than 40% of students who intend to major in STEM fields when entering college complete a STEM degree. Therefore, it is important to explore factors to improve student persistence in STEM fields at the college level as well as to understand the interrelationship between student motivation, academic achievement, and persistence. Motivation is strongly associated with student achievement and persistence; meanwhile, academic achievement can also affect persistence. Self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people’s motivation. The three studies in this dissertation aim to investigate student motivation using instruments based on SDT and to explore the viability of the theory in a reform environment.
In Study 1, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed as an instrument based on the self-determination continuum to measure seven types of student motivation toward specific chemistry courses. Data gathered with AMS in college chemistry courses showed that AMS was a suitable candidate for modification. Based on expert panel discussions and cognitive interviews, AMS-Chemistry was developed. AMS-Chemistry was administered to university students in a general chemistry course as pre/post-test. Internal structure validity evidence was also collected. Results showed that students were more extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies revealed that intrinsic motivation subscales were positively associated with student academic achievement at the end of the semester. Results also showed that students who persisted in class attendance scored significant differently on the set of motivation subscales. This study suggests that AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use AMS-Chemistry to evaluate the impact of their efforts.
In Study 2, AMS-Chemistry was used to examine student motivation and determine how motivation is related to academic achievement at different points in time in organic chemistry courses. This study was conducted in two organic chemistry courses where one course was primarily lecture-based and the other implemented flipped classroom and peer-lead team learning (Flip-PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip-PLTL environment were significantly less lack of motivation toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for sex main effect and interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement; Amotivation was negatively correlated with academic achievement. The findings in this study showed the importance of Flip-PLTL pedagogies in improving student motivation toward chemistry.
In Study 3, students’ perceptions of basic psychological needs and intrinsic motivation were studied using instruments in accordance with SDT in first-year college chemistry courses. The interrelationships among the variables were also investigated. Students’ self-reported scores showed that they had positive perceptions with respect to the motivational variables where Process Oriented Guided Inquiry Learning (POGIL) was being implemented. Students’ written comments also provided evidence for their positive perceptions. Structural equation modeling results showed that it was viable to use SDT in the POGIL context, since the three basic needs explained a significant amount of variance in intrinsic motivation. The findings could help instructors become more aware of students’ perceptions of the learning environments in active learning settings, and therefore, instructors wishing to target student engagement are encouraged to implement active learning pedagogies, such as POGIL.
The research studies presented in this work contribute to our understanding of motivation as an important factor influencing student persistence in STEM fields in both traditional classroom and different active learning environments at the college level. Each study provided psychometric evidence for the use of instruments based on SDT in college chemistry courses. Chemistry educators can use these assessments to understand the nuances of student motivation. Findings from these assessments can then be used to design strategies to help students learn and/or to be more motivated toward chemistry. Also, this work highlights the importance of looking at the motivation of different groups of students, such as the underrepresented students, because their response trends may be different. Being aware of students’ different needs will help chemistry educators to understand how we can better increase students’ intrinsic motivation in our chemistry courses.
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Rasmusson, Maria. "Det digitala läsandet : Begrepp, processer och resultat." Doctoral thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-23667.
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The aim of this doctoral dissertation project has been to investigate and describe the reading comprehension of digital texts related to the reading of traditional texts by gender differences, computer-game playing, and socioeconomic background factors. The dissertation is based on four studies. In the first study, the results from a reading comprehension test delivered on screen is compared to a test delivered on paper and administered to 235 Swedish students 14-15 years of age. The students managed the test in the paper mode slightly better than that in the screen mode. The difference was particularly evident for boys. The second study used Swedish data from the PISA 2009 survey in an analysis conducted with a structural equation modelling technique. A digital reading factor nested within the overall reading was identified. A gender difference in favour of boys was found in this factor. This difference was perfectly mediated by the larger amount of time that the boys spent on computer-game playing. The third study, conducted on Swedish and Norwegian PISA data from 2009, focussed on equity aspects in reading comprehension and indicated that the unique aspects of digital reading were not influenced by cultural capital, neither on the student nor on the school level, in contrast to what was the case for traditional reading comprehension. The fourth study, using qualitative data, aimed at exploring the abilities and skills important for digital reading. The analysis resulted in five categories: traditional literacy, multimodal literacy, pathfinding, IT abilities, and information abilities. Drawing on a mixed-methods approach, the overall conclusion drawn from the results of the four studies was that reading comprehension of digital texts has unique aspects in addition to those required for reading comprehension of traditional texts. Three other important conclusions were pointed out as well. The first was that reading comprehension is influenced by the context of the texts; the second was that particular skills and abilities are required for digital reading; and the third was that there seems to be less of an influence of background factors on the performance of digital reading compared to traditional reading among Swedish (and Norwegian) youth. The results are discussed in relation to a Dual Level Theory formulated by Leu et al., as well as the validity issues with an outset in Bachman’s conversation analysis. The implications for schooling have been considered.
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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.
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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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Shirley, Rachel B. "Science Based Human Reliability Analysis: Using Digital Nuclear Power Plant Simulators for Human Reliability Research." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149428353178302.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes November 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/626195.
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(69583), Susan Dawson. "Enhancing the way students learn science through formative assessment." Thesis, 2000. https://figshare.com/articles/thesis/Enhancing_the_way_students_learn_science_through_formative_assessment/20959828.
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This thesis explores the issues of middle schooling in a context of boys' junior secondary education at a residential college in Queensland. It focuses on the way data is collected for assessing student progress in learning Science in Years 8-10 at the college. It evaluates how effective current methods of student assessment are in allowing students to demonstrate a broad range of skills and abilities as outcomes of their learning.
A case study approach was taken for investigating student assessment structures and for the interpretation of data collection processes used by Science teachers. There was an embedded, action -oriented component, which led to the trialing of alternative assessment measures in a Year 8 Science class. The case study, therefore, became cyclical, involving collaborative planning, data collection and reflection with the research participants. The outcomes of the research are the meaningful constructions that emerged during teaching and learning. These outcomes will be used to inform the implementation of the new Queensland Schools Curriculum Council (QSCC, 1999) Years 1-10 Science Syllabus in this boys' school.
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Hailaya, Wilham M. "Teacher assessment literacy and student outcomes in the province of Tawi-Tawi, Philippines." Thesis, 2014. http://hdl.handle.net/2440/99098.
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This study examined teachers’ assessment literacy and its probable impact on student achievement and aptitude (the outcome variables) through the intervening variables at the teacher and student levels. It likewise explored the effects of demographic variables on factors at the two levels and on the outcome variables. The study had 582 teacher samples and 2,077 student samples taken from Grade Six, Second Year and Third Year high school classes in the province of Tawi-Tawi, Philippines. It employed a mixed-methods design using quantitative method as a primary approach and qualitative method as a supporting approach. It utilised a number of statistical techniques, including Rasch modeling, structural equation modeling and hierarchical linear modeling, thematic analysis, and through the use of a number of software applications and include SPSS 16.0, LISREL 8.80, and HLM 6.08 to analyse the data. The results revealed that the elementary and secondary school teachers in Tawi-Tawi, Philippines possessed relatively low assessment literacy. In terms of the specific assessment areas, the teachers performed highest on “choosing assessment methods appropriate for instructional decisions” and lowest on “developing assessment methods appropriate for instructional decisions”. The qualitative finding concerning teachers’ knowledge on validity and reliability supported the low assessment literacy results. Moreover, teachers generally indicated that they practised “assessment purpose”, “assessment design”, and “assessment communication” frequently, and “direct transmission method” and “alternative approach” of teaching in more than half of their lessons. Furthermore, the Grade Six, Second Year, and Fourth Year high school students generally exhibited positive “perceptions of assessment” and positive “attitude towards assessment”. Besides, the Grade Six and Second Year high school students obtained below average “academic achievement”, and Fourth Year high school students obtained below average “aptitude”. The results further revealed that teachers’ assessment literacy negatively influenced their teaching practices while their assessment practices positively impacted on their teaching practices. No relationship was evident between their assessment literacy and assessment practices. However, analysis of relevant sub-variables showed some degree of positive effect of assessment literacy on assessment practices. Additionally, the students’ “perceptions of assessment” appeared to positively influence their “attitude towards assessment”. The Grade Six and Second Year high school students’ “perceptions of assessment” and “attitude towards assessment” likewise showed significant positive effects on their “academic achievement”. The Fourth Year high school students’ “perceptions of assessment” and “attitude towards assessment” exerted negative and positive effects, respectively, on their “aptitude”. Some demographic factors had moderating effects on the variables tested. Teachers’ age range (60 years and above), school type, and gender appeared to moderate effects on “academic achievement” while teachers’ age range (below 25 years), academic qualification, and years of teaching experience (16-20 years) had moderating effects on “aptitude”. The study’s results generally serve as empirical evidence and additional information on in-service teachers’ assessment literacy and its relations with other relevant variables. The results have implications for further research using other contextual variables and for the formulation of relevant policies, launching of assessment reform, development of assessment and research programs, and re-examination of assessment component of the Licensure Examination for Teachers. Furthermore, the findings in this study are relevant to pre-service teacher education programs and professional development of elementary and secondary school teachers, especially those from rural communities like Tawi-Tawi in the Philippines.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2014.
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Weiser, Gary. "Developing NGSS-Aligned Assessments to Measure Crosscutting Concepts in Student Reasoning of Earth Structures and Systems." Thesis, 2019. https://doi.org/10.7916/d8-h5d3-5j83.
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The past two decades of research on how students develop their science understandings as they make sense of phenomena that occur in the natural world has culminated in a movement to redefine science educational standards. The so-called Next Generation Science Standards (or NGSS) codify this new definition into a set of distinct performance expectations, which outline how students might reveal to what extent they have sufficient understanding of disciplinary core ideas (DCIs), science practices (SEPs), and crosscutting concepts (CCCs). The latter of these three dimensions is unique both in being the most recent to the field and in being the least supported by prior science education research. More crucially, as a policy document, the NGSS alone does not provide the supports teachers need to bring reforms to their classrooms, particularly not summative assessments. This dissertation addresses both of these gaps using a combination of quantitative and qualitative techniques. First, I analyze differential categorization of problems that require respondents to engage with their CCC understandings via confirmatory factor analysis inference. Second, I use a set of Rasch models to measure preliminary learning progressions for CCCs evident in student activity within a computer-assisted assessment experience. Third, I analyze student artifacts, think-aloud interviews, and post-task reflective interviews via activity theory to adapt the progression into a task model in which students explain and predict aspects of Earth systems. The culmination of these three endeavors not only sets forth a methodology for researching CCCs in a way that is more integrative to the other dimensions of the NGSS, but also provides a framework for developing assessments that are aligned to the goals of these new standards.
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Yu, Chun-Yi, and 余俊億. "The Study of Elementary Students’ Performance on Different Structure Science Performance Assessment and Cognitive Activities." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/02449214341048488359.
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碩士國立臺南大學
測驗統計研究所碩士班
93
The objectives of this study are to investigate, through the development of performance tasks of different structures, the differences among different groups of students (gender and problem-solving ability) in their task performance and cognitive activities and the correlation between task structure and rater consistency. The data source of this study came from a 6th grade class with 25 students (12 boys and 13 girls) at an elementary school in Kaohsiung. Two instruments were used in this study. One, the science performance assessment, was developed by the researcher and the other, named “New Edition of Problem Solving Test”, was created and revised by Wu-Dian Wu and Shiu-Mei Zhan. The study employed GENOVA and SPSS for data analysis. This study checked the evidences of reliability and validity of the science performance assessment and students’ cognitive activities on it. The results showed that the science performance assessment was superior to traditional paper-and-pencil test in measuring student’s problem-solving ability. The main findings were as following: 1.The science performance assessment and cognitive activities had good reliability and validity. 2.The science performance assessment was indeed superior to the traditional achievement tests in measuring students’ problem-solving ability. 3.The study showed that gender had no difference in students’ performance, while problem-solving ability did make a difference. 4.There was no difference between male and female students in four cognitive activities. Students with high level of problem solving performed significantly better than those with middle level of problem solving in problem-solving strategies on the task of content lean/process constrained. The higher students’ problem solving ability is the more kinds of monitoring behavior. 5.The study showed that different task structures made little impact on students’ performance. However, students did show different performance on cognitive activities of solution strategies, self-monitoring and explanation. 6.Given the results of rater percent agreement, Kendall coefficient of concordance, and Kappa coefficient, the rater consistency of cognitive activities in different structures was high.
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SU, CHING-HUI, and 蘇靖惠. "The Research of Structure Teaching Method in the Ability Assessment of Students with Intellectual Disabilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9gn6cw.
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碩士明道大學
課程與教學研究所
107
The purpose of this study was to investigate the effects of structured teaching method in vocational ability assessment courses for students with mild and moderate intellectual disabilities in the junior high school. The research method used the design of across subjects with multiple baseline in the single subject research approach, and the study subjects were two junior high school students with mild and moderate intellectual disabilities. The researchers used the assessment of six vocational abilities as the teaching content, the independent variable was the structured teaching method, and the dependent variables were learning outcomes of the vocational ability course demonstrated by students. The data was collected based on three phases: the baseline, the intervention and the maintenance, and visual analysis was used to analyze the effectiveness of the training. The process of this study included the immediate and maintenance effects of the structured teaching method on the assessment of the subject's ability. The results of the study were as follows: First, structured teaching method was effective on the acquisition in vocational ability course for the junior high school students with mild and moderate intellectual disabilities. Second, the structured teaching method was effective on maintaining the vocational ability for the junior high school students with mild and moderate intellectual disabilities. Finally, according to the results, this study provides some suggestions for school administrators, teachers and future researchers.
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Thawnarain, Amanda Michelle. "Implementation guidelines for the objective structured clinical assessment of student nurses in a private nursing college in Gauteng." Diss., 2016. http://hdl.handle.net/10500/22947.
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Using the right method of evaluation for clinical competence in nursing education plays a major role in obtaining appropriate results and making correct judgements. Nurse educators favour the Objective Structured Clinical Assessment (OSCA) for this purpose. The objective of this study was two-fold; firstly to explore and describe the experiences of nurse educators and student nurses of the OSCA within a private nursing college in Gauteng. The second objective was to develop implementation guidelines for the use of the OSCA as an assessment method. A qualitative, exploratory, descriptive, and contextual design was used and employed individual in-depth interviews, as well as field and direct observations to collect data. A purposive sampling method was used to select participants for the study and the sample comprised of ten nurse educators and ten student nurses to represent the population. Data were analysed thematically and resulted in seven themes and eighteen categories relating to nurse educators’ and student nurses’ experiences of the OSCA. Nurse educators had a predominantly negative view of the OSCA as an assessment method related to the ability of the OSCA to assess all learning assessment method related to the ability of the OSCA to assess all learning domains, the quality, structure, and organisation of the assessment, the simulated nature of OSCA, the availability of resources, as well as the feedback, communication and remedial action during the process. Challenges were experienced with the assessment tools as well as the educator as instrument. Educators raised a concern regarding the students’ readiness for evaluation. Student nurses related their experiences prior to the OSCA, their experiences of the educator, the structure and organisation of the OSCA, and their experience related to the communication and feedback of the results. Students related mixed emotional experiences as recipients of the assessment, as well as the relevance and benefits of the OSCAHealth Studies
M.A. (Nursing Education)
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"Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.14243.
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abstract: The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at an increased risk for special educational evaluation. This study is the first to investigate the structural validity of the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) with a Native American sample. The structural validity of the WISC-IV was investigated using the core subtest scores of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. The exploratory factor analysis procedures reported in the WISC-IV technical manual were replicated with the current sample. Congruence coefficients were used to measure the similarity between the derived factor structure and the normative factor structure. The Schmid-Leiman orthogonalization procedure was used to study the role of the higher-order general ability factor. Results support the structural validity of the first-order and higher-order factors of the WISC-IV within this sample. The normative first-order factor structure was replicated in this sample, and the Schmid-Leiman procedure identified a higher-order general ability factor that accounted for the greatest amount of common variance (70%) and total variance (37%). The results support the structural validity of the WISC-IV within a referred Native American sample. The outcome also suggests that interpretation of the WISC-IV scores should focus on the global ability factor.Dissertation/Thesis
Ph.D. Educational Psychology 2011
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Silva, João Pedro Vila Verde da. "Modelos de regressão multinível no estudo do desempenho escolar." Master's thesis, 2016. http://hdl.handle.net/1822/40992.
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Dissertação de mestrado em EstatísticaOs modelos de regressão multinível são modelos de regressão que usualmente se aplicam em situações em que os dados se estruturam hierarquicamente. Por esse motivo, estes modelos são muito importante na análise de estudos relacionados com a educação, pois geralmente as populações deste tipo de estudo encontram-se estruturadas de uma forma hierárquica. Um exemplo da estrutura hierárquica em dados educacionais, é dos estudantes estarem agrupados em turmas, as turmas agrupadas em escolas, as escolas agrupadas em regiões, etc. Neste trabalho apresentam-se os fundamentos subjacentes aos modelos de regressão multinível, aplicando-os a um caso prático na área da educação. Em particular, estes modelos foram aplicados a dados obtidos no âmbito do Programme for International Student Assessment (PISA) de 2012, na literacia de Matemática em vários países. Com esta aplicação, pretende-se analisar os desempenhos escolares dos estudantes em vários países, com o intuito de perceber quais são os fatores que podem influenciar o desempenho dos estudantes na disciplina de Matemática. A aplicação de um modelo de regressão multinível com três níveis permitiu concluir que o facto dos estudantes serem género masculino, o índice económico, social e cultural, a proporção de computadores ligados à internet, a proporção de raparigas na escola, o comportamento do estudante, o facto de frequentarem escolas privadas independentes do governo ou a autonomia das escolas na alocação dos recursos escolares influencia positivamente o desempenho dos estudantes a Matemática. Por outro lado, o facto dos estudantes serem imigrantes ou já terem repetido um ano escolar, o rácio entre o número de estudantes e o número de professores de Matemática e o número de computadores para fins educacionais por estudante tem uma influencia negativa no desempenho dos estudantes a Matemática.
Multilevel regression models are regression models which usually apply in situations where data are hierarchically structured. For that reason, these models are very important in the analysis of studies related with education because the population of these type of study are found structured in a hierarchical way. An example of the hierarchical structure in educational data is the students grouped in classes, the classes grouped in schools, the schools grouped in regions, etc. This work presents the rationale for multilevel regression models, by applying them to a case study in education area. In particular, this models were applied to data collected under the Programme for International Student Assessment (PISA) 2012 in Mathematics literacy in several countries. With this application, we pretend to analyse the students academic achievement in several countries, with the purpose of understand which are the factors that can influence the students achievement in Mathematic literacy. Applying a multilevel regression model with three levels concluded that the fact of the student were male, the index of economic, social and cultural, the proportion of computers connected to the Internet, the proportion of girls in school, the student's behavior, the fact of the students attend private schools independent from government or the school autonomy in the allocation of school resources affects positively the students achievement in Math. On the other hand, the fact that the students are immigrants or have already repeated a school year, the ratio between the number of students and the number of math teachers and the number of computers for educational purposes per student has a negative influence on student achievement in Math.
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Shen, Pei-Yi, and 沈佩怡. "The Item Relational Structure Study on Assessment Analysis–A research on the 4th students’ Learning concepts of hundredths decimal’s divided and synthesis." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/70518479145554240554.
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碩士國立臺中教育大學
教育測驗統計研究所
95
The main purpose of this research is to devise a test on the concept of hundredths decimal’s divided and synthesis that fits for the 4th grade students. By means of Item Relational Structure Analysis (IRS), we can analyze the data and obtain these students possible misconception. Hence, this research can provide the adequate teaching trend for the reference materials of teachers’ remedial instruction. The references of this research are from the domestic and foreign studies and the math curriculum in the primary school nowadays. This research divides basic concepts of hundredths decimal’s divided and synthesis into five sub-concepts which include the unit decimal’s synthetic concept—nonzero tenth, the unit decimal’s synthetic concept—zero tenth, the unit decimal’s divided concept—nonzero tenth, the unit decimal’s divided concept—zero tenth, , the multi-unit decimal’s divided and synthetic concept. According to the five sub-concepts, the researcher devises a test to detect the 4th grade students’ learning concepts of hundredths decimal’s divided and synthesis. After taking the test, the outcome was analyzed with IRSP, which is designed based on IRS with the expectation of getting information through the item relational structure analysis figure. With the findings and the conclusion, the researcher has made some suggestions that teachers and future studies can be for references.
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Naidoo, Nirmala. "A study to investigate the use of objectively structured practical examination in the assessment of undergraduate physiotherapy students' practical skills at one tertiary institution in South Africa." Thesis, 2003. http://hdl.handle.net/10413/4734.
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Objectively structured practical examination (OSPE) is widely used in Physiotherapy to assess the practical skills of undergraduate students. The rationale for OSPE is to provide a means for evaluation of students' clinical skills, so that students may ultimately apply their skills to patients in the clinical situation. Students should show their ability to think critically and reason, for efficient and effective clinical application. It is therefore
important that OSPE is structured such that these objectives may be achieved. This study presents the results of an investigation of OSPE at a Physiotherapy Department at one tertiary institution in South Africa. The present implementation has some merit. However, some adjustments need to be made in order that the OSPE process is more integrative of theory and practice, while simultaneously ensuring the holistic approach. This would facilitate an integrated approach to education and training aimed at integrating theory with the practice, and the academic with the vocational. Thus there would be a holistic and global approach to patient care.Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 2003.
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Vatrtová, Viera. "Vhodnost využití Testu struktury inteligence IST při diagnostikování dyslexie u studentů středních škol." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-358214.
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Diploma thesis focuses on examination of the use of Intelligence Structure Test IST 2000 R in diagnostics of high school students with dyslexia. To verify the suitability of its use, the thesis compares overall results of 56 dyslexic students with results of their peers who attend the same high schools in Prague 10 (Gymnázium Voděradská, Omská a Přípotoční, Střední průmyslová škola elektrotechnická V Úžlabině, Obchodní Akademie Heroldovy Sady). Afterwards, the results of 35 students with dyslexia are compared with their results of different in the past administrated intelligence tests (Pražský dětský wechsler, Wechslerova inteligenční škála pro děti). The results of the study showed that students with dyslexia scored significantly lower than their peers from intact population in the IST 2000 R test and their final score is significantly lower than their own results from different intelligence tests. Therefore, it is not correct to evaluate the IST 2000 R test as suitable for assessment of high school students with dyslexia.
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Salgado, Carla Alexandra Silva. "Desempenho dos estudantes portugueses: uma análise multinível bivariada." Master's thesis, 2020. http://hdl.handle.net/1822/73651.
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Dissertação de mestrado em EstatísticaA preocupação com a qualidade do sistema educacional tem aumentado significativamente nos últimos anos. Os resultados das avaliações internacionais nomeadamente o Programa Internacional de Avaliação de Estudantes (PISA) da Organização para a Cooperação e Desenvolvimento Económico (OCDE) em muito têm contribuído para o desenvolvimento das políticas públicas educativas. Em estudos de contexto educacional os dados possuem uma estrutura de grupo, ou seja, uma estrutura hierárquica (em níveis), pelo que, segundo a literatura, a aplicação dos Modelos de Regressão Multinível é a mais indicada. Os Modelos Multiníveis levam em consideração a dependência dos dados existentes dentro de cada nível e entre os níveis. O objetivo deste trabalho é identificar potenciais fatores que possam influenciar o desempenho dos alunos portugueses em duas áreas científicas, Matemática e Ciências. Com recurso aos dados do Programa PISA 2015 são estimados Modelos de Regressão Multinível Bivariada com dois níveis utilizando o software R. Os resultados permitiram concluir que os efeitos nas duas áreas científicas são muito semelhantes. Mostraram que o facto dos alunos serem do género masculino, o índice económico, social e cultural influencia positivamente o desempenho dos alunos a Matemática e Ciências. Por outro lado, o facto dos estudantes serem imigrantes tem influência negativa no desempenho dos alunos em Matemática e em Ciências.
Concern about the quality of the education system has increased significantly in recent years. The results of international assessments, namely the International Student Assessment Program (PISA) of the Organization for Economic Cooperation and Development (OCDE), have greatly contributed to the development of public education policies. In educational context studies the data have a group structure, this is, a hierarchy structure, so, according to the literature, the application of multilevel regression models is the most indicated. Multilevel models take into account the data dependency within and between levels. Through the analysis of data from the PISA 2015 Program, Bivariate Multilevel Regression Models with to levels are estimated to evaluate the performance of students in mathematics and science using the HLM and R program in order to understand which factors influence the performance of students in mathematics and in science. The results showed that the fact that the students were male and the economic, social and cultural index positively influenced the students´ performance in mathematics and science. On the other hand, the fact that students are immigrants has a negative influence on the students’ performance.
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(6326255), Stefan M. Irby. "Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)." Thesis, 2019.
Find full textAbstract:
Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): RQ1) How can ALOs be rigorously identified for the BASIL CURE; RQ2) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; RQ3) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; RQ4) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.
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Segueda, Saïdou. "La fabrique de l’évaluation à l’aune d’une perspective resocialisante : une négociation entre enseignants et étudiants au premier cycle universitaire." Thèse, 2018. http://hdl.handle.net/1866/22586.
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