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.
Full textFouh, 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.
Full textPh. D.
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.
Full textnumber 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.
Gogol, Katarzyna [Verfasser]. "Students’ affect and motivation: Assessment, structure, and development / Katarzyna Gogol." Berlin : Freie Universität Berlin, 2016. http://d-nb.info/1088402208/34.
Full textWoods, Bonnie. "The Effectiveness of a Structured Functiona Behavior Assessment Procedure: Teacher Training as a Moderator." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4793.
Full textIs, 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.
Full textLuxford, 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.
Full textScott, 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.
Full textBrooks, 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.
Full textCarter, 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.
Full textCannon, 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.
Full textBergvall, 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.
Full textThe 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.
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.
Full textMaruping, 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.
Full textThesis (MCur)--North-West University, Potchefstroom Campus, 2013
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.
Full textAgboola, 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.
Full textAlkis, Nurcan. "Identifying Factors That Affect Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612341/index.pdf.
Full textperceptions 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.
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.
Full textKetter, 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.
Full textWilcox, 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.
Full textLiu, 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.
Full textRasmusson, 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.
Full textGalindo, 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.
Full textShirley, 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.
Full textSenate, University of Arizona Faculty. "Faculty Senate Minutes November 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/626195.
Full text(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.
Full textThis 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.
Hailaya, Wilham M. "Teacher assessment literacy and student outcomes in the province of Tawi-Tawi, Philippines." Thesis, 2014. http://hdl.handle.net/2440/99098.
Full textThesis (Ph.D.) -- University of Adelaide, School of Education, 2014.
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.
Full textYu, 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.
Full text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.
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.
Full text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.
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.
Full textHealth Studies
M.A. (Nursing Education)
"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.
Full textDissertation/Thesis
Ph.D. Educational Psychology 2011
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.
Full textOs 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.
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.
Full text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.
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.
Full textThesis (M.Ed.) - University of Natal, Pietermaritzburg, 2003.
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.
Full textSalgado, Carla Alexandra Silva. "Desempenho dos estudantes portugueses: uma análise multinível bivariada." Master's thesis, 2020. http://hdl.handle.net/1822/73651.
Full textA 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.
(6326255), Stefan M. Irby. "Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)." Thesis, 2019.
Find full textCourse-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.
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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