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Dissertations / Theses on the topic 'Student assessment'
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Chester, Simon David. "Electronic assessment systems & generic models of student assessment." Thesis, University of Portsmouth, 2009. https://researchportal.port.ac.uk/portal/en/theses/electronic-assessment-systems--generic-models-of-student-assessment(0855c511-8be7-46f5-85ae-2d1580c5b22f).html.
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This dissertation describes the creation of new and novel electronic assessment systems and the creation of a new generic model of assessment. The electronic assessment systems can be used by more than one teacher or student at any one time. Audio, visual and data recordings (including teachers comments) are immediately stored with student records so they are instantly available anywhere as a resource for monitoring progress and assisting student learning. Research work began by selecting a leading assessment system called ESAAMS Version 2. Although it was possible for that software to be installed on many computers, each instance of the software required its own separate database. New assessment practises in schools required this information to be shared between teachers and students and so it was necessary to investigate the underlying assessment models being used. ESAAMS Version 2 was tested by the author and by teachers, and questionnaires and interviews with teachers were also conducted and used to identify areas that could be improved or expanded. From that, a first new model of assessment was created. A new prototype electronic system called Kumquat was created to implement the first model. Kumquat allowed students to assess their own work and students could also build a portfolio of work. Kumquat was tested by several schools and results were collected and analysed to identify areas of the electronic assessment system that could be further improved or expanded. A second prototype electronic assessment system called Guava was then created from an analysis of feedback from Kumquat users. Further questionnaires were used and other assessment systems were reviewed to create a prototype generic assessment model. Guided by the results from testing the two new electronic assessment systems (Kumquat and Guava), a more focussed literature review was conducted and, from that, a new and final generic model of assessment was created. A third new electronic assessment system called Kiwi was described using the results from the literature searches, the new ideas and results from the two new electronic systems (Kumquat and Guava) and the final generic model of assessment created during the research. Kiwi would allow peer-assessment and more fluid sharing of student assessment information between teachers. Future research work was suggested.
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Brennan, Kate. "Student-led assessment in the primary classroom : facilitating student ownership and motivations towards assessment." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30986/.
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By allowing students to play an active role in the assessment of their work, can their perceptions and motivations be changed? This dissertation considers the impact of working collaboratively with primary school teachers and students to develop the skills needed to integrate student-led assessment into their daily practice, with the objective of analysing how this affects the students’ motivations and attitudes towards their work. Three teachers and the researcher, the Head of Primary, concertedly trained in how to develop student-led assessment across a 13-week trial that involved Year 4 students in an English curriculum international school in Malaysia. An experimental group comprising of 28 student participants engaged in three rounds of focus groups, while the three teacher participants engaged in weekly working focus groups as well as three interviews over the trial period. The findings suggest that students benefited from their involvement in student-led assessment since, at the end of the study, they could more accurately understand and explain their progress and predict their grades, as well as explain the uses and importance of assessment as learning. The teachers observed successes, such as increased student motivation, enhanced student understanding, more advanced autonomy, and challenges, such as timing and consistency with student-led assessment across the three Year 4 classes. The research leads to suggestions with regards to implications for practice of teachers, schools and policy makers, as well as directions for future research.
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Wong, Chan Pik-Yuen. "Human factors in performance assessment : the assessment of practicum performance in social work." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369110.
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Ringenbach, Michael. "Collecting Student Data for Accreditation Assessment." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/31209.
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This paper seeks to identify one of the key problems faced by academic institutions seeking accreditation. The accreditation process requires academic institutions to conduct a self-study analyzing how well a given program is meeting the learning outcomes the accreditation board uses in its assessment. This self-study by schools often contains qualitative or subjective data and does not directly correlate the learning outcomes being measured to student performance. The lack of quantitative measurements at a granular level means that it is difficult for the academic institution to prove that it was effective in meeting a particular outcome.
I propose in this paper a tool that is both efficient and effective in capturing quantitative data at the student level. The tool maps specific coursework to learning outcomes and shows how students performed towards that outcome over the duration of a particular course or program. Additionally, the data collected by the tool can be used to assess course and program design.Master of Science
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Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.
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This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identifiedDoctor of Philosophy (PhD)
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Roe, John Wilford. "Student Self-Assessment and Student Ratings of Teacher Rapport in Secondary Student Course Ratings." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/704.
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This study involved administering two rating forms (student self-rating on commitment and student rating of teacher rapport) to approximately 1,400 secondary students taught by 12 different teachers at two different high school Latter-day Saint (LDS) released time seminaries along the Wasatch Front in Utah. Seminaries and Institutes of Religion (S&I) function within the Church Educational System (CES) of the LDS Church, providing religious education for secondary students between the ages of 14-18. The purpose of this study was to explore relationships between student, teacher, and course characteristics on student ratings of teacher rapport and to explore a possible relationship between student self-assessments on their own commitment to learning with student ratings on their rapport with their teacher. Evidence suggests that teacher characteristics such as the teacher's age and experience have little to no impact on student ratings of teacher rapport. Female students tended to rate their teacher more favorably on rapport than male students, although practical significance was minimal. Younger students reported greater interest in seminary and higher-grade expectancy. They also tended to rate themselves higher on commitment. A statistically significant difference was found for teacher rapport scores between two groups based on the order of test administration. Group 1--self-first (student self-rating before student rating of teacher rapport) reported higher levels of rapport than group 2--comparison (student rating of teacher rapport prior to student self-rating). Students tended to rate their teacher more favorably after completing a self-rating on commitment. Practical significance between study groups was minimal because findings were small. Further research is suggested based on these findings to seek more understanding regarding the relationship between student self-evaluations and student ratings of their teacher.
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Kay, Alison Elizabeth. "Student-generated content : investigating student use of PeerWise." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22840.
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In recent years an increasing focus has been placed on the development of students’ skills of critical thinking, problem solving and independent learning, throughout their time at university. There is an increasing shift towards incorporating activities which promote students’ active engagement with course materials – with the intention of promoting a deeper understanding of their chosen subject. Many tools and techniques are available that facilitate students’ transition from the passive recipient of knowledge, to a central, active actor in the learning process. One such tool, PeerWise, is an online, free to use application where students are encouraged to write multiple choice questions for their peers to answer, resulting in a bank of questions for students to test their knowledge and understanding. Students are given opportunities to give feedback to question authors on the quality of the question, in the form of a numerical rating or a qualitative comment, which provides further scope for students to engage in discussion about the question. It is hypothesised that actively engaging with course material will promote a deeper understanding of its content and will develop students’ skills of problem solving and critical thinking. The research in this thesis explores the relationship between engagement with PeerWise and performance in end of course examinations in six courses (physics, chemistry and biology), across three academic years within three research intensive UK universities. This work aims to unpick the nature of student interactions on PeerWise, and the extent to which engagement with each activity on the system is associated with attainment, when controlling for a student’s prior ability and other relevant factors such as their gender. Student views on engaging with the system have also been gathered to understand the degree to which students find PeerWise useful to their learning, and the ways in which they interact with the platform. Although the results paint a complex picture of the relationship between PeerWise use and attainment, in most courses, and for most ability levels, students who engage to a higher level with PeerWise achieve a higher exam score than their lower engaging peers. There is also often a significant, positive correlation between engaging with PeerWise and end of course exam score which persists, even when controlling for a student’s prior ability. Although it would seem to be that answering questions and writing high quality feedback is more often associated with attainment than writing questions and receiving feedback, the results suggest that engagement across all activities is most beneficial to students – indicating that overall engagement with the task is key to student learning.
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Saranchuk, Ron. "The assessment-curriculum relationship, consequences for teacher instruction and student assessment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35310.pdf.
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Wallace, William. "Formative Assessment: Benefit For All." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5884.
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This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections. Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone.M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Mathematics and Science Education
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Bauer, Christine, Kathrin Figl, Michael Derntl, Peter Paul Beran, and Sonja Kabicher. "The Student View on Online Peer Reviews." Association for Computing Machinery (ACM), 2009. http://dx.doi.org/10.1145/1595496.1562892.
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Peer review is used as an effective quality assurance measure in many contexts, including science, business, programming or education. In education, several studies confirmed the positive effects of peer reviewing on student learning. Based on recent research concerning the role of media in the peer review process this study investigates how students perceive the process, content and effects of peer reviews. We also analyze students' opinions on different modes of peer reviewing activities, e.g. online vs. face-to-face reviewing. In the context of a computer science course on scientific writing, these research questions were addressed by administering an online questionnaire (n=38) and analysis using quantitative and qualitative methods. Results indicate that students value the peer review activity, take peer reviews seriously and provide comprehensive and constructive reviews. Findings also show that students prefer written online reviews with the possibility of oral follow-up questions to reviewers.
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Tippett, Steven R. Palmer James C. "Student outcome assessment in physical therapy education." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006628.
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Thesis (Ph. D.)--Illinois State University, 2001.Title from title page screen, viewed April 13, 2006. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Patricia H. Klass, William L. Tolone, Wendy G. Troxel. Includes bibliographical references (leaves 168-176) and abstract. Also available in print.
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Alaudan, Rasha. "Saudi student teachers' perceptions of formative assessment." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7648/.
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This study explores Saudi student teachers’ perceptions of formative assessment (FA). Recently, there has been a shift in Saudi Arabia towards a constructivist approach within education, which emphasises problem solving, analysis and research rather than memorisation and repetition. Despite these changes, FA, which is best utilised in a constructivist environment, has been overlooked. There are few studies on FA in the Arabian region, and there are no studies about student teachers’ perceptions of FA. Because FA is a new approach in Saudi Arabia, the researcher drew upon traditions of action research, in that FA was introduced by the researcher and discussed with the participants throughout the study. A purposive sample of eleven Saudi student teachers and their tutors participated in this study. Data was collected using a variety of instruments over a period of time. The process of data collection was in three stages: before, during and after school placement. Initial one-to-one semi-structured interviews were conducted with the student teachers before school placement. Thirty-three observations took place during school placement. After school placement, questionnaires and one-to-one semi-structured interviews were conducted with the student teachers, and interviews were also conducted with their tutors. Although the Saudi student teachers had been influenced by summative assessment, the main findings showed that they were enthusiastic about the idea of FA and they recommended implementing it in Saudi schools. The findings also indicated that the student teachers could learn about FA, and the researcher’s approach of connecting theory to practice through reflection seemed to be helpful in developing their knowledge about FA. The student teachers perceived that mixed abilities classrooms and time limitations — both time within lessons and the period of school placements — affected their practice of FA. The findings also suggested that in order to avoid what they seemed to identify as problematic FA techniques, the student teachers tended to focus on certain FA strategies.
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Hyland, Tarryn. "Student negotiation of an undergraduate accounting assessment." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25313.
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In South Africa (SA), access to the accounting profession is characterised by inequality, resulting from a multitude of socio-economic and historical issues. Assessment serves as the primary gate-keeping mechanism of the profession. However, more than twenty years after the end of apartheid, pass rates remain skewed by factors such as language and race. Accounting education research offers some quantitative studies which investigate diversity in academic performance by school-leaving results or by race, for example, and a number of studies which consider language in the accounting curriculum. The quantitative studies, however, do not provide insight into the complex socio-cultural issues operating in accounting education, and the work on language in accounting education is largely focused on action research projects and the documentation of communication interventions. While some accounting education studies acknowledge that specific disciplinary conventions exist, these practices are not analysed or described. This study asks the question: how do students negotiate undergraduate accounting assessments? To explore this problem, the academic communication practices in a second-year accounting assessment at a wellestablished, English-medium university in SA are investigated by analysing what is valued in accounting assessments, what students are doing in the assessment event, and why. Academic literacies research and a theory of language as social practice, including the work of Theresa Lillis and Norman Fairclough, are used to develop the theoretical framework of this study. Critical discourse analysis (CDA) is used to analyse the assessment texts, explore the dominant disciplinary practices in accounting higher education and explain the power behind professional accounting education discourse. This study outlines elements of the valued disciplinary literacy, such as the genres of accounting assessments and the accounting discussion answer, and specialised test-taking reading practices, including how to identify the valued task response. The overarching feature of the dominant disciplinary practices is its linguistic complexity, largely shaped by professional accounting institutions. To investigate students' literacy practices, the answer texts of three students from different backgrounds are analysed using CDA, together with ethnographic data from "talk around text" (Lillis, 2008: 355) and "literacy history" (Lillis, 2008: 362) interviews with students. This study shows that students with language practices aligned to the valued professional education discourse have power in the assessment, while English additional language students from poorer schooling backgrounds in particular struggle to grasp and demonstrate the valued discourse. This study contributes to research on language practices and student experiences in a professional curriculum. It is my hope that the insights offered by this paper can be used to improve teaching and learning by encouraging educators to be aware of, and facilitate access to, the dominant accounting disciplinary practices. Educators need to acknowledge the diverse language practices of students, make explicit the complex elements of the valued disciplinary practices in the teaching and provide opportunities to develop students' knowledge of business and legal concepts, for example, which are recontextualised in the accounting curriculum. Until these steps are taken to make the epistemology of the discipline clearer, access to the accounting profession will remain unequal.
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Hill, T. (Tanya). "Student perceptions of a self-assessment environment." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41603.
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Formal assessment in education focuses on summative assessment in the form of grade allocation. This has limitations on the learning process for students. Formative assessment should also be incorporated into learning as an integral part as it offers many benefits. Reflective learning in the form of self-assessment is central to the process of formative assessment. Students, however, tend not to engage in the process of self-assessment. This skill can be developed by educators in an educational setting, but educators tend not to create an environment in which students can self-assess.
The study explored students’ perceptions of the self-assessment process once they had been exposed to it over a period of time in a facilitated environment. This encouraged them to engage in the process and develop the skill of self-assessment.
The research method was exploratory in nature and was conducted by means of a design experiment in which students were encouraged to self-assess on three occasions during the 2012 academic year. Data was then collected from the students by means of a structured survey.
The results of this study indicated that students tended not to self-assess if not encouraged to do so. However, once given the opportunity to do so in an environment which supported it, students were positive about the process of self-assessment. They believed that it would improve their overall academic performance and indicated that they would continue to apply self-assessment to their studies in future. This study concluded that students were positive about self-assessment and that they applied it accurately and in a meaningful manner to their studies in an environment which supported it.Dissertation (MCom)--University of Pretoria, 2013.
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Leone, Julia Natalie. "Online Homework: an Assessment of Student Behavior." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/323611.
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Lombard, Ronell. "Quantified assessment to enhance student learning in the sciences at UWC." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5637_1180442016.
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This project discusses whether the British prototype questionnaire called the Assessment Experience Questionnaire (AEQ) could be standardized as a quantifier of assessment and be used at a multicultural institute such as the University of the Western Cape (UWC). This questionnaire was created in the United Kingdom to assist lecturers in evaluating and developing their assessment systems.
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Hoover, Nancy. "A Descriptive Study of Teachers' Instructional Use of Student Assessmetn Data." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/2017.
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The overarching question for this study is: to what extent are teachers using summative assessment data in a formative way? A survey research design study was implemented to address this question. A web-based survey was administered to elementary, middle, and high school teachers in a large, suburban school division in central Virginia. The survey data were used to determine the frequency with which teachers administered specific types of summative assessments, analyzed student summative assessment data, made changes in their instructional practice as a result of their analysis, and the level of teachers’ assessment literacy. The results of this study suggest teachers are administering a variety of summative assessments, with varying frequencies, throughout the year and analyzing data on a regular basis. Teachers’ formative use of summative assessment data is most often demonstrated through analysis using central tendency statistics. Disaggregating data by content standards or student subgroups is not as frequently attempted. Regardless of the methods of data analysis, an overwhelming majority of teachers reported using assessment data results to evaluate their instructional practice and make changes to enhance student learning. The assessment literacy level of teachers did not appear to have any influence on the extent to which they use summative assessments in a formative way. However, assessment literacy scores did differ across teacher characteristics. High school teachers had a higher assessment literacy score than elementary school teachers, and teachers with graduate degrees scored higher than those with a bachelor’s degree. Experience mattered as well; more experienced teachers had a higher assessment literacy score than beginning teachers. Finally, science and mathematics teachers had a higher assessment literacy score than elementary teachers. The findings of this study give building administrators and staff development leaders insight into current instructional practices of teachers. Additionally, a general measure of assessment literacy establishes a baseline from which educational leaders can develop future training to raise the assessment literacy of teachers
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Tucker, Steven C. "The impact of looping on student achievement on the Colorado Student Assessment Program." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/STucker2006.pdf.
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Thrasher, Brandy L. "The effects of student self assessment in science." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/thrasher/ThrasherB0812.pdf.
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The investigation involved implementing various self-assessment practices and evaluated the impacts on student achievement, self-confidence and mastery of science concepts. The study included 30 eighth grade students with academic abilities ranging from below to above grade level. This research was conducted at Washington Middle School in Missoula, Montana. The treatment was implemented over the course of four physical science units spanning from November through February. Student achievement was assessed by analyzing class participation, unit test scores and Assignment and Effort Tracking Sheets. Student attitudes were evaluated through the pre and post-treatment data from the Student Attitude Inventory and Course-Related Self-Confidence Survey.
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Brooks, Lindsay Ann. "Adult ESL student attitudes towards performance-based assessment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ45956.pdf.
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Keen, Virginia. "Transforming Instruction and Assessment Using Student-created Video." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82622.
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Davenhall, Ella. "The assessment of practical skills in student nurses." Thesis, Sheffield Hallam University, 1985. http://shura.shu.ac.uk/20655/.
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RATIONALE: During the last decade assessment of clinicalskills in student nurses preparing for state registration has undergone a number of developments. According to contemporary literature, written examinations, which represent one feature of assessment for state registration, often bear little relationship to the level of nursing skills demonstrated by a student in the clinical setting. Having observed contemporary methods of clinical assessment, the researcher here explores the theoretical and practical considerations underlying these methods; their reliability and validity; and the related question of what could constitute useful and appropriate instruments for assessment of clinical nursing skills. NATURE, SCOPE AND METHOD: Two methods of clinical assess-ment in general use were explored, employing guided interviews with a sample of senior nursing staff regularly involved in clinical assessment (N = 44). This was a sample of ward sisters located in four centres: Centre A, an est-ablished teaching hospital (N = 14.); Centre B, a busy district general hospital (N = 8); Centre C, a new postgraduate medical school hospital (N = 12); and Centre D, a small suburban general hospital (N = 10). Following a review of the literature, a guided interview schedule was developed by means of preliminary unstructured discussion with assessors in order to establish general categories; followed by a small pilot study. Interview data were stored on audiotape and comparisons made between responses from assessors in the four centres. The researcher wished to collect accurate information in respect of specific issues involved in the current procedures. Interviews were wide-ranging, covering numerous aspects of assessment as these affect student, assessor and patient; and the instruments currently used. Numerical data is supported by anecdotal material illustrative of typical responses. Additionally to the interviews, a retrospective analysis of specimen assessments carried out for a specific group of third-year students was undertaken in order to. obtain data on reliability and validity of such assessments. FINDINGS: These illustrate a variety of strengths andweaknesses in current assessment procedures as perceived by senior clinical nurses: and serve to emphasise issuesrequiring further study. Of greatest interest are implications for preparation, training and continued development of clinical assessors. Respondents viewed both current assessment systems critically; and a specimen analysis illustrated the shortcomings of progress assessments. Inferences were drawn from the data regarding potential future ways of improving organisational, assessmental and educational aspects of clinical nurse assessment.
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Aper, Jeffery Paul. "The development of student assessment policy in Virginia." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54757.
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The primary objectives of this study were to provide detailed understanding of:
(1) the processes by which Virginia's student assessment policy developed;
(2) the current expectations and intentions of policy makers in regard to assessment; and
(3) the anticipated direction of state policy in regard to uses of and further requests for information documenting institutional processes and quality.
Primary data for this study included over 100 document sources, supplemented by interviews with 61 individuals involved in the policy making process.
Virginia's assessment policy was shaped by a national trend toward state efforts to stimulate reform and "quality assurance" procedures in higher education, as well as the interests of the State Council of Higher Education staff in using assessment to advance an agenda for review and renewal of undergraduate curricula. Student assessment has been marked in Virginia by efforts to maintain an institution-centered approach to the process. As a result of the desire not to characterize assessment as an accountability mechanism, these activities have been guided by general and somewhat vague guidelines and expectations from SCHEV and other state officials.
Assurances that institutions have meaningful and appropriate programs in place were desired, but most officials had limited concepts of what would constitute such processes and further indicated little concern with obtaining or using specific data. Assessment and related activities were seen by state officials as positive and logical components of necessary self-evaluation undergone by any agency or organization. As SCHEV officials awaited the first full institutional reports in summer 1989, it was apparent that only a very negative report on the quality of institutional efforts might spur prescriptive action on the part of the General Assembly.Ph. D.
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Teo, Tiat Leng. "Scenario selection and student assessment modules for CyberCIEGE." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Dec%5FTeo%5FT.pdf.
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Thesis (M.S. in Computer Science)--Naval Postgraduate School, December 2003.Thesis advisor(s): Cynthia Irvine, Michael Thompson. Includes bibliographical references (p. 103-105). Also available online.
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Andrews, Christopher Daren. "Student Self-Assessment: Teachers' Definitions, Reasons, and Beliefs." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6393.
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The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore how beliefs might influence teachers' reasons for using SSA or not. This study used Ajzen's theory of planned behavior to explore the relationships between teachers' stated beliefs about SSA and reasons for using or not using SSA. I interviewed seven teachers from one high school in the Intermountain West and found that five of the seven teachers in this study used SSA. I found that these teachers' definitions of SSA varied between formative and summative approaches. The way teachers defined SSA appeared to influence their implementation of SSA, as well as their reasons for using or not using SSA. I also found that beliefs associated with student outcomes (e.g., student cognitive and skill growth, student motivation) were usually indicators for using SSA. However, beliefs about resources (e.g., time to implement, good models) and concerns about students' ability to self-assess were typically associated with not using SSA. For those studying this issue, or schools or districts intending to implement forms of SSA, a "one-size-fit-all" approach is not recommended. A more effective approach for moving research to practice would be to start with how teachers are defining SSA, and then individually address their reasons and beliefs surrounding SSA.
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Garnett, Arlene Lois. "Portfolio assessment: An authentic method of student evaluation." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/825.
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Ramirez, Agustin Jr. "VETERAN STUDENTS' NEEDS ASSESSMENT." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/362.
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Military service members are a subpopulation of the postsecondary student body. Many service members report symptoms of depression and posttraumatic stress disorder (PTSD). Yet, practical and stigma-related barriers prevent these service members from seeking treatment, often when treatment services are available as part of post-enlistment benefits. Using a variety of surveys, the present thesis assessed the demographics, self-reported symptoms of PTSD and depression, perceptions of treatment, and treatment utilization among military-affiliated students on a postsecondary campus. Correlational analyses revealed that severity of PTSD and depression symptoms were positively correlated with overall treatment utilization. However, practical and stigma-related barriers were not significantly associated with treatment utilization. Multiple regression analyses revealed that stigma-related and practical barriers did not moderate the relationship between symptoms of PTSD or depressive symptoms and treatment utilization. Post-hoc analyses showed a positive correlation between reported practical barriers and on-campus treatment utilization, and also revealed that on-campus treatment utilization was positively correlated with overall treatment utilization and positively correlated with utilization of community-based health services. The impact of these findings is discussed.
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Antzoulatos, Ekaterini. "Beginning Secondary Teachers and Students Assessment: perceptions and experiences of assessment as a pedagogical challenge." Thesis, Education and Social Work, 2009. http://hdl.handle.net/2123/5141.
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This study investigated beginning secondary teachers' perceptions and experiences of student assessment. Three aspects were explored: beginning teachers' perceptions of assessment, the elements of assessment beginning teachers find most challenging and the extent to which professional support is addressing beginning teachers' needs, in relation to assessment. In-depth interviews were conducted with six beginning secondary teachers. Participants ranged from less than one to five years experience and represented a range of subject methods. Assessment was perceived as a means to improve student learning, by providing a form of feedback concerning students' understanding and progress. Beginning secondary teachers however, did not perceive assessment as a means to critique and evaluate their own teaching practice. Beginning teachers also expressed a strong pedagogical belief that assessments should be interesting and engaging, however time constraints often inhibit the implementation of such assessments. The design phase of assessment proves to be the most challenging element of assessment. It appears that a teacher's tenure will determine what aspect of designing an assessment proves most challenging. In terms of professional support, there is a lack of professional development devoted to assessment and reporting. Generally beginning secondary teachers rely on advice from experienced colleagues.
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Fukuda, Erin. "Classroom Practices and Student Progress: Relations Between Classroom Practices and Indicators of Student Learning in Reading." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20426.
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The state of Oregon, like many states, requires its districts’ teacher evaluation systems to include measures of student learning as well as a measure of teachers’ professional practice. State guidelines require use of state test data in assessed grades as one of the measures, but allow districts flexibility in which additional assessments to use and which source of information to prioritize when evaluating teachers. This study used existing data from one school district to compare students’ performance on a state reading and literature assessment to their performance on reading curriculum-based measures, and the degree to which measures of teaching practices relates to both types of student outcomes. Results are interpreted with consideration of how the district implements their measure of teaching practice. Results from this study may help inform decisions the district will face as they continue to refine their teacher evaluation system in accordance with state guidelines, while elucidating challenges that such systems pose.
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Barnes, Barbara (Principal). "Impact of Teacher and Student Ethnicity on Student Assessments." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849641/.
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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburban school districts. This topic has been a subject of discussion since the late 10970s when Cardenas and Cardenas (1977) studied the achievement among minority students and their White peers. The conversation continued through authors such as Takei and Shouse (2008), Hays (2011), Ladson-Billings (2006), Dee (2003, 2005), and Brown (2006).
To answer these research questions, a hierarchical multiple regression analysis was conducted on the data collected. Although the study verified the achievement gap between minority students and White students, the study indicated no consistent pattern corroborating that minority students were more successful when taught by teachers of the same ethnicity. In many cases, students learned better with teachers of a different ethnicity. Black students were successful with Hispanic or White teachers, Hispanic students were successful with Black or White teachers, and White students were successful with Black or Hispanic teachers. The TAKS assessment scores were the only data used to support this analysis.
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Alston, Allyson. "Are community colleges going the distance? : an assessment of student support services for Texas community or technical colleges /." View online, 2006. http://ecommons.txstate.edu/arp/103.
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Jung, Eunju. "Methods in creating alternate assessments : calibrating a mathematics alternate assessment designed for students with disabilities using general education student data /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9221.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-116). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Jung, Eunju 1974. "Methods in creating alternate assessments: Calibrating a mathematics alternate assessment designed for students with disabilities using general education student data." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9221.
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xvi, 116 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.A significant challenge in developing alternate assessments is obtaining suitable sample sizes. This study investigated whether psychometric characteristics of mathematic alternate assessment items created for 2% students in grade 8 can be meaningfully estimated with data obtained from general education students in lower grades. Participants included 23 2% students in grade 8 and 235 general education students in grades 6-8. Twenty three 2% students were identified through the Student Performance Test (10 standard items and 10 2% items) and the Teacher Perception Survey. Performance on 10 2% items by the 2% students and the general education students were analyzed to address the questions: (a) are there grade levels at which the item parameters estimated from general education students in grade 6-8 are not different from those obtained using the 2% student sample? and (b) are there grade levels at which the estimated ability of general education students in grades 6-8 are not different the 2% student sample in grade 8? Results indicated that the item response patterns of 2% students in grade 8 were comparable to those of general education students in grades 6 and 7. Additionally, 2% students in grade 8 showed comparable mathematics performance on 2% items when compared to general education students in grades 6 and 7. Considering the content exposure of students in lower grades, this study concluded that data from general education students in grade 7 would be more appropriate to be used in designing alternate assessment for 2% students in grade 8 than data from students in grade 6. The general conclusion is that using data obtained from general education students in lower grade levels may be an appropriate and efficient method of designing alternate assessment items.
Advisers: Dr. Beth Ham, Co-Chair; Dr. Paul Yovanoff, Co-Chair
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Carter, Malika. "Study of Assessment Data Usage in Student Affairs-Related Strategic Planning and Student Learning." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27337.
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This qualitative, multiple site case study addressed five key areas (a) accountability; (b) student affairs assessment; (c) student affairs strategic planning; (d) student learning in student affairs; and (e) linkages: connectivity of assessment, strategic planning, and student learning. The study drew upon semi-structured, Skype-based interviews from student affairs practitioners at institutions in six accrediting regions and by analyzing related documents. Research questions framing the study were 1) How are divisional assessment processes linked to student learning? 2) How are divisional strategic plan(s) linked to student learning? 3) How do student affairs divisions integrate or link strategic planning and assessment? 4) Who is involved in divisions? assessment and/or strategic planning, and what are the major responsibilities of these individuals? 5) What are common practices of divisions that successfully link assessment, strategic planning, and student learning? Findings are illustrated across case themes and patterns and organized according to their relationship to assessment, strategic planning and student learning. Implications of this study illustrate the need to increasingly professionalize student affairs work through credentialing so that more practitioners are familiar with scholarly research and can build instruments to understand how student affairs contributes to learning. Study implications also show that professional associations and accrediting agencies can work to set techniques and outcomes that clearly demarcate student learning or, at best, the intention thereof within strategic plans and assessment documents. Lastly, the study results suggest connection of divisional funding models to drive desired outcomes of connections between assessment, strategic planning, and student learning.
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Vardinakis, Mindie H. C. "Does Student Choice Improve Students' Attitudes Toward their Language Arts Class?" Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281705744.
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Al-hajri, Amina Obaid. "Computer assisted assessment in Oman : factors affecting student performance." Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/318.
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This thesis investigates the social and psychological factors that might affect Omani higher education students if computerised assessment was to be implemented. A review of the literature and the historical and cultural development in Oman suggested that a number of different variables might affect students‘ performance when taking computerised assessment. These factors which include gender, college of study and geographical region of residence may cause unwanted and selective differences in student performance which are not related to the content of the assessment. In addition, the potential effects of such variables as computer experience and computer self-efficacy on student performance were investigated. The study also explored student and academic staff attitudes towards computerised assessment. Both quantitative and qualitative methods are used in this study through a selection of instruments such as a test that was delivered in different modes, questionnaires, focus groups and semi-structured interviews. Quantitative approaches are used to provide answers to the main study questions about student performance, and qualitative approaches are used to get deeper insights into the students‘ and staff members‘ perceptions, attitudes and values in relation to the research subject of the study. All these instruments were developed based upon the literature and also validated through a separate initial study. The main study took place after the instruments had been validated and involved over 400 students and 100 staff at three Omani Applied Sciences Colleges. Statistical analysis showed a small but significant difference between the two assessment modes in favour of the paper-and-pencil test. There was a significant difference in performance between both genders, with females out-performing males. However, the most striking finding was a differential effect of assessment mode between males and females. Males performed better in the computerized test than in the paper-based one, in contrast to females whose performance in the paper test was better. This suggests that the introduction of computerised testing may affect males and females in different ways. One 4 possible explanation for this is that Omani males have more opportunities to use computers inside and outside homes. The questionnaire results and the qualitative information from focus groups both showed that females were more nervous and found it more difficult to read from the computer screen than males did. Also, it was obvious in the focus group discussions that females had more negative feelings towards computerised testing compared to males, both before and after experiencing computerised assessment. The study found that students‘ performance in the English language test had showed significant variation across colleges, and among students from different regions. This variation seemed to be associated with variation in computer experience among students at the different colleges and from different regions. This may be due to regional differences or specificities, especially in terms of computer use, among the nine administrative regions in Oman. Staff attitudes and perceptions towards CAA, in general, were positive and not affected by either the gender or nationality/language factor. Most of the academic staff members revealed their willingness to implement CAA but also stressed that CAA should be gradually implemented. Both students and staff members identified a number of important points such as the need for a reliable system, qualified technicians and sufficient computers if Computer Assisted Assessment was to achieve wide acceptability.
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McAfee, Wade J. "Education reforms and innovations to improve student assessment performance." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583293.
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International assessments such as the Trends in International Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA) have exhibited United States students specifically in the fourth and eighth grades, are not performing well when compared to their international peers. Educational stakeholders including parents, teachers, politicians, and the business community are putting more pressure on schools to improve their student’s academic performance. The stakeholders want improved performance on not only American assessments but also on international tests. The purpose of the current qualitative phenomenological study was to explore the perceptions of educators in the United States to investigate the possible use of alternative educational innovations as a means for bridging the achievement gap between learners. The qualitative research study involved investigating the perceptions of 52 educational professionals through an online web-based survey and analyzing the data using the three steps outlined by Merriam. Two themes emerged from the data and two subthemes were revealed. The themes were finances and training and professional development. The subthemes were funding allocation and teacher compensation.
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Crick, Paula Jane. "Exploring student nurses' first assessment experience : an illuminative evaluation." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14972/.
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This illuminative evaluation utilises a mixed-method design to explore the first assessment experience of first year student nurses and consider how aspects of this experience impact on their self-beliefs regarding academic ability. The study investigates the experience of a cohort of student nurses as they go through their first summative assessment of theory on their Nursing diploma course at a post-1992 University in the West Midlands of the United Kingdom. It aims to elicit, from their perspective, aspects of the assessment process that enhance their confidence and self-belief about ability, and those that serve to undermine it. The study considers whether the assessment experience differs for students with different levels of pre-entry academic qualifications, age, or history of family experience of higher education, and will examine students' conceptualisations of intelligence to ascertain if these beliefs relate to their learning behaviours or achievement. Most students believed that their intelligence could be improved with effort, utilised tutorial and peer support and believed that learning and understanding were more important than assessment. Following this assessment experience, however, there was a shift in these beliefs, with more students seeing the assessment as most important. The assessment grade received by students, peer support and tutorial support had the greatest positive, and negative, impact on student self-beliefs, with formative feedback having less impact. This cohort of students experienced a good level of achievement and a significant improvement in confidence to undergo their next assessment. Achievement was not related to pre-course academic qualifications, or to family experience of higher education, but mature students achieved better grades when compared with younger peers. This finding supports the inclusion of mature students with weaker academic backgrounds, raising questions about how to continue to include them in the nursing profession as it progresses to all graduate registration. This study highlights the need to create a learning milieu that has learning and understanding at its core, fosters effective peer support and includes students far more in the assessment process, supporting development of the positive self-beliefs, confidence and self· reliance essential to their academic and professional development.
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Hoffman, Teresa. "The Student Experience of Psychoeducational Assessment: A Phenomenological Study." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629334058213182.
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Easton, Lois Brown. "The Arizona Student Assessment Program (ASAP) as educational policy." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185711.
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The Arizona Student Assessment Program (ASAP) is a major piece of legislation for Arizona, reducing norm-referenced standardized testing, providing performance-based assessments matching curriculum, requiring district articulation with state curriculum frameworks and assessments, collecting contextual information from districts, and producing complete profiles of schools, districts and the state. In its first year of implementation, the ASAP is appropriately examined through policy analysis rather than through an evaluation study. Six criteria for educational policy analysis developed by Mitchell (1986) were validated and used as interview questions with seven interviewees knowledgeable about the ASAP. Results of the interviews suggest the degree to which the ASAP is good educational policy and likely to make a difference in Arizona. Interviewees indicated that the ASAP is democratic, providing for both the needs of legitimate stakeholders and the general public interest. It recognizes and supports the organizational integrity of schools only if schools have begun to make some reform efforts of their own in the direction of the ASAP. The ASAP provides adequate means-end linkage for the first two years of implementation, including through school, district, and state profiles, but may need to provide additional help to districts during the first two years; furthermore, relief incentives may be needed, rather than sanctions or disincentives, to encourage continued implementation. The ASAP may not be integrated into overall state educational policy, primarily because there has been no unifying state policy until the ASAP. The ASAP may emerge as a force to reorient current and unify future policy. The ASAP will be expensive, but the interviewees felt the short and long-term benefits justify cost. The ASAP was the most politically feasible policy available to bring about the changes needed, but perhaps not the most palatable, especially to districts that have made no reform efforts of their own. Policy analysis using different criteria and evaluation studies are recommended.
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Wood, David L., Andrew Wilt, and Mary Cataletto. "Pediatrics Advanced Medical Student: Specialty Review and Self-Assessment." Digital Commons @ East Tennessee State University, 2016. https://www.amzn.com/B01N90WT52/.
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StatPearls Publishing Review Series strives to help you learn the pearls in pediatrics for medical students. This text contains 1200 multiple-choice questions with explanations that are linked to additional online references.
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Garner, Russell J. "Development, Implementation, and Assessment of an Online Doctoral Student Orientation." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1041.
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An examination of the recent literature revealed there are no established standards for orienting online doctoral students. To address this problem, the relevant literature was examined and suggested that doctoral students can be effectively oriented to their academic environment when provided with the requisite programmatic and institutional information, and factors that support socialization and self-efficacy.
A literature-based orientation was developed to examine its impact on students’ first semester success in terms of rates of retention and grade point averages (GPA). This was accomplished using a developmental study approach that included three primary phases: 1) development of a literature-based orientation; 2) implementation of a synchronous online orientation; and 3) evaluation of the impact of the orientation on students’ programmatic knowledge and their perceptions of the factors of self-efficacy and socialization.
A survey instrument was developed to evaluate the impact of the orientation on participants and administered to the fall 2017 online doctoral cohort in the criminal justice doctoral (DCJ) program at Nova Southeastern University. Survey results showed that student levels of knowledge increased significantly and those students placed a great deal of value on the socialization factors related to academic relationships with other students and faculty.
Students entered the doctoral program with relative high levels of self-efficacy although their confidence level dropped slightly when asked about their ability to persist when encountering personal, financial, or familial difficulties. Included in the evaluation phase were comparisons of archival GPA and retention data from the 2014 DCJ cohort, who did not have the option of participating in a synchronous orientation compared with the 2017 cohort who did participate in the orientation.
Additional comparisons were made within the 2017 cohort between those that participated in the orientation and those that did not. The results of the quantitative analyses revealed an 8% increase in retention rates for the 2017 cohort students that participated over the 2014 cohort. The 2017 cohort students that participated in the orientation showed a slight decrease (7%) in overall GPA when compared to the 2014 cohort. Further comparisons made within the 2017 cohort showed that students who participated in the orientation had better rates of retention and GPAs than the students who did not participate.
The findings of study provided the following recommendations regarding the minimum standards to include in an orientation including the programmatic factors associated with curriculum requirements, deadline to obtain degree, and location of important program documents such as academic calendars, handbooks/catalogs, and dissertation guidelines.
Institutional components included the registration process, academic advisor information, learning management system introduction, research library introduction, financial aid and military veteran specific information. Additionally, the factors that supported socialization and self-efficacy were recommended to be included in a set of orientation standards. Those factors should support student-to-faculty-to-student academic relationships and students who encounter personal, financial, or familial barriers respectively.
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Smit, Jan Jacob Antonie Christoffel. "A conceptual model for the management of the implementation of a continuous assessment plan at a university of technology / Jan Jacob Antonie Christoffel Smit." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1781.
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In South Africa today, the challenge is to redress past inequalities and to transform the
higher education system. This transformation of the higher education system is necessary
in order to serve a new social order. The introduction of outcomes-based education and
training requires a new approach to education, including the process of assessment. An
outcomes-based approach to education and training focuses on continuous assessment
through the use of a range of assessment methods.
The Ministry of Education tasked the National Department of Education to embark on a
review of their academic programmes. This review has been in response to register
programmes on the National Qualifications Framework. This review has also been part of
an attempt to improve the quality of qualifications.
In most learning organisations, assessment and learning have always been closely related.
If assessment has not simply been seen as the end point in learning but has been an
important component in the design of the learning process itself, this statement will be
severely tested by the movement towards an outcomes model for education and training.
The primary aim of the study was to develop a conceptual model for the management of
the impleme tation of a continuous assessment plan in a university of technology by
means of aliterature study and an empirical investigation. Currently, information
regarding the conceptualisation of this topic is inadequate and vague. If the nature of the
complexities involved in the management and implementation of CASS at universities of
technology are known, a conceptualised model can be developed for the effective
management of the implementation thereof.
The implementation of an integrated model of assessment requires the creation of an
enabling environment in which the model can be implemented. This study has found that
this is not true for many universities of technology, as:
• programme design still rests on subjects that are not aimed at outcome-based
models;
• administrative systems are not designed to accommodate the recording of
continuous assessments;
• students, lecturers and other stakeholders have not undergone the necessary
training regarding the change in paradigm from content-based to outcomebased
education; and
• policy regarding modularisation and continuous assessment has not yet been
defined and implemented.
The study serves to present a useable model for the management of the implementation
of continuous assessment at universities of technology. The study is based on a balanced
opinion as the experiences of both lecturers and students were investigated by means of
structured questionnaires. The findings were verified by means of a focus group interview
with administrative staff involved with continuous assessment.
The model that was developed is a usable model as it was subjected to a number of
verification tests.Thesis (Ph.D. (Teaching and Learning))--North-West University, Vaal Triangle Campus, 2008.
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Emery, Kristine Louise. "Predicting student success using curriculum based measurements of reading to predict student success on Minnesota's statewide assessments /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006emeryk.pdf.
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Anderson, Rebecca Sue. "Exploring alternative assessment : a democratic approach to student self-assessment in a reading methods class /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165437/.
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Barr, Marilyn Frances. "Fostering student achievement: A study of the relationship of collective teacher efficacy and student achievement." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618575.
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The purpose of this research was to determine if there was a relationship between collective teacher efficacy and student achievement and if collective teacher efficacy made an independent contribution in explaining student achievement beyond socioeconomic status. The conceptual basis for this study was Bandura's theory of self-efficacy.;Relationships between collective teacher efficacy and student achievement on the Virginia grade 8 math, writing, and English Standards of Learning (SOL) tests were found to be significant. The relationship between collective teacher efficacy and student achievement on the grade 8 writing SOL test made an independent contribution when controlling for socioeconomic status. However, the relationship between collective teacher efficacy and student achievement on the grade 8 math and English test did not make an independent contribution when socioeconomic status was controlled. This study contributes to other research findings indicating a positive relationship between collective teacher efficacy and student achievement.
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Garcia, Miguel, and Marti Lindsey. "Descriptive Study of Student Pharmacist Perceptions of Patient Health Literacy and Self Assessment of Student Pharmacist Communication Techniques." The University of Arizona, 2012. http://hdl.handle.net/10150/614471.
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Class of 2012 AbstractSpecific Aims: The objective of this study is to first assess whether student pharmacist interns feel they can gauge patient health literacy levels with confidence, second to assess which methods are used most commonly in practice by student pharmacists to assess patient health literacy, and third to determine what techniques student pharmacist interns most often employ to communicate more effectively to patients with low health literacy. Methods: The questionnaire consisted of questions about demographics, and knowledge/experiential based questions. Key questions were: How well do you feel you are able to assess patient health literacy? How often do you use the following techniques to assess patient health literacy? (Observe contextual clues, Observe patient word pronunciation, Observe patient willingness to talk, Assess by demographics) When counseling low health literacy patients, how often do you use the following communication techniques? (Speak slowly, Give extra written material, Repeat information, Ask patient to repeat information, Ask if patient understands English, Avoid complicated medical terms). The answers to these questions are measured on a likert scale. Data from the questionnaire was analyzed using one sample t tests and paired t tests. Main Results: Regarding the first primary objective, on a scale of 1 to 5, with confidence measured 3 or greater and no confidence measured 2 or less, student intern pharmacists are statistically significantly confident in their ability to gauge patient health literacy (p< 0.001). There is no statistically significant difference in confidence in ability to gauge patient health literacy between males and females. The method student pharmacist interns used for assessing patient health literacy with the highest average use was observing patient willingness to talk (3.65 +/- 1.01) followed by observing patient word pronunciation (3.57 +/- 0.97), assessing patient demographics (race, age, ability to pay, culture, gender) (3.23 +/- 1.16) and observing contextual clues (patients identify pills by color, asks to be read to, etc) (3.04 +/- 1.04). There was no statistically significant difference between observing patient willingness to talk versus observing patient word pronunciation (p=0.55). There is a statistically significant difference between observing patient willingness to talk versus assessing patient demographics (p=0.011). The technique for improving communication with patients with low health literacy with the highest average use was avoiding complicated medical terms (3.97 +/- 0.95) followed by speaking slowly (3.91 +/- 0.89), repeating information (3.85 +/- 0.73), giving extra written material (3.02 +/- 1.36), asking patients if they understand English (2.85 +/- 1.21) and asking patients to repeat information. (2.39 +/- 1.02). There is a statistically significant difference between avoiding complicated medical terms and giving out extra written material (p<0.001) and speaking slowly and giving out extra written material (p<0.001). Conclusions: We conclude that students pharmacists working as interns are quite confident in their ability to assess patient health literacy, that observing patient willingness to talk is be the most commonly used method to assess patient health literacy, and that avoiding complicated medical terms is be the most commonly used technique student pharmacist interns use to communicate more effectively with patients who have low health literacy.
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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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Dewi, Haru Deliana. "Comparing Two Translation Assessment Models: Correlating Student Revisions and Perspectives." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448504394.
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Simpson, Mary Angela. "Exploring accounting students' interaction with their assessment feedback in a UK post-92 university." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19953.
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This thesis offers a holistic insight into the expectations and experiences of university students in relation to academic feedback. The subjects are a diverse group of first year accounting and finance students in a post-92 university. What is identified and examined here is the lifeworld of a student studying within the current politicalised higher education environment. Many assumptions evident in the literature relating to students' attitudes and feelings about feedback are challenged. The approach adopted to develop this research is based on Layder's (1998) 'adaptive theory' combining existing social theory with my empirical data to identify and reconcile the impact of the observable social world on the lived experience of our students. A student's habitus (Bourdieu, 1977) and prior educational experiences often means she is unprepared for university study which results in a difficult and often painful transition. Building strong relationships with peers and academics is one of the most important components of student success, but many academics are often unaware of the reality of these students' lived experiences, neither are they aware of the possible impact the structures, regulations and overall power of the institution can have on students. This research establishes a link between students' pre-conceived ideas and expectations and their transition into university. Failure on the part of the institution to respond and manage students' expectations can lead to growing dissatisfaction with their academic experience which manifests itself in dissatisfaction with assessment, feedback and other aspects of their early experience. When a young, often disadvantaged student attends university she may already have overcome multiple obstacles: poor schooling; poor housing; limited financial resources; and a general lack of higher education knowledge. This research identifies the vast chasm in our understanding of students' needs and expectations. This study challenges the reliability and usefulness of using a broad range of metrics as proxies for learning, student satisfaction and quality assurance during a period when 4 metrics and benchmarks are being used to shape education. The underpinning rhetoric and ideology which informs political decisions is flawed. The study challenges the current performative approach to providing feedback and measuring effectiveness. Contrary to the classical concept of rational economic man many people's choices are restricted to a simple satisficing1 strategy because their academic ambition is bounded by cognitive limits because they have not had access to all the cultural and social capitals which might have shaped their decisions and prepared them for their university experiences differently. Using Pierre Bourdieu's sociological concepts of habitus, capital and disposition (Bourdieu, 1977a), I reposition assessment and feedback within the wider context of the students' life experiences and identify the limitations imposed on these students, first by their past and then by universities' failure to position their higher education provision within a framework in which these adolescents can develop and grow within a suitable supportive environment which recognises and accepts who they actually are. Such an approach to their higher education experiences will begin to redress the issue of feedback in accounting.