Dissertations / Theses on the topic 'Students – Self-rating of – Evaluation'
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Suwanarak, Kasma. "Effectiveness of student rating forms of teacher evaluation : perceptions of Thai university students and teachers." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438362.
Full textBringe, Susan. "Self assessment an investigation of graduate students learning /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bringes.pdf.
Full textHo, Wan In. "An inquiry into the learners' perceptions of integrating self- and peer- evaluation into student assessment in English oral class." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2310712.
Full textZong, Shiping. "The meaning of expected grade and the meaning of overall rating of instruction : a validation study of student evaluation of teaching with hierarchical linear models /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7608.
Full textCoronado-Aliegro, Javier. "Students' perception of performance through self-assessment." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1786.
Full textTitle from document title page. Document formatted into pages; contains vii, 80 p. Vita. Includes abstract. Includes bibliographical references (p. 66-69).
Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.
Full textSanders, Karalin. "A Comparison of Teacher Perceptions of Students' Abilities and Students' Self-Reported Technological Abilities." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10174301.
Full textThis study focused on the perceptions of students and teachers regarding the use of instructional technology in the classroom. Participants in this study were from three school districts with student populations between 500-1,000 students in the southwest region of Missouri. Students were given a survey to determine a self-assessment of their own abilities to use certain technologies for learning purposes. Their teachers were given a correlated survey; however, teachers were asked to assess their students’ abilities to use certain technologies for learning purposes. A Mann-Whitney U test was conducted on the results of the surveys to determine if there was a statistical difference between the students’ and teachers’ responses. No statistical difference was calculated between students’ perceptions and teachers’ perceptions of students’ abilities to use instructional technology. Further, interviews were conducted with teachers to determine their perceptions of many aspects of the use of instructional technology, including the following: perceptions of teacher training regarding instructional technology, including preservice teacher training and professional development; pedagogical models teachers employ when using instructional technology; and barriers to the effective implementation of instructional technology in their respective classrooms. Findings revealed, overall, teachers think training regarding the use of instructional technology needs to be strengthened at both the preservice level and the professional development level. Further, teachers reported barriers to effective use of technology include a lack of viable equipment. Teachers were generally unfamiliar with pedagogical models regarding instructional technology.
Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.
Full textMeit, Heather Anderson. "Objective and subjective personality characteristics of medical students." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1919.
Full textTitle from document title page. Document formatted into pages; contains vi, 68 p. : ill. Includes abstract. Includes bibliographical references (p. 55-62).
Mark, Atia D. "After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5571.
Full textKi, Seon-Jeong. "Evaluation as legitimation : students' written self-evaluation of practical production in GCSE media studies." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020510/.
Full textMarguerite, Dodd Nicole. "Core self-evaluations, racial evaluation and learning amongst Zulu students at the university of Zululand." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008398.
Full textAlmegta, Nadia Rashed 1965. "Relationship of self-efficacy, causal attribution, and emotions to female college students' academic self-evaluation." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290661.
Full textChan, Sum-yee Cynthia, and 陳心意. "The impact of teacher appraisal by students on schooling: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957717.
Full textOlagbami, Abiola Olabisi. "Academic motivation and self-determination among three ethnic groups of Nigerian students." Thesis, Dallas Baptist University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604152.
Full textThe need related behavioral dynamics that are revealed in self-determination and academic motivation research control factors which pinpoint and examine settings that facilitate self-motivation and well-being. This study examined differences in motivational and self-determination behaviors among three ethnic groups of Nigerian university students using a sample of students attending the University of Ibadan. The research continues the dialogue of the role of ethnicity in the motivational and self-determination behaviors by focusing on Nigerian students. Lastly, the study expands the current literature on motivation and self-determination by adding a study focusing on Nigerian students. Twenty-one hypotheses were tested to answer five research questions in the study. The research questions addressed whether significant statistical differences existed in academic motivation scores of Nigerian students based on their ethnicities or whether the parents' level of education affected the students' motivation, or self-determination. The questions also explored any statistical differences in self-determination of students based on their ethnicities or if there were differences between self-determination and gender, scholarship status, or number of children. Lastly, the questions addressed if there were differences in the type of prerequisites for entry to University of Ibadan. There were no statistically significant differences in means of the three broad types of academic motivation and perceived choice scores on the SDS based on ethnicity, parents' level of education, gender, scholarship status, number of children each participant had, and the kind of entry examinations that were taken. There were statistically significant differences in the mean of awareness of self scores based on parents' level of education and scholarship status. There was also a statistically significant difference in the mean perceived choice scores on the SDS based on the number of children each participant had. There were no statistically significant differences based on students' prerequisites.
Chau, Kwok-sun. "Formative evaluation on a self-developed CAL application in chemistry /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700782.
Full textChan, Sum-yee Cynthia. "The impact of teacher appraisal by students on schooling : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034918.
Full textRunnells, Mary Mau. "Literacy self-efficacy and achievement of secondary students with disabilities." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618620.
Full textWei, Xuelian 1978. "Does self-assessment with specific criteria enhance graduate level ESL students' writing?" Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99615.
Full textGreene, Thomas. "Critical reflection and self-evaluation : meaning and implications for students and new teachers." Thesis, University of Strathclyde, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428360.
Full textBlack, Arianna Louise. "Evaluation of the AWARES Mentorship Program on Female Engineering Students’ Career Self-Efficacy." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587054612430114.
Full textPrice, Linda J. "Outcomes for secondary students with disabilities : effects of functional vocational evaluation and self-determination /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7708.
Full textChow, Tsui Twiggy. "How senior primary school students perceive their own study problems." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B43894252.
Full textLin, Mei-Chin. "Taiwanese college students' quality of effort and their self-reported educational attainment /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841318.
Full textChipeya, Nyamutowa Lucky Rachel. "An assessment of readiness for self-directed learning of diploma students in a South African Technikon." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49833.
Full textENGLISH ABSTRACT: Self-directed learning is a teaching and learning strategy considered important in fostering lifelong learning. Students take responsibility for their own learning with or without the help of others. It is expected of higher education institutions to prepare students for the dynamic world of work so that graduates are multi-skilled individuals capable of working and the same time be lifelong learners. The aim of this study was to assess the readiness to engage in self-directed learning of radiography diploma students at the Technikon Witwatersrand. Assessing the students' readiness to engage in self-directed learning is the first step in the planning and implementation of self-directed learning. The Self-Directed Learning Readiness Scale was the instrument used to assess the students' readiness to engage in self-directed learning. The instrument is widely used to assess students' perceived attitudes towards self-directed learning. The scale was administered to a total of 133 students registered for the National Diploma Radiography: Diagnostics at the Technikon Witwatersrand in the year 2003. Of the 133 students, 51, 36 and 46 were in first, second and third year respectively. Data analysis revealed that the first year students' mean score on self-directed learning readiness was relatively higher than those of second and third year students. Assessment practices and prior exposures to self-directed teaching principles were identified as factors that had an influence on how the students perceived themselves to be ready to be self-directed. Results obtained from this study provide valuable information for the Department of Radiography at the Technikon Witwatersrand and any other institution in the preparation, implementation and conceptualization of self-directed learning as a teaching and learning strategy. Recommendations were that lecturers should assume self-directed learning approaches to the first year students from the onset while gradually introducing self-directed learning strategies to the second and third year students.
AFRIKAANSE OPSOMMING: Selfgerigte leer is noodsaaklik om 'n klimaat van lewenslange selfontwikkeling te bevorder. Hierdie leerstrategie verplig leerders om verantwoordelikheid vir hul eie vordering te aanvaar, met beperkte hulp van ander. Daar is 'n verwagting dat Hoër Onderwys studente sal voorberei om hul plek vol te staan in dinamiese werkstituasies. Daar word ook van gekwalifiseerde beroepslui verwag om op verskeie terreine 'n bydrae te maak tot hul gekose beroep en hulself lewenslank te ontwikkel. Die doel van hierdie studie was om die diplomastudente in Radiografie by Technikon Witwatersrand se gereedheid tot selfgerigte leer te evalueer. Hierdie evaluering word algemeen beskou as die eerste stap in die beplanning en implementering van so 'n leerstrategie. Die Gereedheidskaal vir Selfgerigte Leer (Self-directed Learning Readiness Scale) is gebruik om die studente se houding teenoor hierdie onderrigmetode te evalueer. Altesaam 133 geregistreerde Radiografie studente het aan die navorsing deelgeneem. Van die 133, was 51 eerstejaar-, 36 in hul tweedejaar- en 46 finalejaarstudente. Data analise het getoon dat die eerstejaars 'n hoër graad van gereedheid getoon het vir selfgerigte leer as die tweede- en derdejaars. Die toepassing van bepaalde beginsels van evaluerings en vorige blootstelling aan hierdie leermetode is geïndentifiseer as faktore wat tot hierdie resultaat gelei het. Die resultate van hierdie navorsmg het die Radiografiedepartement aan die Technikon Witwatersrand van waardevolle inligting voorsien in die beplanning, implementering en konseptualisering van selfgerigte leer. Daar word aanbeveel dat dosente 'n selfrigtinggewende benadering met eerstejaarstudente moet volg, terwyl die selfgerigte leerbenadering geleidelik in die tweede en derde studiejare ingefaseer word.
Moloi, Lisemelo. "Exploring the perceptions of English second language teachers about learner self-assessment in the seconday school." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09082009-144620.
Full textKoydemir, Selda. "Predictors Of Shyness Among University Students: Testing A Self-presentational Model." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607796/index.pdf.
Full textand negatively from self-esteem and perceived social skills. Fear of negative evaluation was predicted positively from socially-prescribed perfectionism and perceived strictness/supervision from parents, and negatively from self-esteem
whereas self-esteem was predicted positively from perceived social skills, perceived parental psychological autonomy and acceptance/involvement, and negatively from socially-prescribed perfectionism. These findings suggested that fear of negative evaluation partially mediated the relationship between shyness and socially-prescribed perfectionism
between shyness and perceived parental strictness/supervision
and between shyness and self-esteem. In addition, self-esteem partially mediated the association of shyness with socially-prescribed perfectionism
with perceived social skills
with parental acceptance/involvement
and with parental psychological autonomy. Findings are discussed within the self-presentational framework of shyness.
Bryant, Joseph Daniel II. "The Investigation of Self-Determination in Students Participating in Higher Education with an Invisible Disability." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666889.
Full textThe enrollment of students with invisible disabilities has continued to increase unabated in postsecondary environments. As a result of the applicable laws governing the provision of accommodations and/or modifications in higher education, the impetus and responsibility to succeed rests almost entirely with the individual student. Research showed for many students with invisible disabilities, the transition from a more passive role in the acquisition of education at the primary and secondary levels to a more active role in the acquisition of higher education at the post-secondary level was difficult, as evidenced by a large percentage of such students failing to complete their degrees (Barber, 2012, Hadley, 2006; 2011, Skinner, 2004). Nonetheless, some of the same research indicated some students with invisible disabilities succeeded and completed their degrees (Barber, 2012, Skinner, 2004). The literature suggested that certain characteristics, particularly self-determination, were at least in part responsible for the success of these students.
The purpose of this mixed methods study was to explore the level of self-determination in successful students with invisible disabilities who participated in higher education. Data were collected through the administration of an online, anonymous, and untimed survey that ocnsisted of Wehmeyer and Kelchner's (1995) Arc Self-Determination Scale, as modified by Jameson (2007), as well as supplemental questions both adapted from Stage and Milne (1996) and created by the investigator. Levels of self-determination between successful students with invisible disabilities and their otherwise non-disabled peers were measured and analyzed for significant differences in means. The quantitative data revealed no significant difference in means on any domain score, including the Self-Determination Total score between groups, as measured by the modified Arc. Subsequent content analyses of supplemental questions revealed identical emerging themes in both participant groups, which aligned with Wehmeyer's essential characteristics of self-determination.
Zhou, Wenyan 1980. "Video portfolios as a tool in primary grade student evaluation and their potential in pre-service teacher training." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83846.
Full textTwiford, Travis W. "A descriptive study of the effects of North Carolina's state mandated Teacher Performance Appraisal System on school districts with less than forty-five hundred students in average daily membership." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/87662.
Full textEd. D.
Anderson, Azadeh. "Translation and Psychometric Evaluation of Neff’s Self-Compassion Scale in a Swedish Sample." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44350.
Full textNgai, Suet-man Beatrice. "Evaluation of a rational emotional behaviour therapy (REBT) group programme for students with low self-esteem." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057908.
Full textLaw, Man-shing. "Social status and friendship patterns among students with learning difficulties." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777794.
Full textKato, Chiharu. "Social identity and in-group favoritism the effect of relative prestige differences on self-construals, and in-group favoritism among Japanese college students /." Diss., Connect to online resource - MSU authorized users, 2006.
Find full textPeak, Pamela K. (Pamela Kamille). "Investigating the Selected Validity of Authentic Assessment in Written Language for Students With and Without Learning Disabilities." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277937/.
Full textGarcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.
Full textKlingaman, Ariel Marie. "“Raising Exercise Confidence” of College Students: The Design and Evaluation of a Health Literacy Manual." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323745164.
Full textDladla, Malan Petrus. "The relation between self-efficacy, self-evaluation and academic achievement in economics of standard 8 students in QwaQwa / Malan Petrus Dladla." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/7853.
Full textSkripsie (MEd (Psigo-opvoedkunde))--PU vir CHO, 1997
Ngai, Suet-man Beatrice, and 倪雪敏. "Evaluation of a rational emotional behaviour therapy (REBT) group programme for students with low self-esteem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196039X.
Full textSnapp, Shannon Dawn. "How Super is the Super Girl? Social and Emotional Characteristics of High Achieving Students." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1185.
Full textHigh achieving girls (i.e., super girls) are under the spotlight in popular psychology and recent media reports. While these reports suggest girls are doing well by objective standards of achievement, little is actually known about high achieving girls' social and emotional development. Understanding psychological aspects of high achievers is critical in determining whether girls pay a price along the road to success. In what follows, the literature on risk, including pressure/stress, coping, and problem behaviors will be reviewed. Salient developmental issues such as self-evaluation and intimacy will also be explored. The literature on these topics will be evaluated first among typical adolescents and then among high achievers. Next, a study that assessed the socioemotional functioning of high achieving girls and boys is described. Results indicated that high academic achievement for both boys and girls was related to higher academic self-concept, lower external and other problem behaviors, lower behavioral misconduct, lower romantic appeal, higher personal standards, and less positive thinking as a coping technique. However, participants' gender played a significant role. Girls revealed lower self-competence, more stress, and greater eating problems, regardless of achievement. Across achievement levels, boys had lower levels of intimacy as compared to girls. In one instance, achievement interacted with gender: low academic achievement was related to higher ratings of behavioral misconduct for boys only. Implications are discussed as they relate to both typical and high achieving students and the contexts in which they live
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Psychology
鄒國新 and Kwok-sun Chau. "Formative evaluation on a self-developed CAL application in chemistry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256168.
Full textStovall, Johnny Harold. "A Comparison of Recall by University Bible Students After Discussion and After Self-Study." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331955/.
Full textGoddard, Yvonne L. "Effects of Self-Monitoring and Self-Evaluation on the Written Language Performance and On-Task Behavior of Elementary Students with Learning Disabilities." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391601417.
Full textShaw, Donna Carole. "Academic dishonesty in traditional and online courses as self-reported by students in online courses." [Johnson City, Tenn. : East Tennessee State University], 2004. https://dc.etsu.edu/etd/896.
Full textTitle from electronic submission form. ETSU ETD database URN: etd-0331104-152112. Includes bibliographical references. Also available via Internet at the UMI web site.
Chow, Tsui Twiggy, and 周翠. "How senior primary school students perceive their own study problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B43894252.
Full textMilligan, Patsy Ann. "The Effects of a Self-Evaluation Package on the Presentation, Praise, and Error Correction Skills of Special Education Students." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/612.
Full textMcMullen, Jennifer. "The Development, Implementation, and Evaluation of a Campus-Based Culinary Nutrition Program for College Students." UKnowledge, 2016. http://uknowledge.uky.edu/edsc_etds/10.
Full textHerron, Shelley R. (Shelley Rene). "Reliability of Authentic Assessment in Fourth-Grade Narrative and Descriptive Written Language for Students with and without Learning Disabilities." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278748/.
Full textStowell, Laura Patricia. "An exploration of the nature of the relationship between students' response to literature and writing self evaluation /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779439845217.
Full textWiley, Jennifer L. "Understanding the Relationship Between Global and Diversity Learning Practice Types, Critical Thinking and Awareness of Self and Others in College Students." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877176.
Full textThe ability to think critically and complexly amid novel experiences that require self- and other-awareness is something that leaders in an array of social institutions seek to develop in their communities. Global and Diversity Learning (GDL) practices, one category of high impact practices (Kuh, 2008), aim to increase students’ awareness of self and others and imbue critical thinking skills that will help students see how their own background and experiences interact with those of peers. This study aims to understand the relationship of four GDL practices (education abroad, multicultural programming, intercultural living-learning communities, and global studies coursework) to desired learning outcomes. Through completing ANCOVAs and multiple regression analyses on an existing dataset of GDL participants, this study demonstrates the influence of gender, socio-economic status, and citizenship within GDL practice types. The study findings also reveal significant differences between group members’ other awareness and critical thinking capacity. Understanding how different GDL practice types affect capacity development will allow university leadership to direct collaboration between departments and align programming, to allocate resources more effectively, and communicate potential outcomes based on empirical data.