Dissertations / Theses: 'Task analysis in education Evaluation'

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Cadle, Adrienne W. "The Relationship between Rating Scales used to Evaluate Tasks from Task Inventories for Licensure and Certification Examinations." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4296.

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The first step in developing or updating a licensure or certification examination is to conduct a job or task analysis. Following completion of the job analysis, a survey validation study is performed to validate the results of the job analysis and to obtain task ratings so that an examination blueprint may be created. Psychometricians and job analysts have spent years arguing over the choice of scales that should be used to evaluate job tasks, as well as how those scales should be combined to create an examination blueprint. The purpose of this study was to determine the relationship between individual and composite rating scales, examine how that relationship varied across industries, sample sizes, task presentation order, and number of tasks rated, and evaluate whether examination blueprint weightings would differ based on the choice of scales or composites of scales used. Findings from this study should be used to guide psychometricians and job analysts in their choice of rating scales, choice of composites of rating scales, and how to create examination blueprints based upon individual and/or composite rating scales. A secondary data analysis was performed to help answer some of these questions. As part of the secondary data analysis, data from 20 survey validation studies performed during a five year period were analyzed. Correlations were computed between 29 pairings of individual and composite rating scales to see if there were redundancies in task ratings. Meta-analytic techniques were used to evaluate the relationship between each pairing of rating scales and to determine if the relationship between pairings of rating scales was impacted by several factors. Lastly, sample examination blueprints were created from several individual and composite rating scales to determine if the rating scales that were used to create the examination blueprints would ultimately impact the weighting of the examination blueprint. The results of this study suggest that there is a high degree of redundancy between certain pairs of scales (i.e., the Importance and Criticality rating scale are highly related), and a somewhat lower degree of redundancy between other rating scales; but that the same relationship between rating scales is observed across many variables, including the industry for which the job analysis was being performed. The results also suggest the choice of rating scales used to create examination blueprints does not have a large effect on the finalized examination blueprint. This finding is especially true if a composite rating scale is used to create the weighting on the examination blueprint.

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Plack, Leah. "Using the Task Analysis Process with Teachers to Uncover Language Demands within an Eight-Week NGSS Summer Course." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4014.

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The state of Oregon has adopted the Next Generation Science Standards as well as the English Language Proficiency standards, both of which affect elementary school teachers. These standards adoptions challenge teachers and professional developers to rethink how they approach science conceptual understanding and language acquisition. The Math Science Partnership K-6 Instructional Specialist Grant made the decision to incorporate a Task Analysis process, which asks the participant to analyze the demands of a content-based task in the domains of content knowledge, analytical skills and language, into six eight-week summer courses focused on the Next Generation Science Standards. A pre and post-assessment was created to determine if any growth in teacher understanding of the demands of a science task could be observed as a result of engaging in the Task Analysis process. A four point rubric was created to score participant responses. Two research questions were developed: 1. How well does the ELPA21 Task Analysis tool help participants understand the language demands of a science task when used as part of an NGSS summer professional development course? 2. How effective is a work sample and scoring rubric protocol for measuring the impact of the Task Analysis process? Participants showed statistically significant growth in their analysis of a science task from pre to post-assessment responses, with particularly strong growth demonstrated in the domains of content and language. Further coding of responses revealed that participants frequently discussed vocabulary as both a language and content knowledge demand of a science task.

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Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16443/1/Kathryn_Derrington_Thesis.pdf.

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Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.

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Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16443/.

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Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.

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Astley, J. A. "An evaluation of task analysis techniques for industrial process control." Thesis, Aston University, 1991. http://publications.aston.ac.uk/10831/.

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The concept of a task is fundamental to the discipline of ergonomics. Approaches to the analysis of tasks began in the early 1900's. These approaches have evolved and developed to the present day, when there is a vast array of methods available. Some of these methods are specific to particular contexts or applications, others more general. However, whilst many of these analyses allow tasks to be examined in detail, they do not act as tools to aid the design process or the designer. The present thesis examines the use of task analysis in a process control context, and in particular the use of task analysis to specify operator information and display requirements in such systems. The first part of the thesis examines the theoretical aspect of task analysis and presents a review of the methods, issues and concepts relating to task analysis. A review of over 80 methods of task analysis was carried out to form a basis for the development of a task analysis method to specify operator information requirements in industrial process control contexts. Of the methods reviewed Hierarchical Task Analysis was selected to provide such a basis and developed to meet the criteria outlined for such a method of task analysis. The second section outlines the practical application and evolution of the developed task analysis method. Four case studies were used to examine the method in an empirical context. The case studies represent a range of plant contexts and types, both complex and more simple, batch and continuous and high risk and low risk processes. The theoretical and empirical issues are drawn together and a method developed to provide a task analysis technique to specify operator information requirements and to provide the first stages of a tool to aid the design of VDU displays for process control.

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Neninger, Carlos Rafael. "Robotic Hand Evaluation Based on Task Specific Kinematic Requirements." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3262.

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With the rise autonomous and robotic systems in field applications, the need for dexterous, highly adaptable end effectors has become a major research topic. Control mechanisms of robotics hands with a high number independent actuators is recognized as a complex, high dimensional problem, with exponentially complex algorithms. However, recent studies have shown that human hand motion possesses very high joint correlation which translates into a set of predefined postures, or synergies. The hand produces a motion using a complementing contribution of multiple joints, called synergies. The similarities place variables onto a common dimensional space, effectively reducing the number of independent variables. In this thesis, we analyze the motion of the hand during a set of objects grasps using mul- tivariate Principal Component Analysis (mPCA) to extract both the principal variables and their correlation during grasping. We introduce the use of Functional PCA (fPCA) primarily on princi- pal components to study the dynamic requirements of the motion. The goal is to defined a set of synergies common and specific to all motions. We expand the analysis by classifying the objects grasps, or tasks, using their functional components, or harmonics over the entire motion. A set of groups are described based on these classification that confirms empirical findings. Lastly, we evaluate the motions generated from the analysis by applying them onto robotic hands. The results from the mPCA and fPCA procedures are used to map the principal components from each motion onto underactuated robotic designs. We produce a viable routine that indicates how the mapping is performed, and finally, we implement the motion generated onto a real hand. The resultant robotic motion was evaluated on how it mimics the human motion.

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Mayo, Kevin A. "Definition and evaluation of a synthesis-oriented, user-centered task analysis technique: the Task Mapping Model." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40167.

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A software system is an aggregate of communicating modules, and there are several different types of communication among these modules (direct, indirect, and global). Therefore, understanding the interfaces among these modules can characterize the system and are a major factor in the system's complexity. These interfaces could possibly also show and predict inadequacies in the reliability and maintenance of a system. Interfaces are defined early in the development life cycle at a detailed or high level design stage. Knowing that these interfaces exist and their structure leads us to measure them for an indication of the designed interface complexity. This designed interface complexity can then be utilized for software quality assurance by allowing users to choose from among several designs. With data provided by an Ada software developer, the interface complexity metrics correlated with established metrics, but also found complex interfaces that established metrics missed.
Ph. D.

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Swieringa, Kurt A. "An evaluation of interval management (IM) using task analysis and work domain analysis." Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47728.

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Work Domain Analysis (WDA) and task analysis are methods that can be used to develop complex systems that support human operators. Task analysis can be used to describe the nominal tasks of many complex safety critical systems which are also highly proceduralized. However, complex systems may require human operators to have a greater understanding of the system's dynamics than can be obtained from procedures derived from a task analysis. This is particularly true when off-nominal events occur, for which there is no procedure. By concentrating on the constraints in the work domain instead of tasks, work domain analysis can complement task analysis by supporting operators during off-nominal events that do not have any predescribed procedures. The goal of this study was to use WDA and two forms of task analysis to derive interface and procedure modifications for a new aviation concept called interval management. Interval management is a new concept whose goal is to increase runway throughput by enabling aircraft to achieve a precise interval behind a lead aircraft. This study used data from a human-in-the-loop study conducted at NASA Langley Research Center to develop a Hierarchical Task Analysis (HTA), Control Task Analysis (CTA), and WDA. The HTA was used to describe a nominal set or procedures, the CTA was used to describe strategies pilots could use to make decisions regarding the IM operation, and the WDA was used to determine representations and procedures that could convey complete and accurate knowledge of interval management to the flightcrew.

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Jones, Diana Lynn. "Analysis of task structures in elementary physical education classes /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487668215807882.

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Flansburg, Jill D. "Task Comparison Between Career Counselors and Vocational Evaluators| What's the Difference?" University of South Florida, 2013.

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Griffin, Linda L. "Analysis of the instructional task system in an interscholastic volleyball setting /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507503267.

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Son, Cheon-Taik. "Descriptive analysis of task congruence in Korean middle school physical education classes /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346876615.

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Lee, Suet-mui Carol. "English teachers' conceptions of task-based learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25161416.

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Olechnowicz, Stephen M. "Identification and evaluation of organizational structures and measures for analysis of Joint Task Forces." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA371714.

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Thesis (M.S. in Operations Research) Naval Postgraduate School, December 1999.
"December 1999". Thesis advisor(s): William G. Kemple. Includes bibliographical references (p. 131-132). Also available online.

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O'Donovan, Toni M. "Competing agendas : an ecological analysis of jointly constructed task systems in physical education and sport education." Thesis, Loughborough University, 2005. https://dspace.lboro.ac.uk/2134/7709.

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This thesis addresses how teachers and pupils jointly constructed a physical education classroom ecology in one case study school. Taking into account the persuasive influences facing young people in contemporary society, this research addresses the complexity of young people's agendas in physical education from a socio-cultural perspective. Situating this study in a physical education class meant that I needed to explore, not only how young people's agendas influenced the classroom ecology, but also how the classroom structure influenced the agendas the young people pursued and how these were manifested during the lesson. This study is concerned primarily with describing and explaining a case of pupil engagement in physical education and to generate at a substantive level (Glaser and Strauss, 1978) theory which can make sense of the events in the one case study school. The aim is to provide some insights into why things happened the way they did and attempt to explain these happenings. The data presented in this study endorse to some extent the values claimed for the implementation of Sport Education. However, the implementation of Sport Education did not lead to all its' advocates claim for it and, although its implementation highlighted that it is possible to modify some of the agendas young people pursue during physical education lessons, I became particularly interested in the circumstances where sport education failed to hold the many benefits it purports to. Having presented these key findings, this thesis concludes with a discussion of the implications for those working with and for young people, and for the design and implementation of policies and practice in relation to physical education. Although I outline the implications of the issues emerging from this study for future practice which, at the very least, we need to consider, this study has made particularly clear the complexities of introducing change in schools.

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Cheeseman, Caroline. "School evaluation : a comparative analysis." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293230.

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Medina, Almitra Dadin. "Concurrent verbalization, task complexity, and working memory effects on L2 learning in a computerized task /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436228033/viewonline.

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Reece, Rick L. "An analysis of the effect of frequency of task performance on Job Performance Measurement." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA225304.

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Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 1990.
Thesis advisor(s): Johnson, Laura D. Second Reader: Lindsay, Glenn F. "March 1990." Description based on signature page as viewed on October 21, 2009. Author(s) subject terms: Readiness, aptitude, task performance, frequency, recency. Includes bibliographical references (p. 60). Also available online.

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Bester, G. F. "A task-specific approach to job accommodation in physically-demanding positions." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10292008-180442.

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Daabaj, Yousef. "An evaluation of the use of task analysis in the development of interactive multimedia systems." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366022.

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Ortega, Elizabeth. "The Effects of a Task Analysis and Self-Evaluation on the Acquisition of Yoga Postures." Thesis, University of South Florida, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784301.

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There is a growing amount of research evaluating behavioral approaches for skill acquisition in sports. Few of these studies have focused on yoga and skill acquisition. There is a need for a low effort yet effective way to teach yoga postures to individuals who do not take private yoga classes and may practice at home. This study evaluated the effects of using a picture-based task analysis and self-evaluation on the skill acquisition of yoga postures. A multiple baseline across yoga postures was used. During the task analyses intervention, the participants received a task analysis, performed the posture, and scored the task analysis upon the completion of the posture. Results showed that the task-analysis and self-evaluation increased the accuracy of all the poses.

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Fournier, Helene. "The nature of task representation by novice multimedia authors /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85160.

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The continuing importance of literacy and the emergence of electronic text forms have incited interest in the use of technology in a number of domains, among them writing and multimedia authoring. The expectation is that technology will facilitate the writing process by supporting cognitive processes and align school instruction with real-world tasks by providing more meaningful learning environments. This study tracked middle school students' task representation as they participated in protracted multimedia design and writing tasks. Students were engaged in the creation of a literary magazine over several weeks, with both written and media products linked to a particular theme. Cognitive strategies and behaviours associated with problem solving and communication are described through joint design activities. Students' working activities and their competencies in English Language Arts and Computer Science were identified, and cognitive processes tracked in negotiating and defining the boundaries of the task. Teachers' task representations were also examined in terms of their ability to address student variability; strengths and weaknesses between members of a group as well as their inherent dynamics are brought to the fore. Results point to the need for a better understanding of complex cognitive activities in developing new and more sophisticated repertoires of practice to realize the vision of children 'constructing' their own knowledge. Consequently, educators will gain new insights into what students can achieve when given the opportunities and the tools to do so. The role of educators is seen as instrumental in providing structure and mechanisms for supporting students' engagement in complex tasks. Findings underscore the importance of adopting a broader framework for thinking about the impact of students' participation in literacy projects. Limitations of the study are addressed as well as the key variables in the research on written

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Morton, Jordan. "Perceptions of Completers of a Four-Task Teaching Performance Assessment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2672.

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In California, 55 teacher preparation programs have embedded a standardized four-task teaching performance assessment (CalTPA) as a requirement for initial teacher licensure. Guided by the frameworks of transactional experience and the theory of formative assessment, this phenomenological study addressed the meaning and role ascribed to the CalTPA by those who complete it. Research questions examined participants' perceptions of their CalTPA experience with respect to preparation, completion of the tasks, feedback, remediation, activities between tasks, and overall experience Data were collected through 3 semi-structured interviews of 8 participants who had successfully completed the CalTPA tasks, chosen by reputational case selection from 1 teacher preparation program. Data were coded for elements of process and overarching themes using inductive descriptive coding in 2 cycles, beginning with discrete codes and then grouping those into themes. Results indicated that the CalTPA played a significant role in the development of completers. Themes included common process elements, emotions, perceptions of tasks, key success factors, and overall influence of the experience. Implications for positive social change include informing stakeholders in teacher preparation programs on best policies and practices to support the development of pre-service teachers into effective in-service teachers, whose future students will benefit from improved educational quality.

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Bautista, Jeanette Lyn. "PVIT: A task-based approach for design and evaluation of interactive visualizations for preferential choice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/740.

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In decision theory the process of selecting the best option is called preferential choice. Many personal, business, and professional preferential choice decisions are made every day. In these situations, a decision maker must select the optimal option among multiple alternatives. In order to do this, she must be able to analyze a model of her preferences with respect to the objectives that are important to her. Prescriptive decision theory suggests several ways to effectively develop a decision model. However, these methods often end up too tedious and complicated to apply to complex decisions that involve many objectives and alternatives. In order to help people make better decisions, an easier, more intuitive way to develop interactive models for analysis of decision contexts is needed. The application of interactive visualization techniques to this problem is an opportune solution. A visualization tool to help in preferential choice must take into account important aspects from both fields of Information Visualization and Decision Theory. There exists some proposals that claim to aid preferential choice, but some key tasks and steps from at least one of these areas are often overlooked. An added missing element in these proposals is an adequate user evaluation. In fact, the concept of a good evaluation in the field of information visualization is a topic of debate, since the goals of such systems stretch beyond what can be concluded from traditional usability testing. In our research we investigate ways to overcome some of the challenges faced in the design and evaluation of visualization systems for preferential choice. In previous work, Carenini and Lloyd proposed ValueCharts, a set of visualizations and interactive techniques to support the inspection of linear models of preferences. We now identify the need to consider the decision process in its entirety, and to redesign ValueCharts in order to support all phases of preferential choice. We present our task-based approach to the redesign of ValueCharts grounded in recent findings from both Decision Analysis and Information Visualization. We propose a set of domain-independent tasks for the design and evaluation of interactive visualizations for preferential choice. We then use the resulting framework as a basis for an analytical evaluation of our tool and alternative approaches. Finally, we use an application of the task model in conjunction with a new blend of evaluation methods to assess the utility of ValueCharts.

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Hebb, Christopher Louis. "Website usability evaluation using sequential analysis." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3167801.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005.
Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1328. Adviser: Theodore W. Frick. "Title from dissertation home page (viewed Nov. 13, 2006)."

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Barmish, Goloff Donna 1950. "The nature of task systems and their relationship to teacher goals /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61899.

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Flansburg, Jill. "Task Comparison Between Career Counselors and Vocational Evaluators: What's the Difference?" Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4322.

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This investigation compared the essential tasks of career counselors and vocational evaluators by surveying experts and practitioners in each specialization. Although both services advise persons about their work and training options, career counseling often takes place in university career centers and vocational evaluation is made available in not-for-profit settings. The null hypothesis is that there are no differences in task importance or frequency between these two jobs. Previous literature and current job descriptions from Florida workplaces are used to identify tasks, which are then presented to experts for input regarding frequency and relative importance to job performance. Tasks endorsed by Delphi method were also rated by persons working at these occupations for both frequency and importance to job performance. Current practitioners included persons working as career counselors in Florida state universities and as vocational evaluation vendors under the state of Florida Department of Education. Examination of means, mean differences, and standard deviations indicate differences in the task ratings between experts and practitioners and between practitioners of these populations. Correlations between practitioners did not reveal any strong positive relationships between tasks, but there was a negative relationship between these two professions when rating the relative importance of teaching counselees self-directed techniques. Even though the results did not pass the tests of assumption for multiple analyses of variance (MANOVA), significant differences are suggested. These differences include a proclivity for career counselors to teach self-direction, and a proclivity for vocational evaluators to provide and present assessments, make recommendations, and perform transferable skills analysis. Implications for education and professional certification point to a need for additional instruction for vocational evaluators in the areas of report writing, concluding services, and fulfilling the role they play in interdisciplinary activities. Both groups of counselors endorsed the use of basic counseling skills to understand and overcome personal problems, which typically requires licensure.

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Giambrone, Jesenia. "Using Video Self-Evaluation to Enhance Performance of Competitive Dancers." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7153.

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This study used a multiple baseline across behaviors design to evaluate the use of video self-evaluation on the performance of dance movements. The self-evaluation condition included training participants how to view a video of them performing the dance movement and evaluate their own performance from video using a task analysis of the movement. Each participant applied the self-evaluation procedure to three separate dance moves. Target behaviors were scored using an individualized task analysis for each dance move. Self-evaluation improved all three dance moves for each participant. Self-evaluation produced an increase in all target behaviors from baseline to intervention for each participant. Social validity was also assessed, which yielded high likability of the procedure from the participants as well as social significant increases in target behavior performance as assessed by proficient dance instructors. Though some increases in performance were gradual, self-evaluation is proposed to be an effective, efficient, and accessible procedure to increase performance of competitive dance movements.

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Hersh, Susan B. "An analysis of verbal behavior to describe task systems in a resource classroom and two mainstream classrooms /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050229225.

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Lougheed, M. Diane. "Asthma outcomes evaluation, analysis of an asthma education database." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/MQ42655.pdf.

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Hammitt, Chad S. "Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers." Thesis, University of Southern California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680853.

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Informal classroom walk-throughs conducted by school principals with feedback provided to teachers has been demonstrated to improve learning achievement in kindergarten through twelfth grade (K-12) education. Principals are often trained by experts to conduct these walk-throughs. Unfortunately, research shows that experts may omit up to 70% of the critical information needed by trainees to replicate their expertise. The purpose of this study was to capture the knowledge and skills expert K-12 principals use when they conduct informal classroom walk-throughs and provide feedback to teachers. Cognitive Task Analysis (CTA) semi-structured interviews were conducted with three principals who were qualified as experts using both qualitative and quantitative measures. Action and decision steps, as well as standards, equipment, and conceptual knowledge from individual subject matter experts (SMEs) were captured and aggregated into a gold standard protocol which was reviewed by a fourth expert. The study also sought to identify and quantify the number and percentage of expert knowledge and skills omissions when the principals described how they conducted classroom walk-throughs and provided feedback to teachers. Findings indicate that expert principals omitted an average of 54.76% of the action and decision steps when compared to the gold standard protocol. This study extends the potential negative effects of relying on experts for instruction and curriculum development. The expert knowledge and skills captured by CTA methods may be used to train pre-service and in-service principals in performing the complex instructional leadership task of informal walk-throughs and providing feedback to teachers, which may ultimately improve teachers' classroom instruction and student achievement.

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TARRY, DANIELLE IRENE. "PUBLIC POLICY FOR EDUCATION: AN ANALYSIS OF PRIORITIES ESTABLISHED BY TASK FORCES ON EDUCATION AND ARIZONA STATE POLICY MAKERS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188040.

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The purpose of this study was to compare the activities of four policy actors in Arizona with common recommendations of eight task force studies on K-12 public education in an effort to determine changes in policy priorities for education in Arizona from 1981 through 1984. The policy actors investigated were the Arizona State Board of Education, the Arizona Legislature, Arizona Governor Bruce Babbitt, and the lobby efforts of the Arizona Education Association. Activities of these four policy actors were compared with common recommendations from The Paideia Proposal--An Educational Manifesto, A Nation at Risk: The Imperative for Educational Reform, Making the Grade, Action for Excellence--A Comprehensive Plan to Improve Our Nation's Schools, A Place Called School-Prospects for the Future (national reports), Education in Arizona: Popular Concerns Unpopular Choices, A Statewide Report Concerning Public Education, and A Call to Excellence--A Plan for the Renewal of Arizona Public Schools (state reports). A comparative documentary analysis was made of the quantitative and qualitative data gathered. It was found that 17 recommendations were common (consensus of four or more) among the five national and three state reports under consideration: (1) establishing a K-12 core curriculum; (2) upgrading textbooks; (3) increasing the amount of homework required; (4) lengthening the number of days in the school year; (5) providing extra programs for slow learners and gifted students; (6) lengthening the school day; (7) establishing codes of student conduct; (8) improving the use of school time; (9) increasing preschool and kindergarten programs; (10) removing tasks from teachers; (11) improving student attendance; (12) improving teacher preparation programs; (13) increasing teachers' salaries; (14) providing 11-12 month teacher contracts; (15) rewarding superior teachers; (16) evaluating teachers; and (17) defining the principal's role as instructional leader. Using the 17 common recommendations for education policy as a screening device, it was determined that the majority of new education policy in Arizona emanated from the State Legislature from 1981 through 1984. The Arizona State Board of Education seemed second in the amount of influence generated. Governor Bruce Babbitt and the Arizona Education Association played lesser roles as far as successful completion of their respective recommended policies were concerned.

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Goddard, 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.

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Power, Christine Lee. "Up to the Task?: A Policy Analysis of the Massachusetts EDTPA Pilot and Field Test." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:109023.

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Thesis advisor: Marilyn Cochran-Smith
The Massachusetts edTPA Pilot and Field Test (2010-2013) was launched by the Massachusetts Department of Elementary and Secondary Education to evaluate the possible adoption of edTPA within that state. Guided by Cochran-Smith et al.’s(2013) Politics of Policy Framework, this mixed-methods study examines this policy initiative by analyzing the dominant national media of the era using Stone’s (2002) concept of “metaphors and analogies” as well as interview data from 21 teacher educator participants from the five pilot educator preparation institutions. Findings indicate that multiple dominant frames permeated the national and Massachusetts media narrative, specifically a focus on efficiency, equity, and liberty. These frames were used by both proponents and opponents of edTPA implementation. Moreover, despite many similarities between pilot institutions, implementation of the Massachusetts, edTPA evolved differently in each organization due to multiple institutional-level factors, including access to resources, strength of institutional leadership and organization, level of program coherence, and presence or absence of a strong internal accountability system. Consistent with co-construction theories of policy implementation (Datnow & Park, 2009) this study unpacks the iterative and dynamic nature of policy development and implementation. In doing so, it highlights the real-world complexity of policy implementation at the institutional level and how policy can be interpreted and implemented differently in varying contexts
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Zhang, Yuefeng Ellen. "The implementation of the task-based approach in primary school English language teaching in Mainland China." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35327571.

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Hanna, Jessica V. "The effectiveness of applied behavior analysis on task completion amongst children with autism/pervasive developmental disorders /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_hanna_effec.pdf.

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Spaid, Robin L. "Time on task and priority setting for continuing education administrators in Maryland community colleges." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54428.

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The purpose of this study was to examine time on tasks and priority setting for Maryland community college continuing education administrators. The Delphi technique was used to compile a list of 75 tasks. A combination of survey research, card sort, face-to-face interviews, and on-site data collection was used to gather the data. Data were collected on the performance or delegation of the tasks and amount of time spent on them. The subjects reported spending the most time (456.44 hours per year) on supervising and providing leadership to all continuing education staff. The least amount of time (1.13 hours per year) was reported on guiding instructors' orders of textbooks. The researcher concluded from the data that most of the subjects did not have to concern themselves with routine tasks as they had sufficient staff to delegate those tasks to. The investigator developed a demographic survey and found the average continuing education administrator in Maryland to be Caucasian, 43 years old, and holding a master's degree. Fifty percent of the sample were female. The variables from the demographic survey were crosstabulated and correlated with time on tasks. A correlation coefficient of .59, t = 2.733, p. < .01, was found between time on tasks and the number of noncredit FTEs produced by the institution. The correlation coefficient for time on tasks and size of college was .62, t = 2.956, p. < .01. The generation of FTEs at the possible expense of quality was an issue of great concern to the Maryland continuing education administrators. Study findings showed that in setting priorities, small- and medium-sized institutions considered the same factors influential, but that large colleges perceived a different set of factors as being significant.
Ed. D.

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Lee, Suet-mui Carol, and 李雪梅. "English teachers' conceptions of task-based learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963055.

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Virani, Amynah. "A statistical analysis of student and employer coop evaluation forms /." Online version of thesis, 1994. http://hdl.handle.net/1850/11857.

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Morey, Raphael. "A Path to Motivation| A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis." Thesis, Long Island University, C. W. Post Center, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690283.

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Private sector businesses employ performance pay compensation plans in order to incentivize increased employee effort. Legislation offers opportunities for school districts to experiment with performance pay plans in an attempt to encourage teacher effort, productivity, competition, and recruitment. Despite the potential benefits of performance pay, providing a task-contingent reward for an interesting activity has the tendency to undermine an individual’s intrinsic motivation for a task. This study sought to assess psychological ownership as a potential moderator for the undermining effect, which may shield an individual’s feelings of autonomy, competence, and relatedness, allowing for intrinsic motivation in light of a task-contingent reward. This study analyzed data from 127 undergraduates and graduate students enrolled at Long Island University, CW Post Campus and an additional 27 teachers from Brooklyn, New York. Full and trimmed path analyses were conducted on a series of Likert-type scales to test three primary hypotheses. The findings confirmed that a task-contingent reward undermined intrinsic motivation for an interesting task. This study’s psychological ownership intervention and the combination of the intervention with a task-contingent reward also negatively effected intrinsic motivation. Job-based psychological ownership, a measurement of feelings of possession, however, did positively effect intrinsic motivation providing evidence that feelings of psychological ownership lead to feelings of intrinsic motivation. This study contributes to the fields of psychological ownership theory and self-determination theory by presenting empirical evidence connecting these two theories. Recommendations are offered for the improvement of teacher motivation, job design, compensation and educational policy.

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Corbin, Alice Elizabeth. "Evaluation of a Juvenile Driver Intervention Program: Analysis of Ohio Carteens." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391794867.

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Yip, Lai Ping Rhoda. "Comparing the effectiveness of differenet [sic] task types (information gap tasks and decision making tasks) on the promtotion [sic] of second language acquisition." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/557.

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Evans, Michael David. "A Correlational Analysis of Teacher Observation Scores and Student Achievement." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668109.

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The purpose of this study was to determine the relationship between a teacher's observation score and the academic achievement of his or her students. Little research has been conducted in this area and no studies have been conducted that looked specifically at the Network for Educator Evaluation (NEE) observation instrument. Included in the study were 25 teachers of communication arts and 29 teachers of mathematics. These teachers were selected from schools that utilized both the NEE observation instrument during the 2012-2013 school year and were members of the Southwest Center for Educational Excellence (SWCEE). A Pearson Product Moment Correlation was applied utilizing teacher scores on the NEE observation instrument as the independent variable and the teacher effect size as the dependent variable. This study found no statistically significant relationship between a teacher's score on the observation instrument and the academic achievement of his or her students in either communication arts or mathematics.

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MacLeod, Susannah Mykelle. "An analysis of California Project Learning Tree workshops evaluation (1995)." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1315.

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This project was undertaken to analyze workshop evaluation forms completed by just over 2000 participants who attended workshops in 1995 throughout California related to the Project Learning Tree (PLT) environmental education program. These workshops were designed for teachers and other educators working with students from preschool through eighth grade.

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Adamson, Julie M. "Analysis of ISO 9000 quality standards management certification instruction in California undergraduate engineering programs." Thesis, California State University, Dominguez Hills, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524283.

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The purpose of this thesis was to study how and to what extent ISO 9000 quality standards management certification is taught on the undergraduate level in courses in California ABET-accredited 4-year engineering programs. The level of knowledge of the standard among graduates is of concern because well-educated engineers are important to the future of businesses in the global economy, and the ISO 9000 series is an enduring standard of global significance. An email survey was conducted of over 2000 undergraduate engineering professors who are currently teaching in public and private California universities. The overview of responses indicates that, although the majority of professors have over 10 years of teaching experience and a past background in industry, ISO 9000 series certification is not widely understood, taught, or valued. Engineering students and their future employers are clearly not gleaning the benefits of learning this valuable global standard.

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Kavanagh, Richard Owen. "A citation analysis of "Adult education quarterly" 1971-1986." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26850.

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Adult education has long been described as an emerging discipline, but there has been little empirical study of its emergence. This study examined 'emergence' by monitoring that particular knowledge base which is unique to adult education. Studies concerned with the theory and practice of adult education are a quantifiable indicator of unique knowledge about adult education. Evidence that researchers in adult education increasingly cite the work of other researchers in adult education would support the contention that the body of knowledge in adult education is growing. The articles published in Adult Education Quarterly between 1971 and 1986 were analyzed using citation analysis methodology. The frequency of citation to previous adult education studies (primary literature) as opposed to citation of studies peripheral to an adult education context (secondary literature) was determined. Distinguishing between citation categories was carried out by analyzing each title cited. The phenomenon of concern in the cited article was interpreted from the words used in the title, and coded dichotomously as 'primary literature' or 'secondary literature'. Each coded item was then recorded under named authors; thus, the cited author was credited for total frequency cited along with the coded category of writing (author of primary literature or author of secondary literature). Reliability measures performed for intra-judge consistency (recoding data), and inter-judge agreement (independent coding of data) resulted in differences in coding of less than four percent for the former, and nine percent with the latter. Validity of the procedures used in coding cited authors was tested by comparing results obtained to a 'standard'. 'Independent experts' were asked to identify from a list of the twenty most cited authors from each four volume period, those who were "primarily known for their adult education activities." The study's coding outcome of these authors compared with the expert's 'standard' resulted in greater than 75 percent agreement. With 4700 citations classified, it was found that a rising percentage of citations were to the "authors of primary literature"; from 41 percent of all citations in the first half of the study period (1971-1978), to 46 percent in the last half (1979-1986). A further breakdown showed the percentage of citations to "primary literature journals" also increasing; from 31 percent of all journals cited in '1971-1978' to 39 percent in '1979-1986'. As the scope of literature analyzed was exclusively from one North American journal, results need to be regarded with this limitation in mind. However, the empirical evidence of an increasing 'primary literature' base in adult education research suggests emergence of the field. Implications for future research are discussed in light of this and previous studies.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Keels, Donn. "An Analysis of the Correlation between Teacher Effectiveness and Student Standardized Test Scores." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691413.

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The purpose of the study was to gain knowledge about the relationship between teacher level measures, calculated from student standardized test scores, and actual teacher performance. The existence or lack of correlation between these two measures may suggest the appropriateness of level measure data for teacher evaluation. The study used a quantitative method and correlational design to study central Florida secondary schoolteachers. The study sought to avoid the subjective bias observed in previous studies by comparing two different objective measures of student achievement (valueadded measures and level measures). The results, based on 15 teachers and 359 student test scores collected over a three-year period, suggest that value-added measures are strongly correlated with level measures (mean test scores). Additionally, the study data suggested that the strength of this correlation decreases from eight through tenth grade. In conclusion, the study found that value-added indicators measure nearly the same factor as level indicators. Considering the complication and expense of calculating value-added measures, level measures may be more attractive in light this study.

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Grove, Kevin. "Evaluation of Package Delivery Truck Drivers: Task Analysis and Development/Validation of an Objective Visual Behavior Measure to Assess Performance." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/33345.

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The job of a package delivery driver (PDD) is complex and demanding. These drivers must possess many skills in order to succeed in their work, including physical stamina, appropriate decision-making, positive customer interaction, and most importantly, operational safety. Companies must use significant resources, not only to provide insurance for existing drivers, but also to train new drivers to use their visual attention effectively while driving, and companies have a vested interest in ensuring that the most capable trainees are selected for jobs. Currently, subjective assessments of supervisors or managers are typically used to make these determinations. While these are valuable methods for assessing drivers, an objective measure of how well the driver is using his/her visual attention would both assist evaluators in making judgments, as well as make those judgments more accurate. The purpose of the study described herein was to 1) conduct a task analysis of the driving component of the PDD job responsibilities, and 2) create and test an objective measure that a package delivery company could use to evaluate the performance of its drivers. A detailed task analysis based on numerous observations of drivers in their normal work routines was conducted for this research in order to understand these complex tasks. A framework was created for understanding this system of tasks, which was then used to organize all tasks that drivers were observed to perform into more general, goal-oriented activities. Using this task analysis, incidents were identified that were observed while drivers were behind the wheel. This information demonstrated that breakdowns were occurring within the tasks drivers were performing and that improved methods of training and evaluations may be needed as a result. A construct of visual behavior called Head Down Time (HTD) was then created and tested. An individual HDT is defined as the sum of time of all eye gazes away from the primary display (i.e. windshield) between two distinct eye gazes at the primary display while the vehicle is in motion. HDT was evaluated for its ability to differentiate levels of experience between drivers, its relationship to types of route on which drivers delivered, and its relationship to the driving-related incidents that were observed. HDTs were shown to be differed significantly between drivers of low and high experience, with experienced drivers displaying shorter durations of HDT when compared to inexperienced drivers. HDTs also differed in duration when analyzed by the type of route upon which drivers operated. Commercial and urban routes, while not significantly different with respect to HDT, were shown to have increased HDT durations when compared to rural routes and, in turn, residential routes were found to have significantly longer HDTs than did rural routes and may have significantly shorter durations compared to commercial and urban. Finally, HDTs that were associated with observed driving incidents in terms of chronological proximity were shown to be of significantly longer duration than were HDTs that were not associated with incidents. All tests were conducted using appropriate statistical measures, including t-tests at a level of Î± = 0.05 for each dataset. Applications of this research include: 1) improvement of PDD training and evaluation methods through use of a detailed task analysis, 2) improvement in how package delivery companies define incidents and train PDD toward the prevention of incidents based on task analysis and observations as to incident frequency, and 3) the further development of HDT as a possible objective measure to supplement the training and evaluation of PDD.
Master of Science

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Chitekedza, Ignatious. "Efficiency evaluation of South Africa tertiary education institutions using data envelopment analysis." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4764.

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With an increasing number of students enrolling at higher education institutions in South Africa, it has become important to investigate whether these institutions are using their resources adequately. This study uses data envelopment analysis (DEA) to estimate the efficiency of 23 South African tertiary education institutions based on both teaching and research outputs. Using DEA we are able to rank South African universities according to their use of resources in these two areas. These rankings can identify institutions which are performing well and also those which require improvement. The effect that merging institutions has on this efficiency is also determined. Owing to the limited sample size, variable reduction techniques, including the efficiency contribution measure (ECM) and principal components analysis (PCA-DEA), were used to improve the discrimination of the analysis.

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Simatupang, Rentanida Renata. "Evaluation of Decentralization Outcomes in Indonesia: Analysis of Health and Education Sectors." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/econ_diss/58.

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This study examines the performance of decentralized health and education service delivery in Indonesia. Results show that education outcomes improved with decentralization, and that local governments are responding to local needs for education services. Decentralization also brings improvement to health services, as mortality rates and life expectancy are significantly improved with decentralization. However, results indicate that decentralization does not improve availability of health services, as only small percentage of municipalities in Indonesia have access to health facilities. The empirical study on the performance of proliferated municipalities provides similar conclusions to those obtained in the examination of general decentralization performance. Proliferated municipalities experience improvement in education outcomes but not so for health outcomes; these results are consistent with the previous examination. Therefore, from the result of this study, there is no evidence to reject proliferation as it does not hurt health and education service delivery outcomes.

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Dissertations / Theses on the topic 'Task analysis in education Evaluation'

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