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Huang, Min Osterlind Steven J. "A comparison of kernel equating and item response theory true score equating". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6886.
Texto completoDehrmann, Luiza. "Predictors of examination success in the SAICA qualifying examinations". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80094.
Texto completoENGLISH ABSTRACT: The objective of the study was to identify predictors of success in the SAICA Board Examination. The study considered various personality states and traits, cognitive ability, learning and study strategies and academic progress as predictors of academic success of auditing trainees writing the SAICA board examinations in order to qualify as Chartered Accountants. A detailed literature review was undertaken which identified that academic success has successfully been predicted by the Big Five personality traits, cognitive ability, by elements of psychological capital more specifically hope, efficacy, resiliency and optimism. The literature also confirmed the successful prediction of academic success through prior learning achievements and the implementation of study and learning strategies. The research study was an ex post facto, quantitative and exploratory study. The study sample consisted of a group of 126 auditing trainees from three of the Big Four auditing firms who were preparing to write the Public Practice Examination (“PPE”). These students were assessed by means of a test battery consisting of the Basic Traits Inventory, which assessed personality traits, the Ravens Advanced Progressive Matrix, which tested cognitive ability, the Psychological Capital Questionnaire in order to test positive psychology states, and the Learning and Study Strategies Inventory to test a number of study and learning techniques. The study also gathered biographical information pertaining to past academic results in terms of third year accounting marks and results from their Certificate in the Theory of Accounting. The study identified hope and auditing as strong predictors of success in the PPE SAICA Board examination. It went further to investigate the predictors of success in the qualifications leading up to the PPE. The study confirmed that third year accounting results is a strong predictor of success at the Certificate in the Theory of Accounting (CTA) level. A number of personality states and traits, study and learning strategies and indices of prior academic success, proved to be good predictors of success in the QE1 and PPE SAICA Board Examinations. It further identified prior academic progression as a successful predictor of success in the PPE. The overall conclusion of the study was that the success of the PPE cannot be considered in isolation, but rather based on the identified predictors of personality states and traits, study and learning strategies and academic progress throughout the academic career of an aspiring Chartered Accountant.
AFRIKAANSE OPSOMMING: Die doelwit van die studie was die identifisering van voorspellers ten opsigte van sukses in die SAICA Raadseksamen. Verskillende persoonlikheidstipes en -eienskappe, kognitiewe vermoë, leer- en studiemetodes, sowel as akademiese vordering is as voorspellers van akademiese sukses van ouditkundekwekelinge, wat die SAICA Raadseksamens aflê, ten einde as Geoktrooieerde Rekenmeesters te kwalifiseer, tydens die studie in ag geneem. 'n Volledige literatuurstudie is onderneem waartydens daar gevind is dat akademiese sukses suksesvol deur die "Groot Vyf" persoonliksheidseienskappe, kognitiewe vermoë, elemente van sielkundige kapitaal, en meer spesifiek hoop, selfbekwaamheid, veerkragtigheid en optimisme, voorspel kon word. Die literatuurstudie het ook die suksesvolle voorspelling van akademiese sukses deur middel van voorafgaande akademiese prestasies, sowel as die implementering van studiemetodes bevestig. Die navorsingstudie was 'n ex post facto, kwantitatiewe en eksploratiewe studie. Die steekproef het uit 'n groep van 126 ouditkunde kwekelinge, vanuit drie van die "Groot Vier" ouditeursmaatskappye bestaan. Die studente was in die proses van voorbereiding vir die aflê van die Public Practice Examination (PPE). Hierdie studente is geëvalueer deur middel van 'n toetsbattery wat bestaan het uit 'n Basic Traits-persoonlikheidsvraelys, die Ravens Advanced Progressive Matrix, wat kognitiewe vermoëns assesseer, die Psychological Capital-vraelys, wat aangewend word om die positiewe sielkundige toestand te evalueer, asook die Learning and Study Strategies Inventory om 'n aantal studie- en leermetodes te evalueer. Die studie het ook biografiese inligting ingesamel, wat verband hou met akademiese prestasie met betrekking tot die derdejaarsprestasie in rekeningkunde, asook akademiese sukses behaal tydens die Sertifikaat in die Teorie van Rekeningkunde. Die studie het hoop en ouditkunde as sterk voorspellers van akademiese sukses in die PPE geïdentifiseer. Verder het die studie ook ondersoek ingestel na akademiese sukses tydens die voorafgaande kwalifikasies in die aanloop tot die PPE, as voorspeller. Die studie het 'n aantal persoonlikheidstipes en -eienskappe, sowel as studie- en leermetodes as sterk voorspellers van akademiese sukses in die SAICA raadseksamens bevestig. Verder het die studie voorafgaande akademiese vordering as 'n suksesvolle voorspeller van akademiese sukses in die PPE geïdentifiseer. Die algemene gevolgtrekking van die studie is dat sukses in die PPE-Raadseksamen nie in isolasie oorweeg kan word nie, maar eerder gebaseer moet word op die geïdentifiseerde voorspellers van persoonlikheidstipes en -eienskappe, leer- en studiemetodes en akademiese sukses gedurende die totale akademiese loopbaan van 'n aspirant Geoktrooieerde Rekenmeester.
Gerdeman, Anthony Michael 1968. "Understanding the oral examination process in professional certification examinations". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282619.
Texto completoTrevisan, Michael S. "Reliability and validity of multiple choice examinations as a function of the number of options per item and student ability /". Thesis, Connect to this title online; UW restricted, 1990. http://hdl.handle.net/1773/7925.
Texto completoHeiman, Diana L. "Preparticipation Examinations". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8170.
Texto completoHeiman, Diana L. "Preparticipation Examinations". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8171.
Texto completoZin, Than Than. "Comparing 12 finite state models of examinee performance on multiple-choice tests". Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-05042006-164507/.
Texto completoChan, Ching-hai Charles. "Examination performance, self-efficacy and attributional retraining : a cognitive psychoimmunological perspective /". Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21388568.
Texto completoMayer, Patricia Lynn Sorci. "Self-care knowledge that informs mothers' behaviors during the enculturation of their daughters regarding breast self-examination". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276622.
Texto completoDelong, Diana M. "The effects of limiting choices on adapted tests". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2005. http://www.kutztown.edu/library/services/remote_access.asp.
Texto completoSource: Masters Abstracts International, Volume: 45-06, page: 2800. Typescript. Abstract precedes thesis as 2 leaves (iii-iv). Includes bibliographical references (leaves 54-56).
Beretvas, Susan Natasha. "To meet or not to meet standard : proficiency estimation using different polytomous IRT models /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7862.
Texto completoMacMillan, Peter D. "Producing equivalent examination forms : an assessment of the British Columbia Ministry of Education examination construction procedure". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31009.
Texto completoEducation, Faculty of
Graduate
Perrin, Geoffrey. "The effect of multiple choice foreign language tests of listening and reading on teacher behaviour and student attitudes". Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250556.
Texto completoNix, Sharon Javonne. "Science standardized achievement tests the relationship between publishers, textbook completion, admission standards and science test scores of seventh through ninth grade students in FACCS schools /". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Texto completoShiu, Jennifer. "Teachers' perceptions of impending innovation the use of pair work in large-scale oral assessment in Hong Kong /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554627.
Texto completoChing, Ching-yu. "Calibration of examination marks /". [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1364533X.
Texto completoGontier, Jorge J. "The relationship between age and performance on the Trail Making test in a Chilean population". View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/gontierj/jorgegontier.html.
Texto completoRagland, Shelley. "An evaluation of a new method of IRT scaling /". Full-text of dissertation on the Internet (642.68 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/raglansx/raglansx_doctorate_04-23-2010.pdf.
Texto completoJacobs, Andrea Elizabeth. "Girls and examinations, 1860-1902". Thesis, University of Winchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274440.
Texto completoLeung, Wai-ming y 梁偉明. "A study of the implementation of the teacher assessment scheme in the sixth form biology curriculum of Hong Kong from the students'perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957274.
Texto completoChan, Ka-sing y 陳家聲. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in HongKong from the teachers' perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957006.
Texto completo程貞如 y Ching-yu Ching. "Calibration of examination marks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211318.
Texto completoMoore, F. "Rethinking measurement in psychology and education : a quantum perspective". Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368532.
Texto completoPoplin, Beth Darlene. "Effects of student self-corrective measures on learning and standardized test scores". Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Texto completoSchulz, Alexander. "E-Assessment-Center im Vergleich". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-224532.
Texto completoLapere, Jan Noel Romain. "Occupational medical examinations and labour law". Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/302.
Texto completoArmitage, Camille. "Extended time limits on university examinations". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/MQ47990.pdf.
Texto completoFonseca, Eneida Simões da. "Young children's distress during radiological examinations". Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10021949/.
Texto completoStenman, Carina. "New workflow method for ultrasound examinations". Licentiate thesis, Linköpings universitet, Medicinsk radiologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-67050.
Texto completoHou, Jianlin Vispoel Walter P. "Effectiveness of the hybrid Levine equipercentile and modified frequency estimation equating methods under the common-item nonequivalent groups design". Iowa City : University of Iowa, 2007. http://ir.uiowa.edu/etd/339.
Texto completoMarra, Robert A. "The relationship between the Indiana Standards Tool for Alternate Reporting (ISTAR) and the Graduation Qualifying Examination (GQE)". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344201.
Texto completoDepartment of Educational Leadership
Brumfield, Teresa E. "Fidelity of test development process within a National Science grant". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1461Brumfield/umi-uncg-1461.pdf.
Texto completoTitle from PDF t.p. (viewed Feb. 29, 2008). Directed by Terry A. Ackerman; submitted to the School of Education. Includes bibliographical references (p. 295-303).
Smith, Lisa W. "Using formative assessment results to predict student achievement on high stakes tests". Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
Texto completoVining-Koch, Becky Ann. "An assessment of agricultural knowledge among elementary, middle level/junior high and senior high students in Kansas". Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9978.
Texto completoCoe, Robert. "Feedback, value added and teachers attitudes : models, theories and experiments". Thesis, Durham University, 1998. http://etheses.dur.ac.uk/1059/.
Texto completoBaddeley, Gillian Mary. "A multicomponent treatment programme for text-anxious elementary schoolchildren". Doctoral thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/17071.
Texto completoThe efficacy was assessed of multicomponent treatment in reducing test anxiety, and improving self-concept and examination performance, in test-anxious elementary schoolchildren. A core programme was devised, comprising three components: systematic desensitization, cognitive restructuring and informal study skills training. Two further components, one each for teachers and parents were added, giving a 'contextualised' programme. Three complementary studies compared either the contextualised programme with a no-treatment, non-identified, control condition (Study 1: n = 40; Study 3: n = 24), or the core programme with an attention-placebo control condition (Study 2: n = 26). It was hypothesised that Studies 1 and 3 would show significant between-group differences at post-test, with experimental subjects showing a significant decline in test anxiety and gains in achievement and self-concept. In Study 2, no significant between-group differences were hypothesised: subjects receiving the core treatment or attention-placebo programme being expected to show a similar degree of reduction in test anxiety and gain in self-concept, but no improvement in achievement.
Tao, Congwu. "A Cloud-based Software System for online Multimedia Examinations". Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/64974.
Texto completoMaster of Science
Tangen, Håkon André. "Undervisningens mål, provens verklighet : Gymnasielärares intention med privat-/och samhällsekonomi i förhållande till deras examinationsmoment i samhällskunskap 1b". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78619.
Texto completoThis study focuses on interviews with high school teachers regarding their intention in social studies 1b, economics. As well as an analysis of the teachers exams with the help of Bloom's revised taxonomy. The analysis of this study combined with interviews wishes to investigate any connections between the teachers interview statement in regards to their exams in economics. What knowledge to the teachers desire their students to master and what cognitive domains and knowledge domains do the teachers exams require of their students. The purpose of this study is to investigate high schools teachers, in social civics, regards theirs intentions with their economics studies in social studies class. And to compare their statements with their exams, in regard to Bloom’s revised taxonomy. The results of this study is that the subject “private economics”, which the teachers do not see as important in regards to higher grades, are more in favor of the cognitive domain with a great focus on remembering and understanding. Meanwhile the subject “society economics”, which are regarded by the teachers more favorable in regards to the curriculum to accumulate higher grades, have a higher variation between cognitive processes as remembering, understanding, analyze and evaluate. In addition to a higher variation in cognitive processes they also vary in multiple knowledge dimensions as cognitive domain and affective domain more frequently.
Heiman, Diana L. "Preparticipation Examinations and Special Olympics Medical Issues". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8169.
Texto completoПавлюк, Вадим Русланович. "Комплекс задач з автоматизації варіативних опитувань". Bachelor's thesis, КПІ ім. Ігоря Сікорського, 2019. https://ela.kpi.ua/handle/123456789/30993.
Texto completoThe explanatory note of the diploma project consists of four sections, contains 22 tables and 7 sources - a total of 59 pages. Object of research: electronic variational surveys implemented on the basis of dynamic web forms with logically related fields. The purpose of the diploma project: to create software for the construction of flexible variational forms with the possibility of logical interaction of the survey elements. In the first section, an analysis of existing software products was performed, functional and non-functional requirements were described, a set of tasks was set. The second section describes the simulation and design of the software, conducted a data security analysis. The third section describes the quality analysis and software testing. The fourth section describes how to deploy and implement the software, and also the user's manual.
Knoth, Sharon K. "Essential accommodations for students with sensory impairments : perceptions from the field". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354646.
Texto completoDepartment of Special Education
Rexin, Philip Arthur. "Sacrificing intellectual excellence to administrative and political convenience in British Columbia public schools : departmental examinations re-examined". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25513.
Texto completoEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Colby, Christian. "An investigation of two types of question prompts in a language proficiency interview test and their effects on elicited discourse /". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32903.
Texto completoShiu, Jennifer y 蕭文意. "Teachers' perceptions of impending innovation: the use of pair work in large-scale oral assessment inHong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554627.
Texto completoKhaniya, Tirth Raj. "Examinations as instruments for educational change : investigating the washback effect of the Nepalese English exams". Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/9862.
Texto completoHuman, Hans Jurie. "Die geldigheid van prestasie-evaluering van kliniese tegnologie studente". Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/1891.
Texto completoClinical technology as a profession has been part of the rapid development of modem medical technology in South Africa. From the start the training of clinical technologists consisted of practical in-service training at an academic hospital and a theoretical component completed at a technikon. Questions about the standard of training of clinical technologists have often been raised by members of the profession. An initial opinion pole amongst recently qualified clinical technologists about the evaluation of their theoretical knowledge and practical skills showed that they were not certain what they were tested for in the examinations, or what the practical year mark was awarded for at the end of their experiential training. The question thus arose whether the evaluation of theoretical knowledge and practical skills were really appropriate and relevant. In order to investigate validity of the training process, namely the 'evaluation of clinical technology students, three literature studies were conducted. The first was to determine what acceptable evaluation practice is as regards the evaluation of theoretical content and practical skills. It was apparent from the literature that the inclusion of learning objectives should be the norm for effective goal orientated training and evaluation. The second literature study was conducted to determine the validity of the evaluation of clinical technology students. As a result of this literature study a description was made of the task of professions in the USA similar to clinical technology, the health worker in general and the profession of clinical technology specifically. From this task description it was apparent that the evaluation of clinical technologists' skills should not just include knowledge, comprehension and application, but that one should also test for analysis, synthesis and evaluation. The third literature study conducted was to determine whether Bloom's taxonomy for cognitive objectives could be used to provide a measure of the validity of test items. As a result of this literature study a classification of test items from final year papers was done to determine the cognitive level on which questions were formulated. v This analysis of test items showed that questions were mainly formulated on the knowledge level and did not provide for higher order skills as demanded by the task analysis of the clinical technologist. Referring to the evaluation of practical skills an analysis of the methods used by trainers to award the practical yearmark showed that training and evaluation are not being performed in an effective goal orientated manner. The reason is that trainers do not use training objectives for the development of cognitive, psychomotor and affective skills of students. The conclusion is made that performance evaluation of the theoretical content and practical skills of clinical technology students do not satisfy the criteria of validity. To improve the training and evaluation practice, it is recommended that training objectives for theoretical content and practical skills are formulated, that practical performance tests are designed, and that attention is given to the improvement of the training and evaluation skills of trainers and examiners.
Gao, Rui. "Construct validity of College Basic Academic Subject examination /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091926.
Texto completoChopoidalo, Cindy. "The drama of history, examinations in Shakespearean historiography". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ59713.pdf.
Texto completoClark, Colin Sean. "Turn management and social control during courtroom examinations". Thesis, University of York, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358241.
Texto completoTorrance, Harry. "Assessment and examinations : Social context and educational practice". Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370403.
Texto completo