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Young, Katherine McCreight. "Multiple case assignments". Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/14409.
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Benders, Tori. "Service Learning Assignments: The Interesect Between Assignment Framing, Student Motivation, and Perceived Relevance". Thesis, North Dakota State University, 2018. https://hdl.handle.net/10365/28855.
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Although learning has traditionally happened within the four walls of a classroom, as service learning courses become more prevalent, instructors are challenging their students to take learning outside of the classroom and into the community. Service learning has the potential to transform students and their learning, it is not widely known how to ensure students are motivated to complete these assignments and see them as relevant to their futures. This study used social determination theory and a 2X2 experimental design to survey 271 students about their motivation to complete a service learning project presented to them in an assignment sheet and perceived relevance of the assignment and overall attitude toward service learning. Findings indicate that overall students have positive attitudes toward service learning, are moderately motivated to complete service learning assignments, and see them as relevant. How the assignment sheet is framed largely does not have implications for these feelings.
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Patching, Robert Steven. "Truth-space mass assignments". Thesis, Loughborough University, 2005. https://dspace.lboro.ac.uk/2134/34119.
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The theory of mass assignments allows reasoning using probability families that are either imprecise, incomplete or both. The majority of previous work has been with mass assignments defined upon arbitrary domains. This Thesis concentrates on a neglected specialisation of mass assignments, the truth-space mass assignments defined upon the power set of Booleans. The semantics of truth-space mass assignments and their operators are described, both in relation to general mass assignments and also with other methods of imprecise and incomplete reasoning. New operators are defined for truth-space mass assignments that allow them to be reasoned with in new ways consistent with other logic systems. Alterations are made to existing operators to allow them to act in a more intuitive way. Using the new and altered operators this Thesis allows mass assignment theory to act as a many-valued logic handling imprecise and incomplete truths. This opens up many new topics of research and potential for applying the method to solve problems in a new way.
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Govett, A., Bill J. Garris, Renee Rice Moran, Ryan A. Nivens i Alison L. Barton. "Summer Research Assignments Report". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4737.
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Hamendi, Mohammed. "Automatically Testing Student Assignments". Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-202110.
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The freshmen programming courses at the University of Economics in Prague offer a unique approach to learning the art of programming and software engineering. The introductory courses follow the Architecture First methodology that gives students the opportunity to learn programming from the top down, without being constrained by the specifics and syntax of any one programming language. It teaches the thought processes needed to build programs, allowing the student to absorb the big ideas of computer programming. The average number of freshmen at the faculty of Informatics and Statistics is around seven hundred students. The task of correcting programming assignment and preparing appropriate feedback would be a mammoth undertaking for teaching staff in most university settings worldwide that offer similar computing degrees. It is therefore quite often the case that the faculty provisions some sort of automated testing technology that can handle the volume and provide both the teaching staff and the students with the tools needed to manage the assignments. These automated tools or systems have been, and continue to be, the subject of many research topics across the world and continue to evolve as new technologies and teaching methods evolve. This study first introduces the theoretical background of automated assessment and grading tools and systems and then provides an analysis of the fields current state. Taking that as input to the next phase, the study uses that information to then design and implement a custom-built system that would enable the automated testing of the structure and other aspects of student assignments. The main goal for the resulting system is to provide an intuitive and convenient way of declaring what needs to be tested for a given assignment and then providing the mechanism to run those tests automatically. The resulting system, DynoGrader, dynamically validates student assignments at runtime using Java runtime annotation processing mechanisms and Java Reflection API.
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Williams, Delize. "Paperless assignments : a closer look". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33040.
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With the increasing student population at many tertiary level institutions, the management of assignment submissions and results has become a challenging feat. This thesis proposes that one way to address these challenges is to develop methods for automating the submission of assignments to support the administrative effort. This will not only enable many administrative tasks to be automated, but will also support and in some cases, improve the learning experience available to students.The features of four paperless assignment submission systems are presented, compared and analyzed with the goal of exposing instructors to the varied benefits that such systems can provide, thereby encouraging them to use such systems in their course delivery.
It is also the intent that this thesis will form the basis from which further developmental work will be performed on such systems in general, and on VisualCM in particular. (VisualCM is a paperless assignment submission system currently used within the School of Computer Science at McGill University).
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Enoka, Maro D. "Optimizing Marine Security Guard assignments". Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/5637.
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Approved for public release; distribution is unlimited.The Marine Corps Embassy Security Group (MCESG) assigns 1,500 Marine Security Guards (MSGs) to 149 embassy detachments annually. While attempting to fulfill several billet requirements, MCESG strives to balance MSG experience levels at each embassy detachment and assign MSGs to their preferred posts. The current assignment process is accomplished manually by three Marines and takes more than 6,000 hours per year. This thesis presents the Marine Security Guard Assignment Tool (MSGAT). MSGAT is an Excel-based decision support tool that utilizes a system of workbooks to guide MCESG through a streamlined data collection and provide optimal assignments. MSGAT assignments result in a higher satisfaction when compared with manual assignments. MSGAT has had an immediate and quantifiable impact on the assignment process. It has reduced person-hours by 80%, increased overall assignment quality and efficiency and improved the operational readiness of MCESG by optimizing MSG assignments.
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Beaulieu, Marie-Claire, i Tim Buckingham. "Classroom epigraphy assignments with Perseids". Epigraphy Edit-a-thon : editing chronological and geographic data in ancient inscriptions ; April 20-22, 2016 / edited by Monica Berti. Leipzig, 2016. Beitrag 3, 2016. https://ul.qucosa.de/id/qucosa%3A15466.
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Viyyure, Uday Kiran Varma. "Frequency Assignments in Radio Networks". Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1209060158.
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Beaulieu, Marie-Claire, i Tim Buckingham. "Classroom epigraphy assignments with Perseids". Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-221500.
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Day, Jen-Der. "A study of index assignments". Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22143.
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A nonredundant quantization system is extensively used in a noisy communication system. However, the removal of redundancy can introduce a great deal of sensitivity to the noise engendered by transmission and this can cause performance to degrade. Index assignment is a way of combating this degradation of performance. A good index assignment algorithm will minimize the channel distortion caused by channel errors, but since the error rate affects the channel distortion, the performance of an optimal index assignment will vary as the error rate varies. Therefore, it is important to develop an index assignment algorithm that minimizes the channel distortion and is robust against variation in error rate as well. The thesis will look at robust index assignment algorithms which minimize channel distortion for scalar and vector quantizations. An index assignment algorithm EIA for a scalar quantization model when the error rate is fixed is proposed. The idea behind the EIA is to use the Hadamard transformation and to rearrange the quantizer as close to the linear eigenspace as possible. Technically, the EIA depends on a regression calculation and sorting algorithm. Secondly, a modification of EIA, SEIA is presented which is independent of the initial index assignment. Thirdly, an algorithm VEIA which extends the EIA for scalar quantization to vector quantization is proposed. As well as existing criterion, a new criterion, the expected channel distortion (ECD) is defined on a beta-type prior density function for error rate which is appropriate for situations where the error rate varies over time. The above three algorithms are measured under this and the criterion is shown to perform well. To illustrate the performances of signal-to-noise ratio, efficiency and robustness, the EIA is compared with the well-known algorithm BSA by using real data - a voice digitization in North American Telephone Systems CCITT for scalar quantization. For vector quantization, VEIA is compared with the algorithm BSA by using first-order Gauss-Markov data. The signal-to-noise ratio performance between EIA and BSA or VEIA and BSA are shown to be indistinguishable. The calculations involved in EIA, SEIA and VEIA are very simple since only a sorting algorithm is required. EIA takes on 0.9 seconds for a 256-point real world scalar quantizer while BSA takes hours. VEIA requires only 8 seconds for a two-dimension vector quantizer of size 256 when BSA again takes hours. Also, EIA and VEIA are robust when the error rate changes. They give the same optimal index assignments for error rate varying from 0.00001 to 0.1, while the BSA algorithm leads to different assignments.
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Castillo, Quintana Martín Pablo. "School choice with random assignments". Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/145181.
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Magíster en Economía Aplicada.
Ingeniero Civil MatemáticoEl objetivo de este trabajo es estudiar el problema de asignación escolar como uno de asignación probabilística y poder entender como diversos mecanismos de asignación escolar se desempeñan en términos de las probabilidades que le asignan a los alumnos de poder acceder a los colegios. Para éste fin se asume que el planificador central determina una función que les permite generar preferencias sobre loterías desde preferencias ordinales por los colegios, estás funciones se denominan extensiones. Se elabora una nueva noción de equidad (estabilidad) la cual generaliza nociones previas tanto en la literatura de asignación escolar como en la de asignación probabilística. El resultado principal de éste trabajo corresponde a la caracterización, bajo supuestos razonables en las preferencias, del conjunto de asignaciones probabilísticas estables. También se desarrollan nuevos resultados de existencia de asignaciones probabilísticas estables y eficientes, se presentan resultados de mecanismos probabilísticos compatibles en incentivos y se evalúan los mecanismos de asignación escolar Boston, Deferred Acceptance, Top Trading Cycles y Fraction Deferred Acceptance en términos de eficiencia, estabilidad e incentivos.
Este trabajo ha sido parcialmente financiado por MIPP
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Jensen, Chet. "Teacher and administrator perceptions of the Committee on Assignments as a teacher assignment option in California". Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2938.
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The purposes of this study were to: (1) describe Committee on Assignments (COA) teacher assignment trends for the 1989-92 school years, (2) compare teachers' and administrators' perceptions of local assignment committees, and (3) develop recommendations for enhancing the usefulness of the COA option. Four surveys were distributed to district-level staff, site administrators, and classroom teachers in one hundred and twenty-two randomly-selected California school districts. Teacher assignment data were obtained from the Commission on Teacher Credentialing. Analysis of the findings revealed that: (1) 62 percent of the school districts in the sample did not utilize the COA option, (2) counties with the greatest number of full-time equivalent teachers had the lowest COA assignment rates, (3) the greatest percentage of COA assignments was reported at the middle and high school levels, (4) the greatest percentage of COA assignments in the elective subjects was authorized at the elementary and middle school levels, (5) the greatest percentage of COA assignments in the core curriculum was authorized at the high school level, (6) school districts that did not utilize the COA perceived the option as unnecessary, (7) school districts that utilized the COA chose the option to provide assignment flexibility and to authorize unique, teaching assignments, (8) respondents perceived that approval prior to the beginning of the semester required change, and (9) teachers and administrators perceived themselves as equal decision-makers who understood their committee responsibilities. Eight recommendations were proposed: (1) provide workshops and technical manuals for school districts, (2) encourage governing boards to adopt policies relating to teacher assignment options, (3) disseminate information to the public regarding teacher assignment options, (4) encourage COA members to use collaborative, decision-making strategies, (5) consider proposing legislation to allow COA approval of teaching assignments at any time during the semester, (6) consider proposing legislation to expand the assignment limit to a greater percentage of a full-time teaching assignment, (7) consider forming an advisory panel of COA participants to review the Committee on Assignments option, and (8) consider establishing formal assistance programs for teachers assigned to out-of-field subjects.
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Hill, Carla. "Mass assignments for inductive logic programming". Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325748.
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Pernhult, Mattias, i Felix Alhbin. "LEAP: Automatic assessment of programming assignments". Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20004.
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Antal studenter som tar programmeringskurser på universitet och högskolor ökar kraftigt och kräver mycket resurser vilket gör kurserna nästintill omöjliga att bedriva utan att öka antalet lärare. Genom att introducera automatisering i dessa kurser, speciellt vid bedöm- ning, är det möjligt att upprätthålla kvalitén i dessa kurser. Därav är syftet med denna studie att konstruera, implementera och utvärdera ett bedömningssystem för att ta reda på för- och nackdelar med användningen av bedömningssystem i programmeringskurser. Resultatet från studien visar att fördelarna med ett bedömningssystem är direkt återkopp- ling, tillgänglighet och förmågan att verifiera korrektheten av studenters program bättre än vad en lärare kan. Resultatet visar att nackdelarna med ett bedömningssystem är att det innebär ökade krav på välutformade uppgifter och testfall samt svårighet att bedöma kvalitativa aspekter i studenters program.Number of students that take programming courses at universities is increasing rapidly and requires a lot of resources which makes the courses almost impossible to conduct without increasing the number of teachers. By introducing automation in these courses, especially in the assessment part, it is possible to maintain the quality of these courses. Hence, the aim of this study is to design, implement and evaluate an assessment system to find out the benefits and drawbacks of the use of an assessment systems in programming courses. The results of the study shows that the benefits of an assessment system is direct feedback, its availability and its ability to verify the correctness of students programs better than a teacher. The result shows that the drawbacks of an assessment system is the required increased effort of designing well-designed tasks and test cases, as well as the systems inability to assess the qualitative aspects of the students programs.
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Cashin-Ritaine, Eleanor. "Les cessions contractuelles de créances de sommes d'argent dans les relations civiles et commerciales franco-allemandes /". Paris : LGDJ, 2001. http://www.gbv.de/dms/sbb-berlin/366372815.pdf.
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Cyr, Mary Ann. "The Impact of Computer Based Assignments on Student Motivation to Complete Homework Assignments for Sixth Grade Students". University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365159625.
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Mattsson, Niklas. "Homework Assignments in Hybrid and Embedded Control". Thesis, KTH, Reglerteknik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-107505.
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In this thesis we discuss the development of three homeworks for the course Hybrid and Embedded Control Systems given at the institution S3 (Signals, Sensors and Systems) at the Royal Institute of Technology (KTH) in Stockholm. The main objective of the course is to present tools for modeling, analyze and design embedded control system. The course, first given in spring 2003, is interdisciplinary since its program cover arguments strictly related to system theory and computer science. As part of the course three homeworks has to be solved by the students. The main idea of the homeworks is that the student should gain further practical understanding of the material presented during the lectures. The main topic of the thesis is to describe the design of three homeworks. For each homework a problem a problem definition, containing different tasks, is formulated. Also a computer based tool, used to solve the tasks, is presented. All tasks are explained in detail and the expected results are presented.
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Steier, Martin. "Discovering plagiarism in entry level programming assignments". Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-212059.
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Plagiarism in programming assignments has been a problem for a long time, and while the schools try to stop it, it is an ever ongoing game of cat and mouse between students and the schools. When students find new ways to hide their plagiarism, others develop new tools to find it again. This thesis looks specifically at plagiarism in entry level coding assignments, where the code is usually much simpler, and if it is possible to use the structure of the program code to detect plagiarism. The structural properties chosen is the abstract syntax tree for the code along with the codes call graph. The syntax tree contains the programs general structure and the call graphs are used in an attempt to find plagiarism where plagiarized code has been split up in smaller parts. For comparison a well established algorithm called MOSS is used. The results shows that the abstract syntax tree and call graph can be used to identify plagiarism, but it seems it is not worth the additional effort needed to use algorithms based on program structure, as it seems the plagiarism done for these assignments is quite simplistic. Additional research should instead be done to find out more on how students actually cheat in these entry level assignments and develop methods to counter those specifically.Plagiering i programmeringsuppgifter i skolan har varit ett problem under lång tid. Skolorna försöker stoppa det men det är en ständigt pågående katt och råtta-lek mellan skolorna och eleverna. När studenterna hittar nya sätt att dölja plagiat så skapar någon annan nya metoder för att upptäcka det. Den här rapporten kommer att fokusera specifikt på plagiering i instegsuppgifter för programmering, där programmen oftast är mycket enklare och om det är möjligt att använda programstrukturen i dessa för att upptäcka plagiat. De strukturella egenskaper som används är programmens abstrakta syntaxträd och anropsgrafer. Syntaxträdet innehåller programmets generella struktur och anropsgraferna används för att försöka hitta plagiat där den plagierade programkoden har delats upp i mindre delar. Som jämförelsealgoritm används en väletablerad algoritm som kallas MOSS. Resultaten visar att det är möjligt att använda det abstrakta syntaxträdet och anropsgrafen för att upptäcka plagiering, men det verkar inte vara värt det extra arbete som krävs för att implementera algoritmer baserade på strukturella egenskaper. Detta då de plagiat som gjorts för dessa uppgifter är simpla. Mer forskning bör istället fokusera på exakt hur studenter fuskar i dessa uppgifter och utveckla metoder för att specifikt upptäcka dessa.
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Brewer, Joan E. "Mature women learners' experiences with reflective assignments". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/MQ62114.pdf.
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Tham, Chee Ho. "The mechanics of assignments : functions and form". Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:9cf7420b-b3d5-4c15-b15d-daaa9892d951.
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Choses in action are valuable assets. This has compelled (and been facilitated by) the development of legal devices such as equitable assignment to allow holders of choses to deal with them, inter vivos. This thesis makes two claims. First, equitable assignments are best conceived as a composite of a bare trust and an atypical agency where the assignee is authorised to invoke the assignor's entitlements against the obligor to the chose assigned, as the assignee pleases. On this conception, equitable assignments merely entail generation of a new set of jural relations as between assignor and assignee. Though these affect how the jural relations between assignor and obligor are to be discharged, those jural relations are left intact and unchanged, unless the requirements for 'statutory' assignments have been satisfied. Second, 'statutory' assignments are regulatory in effect. Where a debt or other chose in action has been validly equitably assigned and the requirements in s 136(1) Law of Property Act 1925 are satisfied, the specific entitlements set out in sections 136(1)(a), (b) and (c) will be passed from the assignor and transferred to the assignee. But that is only true with regards entitlements falling within those provisions, and the set of entitlements listed therein is not exhaustive. The composite model of equitable assignment, and the clarification of the nature of 'statutory' assignment, reduces confusion over their operation and effects. Accordingly, this thesis tempers the urge towards legislative reform of the law of assignment: reform may not be needed since the law is not incoherent, though it is certainly complex. And if targeted law reform to simplify the law on assignment be thought desirable, it is as well to know what one is reforming.
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Tivnan, Brian F. "Optimizing United States Marine Corps enlisted assignments". Thesis, access online version, 1998. http://handle.dtic.mil/100.2/ADA355998.
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Bennett-Perro, Whitney Rae. "How Elementary Teachers Determine Meaningful Homework Assignments". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7365.
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A self-study at a local elementary school revealed that homework assignments appeared to be at lower levels of Bloom’s taxonomy, and students were inadequately prepared for summative assessments that required the application and critical thinking levels of Bloom’s taxonomy. Formative assessment data, ideally, drives teachers’ instructional decisions in the classroom. The purpose of this qualitative case study was to better understand the formative assessment processes that drive instructional decision making. The conceptual framework by Chappuis and influenced by Black and Wiliam includes the strategic process for successful formative assessment teaching and learning. The research questions explored the use of homework as a formative assessment in classrooms. In this intrinsic case study, data collection included face to face interviews with 10 general education Grade 3-5 teachers in 2 different schools within the same, a 2- week document analysis of homework assigned in language arts and mathematics, and a focus group of participants. The data were analyzed with open coding followed by axial coding to determine themes. Member checking and triangulation were used to ensure validity and accuracy. The themes that emerged from the coded data identified ineffective teacher use of feedback, self-assessment, and learning targets—essential practices of the formative assessment process. Improving the formative assessment process for teaching and learning may encourage positive social change through promoting teacher selfefficacy and collaboration through a professional development paired with a professional learning community. This study may also lead teachers to change their formative assessment processes and provide guided instruction that enhances student learning outcomes.
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Pepall, Elisa Catherine. "Strengthening family resilience during accompanied humanitarian assignments". Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/2498.
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This qualitative study identifies the dominant challenges faced by accompanying families in the humanitarian INGO sector and proposes recommendations that organisations and families can implement to promote greater family resilience. An under-researched population, the study advocates for greater acknowledgement and supports for expatriate humanitarian families in recognition of the significant impact they have on employee performance, retention, and organisational commitment. A model of factors influencing humanitarian expatriate family adjustment and enhanced resilience is also proposed.
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Bullock, Frederick G. "Optimizing truckload assignments using multi-objective linear programming". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ46288.pdf.
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Rýgl, Pavel, Anett Seeger i Anja Strehmann. "Developing lessons on the basis of the assignments". Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6580/.
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1. What was the aim of your lesson and how helpful was the assignment for planning it?
2. Which tasks did you choose from the assignment (without or with a little change )?
3. Did you work with the teacher Information? Why? What was helpful?
4. What can be improved in the assignment ?
5. Conclusion
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Bullock, Frederick G. "Optimizing truckload assignments using multi-objective linear programming". Thesis, University of New Brunswick, 1996. http://hdl.handle.net/1882/617.
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Min, Chan K. "The effects of assignments in EFL/EFL compositions". Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720135.
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In ESL writing, a controversy has existed on whether or not an assignment plays an important role when students produce their writings. Plausible arguments have been also made on the matter of amount of information given in a writing assignment. But so far, there have been no convincing data to show a favor of either side in any case.This study is designed to examine the importance of assignment and the relationship between information load and the quality of ESL student writings by analyzing compositions written by ESL students. For the collection of data, 150 students who were randomly selected from two Korean universities. They were asked to write an essay in response to three different types of writing assignments in information load and topic kind.The data were analyzed by two well trained ESL teachers with the method of holistic evaluation. The data were evaluated in nine areas of quality with a binary scale (Yes and No) and in general quality with a 1 to 6 scale. The result of data evaluation was analyzed statistically using SPSS-X. Cross tabulations were used to check for relationship between information load and general impression score, between information load and binary question scores, and between binary question scores and general impression scores. Regression techniques were used to characterize the significant relationships. In performing all calculations, a paper's score will be the sum of the individual graders' scores.The results of data analysis demonstrate that ESL students prefer a subjective topic despite the level of information load. Nevertheless, their preference is not directly related to the quality of their writings. ESL students produce higher quality of writings as they are given less information. Finally, the importance of an assignment in ESL writing classes is supported by the marking of students' higher scores in dichotomous questions.The study also discusses problems and causes of difficulties, in Korean ESL, for utilizing the method of writing education as a means of teaching the English language. The study also points out the importance of a teacher training program and suggests variables which should be considered for producing a better quality teacher training program in the Korean ESL situation.Department of English
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Kem, Katherine (Katherine M. ). "Laboratory assignments for teaching introductory signal processing concepts". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/119529.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 63).
This thesis proposes labs for a new, applications-based signal processing class. These labs span topics in audio, image, and video processing and will combine signal processing techniques with computational tools. The goal of these labs is to improve student understanding of signal processing concepts and show them the power of signal processing in everyday applications.
by Katherine Kem.
M. Eng.
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Kandru, Nischel. "Intelligent Goal-Oriented Feedback for Java Programming Assignments". Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83947.
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Within computer science education, goal-oriented feedback motivates beginners to be engaged in learning programming. As the number of students increases, it is challenging for teaching assistants to cater to all the doubts of students and provide goals. This problem is addressed by intelligent visual feedback which guides beginners formulate effective goals to resolve all the errors they would incur while solving a programming assignment.
Most current automated feedback mechanisms provide feedback without categorization, prioritization, or goal formulation in mind. Students may overlook important issues, and high priority issues might be hidden among other issues. Also, beginners are not well equipped in formulating goals to resolve the issues provided in the feedback.
In this research, we address the problem of providing an effective, intelligent goal-oriented feedback to student's code to resolve all the issues in their code while ensuring that the code is well tested. The goal-oriented feedback would eventually implicitly navigate the students to write a logically correct solution. The code feedback is summarized into four categories in the descending order of priority: Coding, Student's Testing, Behavior, and Style. Each category is further classified into subcategories, and a simple visual summary of the student's code is also provided.
Each of the above-mentioned categories has detailed feedback on each error in that category to provide a better understanding of the errors. We also offer enhanced error messages and diagnosis of errors to make the feedback very useful.
This intelligent feedback has been integrated into Web-CAT, an open-source automated grading tool developed at Virginia Tech that is widely used by many universities. A user survey was collected after the students have utilized this feedback for a couple of programming assignments and we obtained promising results to claim that our intelligent feedback is effective.Master of Science
31
Andersson, Leif. "Headmaster´s thoughts on special educators work assignments". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30363.
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Sammanfattning/abstrakt Andersson Leif (2017), Hur skolledare ser på specialpedagogens arbetsuppgifter. Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, Malmö högskola, 90 hp.Förväntat kunskapsbidragDenna studie avser att höja kunskapen kring specialpedagogens kompetens så att den utnyttjas på rätt sätt för att skolledare skall kunna använda den som ett verktyg för att höja måluppfyllelsen.Syfte och frågeställningarDet övergripande syftet med min kartläggning är att belysa hur sex skolledare använder specialpedagogens kompetens och därmed öka och generera ny kunskap om specialpedagogens yrkesroll. Jag vill undersöka om utredning, kartläggning handledning och skolutveckling är arbetsuppgifter som specialpedagogen utför och i vilken omfattning detta i så fall sker. Jag avser också att kartlägga om det finns andra arbetsuppgifter som specialpedagogen utför.•Vilka arbetsuppgifter genomför specialpedagogen?•Hur väl känner sex skolledare till specialpedagogens tänkta kompetens utifrån den idag rådande examensordningen?•Finns det en skillnad i arbetsuppgifterna för specialpedagogen beroende på om hen arbetar på en F-6 skola eller på en 7-9 skola/gymnasiet?TeoriStudien utgår från ett systemteoretiskt perspektiv och tar stöd i den tänkta specialpedagogiska kompetensen i tolkningen av det empiriska materialet. Tolkningen utgår från organisation-, grupp- och individnivå.Metod Det empiriska materialet har samlats in genom kvalitativa semistrukturerade intervjuer med sex skolledare.Resultat I resultatet framkommer två olika specialpedagogiska yrkesroller; den specialpedagog som har mer specialläraruppgifter och den som arbetar med mer specifika specialpedagogiska arbetsuppgifter. Det empiriska materialet visar att om specialpedagogen arbetar med rektorer på skolor för yngre elever eller med rektorer som arbetar med äldre elever skiljer sig yrkesrollen och uppdragen. Skolledare med F- 6 skolor pratar mer om att de använder specialpedagogen som en speciallärare som undervisar hälften av sin arbetstid. Detta att yrkesrollerna sammanblandas lyfts också fram i olika rapporter. (Lansheim, 2010; von Ahlefeld Nisser, 2009) pekar också på att specialpedagogerna arbetar med specialläraruppdrag till större delen av sin arbetstid, alltså undervisar. Undervisningen sker enskilt, i grupp eller i klassen vilket också delvis motarbetar inkluderingstanken. Specialpedagoger som arbetar med de äldre eleverna handleder och arbetar mer med skolutveckling än sina kollegor på F-6 skolor. Utredningar av elever och lärmiljöer sker hos alla de undersökta skolledarna. ImplikationerSpecialpedagogens yrkesroll och uppdrag styrs mer av hur verkligheteten ser ut och hur det dagliga arbetet med elever i behov av stöd genomförs än vad teorin och vetenskapen kring yrkesrollen och uppdraget beskriver. Studien visar att det finns ett behov av att förtydliga specialpedagogens yrkesroll ytterligare för att skapa större förutsättningar för hen att arbeta mer utifrån den gällande examensförordningen.Nyckelord: Specialpedagogiska yrkesrollen, handledningsuppdrag, skolutveckling, förebyggande arbete, inkludering.
32
Sterner, Kenneth. "Automated checking of programming assignments using static analysis". Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53337.
Pełny tekst źródłaStreszczenie:
Computer science and software engineering education usually contain programming courses that require writing code that is graded. These assignments are corrected through manual code review by teachers or course assistants. The large amount of assignments motivates us to find ways to automatically correct certain parts of the assignments. One method to ensure certain requirements of written code is fulfilled is by using static analysis, which analyzes code without executing it. We utilize Clang-tidy and Clang Static Analyzer, existing static analysis tools for C/C++, and extend their capabilities to automate requirement checking based on existing assignments,such as prohibiting certain language constructs and ensuring certain function signatures match the ones provided in instructions. We evaluate our forked version of the Clang tooling on actual student hand-ins to show that the tool is capable of automating some aspects that would otherwise require manual code review. We were able to find several errors, even in assignments that were considered complete. However, Clang Static Analyzer also failed to find a memory leak, which leads us to conclude that despite the benefits,static analysis is best used as a complement to assist in finding errors.
33
Moodley, Auvasha. "Motivation for skilled professionals to accept expatriate assignments". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/44124.
Pełny tekst źródłaStreszczenie:
Orientation – The researcher, under the supervision of Dr Mark Bussin sought to explore and understand the factors that influence skilled professionals to accept expatriate assignments.
Research purpose – identify predominant factors that motivate skilled professional to accept or decline expatriate offers and understand the impact that age has on the priority of these factors.
Motivation for the study – There is little research that has been done thus far that identifies the factors that motivate skilled professionals to accept expatriate assignments and the impact that age may have on the priority of these factors.
Research design, approach and method – The researcher used an exploratory qualitative research approach and, more specifically, semi structured interviews.
Main findings – Career, family and geographic location appear to be key motivational factors for skilled professionals to accept expatriate assignments. There is also an increasing importance being given to the presence of a comprehensive company policy with regard to expatriate assignments which gives the skilled professional a sense of comfort when making the decision. In addition age does not appear to influence the factors that motivate skilled professionals to accept an expatriate assignment however importance to various factors may change dependent on age and position in career at the time of making the decision.
Practical/managerial implications – As a result of globalisation which is currently a very prevalent influence on the economic environment, there is an increased need for skilled professionals to accept expatriate assignments in multi-national companies. It is therefore important for employers to understand what motivates skilled professionals to accept these expatriate assignments.
Contribution/value-add – Although this study is explorative and descriptive, it suggests that if management at multi-national companies are aware of the factors that motivate skilled professionals to accept expatriate assignments, they stand a better chance of being able to fill positions appropriately if they are able to meet the needs of the skilled professionals.Dissertation (MBA)--University of Pretoria, 2014.
lmgibs2015
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
34
Acar, Mesut Korhan. "Robust dock assignments at less-than-truckload terminals". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000435.
Pełny tekst źródła
35
Howell, Tina L. "Identity and international assignments : a discourse analysis of expatriates’ talk about short-term and long-term assignment experiences". Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431261.
Pełny tekst źródła
36
Freed, Kristen. "Constructing a Narrative as a Means of Achieving Understanding". Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1147461272.
Pełny tekst źródła
37
Jungic, Veselin, Deborah Kent i Petra Menz. "Creating and Utilizing Online Assignments in a Calculus Class". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80301.
Pełny tekst źródłaStreszczenie:
The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded
electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the
theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.
38
Leer, Rachel Elizabeth. "An Examination of Reading Assignments in the Secondary Classroom". TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/207.
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The purpose of this research study is to examine reading assignments given in the secondary classroom of a rural secondary school. The intention is to analyze student readiness to handle complex text found in post-secondary education and/or the workforce, based on current reading trends within the school. The research questions guiding this study focus on the average amount of reading students are expected to complete in a week, what strategic support is being provided to students to enhance comprehension of text, the methodology behind how teachers select both reading assignments and reading strategies, and finally the methodology behind how teachers assess student content learning through assigned text.
This study is broken down into three major components: teacher-completed reading logs, student surveys, and two case studies. This mixed methods data collection process revealed that students are typically assigned less than two reading assignments per class per week, however nearly half of these students indicate that they read all of an assigned text. Case study data concluded that teachers are not consistent in their methodology neither in selecting reading assignments nor in utilization of reading strategies. Finally, based on the data, it is reasonable to conclude that students in this setting may not be prepared to handle complex texts found in post-secondary education and/or in the workforce.
39
Dindar, Nuray. "Managing on-line submission and marking of programming assignments". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43763.
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This thesis describes an on-line system for the management and marking of
course materials. The interface is tailored to provide administrative benefits,
and time and resource savings while taking privacy, security and reliability
into account. There are three user roles in the system. Instructors use the system
to manage the course material, design the marking rubrics for assessment,
assign teaching assistants to mark assignments and receive feedback from students
regarding exceptions and special needs. Teaching assistants evaluate students’
works electronically by accessing students’ files on-line. Each student
enrolled in a course has a secure personal ”pickup directory” (web page) to access
his/her submitted materials, the corresponding marking reports, specific
deadlines for his/her lab section, and other personal course-related information
including responses to polls and seating preferences for exams. We have
used our system in an introductory-level computer science course offered at
University of British Columbia with 190 students and eight teaching assistants.Science, Faculty of
Computer Science, Department of
Graduate
40
Pickard, Juana. "Repatriation : factors related to individuals' expectations of international assignments". Thesis, Cranfield University, 1999. http://dspace.lib.cranfield.ac.uk/handle/1826/5766.
Pełny tekst źródłaStreszczenie:
This thesis is
concerned with understanding the expectations that corporate
employees form
about the work- and career-related outcomes of an
international assignment.
Such
expectations are
frequently
cited as
being "unreasonable"
and a major
source of problems
in the repatriation and reintegration of
international
returnees.
There is, however,
a
lack of research evidence to indicate when
these expectations form, how they change with time, or what
factors influence
their formation.
The research takes a
UK
perspective in
view of the comparatively low levels
of
research into British international assignees
in
general and their motivations
and expectations in
particular.
The
author
believes this to be the first
study devoted
exclusively to the
expectations of
international assignees.
The
main stage of this research comprised of a postal survey to collect
information about
international assignees, about their work-related and career-
related expectations, and about a number of
factors
which might prove to be
precursors or predictors of expectations.
Data
were captured
from
a
comparatively
homogeneous
population comprising
British employees of
profit-making companies.
The
main contribution of this thesis is
an
increase in
our understanding of the
work-related and career-related expectations that corporate employees
form
when assigned overseas.
In
particular, the thesis increases our
knowledge
of
when these expectations
form; how they vary with time; and what personal
characteristics, actions taken by the employing organisation, and
characteristics of the assignment
itself
affect those expectations
during the
course of an
international assignment.
A secondary contribution of this thesis is to identify
a number of classes or
categories of assignment that appear to be intrinsically associated with
different types and degrees
of expectation.
41
Nuray, Dindar. "Managing on-line submission and marking of programming assignments". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43763.
Pełny tekst źródłaStreszczenie:
This thesis describes an on-line system for the management and marking of
course materials. The interface is tailored to provide administrative benefits,
and time and resource savings while taking privacy, security and reliability
into account. There are three user roles in the system. Instructors use the system
to manage the course material, design the marking rubrics for assessment,
assign teaching assistants to mark assignments and receive feedback from students
regarding exceptions and special needs. Teaching assistants evaluate students’
works electronically by accessing students’ files on-line. Each student
enrolled in a course has a secure personal ”pickup directory” (web page) to access
his/her submitted materials, the corresponding marking reports, specific
deadlines for his/her lab section, and other personal course-related information
including responses to polls and seating preferences for exams. We have
used our system in an introductory-level computer science course offered at
University of British Columbia with 190 students and eight teaching assistants.
42
Bellamy, La Toya. "Initial billet assignments and the performance of Naval officers". Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28292.
Pełny tekst źródła
43
Rosario, Jose M. "Optimizing United States Coast Guard prevention junior officers assignments". Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/39004.
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Approved for public release; distribution is unlimited.For years, a diverse assignment history has been considered beneficial to the service and the member. Ideally, the Coast Guard would like members to experience different geographical locations throughout their careers. Although geographical diversity is still considered beneficial, the Coast Guard must find a way to provide geographical diversity at a lower cost. Currently, USCG officers are eligible for reassignment every three years for operational billets and every four years for staff billets. For AY13, the USCG decided to implement a more regional assignment process in order to reduce cost; we will be looking into how regional assignments will impact the professional development of USCG officers. The objective of this thesis is to find a balance between cost savings and the exposure that a junior officer must have in order to achieve the expertise needed for more senior positions later on in his or her career. We explore the impact distance between duty stations can have in assignments for United States Coast Guard junior officers using a combinatorial optimization method called the Hungarian algorithm.
44
Edwards, Allison (Allison R. ). "Designing Course 2 assignments to emphasize practical engineering applications". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112588.
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Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2017.Cataloged from PDF version of thesis.
MIT's educational philosophy, mens et manus, stresses the importance of providing students with both a conceptual and practical understanding of engineering. This thesis explored the development of design guidelines for creating assignments for introductory Course 2 classes that better emphasize the practical side of this educational mission. These design guidelines were identified by redesigning one case study 2.004 laboratory assignment, the tall building vibration lab. From student feedback on this case study assignment, the successful features of this redesigned assignment could be identified and used as guiding principles for the design of future assignments. Student reviews of the case study assignment indicated that the most promising feature of this assignment was the fact that it was structured as an interactive story set in a specific engineering project context. This feature may be used as an initial guiding design principle for the creation of other Course 2 assignments. More work must be done to test and develop these design guidelines further and to understand how to create assignments that teach practical applications of engineering while still allowing students to efficiently complete their graded work.
by Allison Edwards.
S.B.
45
Oberholster, Abraham Johannes. "THE MOTIVATION OF NPO WORKERS FOR ACCEPTING INTERNATIONAL ASSIGNMENTS". NSUWorks, 2011. http://nsuworks.nova.edu/hsbe_etd/84.
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This dissertation explores the underresearched topic of the motivation of non-profit organizational (NPO) workers for accepting international assignments (IAs). In the literature review, the motivation and reasons for working and living outside the home country by multinational corporate expatriates, international migrants, and long-term international volunteers are summarized. With the reasons for expatriation distilled from the literature, a self-determination theory (SDT) approach, and open-ended questions, the motivations for NPO workers to accept IAs are factor analyzed and triangulated using data from a sample of more than 140 Christian mission and humanitarian workers originating from 25 countries and representing 48 sending organizations.
Four NPO worker motivation profiles are tentatively identified and described using cluster analysis of the SDT motivations and Kruskal-Wallis analysis of the reasons of accepting an IA, individual cultural values, organizational commitment, and demographic variables. The NPO worker cluster groups include the Caring Internationalist, the Self-Directed Careerist, the Obedient Soldier, and the Movement-Immersed Worker.
The findings hold implications for international human resource managers toward the effective recruitment, selection, training and development, career management, and support and encouragement of NPO expatriates with the goal of an increase in the incidence of expatriation assignment success.
46
Schönig, Stefan, Macias Cristina Cabanillas, Ciccio Claudio Di, Stefan Jablonski i Jan Mendling. "Mining Resource Assignments and Teamwork Compositions from Process Logs". Gesellschaft für Informatik e.V, 2016. http://epub.wu.ac.at/5688/1/Schoenig_et_al_2016_Softwaretechnik%2DTrends.pdf.
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Process mining aims at discovering processes by extracting knowledge from event logs. Such knowledge may refer to different business process perspectives. The organisational perspective deals, among other things, with the assignment of human resources to process activities. Information about the resources that are involved in process activities can be mined from event logs in order to discover resource assignment conditions. This is valuable for process analysis and redesign. Prior process mining approaches in this context present one of the following issues: (i) they are limited to discovering a restricted set of resource assignment conditions; (ii) they are not fully efficient; (iii) the discovered process models are difficult to read due to the high number of assignment conditions included; or (iv) they are limited by the assumption that only one resource is responsible for each process activity and hence, collaborative activities are disregarded. To overcome these issues, we present an integrated process mining framework that provides extensive support for the discovery of resource assignment and teamwork patterns.
47
Otero, Luis Daniel. "A framework for resource assignments in skill-based environments". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002921.
Pełny tekst źródła
48
Hadjibabaie, Patricia Ann. "Variation in research assignments across the community college curriculum". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2011.
Pełny tekst źródłaStreszczenie:
This thesis aims to show ways in which research assignments vary, despite the oft-held assumption that these assignments are fundamentally the same, regardless of discipline. for this purpose, research assignments were collected from insructors at one community college. These assignments were analyzed in terms of the following six dimensions: assignment title; topic selection; purpose; approach; format; and source requirements. The assignments were then examined for patterns in their variations across the disciplines, and across instructors within the same discipline. The findings reveal variation along each of the six dimensions. Assignment titles were perhaps the most variable; in fact, in many cases the terms identifying the assigments as research-oriented were not used. Topic selection was often left to the student, with very little guidance from the instructor. Formatting and documentation instructions were consistent, often placing more emphasis on correctly formatting sources and less on the overall style of the paper.
49
Fletcher, Margaret Anne, i n/a. "Undergraduate Assignment Writing: An Experiential Account". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
50
Fletcher, Margaret Anne. "Undergraduate Assignment Writing: An Experiential Account". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365389.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor.
Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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