Teses / dissertações: "Speech, examinations, questions, etc"

1

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.

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The present research investigates the use of different question prompts and the discourse they generate in the SLE:OI, an ACTFL-variant second language oral proficiency interview test. One hundred and fifty-two question prompts used to elicit the test task of 'supporting an opinion,' were transcribed from 27 SLE:OI tests administered between July and November, 2000. From this, 30 categories of question prompts were identified by 6 SLE:OI raters acting as judges. Independently, the researcher and the judges determined task difficulty/complexity to be the predominant feature differentiating the categories. Using the 30 categories as a basis, the Question Prompt Complexity Questionnaire was produced and administered to the 6 judges. Analysis of the questionnaire data indicated a clear consensus for 3 categories into 'easy' and 'difficult' groups. Subsequently, candidate responses to 11 question prompts from the easy group, and 10 from the difficult group were transcribed, and discourse analyses were carried out to ascertain response levels of L2 fluency (by type-token ratio; frequency of silent and filled pauses, repetitions, and self-repairs), accuracy (by verb morphology and lexical use), and complexity (by clause subordination). The results demonstrated that those candidates tested with 'easy' and 'difficult' question prompts showed strong, significant differences in two aspects of their response fluency, but no significant differences in the accuracy or complexity of their responses. Based on these findings, several recommendations and implications for rater training were cited.

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Human, Hans Jurie. "Die geldigheid van prestasie-evaluering van kliniese tegnologie studente". Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/1891.

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Thesis (MTech( Education)) -- Cape Technikon, Cape Town, 1996
Clinical 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.

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Dixon, Charles Harwood. "The evaluation of qualitative examination questions at matriculation level in physics". Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001439.

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The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question

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Cheng, Mo-yin Catherina, e 鄭慕賢. "Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956348.

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Van, der Venter Riaan. "Reporting on radiographic images in after-hours trauma units :Experiences of radiographers and medical practitioners". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/23779.

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Globally there is a lack of radiologists, which results in unreported radiographic examinations, or a delay in reporting on radiographic images even in emergency situations. In order to mitigate and alleviate the situation, and optimise the utilisation of radiographers a red dot system was introduced in the United Kingdom, which later aided in the transformation of the role of radiographers in terms of formal reporting of various radiographic examinations. Although there is a shortage of medical practitioners and radiologists in South Africa the extended role of radiographers has not been yet realised for radiographers. At present, radiographers and medical practitioners work in collaboration to interpret and report on radiographic examinations informally, to facilitate effective and efficient patient management, but this is done illegally because the regulations defining the scope of the profession of radiography does not allow for such practice, putting radiographers and organisations at risk of litigation. In order to gain an in-depth knowledge of the phenomena, to enable the researcher to provide recommendations to the Professional Board of Radiography and Clinical Technology (PBRCT) of the Health Professions Council of South Africa (HPCSA), a qualitative, exploratory, descriptive, and contextual research study was undertaken. Radiographers and medical practitioners were interviewed in order to elicit rich descriptions of their experiences regarding reporting of trauma related radiographic images in the after-hours trauma units. Data were gathered using in-depth semi-structured interviews, and the data were analysed using kesch’s method of thematic synthesis. Three themes emerged from the data, namely the challenges radiographers and medical practitioners face in the after-hours trauma units respectively, with regards to reporting of trauma related adiographs, and suggestions were proposed to optimize the participation of radiographers with regard to trauma related radiographs in these units. A thick description and literature control was done using quotes from participants. Measures to ensure trustworthiness and ethical research practices were also implemented. Thereafter, recommendations were put forward for the PBRCT of the HPCSA, using current literature and inferences made from the findings of the study.

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6

Sultan, Ahmad Hasane. "Prediction of medical technologists' scores on the MT (ASCP) certification examinations". Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134142/.

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7

Mullineux, Peter Newton. "An examination of the use of the contextual question in examining Shakespeare's plays at the standard ten level in Cape Education Department schools". Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001412.

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Six years as a sub-examiner of both literature and written work made me aware of a personal dissatisfaction with the system of examining. This research examines in detail the use of the contextual question in examining Shakespeare's plays. The main concern has been to try to deduce what constitutes a good set of contextual questions. This area appears to have attracted little detailed research. However, there is much general writing on the teaching of literature. There is no major conclusion in the dissertation but rather a series of conclusions related to the concept of the contextual question. These are summarised towards the end of chapter three. Some general recommendations appear at the end of chapter three as a sub-heading. The findings of this investigation indicate a need for further research into the system of examining literature in the Cape. It is hoped that teachers and examiners reading this dissertation will be able to use the findings to provide a possible framework for the setting of sound contextual questions

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8

Crespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.

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9

Guohua, Pan, e University of Lethbridge Faculty of Education. "Student and teacher perceptions of the authenticity, validity and experiential groundedness of English as a second language (ESL) evaluation : a program case study". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997, 1997. http://hdl.handle.net/10133/87.

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This thesis explores and discusses the current practice of English as a Second Language (ESL) evaluation primarily in terms of validity, authenticity, and experiential groundedness. The researcher endeavours to apply theories of ESL evaluation to actual practice, analyzing the differences or harmonization between with regard to validity, authenticity, experiential groundedness and some other factors identified as being important in evaluation in language acquisition situations, particularly CRTs, NRTs, foramtive and summative evaluations. Ethnographic inquiry is used for obtaining data. A program case study, a technique of qualitative research, is used for this study. The purpose is to gather some genuine data from the interviewees which are real and revealing, thus enabling the researcher to gain particular insights relative to the aims of his study. The analysis aspires to give voice to interviewee's on ESL evaluation in terms of validity, authenticity, and experiential groundedness, along with other factors noted above. This report sets out to determine how or if validity, authenticity, and experiential groundedness, along with some other factors identified above, are integrated elements of an efficient and effective ESL evaluation. Such was found to ve the case and it was also found that these can be reinforced by guaranteeing that an evaluation targets its population closely, adopting real-life approaches and, establishing linkages between evaluation and prior knowledge and skills.
xi, 156 leaves ; 28 cm.

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10

Chou, Chuan-Ting. "Traditional Chinese medicine on-line diagnosis system". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3182.

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The project developed a web-based application that provides a user-friendly interface to assist practitioners of traditional Chinese medicine in determining the correct diagnosis. Traditional Chinese Medicine On-line Diagnosis System (TCMODS) allows a diagnostician to enter a patient's symptoms using a series of questionnaires to determine health status, which will then be stored in the database as part of the patient's medical records. The database will also differentiate among the patterns of syndromes known in traditional Chinese medicine and search and match these with the patient's data to the known uses of Chinese herbs. TCMODS will then generate that patient's medical record, including the symptoms of the ailment, the syndrome, and a prescription. User identification and access privileges were differentiated in order to maintain the integrity of the patient medical data and the information needed to make the diagnoses. The project was designed to function across platforms and was written using HTML, JSP, and MySQL.

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Harmuch, Daniela. "Tarefas para uma educação financeira: um estudo". Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2403.

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Acompanha: Tarefas para educação financeira: uma proposta a luz da educação matemática realística
Este trabalho apresenta a elaboração, aplicação e discussão de uma Sequência de Tarefas matemáticas que provocam reflexões a respeito de temas da Educação Financeira. Todo o desenvolver da pesquisa ancorou-se nos pressupostos de ensino e aprendizagem da Educação Matemática Realística. Trata-se de uma pesquisa qualitativa de cunho interpretativo. A aplicação da Sequência de Tarefas foi realizada em uma instituição Filantrópica de Londrina-PR, na qual os adolescentes que a frequentam encontram-se em situação de desproteção social e a regente foi a pesquisadora. A partir de seu desenvolvimento e aplicação buscou-se provocar um repensar a prática de ensino e de aprendizagem e discutir objetivos e competências da Educação Financeira revelados nas produções dos estudantes. A construção do trabalho gerou indícios de que, um ambiente de sala de aula à luz de Educação Matemática Realística favorece uma educação aos jovens na direção de tornarem-se sujeitos matematicamente letrados, em especial referente a situações financeiras.
This paper presents the elaboration, application and discussion of mathematical task sequence in order to raise reflections on Financial Education themes. The entire development of the research was based on the teaching and learning assumptions of Realistic Mathematics Education. It is a qualitative research of an interpretive nature. The sequence task application was carried out by the researcher, who was also the teacher, in a Philanthropic institution in Londrina-PR, where adolescents are in an unprotected social situation. The activity tried to arouse a rethinking of the teaching and learning practice and also discuss the objectives and competencies of Financial Education revealed by the students’ productions from its development and application. The work construction produced some indications that a classroom environment concerning the Realistic Mathematical Education provides the young some education, which, makes them become mathematically literate subjects, especially referring to financial situations.

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Stadler, João Paulo. "Análise de aspectos sociocientíficos em questões de química do Enem: subsídio para a elaboração de material didático para a formação cidadã". Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1649.

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Acompanha: Manual didático: o emprego de aspectos sociocientíficos no ensino de química
Empregar sequências didáticas que apresentem aspectos sociocientíficos (ASC) pode ser uma estratégia que possibilite o desenvolvimento de competências e habilidades requeridas nos Parâmetros Curriculares Nacionais e na Matriz de Referência do Exame Nacional do Ensino Médio (Enem), em conjunto com aspectos científicos descritos para o ensino de Química. O emprego de ASC, inclusive em exames de larga escala como o Enem, prescinde da relevância do tema proposto, com o emprego de temas globais, por exemplo; da controvérsia, ou seja, um estímulo ao exercício de argumentação para elaboração e avaliação de hipóteses e tomada de decisão e a relação desses requisitos com os conteúdos científicos. Por meio da Análise de Conteúdo de Bardin, sobre questões de Ciências Naturais do Enem de 2009 a 2004, foi traçado um perfil da prova. Contrariamente ao esperado, o Enem apresenta caráter disciplinar e propedêutico, o que reflete os anseios das instituições de ensino superior que passaram a aceitá-lo como forma de ingresso. Em contraste, apresenta, também, poucas questões com que abordam ASC, o que pode causar a desmotivação em empregar a discussão desses aspectos em sala de aula. Desse modo, foi desenvolvido um material que apresenta orientações e exemplos para a realização de práticas que envolvam ASC pode ser um meio de difundir e estimular a utilização de práticas entre professores de Química de modo a discutir, possivelmente, reflexos nas características dos exames do Enem.
To use didactic sequences that consider socio-scientific issues (SSI) perspectives can be a strategy to develop the competences and abilities required on the National Standards (PCN) and on the High School National Exam (Enem) References Guide and the specific objective proposed to Chemistry teaching. The usage of SSI, including in wide-ranging evaluations, such as the Enem, requires the demands: topic relevance, with the usage of global themes for example; controversy, i.e. a stimulus to the development of argumentation to elaborate and evaluate hypothesis and make decision considering the established controversy; and the relation between the two requirements with the scientific knowledge. By using de Content Analysis proposed by Bardin on the question of the National Exam was possible to design an exam profile. In contrary to what was expect as a profile for the Enem, the exam presents a disciplinary and propaedeutic profile, reflecting the Universities needs for their admission process, which can result in an exam with only a few questions with SSI characteristics, demotivating its usage in classes. Therefore, the development of material that presents orientations and examples for SSI activities can be a way to spread the methodology to Chemistry teachers and stimulate its usage and. It can possibly cause chances in Enem characteristics.

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13

Curtis, Patrick John David. "The organizing effect of a simulation game experienced in advance of reception learning of economics". Thesis, 2015. http://hdl.handle.net/10539/17016.

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Charoux, Marie Odylle. "The TED matriculation, higher grade, biology examination as an evaluator of educational objectives for effective biology teaching". Thesis, 1993. http://hdl.handle.net/10539/22408.

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A research project submitted to the Faculty of Science, University of the Witwatersrand, .Johannesburg, in part fulfillment of the requirements for the Degree of Master of Science. Johannesburg 1993.
This study aims at providing some evaluation of the impact of the Transvaal Senior Certificate, Higher Grade, Biology Examination on Biology teaching in the Transvaal, It also looks. at the effectiveness of this exarnlnatlon as an assessment/evaluation instrument. A questlonnalre is used to secure the views qf practising Biology teachers, and teacher trainers, about the stated objectives of Biology teaching at senior high school level in terms of:- - their relative merit and importance. - their attainment through current teachinq practices. - their evaluation by the examination Board, The views of 63 teachers and 9 teacher trainers are analysed and the views of Transvaal and Natal teachers are compared to those of Teacher Trainers. Much consensus is found in the responses of all three groups of educators. They are well aware of modern trends and methodologies in the field of Biology Education but are pessimistic about the current achievement of many of the objectives they identify as being Important for effective Biology Teaching. They see the examination as one which focuses mainly on the assessment of Recall of Knowledge, The implications of these findings are discussed and several recommendations are made.
AC2017

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Baruth, Melini. "Assessment of technical competence of candidates within a clinical pathology discipline". Thesis, 2017. http://hdl.handle.net/10321/2573.

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Submitted in fulfilment of the requirements of the Master of Health Sciences: Medical Laboratory Science Degree, Durban University of Technology, Durban, South Africa, 2017.
Background Medical laboratories play a crucial role in patient care and require a competent skilled workforce to deliver this essential service. The current process of Medical Technologist training is a summative assessment consisting of two written 3 hour papers that correlates theoretical knowledge acquired at a tertiary level with the practical internship. Currently there is no assessment of technical competence of Intern Medical Technologists (candidates) by the HPCSA. Aim: This study aims to determine how technical competence was assessed for Intern Medical Technologists who are eligible to write the National Board Examination in the Clinical Pathology discipline. Methods: A quantitative design was used for assessing the technical competence of the candidates that were eligible to write the National Board Examination by using an adapted SANAS witnessing tool across ten Clinical Pathology test procedures by direct observation as well as to determine how technical competence is assessed in HPCSA registered training laboratories using a survey administered to Laboratory managers and trainers. The data was collected and analysed using the statistical software SPSS version 24.0. Results Some candidates that were directly observed in each of the Clinical Pathology test procedures were deemed not yet competent in compliance and adherence to SOP’s, acceptability of results, internal quality control procedures and the acceptability of the outcome and availability of signed training and competency records on the direct observation checklist. These results of the assessment of technical competence were compared to the results of the National Board examination that candidates wrote and there was no correlation between the two except for the Microbiology sub-discipline and the general section. Results of operations of competency assessment in 9 HPCSA registered Training Laboratories revealed that 100% of respondents have a technical competence laboratory policy, 90% identified the Laboratory Manager as having responsibility for ensuring assessment of staff competency, 100% stated that frequency of competency testing was upon initial employment and once in two years thereafter, 90% had clear criteria to define competency assessment and 100% indicated that the remedial process used in their laboratories was documented corrective action which included re-training and re-assessment. Conclusion: From this study it can be concluded that assessment of technical competency for Intern Medical Technologists in the Clinical Pathology could augment current assessment systems of Intern Medical Technologists for conferment of professional designation and a policy review is recommended.
M

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Maphumulo, Winnie Thembisile. "Critical care nurses' perceptions and attitudes on the use of the objective structured competence examination (OSCE) in critical care education in two hospitals in eThekwini, Durban, South Africa". Thesis, 2012. http://hdl.handle.net/10413/11419.

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Intensive care units in South Africa have been faced with various challenges which in turn affect the working condition of critical care nurses, thus leading to poor productivity. Nurses in the work environment blame this poor work quality of nursing to the way critical care nurses are trained and assessed in nursing schools. There is general concern that graduate nursing students lack the knowledge and skills necessary to equip them to work in intensive units. Objectives: To measure the perceptions of critical care nursing students as well qualified critical care nurses on the use of OSCE as a valid and reliable tool to assess clinical competence in critical care nursing students. Methods: A quantitative approach and descriptive survey was administered to critical care nursing students and qualified critical care nurses who had participated in OSCE examination. The intensive care departments of two provincial (states) hospitals and (provincial) nursing college that trained critical care nurses were used. Results: The findings revealed that OSCE was still overwhelmingly accepted as a relevant tool for assessing clinical competencies in Critical Care courses by both students and staff. It was also clear that the students did not believe that all the competencies required in the ICU environment can be assessed using the OSCE method. Discussion: Critical care nursing educators are facing a challenge to develop more comprehensive method for assessing clinical skills in critical care students nurses since OSCE x examination cannot assess all the skills that are necessary in intensive care environment. In order for effective learning to take place during assessment, it is extremely important for nurse educators to give formative feedback in OSCE.
M.N. University of KwaZulu-Natal, Durban 2012.

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17

Magidi, Junic. "Context for mathematics paper 1 and mathematics paper2 : an analysis of grade 12 mathematics papers in South Africa". Diss., 2015. http://hdl.handle.net/10500/19726.

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The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis of the mathematization of real-life situations to form contextual word-problems is based on the theory of authentic task situations. The theoretical basis for analyzing mathematics teaching and learning is the Realistic Mathematics Education (RME) theory. Data was obtained using the schedule of mathematization of real-life situations and the schedule of total marks of contextual word-problems and national performance. All contextual word-problems included in the 2008-2013 question papers of IEB and NSC mathematics examinations were analysed. The research revealed that 509 marks out of 1800 marks were allocated to contextual word-problems in IEB examinations; whereas 473 marks out of 1800 marks were allocated to contextual word-problems in NSC examinations.
Mathematics Education
M. Sc. (Mathematical Education)

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