Дисертації з теми "Educational assessment and evaluation"
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Barker, Chris A. "Students' assessment of biology education at Marshall University." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=399.
Повний текст джерелаEmil, Serap. "Assessment for Improvement in Higher Education: Faculty Perception of and Participation in Program Assessment." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/605.
Повний текст джерелаGoode, Kay M. "Impact of Tennessee's Value-added Assessment System on School Superintendents' Decision-making." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2914.
Повний текст джерелаLusher, Anna L. "Identifying assessment practices in undergraduate accounting programs." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4862.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains xii, 218 p. : ill. Includes abstract. Includes bibliographical references (p. 161-172).
Fisk, Cheryl A. "Program assessment data use in decisions to improve general education| A descriptive study." Thesis, Saint Mary's University of Minnesota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734321.
Повний текст джерелаGeneral education assessment practices and data use were examined among regionally accredited, four-year (baccalaureate degree-granting), private, not-for-profit colleges and universities. An online survey instrument was created, piloted, and sent to 1044 institutions resulting in a 45% response rate. Results indicate general education assessment data most frequently influence changes to the assessment process and course content. Challenges preventing data use include lack of time and campus cultures. Assessment data use varies by the regional accreditor in which an institution is a member. Regular class assignments (embedded assessments) and capstone assignments were the most frequently used assessment methods for which collected data are used. Interviews, portfolios, and locally created tests appear to yield more usable data.
Bringe, Susan. "Self assessment an investigation of graduate students learning /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bringes.pdf.
Повний текст джерелаYuan, Guofang. "An analysis of national educational assessment policy in the People's Republic of China and the United States." Cleveland, Ohio : Cleveland State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1196699846.
Повний текст джерелаAbstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 268-297). Available online via the OhioLINK ETD Center. Also available in print.
Perucca, David. "Divided Timed and Continuous Timed Assessment Protocols and Academic Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1067.
Повний текст джерелаWood, David L. "Assessment for learning connecting students to their learning /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4799.
Повний текст джерелаThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 4, 2008) Vita. Includes bibliographical references.
Baker, Scott Hamilton. "Faculty Perceptions as a Foundation for Evaluating Use of Student Evaluations of Teaching." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/288.
Повний текст джерелаGascon, Gregg Manley. "An application of theory-driven evaluation in educational measurement." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1165331507.
Повний текст джерелаWeber, Andrea Celeste. "Investigating comprehensive assessment plans in undergraduate communication studies programs." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4984.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains iv, 107 p. Includes abstract. Includes bibliographical references (p. 88-93).
Garnett, Arlene Lois. "Portfolio assessment: An authentic method of student evaluation." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/825.
Повний текст джерелаHutchinson, Teresa. "Assessment of complex simulation value in MBA courses| A quantitative ex post facto comparative study." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142342.
Повний текст джерелаCorporations seek Master of Business Administration (MBA) students who are ready to perform upon hiring. Business schools need to align instructional practices and technology with student, accreditation, and marketplace demands. Complex simulation use has increased exponentially to provide MBA students with business experience in the classroom. Methods to assess the effectiveness of complex simulations to achieve learning outcomes is limited to student perceptions of learning, satisfaction, and direct assessment separately. The purpose of this quantitative ex post facto comparative study was to examine MBA students’ perception of learning to real performance in integrative courses with complex simulation. Archival MBA student Peregrine COMP™ pretest, posttest, and SIRII™ scores were analyzed using independent t-test, paired sample t-test, and Pearson r coefficient. MBA students perceived higher levels of learning in courses with complex simulation based on the statistically significant increase in SIRII™ scores over courses without simulation. Another key finding from the quantitative study was the statistically significant negative correlation of students’ perception of learning to actual performance. Positive student perceptions of learning could hide a complex simulation’s inability to meet student learning outcomes, according to the statistically significant decrease between pretest, and posttest Peregrine COMP™ scores. Based on the quantitative correlation analysis of student perceptions of learning to actual performance, MBA administrators and faculty need to evaluate the use of instructional technology from multiple data points to avoid applications that offer minimal value to achieving learning outcomes. Future research opportunities could include a larger MBA population from multiple regions of the United States. Additional studies could investigate undergraduate perceptions of learning to actual performance to assess any benefit from complex simulations.
Gillis, Shelley. "The domains of vocational assessment decision-making /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00002283.
Повний текст джерелаPrizovskaya, Victoria. "Identifying New Jersey Teachers? Assessment Literacy as Precondition for Implementing Student Growth Objectives." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287402.
Повний текст джерелаThe Student Growth Objectives are assessments created locally or by commercial educational organizations. The students’ scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher’s effectiveness. The Danielson Model for Teaching and Learning supports the idea that assessment literate teachers are highly effective. The purpose of this quantitative causal-comparative study was to identify New Jersey teachers’ competence in student educational assessments. Prizovskaya measured teachers’ assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N=82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers’ overall score of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods (M = 0.61, SD = 0.23). The lowest overall score of 39% (M = 0.39 and SD = 0.24) was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades. Keywords: assessment literacy, teacher evaluation, student assessment, effective teaching
Elder, Robyne. "A Mixed-Method Investigation of the Missouri Pre-Service Teacher Assessment Pilot Program at a Private Midwestern University." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738097.
Повний текст джерелаIn order to evaluate the teacher education program for the state of Missouri, the researcher investigated the piloted MoPTA at a private Midwestern university. Through evaluating the piloted MoPTA program, this study aimed to address possible changes needed within the teacher education program itself to better prepare future educators not only for the assessment, but more importantly, the classroom. In order to evaluate the program, the researcher observed scoring sessions for Tasks 1-4 and analyzed feedback from the evaluators of the tasks (university supervisors and faculty) in the fall of 2014 and the spring of 2015. Furthermore, this study examined the scores received from each task during the piloted school year (fall of 2014 and spring of 2015). The researcher analyzed the scores for the following comparisons: Tasks 1-4 (i.e. Task 1 overall scores to Task 2 overall scores); undergraduate students with graduate students’ scores; inter-rater reliability (comparing the scores of multiple raters for one student); and K-12, elementary, middle, and secondary teacher candidates. By completing quantitative analyses of the comparisons through examining approximately 276 teacher candidates’ scores, the researcher ascertained: student performance on Tasks 2 and 3 was significantly lower than Task 4; undergraduate students performed lower on Tasks 1 and 3 in comparison to graduate students; inter-rater reliability had a low correlation for Tasks 1, 3, and 4, but Task 2 reported a high correlation; and there were no differences between elementary teacher candidates and secondary/K-12 teacher candidates. Through analysis of qualitative data the researcher ascertained that the university supervisors and faculty found the scoring sessions for MoPTA helpful and that changes to the university’s curriculum were necessary to better prepare teacher candidates. The researcher suggests adding more data analysis, critical thinking, and writing courses at the university would better prepare teacher candidates; and ongoing scoring sessions and further professional development regarding changes in MoPTA and inter-rater reliability would benefit teacher candidates and consistency among university supervisors and faculty.
Kobus, Doni Kwolek. "An Investigation Of The "Cume Assessment," An Instrument Designed To Measure Third Grade Children's Understanding Of Selected Cross-Cultural/Multicultural Concepts." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3184.
Повний текст джерелаWallace, II James Howard. "A Comparison of 2009--2010 Curriculum Test Scores of Students Taught by Alternate Route and Traditional Route Teachers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/931.
Повний текст джерелаBerson, Ellen. "Teachers' Perspectives of Teacher Supervision Policies & Practices in Charter Schools in Pennsylvania." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/203250.
Повний текст джерелаEd.D.
The purpose of this qualitative case study is to discover how teachers view the teacher supervision practices that are in place in two selected charter schools in Southeast urban Pennsylvania by developing an in-depth perspective and understanding of teachers’ perceptions of the efficacy and impact on the current system. Data will be gathered on nine teachers and two teacher supervisors through a series of in-depth interviews, structured observations and document examination at each of the two selected charter schools. There are no experiments being conducted, nor is there any controlling factors in this qualitative study. Instead observations and interviews will be conducted that will allow the voices of the respondents to be heard. The goal is to hear what teachers’ persona perspectives are of the supervision process within their respective schools. This study moves beyond typical supervisory efficacy studies. First because of the setting in charter schools and secondly by examining the teachers’ perspectives of the supervision practices and policies within their schools. In order to gain a better understanding of the context for this study, it is necessary to look at the history of the charter school movement as well as the impact charter schools are having on traditional public schools as a result of the Educational Reform Movement. The current education reform standards found within the No Child Left Behind Act (2001) has brought about a renewed focus on the systems being used to critique teacher efficacy. It is the system that is used to assess teacher quality, through teacher supervision practices and policies that this case study will address. Linda Darling-Hammond (2007) who writes extensively on teacher quality, proposes creating a “high-quality teacher-performance assessment that measures actual teaching skill.” (p. 48). One that can be used for “determining teachers’ competence.” (p. 48). The need for this kind of assessment for teacher efficacy is important since “there does not appear any specific credential or characteristic that is a silver- bullet predicator of quality.” (Goldhaber, 2006, p.1). This qualitative case study will show the reading what systems currently exist within the teacher supervision practices and policies in these two selected charter schools in Southeast urban Pennsylvania. What drives this study will be the revelations of the teachers working in these charter schools who will share their personal point of view of the teacher supervision process based on their own experiences, through document and field observations. The study in itself will not examine any quantitative links with student achievement but is nevertheless based on the idea that good teacher supervision improves teaching that ultimately impacts student achievement levels. “Educational research convincingly shows that teacher quality is the most important schooling factor influencing student achievement.” (Goldhaber, 2006, p.1). Therefore it can be argued that teacher supervision can potentially improve teacher quality that in turn is directly linked to student achievement. While this study will focus on the exploration of teachers’ perspectives of the teacher supervision process that exists within charter schools, the outlying factors such as teacher education, hiring and teacher retention are instrumental in student achievement cannot be ignored, however this study will concentrate only on teacher supervision practices. The significance of this study is that it may provide additional insight on teacher supervision practices, which include a broad range of approaches from instructional, collegial, peer, clinical and self-directed. This study will provide information that will answer the overarching research question, what is the state of teacher supervision in two selected charter schools in Southeastern urban Pennsylvania? Little research has been published specifically on teacher perceptions of teacher supervision practices in urban charter schools. Teacher supervision and teacher evaluation “the process by which teachers are assessed professionally” (Goldrick, 2002, p.2) in urban charter schools have not previously been the subject of rigorous examination. Out of 664 dissertations that addressed the topic of charter schools, teacher supervision practices, teacher perceptions of teacher supervision practices and the impact teacher supervision has on student achievement, only 12 studies (less than 1%) focused on these areas of research. This paucity illustrates the need to increase studies in the area of teacher supervision practices to determine if they are impacting student achievement. The significance of this study comes from learning about a previously unexplored phenomenon in the increasingly influential charter school. Although this study could extend beyond the boundaries of teachers’ perspectives and potentially draw conclusions on the efficacy of teacher supervision practices based on the outcome of student achievement levels, that is not the focus or the reason for this study. The primary focus will remain on teacher's perceptions of the teacher supervisory practices in these two charter schools.
Temple University--Theses
Martinez, Arturo F. "Accelerating Developmental Math Students in California Community Colleges| A Comparative Assessment of Two Acceleration Models." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824201.
Повний текст джерелаCommunity colleges across the nation are under increasing pressure to find ways to improve the rate of which students, placed in remediation, complete college-level coursework. The attrition of students placed into the lowest levels of developmental mathematics has been a challenge for many colleges to overcome. Research has well recorded the lack of progress of students placed three to four levels below a transfer-level course. Yet, few studies have compared the outcome of similar students in accelerated programs designed to shorten the pathways through remediation. This study focused on students placed in the lowest levels of remediation at two colleges offering consecutive sequences of course-redesign and compression models of acceleration. Using multivariate analyses, the comparative effect on completion rates of students accelerated through two different developmental math acceleration programs from two different colleges within a four year period (2013–2017) were examined. Moreover, this study used student background characteristics, math placement and math acceleration model to predict developmental and college level math course completion using logistic regression analysis.
The results of this study suggest students placed in developmental mathematics who are in an accelerated pathway have decreased time to complete remediation and a transfer-level math course. Findings indicate course-redesign acceleration model yielded more statistically significant improvements in transfer-level math and developmental math completion rates for first-generation students, as well as students placed in both low-level and mid-level remediation. The compression model of acceleration showed significant improvement in completion rates for students placed in mid-level remediation yet results were mixed for students placed in low-level remediation. Students in consecutive acceleration courses were most likely to complete a transfer-level math course, and historically underrepresented minority students were more likely to complete remediation, under certain circumstances, in the compression acceleration model.
These findings inform the college administrators on the potential of sequential accelerated programs. The implications of these results contribute to redesigning academic programs and support current developmental policy reforms. Community colleges are encouraged to consider the recommendations in this study, such as integrating course redesign in California Assembly Bill 705 and California Community College Guided Pathways, to help non-traditional students who are most often placed into the lowest levels of remediation.
Smit, Mia. "Educational psychologists' view of the relevance of dynamic assessment for their practice." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5299.
Повний текст джерелаBibliography
ENGLISH ABSTRACT: This study stems from the concern about the over-reliance on and limitations of using isolated psychometric measures in psycho-educational assessments. Despite claims in literature that dynamic assessment is a valuable tool in linking assessment and intervention, many proponents of dynamic assessment (for instance Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) have found that it has not been fully incorporated into educational psychologists‘ assessment practices. The present study aimed to explore educational psychologists‘ views on the relevance and challenges of practising dynamic assessment in the changing context of educational psychology practices in South Africa, particularly assessment practices. It reports on the value, relevance and potential of dynamic assessment for educational psychologists, but also sheds light on the factors and challenges that hamper its implementation in practice. The researcher utilised a basic qualitative, interpretive research design. Twelve educational psychologists either in private practice or in state education services who had knowledge of dynamic assessment were selected by means of criterion-purposive sampling to participate in the study. Data were collected by means of an extensive literature review and semi-structured interviews, and analyzed using a synthesis of content and interpretive analysis. The findings suggest that educational psychologists in South Africa found dynamic assessment to be relevant to their practices. Participants report that it yields valuable information about learning (on cognitive, affective and behavioural levels) and that it is especially useful for assessing learners from diverse backgrounds for whom no standardized tests exist. However, they experienced some obstacles in implementing dynamic assessment. These were related to insufficient training, too few experts to assist with supervision, expertise residing in too few retired or nearly retired persons, as well as the perceived labour-intensive and time-consuming nature of dynamic assessment. Therefore, recommendations for theory and further research indicate that more research (especially with regard to training presented at tertiary institutions) is needed to boost its momentum and ensure its further development. Recommendations for practice focus on raising educational psychologists‘ awareness of dynamic assessment, increasing the availability of courses, as well as interested professionals‘ access to training. Keywords: Dynamic assessment; educational psychology; assessment in South Africa
AFRIKAANSE OPSOMMING: Hierdie studie spruit voort uit kommer oor die oormatige vertroue op en beperkings van die gebruik van geïsoleerde psigometriese maatreëls in psigo-opvoedkundige assesserings. Ongeag aansprake in die literatuur dat dinamiese assessering 'n waardevolle instrument is om assessering en intervensie te verbind, het baie voorstanders van dinamiese assessering (byvoorbeeld Bosma & Resing, 2008; Woods & Farrell, 2006; Elliot, 2003; Tzuriel, 2001; Lidz & Elliot, 2000) bevind dat dit nog nie volledig in die assesseringspraktyke van opvoedkundige sielkundiges geïnkorporeer is nie. Die doel van die onderhawige studie was om opvoedkundige sielkundiges se sieninge oor die relevansie en uitdagings van die praktisering van dinamiese assessering in die veranderende konteks van opvoedkundige sielkundige praktyke in Suid-Afrika, in besonder assesseringspraktyke, te verken. Dit doen verslag oor die waarde, relevansie en potensiaal van dinamiese assessering vir opvoedkundige sielkundiges, maar werp ook lig op die faktore en uitdagings wat die implementering daarvan in die praktyk bemoeilik. Die navorser het 'n basiese kwalitatiewe, interpretatiewe navorsingsontwerp gebruik. Twaalf opvoedkundige sielkundiges in privaatpraktyk of in staatsopvoedkundige dienste wat kennis van dinamiese assessering gehad het, is deur middel van kriteriagerigte steekproefneming geselekteer om aan die studie deel te neem. Data is deur middel van 'n uitgebreide literêre oorsig en semi-gestruktureerde onderhoude versamel en geanaliseer deur 'n sintese van inhoud- en interpretatiewe analise te gebruik. Die bevindings dui daarop dat opvoedkundige sielkundiges in Suid-Afrika dinamiese assessering relevant vir hulle praktyke vind. Deelnemers rapporteer dat dit waardevolle inligting oor leer (op kognitiewe, affektiewe en gedragsvlakke) daarstel en dat dit veral nuttig is vir die assessering van leerders uit uiteenlopende agtergronde vir wie geen gestandaardiseerde toetse bestaan nie. Hulle het egter 'n paar hindernisse ervaar in die implementering van dinamiese assessering. Dit was verwant aan onvoldoende opleiding, te min kundiges om met toesig behulpsaam te wees, kundigheid wat in te min afgetrede en byna afgetrede persone setel, asook die waargenome arbeidsintensiewe en tydrowende aard van dinamiese assessering. Aanbevelings vir teorie en verdere navorsing dui daarop dat meer navorsing (veral ten opsigte van opleiding wat by tersiêre inrigtings aangebied word) benodig word om die momentum daarvan 'n hupstoot te gee en die verdere ontwikkeling daarvan te verseker. Aanbevelings vir die praktyk fokus op die bevordering van opvoedkundige sielkundiges se bewustheid van dinamiese assessering, die verhoging van die beskikbaarheid van kursusse asook toegang van geïnteresseerde professionele lui tot opleiding.
Scott, Debra Leonard. "A study of general education assessment." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1111104-104650/unrestricted/ScottD121304f.pdf.
Повний текст джерелаTitle from electronic submission form. ETSU ETD database URN: etd-1111104-104650 Includes bibliographical references. Also available via Internet at the UMI web site.
Han, Jing. "SCIENTIFIC REASONING:RESEARCH, DEVELOPMENT, AND ASSESSMENT." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366204433.
Повний текст джерелаSmith, Steven W. "An Investigation of the Relationship between Standards-Based Grading and End of Course Assessment Scores." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10935069.
Повний текст джерелаThe purpose of this study was to determine if there was a correlation between the implementation of standards-based grading (SBG) and a rise in student achievement as indicated by the evaluation of end-of-course exam data from the four core subject areas in secondary schools—English, Algebra, Government, and Biology. This mixed methods study focused on the collected data of 6,000 test scores, split evenly from tests taken prior to the launch of SBG and after the launch of SBG, as well as focusing on varying perceptions of SBG from both teachers and members of the community as a whole. Quantitative data consisted of test scores aggregated by the Missouri Department of Elementary and Secondary Education (MODESE) and distributed to school districts. Qualitative data were secondary in nature and taken from two separate surveys administered by the Cooperating School District to teachers and parents concerning how they felt about the implementation of SBG. These data were aggregated and analyzed by using coding techniques for qualitative data to determine the study outcomes. The quantitative data indicated that there was no statistically significant increase in test scores over the five years researched for this study. The qualitative data indicated that perceptions of SBG were frequently negative in nature, although there were varying degrees of negativity. This result came from both the teacher and parent responses. According to these qualitative data, parents and teachers alike viewed SBG as diminishing the foundation of the education the students were receiving, while at the same time inadequately preparing them for the post-secondary world in that too many chances were given for them to succeed under SBG.
Butler, Shannon Schmidt. "A Value-Added Study of Math Teacher Effectiveness: A Comparative Analysis of Principal Evaluations, Self-efficacy Ratings, and Classroom Observations." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618385.
Повний текст джерелаDavis, Martha. "Analysis of the Relationship Between Levels of Ability Grouped Students & Their Attitudes Toward Teachers & the Learning Process." TopSCHOLAR®, 1990. https://digitalcommons.wku.edu/theses/2238.
Повний текст джерелаVantaggi, Andrea L. "Evaluation of a Science Language Assessment for Preschool Students." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301691720.
Повний текст джерелаCreason, Paul Joseph. "The assessment of student learning outcomes at a California community college| Insight from faculty in a single department." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705588.
Повний текст джерелаIn 2002, the Accrediting Commission of Community and Junior Colleges (ACCJC) revised its accreditation standards and mandated institutions to implement assessment of student learning outcomes (SLO) for all courses and programs. Effective assessment of SLO provides a mechanism for faculty to analyze, discuss, and use data to improve instruction. This process has been integral to meeting and maintaining standards required for accreditation. However, assessment should instead be aimed at improving teaching and learning and providing instructional consistency that results in a better experience for students.
Data from this qualitative study indicated key components to consider in implementing SLO assessment. The study examined faculty perceptions of a single department’s process and provides leaders with a road map to consider for implementation of SLO assessment. The study used a qualitative, single-site case study design to address the research questions through collection of data via in-depth interviews with 11 of 13 full-time faculty members in the target department who had participated in the full assessment cycle, observation of faculty meetings, and document review.
Key factors identified by interviewees were communication, knowledge of SLO, a clear plan, training, expertise, staff to assist faculty, and time to conduct assessment and analysis. Elements that were not evident in the literature emerged and indicated that department culture and faculty characteristics should be considered when creating an implementation plan.
The main obstacle to SLO assessment was the time required for comprehensive and high-quality assessment. There was a clear disconnect between tasks, required time, and institutional deadlines. Other campus-wide barriers cited were a lack of communication from campus leadership, inadequate training, and the perception that the college did not support necessary clerical and professional staff to assist faculty with the effort.
The resources and policies that were reported to assist faculty include a faculty-driven effort, an investment in the process to include compensation for the time spent, clerical and professional staff, technology to simplify the process and an examination of faculty workload.
Calderón, Adolfo Ignacio, and Borges Regilson Maciel. "The educational evaluation in Brazil: from the transfer cultural to emancipatory evaluation." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116857.
Повний текст джерелаEn este artículo se discute históricamente la trayectoria de la evaluación educacional en el escenario académico brasileño, abordando la influencia de la literatura norteamericana sobre la producción científica nacional, el rompimiento con esa influencia, como los esfuerzos realizados para construir una teoría y una práctica de evaluación aplicada a la realidad brasileña. Se defiende la hipótesis de que, aunque la evaluación educacional en el Brasil todavía sea una área de conocimiento que se encuentra en proceso de fortalecimiento, las dos últimas décadas permitió superar la llamada «transferencia cultural» en el campo de la producción científica, posibilitando la constitución y hegemonía, en el ámbito de la comunidad científica brasileña, de un abordaje construido por investigadores brasileños, denominado de evaluación emancipadora.
Tingley, Jennifer Anne. "An Evaluation of Southeast School District's Special Education Program's Compliance." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192425.
Повний текст джерелаEseryel, Deniz. "Expert conceptualizations of the domain of instructional design an investigative study on the deep assessment methodology for complex problem-solving outcomes /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Повний текст джерелаMotsenbocker, Pamela S. "A Comparative Analysis of Competency-Based versus Traditional Assessment with Respect to Academic Performance and Feedback Processes." Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747435.
Повний текст джерелаThe purpose of this study was to compare the traditional grading and feedback systems used in most classrooms to a competency-based grading and feedback system. The traditional system used the familiar grading system of A, B, C, D and F applied to assignments. The competency model was based on providing students formative and summative feedback regarding their achievement toward proficiency of specific skills and concepts.
This quasi-experimental action research study had a control group and an intervention group comprised of general education and special education sixth grade students in language arts classes. Quantitative data in the form of student achievement scores and student survey responses was analyzed. Qualitative data in the form of teacher interview responses was analyzed.
Overall there was no statistically significant change in the MAP reading scores between the control and intervention group. However, when the variables of time, group and gender from an ANOVA were analyzed, the males in the intervention group showed a statically significant increase in achievement. This achievement was regardless if the male was an IEP or non-IEP student. Overall, the results do not show that either the control or intervention group sees the feedback as effective. However, the results of the girls’ responses in the control group were statistically significant. The girls in the control group did see the provided feedback as effective. The teachers’ interview responses provided three main themes, which included students applied feedback more in the competency-based classroom than in the traditional classroom. Both teachers used the feedback to adjust curriculum and instruction. Additionally, the intervention teacher pointed out that more time is needed to help students apply the competency-based system.
Based on this study, the first recommendation is to implement competency-based grading and feedback processes. The second recommendation is that formative and summative feedback processes based on proficiencies be implemented to assists students in identifying their understanding of and performance on skills and concepts. Recommendations for future studies include having a larger sample size and continuing the study for a longer period of time.
Moore, Louis Lamar. "The Supporting Role of Walk-Throughs in the Value-Added Assessment Era| Perceptions from School Administrators." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427119.
Повний текст джерелаThis dissertation is a mixed-method study that includes research on how school administrators perceive the effectiveness of their district walk-through instrument and their walk-through process as they pertain to helping teachers improve in instruction and prepare for their formal observations. The Louisiana Department of Education's desire for an increase in student achievement and classroom instruction led to the phasing in of the Common Core State Standards and Louisiana's Comprehensive Performance Management System (Compass) in the 2012-13 school year. Louisiana, just like Tennessee, Texas, Florida, and other states, chose to use a value-added assessment system to evaluate teachers and measure student progress. Louisiana's Compass, a value-added model, is developed to use student achievement data to make decisions about student learning, school status, and teacher effectiveness. In order for teachers to meet the expectations of Compass, they need immediate support from school leadership. One support strategy to get teachers prepared for their Compass Evaluations is for principals to frequently conduct walk-through observations. “According to the Center of Comprehensive School Reform and Improvement, a classroom walk-through is defined as a brief, structured, non-evaluative classroom observation by a principal that is followed by a conversation between the principal and the teacher about what was observed” (Moersch, 2013, p. 3). Value-Added Measure (VAM) is accompanied by great accolades as well as harsh criticism. Whether researchers are in favor or against VAM, 234 stronger accountability is here to stay, and school administrators must help teachers to be successful in the classroom, thus be successful on their evaluations.
Wojtkun, Erin Beth. "A Program Evaluation of Gameday the DIII Way." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898851.
Повний текст джерелаBarnes, Aaron C. 1981. "An evaluation of routines analyses within functional behavior assessment." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10545.
Повний текст джерелаProcedures for direct observation as part of functional behavior assessment (FBA) in natural settings continue to be an important area of inquiry and evaluation in the field of education. Spread across a continuum of control and rigor, various direct FBA methods involve a variety of strengths and limitations. The purpose of this study was to evaluate the treatment utility of routines analysis when applied to direct observation as part of the function-based assessment and intervention process in general education classrooms. Central to this procedure is the use of routines analysis during the FBA interview to inform and develop direct observation conditions. This procedure was evaluated across 3 students in grades K-6. Data collected via this procedure showed utility when compared to traditional ABC observation methods such that clearer indications of a hypothesized function of behavior were obtained. Interventions developed from the assessment data resulted in an observed decrease in problem behavior for each participant. Results of this study suggest the importance of routines analysis as a possible way to increase the efficiency and effectiveness of the FBA process.
Committee in charge: Cynthia Anderson, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Richard Albin, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmt
Wikström, Christina. "Criterion-referenced measurement for educational evaluation and selection." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-492.
Повний текст джерелаJones, Brenda Hudson. "Examining the Relationship Between the Use of Formative Assessments in the Middle School Classroom and Select Causal Factors." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/11.
Повний текст джерелаPeterson, Serene N. "An analysis of state and local alignment of teacher evaluation in Maryland." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618410.
Повний текст джерелаDietrich, Cynthia S. "A Phenomenological Study of Social Science Instructors' Assessment Practices for Online Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/930.
Повний текст джерелаChenoweth, John Dalton. "An evaluation of the Using Information Technology program at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0621102-100557/unrestricted/ChenowethJ071502.pdf.
Повний текст джерелаSalinas, Juan Jr. "Higher Education Social Responsibility| An Empirical Analysis and Assessment of a Hispanic-Serving Institution's Commitment to Community-Engaged Scholarship, Student Integration and Sense of Belonging." Thesis, The University of Texas Rio Grande Valley, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976893.
Повний текст джерелаCurrent efforts in higher education institutions to increase persistence and success among Hispanic students continue to be ineffective and thus new conceptual frameworks need to be explored. Data from the Hispanic Association of Colleges and Universities asserts that increasing the number of Hispanics that graduate is vital for our country’s future. In turn, Hispanic-Serving Institutions need to nourish and nurture their students to ensure that they graduate and institutional frameworks would benefit from cultural and epistemological congruence with Hispanic students, their families, and their communities.
Educational leaders have urged educators to take on the responsibility and commitment to students’ success and to have a positive impact on the communities they serve. This quasi-experimental study intends to measure the impact of a Hispanic-Serving Institution’s social responsibility on underrepresented students’ institution affiliation, especially Hispanic students in South Texas.
The following research questions guided this study: 1) What types of perceptual and behavioral characteristics (e.g. social integration, academic integration, perceived campus climate, CESL enrollment status, service learning enrollment status, language proficiency, gender, and immigration status) are associated with sense of belonging for college students, especially Hispanic students at a HSI in South Texas? and 2) How do community-engaged scholarship and learning experiences encompassed in CESL courses (the treatment) impact college students’ sense of belonging and academic and social integration, especially Hispanic students at a HSI in South Texas?
In order to answer the two research questions, a quasi-experimental research design was used in this investigation. It involved two forms of analyses: Regression Analysis addressing question one and Multivariate Analysis of Variance (MANOVA) addressing question two. The Multiple Regression Analysis (N = 208) yielded significant findings (p < .05). The full model revealed that 48% of the variance in Sense of Belonging, the dependent variable, was explained by four predictor variables: Peer Group Interaction; Faculty Concern for Student Development and Teaching; Academic and Intellectual Development; and English Proficiency. Although there were no differences (p > .05) detected among the comparison groups, recommendations to improve research design, methodology and treatment fidelity for future studies were provided.
LaVenia, Mark. "Mathematics Formative Assessment System| Testing the theory of action based on the results of a randomized field trial." Thesis, The Florida State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161262.
Повний текст джерелаThe purpose of the current study was to test the theory of action hypothesized for the Mathematics Formative Assessment System (MFAS) based on results from a large-scale randomized field trial. Using a multilevel structural equation modeling analytic approach with multiple latent response variables decomposed across student, teacher, and school levels of clustering, the current study found evidence of effects of MFAS that were consistent with the MFAS theory of action. First, assignment to the treatment condition was associated with higher mean student mathematics performance and a higher prevalence of small group instruction compared to schools assigned to the control condition—both of which are outcomes hypothesized to result from MFAS use. Also, a positive association between teacher-level mathematics knowledge for teaching and student mathematics performance was found in the current study, which is consistent with the interrelation of constructs specified in the MFAS theory of action. However, evidence of the particular linkages of MFAS use→teacher knowledge→classroom practice→student mathematics performance and the putative cascade of effects that would substantiate the mechanisms of change posited in the MFAS theory of action were not detected in the current study. Thus, positive effects of MFAS on teacher and student outcomes were substantiated; however, as to how the effects of MFAS on teachers transfer to improved outcomes for students remains to be empirically demonstrated. Based on my review of the results from the current study and consideration of the literature on formative assessment as it relates to the design of MFAS tasks and rubrics, I discuss a proposed modification to the theory of action that specifies the addition of a direct path from MFAS use to student mathematics performance, in addition to the indirect path currently specified.
Crouch, Michael A., and Katie Baker. "Interprofessional education: It is more than a passing fad." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/1.
Повний текст джерелаPaterson, Karina. "Good practice for formative assessment and feedback in statistics courses." Connect to e-thesis, 2008. http://theses.gla.ac.uk/623/.
Повний текст джерелаMSc(R) thesis submitted to the Faculty of Information and Mathematical Sciences, Department of Statistics, University of Glasgow, 2008. Includes bibliographical references. Print version als available.
Hamer, Sean Marco. "Applicable Outcomes: A Program Evaluation of the Investigations Math Program." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192598.
Повний текст джерелаHendricks, Monica. "Assessing alternative assessment: students' experiences of the different forms of assessment in a Bachelor of Education course." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003305.
Повний текст джерелаNg, Wai-yan Vivian. "Impact of competency based assessment on teaching and learning of business subjects." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36255853.
Повний текст джерелаHinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.
Повний текст джерелаAlternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.
This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.
The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.
Juras, Sherrie Ann. "Digital portfolios: Advancing assessment through technology." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1951.
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