Die doel van die navorsing was om die doeltreffendheid van 'n opleidingskursus in kreatiewe vaardighede te evalueer. Die navorsingsprosedure is volgens die Solomonviergroepontwerp beplan, maar kon nie deurgevoer word nie weens 'n tekort aan proefpersone. Die navorsingsontwerp het bestaan uit 'n eksperimentele groep wat die opleidingskursus deurloop en 'n voor- en natoets afgete het, 'n kontrolegroep wat die opleidingskursus deurloop en 'n natoets afgete het, en 'n tweede kontrolegroep wat slegs getoets is. Die nieverbale toets van die Torrance Tests of Creative Thinking is gebruik om die uitwerking van die opleiding te bepaal. Die interbeoordelaarsbetroubaarheid van die meetinstrument is bewys. Die resultate dui aan dat die doeltreffendheid van die opleidingskursus nie deur die geslag of kwalifikasies van die proefpersone beinvloed is nie. Verder is bevind dat proefpersone wat voor opleiding lae tellings vir kreatiwiteit behaal het, meer gebaat het by kreatiwiteitsopleiding as persone wat hoe tellings behaal het. Die navorsingshipotese, naamlik dat die oplei~ingskursus sal lei tot 'n verbetering in die kreatiewe vaardighede van die proefpersone, is bevestig / The aim of the study was to evaluate the effectiveness of a training course in creative abilities. The research was structured according to the Solomon four-group design. It failed, because the sample size was inadequate. The research design consisted of an experimental group that had completed the training course and was pretested and posttested, a control group that had completed a course and was posttested, and another control group that was tested once. The nonverbal test of the Torrance Tests of Creative Thinking was used to determine the training results. The inter-rater reliability of the test was confirmed. The results of this study suggested that the sex and qualifications of the subjects were nonsignificant. However, subjects who rated poorly before training benefited most by training. The research hypothesis which stated that training in creative ability will lead to improvement of creative ability, was confirmed / Psychology / M.A. (Sielkunde)

published_or_final_version / Education / Master / Master of Education

The purpose of this study was to determine if deaf adolescents who scored as Reactive on the Test of Engagement Style would score significantly lower on the Stanford Achievement subtests of Reading, Math Concepts, Math Computations, Math Applications, and Language than would deaf adolescents who scored as Active on the same test. The Test of Engagement Style is a locus of control construct which utilizes a non-verbal, open-ended format. Subject responses are recorded as either Active or Reactive. The subjects of this study were 111 deaf adolescents who attended the Arizona School for the Deaf and Blind in Tucson. Cross-tabulation of data between sexes was utilized as was hypothesis testing procedures utilizing one-way analysis of variance with males and females combined in Active and Reactive dimensions for the following variables: IQ, onset of hearing loss, degree of hearing loss (in decibels), age, and the five Stanford Achievement subtests. Split-half procedures were utilized to test for significant correlation in item analysis of the Test of Engagement Style. The TES showed significant internal consistency with an alpha of .74 at the .05 level of significance. The following results were found: (1) There was no significant difference between males and females on TES scores. (2) There was significant difference on mean scores in the subtests of Reading, Math Computations, Math Applications, and Language between Active and Reactive students. (3) There was no significant difference between Active and Reactive subjects on onset of deafness, degree of hearing loss, age, and the Math Concepts subtest. (4) There was significant difference in IQ scores between Active and Reactive subjects. This study suggests that the Test of Engagement Style is useful for making comparisons between Stanford Achievement Test scores and locus of control perceptions.

Clinical teaching is a diagnostic/prescriptive model to teach and students with learning problems. It is a teaching cycle which allows the teacher to manipulate variables affecting learning in order to devise appropriate instructional programs. Reading, spelling, and arithmetic tasks were developed to furnish the in-service teacher with a starting point to begin clinical teaching.This creative project has developed the informal diagnostic tasks in clinical teaching for reading, spelling, and arithmetic. The tasks are at the readiness and first grade levels. Learning style has been assessed simultaneously with the skills assessment.Reading skills were obtained from the Barbe Reading Checklist. General reading skills include structural analysis, word analysis, and comprehension. Spelling words were obtained from the Dolch Basic Sight Word List. Arithmetic skills were obtained from the Mann-Suiter Arithmetic Skills Checklist. General arithmetic skills include prenumber skills, numerical operations, money, and fractions.

The easy access to the Internet, computers and mobile devices brings new technological means of ability testing. The aim of this thesis is to investigate whether there is any difference in the results when an ability test of deductive reasoning is administered with two different platforms, computer and smartphone. In an experiment with within-subjects design the differences between platforms when it came to the level of the test score and usability were investigated. In addition, the test-retest reliability in the ability test was assessed. No significant differences between the scores from the platforms were observed. However, test-retest reliability was low and between r = .372 for smartphone and r = .526 for computer. The low reliability can explain why the score levels with different platforms could not be separated. The usability results indicate that the participants preferred to take the test with a computer, rather than with a smartphone, where even the most experienced users of smartphones disfavor test delivered on smartphone. It is recommended to replicate the experiment with more participants, and also with other handheld platforms, like tablet PC. / Den enkla tillgången till Internet, datorer och smarttelefoner innebär nya tekniska möjligheter till begåvningstestning. Syftet med detta examensarbete är att undersöka om det blir någon skillnad i resultat när ett begåvningstest för deduktiv förmåga utförs på två olika plattformar, dator och smarttelefon. I ett experiment med inompersonsdesign undersöktes skillnaderna mellan plattformarna när det gällde nivå hos testpoäng och användbarhet. Dessutom studerades begåvningstestets test-retest-reliabilitet. Inga signifikanta skillnader mellan testresultaten för det två plattformarna observerades. Test-retest-reliabiliteten var dock låg och varierade mellan r=.372 för smarttelefon och r=.526 för dator. Den låga reliabiliteten kan förklara varför poängnivåerna vid olika plattformar inte kunde skiljas åt. Gällande användbarheten indikerar resultatet att deltagarna föredrog att ta testet på dator framför smarttelefon, där även de mest mobilvana svarade till smarttelefonernas nackdel. Rekommendation för fortsatta studier är att replikera experimentet med större urval, samt att även testa med övriga handhållna datorer, som pekplattor.

The problem of this study was to determine the relationships between aptitudes and vocational and educational success and between aptitudes and vocational proficiency.

This study compared the estimates of reliability made using one, two, three, four, five, and unlimited consecutive failures as ceiling rules in scoring a mathematics achievement test which is part of the Iowa Tests of Basic Skill (ITBS), Form 8. There were 700 students randomly selected from a population (N=2640) of students enrolled in the eight grades in a large urban school district in the southwestern United States. These 700 students were randomly divided into seven subgroups so that each subgroup had 100 students. The responses of all those students to three subtests of the mathematics achievement battery, which included mathematical concepts (44 items), problem solving (32 items), and computation (45 items), were analyzed to obtain the item difficulties and a total score for each student. The items in each subtest then were rearranged based on the item difficulties from the highest to the lowest value. In each subgroup, the method using one, two, three, four, five, and unlimited consecutive failures as the ceiling rules were applied to score the individual responses. The total score for each individual was the sum of the correct responses prior to the point described by the ceiling rule. The correct responses after the ceiling rule were not part of the total score. The estimate of reliability in each method was computed by alpha coefficient of the SPSS-X. The results of this study indicated that the estimate of reliability using two, three, four, and five consecutive failures as the ceiling rules were an improvement over the methods using one and unlimited consecutive failures.

Thesis (M.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves 97-104.

Thesis (M.A.)-- Chinese University of Hong Kong, 1975. / Bibliography: p. 67-78.

Since the 1960s, the advocacy of teaching mathematics so as to be useful is not without hindrance in school curricula, partly due to the lack of appropriate assessment tools. Practical approaches have been accumulating quickly, but researchers showed that they are not satisfactory in testing students’ ability to apply mathematical knowledge, be they “word problems” in school textbooks, national tests, or large-scale international assessments. To understand the causes behind the dissatisfaction, there is a need to reveal (1) the theories that are used in the test designs, and (2) what the actual assessments are in various curricula. This motive leads to the purpose of the current study, which is to identify empirically consistent theories about students’ ability to apply; the results can be organized as a framework to analyze assessment tools such as PISA, as well as various curricular materials. Based on the current theories, a framework of assessment analysis is created in order to study the coverage of modeling steps of public assessment items. This study finds that, though many education systems have claims of introducing modeling and application into their curricula, high-stake assessments mostly involve a small fraction of the steps that are required in a full modeling cycle. It furthers an earlier result that certain textbooks, though claiming the importance of modeling, almost ignored the first and last steps of modeling. It is found in this study that public assessments are even more limited: most test items that are supposed to test students’ knowledge of application involve only one or two steps of modeling. Furthermore, the tool “modeling spectrum” that is used in the analysis does not only reveal how modeling steps are covered, but can also assists educators to improve or create problems with modeling and application.