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A Study to Determine the Relationship between the Scores Made on Aptitudes "V" and "N" of the General Aptitude Test Battery and Parts "Q" and "L" of the American Council on Education Psychological Examination and the Academic Grades of Students Enrolled in Beginning English and Industrial Arts 122, 131, 245, 311, and 331Bruns, Lawrence B. 01 1900 (has links)
The purpose of this study was to determine the relationship between the Q-scores and the L-scores made on the American Council on Education Psychological Examination and the scores made on Aptitudes "N" and "V" of the General Aptitude Test Battery by the same students, and to compare the academic grades of these same students with the aforementioned test scores in order to determine what relationship exists, if any, between academic grades made in certain selected courses and scores made on each of the aforementioned tests.
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The construction and evaluation of a dynamic computerised adaptive test for the measurement of learning potentialDe Beer, Marie 03 1900 (has links)
Recent political and social changes in South Africa have created the need for culture-fair tests for cross-cultural measurement of cognitive ability. This need has been highlighted by the professional, legal and research communities. For cognitive assessment, dynamic assessment is more equitable because it involves a test-train-retest procedure, which shows what performance levels individuals are able to attain when relevant training is provided. Following Binet’s thinking, dynamic assessment aims to identify those individuals who are likely to benefit from additional training. The theoretical basis for learning potential assessment is Vygotsky’s concept of the zone of proximal development.
This thesis describes the development, standardisation and evaluation of the Learning Potential Computerised Adaptive Test (LPCAT), for measuring learning potential in the culturally diverse South African population by means of nonverbal figural items. In accordance with Vygotsky’s view, learning potential is defined as a combination of present performance and the extent to which performance is increased after relevant training. This definition allows for comparison of individuals at different levels of initial performance and with different measures of improvement. Computerised adaptive testing based on item response theory, as used in the LPCAT, is uniquely suitable for increasing both measurement accuracy and testing efficiency of dynamic testing, two aspects that have been identified as problematic. The LPCAT pretest and the post-test are two separate adaptive tests, hence eliminating the role of memory in post-test performance. Several multicultural groups were used for item analysis and test validation. The results support the LPCAT as a culture-fair measure of learning potential in the nonverbal general reasoning domain. For examinees with a wide range of ability levels, LPCAT scores correlate strongly with academic performance. For African examinees, poor proficiency in English (the language of teaching) hampers academic performance. The LPCAT ensures the equitable measurement of learning potential, independent of language proficiency and prior scholastic learning and can be used to help select candidates for further training or developmental opportunities. / Psychology / D. Litt. et Phil. (Psychology)
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Lexis and the undergraduate : analysing vocabulary needs, proficiencies and problemsCooper, Patricia Anne 01 1900 (has links)
Beginning with Plato's expulsion of the poets in the Republic, this dissertation
'
looks at the often hostile, yet also symbiotic, relationship between·poetry and
philosophy. Aristotle's 'response' to Plato is regarded as a significant origin of
literary theory. Nietzsche's critique of Western philosophy as being an attempt to
suppress its own metaphoricity, leads to a revaluation of truth and consequently
of the privileging of philosophy over poetry. Post-structuralism sometimes
overemphasizes this constitutive force of metaphoricity, at the expense of
conceptual modes. However, Derrida's notion of philosophy as play retains a
balance between concept and metaphor: there is no attempt to transcendentally
ground philosophy, but neither is it reduced to a merely metaphorical discourse.
Finally, Wittgenstein's notion of meaning as determined by use can help us
distinguish pragmatically between poetry and philosophy by looking at the
contexts in which they function. / Linguistics and Modern Languages / M.A. (Linguistics)
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The construction and evaluation of a dynamic computerised adaptive test for the measurement of learning potentialDe Beer, Marie 03 1900 (has links)
Recent political and social changes in South Africa have created the need for culture-fair tests for cross-cultural measurement of cognitive ability. This need has been highlighted by the professional, legal and research communities. For cognitive assessment, dynamic assessment is more equitable because it involves a test-train-retest procedure, which shows what performance levels individuals are able to attain when relevant training is provided. Following Binet’s thinking, dynamic assessment aims to identify those individuals who are likely to benefit from additional training. The theoretical basis for learning potential assessment is Vygotsky’s concept of the zone of proximal development.
This thesis describes the development, standardisation and evaluation of the Learning Potential Computerised Adaptive Test (LPCAT), for measuring learning potential in the culturally diverse South African population by means of nonverbal figural items. In accordance with Vygotsky’s view, learning potential is defined as a combination of present performance and the extent to which performance is increased after relevant training. This definition allows for comparison of individuals at different levels of initial performance and with different measures of improvement. Computerised adaptive testing based on item response theory, as used in the LPCAT, is uniquely suitable for increasing both measurement accuracy and testing efficiency of dynamic testing, two aspects that have been identified as problematic. The LPCAT pretest and the post-test are two separate adaptive tests, hence eliminating the role of memory in post-test performance. Several multicultural groups were used for item analysis and test validation. The results support the LPCAT as a culture-fair measure of learning potential in the nonverbal general reasoning domain. For examinees with a wide range of ability levels, LPCAT scores correlate strongly with academic performance. For African examinees, poor proficiency in English (the language of teaching) hampers academic performance. The LPCAT ensures the equitable measurement of learning potential, independent of language proficiency and prior scholastic learning and can be used to help select candidates for further training or developmental opportunities. / Psychology / D. Litt. et Phil. (Psychology)
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Lexis and the undergraduate : analysing vocabulary needs, proficiencies and problemsCooper, Patricia Anne 01 1900 (has links)
Beginning with Plato's expulsion of the poets in the Republic, this dissertation
'
looks at the often hostile, yet also symbiotic, relationship between·poetry and
philosophy. Aristotle's 'response' to Plato is regarded as a significant origin of
literary theory. Nietzsche's critique of Western philosophy as being an attempt to
suppress its own metaphoricity, leads to a revaluation of truth and consequently
of the privileging of philosophy over poetry. Post-structuralism sometimes
overemphasizes this constitutive force of metaphoricity, at the expense of
conceptual modes. However, Derrida's notion of philosophy as play retains a
balance between concept and metaphor: there is no attempt to transcendentally
ground philosophy, but neither is it reduced to a merely metaphorical discourse.
Finally, Wittgenstein's notion of meaning as determined by use can help us
distinguish pragmatically between poetry and philosophy by looking at the
contexts in which they function. / Linguistics and Modern Languages / M.A. (Linguistics)
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The Relationship of Student Mathematics Scores on the Scholastic Aptitude Test to Teacher Effectiveness as Measured by the Texas Teacher Appraisal SystemClingman, Elizabeth Ann 12 1900 (has links)
The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.
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Assessing grade 7 students' English vocabulary in different immersion contextsScheepers, Ruth Angela 30 November 2003 (has links)
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers. / Linguistics / (M.A. (Linguistics))
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Assessing grade 7 students' English vocabulary in different immersion contextsScheepers, Ruth 30 November 2003 (has links)
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers. / Linguistics and Modern Languages / (M.A. (Linguistics))
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