A cárie dentária continua sendo um grande desafio para os Cirurgiões-Dentistas pela dificuldade de diagnóstico, sobretudo em superfícies proximais. Muitos equipamentos se destinam a facilitar o exame do paciente, tendo como principal objetivo o diagnóstico de cáries incipientes. Dentre os exames mais utilizados está a radiografia interproximal associada ao exame clínico. O Sistema Internacional de Avaliação e Detecção de Cáries (ICDAS) vem sendo bem aceito tanto para o uso clínico como para pesquisas in vitro e in vivo, apresentando ótimos resultados. Além da técnica interproximal, a tomografia cone beam (CBCT) vem entrando no cotidiano da Odontologia, mas pouco se sabe sobre o seu desempenho para avaliação de cáries iniciais em superfícies proximais. A microtomografia (CT) é um novo método de avaliação destinado a pequenos espécimes e se assemelha a uma versão em miniatura da tomografia axial computadorizada, gerando imagens na ordem de micrômetros. Este método vem sendo utilização em pesquisas para se avaliar tecidos mineralizados, devido à sua habilidade de aferir com precisão o coeficiente de atenuação linear. O método padrão ouro que define com maior precisão os estágios da cárie é o histológico. Contudo, para sua avaliação é necessário destruir os espécimes. Este trabalho teve por objetivo avaliar o desempenho do método ICDAS, de radiografias digitais pela técnica interproximal, da CBCT e da CT para lesões precoces de cárie, com relação à histologia. Houve correlação entre os dados obtidos com o sistema ICDAS para superfícies proximais e as imagens da CT, no que diz respeito à classificação quanto à profundidade das lesões. A CT tem correlação positiva com a histologia tanto na classificação das lesões como na profundidade, contudo esta relação poderia ser maior se uma melhor resolução fosse conseguida. As radiografias digitais pela técnica interproximal tiveram o melhor desempenho com relação à CT e à histologia, sendo este desempenho muito semelhante ao método clínico ICDAS. A CBCT obteve o pior desempenho, contudo ainda assim houve correlação positiva com a histologia e com a CT. A associação do método clínico ICDAS e as radiografias interproximais digitais tiveram o melhor desempenho com relação à histologia. A grande vantagem da microtomografia quando comparada a outros métodos de avaliação da doença cárie, é a manutenção da integridade dos espécimes, a informação tridimensional e isotrópica, possibilitando o uso dos espécimes em outro momento, sem a perda de eventuais características presentes nos mesmos. / Dental caries is still a great challenge to dentists, manly in proximal surfaces due to its difficult diagnosis. Many types of equipment have been designed to minimize this problem, specially aiming early caries detection. Among all, one of the most used by clinicians is the interproximal radiograph. The International Caries Assessment System (ICDAS) is a clinical evaluation method that is well accepted and used having a good performance not only for in vivo but also for in vitro studies. Cone beam CT (CBCT) is also being assessed in the overall Dentistry, but its performance on early caries detection has not extensively being evaluated. Microtomography (CT) is a new assessment method which is addressed to small specimens and is similar to a miniature version of axial computed tomography, producing images with micrometrical definition. CT is being assessed in dental research to evaluate mineral content of hard tissues, due to its ability to measure precisely the linear attenuation coefficient. The gold standard method to measure early caries lesions is histological method. However, to perform it, its necessary to cut the specimen. This study had the aim to evaluate the ICDAS, digital X-rays with the interproximal technique, CBCT and CT performance for early caries lesions, when compared to histology. ICDAS for proximal surfaces and CT had a positive correlation through the lesions depth. CT had a positive correlation with histology when analyzing lesions depth and the classification relating to the severity of the lesion, although this relation could be better if a better resolution could be achieved. Digital bite-wing radiographs had the best performance among all exams when comparing to CT and histology, similar to what we notice with the ICDAS results. CBCT had the worst results when comparing to CT and histology, but it was still considered a good relation. The best performance was achieved with the association of ICDAS and digital bite-wing radiographs when comparing to histology. The great advantage of CT when compared to other validating methods to evaluate dental caries is that it doesnt destroy the specimens, it gives tridimensional and isotropic information, making possible to use the specimens again, without losing inner properties.

A cárie dentária continua sendo um grande desafio para os Cirurgiões-Dentistas pela dificuldade de diagnóstico, sobretudo em superfícies proximais. Muitos equipamentos se destinam a facilitar o exame do paciente, tendo como principal objetivo o diagnóstico de cáries incipientes. Dentre os exames mais utilizados está a radiografia interproximal associada ao exame clínico. O Sistema Internacional de Avaliação e Detecção de Cáries (ICDAS) vem sendo bem aceito tanto para o uso clínico como para pesquisas in vitro e in vivo, apresentando ótimos resultados. Além da técnica interproximal, a tomografia cone beam (CBCT) vem entrando no cotidiano da Odontologia, mas pouco se sabe sobre o seu desempenho para avaliação de cáries iniciais em superfícies proximais. A microtomografia (CT) é um novo método de avaliação destinado a pequenos espécimes e se assemelha a uma versão em miniatura da tomografia axial computadorizada, gerando imagens na ordem de micrômetros. Este método vem sendo utilização em pesquisas para se avaliar tecidos mineralizados, devido à sua habilidade de aferir com precisão o coeficiente de atenuação linear. O método padrão ouro que define com maior precisão os estágios da cárie é o histológico. Contudo, para sua avaliação é necessário destruir os espécimes. Este trabalho teve por objetivo avaliar o desempenho do método ICDAS, de radiografias digitais pela técnica interproximal, da CBCT e da CT para lesões precoces de cárie, com relação à histologia. Houve correlação entre os dados obtidos com o sistema ICDAS para superfícies proximais e as imagens da CT, no que diz respeito à classificação quanto à profundidade das lesões. A CT tem correlação positiva com a histologia tanto na classificação das lesões como na profundidade, contudo esta relação poderia ser maior se uma melhor resolução fosse conseguida. As radiografias digitais pela técnica interproximal tiveram o melhor desempenho com relação à CT e à histologia, sendo este desempenho muito semelhante ao método clínico ICDAS. A CBCT obteve o pior desempenho, contudo ainda assim houve correlação positiva com a histologia e com a CT. A associação do método clínico ICDAS e as radiografias interproximais digitais tiveram o melhor desempenho com relação à histologia. A grande vantagem da microtomografia quando comparada a outros métodos de avaliação da doença cárie, é a manutenção da integridade dos espécimes, a informação tridimensional e isotrópica, possibilitando o uso dos espécimes em outro momento, sem a perda de eventuais características presentes nos mesmos. / Dental caries is still a great challenge to dentists, manly in proximal surfaces due to its difficult diagnosis. Many types of equipment have been designed to minimize this problem, specially aiming early caries detection. Among all, one of the most used by clinicians is the interproximal radiograph. The International Caries Assessment System (ICDAS) is a clinical evaluation method that is well accepted and used having a good performance not only for in vivo but also for in vitro studies. Cone beam CT (CBCT) is also being assessed in the overall Dentistry, but its performance on early caries detection has not extensively being evaluated. Microtomography (CT) is a new assessment method which is addressed to small specimens and is similar to a miniature version of axial computed tomography, producing images with micrometrical definition. CT is being assessed in dental research to evaluate mineral content of hard tissues, due to its ability to measure precisely the linear attenuation coefficient. The gold standard method to measure early caries lesions is histological method. However, to perform it, its necessary to cut the specimen. This study had the aim to evaluate the ICDAS, digital X-rays with the interproximal technique, CBCT and CT performance for early caries lesions, when compared to histology. ICDAS for proximal surfaces and CT had a positive correlation through the lesions depth. CT had a positive correlation with histology when analyzing lesions depth and the classification relating to the severity of the lesion, although this relation could be better if a better resolution could be achieved. Digital bite-wing radiographs had the best performance among all exams when comparing to CT and histology, similar to what we notice with the ICDAS results. CBCT had the worst results when comparing to CT and histology, but it was still considered a good relation. The best performance was achieved with the association of ICDAS and digital bite-wing radiographs when comparing to histology. The great advantage of CT when compared to other validating methods to evaluate dental caries is that it doesnt destroy the specimens, it gives tridimensional and isotropic information, making possible to use the specimens again, without losing inner properties.

The intestinal tract of salmonids provides a dynamic interface that not only mediates nutrient uptake but also functions as the first line of defence against ingested pathogens. Exposure of the immune system to beneficial microorganisms and different dietary immunostimulants via the intestine has been shown to prime the immune system and help in the development of immune competence. Furthermore, the morphology and function of teleostean intestines are known to respond to feed components and to ingested and resident bacterial communities. Histological appraisal is still generally considered to be the gold standard for sensitive assessment of the effects of such dietary modulation. The aim of the present study was to improve understanding of salmonid intestinal function, structure and dynamics and to use the knowledge gained to develop a model for analysis, which would allow intestinal health to be assessed with respect to different intestinal communities and feed components. Virtual histology, the process of assessing digital images of histological slides, is gaining momentum as an approach to supplement traditional histological evaluation methodologies and at the same time, image analysis of digitised histological sections provides a practical means for quantifiable assessment of structural and functional changes in tissues, being both objective and reproducible. This project focused on the development of a rapid, practical analytical methodology based on advanced image analysis, that was able to measure and characterise a range of features of the intestinal histology of Atlantic salmon in a quantitative manner. In the first research chapter, the development of a novel histological assessment system based upon advanced image analysis was described, this being developed with the help of a soybean feed model known to induce enteropathy in Atlantic salmon. This tool targeted the evaluation of the extent of morphological changes occurring in the distal intestine of Atlantic salmon following dietary modulation. The final analytical methodology arrived at, could be conducted with minimal user-interaction, allowing rapid and objective assessment of 12 continuous variables per histological frame analysed. The processing time required for each histological frame was roughly 20-25 min, which greatly improved the efficiency of conducting such a quantitative assessment with respect to the time taken for a subjective semi-quantitative alternative approach. Significant agreement between the fully automated and the manual morphometric image segmentation was achieved, however, the strength of this quantitative approach was enhanced by the employment of interactive procedures, which enabled the operator / observer to rectify preceding automated segmentation steps, and account for the specimen’s variations. Results indicated that image analysis provided a viable alternative to a pathologist’s manual scoring, being more practical and time-efficient. In the second research chapter, feeding Atlantic salmon a high inclusion level of unrefined SBM (25 %) produced an inflammatory response in the distal intestine as previously described by other authors. The model feed trial successfully generated differentiable states, although these were not, for the most part, systemically differentiable through the majority of standard immunological procedures used, being only detectable morphologically. Quantitation of morphometric parameters associated with histological sections using the newly developed image analysis tool successfully allowed identification of major morphological changes. Image analysis was thus shown to provide a powerful tool for describing the histomorphological structure of Atlantic salmon distal intestine. In turn, the semi-automated image analysis methods were able to distinguish normal intestinal mucosa from those affected by enteritis. While individual parameters were less discriminatory, use of multivariate techniques allowed better discrimination of states and is likely to prove the most productive approach in further studies. Work described in the third research chapter sought to validate the semi-automated image analysis system to establish that it was measuring the parameters it was purported to be measuring, and to provide reassurance that it could reliably measure pre-determined features. This study, using the same sections for semi-quantitative and quantitative analyses, demonstrated that the quantitative indices performed well when compared to analogous semi-quantitative descriptive parameters of assessment for enteritis prognosis. The excellent reproducibility and accuracy performance levels indicated that the image analysis system was a useful and reliable morphometric method for the quantification of SB-induced enteritis in salmon. Other characteristics such as rapidity, simplicity and adaptability favour this method for image analysis, and are particularly useful where less experienced interpreters are performing the analysis. The work described in the fourth research chapter characterised changes in the morphology of the intestinal epithelial cells occurring as a result of dietary modulation and aspects of inflammatory infiltration, using a selected panel of enzyme and IHC markers. To accomplish this, image analysis techniques were used to evaluate and systematically optimise a quantitative immunolabelling assessment protocol. Digital computer-assisted quantification of labelling for cell proliferation and regeneration; programmed cell death or apoptosis; EGCs and t-cell like infiltrates; mobilisation of stress-related protein regenerative processes and facilitation of nutrient uptake and ion transport provided encouraging results. Through the description of the intestinal cellular responses at a molecular level, such IHC expression profiling further characterised the inflammatory reaction generated by the enteropathic diet. In addition, a number of potential diagnostic parameters were described for fish intestinal health e.g. the relative levels of antigenicity and the spatial distribution of antigens in tissues. Work described in the final research chapter focused on detailed characterisation of intestinal MCs / EGCs in order to try to elucidate their functional role in the intestinal immune responses. Through an understanding of their distribution, composition and ultrastructure, the intention was to better characterise these cells and their functional properties. The general morphology, histochemical characteristics and tissue distribution of these cells were explored in detail using histochemical, IHC and immunogold staining / labelling, visualised using light, confocal and TEM microscopy. Despite these extensive investigations, their physiological function and the content of their granules still remain somewhat obscure, although a role as immunodulatory cells reacting to various exogeneous signals through a finely regulated process and comparable to that causing the degranulation of mammalian MCs is suggested. The histochemical staining properties demonstrated for salmonid MCs / EGCs seem to resemble those of mammalian mucosal mast cells, with both acidophilic and basophilic components in their granules, and a granule content containing neuromodulator / neurotransmitter-peptides such as serotonin, met-enkephalin and substance-p. Consequently, distinguishable bio-chromogenic markers have been identified that are of utility in generating a discriminatory profile for image analysis of such cells.

The purpose of this study was twofold: to determine the construct validities of comparable AD/HD instruments that were developed according to our current, DSM-IV classification system for AD/HD; and to identify potential +neurocognitive and socioemotional markers for AD/HD. The sample consisted of 145 children ages 8 to 11 years of age who were diagnosed with Attention Deficit Hyperactivity Disorder (AD/HD), or Central Auditory Processing Disorder (CAPD). Children were administered a battery of neurocognitive tests and completed a self-report measure of personality. Parents completed several, AD/HD instruments pertaining to their children. The AD/HD instruments used in this study were the Attention Deficit Disorder Evaluation Scale-Home Version (ADDES), Attention Deficit Hyperactivity Disorder Test (ADHDT), and the Attention Problems and Hyperactivity scales from the BASC-Monitor (BASC-M). Of interest was how each AD/HD instrument compared to the DSM-IV, particularly in terms of the cross-consistency of AD/HD subtype classifications. The findings showed that the AD/HD instruments classified participants differently from the initial, DSM-IV entry diagnosis. Rates of agreement were better for some of the AD/HD instruments than for others yet there was little overall consistency. The neurocognitive measures used in the study were the Cognitive Assessment System-Basic Battery scales. The socioemotional measures used in the study were two parent-report scales from the BASC-M (Internalizing Problems and Adaptive Skills), and the child report scales from the BASC-Self Report of Personality. Results showed that the neurocognitive measures were relatively insensitive to AD/HD symptomatology while a nearly opposite trend was observed on the socioemotional measures. For the most part, participants classified as the ADHD-Combined Type (ADHD-CT), (regardless of which AD/HD instrument was used) had the most significant impairment in areas of social functioning and emotional symptoms across parent and self-reports.

An experimental data management system has been designed, developed, and implemented in this dissertation. The system satisfies the requirements specifications of the Department of Curriculum and Instruction in the School of Education. The university in this study has installed some learning management systems and assessment systems, such as Banner®, Canvas®, TracDat®, and Taskstream® (university’s name is omitted for anonymity purposes). These systems individually do not perform the necessary data analysis and data management to generate appropriate reports. The system developed in this study can generate more metrics and quantitative measures for reporting purposes within a shorter time. These metrics provide credible evidence for accreditation. Leadership is concerned with improving the effectiveness, efficiency, accountability, and performance of educational programs. The continuity, sustainability, and financial support of programs depend on demonstrating the evidence that they are effective and efficient, that they meet their objectives, and that they contribute to the mission and the vision of the educational institution. Leadership has to employ all means at its disposal in order to collect such evidence. The data management system provides comprehensive data analysis that can be utilized as evidence by the leadership to accomplish its goals. The pilot system developed in this research is web-based and platform independent. It leverages the power of Java® at the front-endand combines the reliability and stability of Oracle® as the back-end database. It has been tested on-site by some members of the departmental faculty and one administrator from the Dean’s Office in the School of Education. This research is a mixed methods study with quasi-experimental treatment. It is a single case experimental study. There is no control group. The sample chosen is a convenient sample. The results of this study indicate that the system is highly usable for assessment work. The data analysis results generated by the system are also actionable. These results assist by identifying gaps in student performance and in curriculum and instruction practices. In the future, the system developed in this dissertation can be extended to other departments in the School of Education. Some implications are provided in the concluding chapter of this dissertation.

World-wide, there has been a large increase in tertiary student numbers, not entirely matched by funding increases. Consequently, instructors are faced with large, diverse classes, and find themselves struggling to provide adequate assessment and prompt feedback, two quantities critical in an effective learning environment. Personal computers and the Internet can help solve this problem. The aim of this study was to develop, implement and validate a Web-based software package that, through providing practice and assessment opportunities, improved student learning and reduced marking and related mundane aspects of instructor workload. At the start of the study, such a package already existed in prototype form: OASIS (Online Assessment System with Integrated Study). As the study progressed, this software package was first fully rewritten and then repeatedly modified. OASIS delivers individualised tasks, marks student responses, supplies prompt feedback, and logs student activity. Staff can deliver sets of practice questions and assessments to students: assessments may involve different questions for different students, not just numerically different versions of the same questions. Given my role as teacher, the traditional research ideal of observing without affecting the research environment was both impossible and unconscionable. In particular, since preliminary evidence suggested that OASIS did enhance student learning, I could not adopt a ‘two groups’ approach to the research, with one group using OASIS while the other did not. Instead, an action research methodology was seen as most appropriate for my double role of teacher and researcher. / This methodology enabled me, in the light of my findings, to continuously modify the learning environment and enhance student learning. The action research proceeded through a spiral of one-semester cycles of planning, acting, observing and reflecting. To maximize rigour, the research ran through eight cycles over four years and involved considerable triangulation. OASIS itself collected much quantitative data. Further data were collected via interview, survey, email and informal discussion from three groups: current students, postgraduates and academics. My colleagues provided alternative perceptions and interpretations, as did Physics Department academics who were using OASIS, and an external academic who interviewed academics and investigated the implementation of OASIS. Perhaps surprisingly, academics had generally adopted OASIS to promote student learning rather than to decrease their own workloads. In some cases workloads were reduced; however, where OASIS assessments augmented rather than replaced existing traditional assessments, workloads actually went up slightly. All instructors who used OASIS reported enhanced student learning and wished to continue using it. Student surveys, interviews, focus-group discussions and informal feedback showed that students found the software easy to use and considered that it helped them improve their skills and understanding. OASIS questions were preferred over textbook questions. Students commonly requested OASIS to be available in more of their areas of study. In general students wanted hints or model answers though some argued against their provision. / The majority of students were enthusiastic about the use of OASIS for practice, and activity logs revealed that they did use OASIS extensively. These logs also revealed the motivating power of assessments: typically half the online practice activity took place in the last 36 hours prior to assessments. Interviews provided further interesting insights into the ways different students approached their studies and assessments. However, students did voice concerns about the validity of OASIS assignments, noting their peers could rely on the efforts of others to score highly in these. A number of steps were carried out in an attempt to defuse these concerns, including: disabling OASIS practice during assignments, basing assignments on previously unseen questions, and providing different assignment questions to different students. While this study has achieved the goal of developing, implementing and validating OASIS, many future opportunities exist. OASIS may be used in schools as well as universities. Non-numerical questions, where answers may be somewhere between right and wrong, are possible. OASIS can also be used to deliver concept inventories to students to support research into concept acquisition and retention.

Tyrimas atliktas, siekiant ištirti elektroninės vertinimo sistemos, kaip naujos grįžtamojo ryšio priemonės veiksmingumą. Tirta, kaip dažnai ir kokiu tikslu mokytojai, mokiniai ir jų tėvai (globėjai) naudojasi elektronine pažymių knygele, kokią įtaką elektroninė vertinimo sistema daro grįžtamosios informacijos kokybei, ko trūksta, kad elektroninės vertinimo sistemos pildymas bei tikrinimas būtų efektyvesnis. Tyrime dalyvavo tik tų mokyklų respondentai, kuriose įdiegta elektroninė ryšio sistema. Tyrimas parodė, kad elektroninė pažymių knygelė yra dažniau naudojama mokytojų, nei mokinių ir jų tėvų (globėjų). Jos pildymas yra skatinamas ugdymo įstaigų vadovų. Vertinant atsakymus pastebėta, kad mokytojams vis dar trūksta patirties ir žinių, kaip efektyviai elektroninę vertinimo sistemą panaudoti ugdymo procese. Tyrimo rezultatai parodė, kad elektroninė mokinių pasiekimų vertinimo sistema turi reikšmės grįžtamosios informacijos kokybei: palengvina ugdymo subjektų tarpusavio bendravimą, pagerina mokinių lankomumą ir pažangumą, skatina naudotis informacinėmis technologijomis, suteikia savalaikę informaciją apie mokinius: jų pažangumą ir lankomumą. Išryškintos techninės elektroninės vertinimo apskaitos tobulinimo kryptys: sistemos administratoriai turi suteikti galimybę bet kuriuo metu ištaisyti padarytą klaidą, turi būti skiriamos papildomos apmokamos darbo valandos elektroninių vertinimo priemonių pildymui, mokytojų darbo vietos turi būti aprūpintos kompiuteriais. Atskleistos... [toliau žr. visą tekstą] / The research was aimed at the analysis of the efficiency of the electronic assessment system as a new means of feedback. The analysis focuses on the frequency and aim of teachers, students and their parents (foster-parents) using the electronic record book and on the influence electronic assessment system has on the quality of the feedback as well as on the shortcomings of the system that prevent a more efficient input and testing in the electronic assessment system. Respondents exclusively from schools that have electronic connection system were involved in the research. The research revealed that electronic record book is more frequently used by teachers than by students and their parents (foster-parents). Its constant updating is incited by heads of educational institutions. Analyzing the questionnaires it became obvious that teachers still lack experience and skills to effectively use electronic assessment system in the process of education. The results of the research revealed that electronic student achievement assessment system has an impact on the quality of feedback: it facilitates the intercommunication between educational subjects, increases student attendance and level of achievement, encourages the usage of informational technologies, provides up to date information on students, their achievements and attendance. The following technical directions for the development of electronic record of assessment have been pointed out: system administrators should provide... [to full text]

Across the country, there is growing awareness of the dividends of early reading success and the stark consequences of early reading failure. A number of assessment studies in recent years have shown that the educational achievement of learners in South African schools is unacceptably poor. The 2011 Annual National Assessment results indicate a 35% literacy rate for South African learners in Grade 3 and a 30% literacy rate for learners in the North West Province of South Africa. According to Kanjee (2008), there is a growing trend in South Africa towards the use of assessment to improve learning. The aim of this study is to develop a school-wide progress monitoring assessment system for early literacy skills. In beginning literacy the development of this school-wide progress monitoring assessment system will be based on the premise that useful assessment of learner progress should be formative in its instructional effects and that it needs to focus teacher attention on data representing the results of their efforts. The development of a school-wide progress monitoring assessment system can help identify and strategically intervene before learners become part of the low South African literacy rate statistic. It is generally recognized that reading is developmental and acquired over time. From the convergence of more than 30 years of scientific research, researchers now have a solid scientific understanding of the core foundational skills in beginning reading. Foundational skills are prerequisite and fundamental to later success in a content area or domain. These skills differentiate successful from less successful readers and most important are amenable to change through instruction. One example of a comprehensive assessment system designed to assess these key foundational skills of early literacy for young learners is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). DIBELS measures, by design, are indicators of each of the Basic Early Literacy Skills. In this study, the aim is to collaborate with subject specialists (district level), school management teams (school level), and teachers (classroom level), in order to obtain an in depth understanding of assessment practices in general, and specifically progress monitoring assessment as well as the assessment support needs of teachers and learners. The collaborative aim is to establish a school-wide progress monitoring assessment system that will not only enhance the assessment practices of teachers, but also the system-wide decisions that need to take place so that effective instructional decisions can be made at all levels, and most importantly at the classroom level. In this study I chose to conduct a 16 month action research project in one primary school (i.e., the Happy Valley School) in one specific district (i.e., the Cloudy District) in the North West Province. From the data it is clear that ANA dominates conversations related to assessment, especially in foundation phase. Both at district and school level there is no clear indication that the information generated from assessments is key evidence to continuous improvement in teaching and learning. The data also indicates that the government documents play a crucial role in guiding the actions of the stakeholders. The data indicates that progress monitoring relates specifically to “showing” or “proving” improved learning in language/literacy as measured by ANA. In addition to ANA, and at classroom level, teachers monitor progress fairly “randomly”; they can decide what to ‘look’ for, usually by using their summative assessment marks, when deciding whether a learner is making progress or not. It is possible, therefore, that no two teachers will look at the same foundational literacy skill when deciding whether the learner is making progress in a particular skill. There is also no guideline for teachers in terms of what to aim for in order to ensure that learners make progress in core foundational literacy skills that evidence-based research has shown to have a major effect on reading achievement. In this study, I used a metaphor to illustrate the core components of a progress monitoring assessment and support rocket system. The aim of the rocket is to ensure that all learners achieve “lift off” and hit the identified targets, at all grade levels, on the way to reading success. In order to ensure that the rocket is launched effectively, all stakeholders have to fulfil essential tasks or roles. The assessment and support rocket system implemented in this study was developed to provide a prevention-oriented, assessment and support decision-making system to pre-empt early reading difficulty and ensure progress step-bystep toward outcomes that result in reading achievement for all children. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Across the country, there is growing awareness of the dividends of early reading success and the stark consequences of early reading failure. A number of assessment studies in recent years have shown that the educational achievement of learners in South African schools is unacceptably poor. The 2011 Annual National Assessment results indicate a 35% literacy rate for South African learners in Grade 3 and a 30% literacy rate for learners in the North West Province of South Africa. According to Kanjee (2008), there is a growing trend in South Africa towards the use of assessment to improve learning. The aim of this study is to develop a school-wide progress monitoring assessment system for early literacy skills. In beginning literacy the development of this school-wide progress monitoring assessment system will be based on the premise that useful assessment of learner progress should be formative in its instructional effects and that it needs to focus teacher attention on data representing the results of their efforts. The development of a school-wide progress monitoring assessment system can help identify and strategically intervene before learners become part of the low South African literacy rate statistic. It is generally recognized that reading is developmental and acquired over time. From the convergence of more than 30 years of scientific research, researchers now have a solid scientific understanding of the core foundational skills in beginning reading. Foundational skills are prerequisite and fundamental to later success in a content area or domain. These skills differentiate successful from less successful readers and most important are amenable to change through instruction. One example of a comprehensive assessment system designed to assess these key foundational skills of early literacy for young learners is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). DIBELS measures, by design, are indicators of each of the Basic Early Literacy Skills. In this study, the aim is to collaborate with subject specialists (district level), school management teams (school level), and teachers (classroom level), in order to obtain an in depth understanding of assessment practices in general, and specifically progress monitoring assessment as well as the assessment support needs of teachers and learners. The collaborative aim is to establish a school-wide progress monitoring assessment system that will not only enhance the assessment practices of teachers, but also the system-wide decisions that need to take place so that effective instructional decisions can be made at all levels, and most importantly at the classroom level. In this study I chose to conduct a 16 month action research project in one primary school (i.e., the Happy Valley School) in one specific district (i.e., the Cloudy District) in the North West Province. From the data it is clear that ANA dominates conversations related to assessment, especially in foundation phase. Both at district and school level there is no clear indication that the information generated from assessments is key evidence to continuous improvement in teaching and learning. The data also indicates that the government documents play a crucial role in guiding the actions of the stakeholders. The data indicates that progress monitoring relates specifically to “showing” or “proving” improved learning in language/literacy as measured by ANA. In addition to ANA, and at classroom level, teachers monitor progress fairly “randomly”; they can decide what to ‘look’ for, usually by using their summative assessment marks, when deciding whether a learner is making progress or not. It is possible, therefore, that no two teachers will look at the same foundational literacy skill when deciding whether the learner is making progress in a particular skill. There is also no guideline for teachers in terms of what to aim for in order to ensure that learners make progress in core foundational literacy skills that evidence-based research has shown to have a major effect on reading achievement. In this study, I used a metaphor to illustrate the core components of a progress monitoring assessment and support rocket system. The aim of the rocket is to ensure that all learners achieve “lift off” and hit the identified targets, at all grade levels, on the way to reading success. In order to ensure that the rocket is launched effectively, all stakeholders have to fulfil essential tasks or roles. The assessment and support rocket system implemented in this study was developed to provide a prevention-oriented, assessment and support decision-making system to pre-empt early reading difficulty and ensure progress step-bystep toward outcomes that result in reading achievement for all children. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-120). Also available for download via the World Wide Web; free to University of Oregon users.