The aim of this study was to investigate the quality of the Annual National Assessment (ANA) Grade 6 mathematics instrument including its design, with reference to a single education district. The main question that was investigated was: To what extent does the 2012 Annual National Assessment Grade 6 mathematics assessment instrument provide meaningful information for making appropriate interpretations on district level? The conceptual framework underpinning this study was drawn from the Queensland Studies Authorities Assessment Policy document. The research comprised a secondary analysis design applying mixed methods using the scripts of 546 learners in one district from 5 schools selected to represent a range of achievement. A content analysis of the instrument was undertaken, followed by a statistical item analysis applying the Rasch measurement model. These analytical methods were utilised to determine the quality of the ANA Grade 6 mathematics instrument. Content validity, construct validity and reliability was investigated in order to evaluate inferences that were made and actions that were taken based upon the mathematics performance of learners in Grade 6 in the Gauteng North District (GND) in the year 2012. The investigation revealed that construct validity and content validity were largely achieved, as items were appropriately aligned to the 2012 ANA Grade 6 mathematics curriculum. However errors in mathematics and language formulation detracted from the validity of the instrument. In the case of some items, lack of clarity may have confused learners. As far as reliability is concerned the investigation revealed that the instrument had a reasonable person separation index, a measure of both item and person reliability. However, these conclusions are based on a relatively small sample from only one district and therefore has somewhat limited applicability but is nevertheless of educational consequence. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

The research is based on fieldwork in the Johannesburg East District where fifteen teachers from different schools participated. The teachers were from a variety of backgrounds in teaching the subject. Each of the teachers voluntarily completed an open-ended questionnaire that was based on their own interpretation of the setting of formal assessment tests or examinations. Document analysis was performed on the preliminary theory examinations that were set by the teachers using an adapted form of Krathwohl‟s two-dimensional taxonomy which was made specific for CAT. The teachers were requested to supply an example of a taxonomy which they themselves had used when analyzing the preliminary theory examination according to cognitive levels. The research findings were derived from the responses to the questionnaires that indicated the teachers‟ opinions about the setting of formal assessments as well as from formal test papers the teachers provided. The vast majority of the participant teachers used examinations set by others, either those purchased from publishers or publically accessible past papers downloaded from the internet with minimal change. It appears that the teachers did not use any taxonomy of cognitive levels even when they designed their own question papers. The cognitive level addressed was primarily memorisation and recall. The teachers were more concerned about the format and style of their examination papers than the cognitive levels the papers addressed. Additionally the overwhelming majority did not believe that training in assessment design would be of value to them (as experienced teachers), although some suggested that such training may be useful for beginning teachers. This suggests that further research on the teachers‟ experiences in using taxonomies when setting formal assessments, as well as potential in-service training interventions that address their knowledge of cognitive levels and appropriate assessments is needed. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

This study described the way teachers used questions with skilled and less skilled readers during reading instruction. The cognitive level and functions of questions were analyzed based on data collected through direct observation within the natural environment of the classroom. In addition, the patterns of questioning which included wait-time and sequencing of questions were identified and reported. Twenty sixth grade teachers randomly selected from a metropolitan school district were observed while instructing skilled readers and less skilled readers. Data collected during non-participatory observation of reading instruction through audiotape recordings, a low-inference observation instrument, and field notes were analyzed using the chisquare statistic, log-linear analysis, and descriptive statistics. Each question/response/response loop which occurred during the eighty observations was analyzed as to the cognitive level and function of the question, designation and wait-time of the student's response, the appropriateness, type, and length of the student's response, and the content of the teacher's response. Within the limitations of this study, the following conclusions have been formulated. 1. Teachers use different cognitive levels of questions for particular functions as dictated by the specific needs and characteristics of the students in the skill level. 2. Although teachers ask the majority of questions at the cognitive-memory and convergent levels rather than the higher divergent and evaluative levels among both skilled and less skilled readers, the primary function is that of extending. It appears that teachers use questions as a way of encouraging student participation during reading instruction. 3. Among both skilled and less skilled readers, teachers practice a fast pace approach to questioning, waiting an average of one to two seconds for a response. 4. Paths of sequence for question/response/response loops are similar for both skilled and less skilled reading groups. The function of extending typically followed focusing and clarifying, demonstrating the teacher's apparent effort to include as many students as possible during instruction.

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Made available in DSpace on 2016-12-08T16:19:07Z (GMT). No. of bitstreams: 1 liane.pdf: 2754054 bytes, checksum: 510d112092a9746184f26b7969d3d2f5 (MD5) Previous issue date: 2010-09-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In respect the importance of previous studies on different aspects on the children's drawing, this study emphasized the analysis of the drawing of a child with profound congenital deafness, aiming at a better understanding of graphic activity of this child, in order, relations of meaning , sense, view, cognitive and communication. For this purpose, was necessary to perform activities of designs with two children: a deaf child and another child who hears, with the objective of the research control, both of the same gender, age and socioeconomic status and studying in a public school in the Florianópolis city/ SC. Considering the drawing as a communicative and cognitive process, the theoretical basis of this study is based on authors such as Vygotsky, Wallon, Luquet, Duarte and Darras. This study is characterized as a project embbeded in multiple cases (Yin, 2005) because data collection contemplated different contexts of a deaf child and of a child who hear. Were performed free drawings and other directed. This tasks were taped in order to register every detail of the act of drawing these children. Thus, we considered the following question: how to make up the graph repertoire of a deaf child in relation to a child that hear? Was observed that deaf child, possibly due to its sharp view, outlines specificities in their drawings inclining them to Level Sub-ordained, as well as ease in performing drawings of observation / Considerando a importância dos estudos já realizados sobre o desenho da criança contemplando seus distintos aspectos, salientou-se nesta pesquisa a análise do desenho de uma criança surda profunda congênita, objetivando uma maior compreensão da atividade gráfica desta criança, tendo em vista, relações de significado, sentido, visualidade, cognição e comunicação. Para tanto, fez-se necessário realizar atividades de desenhos com duas crianças: uma criança surda e outra criança ouvinte para fim de controle da pesquisa, ambas do mesmo gênero, idade e situação sócio-econômica, estudantes de uma escola da rede pública da cidade de Florianópolis/SC. Pensando o desenho infantil como um processo cognitivo e comunicacional a base teórica desta pesquisa fundamenta-se em autores como Vigotski, Wallon, Luquet, Duarte e Darras. Este trabalho caracteriza-se como estudo de casos múltiplos (Yin, 2005), pois a coleta de dados contempla situações distintas: uma criança surda e uma criança ouvinte. Foram realizadas tarefas livres de desenhos e outras tarefas direcionadas, todas foram gravadas a fim de registrar cada detalhe do ato de desenhar destas crianças. Considerou-se a seguinte questão: Como se compõem o repertório gráfico de uma criança surda com relação ao de uma criança ouvinte? Notou-se que a criança surda, possivelmente em função de sua acentuada visualidade, traça especificidades da figura em seus desenhos inclinando-os ao Nível Sub-ordenado, bem como, possui facilidade em realizar desenhos de observação

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-06-09T14:43:35Z No. of bitstreams: 2 Dissertação - Vinicius Vieira Pessoni - 2016.pdf: 4679564 bytes, checksum: a6d0ecb3b97943dbc56c5ee80eb591c3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-09T15:38:32Z (GMT) No. of bitstreams: 2 Dissertação - Vinicius Vieira Pessoni - 2016.pdf: 4679564 bytes, checksum: a6d0ecb3b97943dbc56c5ee80eb591c3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-09T15:38:32Z (GMT). No. of bitstreams: 2 Dissertação - Vinicius Vieira Pessoni - 2016.pdf: 4679564 bytes, checksum: a6d0ecb3b97943dbc56c5ee80eb591c3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-03-31 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / Learning difficulties in computing courses is a situation perceived in diverse universities from different countries, cultures and backgrounds. These difficulties directly affect achievement rates and increase course evasion. We believe in the existence of a foundation of cognitive processes, that without it, even the most motivated student would have trouble to transform the received information into knowledge. This work has focused mainly on the research of candidate methods for cognitive processes assessment with a strong background theory. With this kind of information would be possible to devise cognitive interventions, in order to evolve students cognitive level, and consequently, raise their success rates. A systematic review was conducted and among the many researched methods we selected Lawson Classroom Test of Scientific Reasoning - LCTSR. Authorized by its author, we conducted the first translation of LCTSR to Brazilian Portuguese and administered to students of three undergraduate computing courses: Information Systems, Computer Science and Software Engineering.We also present results of its administration that we consider important to reinforce the above suggested strategy / Dificuldades de aprendizado nos cursos de computação são um desafio observado através dos anos, em diversas universidades de diferentes países, culturas e formações. Essas dificuldades se refletem em baixas taxas de rendimento, altas taxas de evasão e influenciam negativamente no interesse dos discentes pelos cursos. Acredita-se que exista uma fundamentação interna de processos cognitivos, que sem ela, mesmo o estudante mais motivado teria dificuldades para transformar informação em conhecimento. O foco do presente trabalho está na pesquisa de métodos candidatos para a medição dos processos cognitivos que possuam uma sólida teoria de base. Espera-se ser possível não só identificar, caracterizar e aferir os processos cognitivos, mas também oferecer abordagens factíveis para adquiri-los e desenvolvê-los, melhorando, consequentemente, o ensino. Uma revisão sistemática foi conduzida, e dentre os diversos métodos identificados, o instrumento Lawson Classroom Test of Scientific Reasoning - LCTSR foi selecionado para aplicação. Autorizado por seu autor, a primeira tradução para Português brasileiro foi realizada e o exame foi ministrado a três cursos de graduação de computação: Sistemas de Informação, Ciências da Computação e Engenharia de Software. O caráter inédito dessa pesquisa se apresenta em duas vias: ao trazer a primeira versão em Português Brasileiro do instrumento; ao disponibilizar os dados da aplicação, ampliando o conhecimento sobre o nível cognitivo dos estudantes.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2017-08-22T16:51:39Z No. of bitstreams: 2 Dissertação - Ana Clara Araújo Gomes da Silva - 2017.pdf: 4600211 bytes, checksum: 1db7798a4333fe327ab9c0b9b4889c48 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Cláudia Bueno (claudiamoura18@gmail.com) on 2017-09-04T19:53:16Z (GMT) No. of bitstreams: 2 Dissertação - Ana Clara Araújo Gomes da Silva - 2017.pdf: 4600211 bytes, checksum: 1db7798a4333fe327ab9c0b9b4889c48 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-04T19:53:17Z (GMT). No. of bitstreams: 2 Dissertação - Ana Clara Araújo Gomes da Silva - 2017.pdf: 4600211 bytes, checksum: 1db7798a4333fe327ab9c0b9b4889c48 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-17 / The deficiency in some reasoning patterns of students has been measured and revealed by several studies. This deficiency is often reflected in low rates of academic performance, high dropout rates, and negatively influencing students’ interest in computer courses. In recent work, Pessoni [96] has shown that among more than thirty cognitive development assessment methods studied, Lawson’s Classroom Test of Scientific Reasoning (LCTSR) would be a candidate for application in university students according to the criteria defined. The LCTSR was translated and applied in a series of student groups of the undergraduate courses of the Institute of Informatics of the Federal University of Goiás. Starting from the results obtained by Pessoni, the objectives of this research work are: 1. Systematic Review of Literature - RSL; 2. Application of the Scientific Reasoning Examination - ERC in students of Computing in Southwest Goiania; 3. Phylogenetic systematics to evaluate ERC. Analyze the patterns of reasoning of interest groups, then develope and conduct efficient and effective activities that promote the cognitive development of individuals is one of the objectives of the research group. It is believed that this work contributes to a further step in this direction. / A deficiência em alguns padrões de raciocínio dos estudantes tem sido medida e revelada por diversos estudos. Essa deficiência muitas vezes se reflete em baixas taxas de rendimento, altas taxas de evasão e influenciam negativamente no interesse dos discentes pelos cursos da Computação. Em trabalho recente, Pessoni [96] mostrou que, entre mais de trinta métodos de avaliação do desenvolvimento cognitivo estudados, o Lawson’s Classroom Test of Scientific Reasoning (LCTSR) seria um candidato para aplicação em estudantes universitários segundo os critérios definidos. O LCTSR foi traduzido e aplicado em uma série de grupos de estudantes dos cursos de graduação do Instituto de Informática da Universidade Federal de Goiás. Partindo dos resultados obtidos por Pessoni, este trabalho de pesquisa teve como objetivos: 1. Revisão Sistemática da Literatura - RSL; 2. aplicação do Exame do Raciocínio Científico - ERC em estudantes de Computação do Sudoeste Goiano; 3. Sistemática Filogenética para avaliar o ERC. Analisar os padrões de raciocínio dos grupos de interesse, para então, elaborar e conduzir atividades eficientes e eficazes que promovam o desenvolvimento cognitivo dos indivíduos é um dos objetivos do grupo de pesquisa. Acredita-se que este trabalho contribui para mais um passo nessa direção.

This study investigated the problem-solving skills of Grade 12 learners in probability. A total of 490 Grade 12 learners from seven schools, categorised under four quintiles (socioeconomic factors) were purposefully selected for the study. The mixed method research methodology was employed in the study. Bloom’s taxonomy and the aspects of probability enshrined in the Mathematics Curriculum and Assessment Policy Statement (CAPS) document of 2011 were used as a framework of analysis. A cognitive test developed by the researcher was used as an instrument to collect data from learners. The instrument used for data collection passed the test of validity and reliability. Quantitative data collected was analysed using descriptive and inferential statistics and qualitative data collected from learners was analysed by performing a content analysis of learners’ scripts. The study found that the learners in this study were more proficient in the use of Venn diagrams as an aid in solving probability problems than in using tree diagrams and contingency tables as aids in solving these problems. Results of the study also showed that with the exception of Bloom's taxonomy synthesis level, learners in Quintile 4 (fee-paying schools) had statistically significant (P-value < 0.05) higher achievement scores than learners in Quintiles 1 to 3, (i.e. non-fee-paying schools) at the levels of knowledge, comprehension, application, analysis and evaluation of Bloom’s taxonomy. Contrary to expectations, it was revealed that the achievement of the learners in probability in this study decreased from Quintile 1 to Quintile 3 in all but the synthesis level of Bloom's taxonomy. Based on these findings, the study argued that the quintile ranking of schools in South Africa may be a useful but not a perfect means of categorisation to help improve learner achievement. Furthermore, learners in the study demonstrated three main error types, namely computational error, procedural error and structural error. Based on the findings of the study it was recommended that regular content-specific professional development be given to all teachers, especially on newly introduced topics, to enhance effective teaching and learning. / Mathematics Education / Ph. D. (Mathematics, Science and Technology Education)