Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

The aim of the present study was to experimentally test the Undeutsch Hypothesis, which holds that children's statements based on self-experienced events are qualitatively and quantitatively different from statements based on coaching. Specifically, this study tested the validity of Criteria-Based Content Analysis (CBCA, a system for assessing the credibility of eyewitness reports) for discriminating between credible and non credible eyewitness reports by children. As well, two other tests of the quantitative and qualitative differences between credible and noncredible eyewitness reports were included. One hundred and forty-two children (74 Grade4, 68 Grade 2) were tested in three conditions: (1) Live Event, in which children were actively involved in a staged event (the event was complex and included many features considered relevant to credibility), (2) Heavily Coached, in which children did not experience the event but were told in detail about it (including details which, if reported, would be assigned significance by CBCA),and (3) Lightly Coached, in which children did not experience the event but were provided with a brief account of it, with the expectation that they would fill in details to make their reports believable. Children were asked to recall the event in individual interviews. Transcribed interviews were evaluated using CBCA. Results of the study provided mixed support for the Undeutsch Hypothesis. For Grade 4 children, CBCA significantly discriminated between the Live Event and Lightly Coached conditions, but not between the Live Event and Heavily Coached conditions. Thus, although CBCA accurately distinguished credible from lightly coached reports by this older group of children, reports of the heavily coached children fooled CBCA evaluation. For Grade 2 children, CBCA did not discriminate between the three conditions. This result raised questions about the applicability of CBCA to the reports of younger children. Results of the other two tests of quantitative and qualitative characteristics indicated that these systems did not aid in discriminating between credible and noncredible reports. The implications of these findings for the empirical validation of CBCA and for the use of this system in making credibility decisions in the forensic context are discussed. At this point in time, the assessment of CBCA is still taking place. Until further testing is completed, CBCA should be viewed as one approach to credibility assessment that has clinical support but limited empirical validation.

The aim of the present study was to experimentally test the Undeutsch Hypothesis, which holds that children's statements based on self-experienced events are qualitatively and quantitatively different from statements based on coaching. Specifically, this study tested the validity of Criteria-Based Content Analysis (CBCA, a system for assessing the credibility of eyewitness reports) for discriminating between credible and non credible eyewitness reports by children. As well, two other tests of the quantitative and qualitative differences between credible and noncredible eyewitness reports were included. One hundred and forty-two children (74 Grade4, 68 Grade 2) were tested in three conditions: (1) Live Event, in which children were actively involved in a staged event (the event was complex and included many features considered relevant to credibility), (2) Heavily Coached, in which children did not experience the event but were told in detail about it (including details which, if reported, would be assigned significance by CBCA),and (3) Lightly Coached, in which children did not experience the event but were provided with a brief account of it, with the expectation that they would fill in details to make their reports believable. Children were asked to recall the event in individual interviews. Transcribed interviews were evaluated using CBCA. Results of the study provided mixed support for the Undeutsch Hypothesis. For Grade 4 children, CBCA significantly discriminated between the Live Event and Lightly Coached conditions, but not between the Live Event and Heavily Coached conditions. Thus, although CBCA accurately distinguished credible from lightly coached reports by this older group of children, reports of the heavily coached children fooled CBCA evaluation. For Grade 2 children, CBCA did not discriminate between the three conditions. This result raised questions about the applicability of CBCA to the reports of younger children. Results of the other two tests of quantitative and qualitative characteristics indicated that these systems did not aid in discriminating between credible and noncredible reports. The implications of these findings for the empirical validation of CBCA and for the use of this system in making credibility decisions in the forensic context are discussed. At this point in time, the assessment of CBCA is still taking place. Until further testing is completed, CBCA should be viewed as one approach to credibility assessment that has clinical support but limited empirical validation. / Arts, Faculty of / Psychology, Department of / Graduate

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Sept. 18, 2008). PDF text: iii, vi, 155 p. ; 4 Mb. UMI publication number: AAT 3303721. Includes bibliographical references. Also available in microfilm and microfiche formats.

In recent years, assessment policies and practices in language teaching programs worldwide have been changing in a number of ways at both system and classroom levels. To improve efficiency and effectiveness, some countries have introduced standardised tests and others have introduced outcome-based approaches which use teacher-conducted assessments as a basis for reporting learners’ progress and achievement against system-wide or national standards. It is particularly worth noting that assessment is currently moving away from the use of standardised multiple-choice tests to more complex performance-based assessments. This paradigm shift has led to changes in assessment approaches from a norm-referenced grading to a criterion-referenced grading. Japan is one of a number of countries that has introduced a criterion-referenced approach to assessment. This research case study investigates a criterion-referenced assessment system implemented in 2004 for English at lower secondary schools in Japan. The study examines the perceptions held by English teachers about the new assessment system, the way the assessment has impacted on their practices and the basis of their decisions about assessing students’ achievement. Data sources include policy documents, teacher questionnaires, interviews with teachers and non-teaching educators, and teaching and assessment materials. These data are examined using a qualitative and interpretive approach. The study focuses on the assessment implementation process itself and on the subsequent changes that need to be further adapted by the teachers as they enact the new policies. It defines the kind of support teachers need in order to practice consistent and valid assessment. The conclusions from the study support the findings of other similar studies and suggest that changing one component on its own can not bring about a change. The findings suggest that it is important that a proposed innovation ensures the harmonious relationship amongst key components such as curriculum/syllabus, teaching materials, and examinations, and is grounded in local experience and educational realities in order to prevent conflict situations arising. They suggest that it is necessary to take time to develop a good understanding of key concepts embedded in the innovation, to examine teacher factors such as their beliefs and teaching practice, and to provide teachers with ongoing professional development, in the process of implementing the innovation. The study concludes with recommendations for a successful implementation of a new assessment system, and with a reflection on the bilingual research process.

In recent years, assessment policies and practices in language teaching programs worldwide have been changing in a number of ways at both system and classroom levels. To improve efficiency and effectiveness, some countries have introduced standardised tests and others have introduced outcome-based approaches which use teacher-conducted assessments as a basis for reporting learners’ progress and achievement against system-wide or national standards. It is particularly worth noting that assessment is currently moving away from the use of standardised multiple-choice tests to more complex performance-based assessments. This paradigm shift has led to changes in assessment approaches from a norm-referenced grading to a criterion-referenced grading. Japan is one of a number of countries that has introduced a criterion-referenced approach to assessment. This research case study investigates a criterion-referenced assessment system implemented in 2004 for English at lower secondary schools in Japan. The study examines the perceptions held by English teachers about the new assessment system, the way the assessment has impacted on their practices and the basis of their decisions about assessing students’ achievement. Data sources include policy documents, teacher questionnaires, interviews with teachers and non-teaching educators, and teaching and assessment materials. These data are examined using a qualitative and interpretive approach. The study focuses on the assessment implementation process itself and on the subsequent changes that need to be further adapted by the teachers as they enact the new policies. It defines the kind of support teachers need in order to practice consistent and valid assessment. The conclusions from the study support the findings of other similar studies and suggest that changing one component on its own can not bring about a change. The findings suggest that it is important that a proposed innovation ensures the harmonious relationship amongst key components such as curriculum/syllabus, teaching materials, and examinations, and is grounded in local experience and educational realities in order to prevent conflict situations arising. They suggest that it is necessary to take time to develop a good understanding of key concepts embedded in the innovation, to examine teacher factors such as their beliefs and teaching practice, and to provide teachers with ongoing professional development, in the process of implementing the innovation. The study concludes with recommendations for a successful implementation of a new assessment system, and with a reflection on the bilingual research process.

Thesis (Ph. D.)--University of Iowa, 2007. / Thesis supervisor: Timothy N. Ansley. Includes bibliographical references (leaves 115-122).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Feb. 17, 2009). PDF text: 142 p. ; 2,127 Kb. UMI publication number: AAT 3326864. Includes bibliographical references. Also available in microfilm and microfiche formats.