The researcher selected a quantitative cross-sectional design to test the concurrent validity of learning potential and psychomotor ability by evaluating the relationships between mining machine operators’ learning potential and psychomotor ability as well as their work safety behaviour. Work safety behaviour was considered indicative of their capability to operate a moving machine. The utilization of measuring instruments capable of measuring their learning potential and psychomotor ability and measuring safety behaviour by means of their safety score cards provided the required measurement data. The study involved a quantitative investigation into the relationship between learning potential and psychomotor ability as independent variables and safety behaviour as dependent variable. De Vos, Strydom, Fouche and Delport (2002, p.79) defined quantitative research as “based on positivism, which takes scientific explanation to be nomothetic. Its main aims are to measure the social world objectively, to test hypotheses and to predict and explain human behaviour. A quantitative study may therefore be defined as an inquiry into social or human problems based on testing a theory composed of variables, measured with numbers and analysed with statistical procedures in order to determine whether the predictive generalization of the theory holds true.” The aim of the study was to determine the learning potential and psychomotor ability of mining machine operators as well as compare the following sub-groups (based on the biographical variables): age, years’ experience, educational level and gender. The respondents’ work safety behaviour was measured and the relationship between the two measures of the independent variables (learning potential and psychomotor ability) and work safety behaviour determined. / Industrial & Organisational Psychology / (M.Comm. (Industrial and Organisational Psychology))

The changing nature of work and its competitive characteristics are global phenomena and are mainly fuelled by ongoing technological advancement. This creates unique challenges for talent attraction and the retention of high performing individuals. In addition, the global workforce is becoming more diverse due to demographic, societal and cultural changes and companies are placing greater demands on employee competency and performance. Managing the human factor as a strategic asset in organisations remains a primary challenge in securing a competitive advantage. The road construction industry in South Africa is no different. There is growing competition between civil engineering contractors to secure tenders and to maximise profitability. This is only possible with a sufficient and sustainable labour force. Valid selection processes are therefore required to ensure that the most productive individuals are selected for the most suitable jobs. Reliable and valid performance predictors will assist employers in making appropriate selection decisions. Selecting high performing individuals will support and enhance overall organisational performance. ix In this study the investigation focused on whether psychomotor ability and learning potential are statistically significant predictors of work performance - with specific reference to drivers and machine operators in a road construction company. A quantitative approach was followed to investigate the relationships between variables, or then the prediction of one dependent variable (driver and machine operator performance) by means of two independent variables (psychomotor ability and learning potential). Results from the study did not indicate any statistically significant relationships between the variables. Only scientifically validated assessment instruments were used in the study - which means the findings led to a renewed focus on the importance of performance measurement and the psychometric quality (reliability and validity) of performance data. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

本研究主要目的在瞭解透過動態評量回饋系統輔助教學對提升國中數學學習成效及數學學習態度的影響。本研究針對新北市某國中八年級兩班學生共38人，每週進行五節，總計為六週之數學教學實驗。本研究採準實驗研究設計，自變項為教學模式，在實驗組以動態評量回饋系統融入學習之數學教學課程而在對照組使用一般傳統教學方法進行數學評量及回饋課程。依變項為「數學學習成效測驗」、「數學學習態度量表」，共變項為八上三次段考平均。以單因子共變數分析與二因子重複量數混合設計變異數分析進行統計分析，研究結果如下: 一、在數學科學習成效方面：以動態評量回饋系統輔助數學教學，能提升數學科學習成效。 二、在數學學習態度方面：在數學學習態度分向度之「外在動機」向度上，實驗組與對照組有顯著差異，證實以動態評量回饋系統輔助數學教學，能提升數學學習態度之外在動機。在數學學習態度整體面向並未有顯著差異，證實以動態評量回饋系統輔助教學並未能提升數學整體學習態度。 三、學生對動態評量回饋系統輔助教學的回饋： 1、學生普遍具有正向、積極的反應。 2、學生願意多花時間來加強數學的學習。 綜上所述，本研究針對結果提出具體建議，以提供教學設計、數學教學及未來相關研究之參考。 / The purpose of this study was to investigate junior high school students’ mathematics learning achievement by using a Dynamic Assessment and Feedback (DAF) system. The overall investigation process is designed as a quasi-experiment, where two classes of eighth-grade junior high school students in New Taipei County were randomly assigned to either the experimental(n=18) or the control groups(n=20). It took totally six weeks, and there were five classes per week to perform the instructional experiments. In the experiments, the independent variables were instructional strategies and the dependent variables were Mathematics Achievement Test and Mathematics Learning Attitude. The measurement instruments include Questionnaire for Mathematics Learning Attitude, Mathematics Achievement Test, and Questionnaire for Students’ Perception of Mathematics Instruction with DAF system. According to the students’ Mathematics Achievement Test, the statistical analysis was performed by one-way ANCOVA. By conducting t-test for the scores of the math learning attitude measurement, the analysis of math learning attitude was carried out by the two-way Mixed ANOVA. After analyzing the data, the findings of this study are summarized below: 1.Mathematics Achievement: The experimental group scored higher in the Mathematics achievement test than the control group did. 2.Mathematics Learning Attitude: No significant interaction between the teaching methods was found in attitude for learning Mathematics. A significant difference was found between the experimental group and the control group in their extrinsic motivation for Mathematics Learning Attitude. 3.The students’ feedback after the (DAF) system mode: I.Most students in the experimental group did enjoy the DAF system. II.Most students were willing to spend more time using the DAF system to practice Mathematics. Finally, based on these findings, this study proposes several suggestions for school administrators, teachers in junior high school math curriculum and future research are also discussed.

The thesis deals with topics of Attention deficit hyperactivity disorder (ADHD) and dynamic assessment. The first section briefly characterizes ADHD and it provides an overview of studies on interventions for ADHD pupils in school settings. Specifically, the effect of incentive therapy and daily report cards, adjustments in the school environment and during the lessons, and finally the intervention supporting the development of homework, planning and organizational skills are discussed. The next part of the theory focuses on dynamic assessment and its use in identifying the learning potential of pupils with special educational needs, learning and social disadvantage, or gifted pupils. The empirical part verifies the use of dynamic assessment in pupils with ADHD. The aim was to evaluate the effect of the mediation phase on performance in the posttest of The Seria- Think Instrument among pupils with ADHD. As a result, pupils with ADHD improved their posttest performance. The benefit of the mediation phase in this research was observed in reducing the number of insertions of wooden sticks into the wholes, in changing the problém solving strategy, and in shortening the time of tasks performance. Keywords: ADHD, dynamic assessment, intervention, The Seria-Think Instrument, Tzuriel, mediation phase,...

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

The changing nature of work and its competitive characteristics are global phenomena and are mainly fuelled by ongoing technological advancement. This creates unique challenges for talent attraction and the retention of high performing individuals. In addition, the global workforce is becoming more diverse due to demographic, societal and cultural changes and companies are placing greater demands on employee competency and performance. Managing the human factor as a strategic asset in organisations remains a primary challenge in securing a competitive advantage. The road construction industry in South Africa is no different. There is growing competition between civil engineering contractors to secure tenders and to maximise profitability. This is only possible with a sufficient and sustainable labour force. Valid selection processes are therefore required to ensure that the most productive individuals are selected for the most suitable jobs. Reliable and valid performance predictors will assist employers in making appropriate selection decisions. Selecting high performing individuals will support and enhance overall organisational performance. ix In this study the investigation focused on whether psychomotor ability and learning potential are statistically significant predictors of work performance - with specific reference to drivers and machine operators in a road construction company. A quantitative approach was followed to investigate the relationships between variables, or then the prediction of one dependent variable (driver and machine operator performance) by means of two independent variables (psychomotor ability and learning potential). Results from the study did not indicate any statistically significant relationships between the variables. Only scientifically validated assessment instruments were used in the study - which means the findings led to a renewed focus on the importance of performance measurement and the psychometric quality (reliability and validity) of performance data. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

Pour répondre à trois enjeux principaux que sont la sûreté des installations, le respect d'exigences règlementaires et l'optimisation des moyens de production, EDF-DTG a développé un réseau d'observations qui comprend les paramètres climatiques tels que la température de l'air, les précipitations et l'enneigement, mais aussi le débit des rivières. Les données collectées permettent la surveillance en « temps réel » des cours d'eau ainsi que la réalisation d'études hydrologiques quantitatives ou de dimensionnement qui nécessitent de disposer de séries patrimoniales de références. Assurer la qualité des données de débits est donc un enjeu de première importance. On ne mesure pourtant pas en continu le débit d'un cours d'eau car les dispositifs à mettre en œuvre restent onéreux et difficilement techniquement réalisable. Le plus souvent, c'est à partir de mesures en continu du niveau des rivières que l'on déduit le débit de ces dernières. Des mesures ponctuelles de débits appelées « jaugeages » permettent de caler un modèle hauteur-débit nommé « courbe de tarage ». Ce sont les équipements installés sur les rivières pour la mesure des niveaux qui sont dénommés « station d'hydrométrie ». Force est de constater que l'ensemble de ce processus constitue une manière indirecte de détermination du débit dont le niveau d'incertitude mérite d'être décrit. À chacune des valeurs de débit produites peut être associé un intervalle de confiance qui tient compte des incertitudes de chacune des étapes. La rapidité de variation de la relation hauteur-débit rend souvent difficile le suivi en temps réel du débit alors que les besoins de la surveillance temps réel des ouvrages imposent une bonne fiabilité des données en continu. Or, en ce qui concerne les stations les moins stables, la méthode historique pour produire la courbe de tarage qui repose sur une construction à partir d'un nombre suffisant de jaugeages chronologiquement contigus et bien répartis sur la plus grande gamme possible reste mal adaptée aux changements rapides ou cycliques de la relation hauteur-débit. Elle ne prend pas assez en compte les phénomènes d'érosion et de sédimentation rapides ainsi que la croissance saisonnière d'herbiers car la capacité à réaliser des jaugeages par les équipes de gestion reste en général assez limitée. Ainsi, pour améliorer la qualité et la fiabilité des données de débits, ces travaux de thèse explorent une méthode de tracé dynamique des courbes de tarage et un calcul des incertitudes associées. Une gestion dynamique de la courbe de tarage est créée de sorte que chaque jaugeage donne lieu au tracé d'une nouvelle courbe de tarage. Après le tracé, un modèle d'incertitudes est construit autour de chaque courbe de tarage. Il prend en compte les incertitudes des jaugeages, les erreurs sur la mesure de hauteur d'eau, la sensibilité de la relation hauteur-débit et l'incertitude sur le tracé lui-même. Une approche variographique est utilisée pour faire vieillir les jaugeages et les courbes de tarage afin d'obtenir un intervalle de confiance augmentant avec le temps, et se réactualisant à chaque nouveau jaugeage puisque ce dernier donne lieu au tracé d'une nouvelle courbe de tarage, plus fiable car plus récente pour l'estimation des débits à venir. Des chroniques de débit sont enfin obtenues de façon homogène et avec un intervalle de confiance prenant en compte le vieillissement des courbes générées. En prenant mieux en compte la variabilité des conditions d'écoulement et la vie des stations, la méthode créée et son modèle d'incertitudes permet de construire des outils de gestion et d'optimisation d'exploitation des points de mesure. Elle répond à des questions récurrentes en hydrométrie comme : « Combien de jaugeages faut-il réaliser en une année pour produire des données de débit avec une incertitude moyenne de X% ? » et « Quand et dans quelle gamme de débit réaliser ces jaugeages ? ». / Dealer or owner operator of electricity production structures, EDF is responsible for their operation in safe condition and for the respect of the limits imposed by the regulations. Thus, the knowledge of water resources is one of EDF main concerns since the company remains preoccupied about the proper use of its facilities. The knowledge of streamflow is one of its priorities to better respond to three key issues that are plant safety, compliance with regulatory requirements, and optimizing the means of production. To meet these needs, EDF-DTG (Division Technique Générale) operates an observation network that includes both climatic parameters such as air and temperature, then the precipitations and the snow, but also the streamflow. The data collected allows real time monitoring of rivers, as well as hydrological studies and the sizing of structures. Ensuring the quality of the stream flow data is a priority. Up to now it is not possible to measure continuously the flow of a river since direct measurements of discharge are time consuming and expensive. In common cases the flow of a river can be deduced from continuous measurements of water level. Punctual measurements of discharge called gaugings allow to develop a stage-discharge relationship named rating curve. These are permanently installed equipment on rivers for measuring levels that are called hydrometric station. It is clear that the whole process constitutes an indirect way of estimating the discharge in rivers whose associated uncertainties need to be described. Quantification of confidence intervals is however not the only problem of the hydrometer. Fast changes in the stage-discharge relationship often make the streamflow real time monitoring quite difficult while the needs of continuous high reliability data is obvious. The historical method to produce the rating curve based on a construction from a suffcient number of gaugings chronologically contiguous and well distributed over the widest possible range of discharge remains poorly adapted to fast or cyclical changes of the stage-discharge relationship. The classical method does not take suffciently into account the erosion and sedimentation processes as well as the seasonal vegetation growth. Besides, the ability to perform gaugings by management teams generally remains quite limited. To get the most accurate streamflow data and to improve their reliability, this thesis explores an original dynamic method to compute rating curves based on historical gaugings from a hydrometric station while calculating the associated uncertainties. First, a dynamic rating curve assessment is created in order to compute a rating curve for each gauging of a considered hydrometric station. After the tracing, a model of uncertainty is built around each computed rating curve. It takes into account the uncertainty of gaugings, but also the uncertainty in the measurment of the water height, the sensitivity of the stage discharge relationship and the quality of the tracing. A variographic analysis is used to age the gaugings and the rating curves and obtain a final confidence interval increasing with time, and actualizing at each new gauging since it gives rise to a new rating curve more reliable because more recent for the prediction of discharge to come. Chronological series of streamflow data are the obtained homogeneously and with a confidence interval that takes into consideration the aging of the rating curves. By taking into account the variability of the flow conditions and the life of the hydrometric station, the method can answer important questions in the field of hydrometry such as « How many gauging a year have to be made so as to produce stream flow data with an average uncertainty of X\% ? » and « When and in which range of water flow do we have to realize those gaugings ? ».

(in English): This thesis introduces the issue of reliability and validity of the dynamic assessment methods. In the theoretical part, the author briefly presents specifics of the dynamic assessment and various ways of verifying reliability and validity in the context of dynamic assessment. The text then summarizes ways of verifying reliability and validity for specific methods of the dynamic assessment based on experience from mostly foreign studies. The empirical part of the thesis aims to examine the relationship between the outputs of the ACFS method and characteristics of the assessors and subsequently to propose an optimal approach to the examination of the dynamic assessment methods. The results showed that the assessor was a statistically significant factor to the magnitude of the change in all ACFS scales. However, a more detailed analysis showed that the difference between the assessors varied across subtests. The qualitative analysis did not signify any relevance of specific characteristics to the differences between the assessors.

Dynamic assessment, as manner of alternative process-based assessment, is currently at a cross-roads chiefly characterised by, at times, vague conceptualisation of terminology, blurred demarcation as to its model and theory status and at times ill-defined fundamental philosophy. As a movement in modern psychological assessment within the broader field of intelligence, dynamic assessment does not present with a coherent unifying theory as such and due to its lack of clarity in a number of key areas its eventual disuse might well be the final outcome of this method and its unique history and methodology. In pursuit of this study’s main goal, dynamic assessment models and theories are critically explored by means of a meta-theory largely inspired by the work K.B. Madsen, a Danish meta-theorist and pioneer in theoretical psychology. Madsen’s meta-theory is attenuated in order to suit the nature and purposes of this study; so as to better analyse dynamic assessment within intelligence research and assessment. In its primary aim, this study builds on a foundation of epistemological and ontological considerations within science in general, the social sciences and psychology in particular. In keeping with Madsen’s method of meta-theory analysis, the author’s predilections are stated at the outset in order to place the progression of analyses of the various models and theories within dynamic assessment. Dynamic assessment and intelligence are discussed and a brief digression into the history of Soviet psychology is offered as it is pertinent to the work of Lev Vygotsky and its subsequent influence within process-based assessment. Theory and model development within science and the social sciences are described from a philosophy-of-science vantage point. Psychological assessment’s prime considerations are critically explored and the discussion highlights the role played by the philosophical aspects of mathematics and statistical foundations as leveraging measurement within assessment. Particular attention is paid to the perennial controversy surrounding null hypothesis significance testing and the possible future directions that can be explored by and within dynamic assessment which lends itself to approaches less restrictive than those offered by mainstream statistics. The obvious and not so obvious aspects within the mathematical, statistical and measurement foundations are critically explored in terms of how best dynamic assessment can manoeuvre within the current mainstream psychological assessment system and how new models of item response theory suited to change-based assessment can be explored as possible manner of handling the gain score issue; itself a paradoxical state of affairs within classical and modern test theory. Dynamic assessment’s past has in large part been dictated by mainstream considerations in the areas mentioned and in order to place itself on an alternative path these considerations are critically assessed in terms of dynamic assessment’s future path. Dynamic assessment and its place within the broader intelligence assessment field is then investigated by means of the meta-theory developed. It is envisaged that the intuitive appeal of dynamic assessment will continue to garner support from practitioners across the globe, specifically those trained in countries outside the traditional stronghold of Western psychological theory. However, the position taken in this argument is that in order to ensure its survival it will need to make a decision in terms of its future progress: either to branch off from mainstream assessment altogether or to become fused within mainstream assessment. The “best of both worlds” scenario has obviously not worked out as it was originally hoped. The study concludes with the meta-theoretical exploration of dynamic assessment within intelligence by utilising a small selection of current models. The application of the attenuated Madsenian framework seeks to explore, place and ascertain the nature of each model regarding the ontological and philosophical status of the approach; the nature of the hypothetical terminology, scientific hypotheses and hypothesis system utilised and lastly the nature of the abstract data, concrete data and prime considerations as implicit concerns within the varied approaches. An HQ score is calculated for each such model and is a partial indicator of the testability (verifiability or falsifiability) of the model in question. The models are thus couched in meta, hypothetical and data strata and can be positioned on a continuum of sorts according to which tentative claims can be made regarding the veracity of the approach behind each model. The study concludes with two appendices; a meta-analysis which was conducted on South African research in the field of dynamic assessment (1961-2002) and which cumulated in a significant effect size evidencing an overall positive effect that dynamic assessment has had as an alternative intervention technique in comparison to conventional or static based assessment models. In order to encourage replication of this study, all details pertaining to the studies included for consideration in the meta-analyses are attached in section 2 of this appendix. Secondly, an informal content analysis was conducted on eleven responses to questionnaires that were originally delivered to one hundred dynamic assessment practitioners and researchers across the globe. The purpose of the questionnaire was to ascertain information on core issues within dynamic assessment, as these fundamental issues were considered as pivotal in the future of this approaches’ eventual development or stagnation. The analysis concluded that dynamic assessment is indeed perceived to be at a crossroads of sorts and thus supported the initial hypothesis stated above. It is hoped that this theoretical study will aid in aligning dynamic assessment in a manner such that its eventual place in psychological assessment will be solidly grounded, theoretically defensible and viable as alternative manner of assessment. / Thesis (PhD (Psychology))--University of Pretoria, 2007. / Psychology / PhD / PhD / unrestricted