This research examined the Chinese National College Entrance Examination (NCEE) in mathematics before and after the Great Proletarian Cultural Revolution, specifically covering the periods 1952–1965 and 1977–1984. The central focus was on the organization, structure, and content of the examinations, as well as their influence on and interaction with Chinese people and society. A mixed methodology approach was employed, primarily comprising three steps: (1) scrutinizing the sources and coding the information into structured formats, (2) organizing the data and tracking trends and changes, and (3) synthesizing the findings to formulate conclusions. Key findings included: (1) An increase in the number of items from 1979 to 1984, attributed to the introduction of new question formats following international collaboration between China and the United States. (2) A shift in topic coverage from traditional to modern subjects after 1976, reflecting curriculum concerns raised by Chinese mathematicians who advocated for educational content to evolve with societal and human development. (3) A decrease in item difficulty during the post-war and post-revolutionary periods of 1952, 1953, and 1977, reflecting the education system’s recovery from disruption and generally lower quality of teachers and students. (4) A shift toward an exam-oriented approach in teaching and learning, with its negative ramifications leading to criticisms from Chinese society and the eventual abolition of the NCEE system in 1966.

No description available.

This study had four purposes. They were to determine whether accounting tests used during the 1989 Virginia FBLA regional accounting competitive events were reliable, valid, comprised of test items at appropriate difficulty levels, and to ascertain if the curricular drift was present. Secondary-level high school business students, all of whom were members of Virginia FBLA, participated in this study. Nine of the 11 Virginia FBLA regions were represented in this study. Test scores for 152 students were obtained for Accounting I and 81 students for Accounting II. The researcher examined the tests for reliability by applying Kuder-Richardson Formula 20 (KR-20). Both the Accounting I and Accounting II tests were found to have low reliability estimates, .81 and .78 respectively. / Master of Science

The interdependent relationship which exists between personality characteristics of adolescents and their achievements in oral examinations have been investigated. The following related aspects were studied in the literature: * * * The role of oral evaluation in English. Personality characteristics which are meaningful to achievement in oral work. Ways to measure personality with special reference to the High School Personality Questionnaire. An empirical study inter alia revealed the following: {i) Low oral achievers are emotionally less stable than high achievers. (ii) Verbal intelligence, emotional instability, anxiety experience and introvertedness play an influential role in achievement in oral work. (iii) Girls tend to achieve better in oral work in the secondary school than boys. The educational implications of the investigation relate to the adequate becoming-adult of the adolescent. The role of the educand's personality in oral examinations and the need of teachers to possess more information about this matter during evaluation, have been revealed in this study. / Psychology of Education / M. Ed. (Psychology of Education)

Anyone desiring to qualify as an accountant or auditor is required to pass an examination as approved by the Public Accountants' and Auditors' Board to establish whether candidates have attained the required standard of academic knowledge in terms of the syllabi laid down by the Board, as well as whether they are able to apply that knowledge in practice (P AAB, 1995). However each year many students fail this very important examination. The reasons for this are not clear and the purpose of this research is to determine whether: personality; vocational interests; intelligence; matriculation Mathematics and home language (English/ Afrikaans) results, predict success in the QE, by comparing a group of successful and unsuccessful QE candidates. The logistic regression, discriminant analysis and t-test statistical procedures, indicated that: warmth (A), liveliness (F), rule-consciousness (G), social boldness (H), apprehension (0), self-reliance (Q2), perfectionism (Q3), tension (Q4), computational interest, social services interest, mechanical interest, Mental Alertness and matriculation home language, are significant factors to consider when identifying candidates likely to be successful in the QE. / Industrial & Organisational Psychology / MCOM (Industrial Psychology)

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

by Siu Lai Ping, Teresa. / Thesis (M.A. Ed)--Chinese University of Hong Kong, 1983 / Bibliography: leaves 60-64

杨志明. / 呈交日期: 2003年2月. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 115-120). / 中英文摘要. / Cheng jiao ri qi: 2003 nian 2 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Yang Zhiming. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 115-120).