Thesis (Ph. D.)--Columbia University, 1925. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 161. Bibliography: p. 119-121.

Thesis (Ph. D.)--Illinois State University, 1988. / Title from title page screen, viewed September 8, 2005. Dissertation Committee: Mary Ann Lynn, John L. Brickell (co-chairs), Thomas W. Nelson, Sally B. Pancrazio, William F. Stimeling. Includes bibliographical references (leaves 173-179) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 112-125).

Thesis (Ph.D.)--Ohio University, November, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 167-182)

Thesis (Ph.D.)--Ohio University, June, 2004. / Title from PDF t.p. Includes bibliographical references (p. 167-188)

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In 2010, the Royal College of Radiologists introduced workplace-based assessments to the postgraduate training pathway for clinical radiologists in the UK. Whilst the system served the purpose of contributing to high-stakes annual judgements about radiology trainees’ progression into subsequent years of training, it was primarily intended to be formative. This study was prompted by an interest in whether the new system fulfilled this formative role. Data collection and analysis spanned the first three years of the new system and followed a multi-methods approach. Descriptive statistical analysis was used to explore important parameters such as the timing and number of assessments undertaken by trainees and assessors. Using the literature and an iterative analysis of a large sample of trainee data, a coding framework for categories of feedback quality enabled assessors’ written comments to be explored using deductive and inductive qualitative analysis, with inferential statistical analysis of coded assessor feedback statements. For example, Ragin’s (1987, 2000, 2008) qualitative comparative analysis, QCA, was used to explore whether the assessments met necessary and/or sufficient conditions for high quality feedback. Pairs of assessor-trainee feedback comments were also analysed to establish whether any dialogic feedback interactions occurred. The study presents evidence that despite its intentions, the new system is generally failing to meet its primary, formative aim. As a consequence, the influence of negative washback on assessment practice was reflected in a number of findings. For example, there was evidence of trainees taking an instrumental approach to the assessments, undertaking only the prescribed minimum of assessments or completing assessments in the later stages of placements. Combined with evidence of retrospective assessment, i.e. after completion of the placements, the observed patterns of assessment over the three years are consistent with a box-ticking approach. This study explores the contextual policy and practice dimensions underpinning these and related findings and discusses the implications and recommendations for future arrangements.

Teachers’ perceptions are that currently dissemination in schools is ineffective and must change. The tensions that surround the dissemination of the reports are late arrival of Examiners’ reports which clash with preparation of learners for the first term examinations. Furthermore, the time the Examiners’ reports get into teachers’ hands are late and thus result in teachers rushing through it to incorporate the recommendations given in it in the second term or in some instances teachers do not attend to it at all. The number of copies of the Examiners’ reports provided to schools appears to be inadequate. HODs still having to duplicate reports before disseminating them add to their work load and further delay dissemination of the reports to individual subject teachers. Although the teaching and learning approach in Namibian classrooms should be based on LCE, dissemination of the actual physical reports are currently restricted to teachers only with them only verbally communicating feedback given in the reports to their learners. Support in dissemination of Examiners’ reports from peers and superiors in the majority of the schools appear to be lacking. Changes would like to be seen in the timing the Examiners’ reports are available at schools, the number of hard copies provided to schools and exploring and embarking on alternative ways of disseminating the reports. The percentage of utilization of the Examiners’ reports is relatively high, yet still not the optimum. A reasonable number of Namibian learners are disadvantaged and not exposed to a source of information that can make their Biology learning more efficient because some of their teachers are not using Examiners’ reports in their teaching. The main reason for non-utilization of the reports by Biology teachers is a result of inefficient dissemination at individual schools. The argument being that if the reports are not given to the teachers they and especially novice teachers will not know about the existence of this useful teaching and learning resource. Examiners’ reports are an important and systematic impartial source of high quality data on learning in the Namibian education system. Therefore, effective dissemination and utilization of the reports must be advocated and strengthened. DNEA and the Khomas regional office should embark on tapping into available development in information technology by doing research into the possibility of disseminating the Examiners’ reports electronically. A pilot in this regard should be conducted in the Khomas region as a measure to ensure dissemination can become more efficient in the future. To ensure that teachers optimally utilize the Examiners’ reports, they should be provided to schools when the school first term commences. The Khomas regional office should strengthen their involvement in utilization by arranging annual workshops where the content of the reports can be discussed to ensure that the feedback given in the reports can aid in developing and strengthening Biology teachers’ subject content knowledge as well as pedagogical content knowledge. Optimal utilization of Examiners’ reports can enable mediation in learners which can ensure effective learning and mastery of Biology by learners which can ultimately lead to an improvement in pass rate in Biology. Therefore, appropriate support to aid teachers’ professional development can enhance maximum utilization. Furthermore, an area for future research could be to give the Examiners’ reports to learners to determine the impact it has on their learning.

Afrikaans text / In hierdie studie is die ontwikkeling van 'n meetmiddel vir die evaluering van mondelinge taalvaardigheid ondersoek. Relevante literatuur is bestudeer om duidelikheid te verkry oor die begrip mondelinge taalvaardigheid en die belangrikheid daarvan as sleutel tot kommunikasie, oor die probleme random mondelinge taalvaardigheid, die onderrig daarvan, die evaluering daarvan en die probleme wat met die evaluering daarvan verband hou. Die vereistes waaraan meting in die algemeen en die evaluering van mondelinge taalvaardigheid in die besonder moet voldoen, asook die faktore wat dit kan bel'..nvloed, is ondersoek. Van die bestaande toetse en metodes vir die evaluering van mondelinge taalvaardigheid is ontleed. 'n Alternatiewe model vir die ontwikkeling van 'n toets of metode wat die evaluering van mondelinge taalvaardigheid so geldig en betroubaar moontlik behoort te maak, is ontleed. Die probleme wat met so 'n evalueringsmetode gepaard sou gaan, is ontleed en moontlike oplossings daarvoor is gevind. Riglyne vir die ontwikkeling en die standaardisering van toetse in die algemeen en van mondelinge taalvaardigheid in die besonder is verkry. Onderwerpe waaruit 'n toets vir die evaluering van mondelinge taalvaardigheid in Afrikaans saamgestel kon word, is geskryf, gekeur en volgens spesifieke voorskrifte eksperimenteel uitgetoets. Die mondelinge taaluitinge is op klankkasset opgeneem en volgens vaste riglyne geevalueer. Statistiese verwerkings is uitgevoer en op grand van die verkree resultate is agt toetsvorms saamgestel. Een van die toetsvorms is saam met 'n ongestandaardiseerde mondelinge taalvaardigheidstoets en 'n objektiewe taaltoets, wat as kriteria vir die geldigheidsbepaling daarvan moes dien, in die praktyk toegepas. Dieselfde vorm is daarna saam met 'n tweede vorm van die toets toegepas om ook die geldigheid daarvan te bepaal. Na aanleiding van die empiriese gegewens is gevolgtrekkings oor die geldigheid en ander statlstiese eienskappe van die toets gemaak. Op grand daarvan is spesifieke aanbevelings oor die gebruik van die toets as model vir die evaluering van mondelinge taalvaardigheid gemaak. / In this study the development of a measuring instrument for the evaluation of oral language proficiency was investigated. Relevant literature was studied to reach a better understanding of the term oral language proficiency and in particular, its relevance to effective communication, the problems underlying oral language proficiency, the teaching thereof and the problems inherent in its evaluation. The requirements for a measuring instrument in general, and for the evaluation of oral language proficiency in particular, and the factors which influence such measurement were also investigated. A number of existing tests and methods for the evaluation of oral language proficiency were analysed. An alternative model for the development of a method to improve reliability and validity in the evaluation of oral language proficiency was examined. The problems connected to such a method were analysed and possible solutions were suggested. Guide-lines for the development and standardization of tests in general, and of oral language proficiency tests in particular, were recommended. Suitable topics for inclusion in a test for the evaluation of oral language proficiency in Afrikaans were compiled, selected and applied on an experimental basis according to specified directions. The oral responses of the testees were recorded on sound cassettes and evaluated according to specified directions. Statistical calculations were executed and on the basis of the results, eight test forms were finalized. One of the test forms, together with a non-standardized oral language proficiency test and a standardized objective language proficiency test which served as criteria for the determination of the validity of the test, was applied officially. The same test form, together with a second form of the test, was subsequently applied to a different group of testees in order to determine the validity of the second test form as well. On the basis of the empirical data, conclusions about the validity and other statistical characteristics of the test could be made. This in turn led to specific recommendations concerning the use of the test to serve as a model for the evaluation of oral language proficiency. / Educational Studies / D. Ed. (Empiriese Opvoedkunde)