譚秀影. / "2008年8月". / "2008 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 163-170). / Abstracts in Chinese and English. / Tan Xiuying. / Chapter 第一章： --- 緒論 / Chapter 第一節： --- 導言 --- p.3 / Chapter 第二節： --- 前人硏究回顧 --- p.10 / Chapter 第三節： --- 史料簡介 --- p.16 / Chapter 第二章： --- 唐、遼、北宋科舉與官學 / Chapter 第一節： --- 唐代科舉與官學 / Chapter 一 ´Ø --- 唐代科舉 --- p.19 / Chapter 二 ´Ø --- 唐代官學 --- p.21 / Chapter 三 ´Ø --- 唐代科舉與官學關係 --- p.22 / Chapter 第二節： --- 遼代科舉與官學 / Chapter 一 ´Ø --- 遼代科舉 --- p.24 / Chapter 二 ´Ø --- 遼代官學 --- p.25 / Chapter 三 ´Ø --- 遼代科舉與官學關係 --- p.26 / Chapter 第三節： --- 北宋科舉與官學 / Chapter 一 ´Ø --- 神宗熙寧變法前的科舉與官學 --- p.27 / Chapter 二 ´Ø --- 神宗熙寧變法實行後的科舉與官學關係一一以三舍法爲切入點頁 --- p.29 / 小結 --- p.34 / Chapter 第三章： --- 金代科舉與官學簡介 / Chapter 第一節： --- 金代漢人科舉 / Chapter 一 ´Ø --- 金代科舉的演變一一南北分選至倂南北選爲一的過程 --- p.36 / Chapter 二 ´Ø --- 考試程序、科目及時間 --- p.42 / Chapter 第二節： --- 金代漢人官學 / Chapter 一 ´Ø --- 官學槪況 --- p.44 / Chapter 二 ´Ø --- 金代學校經費來源 --- p.45 / Chapter 三 ´Ø --- 官學的整體一一廟與學 --- p.46 / Chapter 第三節： --- 女真進士與女真官學 / 小結 / Chapter 第四章： --- 朝廷政策中科舉與官學關係 / Chapter 第一節： --- 選士方式：科舉考試與學校考選的取向 --- p.53 / Chapter 第二節： --- 興辦官學與進士教育 / Chapter 一 ´Ø --- 官學錄取學生的條件與舉人釋義 --- p.63 / Chapter 二 ´Ø --- 官學講授的內容與應考進士科的關係 --- p.69 / 小結 --- p.70 / Chapter 第五章： --- 晉地進士與官學關係 / Chapter 第一節： --- 進士分佈與官學關係（一）：晉地綜論 --- p.73 / Chapter 第二節： --- 進士分佈與官學關係（二）：府州情況 --- p.77 / Chapter 第三節： --- 進士分佈與官學關係（三）：府州治所及其轄縣情況 --- p.80 / Chapter 第四節： --- 朝廷政策對地方進士及官學關係的影響 --- p.86 / 小結 --- p.91 / Chapter 第六章： --- 結論 / Chapter 第一節： --- 金代科舉與官學關係 --- p.93 / Chapter 第二節： --- 唐至金科舉與官學的演變 --- p.95 / Chapter 附錄一´Ø --- 晉地整體進士表 / Chapter 一(1) ´Ø --- 西京路進士與官學表 --- p.99 / 西京路進士分佈歸納圖 --- p.113 / Chapter 一(2)´Ø --- 河東北路進士與官學表 --- p.114 / 河東北路進士分佈歸納圖 --- p.129 / Chapter 一(3) ´Ø --- 河東南路進士與官學表 --- p.130 / 河東南路進士分佈歸納圖 --- p.149 / Chapter 附錄二´Ø --- 府州學與府州進士分佈表 --- p.151 / 府州進士人數分佈歸納圖 --- p.153 / Chapter 附錄三´Ø --- 應州、太原、澤州地方官學與進士分佈表 --- p.154 / 應州、太原、澤州地方官學與進士分佈歸納圖 --- p.156 / Chapter 附錄四´Ø --- 應州、太原府、澤州轄縣進士分佈及縣學表 --- p.157 / 應州、太原府、澤州轄縣進士分佈及縣學歸納圖 --- p.158 / Chapter 附錄五´Ø --- 晉地地圖 / Chapter 五(1)(甲）´Ø --- 西京路區域圖 --- p.159 / Chapter 五(一)(乙）´Ø --- 西京路轄下各府州區域圖 --- p.160 / Chapter 五(二)(甲）´Ø --- 河東北路、河東南路區域圖 --- p.161 / Chapter 五(二)(乙）´Ø --- 河東北路、河東南路轄下各府州區域圖 --- p.162 / 參考書目 --- p.163

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Applied Statistics / Master / Master of Social Sciences

This study examined the relationship between Indiana's Graduate Qualifying Examination (GQE), a criterion referenced assessment which is a part of the general educational assessment and Indiana's alternate assessment, the Indiana Standards Tool for Alternate Reporting (ISTAR), a teacher rating assessment. The study utilized ISTAR ratings and GQE scores for three years (2003-2005). These data were derived from a secondary data source, the student test number (STN) database at the Indiana Department of Education. Use of the STN protects the confidentiality of personally identifiable information are, protects the confidentiality of students. All students in the study participated in both the GQE and ISTAR assessments. The Pearson correlation coefficient was used to determine the relationship between GQE scores and ISTAR ratings. The results of the Pearson correlation coefficient were mixed. Overall when all students were included in the sample, the relationships were stronger than when only students with disabilities were included in the sample. When only 10th grade students with disabilities were included in the sample for two years, 2003 and 2004, no significant correlation was found in the domain of English/language arts. With a larger sample size in 2005, a significant correlation between GQE scores and ISTAR ratings for 10th grade students with disabilities was determined (r = .31). In the domain of mathematics, all correlations were shown to be significant for both all students and students with disabilities. Even though some evidence of validity was demonstrated, the present study does not provide enough data to make definitive determinations regarding the validity of ISTAR ratings. Additional years of data are needed before any judgments regarding the ratings yielded from the ISTAR instrument can be made. The current study provides a base for future ongoing validation studies. / Department of Educational Leadership

Thesis (M. Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 127-129).

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 127-129). Also available in print.

Thesis advisor: Walter P. Vispoel. Includes bibliographic references (p. 194-196).

The study of poetry has become entrenched in most secondary school English syllabuses, including the English First Language Higher Grade syllabus of the Cape Education Department. This acceptance of poetry as a part of the formal academic programme has, however, been accompanied by a demand that could be considered contrary to the spirit of poetry: that an examination should conclude the study. The problem is exacerbated if this examination is set and controlled by an external body, since the nature and objectives of a standardised, mass examination frequently conflict sharply with the aims of studying poetry. The implications of such control over the examining of poetry go beyond this, however. These include the defining and narrowing of the course of study by means of lists of prescribed poems selected by a committee often far removed from the world of the candidates and the significant combined effect of these lists and the style of questioning adopted by the external examiners on methods of teaching. Furthermore, the influence of the external examination is not restricted to the final year of study; the approach to poetry during the entire senior secondary course (of three years) tends to conform to the pattern laid down by the final examination paper. This domination of the external examination over the study of poetry is acknowledged but not condoned. There is undoubtedly a need for further research into alternative ways of assessing a poetry course. In the face of reality, however, this study seeks to identify and analyse the many features of external control that influence the study of poetry; and to consider ways in which examinations in poetry can be devised, approached and used to the best effect in order to fulfil the aims of studying poetry. The most important of these aims are held to be the pleasure and enjoyment of personal engagement with a poem, where there is a meeting of minds, a generation and deepening of emotion and feeling, extension of awareness and stimulation of imagination.

M.Ed. / The grade 12 Physical Sciences students of 2008 were the first group of South African students to write a National Senior Certificate (NSC) on the new outcomes-based education (OBE) curriculum – the National Curriculum Statement (NCS). Society scrutinised the performance of students in this high stake examination. The outcome was disappointing: 71,3% of the students achieved a mark of less than 40%, and 45% of the group achieved a mark of less than 30%. Concern amongst the educational community, specifically the Department of Education (DOE), initiated a request for research into the possible causes of the poor performance by students in this examination. There are many factors that affect the performance of students, including the misconceptions held by students regarding subject content. This study aims to contribute knowledge about the common misconceptions held by science students regarding Physics. It also investigates the performance of students in explanation-type questions and what explanation-types reveal about student misconceptions. The research design for this study is a content analysis which was carried out qualitatively in two phases. In the primary phase, a sample of student examination scripts was analysed. During the secondary phase, interviews were conducted with grade 12 Physical Sciences students and teachers from one school. The findings of this study are that the following misconceptions are commonly held by students: • Heavier objects exert more force on lighter objects during a collision; • Total external resistance decreases when an external resistor, connected in parallel, is removed; • Energy is lost in certain situations; • A split-ring is found in an AC generator; • The voltage increases when appliances are added to a multi-plug.

M.A. (Applied Linguistics) / The South African English Academy requested that an investigation be undertaken on the feasibility of producing a battery of English proficiency tests in the four modes (listening, speaking, reading and writing) which are free of ethnic labels. For the purpose of this study the aural and oral modes will be developed first as these are the two modes from which language arises. These tests are intended to be universal language tests which will be appropriate for both English first and second language learners. They will be undertaken with mother tongue standards as the first point of departure. It is proposed that mother tongue speakers represent the "universal" standard to which second language speakers aspire, although we are fully aware that native speakers show considerable variation in ability. First language norms will be taken as the norm of performance for this study because it assumed that this is what most second language learners would aspire to. This study will attempt to provide a valid and reliable measuring instrument to facilitate the correct placement of pupils in schools where English is the medium of instruction. Of particular importance is the fact that these are not tests of absolute competence, but are tests of progressive competence. No pupil is a failure, the pupils performance is measured on a continuum of six levels in the senior primary phase. This will enable the teacher to assist each pupil to progress at his own pace according to his own ability. There is a very definite need for performance tests in English since tests of communicative competence in English that are "universal in nature" are not available in South Africa. A standardised test battery aimed at measuring the language proficiency (of the heterogeneous population at the senior primary level) across all four language modes, does not exist in South Africa. The problem is to .develop tests with tasks at the appropriate level for a heterogeneous population and produce evidence regarding their validity. Although subjective and objective assessment methods are commonly used, the merits of the one method as opposed to the other are still debated. The importance of investigating the relationship between the multiple-choice aural test (by means of objective and indirect assessment) and the productive oral test (by means of subjective and direct assessment) cannot be underestimated.