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Thesis (Ph. D.)--University of Pennsylvania. / Bibliography: p. 169-176.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (MTech( Education)) -- Cape Technikon, Cape Town, 1996 / Clinical technology as a profession has been part of the rapid development of modem medical technology in South Africa. From the start the training of clinical technologists consisted of practical in-service training at an academic hospital and a theoretical component completed at a technikon. Questions about the standard of training of clinical technologists have often been raised by members of the profession. An initial opinion pole amongst recently qualified clinical technologists about the evaluation of their theoretical knowledge and practical skills showed that they were not certain what they were tested for in the examinations, or what the practical year mark was awarded for at the end of their experiential training. The question thus arose whether the evaluation of theoretical knowledge and practical skills were really appropriate and relevant. In order to investigate validity of the training process, namely the 'evaluation of clinical technology students, three literature studies were conducted. The first was to determine what acceptable evaluation practice is as regards the evaluation of theoretical content and practical skills. It was apparent from the literature that the inclusion of learning objectives should be the norm for effective goal orientated training and evaluation. The second literature study was conducted to determine the validity of the evaluation of clinical technology students. As a result of this literature study a description was made of the task of professions in the USA similar to clinical technology, the health worker in general and the profession of clinical technology specifically. From this task description it was apparent that the evaluation of clinical technologists' skills should not just include knowledge, comprehension and application, but that one should also test for analysis, synthesis and evaluation. The third literature study conducted was to determine whether Bloom's taxonomy for cognitive objectives could be used to provide a measure of the validity of test items. As a result of this literature study a classification of test items from final year papers was done to determine the cognitive level on which questions were formulated. v This analysis of test items showed that questions were mainly formulated on the knowledge level and did not provide for higher order skills as demanded by the task analysis of the clinical technologist. Referring to the evaluation of practical skills an analysis of the methods used by trainers to award the practical yearmark showed that training and evaluation are not being performed in an effective goal orientated manner. The reason is that trainers do not use training objectives for the development of cognitive, psychomotor and affective skills of students. The conclusion is made that performance evaluation of the theoretical content and practical skills of clinical technology students do not satisfy the criteria of validity. To improve the training and evaluation practice, it is recommended that training objectives for theoretical content and practical skills are formulated, that practical performance tests are designed, and that attention is given to the improvement of the training and evaluation skills of trainers and examiners.

Der vorliegende Artikel nähert sich der Frage, welche Bedingungen Hochschulen erfüllen müssen, um E-Assessments anbieten zu können. Er bietet Hinweise darauf, welche technischen und bauplanerischen Bedingungen erfüllt sein sollten, um diese nach dem gegenwärtigen Stand nachhaltig rechtssicher durchführen zu können. Dabei werden drei Typen für E-Assessment-Center gegenübergestellt: das genuine E-Assessment-Center, E-Assessment-Center in PC-Pools, temporäre E-Assessment-Center (als stationäre und mobile Center). Welches Raumszenario sich für die jeweilige Hochschule eignet, muss fallweise entschieden werden.

In this study, a technique was developed for classifying the manner in which testees came to choose their responses to multiple choice items on a test of Science 20. One hundred thirty-one students enrolled in Science 20 at Alpha Junior Secondary School in School District # 41 (Burnaby) took part in the investigation. The sample comprised five sections taught by two teachers. The aim of the study was to determine if a distinguishable response choice strategy existed for the test under study. The pupils were asked to classify their response choice behaviour into 4 categories: guessing, elimination and guessing, recall, and reasoning. The responses were separated into groups of successful and unsuccessful testees on each of the 60 items of the test. The question was asked: Do successful testees show different response choice behaviour from unsuccessful ones? The hypothesis was tested for each of the 60 items. On 33 of these items, the response choice behaviour of successful testees differed from unsuccessful ones at or above the 95% confidence level. The strategy of response choice appeared to be to try to recall the answer first, and if this was not possible, to rely on reasoning, elimination and guessing, and guessing in that order. Three factors; achievement, difficulty level, and discriminating power; which might influence response choice behaviour were investigated. The results were inconclusive. / Education, Faculty of / Graduate

In 1973 Grade 12 external examinations for high school graduation were re-introduced. This thesis examines the heritage of key concepts central to these policy changes: external examinations, standards and critical thinking. It also reviews the historical context which influenced these decisions. Further, this thesis questions whether examination policy now, or in the past, has led to the encouragement of intellectual excellence. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

From 1983 until 2011 Grade 12 students in the Canadian province of British Columbia were required to write provincial exams in a wide variety of academic subjects, including Biology 12, Chemistry 12, and Physics 12. These government-administered exams may be considered “high stakes” in that they counted for 40% of a student’s mark, were used in part to determine post-secondary admissions and scholarships, and the publicly-available exam results were used in highly publicized school “ranking” systems. A large volume of research literature suggests high stakes exams of this nature dictate the manner in which courses are delivered as teachers feel obliged to “teach to the test” in order to maximize the grades students receive on these exams. A major gap in the literature appears to be an examination of the effects on teacher behaviours and practices when a long-standing high-stakes testing program is eliminated. The decision made by the British Columbia Ministry of Education to remove provincial exams in secondary science at the Grade 12 level in August of 2011 created a unique and original opportunity to examine teacher pedagogical practices following the removal of subject-specific exams. Specifically, the question considered in this investigation centred upon the effect(s) the elimination of provincial exams in Biology 12, Chemistry 12, and Physics 12 had on the pedagogy and work environment of teachers in one British Columbia school district. This investigation followed case study methodology. The primary source of data was interviews with teachers who had experience teaching the three aforementioned courses in both the time of mandatory exams and following exam elimination. Interviews were semi-structured and focussed on the effects of the removal of Grade 12 exams on teacher pedagogy and general practices, classroom resource and time allocation, relations with colleagues, perceived student responses to courses, and exam data usage. The findings from this research suggest that, contrary to popular discourse, exam-generated data is not a valuable pedagogical resource for teachers and a high-stakes exam is not required to ensure full curricular coverage by teachers. In fact, the results suggest the opposite: curricular coverage is enhanced in the absence of a high-stakes exam. Further, not having to spend classroom and external time preparing students for exams has allowed teachers to implement and explore a greater diversity of pedagogical avenues not utilized during the time of exams. Teachers also spoke of reduced pressures in the absence of an exam. Finally, findings of this investigation suggest the presence of an exam greatly affected the way teachers both assessed and motivated students, effects that continue to have repercussions following elimination of provincial exams. / Graduate

A research report submitted in partial fulfillment of the requirements for the degree Master in Audiology, Department of Speech Pathology and Audiology Faculty of Humanities University of the Witwatersrand September 2018 / Newborn hearing screening (NHS) has been successfully implemented in developed countries such as the United States of America and the United Kingdom. This is however not the case in developing countries such as South Africa. The challenges impact on the implementation of such programmes include lack of suitably trained personnel, financial resources for staff and equipment, institutional support and political will. The lack of NHS programmes in South Africa has resulted in the late detection of hearing loss in infants and children and subsequently delayed intervention. In order to address the lack of NHS, a rural clinic-based NHS programme was implemented in July 2014 at three primary health care (PHC) clinics in the Limpopo Province. The main aim of the study was to describe the parental/caregiver perspectives regarding the effectiveness of this rural clinic-based NHS programme. The effectiveness of the programme was also evaluated in terms of meeting national (HPCSA, 2007) and international (JCIH, 2007) benchmarks. A retrospective review of 2 302 audiological records of babies who underwent NHS between July 2014 to June 2015 was conducted. Concurrently, 18 parents of infants who underwent hearing screening as part of the programme were purposefully selected and semistructured interviews were conducted to explore the parental perspectives regarding the programme. The results of the retrospective record review revealed that the mean age of the infants screened during the review period was 112 days (2 – 341; ± 40.26). The overall coverage rate was 87% and the referral rate, 7%. The overall follow-up return rate was 32% and only 15% the infants who failed both the initial and rescreening underwent comprehensive diagnostic assessment to confirm their hearing status. The overall prevalence rate for significant sensorineural hearing loss was 0.4/1000 and 7.8/1000 for middle ear effusion. The parents/caregivers confirmed the perceived effectiveness of the NHS programme. All the participants were satisfied with the programme and confirmed the credibility of the screening programme and screeners. Parents indicated that they were empowered with knowledge regarding the importance of early detection of hearing loss in infants and young children. Accessibility was both a facilitator and a barrier with travel distance and cost the most often cited obstacles to attending follow-up appointments. The findings indicate it is feasible to implement clinic-based NHS programmes that effectively meet the needs of parents/caregivers of infants residing in rural areas of South Africa. Although not all the benchmarks were met within the first year of implementation, the high coverage- and low referral rates are the first steps in improving the outcomes of the screening programme. The study highlight the importance of regular monitoring and evaluation of the NHS programmes to keep track of key outcomes and impacts related to the different components of the programme / MT 2019

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