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Thesis (Ph. D.)--Michigan State University. Dept. of Curriculum, Teaching and Educational Policy, 2008. / Title from PDF t.p. (viewed Aug. 14, 2009). Includes bibliographical references (p. 212-216). Also issued in print.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 211-217). Also available on the Internet.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 211-217). Also available on the Internet.

Diagnostic paradigms are becoming an alternative to normative approaches in educational assessment. One of the principal objectives of diagnostic assessment is to determine skill proficiency for tasks that demand the use of specific cognitive processes. Ideally, diagnostic assessments should include accurate information about the skills required to correctly answer each item in a test, as well as any additional evidence about the interaction between those cognitive constructs. Nevertheless, little research in the field has focused on the types of interactions (i.e., the condensation rules) among skills in models for cognitive diagnosis. The present study introduces a Bayesian approach to determine the underlying interaction among the skills measured by a given item when comparing among models with conjunctive, disjunctive, and compensatory condensation rules. Following the reparameterization framework proposed by DeCarlo (2011), the present study includes transformations for disjunctive and compensatory models. Next, a methodology that compares between pairs of models with different condensation rules is presented; parameters in the model and their distribution were defined considering former Bayesian approaches proposed in the literature. Simulation studies and empirical studies were performed to test the capacity of the model to correctly identify the underlying condensation rule. Overall, results from the simulation study showed that the correct condensation rule is correctly identified across conditions. The results showed that the correct condensation rule identification depends on the item parameter values used to generate the data and the use of informative prior distributions for the model parameters. Latent class sizes parameters for the skills and their respective hyperparameters also showed a good recovery in the simulation study. The recovery of the item parameters presented limitations, so some guidelines to improve their estimation are presented in the results and discussion sections. The empirical studies highlighted the usefulness of this approach in determining the interaction among skills using real items from a mathematics test and a language test. Despite the differences in their area of knowledge and Q-matrix structure, results indicated that both tests are composed in a higher proportion of conjunctive items that demand the mastery of all skills.

The motivation for this study was the desire to make the path to learning elementary algebra as 'generalised arithmetic' more clearly defined for both students and teachers.In the initial learning of algebra, algebraic expressions are transformed to equivalent other forms and techniques are developed for solving simple equations. Both facets require students to have a thorough understanding of arithmetic equality ' properties' if the developed procedures and techniques are to be adequately understood. The same can be claimed also with respect to arithmetic inequality and the solving of inequations.The specifics of the research described in this thesis entailed: (i) the identification of the properties of the equality and inequality relations considered to be the arithmetic roots from which algebraic procedures emanate; and (ii) consideration of what could constitute 'understanding' of the properties identified in (i).The research activity involved the design and development of an instrument referred to as the Mathematical Equality and Inequality Understanding Survey (the MEIUS). Specifically, the MEIUS has the following design features: (a) for the Equality Relation, the properties are exemplified using 'small numbers', 'larger numbers', and 'algebraic numbers; (b) for the Inequality Relation the properties are exemplified in 'small number' and algebraic numbers' only. The resulting Survey consists of three Stages for the Equality Relation and two Stages for the Inequality Relation.Through consideration of MEWS responses, levels were devised in order to determine 'understanding' of the relation properties. The levels were associated with the developed MEWS Thought Process Model. The MEWS has a tight protocol for administration designed to ascertain, in a valid and reliable manner, the 'thought processing' which a student employs when responding to an Item.The field ++ / work of the research involved the administration of the MEIUS to two hundred and fifty seven (257) Grades 7 to 10 students in ten (10) Tasmanian High Schools. Overall the sample consisted of 137 females and 120 males.The experience revealed that the MEWS components can be conveniently administered within the school context. Subsequent analyses of responses, using an elaborate but readily comprehended response 'scoring' procedure, indicate that there is a great deal of potentially useful information concerning student understanding of the relation properties which could be obtained in a specific school setting. Such knowledge could be used to indicate the need for remediation, on the one hand, or to identify 'readiness' to proceed or apply, on the other.Comprehensive analyses of the data gathered have been made with 'implications for teaching' firmly in mind. Links between the various relation properties and procedures for 'simplifying' expressions and solving simple equations are pointed out, in juxtaposition to the information of the proportion of a teaching year group that has demonstrated the various MEWS Levels of Understanding of the properties. Thus, the analyses can be of assistance to teachers and curriculum designers in anticipating the degree of need for remediation, as well as deciding on expressions' and solving simple equations or inequations.In considering aspects of 'remediation' the Study proposes cognitively sound approaches to teaching a number of 'selected' properties of equality. The properties have been 'selected' for their significance to the algebra topics identified.In summary, this Study has two tangible products:1. The Mathematical Equality and Inequality Understanding Survey (the MEWS) with its sound cognitive and content bases, tight protocol for administration and elaborate response 'scoring', leading to the MEWS Thought Process Model ++ / articulated in Levels;2. The identification and articulation of links between the analyses of responses in terms of the MEWS Thought Process Model and the application of the relation properties to aspects of elementary algebra, where algebra is considered as 'generalised arithmetic'.It is claimed that both these concrete products have the potential to make a valuable contribution to the teaching and learning of algebra.

The 4-H Interaction Evaluation Model was developed to illustrate relationships between the 4-H program, as a sub-system, and a larger society as a greater system. The model specifically focused upon cognitive, affective and psychomotor skill development of 4-H boys and girls. Research instruments were designed to assess 4-H member outcomes of the cognitive and affective domains for 4-H members at two levels within the clothing, beef and photography projects.A random sample of 4-H boys and girls enrolled during 1975 in six selected project divisions participated in the study. Selected 4-H members resided in 12 counties in each of three states, Indiana, Nebraska and Missouri. Research instruments were administered as a pre-measurement of existing skill levels to participating 4-H members during May and as a post-measurement of terminal skill levels during September, 1975.Two major hypotheses were developed. Hypothesis I was an inclusive hypothesis of all skills classified as cognitive skills and stated that no significant mean score increases between pre-measurement and post-measurement would occur. Hypothesis II was an inclusive hypothesis stating that no significant mean score differences on three attitudinal sub-scales would occur between the two administrations of the attitude sub-scales.The resulting data were analyzed to determine the proportion of 4-H members performing the specified skills adequately at the time of each administration of the research instrument and the significance of observed mean score differences for each skill assessed. A correlated t test for significance utilizing a one-tailed test was used to test all skills contained under Hypothesis I. A correlated t test for significance utilizing a two-tailed test was used to test attitudinal sub-scale changes under Hypothesis II. All skills contained as sub-hypotheses were rejected at the .05 level of confidence.The following conclusions were based upon the findings of the study:1. Attitude of 4-H members toward the 4-H project division generally change little during one project year.2. Criterion levels established for attitude sub-scales generally are within reach of the 4-H member.3. Terminal 4-H project mean attitude sub-scale scores are generally lower at advanced levels than first year levels indicating that advanced 4-H members hold a more positive attitude toward the project than first year members.4. Attitudinal changes are more likely to occur within the beef and photography projects than in the clothing project. No significant differences were observed in the three attitude sub-scales in the clothing project levels.5. Criterion levels established for cognitive objectives are either too high for all but ten of the cognitive objectives studied or the project experiences are inadequate to guarantee 4-H member achievement.6. Among the three beginning 4-H project divisions, increased levels of measured cognitive achievement occurred most frequently in the clothing project and least frequently in the photography project difference among the three projects is not observable for the advanced divisions. 7. Measured cognitive gains are more frequent for beginning project divisions in Indiana and Nebraska while for Missouri, the gains are more frequent for advanced project divisions.8. Generally, a larger number of 4-H members can reach specified criterion levels for objectives on the post-test than on the pretest.9. Except for the beef project in Indiana, the increase in percentage of 4-H members reaching criterion levels from pre-test to post-test is greater for beginning project divisions than advanced project divisions.10. A total of 43 of the 220 objectives developed for the study are inappropriate, evaluation items utilized are inadequate or the attendent project division programs need major revision because terminal cognitive mean scores were lower than entering cognitive mean scores.

Thesis (Ed.D.)--Liberty University School of Education, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed Jan. 21, 2005. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Sharon Soucy McCrone, Tami S. Martin. Includes bibliographical references (leaves 153-163) and abstract. Also available in print.

Thesis (M.A.)--University of North Carolina at Wilmington, 2005. / Includes bibliographical references (leaves: [68]-70)