Vygotsky (1978, as cited in Day, Engelhardt, Maxwell and Bolig, 1997) argued that a complete profile of intellectual competence must include both static measures of what the child already knows and dynamic measures of the child's ability to benefit from instruction. This study involves an analysis of this contention and has two specific aims: Firstly, to determine whether modified cognition would result from mediation, using three instruments of Feuerstein's Learning Potential Assessment Device in a group administration format, as demonstrated by improved performance in post-mediation testing; and secondly , to determine whether the group administration of the three instruments from the Feuerstein's Learning Potential Assessment Device will be able to detect differences in the degree of coqnltive modifiability of individuals. The statio assessment paradigm is predominant within the South African education system and is used to categorise and place learners in "appropriate" learning contexts ego special schools, special classes within mainstream and mixed ability groupings. The growing discontent with standardised tests rests mainly with the fact that they only access the manifest level of performance of learners. As such,it is contended that they do a gross injustice to those learners that are educationally-disadvantaged, marginalised and culturally different to the norm groups of the standardised assessments. The dynamic assessment paradigm is presented as an alternative to static assessment because it focuses on learning potential. It regards a learner's manifest level of performance as -a baseline and emphasises the need to mediate within what Vygotsky (1978) calls the learner's zone of proximal development to access his/her potential. The Learning Potential Assessment Device, consisting of a battery of dynamic assessment instruments, was used in the study to ascertain the effects of mediation on performance and to detect differences in the degree of coqnitive modifiability of individuals. This was done using a pretest - mediation - post-test procedure with a comparison of pretest and post-test performances. Through the process of random assignment, the population sample of thirty one grade eight subjects was divided into a control group and an experimental group. The pretest phase of three selected instruments (Numerical Progressions, the Organizer and the Organization of Dots) was administered to the group as a whole. The mediation phase was administered to the experimental group only and thereafter both the control group and the experimental group completed the post-test phase. An analysis of the results revealed that the difference in pretest and post-test mean scores for Numerical Progressions was statistically not significant. An analysis of the mean scotes of the experimental group for the Organizer revealed that the educationally-disadvantaged group benefitted from mediation to a larger extent than the educationally-advantaged group. The pretest and post-test difference in mean scores for the Organization of Dots was statistically significant. An analysis of the post-test scores of individual subjects within the experimental group revealed a significant improvement for some learners, a marginal improvement for others and reduced scores for some in comparison to their pretest scores. A number of postulations are given for the varied effectiveness of the mediation that was provided. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2000.

This research introduces, develops and applies the concept of using student perceptions to measure opportunity-to-learn, in order to evaluate regular and special educational provision. A qualitative investigation into services for the education of learners with vision impairment identified the common aim of giving students equal access to the curriculum as their sighted peers. It also elicited potential determinants of need that affect caseload allocation decisions. Opportunity-to-learn was identified as a concept in the research literature, which has evolved from a measure of content coverage into a potential indicator of school effectiveness, measured almost exclusively from the teachers' perception. This research drew on the growing body of research that asks the students, to shift the focus from the teacher to the students themselves. An instrument was developed, based on the Essential Skills of the New Zealand curriculum, that measures opportunity-to-learn from the perspective of the students. This was used to collect baseline data on 1300 students, with no identified special needs, from twenty secondary schools throughout New Zealand. Analysis of the baseline data demonstrated the validity of the approach, and its potential to aid in research on the educational process, using this set of intermediate indicators. Results showed differences between schools and between girls and boys. The mean index scores for the schools were not strongly related to the socio-economic background of the schools, but did reflect independent measures of school quality. The instrument was then used to measure opportunity-to-learn for fifty learners with vision impairment in regular high schools. Comprehensive data on these learners was gathered from regular and specialist teachers, parents, schools and the individuals themselves. This data was analysed to evaluate the services and the opportunity-to-learn for the learners with vision impairment. Results showed that on average these students had opportunity-to-learn at least as good as for their sighted peers. Areas of weakness and strength within the service were identified. The instrument proved effective in the evaluation process.

<p> In the context of a rapidly changing world, higher order thinking skills are necessary for sustainability of U.S. society. Beginning with the premise that U.S. public schools are charged with the constitutional duty of growing children into informed and educated citizens, prepared to thrive in the world of work <i>and</i> to participate in democratic processes; and, that higher order thinking is a core part of that mission, this study examined children&rsquo;s perspectives on school climate and the environment for the teaching and learning of higher order thinking in twenty five public elementary schools in an urban Connecticut school district. This integrated program of research used an exploratory sequential/concurrent mixed methods design to construct a pair of new psychometric instruments to measure student attitudes toward school climate and the environment for teaching and learning higher order thinking in a public elementary school. The intended uses and interpretations of the scores reported by the Climate4Creativity Elementary (C4C/SPE) and Middle School (C4C/SPM) Student Perspectives measurement instruments, were validated to professional standards. The study concluded that these instruments have utility for public elementary schools, particularly in identifying areas of focus and in the management of strategic and tactical school improvement work as part of a wider program of transformation in a school. Cronbach&rsquo;s Alpha reliability scores in excess of 0.90 were reported for all measures. This study supported the core idea that safer schools with stronger, more caring communities provide individual students with better learning environments, and that general learning and the learning of creativity are intrinsically linked in the minds of students in public elementary schools, even though these students may not always name these components as such. The environment for learning higher order thinking measure tends to deteriorate from the early grades to middle school grades, implying both raised expectations, and an increase in variability in the data due to more and more variety in classroom settings and teacher practices. Examination of reported bullying experience shows bullying victimization to be a powerful, pervasive determinant of school climate and feelings of safety and community in all grades, but, bullying victimization tends not to penetrate into perceptions of the classroom learning environment to the same degree. By exploring school safety, community, and the structure of the learning environment required for the teaching and learning of higher order thinking in a public elementary school, this work begins the creation of a framework to enable school leaders to make significant, transformational, strategic change in their schools.</p>

<p> In 2002, the Accrediting Commission of Community and Junior Colleges (ACCJC) revised its accreditation standards and mandated institutions to implement assessment of student learning outcomes (SLO) for all courses and programs. Effective assessment of SLO provides a mechanism for faculty to analyze, discuss, and use data to improve instruction. This process has been integral to meeting and maintaining standards required for accreditation. However, assessment should instead be aimed at improving teaching and learning and providing instructional consistency that results in a better experience for students. </p><p> Data from this qualitative study indicated key components to consider in implementing SLO assessment. The study examined faculty perceptions of a single department&rsquo;s process and provides leaders with a road map to consider for implementation of SLO assessment. The study used a qualitative, single-site case study design to address the research questions through collection of data via in-depth interviews with 11 of 13 full-time faculty members in the target department who had participated in the full assessment cycle, observation of faculty meetings, and document review. </p><p> Key factors identified by interviewees were communication, knowledge of SLO, a clear plan, training, expertise, staff to assist faculty, and time to conduct assessment and analysis. Elements that were not evident in the literature emerged and indicated that department culture and faculty characteristics should be considered when creating an implementation plan. </p><p> The main obstacle to SLO assessment was the time required for comprehensive and high-quality assessment. There was a clear disconnect between tasks, required time, and institutional deadlines. Other campus-wide barriers cited were a lack of communication from campus leadership, inadequate training, and the perception that the college did not support necessary clerical and professional staff to assist faculty with the effort. </p><p> The resources and policies that were reported to assist faculty include a faculty-driven effort, an investment in the process to include compensation for the time spent, clerical and professional staff, technology to simplify the process and an examination of faculty workload.</p>

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1985. / Bibliography: leaves 195-202. / x, 202 leaves, bound ill. 29 cm

Thesis (M. Ed.(Assessment and quality assurance in education and training))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains iv, 261 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 234-242).

Thesis (Ph.D.)--Michigan State University. Measurement and Quantiative Methods Educational Policy, 2008. / Title from PDF t.p. (viewed on Mar. 30, 2009) Includes bibliographical references (p.193-199). Also issued in print.

Thesis (Ph. D.)--Michigan State University. Dept. of Counseling, Educational Psychology and Special Education, 2006. / Title from PDF t.p. (viewed on Nov. 17, 2008) Includes bibliographical references (p. 103-106). Also issued in print.

Thesis (Ed. D.)--Youngstown State University, 2008. / Includes bibliographical references (leaves 95-106). Also available via the World Wide Web in PDF format.