Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-01-29T17:19:33Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Arabela Maria Barbosa Sampaio - 2014.pdf: 5408735 bytes, checksum: 8ec17e6fa54be5d2ff85f5d0de698b1d (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-01-29T17:42:35Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Arabela Maria Barbosa Sampaio - 2014.pdf: 5408735 bytes, checksum: 8ec17e6fa54be5d2ff85f5d0de698b1d (MD5) / Made available in DSpace on 2015-01-29T17:42:35Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Arabela Maria Barbosa Sampaio - 2014.pdf: 5408735 bytes, checksum: 8ec17e6fa54be5d2ff85f5d0de698b1d (MD5) Previous issue date: 2014-10-13 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The Objective clinical Structural Examination (objective Structured Clinical Examination OSCE-) is a methodology for assessing clinical competence, which has been used worldwide since 1975 after being described by Harden while in Brazil, its use is more recent. However, studies evaluating the efficacy and acceptability among students are scarce. This research has the scope to collaborate in the production of data that can substantiate the efficiency of the model in question by describing and analyzing qualitative and quantitative aspects. To achieve such results, is outlined as a general goal, to investigate the perception of medical students over the course of the OSCE in the academic education pediatrics. With a quantitative and qualitative approach, assessing statistically describes and analyzes the data according to the method advocated by Bardin, bipolarizando subcategories under positive and negative aspects and sometimes neutral. We used an online semi-structured via Google Drive questionnaire to 330 students and gave a return of 123 respondents. Responses were categorized and frequenciada, so it came to the main results: 89.4% of students the OSCE assessed the clinical skills appropriately; 87.7% considered organized examination and 82.1% were satisfied with the scenery and staging. On the time available to perform the tasks 91.1% believed that was enough. When asked about the feedback given 87% agreed that learning opportunity offered, 88.6% agreed that feedback contributed to the academic and 75.6% thought that the evaluators were well prepared to give feedback. The qualitative categories of the OSCE environment was negative in 75.9%; 54.7% of the responses related to vocational training were positive; 60.4% recognized that feedback has positive aspects; OSCE model evaluation was positive in 90.6%; while the evaluation of the OSCE Pediatrics was negative for 52.2% of the respondents. We conclude that the OSCE is the accepted practice of evaluation, and that contributes to academic and learning, mainly because the feedback. / O Objective Structural clinical Examination (OSCE- Exame Clínico Objetivo Estruturado) é uma metodologia de avaliação de competências clínicas, que vem sendo utilizada mundialmente desde 1975 após ter sido descrita por Harden enquanto no Brasil o seu uso é mais recente. Porém, estudos avaliando a sua eficácia e aceitabilidade entre os estudantes ainda são escassos. Esta pesquisa tem por escopo colaborar na produção de dados que possam fundamentar a eficiência do modelo em pauta por meio da descrição e análise de aspectos qualitativos e quantitativos. Para alcançar tais resultados, traçou-se como objetivo geral, investigar a percepção do discente de medicina sobre o OSCE da disciplina de Pediatria na formação acadêmica. Com uma abordagem quanti-qualitativa, a avaliação descreve estatisticamente os dados e os analisa de acordo com método preconizado por Bardin, bipolarizando as subcategorias em aspectos positivos e negativos e às vezes neutros. Empregou-se um questionário semi-estruturado on-line via Google Drive a 330 estudantes e obteve-se um retorno de 123 respondentes. As respostas foram categorizadas e frequenciada, de tal forma que se chegou aos principais resultados: para 89,4% dos estudantes o OSCE avaliou as competências clinicas de forma adequada; 87,7% consideraram o exame organizado e 82,1% ficaram satisfeitos com o cenário e a encenação. Sobre o tempo disponibilizado para a realização das tarefas 91,1% acreditaram que foi suficiente. Quando questionado a respeito do feedback dado 87% concordaram que ofereceu oportunidade de aprendizagem, 88,6% concordaram que o feedback contribuiu na formação acadêmica e 75,6% consideraram que os avaliadores estavam bem preparados para dar o feedback. As categorias qualitativa relativas ao ambiente do OSCE foi negativa em 75,9%; 54,7% das respostas relativas a formação profissional foram positiva; 60,4% reconhecem que o feedback tem aspectos positivos; a avaliação do modelo OSCE foi positiva em 90,6%; enquanto que a avaliação do OSCE de Pediatria foi negativa para 52,2% dos respondentes. Conclui-se que o OSCE é a prática de avaliação aceita, e que contribui na formação acadêmica e aprendizado, devido essencialmente pelo feedback.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-07T12:04:42Z No. of bitstreams: 1 solangeraquelsilvanogueiraluz.pdf: 608612 bytes, checksum: 04717189ee036f8a44b05a9b711f00cd (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T01:57:41Z (GMT) No. of bitstreams: 1 solangeraquelsilvanogueiraluz.pdf: 608612 bytes, checksum: 04717189ee036f8a44b05a9b711f00cd (MD5) / Made available in DSpace on 2016-04-24T01:57:41Z (GMT). No. of bitstreams: 1 solangeraquelsilvanogueiraluz.pdf: 608612 bytes, checksum: 04717189ee036f8a44b05a9b711f00cd (MD5) Previous issue date: 2013-10-11 / O objetivo desta dissertação é analisar a implementação do Programa de Intervenção Pedagógica (PIP), da Secretaria de Estado de Educação de Minas Gerais, em especial o trabalho dos analistas regionais do PIP nas escolas da Superintendência Regional de Ensino (SRE) de Pouso Alegre. Como objeto de estudo, a presente dissertação analisa os possíveis entraves na relação entre a Equipe Regional do PIP e as escolas acompanhadas, que não têm propiciado, na SRE Pouso Alegre, a aprendizagem significativa de todos os alunos, dificultando, por isso, a melhoria dos resultados das avaliações externas e o alcance das metas estabelecidas. Tal pesquisa é relevante, visto que temos um número considerável de alunos nos anos finais do Ensino Fundamental que não consolidaram ao menos as capacidades básicas necessárias à continuidade dos estudos. Isso foi observado pela análise dos relatórios de visita elaborados no período de agosto de 2011 a novembro de 2012, em encontros realizados nas 74 escolas da jurisdição, todas acompanhadas por eles. Com essa análise, foi possível discutir a implementação regional da política e propor alternativas viáveis ao trabalho dos analistas do PIP, visando garantir condições adequadas de aprendizagem e sucesso na trajetória escolar dos alunos, foco principal do Programa. / This dissertation has as its aim to analyze the implementation of the Pedagogical Interference Program (PIP) by the State Secretariat of Education of Minas Gerais, focusing on the work of PIP’s regional analysts at the schools of the Regional Education Superintendence (SRE) of Pouso Alegre. As an object of study, the present dissertation analyzes the possible hurdles in the relationship between PIP’s regional team and the monitored schools which have not produced, at the Pouso Alegre SRE, a meaningful learning from all their students, and therefore, the improvement in high stakes tests and reaching their established targets. Such research is relevant, given that there is a considerable number of students from a late years of middle school who have not at least consolidated the basic skills necessary to continue their studies. This was observed through an analysis of the visit reports written by the analysts from the Pedagogical Interference Program between August 2011 and November 2012 in visits throughout the 74 schools of the jurisdiction, all followed by them. Through such analysis, it was possible to discuss the regional implementation of such policy and propose viable alternatives to the work by PUP’s analysts, aiming to guarantee suitable learning conditions and the success in the students’ school trajectory, the Program’s main focus.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-07T12:41:25Z No. of bitstreams: 1 alexandrerodriguessoares.pdf: 727756 bytes, checksum: f01a8df5bddda8c33bd0a2bd0c424b26 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T01:58:09Z (GMT) No. of bitstreams: 1 alexandrerodriguessoares.pdf: 727756 bytes, checksum: f01a8df5bddda8c33bd0a2bd0c424b26 (MD5) / Made available in DSpace on 2016-04-24T01:58:09Z (GMT). No. of bitstreams: 1 alexandrerodriguessoares.pdf: 727756 bytes, checksum: f01a8df5bddda8c33bd0a2bd0c424b26 (MD5) Previous issue date: 2013-04-26 / Esta pesquisa objetivou analisar a atuação da Coordenadoria Regional de Educação de Gravataí (28ª CRE), Rio Grande do Sul, sob a ótica de diretores de escolas, no período de 2007 a 2010, quando a Secretaria de Estado da Educação (SEDUC) adotou gestão da educação básica com ênfase em indicadores educacionais. Também é objetivo desse trabalho a proposta de um Plano de Ação Educacional que favoreça a incorporação de indicadores pela gestão educacional em Gravataí. A estratégia metodológica privilegia os pressupostos qualitativos tendo como fontes a entrevista semiestruturada com diretores, a observação de escolas e publicações oficiais da Secretaria de Educação do Rio Grande do Sul. Buscou-se o respaldo teórico nos campos da Sociologia da Educação e da Gestão de Sistemas Educacionais. Durante o estudo, encontrou-se uma insatisfatória divulgação e apropriação de resultados de indicadores educacionais nas escolas por uma atuação ineficaz da sua Coordenadoria Regional. Como resultado, propõe-se ao final um Plano de Intervenção que busca o diálogo entre os atores que fazem a educação pública estadual em Gravataí para avançar em um cenário que combina dificuldades múltiplas e algum sucesso. / This paper analyzes the performance of the Coordenadoria Regional de Educação de Gravataí (28ª CRE), Rio Grande do Sul, from the perspective of school principals in the years 2007 to 2010, when Secretaria de Estado da Educação (SEDUC) has adopted management of basic education with emphasis on educational indicators. Also aim of this work is the proposal of an Educational Action Plan that encourages the incorporation of indicators for management education in Gravataí. The author's interest in this case results of multiple experiences accumulated over the years as a teacher in high school, in the continuing education of teachers at CRE and educational management at SEDUC. The strategy emphasizes the assumptions and qualitative sources such as the semi-structured interviews with directors, observing schools and official publications of the Secretaria de Educação do Rio Grande do Sul. Searched the theoretical support in the fields of Sociology of Education and Management Educational Systems. During the study, we found an unsatisfactory dissemination and appropriation of the results of educational indicators in schools by an ineffective performance of their CRE. As a result, it is proposed an Educational Action Plan for dialogue between the actors that make the state public education in Gravataí to advance in a setting that combines multiple difficulties and some success.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-11T20:32:06Z No. of bitstreams: 1 helaineaparecidadasilva.pdf: 1627931 bytes, checksum: 2b5f46aa5e2d3f43df0c57dbd20b58d8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:46:44Z (GMT) No. of bitstreams: 1 helaineaparecidadasilva.pdf: 1627931 bytes, checksum: 2b5f46aa5e2d3f43df0c57dbd20b58d8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:46:54Z (GMT) No. of bitstreams: 1 helaineaparecidadasilva.pdf: 1627931 bytes, checksum: 2b5f46aa5e2d3f43df0c57dbd20b58d8 (MD5) / Made available in DSpace on 2016-07-13T16:46:54Z (GMT). No. of bitstreams: 1 helaineaparecidadasilva.pdf: 1627931 bytes, checksum: 2b5f46aa5e2d3f43df0c57dbd20b58d8 (MD5) Previous issue date: 2012-08-27 / O objetivo deste trabalho é elucidar e discutir os nexos das ações desenvolvidas pelas escolas públicas municipais, mais especificamente as das séries inicias do Ensino Fundamental de Juiz de Fora (MG), que se configuraram nos bons resultados do IDEB. Para tanto, o procedimento metodológico consistiu na análise dos dados observados de 56 escolas nos anos de 2007 e 2009, obtidos a partir de um levantamento realizado no sítio do INEP. Com base nessas informações, realizamos o cálculo da variação percentual do IDEB (ΔIDEB (%)) e, assim, selecionamos oito escolas que apresentaram maior variação do índice, sendo uma escola de cada região geográfica. Posteriormente, a análise qualitativa consistiu na aplicação de um questionário e entrevista semiestruturada. Nesse contexto, é importante registrar que a, partir de 2007, a Educação Básica no Brasil começou a ser monitorada pelo IDEB (Índice de Desenvolvimento da Educação Básica), um indicador estatístico que expressa os resultados de rendimento escolar (aprovação) e desempenho dos alunos (Prova Brasil). A divulgação dos resultados ganhou centralidade nas discussões sobre a qualidade da educação oferecida em todo país. Assim sendo, os resultados da pesquisa apontam a correlação entre as ações executadas pelas escolas e a considerável evolução no IDEB. Por fim, acreditamos que a contribuição deste estudo para a área da pesquisa em educação seja o enfoque no ponto de vista do educador, tendo em vista que uma das melhores maneiras de se pesquisar a consolidação de uma política educacional, como avaliação externa e seus resultados, é dando voz àqueles que de fato vivenciam o processo. / The aim of this study is to elucidate and discuss the nexus of actions developed by the municipal public schools, more specifically the initial series of elementary school in Juiz de Fora, which is configured in the good results of the IDEB. For both, the methodological procedure consisted in the analysis of observed data of 56 schools in the years of 2007 and 2009, obtained from a survey conducted on the site of INEP. Based on this information, we calculate the percentage change of IDEB (ΔIDEB (%)) and so we have selected 8 schools that showed greater variation of the index, being a school from each geographical region. Subsequently, the qualitative analysis consisted in the application of a questionnaire and semi-structured interview. In this context, it is important to register that from 2007, basic education in Brazil began to be monitored by IDEB (basic education development index), a statistical indicator that expresses the results of school performance (approval) and student performance (Brazil). The dissemination of the results gained centrality in discussions about the quality of education offered throughout the country. Thus, the search results will point out the correlation between the actions taken by the schools and the considerable evolution in the IDEB. Finally, we believe that the contribution of this study to the area of research in education is the focus on the educator's point of view, considering that one of the best ways to search the consolidation of an educational policy, as the external evaluation and its results, is giving voice to those who actually experience the process.

Orientador: Marcia Regina Ferreira de Brito / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T18:38:23Z (GMT). No. of bitstreams: 1 Comerio_MartaSantana_D.pdf: 5592110 bytes, checksum: 1ba96cfb40ac0938bff1017aeac5b9cb (MD5) Previous issue date: 2012 / Resumo: Este estudo teve como principal objetivo investigar a relação entre a compreensão em leitura e a solução de problemas aritméticos, nos moldes da avaliação em larga escala denominada Prova Brasil de Matemática. Participaram da pesquisa 136 estudantes do 5º ano do ensino fundamental de uma escola pública localizada na cidade de Campinas, estado de São Paulo. Na primeira etapa do investigação foram aplicados quatro instrumentos: (1) teste de Cloze, (2) prova de Língua Portuguesa, com a finalidade de avaliar a compreensão em leitura dos participantes e (3) prova de Matemática, (4) prova de Compreensão em Leitura de Problemas Aritméticos, para avaliar a capacidade de solução de problemas aritméticos. Na segunda etapa da pesquisa, de acordo com a pontuação na prova de Matemática, 10 estudantes participaram de uma entrevista semiestruturada. A entrevista buscou colher dados que pudessem justificar a maior ou menor dificuldade dos sujeitos quanto à compreensão dos enunciados dos problemas frente à linguagem natural e à linguagem matemática empregada nos enunciados e a solução dos problemas matemáticos propostos. A fim de investigar a tendência de associação entre a variável compreensão em leitura (pontuações na prova de Língua Portuguesa e no teste de Cloze pela correção literal e sinônimo) e o desempenho na solução de problemas (pontuação na prova de Matemática) foi utilizado o coeficiente de correlação de Pearson. Embora limitados, os resultados desse estudo evidenciaram a existência de uma relação positiva entre a compreensão em leitura e o desempenho na solução de problemas aritméticos. No que se refere à relação entre a pontuação na prova de Matemática e a pontuação em Língua Portuguesa foi observada uma correlação forte positiva e significativamente diferente de zero. Entretanto, entre a pontuação média na prova de Matemática e a compreensão em leitura medida pelo teste de Cloze, não foram encontradas correlações significativamente diferente de zero em nenhum dos dois sistemas de correção. O estudo destacou que as avaliações são essenciais para o acompanhamento da aprendizagem e do desempenho escolar dos alunos e em particular a Prova Brasil, um instrumento que pode fornecer contribuições importantes à escola e à avaliação dos estudantes realizada pelo professor, assim como, prover subsídios à formulação e acompanhamento das políticas públicas educacionais. / Abstract: This study aimed to investigate the relationship between reading comprehension and solving arithmetic problems, it is similar to the large-scale evaluation called Prova Brasil de Matemática (Brasilian Math Evaluation System). The participants were 136 students from 5th grade of a public elementary school located in the city of Campinas, state of São Paulo. In the first stage of the study were applied four instruments: (1) Cloze test, (2) proof of Portuguese, in order to assess the participants' reading comprehension and (3) proof of Mathematics, (4) proof of Understanding and Reading Arithmetic problems , with the objective of assessing the ability of solving arithmetic problems. In the second stage of the research, according to scores on the math test, 10 students participated in a semistructured interview. The main objective of this interview was to collect data that could justify the greater or lesser difficulty of subjects concerning statements of understanding problems, considering the natural language and the mathematical language, used in the problem statement and the solution of mathematical problems presented. In order to investigate the association between the variable reading comprehension (in Portuguese language scores and Cloze by literal and synonym) and performance in problem solving (math score) it was used the Pearson's correlation coefficient. Although limited, the results of this study showed that there is a positive relationship between reading comprehension and performance in solving arithmetic problems. When it is analyzed the score between the math and the Portuguese Language, it was possible to note a strong positive correlation and significantly different from zero. However, between the average score in math and reading comprehension as measure by Cloze test, were not significantly different from zero found in none of the two systems. The study highlighted that assessments are important to monitor the learning and academic performance of student, in special the large scale evaluation "Prova Brasil", a tool that can provide important contributions to the school and student's evaluation performed by the teacher, as well as, providing subsidies for the formulation and monitoring of public policies in education. / Doutorado / Psicologia Educacional / Doutora em Educação

It is well-known that meaningful differences in development exist among children, adolescents, and adults. However, to what extent do evaluators adapt their approach, designs, and methods to be responsive to a youth population? This study used an experimental simulation in which practicing evaluators designed an evaluation of a hypothetical tutoring program and were randomly assigned to the program serving children, adolescents, or young adults. Results indicate that evaluators were less likely to be participatory—both in the evaluation overall and in data collection—when the participants of the program were children than when they were adults. These findings suggest that evaluators, even those with experience conducting evaluations of youth programs, do not consider age as a meaningful cultural context and may need additional training in conducting developmentally appropriate evaluations.

According to representative bureaucracy theory, a bureaucracy that mirrors the population it serves—in terms of demographic composition—is more responsive to the interests of all groups in the population. Most research in this area has examined the link between passive representation (i.e., occurrences in which minority bureaucrats mirror the population) and active representation (i.e., occurrences in which minority bureaucrats actively pursue the interests of those they represent). Less attention has been directed toward the notion that different mechanisms can make representative bureaucracy have an effect. Focusing on the German public school sector, the aim of this study is to understand through which mechanisms teachers with migration backgrounds can have an impact on their students and how they become representatives. The German government has recently begun to support intensified recruitment of people with migration background into the teacher workforce. Assessing the mechanisms of representation is, thus, not only crucial for a better theoretical understanding of representative bureaucracy, but it can also provide policy guidance for future government efforts. The mechanisms include demand inducement, coproduction inducement, advocacy, shared values and empathic understanding, and peer influence. Substantive effects are operationalized as students’ grades, career expectations, and perceived classroom climate. Applying a sequential mixed-methods approach, OLS regressions based on data from 194 surveys collected at six German high schools measure the mediating effect of the mechanisms on the relationship between the representation of students and the three substantive effects. Furthermore, a comprehensive qualitative analysis of 26 in-depth interviews provides insight into teachers’ perceptions on their role as representatives. Overall, the findings indicate that for the occurrence of most mechanisms, a teacher’s personality is at least as crucial as a common migration background. A mediating effect of demand and coproduction inducement on the relationship between passive representation and substantive effects was found in the quantitative analysis. The qualitative analysis reveals the importance of empathic understanding and advocacy as mechanisms of representation and points to the potential of peer influence as influential mechanism of representation. Furthermore, the findings highlight the importance of matching backgrounds and a critical mass of teachers with migration background in the workforce to overcome racism.

The purpose of this study was to determine if using a multistage approach for the empirical selection of anchor items would lead to more accurate DIF detection rates than the anchor selection methods proposed by Kopf, Zeileis, & Strobl (2015b). A simulation study was conducted in which the sample size, percentage of DIF, and balance of DIF were manipulated. The outcomes of interest were true positive rates, false positive rates, familywise false positive rates, anchor contamination rates, and familywise anchor contamination rates. Results showed the proposed multistage methods produced lower anchor contamination rates than the non-multistage methods under some conditions, but there were generally no meaningful differences in true positive and false positive rates.

There has been little or no research on the use of a Learning Object in the field of religious studies. The purpose of this research study was to assess undergraduate student knowledge gain outcomes between instructor-provided and learner-directed methods, which is the independent variable, using asynchronous, online, narrated PowerPoint presentations compared to undergraduate student knowledge gain using an online learning-objects unit, in a college-level world religions survey course at St. Petersburg College. This study assessed undergraduate student knowledge gain outcomes between instructor-provided and learner-directed methods among 90 college undergraduate students and determined whether there was a significant difference in the knowledge gain of students, a difference by gender, age, and major, in studying a unit of Jainism online in a world religions survey course using either a narrated PowerPoint presentation or using an Independent Learning Object, as well as their perception of the two methods. Students were divided randomly into two groups with each accessing one of the two learning methods. The results were the Learning Objects students’ knowledge gain was higher than the PowerPoint students, while females scored higher using the PowerPoint and males scored higher using the Learning Object. The implications of this study are that instructors in any discipline could better serve their students if they investigate using Learning Objects in their online learning rather than the use of PowerPoint. The majority of students who used the Learning Object online performed better than students who listened to the PowerPoint, supporting the contention that student-accessed learning leads to greater cognition. The implications of this study are that instructors in many disciplines could better serve their students if they implemented the use of Learning Objects in their online learning rather than the use of PowerPoint presentations.

Despite the increasing number of individuals taking computer-based tests, little is known about how examinees perceive computer-based testing environments and the extent to which these testing environments are perceived to affect test performance. The purpose of the present study was to assess the testing environment as perceived by individuals taking the National Physical Therapy Examination (NPTE), a high-stakes licensure examination. Perceptions of the testing environments were assessed using an examinee self-report questionnaire. The questionnaire included items that measured individuals’ preference and perception of specific characteristics of the environment, along with demographic information and one open-ended item. Questionnaires were distributed by email to the 210 accredited physical therapy programs at the time, encouraging programs to forward the instrument by email to the most recent class of physical therapy graduates. Two hundred and sixteen respondents completed the study, representing 101 testing centers in 31 states. Data from these 216 examinees were used to answer four research questions. The first research question focused on the examinees’ environmental preferences for the NPTE testing environment and the relation between these preferences and examinees’ background characteristics (e.g., sex, program GPA, age, online experience, online testing experience, comfort level with online testing, and preferred testing time). A clear preference toward one end of the scale was observed for preferring a quiet room and a desktop area that had a great deal of adjustability. Examinees’ preferences and their demographic characteristics were not strongly related with the seven demographic variables accounting for < 7% of the variability in examinees’ environmental preferences. The second research question used the data from multiple examinees nested within the same testing center to examine the within- and between-center variability in examinees’ perceptions of the testing environment and their satisfaction with the environment. Results indicated that the majority of the variance in these variables was within testing centers with average between-center variability equal to .032 for the perception ratings and .078 for the satisfaction ratings. Research questions (RQ) three and four explored whether examinees’ background characteristics (RQ 3) and center characteristics (RQ 4) were significantly related to the 12 environmental perception ratings, 12 satisfaction ratings, and two items representing examinees’ perceptions of the effect of the testing environment on their performance and the likelihood they would choose the same center again. In terms of examinee characteristics, age, online testing experience, and comfort with online testing were the most consistent predictors of the various examinee ratings. The most consistent predictors for the satisfaction ratings were examinees’ online test comfort, online test experience, and age. For center characteristics, the newness of the center and the room density of the center were the most consistent predictors of examinee ratings. For satisfaction ratings, the most consistent predictor was the newness of the center. Center newness was significantly related to the outcome variables related to the size, lighting and sound of the center which may reflect changes in building standards and materials. The results of the study suggest the need for further exploration of the environmental and human factors that may impact individuals taking high stakes examinations in testing centers. Although there may not be an effect on all examinees, there may be subsets of individuals who are more sensitive to the effects of the testing environment on performance. Further exploration of the uniformity of testing environments is also needed to minimize error and maximize potential threats to test security.