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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

On solving the evaluation assignment and consolidation problems /

Ma, Hong. January 2008 (has links)
Thesis (Ph.D.)--Hong Kong University of Science and Technology, 2008. / Includes bibliographical references (leaves 93-99). Also available in electronic version.
2

An application of an analytical approach to the evaluation of educational programs in a selected Illinois high school

Noe, Margaret Ann Lyle. Laymon, Ronald L. January 1989 (has links)
Thesis (Ph. D.)--Illinois State University, 1989. / Title from title page screen, viewed October 26, 2005. Dissertation Committee: Ronald Laymon (chair), Richard L. Berg, Larry D. Kennedy, Mary Ann Lynn, Ronald J. Yates. Includes bibliographical references (leaves 222-225) and abstract. Also available in print.
3

An analysis of national educational assessment policy in the People's Republic of China and the United States

Yuan, Guofang. January 2007 (has links)
Thesis (Ph.D.)--Cleveland State University, 2007. / Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 268-297). Available online via the OhioLINK ETD Center. Also available in print.
4

Determining a more complete program valuation integrating tools from program theory and economics to better inform program decisions /

Horr, Everetta Elaine Taylor. January 2007 (has links)
Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 194-202).
5

Empathy and the MSSW curriculum are students' levels of empathy influenced by the curriculum? /

Routh, Melissa Rene, January 2005 (has links) (PDF)
Thesis (M.S.S.W.) -- University of Tennessee, Knoxville, 2005. / Title from title page screen (viewed on July 13, 2005). Thesis advisor: Cindy Davis. Document formatted into pages (vii, 67 p.). Vita. Includes bibliographical references ( 46-56 p.).
6

Comparability of science assessment across languages : the case of PISA science 2006

El Masri, Yasmine Hachem January 2015 (has links)
In this research, I investigated the extent to which language versions (English, French and Arabic) of the same science test were comparable in terms of item difficulty and demands. I used PISA science 2006 data from three countries (respectively, UK, France and Jordan). I argued that language was an intrinsic part of the scientific literacy construct, be it intended or not by the examiner. The tight relationship between the language element and the scientific knowledge makes the language variable inextricable from the construct. This argument has considerable implications on methodologies used to address this question. I also argued that none of the available statistical or qualitative techniques were capable of teasing out the language variable and answering the research question. In this thesis, I adopted a critical evaluation and empirical methods, using literature from various fields (cognitive linguistics, psychology, measurement and science education) to analyse the test development and design procedures. In addition, I illustrated my claims with evidence from the technical reports and examples of released items. I adopted the same class of models employed in PISA, the Rasch model, as well as differential item functioning (DIF) techniques to address my question empirically. General tests of fit suggested an overall good fit of the data to the model with eleven items out of 103 showing strong evidence of misfit. Various violations to the requirements of the Rasch model were highlighted. The DIF analysis indicated that 22% of the items showed bias in the selected countries, but bias balanced out at test level. Limitations of the DIF analysis to identify the source of bias were discussed. Qualitative approaches to investigating question demands were examined and issues with their usefulness in international settings were discussed. A way forward incorporating cognitive load theory and computational linguistics is proposed.
7

Nonresponse bias in online course evaluations /

Jones, Cassandra. January 2009 (has links) (PDF)
Thesis (Ph.D.)--James Madison University, 2009. / Includes bibliographical references.

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