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Comparing 12 finite state models of examinee performance on multiple-choice testsZin, Than Than 04 May 2006 (has links)
Finite state test theory models the response behavior of an examinee and establishes the relationship between the ability of the examinee and the observed responses on a multiple-choice test. In finite state modeling, various assumptions about item characteristics and the examinees’ response strategies are made to estimate an examinee ability, and willingness to guess.
Twelve sets of plausible assumptions about identifiability of distractors and examinee guessing strategies were adopted and the corresponding finite state models were actualized. Three consequences of the adoption of the 12 sets of assumptions were investigated: 1) the extent to which the resulting ability estimates rank ordered the examinees similarly, 2) variation in the magnitude of ability estimates and the estimated willingness to guess across the 12 models, and 3) the extent to which conclusions about examinees subgroups would differ according to the model employed. Also, conventional number-right scores were compared with the finite state scores with respect to the three outcomes just listed.
All scoring methods rank ordered the examinees essentially the same. The magnitude of the finite state scores varied considerably across models mainly due to differing assumptions about the identifiability of distractors. Differing assumptions about examinee guessing strategy had surprisingly little effect on the magnitude of the ability estimates, though estimates of willingness to guess varied consistently according to the assumed strategies. Conclusions about group differences also varied across the models as a result of differing assumptions about both item characteristics and examinee guessing strategies. / Ph. D.
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AN EMPIRICAL COMPARISON OF SELECTED ALTERNATIVES TO THE KUDER AND RICHARDSON FORMULA 20 (RELIABILITY, HOMOGENEITY, SIMULATION).LUITEN, JOHN WILLIAM. January 1986 (has links)
Several alternatives to the Kuder and Richardson formula number 20 (KR20) were compared for accuracy using simulated and actual data sets. Coefficients by Loevinger (1948), Horst (1954), Raju (1982), and Cliff (1984) as well as the Kuder and Richardson formulae numbers 8 and 14 were examined. These alternative reliability coefficients were compared by (1) simulation of tests with varying degrees of item difficulty dispersion, subject proficiency, reliability, and length, and (2) use of the norming samples of the Curriculum Referenced Tests of Mastery (Charles E. Merrill Publishing Co., publisher) for grades four, six, and eight. Most of the coefficients examined proved no more accurate than the KR20 and several were decidedly worse. All coefficients, with the exception of Loevinger's, were affected by item difficulty dispersion. Two coefficients, the KR8 and Horst, were found to have potential as KR20 substitutes. These two coefficients are discussed with recommendations made as to the appropriate use of each one.
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Kurrikula en eksaminering as determinante van onderwysstandaardeGiles, Johanna Petronella 04 June 2014 (has links)
M.Ed. (Educational Psychology) / Please refer to full text to view abstract.
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Eksamenskryfvaardighede by eerstejaarstudente met spesifieke verwysing na meervoudige keusevraeVan den Berg, Hester Regina 17 November 2014 (has links)
M.A.(Psychology) / Please refer to full text to view abstract
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Kliniese evaluering en die OSKEVan Aswegen, Elsie Johanna 10 April 2014 (has links)
M.Cur. / Although clinical evaluation and examination is regarded as the basis of scientifically founded nursing care, it is inherently a subjective process. This process is complicated by the variability of four inter-related systems, namely the eyaluator, the clinical environment, the student nurse and other individuals. The purpose of the study was the analysis of current evaluation practices and the OSCE and to determine the perception of clinical educational personnel and student nurses in this regard. Consequently a descriptive exploratory survey was done by means of a questionnaire. For the purpose of this study, clinical teaching. Personnel and student nurses associated with the nine affiliated hospitals of one nursing college in the Transvaal were approached. From the obtained data it appears that clinical evaluation and examination remains, to a certain degree, a subjective process. Preconceptions probably influence human judgement. In spite of the occurrence of identified variables the OSCE appears to be a more acceptable approach to clinical examination than traditional long examination methods.
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The influence of readibility of examination questions on achievement in senior secondary school mathematics : a study on verbal problems with special reference to second language readersPrins, Elizabeth Diana 03 1900 (has links)
Thesis (PhD)--Stellenbosch Universityh, 1995. / ENGLISH ABSTRACT: This study investigates the influence of readability of mathematics examination questions
on achievement. The aim of any mathematics examination is to assess whether the aims
of a specific mathematics programme have been realized. Readability factors that
unnecessarily prevent a clear understanding of questions could jeopardize this aim. The
important issue is, therefore, whether there are indeed readability factors in mathematics
examination questions that cause comprehension problems for students and, if there are,
do they hav~ any effect on test scores?
The issue of readability is of even greater importance for second language readers. In
the South Mrican context, the reading problems of second language readers are of
particular importance as most students at school are second language learners. An
important question would therefore be: What readability factors cause comprehension
difficulties for second language students, especially those whose mother tongue is not
kindred to English? Furthermore, what is the influence of cultural factors on readability?
This study provides answers to these and other related questions for mathematics text
at senior secondary school level.
Protocol analysis was used to ascertain what readability problems are experienced by
students when reading examination questions in mathematics. Three different language
groups, comprising 17 -18-year-old students, were used in the study: English First
Language students and two groups who had English as a second language. One second
language group had Mrikaans as first language while the other group comprised Mrican
students whose mother tongue is unrelated to English. A framework was developed to
analyse the protocols and it comprised five categories:
unfamiliar vocabulary
structural problems
obscure information
visualization difficulties
non-verbal factors
Mter the protocol study, students were asked to adapt the examination questions to a
more comprehensible form. Students' adaptations addressed lexical, syntactical, discourse and non-verbal factors. Most of the readability problems identified in the literature study
were verified in the empirical study. However, the empirical study generated additional
readability problems that are mainly restricted to mathematics text and relate to nonverbal
factors like mathematical expressions. During the last phase of the empirical study
a composite test was used to test the hypothesis that improved readability of the common
language used in mathematics examination questions' will improve achievement. Nine socalled
"word problems" from previous examination papers were set in three different
versions: original, adapted and non-verbal.
The hypothesis was confirmed in a number of important cases. A significant finding of
the study was, therefore, that readability factors not only influence the comprehension
of mathematics examination questions, but also have a marked influence on students'
achievement levels. The results of the empirical study are reported quantitatively as well
as qualitatively. Other results include the following:
Not only second language students, but also first language students experienced
a variety of readability problems.
All three language groups demonstrated the same level of competency on the
non-verbal versions. When comparing test scores of the verbal versions,
differences in achievement levels between the different language groups were
often caused by linguistic and cultural factors.
Cultural thought patterns, typical of a mother tongue but absent in a second
language, were often a source of comprehension difficulties for second language
readers.
This study has led to certain conclusions for teaching and examination practice. For
example, factors influencing the readability of ordinary English should be considered with
other factors when writing mathematics examination questions. Furthermore, the
distinctly different reading needs of second language students suggest that examination
papers be set, so that the language needs of second language learners are
accommodated.
Guidelines for writing more readable examination questions were developed and are
presented as a readability checklist. Suggestions for further research include the
investigation of the influence of readability on achievement in authentic examination
conditions. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die invloed van leesbaarheid van wiskunde eksamenvrae op
prestasie. Die doel van enige wiskunde eksamen is om vas te stel of die doelwitte van
'n spesifieke wiskunde program bereik is. Leesbaarheidsfaktore wat die volledige begryp
van vraestelle onnodig belemmer, kan die bereiking van hierdie doel verhinder. Dit is
dus belangrik om vas te stel of daar wel leesbaarheidsfaktore in wiskunde eksamenvrae
bestaan wat vir leerlinge begripsprobleme veroorsaak en, indien wel, of hulle enige effek
op toetspunte het.
Vir tweedetaallesers is die kwessie van leesbaarheid van nog groter belang. In die SuidAfrikaanse
opset is die leesprobleme van tweedetaal lesers 'n uiters aktuele saak
aangesien die meeste skoolleerlinge tweedetaal leerders is. Belangrike vrae is dus:
Watter faktore veroorsaak leesbaarheidsprobleme vir tweedetaalleerlinge, veral diegene
met 'n nie-verwante moedertaal en, watter invloed het kultuur op leesbaarheid? Hierdie
ondersoek bied antwoorde op hierdie en ander verwante vrae ten opsigte van wiskunde
eksamenvrae op senior sekondere vlak.
Protokol analise is gebruik om vas te stel watter leesbaarheidsprobleme ondervind word
wanneer leerlinge wiskunde eksamenvrae lees. Drie verskillende taalgroepe, bestaande
uit 17 -18-jarige leerlinge, het aan die ondersoek deelgeneem: Engels Eerstetaalleerlinge
en twee groepe wat Engels as tweede taal gehad het. Een van die tweedetaal groepe het
Afrikaans as eerste taal gehad terwyl die ander groep bestaan het uit Afrikane wie se
moedertaal nie aan Engels verwant is nie. 'n Raamwerk is ontwikkel om die protokolle
te analiseer en het uit die volgende vyf kategoriee bestaan:
onbekende woordeskat
strukturele probleme
onduidelike inligting
visualiseringsprobleme
nie-verbale probleme
Gedurende die tweede fase van die ondersoek is leerlinge gevra om die vrae tot 'n meer
verstaanbare vorm aan te pas. Leerlinge se aanpassings het leksikale, sintaktiese, diskoers
en nie-verbale faktore aangespreek. Sommige leesbaarheidsprobleme wat in die
literatuurstudie gei'dentifiseer is, is in die empiriese ondersoek geverifieer. Die empiriese ondersoek het egter addisionele leesbaarheidsprobleme uitgelig wat meerendeels
wiskundig van aard is en verband hou met nie-verbale faktore soos wiskunde
uitdrukkings. Gedurende die laaste deel van die empiriese ondersoek is 'n samegestelde
toets gebruik om die volgende hipotese te toets: Verbeterde leesbaarheid van die gewone
taal wat in wiskunde eksamenvrae gebruik word, sal die prestasie van leerlinge verb et er. N ege
sogenaamde woordsomme is op verskillende maniere gestel: oorspronklik, aangepas en
nie-verbaal.
Die hipotese is in 'n hele aantal belangrike gevalle bevestig. Een van die bevindinge van
die ondersoek was dus dat leesbaarheidsfaktore nie slegs be grip ten opsigte van wiskunde
eksamenvrae bei:nvloed nie, maar ook 'n beduidende invloed op prestasie het. Die
resultate van die empiriese ondersoek word kwalitatief sowel as kwantitatief weergegee.
Ander resultate sluit die volgende in:
Nie slegs tweedetaal leerlinge nie, maar ook eerstetaal leerlinge het 'n
verskeidenhied van leesbaarheidsprobleme ondervind
Al drie taalgroepe het op die nie-verbale weergawe dieselfde bekwaamheidsvlak
getoon. Verskille in die prestasievlakke tussen die verskillende taalgroepe op die
verbale weergawes is baiekeer deur taalkundige en kulturele faktore veroorsaak
Kulturele denkpatrone wat tipies is van 'n leerling se moedertaal, maar nie in die
tweedetaal voorkom nie, het dikwels tot begripsprobleme by tweedetaal lesers
gelei.
Hierdie ondersoek het sekere gevolgtrekkings v1r o~derrig- en eksamenpraktyk.
Byvoorbeeld, faktore wat die leesbaarheid van gewone Engels bei:nvloed, behoort saam
met ander faktore in ag geneem te word wanneer wiskunde eksamenvraestelle opgestel
word. Verder is daar duidelike aanduidings dat aparte vraestelle vir eerste- en tweedetaal
leerlinge opgestel moet word sodat die taalbehoeftes van tweedetaal leerlinge in ag
geneem kan word.
Riglyne vir die skryf van meer leesbare eksamenvrae is saamgestel en as 'n oorsiglys
aangebied. Voorstelle vir verdere navorsing sluit in die ondersoek na die invloed van
leesbaarheid op prestasie in ware eksamen omstandighede.
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Evaluering van eerstetaalsillabusse en -vraestelle : 'n pragmatiese perspektief17 November 2014 (has links)
D.Ed. (Education) / In this research the core syllabuses, departmental syllabuses and the matriculation examination papers were evaluated. For the purpose of evaluation certain criteria were developed based on inherent curriculum design principles, including a situation-analysis. Cognizance was taken of the data obtained in an earlier investigation by the Human Sciences Research Council on the needs.and demands of the work situation. Criteria were developed in the areas of Education, Linguistics and Language Didactics. Linguistic criteria are based on a Pragmatic language perspective, including a Pragmatic component as part of language structure. In order to obtain a clearer criterial focus, the different structure oriented, content based and educational criteria were integrated in a criterial structure. In the application of the criterial structure to the abovementioned curriculum documents, it was found that the language syllabuses do not adequately equip the learner to become adult educated users of the language. The learner is being inadequately equipped for the demands of the various social contexts in which he or she is required to use the language. The essential nature of language according to the dynamic interaction between language use and structure within a given context is negated. A theoretical basis is lacking resulting in the negation of the essentially communicative nature of language and the role of context in the functional use of language. Guidelines, based on the stated criteria, have been put forward with a view to accountable curriculum and syllabus innovation.
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Student misconceptions in a high stakes grade 12 physics examinationVan Niekerk, Celesté 28 August 2012 (has links)
M.Ed. / The grade 12 Physical Sciences students of 2008 were the first group of South African students to write a National Senior Certificate (NSC) on the new outcomes-based education (OBE) curriculum – the National Curriculum Statement (NCS). Society scrutinised the performance of students in this high stake examination. The outcome was disappointing: 71,3% of the students achieved a mark of less than 40%, and 45% of the group achieved a mark of less than 30%. Concern amongst the educational community, specifically the Department of Education (DOE), initiated a request for research into the possible causes of the poor performance by students in this examination. There are many factors that affect the performance of students, including the misconceptions held by students regarding subject content. This study aims to contribute knowledge about the common misconceptions held by science students regarding Physics. It also investigates the performance of students in explanation-type questions and what explanation-types reveal about student misconceptions. The research design for this study is a content analysis which was carried out qualitatively in two phases. In the primary phase, a sample of student examination scripts was analysed. During the secondary phase, interviews were conducted with grade 12 Physical Sciences students and teachers from one school. The findings of this study are that the following misconceptions are commonly held by students: • Heavier objects exert more force on lighter objects during a collision; • Total external resistance decreases when an external resistor, connected in parallel, is removed; • Energy is lost in certain situations; • A split-ring is found in an AC generator; • The voltage increases when appliances are added to a multi-plug.
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An analysis of accounting tests used in the 1989 Virginia FBLA regional competitionsEvers-Lush, Mary Jean 08 September 2012 (has links)
This study had four purposes. They were to determine whether accounting tests used during the 1989 Virginia FBLA regional accounting competitive events were reliable, valid, comprised of test items at appropriate difficulty levels, and to ascertain if the curricular drift was present.
Secondary-level high school business students, all of whom were members of Virginia FBLA, participated in this study. Nine of the 11 Virginia FBLA regions were represented in this study. Test scores for 152 students were obtained for Accounting I and 81 students for Accounting II.
The researcher examined the tests for reliability by applying Kuder-Richardson Formula 20 (KR-20). Both the Accounting I and Accounting II tests were found to have low reliability estimates, .81 and .78 respectively. / Master of Science
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信度、效度与误差容忍度: 中国高考综合能力测试的多元概化理论分析. / Reliability, validity and tolerance for error, a multivariate generalizability study of the Chinese college entrance comperhensive examination / Multivariate generalizability study of the Chinese college entrance comperhensive examination / 中国高考综合能力测试的多元概化理论分析 / Reliability, validity and tolerance for error a multivariate generalizability study of the Chinese College Entrance Comprehensive Examination (Chinese text) / CUHK electronic theses & dissertations collection / Digital dissertation consortium / Xin du, xiao du yu wu cha rong ren du: Zhongguo gao kao zong he neng li ce shi de duo yuan gai hua li lun fen xi. / Zhongguo gao kao zong he neng li ce shi de duo yuan gai hua li lun fen xiJanuary 2002 (has links)
杨志明. / 呈交日期: 2003年2月. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 115-120). / 中英文摘要. / Cheng jiao ri qi: 2003 nian 2 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Yang Zhiming. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 115-120).
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