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The purpose of this study was to select, analyze, and revise test exercises in critical thinking. Specifically, the aim was to identify items that have power to discriminate in performance among children in grades one, two, and three.The research was planned to answer three questions:(1) Would sufficient items remain to form a critical thinking test after those items showing no discrimination were rejected through examination of the point-biserial index?(2) Would the relationships between the twenty types of problematic situations tested cluster into a reduced specified number of elements after elimination of those exercises that did not appear to be related to a given factor?(3) Would the factor loading structure remain constant after reading scores and grade levels were partialled out?

Submitted in fulfilment of the requirements of the Master of Health Sciences: Medical Laboratory Science Degree, Durban University of Technology, Durban, South Africa, 2017. / Background Medical laboratories play a crucial role in patient care and require a competent skilled workforce to deliver this essential service. The current process of Medical Technologist training is a summative assessment consisting of two written 3 hour papers that correlates theoretical knowledge acquired at a tertiary level with the practical internship. Currently there is no assessment of technical competence of Intern Medical Technologists (candidates) by the HPCSA. Aim: This study aims to determine how technical competence was assessed for Intern Medical Technologists who are eligible to write the National Board Examination in the Clinical Pathology discipline. Methods: A quantitative design was used for assessing the technical competence of the candidates that were eligible to write the National Board Examination by using an adapted SANAS witnessing tool across ten Clinical Pathology test procedures by direct observation as well as to determine how technical competence is assessed in HPCSA registered training laboratories using a survey administered to Laboratory managers and trainers. The data was collected and analysed using the statistical software SPSS version 24.0. Results Some candidates that were directly observed in each of the Clinical Pathology test procedures were deemed not yet competent in compliance and adherence to SOP’s, acceptability of results, internal quality control procedures and the acceptability of the outcome and availability of signed training and competency records on the direct observation checklist. These results of the assessment of technical competence were compared to the results of the National Board examination that candidates wrote and there was no correlation between the two except for the Microbiology sub-discipline and the general section. Results of operations of competency assessment in 9 HPCSA registered Training Laboratories revealed that 100% of respondents have a technical competence laboratory policy, 90% identified the Laboratory Manager as having responsibility for ensuring assessment of staff competency, 100% stated that frequency of competency testing was upon initial employment and once in two years thereafter, 90% had clear criteria to define competency assessment and 100% indicated that the remedial process used in their laboratories was documented corrective action which included re-training and re-assessment. Conclusion: From this study it can be concluded that assessment of technical competency for Intern Medical Technologists in the Clinical Pathology could augment current assessment systems of Intern Medical Technologists for conferment of professional designation and a policy review is recommended. / M

Language is the all-encompassing term used in many places and having various denotations. For this reason language has uses, too. Oral language is used as a principal factor to determine cultural disadvantage and is the primary medium of instruction in the school setting. Language operates as the intangible aspect in measurements of intelligence. The term 'language development' is used whenever one refers to the merits of federally funded preschool projects and is accepted without definition while the counter term 'linguistics' brings confusion in the mind of many classroom teachers and administrators. Commercial materials carry the label "linguistic method" or a "language development program" for a specific population. For educators 'language' is a loose, all powerful term which needs to be limited in meaning to a specific set of principles.

Six years as a sub-examiner of both literature and written work made me aware of a personal dissatisfaction with the system of examining. This research examines in detail the use of the contextual question in examining Shakespeare's plays. The main concern has been to try to deduce what constitutes a good set of contextual questions. This area appears to have attracted little detailed research. However, there is much general writing on the teaching of literature. There is no major conclusion in the dissertation but rather a series of conclusions related to the concept of the contextual question. These are summarised towards the end of chapter three. Some general recommendations appear at the end of chapter three as a sub-heading. The findings of this investigation indicate a need for further research into the system of examining literature in the Cape. It is hoped that teachers and examiners reading this dissertation will be able to use the findings to provide a possible framework for the setting of sound contextual questions

This study is an experimental investigation of two groups of junior high school students in an effort to evaluate the advantages of workbooks in their music classes. The comparison was made with two classes composed of thirty-two students each from the two junior high schools in the Beaumont Independent School District. One class used the workbooks in conjunction with the regular singing and appreciation work, but the other class did not use formal workbooks. They discussed the theory and notation of the music in relation to the work they were doing.

Seventeen students' professional year performance variables were employed to predict their scores on the MT-ASCP certification examination. The purpose of the study was designed to address three principal questions: 1. What is relationship, if any, between students' theory section and combined grades in key subjects (blood bank, hematology, microbiology, and clinical chemistry) and analogous sub-scores on the MT-ASCP examination? 2. What is the relationship, if any, between the seventeen predictor variables and MT-ASCP total scores? and 3. Which of the seventeen predictor variables, individually or in combination, best predict MT-ASCP total scores at the different academic decision points? The sample consisted of 1985-1987 (N=103) and 1988-1991 (N=147) graduates from the six hospital-based medical technology programs in the Commonwealth of Virginia. Data required for analysis were taken from the graduates' academic records at the six institutions. Descriptive statistics, correlation coefficients, and stepwise regression analyses were used to test eight hypotheses, with results generally as follows: With the exception of numerical grades in hematology in 1985-1987, there were statistically significant relationships (p<.05) between the four major MT courses and MT-ASCP subsection scores. All seventeen independent variables were statistically (p<.05) correlated with 1985- 1991 MT-ASCP total scores, regardless of the method of reporting the scores. Four significant (p<.05) multiple linear regression equations were computed between the MT-ASCP total scores and the seventeen predictors included in the study at different critical points during professional year education for 1985-1987 and 1988-1991 graduates. About 50% of the total variance in the 1988-1991 MT-ASCP scaled scores was accounted for by three of the 17 potential professional year predictor variables. The addition of three preprofessional and personal predictors extended the variance explained to 61%. The research warranted the conclusion that the MT-ASCP examination validly reflects the content and laboratory methods offered in the hospital-based professional training Programs in the sample of Virginia institutions. / Ph. D.

published_or_final_version / Education / Master / Master of Education