Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 3, 2006. Dissertation Committee: Jack Hobbs (chair), Marilyn P. Newby, Robert L. Fisher, Linda M. Willis Fisher, Richard A. Salome. Includes bibliographical references (leaves 132-136) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 14, 2006. Dissertation Committee: Ron Fortune (chair), Doug Hesse, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 191-201) and abstract. Also available in print.

Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994 / This pilot project to develop and implement a system for introducing records of student achievement in technikon education was based on developments in the United Kingdom over two decades ago. From a small beginning in a few schools, the movement, later known as 'profiling' flourished to the point where in 1984. it was officially adopted as part of school policy. Most teaching and learning in schools culminates in some form of assessment and evaluation. However, in many parts of the world, it has often been the custom to eliminate/exclude all but the very best pupils from any effective or beneficial forms of assessment. thereby precluding them from any practical· means of evaluation. The situation was no different in the United Kingdom where up to the 1960's the majority of pupils left school with little more than attendance records. It was this unfair and biased situation that gave rise to the principal leverage for introducing profiling to the school system. Although originating as a reaction against this prejudice, profiling in the United Kingdom has grown to encompass reporting on various attainments and activities, including academic achievement, of all school-going pupils as well as students at a number of post-compulsory education institutions. One of the many reasons given for this expansion has been the requirements of jobmarkets. It has long been known that industry has not always been entirely happy with the end-product from Our established education system. There are varied arguments for this, and in exploring some of these, one fairly universal problem has emerged, namely industry's apparent inability to effectively use the results of assessment as it has traditionally been reported by most schools and other educational institutions.

This study investigated the effectiveness of the methods used to select British Columbia students for admission to Victoria College. During the course of the study the writer recorded and analyzed available data regarding scaling of marks and accrediting of high schools. The subjects used in the investigation were the students who entered Victoria College during eleven of the years from 1928 to 1945. The thesis includes a survey of many studies dealing with the relationship of high-school success and first year college success. As a result of this survey the writer decided to use the student's university entrance record as the best measure of his high-school achievement, and to define first year college success in terms of the average mark obtained in the full course at the end of the college year. In the light of the data studied the investigator arrived at a number of conclusions, including: (i) There was a remarkably high correlation between the average mark made on the written university entrance examination and the average mark made at the end of the first year at Victoria College. The correlations of .71,.73 and .74 which were obtained are much higher than those shown in most other studies. (ii) The correlations between average university entrance mark and average first year college mark remained consistently high despite the reduction in the number of university entrance papers written, the gradual, although not complete change from essay-type to new-type examinations, and the adoption of a system of scaling. (iii) A student's chance of passing first year at Victoria College is very closely related to his university entrance average; for instance, if his average is between fifty-three and fifty-six per cent he has one chance in two of passing while if his average is above sixty-five per cent his chances are nine in ten. (iv) The bases of accrediting certain high schools was shown to be satisfactory if the purpose of accrediting is to permit high schools to select, without departmental examinations, students capable of doing college work. The writer found that if a student was recommended by an accredited school in five or all six of the compulsory subjects his chances of passing first year at Victoria College were ninety-eight in one hundred. It was also found that the fact that a student was trained by an accredited school gave him a better chance of passing at Victoria College than if he came from a non-accredited school; the chances were eighty-seven in one hundred and and seventy-nine in one hundred respectively. The writer feels that the data presented in this study would justify the conclusion that the British Columbia system of selection for university entrance is adequate. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study investigates the reporting and grading, as well as the meaning of letter grades, of students in Science 9 from the perspectives of teachers, students, and parents in five schools from two British Columbia school districts, one urban and one rural. To that end, four research questions guided the data collection and analyses: (1) What reporting methods do teachers use to communicate information about student learning in Science 9 to students and parents, and what are teachers', students', and parents' opinions of those reporting methods? (2) What grading components do teachers incorporate into Science 9 letter grades, and what grading components do students and parents believe teachers incorporate into Science 9 letter grades? (3) What meanings do teachers, students, and parents attribute to Science 9 letter grades? and (4) What are students' and parents' perceptions about some possible effects of student progress reports in Science 9? A mixed-methodology design was employed to collect the data. Quantitative data, collected via self-administered written questionnaires from the five Science 9 teachers, 43 students, and 21 parents who volunteered to participate in the study, were used to identify participants' practices and perceptions about grading and reporting. Qualitative data, collected via individual, audio-taped interviews conducted with a subset of the people who completed questionnaires (all five teachers, 16 students, and seven parents), were used to verify, clarify, and expand the questionnaire data. Observational notes and collected documents (e.g., report card forms) also served as data sources. The results of this study show that most of the participants in the study were generally satisfied with most aspects of the reporting of student progress in Science 9. However, individual teachers consider different kinds of assessment information when they assign Science 9 letter grades, teachers are not always clear and consistent about what they intend letter grades to mean, and students' and parents' beliefs about the grading components and meanings of Science 9 letter grades vary widely. The results pf this study also indicate that the information communicated by a letter grade is not always clear and consistent. That the meaning of a letter grade is not always clear has implications for the ways in which letter grades are used by students and parents. The results of this study indicate that some students' attitudes, behaviours, and decisions could be affected by the grades they receive in Science 9. However, in order for students' attitudes, behaviours, and decisions to be appropriate, their interpretations of the meanings of letter grades must be appropriate. Given the multiple meanings attributed to a Science 9 letter grade, it is likely that peoples' inferences and actions based on a letter grade will not always be appropriate. This study raises a number of issues. Two classes of issues are discussed: those arising from the research findings, and those arising from the methodology of the study. An example of an issue arising from the research findings is that the process of assigning letter grades is problematic. An example of an issue arising from the methodology is that participants do not always interpret questionnaire items in the way they are intended. This study contributes to our understanding of teachers' grading practices with respect to the assignment of Science 9 letter grades, and it provides information about students' and parents' understandings of those grading practices. The study also provides insight into teachers', students', and parents' understandings of the meaning of letter grades. In addition, the results of this study help us understand some possible consequences of reports of student progress from the perspectives of students and parents. Another contribution is a direct result of the methodology of the study — by interviewing a subset of the questionnaire respondents after they had completed the questionnaires, it was possible to learn more about how different people interpreted the questionnaire items; that is, it was possible to explore the internal validity of the study. As a result, this study offers evidence about the value of employing more than one data collection method when conducting research. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Attitude is a very subjective quality, but has a great deal of influence on a classroom teaching and learning situation. This is especially true of a performance oriented class even when the main objective is not performance for performance sake. Attitudes can be affected by many variables but the one to be considered in this project is whether an effective grading system has positive affects on the students' attitudes. This study was implemented with a Junior High Band made students had played for at least one year or more. Due to ! up of both boys and girls, grades six through eight. These their attitude problem when I first arrived, I tried to deduce what seemed to be the problem. My purpose was to try various grading systems that would hold the students accountable for their actions as well as trying to improve their low self-esteem which in turn seemed to affect their attitude. The grading system was established at the beginning of school. Each quarter thereafter it was changed slightly in response to the students' attitudes. The majority of the students felt little or no consequence in relation to grades at the beginning of the school year, but as the grading system changed, performance quality and musical knowledge elevated, as did their self-esteem and their attitudes. Due to the research done with these students and comparing it to related research, I feel that we can safely say that attitudes are affected by many different variables, and, more importantly, they are all interrelated.

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The problem of the study was to determine the relationship of college preparation and college grades to success on the CPA examination. The solution to the problem was approached through five objectives: To compare the success on the examination of 1. College graduates and non-college graduates. 2. College graduates who were accounting majors and those who were not accounting majors. 3. College graduates with overall averages of B or higher and those with overall averages below B. 4. College graduates who attended member schools of the American Association of Collegiate Schools of Business and those who attended schools which were not members of the Association. 5. College graduates and technical school graduates. Data were gathered from the records of the State Board of Accountancy and presented in tabular and graphic form. The data were then interpreted with the aid of tables of comparison. The conclusions reached as the result of the interpretations were stated. The results of the study showed that some groups are better prepared to pass the CPA examination than other groups. The candidate with the best preparation for passing the CPA examination is one who has graduated from a degree granting college or university with an overall average of B or higher and a major in Accounting. College grade averages are an indication of expected success on the CPA examination to the extent that of candidates whose average was B or higher, 47 percent will pass while of those whose average was below B, 28 percent will pass. / Master of Science