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A comparison of teachers' and students' perceptions of the purpose andvalue of assessment within project workChow, Kit-ling, Lena., 周潔玲. January 2004 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Education
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The progress examination as an assessment tool in a problem-based learning curriculum : a case study of the Nelson R. Mandela School of Medicine.Van Wyk, Jacqueline Marina. January 2009 (has links)
Medical schools have been reviewing their curricula to prepare caring and
competent health professionals in the midst of a knowledge and technology
explosion. The implementation of problem-based learning curricula signalled
attempts to make learning more significant, based on constructivist
perspectives that emphasise social interaction for meaning making and
understanding.
Available literature suggests that learning in PBL should be assessed by
authentic, contextual real-life tasks that support and encourage students’
learning. To this end, the Nelson R. Mandela School of Medicine
implemented the progress examination (PE) to complement the aims of
Curriculum 2001 (C2001). The potential formative function of the PE was
specifically appealing in terms of allowing for the development of reflective,
self-directed and deep learning. Early explorations revealed an apparent
mismatch between the aims of C2001, the expectations of stakeholders and
their experiences with the PE at the site and these resulted in a number of
adaptations to the examination.
Cognisant of the influence of assessment on students’ learning, this study
sought to examine whether the educational principles governing the
implementation of C2001 also informed the implementation and adaptations
of the PE. Using a qualitative case study methodology, the study investigated
stakeholders’ understandings of the PE and its goals and the lived
experiences of its implementation as a suitable tool to assess students’ cognitive learning. In addition, the study also investigated the possible factors
that influenced the reform.
Findings suggest that the PE was not suitable to assess students’ learning in
C2001. Despite the perceptions of a strong educational need for curriculum
reform and the apparent suitability of the PE, some members of staff lacked
understanding, skill and confidence to apply and implement its aims. Staff
failed to apply transformative practices of teaching and learning, while the
principles of the PE and C2001 were not well diffused through the
organisation. Members of staff expected the PE to differentiate between high
and low performing students, while students came to regard the examination
as just another hurdle in an already hostile learning environment. Factors
such as the unstable and poor leadership, the restructuring of the health and
education sectors, impacted on the implementation of the reform.
Curriculum and assessment reform is challenging for students and lecturers,
requiring the transforming institution to actively prepare and support
stakeholders in a conducive educational climate. This case study highlights
the need for comprehensive planning for effective and sustained curriculum
reform. Collaborative strategies and educational systems should be sought
and implemented to sustain conceptual and practical reform. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.
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Transfer transitions : predictive models of entering transfer student academic success at Ball State UniversityClausen, Charles Raymond 03 May 2014 (has links)
Tinto’s (1993) Theory of Individual Departure from Institutions of Higher Education conceptualized the decision making process students navigate when committing to institutions of higher education and persisting to graduation. Transfer students are gaining the attention of administrators and policy-makers because of the high level of transfer activity in higher education. Many of these students face a uniquely difficult transition when moving from one institutional environment to another. The phenomenon, known as transfer shock, is the overall integration and adaptation difficultly that transfer students face (Hills, 1965). Since previous institution cumulative grade point average (GPA) is a criterion used in transfer admissions decisions, it was studied. Six-year graduation totals were also observed in the study because they indicates student commitment to their institution and goals toward graduation.
The purpose of this study was to examine Ball State University entering transfer students and how to predict post-transfer GPA and six-year graduation based on previous institution cumulative grade point average, age, sex, previous institution type, and BSU college. Regression analysis was used to make predictive models for post-transfer GPA and six-year graduation using the observed variables (i.e., previous institution cumulative GPA, age, sex, previous institution type, and BSU college). The sample consisted of 1,857 entering transfer students at Ball State University, a state-assisted, residential university with high research activity in Muncie, Indiana.
Previous institution cumulative GPA averaged 2.994 while the average post-transfer GPA was 1.681. Nearly 60% of the sample achieved six-year graduation. The results of the revised model for predicting post-transfer GPA found only previous institution cumulative GPA, age, previous institution type, and whether or not the student was in CAST to be statistically significant predictors. The model used to predict six-year graduation found previous institution type, age, sex, previous institution type, and three of the BSU colleges (CAST, CCIM, and TC) to be statistically significant predictors. When applied to the data, the six-year graduation prediction model correctly predicted six-year graduation at a rate of 79.6% and had an overall correct prediction percentage of 63.6% of the time. Suggestions for practice and recommendations for future research were included. / Department of Educational Studies
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A Comparative Analysis of the Methods and Factors Employed in Grading Students in Physical Education, Typing, and English in Fifty Class "A" High Schools of Texas for the Year 1949-1950Havenhill, Ralph 08 1900 (has links)
The problem of this study was to make a comparative analysis of the methods and factors employed in grading students in physical education, typing, and English in fifty Class "A" high schools of Texas for the school year of 1949-59. This analysis was of two pars. One phase gave consideration to various methods used in grading pupils. The other considered factors that go to make the whole of student grades and the percentage attached to each factor. The two phases were so interrelated that it was felt that this study would not be complete without the inclusion of both.
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Towards the development of an early warning system for the identification of the student at risk of failing the first year of higher educationTill, Hettie 06 1900 (has links)
The purpose of this study was to use first-year test results to develop an early warning
system for the identification of freshmen at risk of failing.
All students registered between 1989 and 1997 for the six-year programmes chiropractic
and homoeopathy were included in this ex post facto study. A descriptive study firstly
indicated a serious problem of attrition with on average only 66% of chiropractic and
55% homoeopathy freshmen successfully completing the first year.
A relationship was demonstrated between both first and second test results and outcome
at the end of the first year of studies. A logistic regression model estimated
retrospectively from first test results in physiology, anatomy, biology and chemistry was
able to discriminate between successful and non-successful freshmen with an overall
predictive accuracy of 80.82%. When this model was validated on a different set of
data it was shown to have a very high sensitivity and was thus able to correctly identify
>93 % of the potentially at risk freshmen. It also had a low Type II error ( <7%) and thus
missed very few of the freshmen at risk of failing.
A logistic regression model estimated retrospectively from second test results in
physiology, anatomy, biology and chemistry had an overall predictive accuracy of
85.94% . The validated model had a sensitivity of 67% which was too low for the
model to be of much use as a management tool for the identification of the freshmen at
risk of failing. However, the model was shown to have a high specificity and was able to
correctly identify >93% of the potentially successful freshmen. It also had a low Type I
error (14.29%).
Discriminant analysis models estimated from both first and second test results in
physiology, anatomy, biology and chemistry produced strong support for the use of test
results for the early identification of those freshmen who would need support in order to
be successful.
It is suggested that the objective models developed in this research could identify the
freshman in need of support at an early enough stage for support measures to still have a
positive effect on attrition. / Educational Studies / D. Ed. (Educational management)
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家庭因素對澳門學生學業成績的影響 / Effects of family life on students' academic achievement in Macau陳志君 January 2001 (has links)
University of Macau / Faculty of Education
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A study of student academic performance at the University of Natal.Naidoo, Robert. January 1994 (has links)
In this dissertation a study will be made of university performance in the Science Faculty of the University of Natal, Durban. In particular, we will develop models that can be used to predict the success rate of a student based on his or her matriculation results. These models will prove useful for selecting students to universities. They may also be used to assist sponsors, bursars and donors in allocating funds to deserving students. In addition, these models may be used to identify students who might experience difficulties in their studies at university. / Thesis (M.Sc.)-University of Natal, Durban, 1994.
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Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writingLiu, Yue January 1999 (has links)
This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments. / Department of English
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Towards the development of an early warning system for the identification of the student at risk of failing the first year of higher educationTill, Hettie 06 1900 (has links)
The purpose of this study was to use first-year test results to develop an early warning
system for the identification of freshmen at risk of failing.
All students registered between 1989 and 1997 for the six-year programmes chiropractic
and homoeopathy were included in this ex post facto study. A descriptive study firstly
indicated a serious problem of attrition with on average only 66% of chiropractic and
55% homoeopathy freshmen successfully completing the first year.
A relationship was demonstrated between both first and second test results and outcome
at the end of the first year of studies. A logistic regression model estimated
retrospectively from first test results in physiology, anatomy, biology and chemistry was
able to discriminate between successful and non-successful freshmen with an overall
predictive accuracy of 80.82%. When this model was validated on a different set of
data it was shown to have a very high sensitivity and was thus able to correctly identify
>93 % of the potentially at risk freshmen. It also had a low Type II error ( <7%) and thus
missed very few of the freshmen at risk of failing.
A logistic regression model estimated retrospectively from second test results in
physiology, anatomy, biology and chemistry had an overall predictive accuracy of
85.94% . The validated model had a sensitivity of 67% which was too low for the
model to be of much use as a management tool for the identification of the freshmen at
risk of failing. However, the model was shown to have a high specificity and was able to
correctly identify >93% of the potentially successful freshmen. It also had a low Type I
error (14.29%).
Discriminant analysis models estimated from both first and second test results in
physiology, anatomy, biology and chemistry produced strong support for the use of test
results for the early identification of those freshmen who would need support in order to
be successful.
It is suggested that the objective models developed in this research could identify the
freshman in need of support at an early enough stage for support measures to still have a
positive effect on attrition. / Educational Studies / D. Ed. (Educational management)
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A Comparison of Practices in Grading Reading Performance and Their Underlying Philosophies and Policies for Children Reading Below Grade Level in Selected Florida School SystemsGinn, Linda Powell 01 January 1984 (has links)
The goal of this project was to survey selected school systems in the State of Florida and to determine their philosophies, policies: and techniques for grading reading. The area of special concern was children reading below assigned grade level but up to potential. The focus of this paper was to identify reports to parents that dealt in a positive way with below grade level readers and allowed for effective as well as cognitive development. Positive aspects of current reports were pointed out and suggestions for improvement to better serve needs of children reading below grade level were made. Since most school systems do give grades, recommendations were made for further research and development of this project topic.
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