Global ETD Search

141	Marks of achievement converted into absolute marks on the basis of University of Arizona standards Christianson, Marvin Ingar, 1908- January 1939 (has links) No description available. Grading and marking (Students) Educational tests and measurements.
142	A comparison of the relative predictive values of the intelligence quotient, index of studiousness, and true score Higgs, Mabel Esther, 1894- January 1940 (has links) No description available. Intelligence tests. Ability -- Testing. Grading and marking (Students)
143	Linear discriminant functions for sectioning college algebra students Samuelson, Shirley Anne, 1927- January 1950 (has links) No description available. Grading and marking (Students) Algebra -- Study and teaching.
144	The relationships between Stanford achievement test scores and teachers' marks for Flowing Wells School eighth grade students Barber, Herbert Oliver, 1902- January 1951 (has links) No description available. Grading and marking (Students)
145	Gender matters : an investigation of the factors influencing mothers' and fathers' grading of public school performance. Warrington, Charlene Gay 05 1900 (has links) This study set out to examine the relative influence of personal and school-based characteristics and parental involvement on mothers’ and fathers’ perceptions of public school performance. A national and representative sample of parents of school-aged children (N= 2008) were asked to award a grade (A, B, C, D or F) to their community school. There is a significant lack of empirical study of the factors influencing parents’ perceptions of school performance. The present study controlled for the socioeconomic status of parents and the community school being graded. Parental involvement in schools and assisting with homework are elements of parents’ relations with schools and were controlled for in the multivariate analysis. It was found that mothers and fathers are differentially influenced by personal and school-based characteristics; and, of import, there is a negative and significant association between participation in school-based activities and a father’s perception of school performance. The opposite association with participation in school-based activities was observed for mothers. Further, perceptions of “Failing” schools are influenced to a greater extent by the socioeconomic status of the parent and of the school. The results are interpreted by gendering the relations between parents and schools, and drawing from feminist standpoint theory. Particular focus is brought to the discordant association of parental involvement and the grades awarded to schools by mothers and fathers. Grading schools Parents School quality School perception
146	Gender matters : an investigation of the factors influencing mothers' and fathers' grading of public school performance. Warrington, Charlene Gay 05 1900 (has links) This study set out to examine the relative influence of personal and school-based characteristics and parental involvement on mothers’ and fathers’ perceptions of public school performance. A national and representative sample of parents of school-aged children (N= 2008) were asked to award a grade (A, B, C, D or F) to their community school. There is a significant lack of empirical study of the factors influencing parents’ perceptions of school performance. The present study controlled for the socioeconomic status of parents and the community school being graded. Parental involvement in schools and assisting with homework are elements of parents’ relations with schools and were controlled for in the multivariate analysis. It was found that mothers and fathers are differentially influenced by personal and school-based characteristics; and, of import, there is a negative and significant association between participation in school-based activities and a father’s perception of school performance. The opposite association with participation in school-based activities was observed for mothers. Further, perceptions of “Failing” schools are influenced to a greater extent by the socioeconomic status of the parent and of the school. The results are interpreted by gendering the relations between parents and schools, and drawing from feminist standpoint theory. Particular focus is brought to the discordant association of parental involvement and the grades awarded to schools by mothers and fathers. Grading schools Parents School quality School perception
147	Writing for the first assessment at university : Johnston, Helen M. Unknown Date (has links) Thesis (MEd) -- University of South Australia, 1993 Academic achievement College students Grading and marking (Students)
148	Responding to non-native and native writers of English : a history professor's indigenous criteria for grading and feedback in an undergraduate sinology course / Erdösy, Muhammad Usman, January 2005 (has links) Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 193-209).
149	A study to determine the effect of the beginning age on the scholastic achievement and grade-point averages of students who have graduated from the Bartlesville schools. Harrell, Ray Evans. January 1969 (has links) Thesis (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 101-105.
150	Weighted grading practice perceptions of the effect by high school counselors / Norton, Charles W. January 2008 (has links) (PDF) Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

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