xiv, 188 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Response to Intervention (RTI) is a relatively new approach to identifying students with learning disabilities that has impacted how schools coordinate resources and implement their instructional support and assessment systems. Because RTI is a federal initiative and relatively new approach, there is little consensus on specific approaches and practices to guide school in implementation. This approach has potentially great consequences in providing supports in a more efficient manner for at-risk students as well as improving outcomes for all students. However, to meet this goal, schools need a tool to help guide and evaluate their practices to ensure quality implementation. In this dissertation, I describe the development of a rubric designed to meet this need. This RTI Assessment Rubric is intended to be a tool that practitioners and researchers can use to evaluate the implementation of RTI at the elementary school level. Using qualitative methodologies, the rubric was developed based upon a review of the literature and validated by known experts in the field in terms of its breadth and depth of content. Through this process six components were identified which include evaluating: Tier 1 instruction, universal screening procedures, Tier 2 and Tier 3 interventions, progress monitoring practices, evidence-based decision-making, and organizational supports. Next, case studies were created on 5 second grade students who are at risk for reading disabilities in two elementary schools implementing RTI practices. These case studies included classroom observations, interviews with teachers/administrators, record reviews, as well as evaluating student response to school implemented interventions. When these case studies were examined by external reviewers using the RTI rubric, the device demonstrated initial evidence of inter-rater reliability and sensitivity in discriminating between the quality of RTI implementation in these two schools. Teachers reported that the rubric captured the RTI experience within their building. This rubric appears to be useful for both researchers and practitioners as they begin implementation of RTI in schools because it appears to provide relevant, practical, and useful information to guide schools' next steps in RTI implementation. / Committee in charge: Elizabeth Ham, Co-Chairperson, Special Education and Clinical Sciences; Gerald Tindal, Co-Chairperson, Educational Methodology, Policy, and Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Yvonne Braun, Outside Member, Sociology

Science and technology are constantly transforming our day-to-day living. Science education has become of vital importance to prepare learners for this everchanging world. Unfortunately, science education in South Africa is hampered by under-qualified and inexperienced teachers. Textbooks of good quality can assist teachers and learners and facilitate the development of science teachers. For this reason thorough assessment of textbooks is needed to inform the selection of good textbooks. An investigation revealed that the available textbook evaluation instruments are not suitable for the evaluation of the physical science textbooks in the South African context. An instrument is needed that focusses on science education textbooks and which prescribes the criteria, weights, evaluation procedure and rating scheme that can ensure justifiable, transparent, reliable and valid evaluation results. This study utilised elements from the Analytic Hierarchy Process (AHP) to develop such an instrument and verified the reliability and validity of the instrument’s evaluation results. Development of the Instrument for the Evaluation of Science Education Textbooks started with the formulation of criteria. Characteristics that influence the quality of textbooks were identified from literature, existing evaluation instruments and stakeholders’ concerns. In accordance with the AHP, these characteristics or criteria were divided into categories or branches to give a hierarchical structure. Subject experts verified the content validity of the hierarchy. Expert science teachers compared the importance of different criteria. The data were used to derive weights for the different criteria with the Expert Choice computer application. A rubric was formulated to act as rating-scheme and score sheet. During the textbook evaluation process the ratings were transferred to a spreadsheet that computed the scores for the quality of a textbook as a whole as well as for the different categories. The instrument was tested on small scale, adjusted and then applied on a larger scale. The results of different analysts were compared to verify the reliability of the instrument. Triangulation with the opinions of teachers who have used the textbooks confirmed the validity of the evaluation results obtained with the instrument. Future investigations on the evaluation instrument can include the use of different rating scales and limiting of criteria. / Thesis (M. Ed. (Didactics))

[EN] The Bologna process encourages the transition of higher education from knowledge possession to understanding performances and from a teaching-centered to a student centered approach via learning outcomes. A student-centered evaluation means that students analyze actively their own learning with concrete criteria on development levels, in an environment where they obtain immediate, frequently and formative feedback. The rationale of this dissertation consists in introducing the execution of disparate sets of activities into the assessment process in order to enrich the whole procedure keeping it close to the learning process. Continuous assessment seems to be the most accurate mean of executing the assessment process taking into account that competencies are achieved by executing activities. The evaluation process is implemented throughout a discreet number of measurement points called "moments of evaluation" which consist in a set of activities necessary for the development of the process. And based on the existing partial order relationship among specific curricular domains we could draw a directed graph with several chains of topics representing a natural way of progress in order to reach the profile competences. We propose a new procedure in continuous assessment by introducing an active/retroactive model, based on the aforementioned chain(s) of topics, which aims to identify those competences that have and those that have not been adequately achieved. With this in mind we suggest introducing a retroactive impact on the outcome assessment of the concerned competencies evaluated in the corresponding chain(s) of topics. These retroactive impacts might be amplified by the introduction of a grade impact amplifier as continuous assessment procedure based on the greater experience and knowledge of the students as the course advances. In general, any subject is composed by different topics and each topic is developed through the execution, with different relevance, of a number of activities. Relationships between activities, topics and competences can be distributed in a 3D matrix array which we will call ATC cuboid. ATC cuboid uses a binary assessment as a check of an activity in each of the core competencies. In this way, we have a matrix structure of the performance of the student over a course, which is the basis to design individualized curricular strategies with the goal of achieving the required level of development of each competence. We will develop the aforementioned ATC cuboids on a sample of students and a comparison between this method and a more traditional method used with Aerospace Engineering students in the Design Engineering School ETSID at Universitat Politècnica de València (Valencia, Spain). / [ES] El proceso de Bolonia anima la transición de la educación superior desde un modelo basado en la adquisición del conocimiento a un modelo que prima la comprensión del desempeño y desde un modelo centrado en la enseñanza a un modelo centrado en el estudiante a través de los resultados del aprendizaje. Una evaluación centrada en el alumnado significa que el estudiante analiza activamente su propio aprendizaje con criterios concretos sobre niveles de desarrollo en un entorno donde obtiene feedback de forma inmediata, frecuente y formativa. El fundamento de esta tesis consiste en la introducción de conjuntos muy diversos de actividades en el proceso de evaluación con el objetivo de enriquecerlo globalmente y acercarlo al proceso de aprendizaje. La evaluación continua se perfila como uno de los medios más precisos de ejecutar el proceso de evaluación teniendo en cuenta que las competencias pueden adquirirse mediante la realización de actividades. El proceso de evaluación se implementa en una sucesión discreta de puntos de medida que denominamos "momentos de evaluación" y que consisten en un conjunto de actividades que son necesarias para el desarrollo del proceso. Y basándonos en la existencia de una relación de orden parcial entre los distintos contenidos de un dominio curricular, podemos trazar un grafo dirigido con varias cadenas de tópicos que representan, de una forma natural, la progresión del alumnado para alcanzar el perfil de competencias objetivo. Proponemos un nuevo procedimiento de evaluación continua introduciendo un modelo activo/retroactivo, basado en las cadenas de tópicos antes citadas, que favorece la identificación de aquellas competencias que se han y que no se han alcanzado de una forma adecuada. Con esta idea presente, sugerimos la introducción de un impacto retroactivo sobre los conocimientos base de estas competencias ya evaluados en la(s) correspondiente(s) cadena(s) de tópicos diseñadas. Es más, este impacto retroactivo podría ser más relevante mediante la introducción de un amplificador de impacto calificador como un procedimiento de evaluación continua fundamentado en la mayor experiencia y conocimiento acumulado del alumno conforme avanza el desarrollo del curso. En general, cualquier asignatura se compone de distintos tópicos y cada tópico se desarrolla mediante la ejecución, con distinta relevancia, de una serie de actividades. Estas relaciones pueden ser representadas mediante matrices de tres dimensiones a las que hemos llamado cuboides ATC, los cuales se implementan mediante el uso de una evaluación binaria que verifica en las actividades cada una de las competencias básicas y las califica con un indicador verdadero/falso obteniendo una estructura matricial del rendimiento del alumnado en el curso, lo que nos permitirá diseñar estrategias curriculares. Desarrollaremos los mencionados cuboides ATC para una muestra de estudiantes y los compararemos con los resultados obtenidos con un método más tradicional utilizado en el grado de Ingeniería Aeroespacial en la Escuela Técnica Superior de Ingeniería del Diseño, ETSID, en la Universitat Politècnica de València. / [CAT] El procés de Bolònia anima la transició de l'educació superior des d'un model basat en l'adquisició del coneixement a un model que prima la comprensió de l'acompliment i des d'un model centrat en l'ensenyament a un model centrat en l'estudiant a través dels resultats de l'aprenentatge. Una avaluació centrada en l'alumne significa que l'estudiant analitza activament el seu propi aprenentatge amb criteris concrets sobre nivells de desenvolupament en un entorn on obté feedback de forma immediata, freqüent i formativa. El fonament d'aquesta tesi consisteix en la introducció de conjunts molt diversos d'activitats en el procés d'avaluació amb l'objectiu d'enriquir-lo globalment i apropar-lo al procés d'aprenentatge. L'avaluació contínua es perfila com un dels mitjans més precisos d'executar el procés d'avaluació tenint en compte que les competències es poden adquirir mitjançant la realització d'activitats. El procés d'avaluació s'implementa en una successió discreta de punts de mesura que denominem "moments d'avaluació" i que consisteixen en un conjunt d'activitats que són necessàries per al desenvolupament del procés. I basant-nos en l'existència d'una relació d'ordre parcial entre els diferents continguts d'un domini curricular, podem traçar un graf dirigit amb diverses cadenes de tòpics que representen, d'una forma natural, la progressió de l'alumne per assolir el perfil de competències objectiu. Proposem un nou procediment d'avaluació contínua introduint-hi un model actiu/retroactiu, basat en les cadenes de tòpics abans esmentades, que afavoreix la identificació d'aquelles competències que s'han assolit i també de les que no s'han assolit d'una manera adequada. Amb aquesta idea present, suggerim la introducció d'un impacte retroactiu sobre els coneixements base d'aquestes competències ja avaluats en la(les) corresponent(-s) cadena(-es) de tòpics dissenyades. I encara més, aquest impacte retroactiu podria ser més rellevant mitjançant la introducció d'un amplificador d'impacte qualificador com un procediment d'avaluació contínua fonamentat en la major experiència i coneixement acumulat de l'alumne a mesura que avança el desenvolupament del curs. En general, qualsevol assignatura es compon de diferents tòpics i cada tòpic es desenvolupa mitjançant l'execució, amb diferent rellevància, d'una sèrie d'activitats. Aquestes relacions entre activitats, tòpics i competències poden ser representades mitjançant matrius de tres dimensions a les que hem anomenat cuboides ATC. Els cuboides ATC s'implementen mitjançant l'ús d'una avaluació binària que verifica en les activitats cadascuna de les competències bàsiques i les qualifica amb un indicador veritable/fals. Així, obtenim una estructura matricial del rendiment de l'alumne en el curs, la qual cosa ens permetrà dissenyar estratègies curriculars individualitzades adaptades a les necessitats particulars de cada estudiant amb l'objectiu que assoleixin el nivell requerit en cadascuna de les competències. Desenvoluparem els esmentats cuboides ATC per a una mostra d'estudiants i els compararem amb els resultats obtinguts amb un mètode més tradicional utilitzat en el grau d'Enginyeria Aeroespacial a l'Escola Tècnica Superior d'Enginyeria del Disseny, ETSED, a la Universitat Politècnica de València. / Mínguez Aroca, FD. (2016). Computational assessing model based on performance and dynamic assignment of curriculum contents [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/61781 / TESIS

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This report discusses the design, development, and evaluation of a Chinese painting instructional project. The project discussed in this report introduces the novel idea of developing specific calligraphy skills in order to improve Chinese painting skills within a restricted time period (1-3 hours). The results show differences that are statistically significant between the pre and post test paintings created by 23 subjects from both the high school and the university level. The results of the evaluations can be found in the results section of this report. This report consists of a literature review, a project description, a description of the methodology used in the design project, evaluation results, and the full Chinese bamboo painting instructional material named Founding Chinese Bamboo Painting in Calligraphy: The Fourfold Approach (provided in Appendix A).

Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999). The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to what extent the use of the restricted C-mapping technique coupled with the threefold scoring rubric produced reliable ratings of students conceptual understanding from two examinations, and (b) to project how the reliability of the mean ratings for individual students would likely vary as a function of the average number of raters and rating occasions from two examinations. Nearly three-fourths (73%) of the variability in the ratings for one exam and (43 %) of the variability for the other exam were due to dependable differences in the students' understanding detected by the raters. The rater inconsistencies were higher for one exam and somewhat lower for the other exam. The person-to-rater interaction was relatively small for one exam and somewhat higher for the other exam. The rater-by-occasion variance components were zero for both exams. The unexplained variance accounted for 19% on one exam and 14% on the other. The size of the reliability coefficient of student concept map scores varied across the two examinations. A reliability of .95 and .93 for relative and absolute decision was obtained for one exam. A reliability of .88 and .78. for absolute and relative decision was obtained for the other exam. Increasing the number of raters from one to two on one rating occasion would yield a greater increase in the reliability of the ratings at a lower cost than increasing the number of rating occasions. The same pattern holds for both exams.

The purpose of this study is to explore a potentially more practical approach to direct writing assessment using computer algorithms. Traditional rubric rating (RR) is a common yet highly resource-intensive evaluation practice when performed reliably. This study compared the traditional rubric model of ESL writing assessment and many-facet Rasch modeling (MFRM) to comparative judgment (CJ), the new approach, which shows promising results in terms of reliability and validity. We employed two groups of raters”novice and experienced”and used essays that had been previously double-rated, analyzed with MFRM, and selected with fit statistics. We compared the results of the novice and experienced groups against the initial ratings using raw scores, MFRM, and a modern form of CJ”randomly distributed comparative judgment (RDCJ). Results showed that the CJ approach, though not appropriate for all contexts, can be valid and as reliable as RR while requiring less time to generate procedures, train and norm raters, and rate the essays. Additionally, the CJ approach is more easily transferable to novel assessment tasks while still providing context-specific scores. Results from this study will not only inform future studies but can help guide ESL programs to determine which rating model best suits their specific needs.

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No description available.

This dissertation surveyed the validities of teaching the chemistry of water purification in South African schools using locally available materials (LAM) through the scientific inquiry (SI) approach. The researcher randomly selected four secondary schools that provided a small and purposive study sample of thirty-two Grade 11 learners and four teachers. The research design applied a mixed-method approach, consisting of qualitative and quantitative methods of data collection. Within this approach, the outcome of SI instruction that integrated LAM was compared with that of conventional instruction through a quasi-experimental control groups design. The researcher identified in the analysis of interviews and questionnaires the most complex aspects of the chemistry of water purification for learners to understand as redox reactions, acid-base systems, precipitations, and chlorination. However, the use of LAM through the scientific inquiry approach made it easier for learners to understand the concepts. The high mean scores ( =80.88; SD=10.28) in Research-based Test 2 (RBT2), of the experimental groups taught through SI signified that those learners immensely benefited from an active and collaborative learning environment. The lowly scores ( =61.69; SD=4.21) of control groups could be attributed to a linear and passive participation of learners in the conventional classroom instruction. The marks of the two groups in post-test RBT2 were paired and contrasted using GraphPad software. The results showed that t =6.699, df =21 with a significant value of 0.0001, which is less than 0.05 (p<0.05), hence it can be inferred that the difference between the means of the two groups was not only statistically important but also worth an explanation. The higher performance scores in RBT2 and the Rubric Assessment Tool (RAT) in experimental groups represents that the intervention was successful in the implementation of instructional design in the the study. In addition, the learners had mastered the crucial aptitudes that included self-discipline in understanding, cooperative learning, searching relevant text on topic, hands-on or laboratory practice and logical thinking in problem solving by working through the SI activities that used LAM. / Mathematics, Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education with specialization in Chemistry Education)