by Wong Chui Fong, Tammy. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 75-85.

Digitized by Kansas Correctional Industries

Thesis (Ed.D.)--Boston University.

This thesis presents an exploratory study into the concept of assessment confidence development, building upon previous studies in self-efficacy and academic confidence. In particular, this study concentrates on students transitioning from FE to their first year of HE studies in Business and Management and the associated assessment regime. The resultant substantive understandings of experience of this transition have been constructed with the assistance of 11 first year students, during 2 interviews across a year. The first of these interviews was undertaken in induction week and was followed by a second interview at the end of the first academic year of HE study. An inductive approach has been taken to the production of data which has been analysed using thematic analysis and I-poem analysis in order to theorise around the influencing factors and aspects of assessment design linked to the development of assessment confidence. The subsequent findings have emerged through authentic representation of the student voice, confirmed during member checking exercises. The main findings of this study suggest that students may be more widely influenced by their contextual experiences of FE assessment than have previously been recognised. In addition, student experiences of assessment regimes at this level are typified by familiarity, routine, repetition and modelling. In the transition to HE assessments, the students in this study experienced self-doubt, uncertainty and ambiguity leading to perceptions of risk and lack of control. Assessment design aspects of clarity, relevance and authenticity in addition to student choice and freedom are presented as key to understanding how HE educators can mitigate risk and loss of control during this transitional period. This thesis contributes to the wider understanding of how students interact with assessment during transitional phases and in particular into unfamiliar subject areas with distinctly different assessment regimes. This substantive theorising presented builds upon the more domain specific notions of self-efficacy already associated with student 'confidence' in order to better design the assessment experience for students making that transition.

The purpose of this study was to investigate the effect of instruction and use of a study method on scores achieved students in fourth grade compared with scores achieved by students in fourth grade who had not practiced that study method.A total of eighty-three students participated in the study. The subjects were members of four intact fourth grade classes in two separate buildings in a school system in northern Indiana. One intact class in each building was considered to be the comparison group and the other served as the experimental group. There were forty students in the comparison group and forty-three students in the experimental group. Membership in an intact class assigned to a specific teacher was the basis for assignment to the comparison group or to the experimental group. Classes were assigned to the comparison group or to the experimental group on a random basis.A rank was assigned to each student by the classroom teacher on the basis of individual academic performance and capability. Students were ranked in the upper third, middle third or lower third of the class. Four instruments were devised and administered in a counterbalanced pattern. Each student in the study responded to all four instruments through repeated measurements. The instruments were administered at the beginning of the study and at intervals of fourteen school days thereafter. Experimental teachers were provided instruction in the SQ3R Study Method in an inservice presentation prior to the beginning of the study. Following administration of the first measurement, the SQ3R Study Method was initiated with the experimental group. The comparison group did not receive instruction in that method. After fourteen school days, the second measurement was taken and treatment was suspended for fourteen school days. At the end of that period the third measurement was taken and the SQ3R Study Method treatment was resumed with the experimental group. The final measurement was administered on the fortysecond school day.A repeated measures analysis of variance was the statistical treatment applied showing the independent variable sex not to be a factor significantly contributing to differences among scores. A multivariate analysis of variance was applied to independent variables: membership in the experimental or comparison group; student rankings in the upper, middle or lower third of the classroom; and attendance at one of the schools participating in the study.The findings of this study suggest that fourth grade students can profit from instruction in the SQ3R Study Method. The experimental group demonstrated evidence of regular increase in mean scores achieved to a statistically significant degree, but the comparison group did not.

No description available.

No description available.

There is no abstract available for this thesis.

Thesis (D.A.)--Illinois State University, 1985. / Title from title page screen, viewed June 30, 2005. Dissertation Committee: John Dossey (chair), Lawrence Eggan, Lotus Hershberger, Larry Kennedy, Albert Otto, Thomas Shilgalis. Includes bibliographical references (leaves 72-75) and abstract. Also available in print.

Published also as thesis (Ph. D.) Columbia University. / Includes bibliographical references.