Many pedagogues believe science centres to be a good complement to the more formal school teaching. For a visit to a science centre to be as educational as possible, there is a need for pre-visit information of some sort, a guided visit, and post-visit work. Many science centres offer loan services of different kinds. At Navet, a science centre in Borås, teachers can borrow boxes with experiments connected to the different themes they provide. The experiments are supposed to be a continuation of the visit and help settle the knowledge gained during the visit. This thesis is an evaluation of how the boxes function in the schools, and what the teachers think of them. The study was conducted through questionnaires and interviews with both teachers and the staff at Navet. The results of the study are very positive. Many teachers have been involved with Navet from the very beginning and they see a visit to Navet as an integrated part of their teaching. Some boxes work better than others and some might need clearer information, but overall the teachers see the boxes as timesavers, as a way to vary their teaching more easily, and as a help for teachers not specialized in mathematics and science.

The purpose of this qualitative study was to explore three questions regarding formative assessment (FA) and Student-Involved assessment strategies among five middle years teachers in Saskatoon Public Schools. The questions were one, what were the beliefs of the teachers regarding formative assessment and student involved assessment? as well as two, what were their perceptions about attitudes of students, parents, and the community about these innovative assessment practices? and thirdly, what did the teachers believe would support teachers in taking up formative assessment and student-involved assessment? The five participating teachers had varying lengths of service ranging from five to over twenty-five years. Teachers were interviewed in a semi-structured style during one forty-five minute interview, each. Teachers were provided with sample prompts in order to facilitate the conversation. Teachers reported using FA and student involved assessment strategies with mixed results. Teachers used strategies and modified them on occasion to suit the learning conditions, to allow for time constraints, or to accelerate the pace of instruction. Teachers also reported using FA and student-involved assessment strategies primarily in subject areas in which they felt most comfortable and relied on more traditional summative assessments in subject areas in which they were less comfortable. Teachers stated there were varying degrees of support from colleagues, school based administrators, and school division consultants. The support generally disappeared if the school based administrator whose emphasis was FA and student-involved assessment left the school for a different assignment. Some participants reported taking initiative to pursue FA of their own accord, but were left to roll out the initiative on their own. Teachers described mixed results with other stakeholders in these processes as well. Generally parents and students were less interested in FA and student-involved assessment and showed a preference for summative evaluations such as percentages and letter grades. Implications of these findings are that teachers are not appropriately trained in student assessment and support for formative assessment is inconsistent. Students are often omitted from the unpacking of curricula, are not accountable for collection of their own assessment data and are not held responsible to act upon any formative assessment feedback in order to improve their learning. This study led to the following definition of formative assessment: formative assessment is the demonstration by students they can act upon descriptive feedback to show they have achieved a learning outcome regardless of mode (oral, written, performance, etc.).

In the United States, educators have struggled with low student achievement in reading proficiency, which affects student success in school and leads to higher dropout rates. To address low reading proficiency scores, a local charter high school implemented the myON'reader program. The myON reader program is an electronic library that allows students to choose their own reading based on their reading level and interest. The program tracks students' reading habits and level of reading, so teachers can determine students' progress. Guided by self-directed learning and social constructivism, the purpose of this study was to review available data to determine if the program increased students' reading assessment scores. This study used a mixed-methods design and 3 sets of data: a reading assessment (n = 39), the myON'reader program itself (n = 39), and a semi-structured interview (n = 2). A paired-samples t test determined a statistically significant difference between pretest and posttest data in assessments of students using the myON'reader program. Pearson's correlation coefficient determined a statistically significant correlation between the difference in the reading test scores and hours the students read, as well as a statistically significant correlation between reading test scores and Lexile level of reading. Finally, a semi-structured interview was conducted to determine the teachers' opinions of the program providing additional data for triangulation. The interview was recorded, transcribed, and coded to determine common themes. The positive social change implications included the improvement of student reading ability at the local charter high school, which over time will develop students better prepared for success.

Evaluation is an integral part of instructional design. Formative evaluation, specifically, is a phase identified in many instructional design models and is recognized as an important step for program improvement and acceptance. Although evaluation has many models and approaches, very few deal specifically with formative evaluation. Further, no one set of guidelines has been found that provides a comprehensive set of procedures for planning and implementing a formative evaluation. Encapsulating such guidelines into a “tool” that automates the process was the author’s initial idea. The author’s intent in Chapter 2 was to find a model or checklist as a stepping off point for future formative evaluation tool development. In lieu of finding such a model, one was created (Chapter 3), pulling from several formative evaluation models and the author’s own experience. Chapter 3 also discusses the purpose behind developing a formative evaluation tool - to create an accessible, efficient, intuitive, and expedient way for instructional designers and developers to formatively evaluate their instruction or instructional materials. Chapter 4 focuses on the methodology selected to evaluate the tool, presented in prototype. Chapter 5 presents the results of the evaluation; comments received from the expert reviewers are presented and ideas for tool improvement are generated. Finally, the Appendices include the formative evaluation tool prototype as well as the documentation that accompanied the tool during its evaluation. The initial idea behind this developmental dissertation was the creation of a formative evaluation tool. The focus of the dissertation itself, however, was on the justification for such a tool, and the literature behind the making of the model and consequently the tool. The result of this developmental dissertation was the prototype of an evaluation tool that with improvements and modifications is deemed promising by the experts who reviewed it. Although designed with formative evaluation in mind, it was generally agreed that this tool could be utilized for both formative and summative evaluation. The expert review was successful not because the tool was without fault, but because the review truly achieved its purpose – to identify areas of strength, weakness, and to suggest improvements. / Ph. D.

This paper titled "Evaluation of the lower secondary education students and its influence on learning motivation" is focused on the most frequently used methods of evaluation at today's schools. It considers not only evaluation methods complying with students but also relation between evaluation and learning motivation. It includes an analysis of current situation of students' self-evaluation. The whole paper is divided into a theoretical and an empirical part. The theoretical part portrays the core essence and the importance of the evaluation, its principles and qualities. It describes some important concepts, such as a pedagogical evaluation and its legal framework. It identifies function and techniques of the evaluation from the school legislation point of view and at the same time it illustrates the current tendencies in its development. It maps some types, forms and evaluation function. It explains in more details motivational function of evaluation as well as self-evaluation. The empirical part deals with a detailed research which is dedicated to exploration of the most frequently used pedagogical evaluation methods at the chosen schools. Simultaneously, it investigates which evaluation methods are preferred by students themselves and whether evaluation somehow impacts their motivation level...

School leaders at an urban public high school implemented the Check and Connect (C&C) program to improve student engagement outcomes for at-risk students in 2010-2011. No formal program evaluation of C&C had been conducted in the 2012-2013, 2013-2014, and 2014-2015 school years to show whether the program was effective. The purpose of this study was to investigate the relationship between successful school completion and participation in the C&C program. A quantitative, quasi-experimental program evaluation was conducted to determine whether C&C's student-related variables including cohort, gender, ethnicity, socioeconomic status, and truancy predicted students' successful school completion. Archival data of students eligible for graduation (N = 668) were analyzed using chi square tests and logistic regression. Results showed that the model, including C&C participation and all student-related variables, was significant in explaining the variance for successful school completion. Follow-up analyses revealed that C&C participation for the 2013 graduation cohort only, females, and low truancy students were significantly more likely to complete school, suggesting a need for further investigation of the program's implementation strategy. An evaluation report was developed with recommendations to evaluate C&C for implementation fidelity and to consider the use of observable indicators to recruit students for C&C participation who may require targeted or intensive interventions for successful school completion. This endeavor may contribute to positive social change by informing stakeholders of C&C's effectiveness, helping leaders make future decisions about how to approach program implementation and evaluation, and increasing successful school completion.

Thesis (M.A. (Communication Studies)) -- University of Limpopo, 2020 / Health communication is one of the interventions used to overcome health issues in society. Behavioural change is a process that relies on influence, and carefully designed messages about a desired outcome. These messages are captured from health communication interventions such as health communication campaigns about HIV/AIDS. This study empirically measured behavioural intention and followed the introduction of the health communication campaigns at the University of Limpopo (UL) campus amongst students from all faculties. In order to evaluate these campaigns, a positivist research paradigm was chosen, and the quantitative approach was used to measure and determine the relationship between the constructs of the Theory of Planned Behaviour (TPB). The constructs (or predictor variables) of the TPB model are deterministic of behavioural change. They work together to achieve change in behaviour, where the outcome variable is the behavioural intention. This study used the TPB model to guide the literature and methodology when it came to the formulation of questions for data collection. The target population sampled was aged between 18 and 28, and all the participants belonged to various schools across all faculties at the University of Limpopo. The researcher used of the Stratified random sampling method which is classified under probability sampling; 401 questionnaires were coded, and analysed. SPSS® version 25 was used to analyse the data. The results were-drawn descriptively and inferentially. This was done in order to define the relationship between the theory’s variables. The researcher used both Pearson Correlations and Regression Analysis to define the relationship between the variables. Descriptively, the majority of 148 (36.9%) participants strongly agreed while 174 (43.4%) agreed that they intended to participate in health communication campaigns in the future, as the predictor variable. Inferential findings showed that the behavioural intention variable amongst the students proved to be the one that contributed most towards behavioural change. The researcher suggests that further research should focus on message development. Health campaign messages should be developed that trigger intention, in order to achieve behavioural change for individuals so that they can ultimately participate in health campaigns.

The thesis reports on the evaluation of a digital information literacy program (DILP) to determine the program’s effectiveness in enhancing students’ digital information literacy skills. The program was originally designed and developed for the South African student, as member of Generation Y, but was adapted to suit the demographics and characteristics of Generation Z. New learning technologies were incorporated to enhance students’ learning experience. One of the characteristics of information literacy programs that illustrate best practice is the evaluation of the program itself to judge it’s effectiveness and validate the program as a learning tool. A review of the literature confirmed the paucity of the evaluation of such programs using assessment of student learning through outcomes assessment instruments, based on information literacy competency standards, designed with proven validity and reliability. The literature review found no evidence of the evaluation of the effectiveness of such programs through meaningful assessment of student learning using outcomes assessment in South Africa. For these reasons, the evaluation of the DILP was undertaken. To evaluate the effectiveness of the DILP, a non-randomised quasi-experimental research design, focusing on a single-group pre-test/post-test design which incorporated a combined quantitative and qualitative research approach was used. The primary research instrument was a pre- and post-test. A group of students, belonging to Generation Y and Z, completed a pre-test, worked through the DILP and completed a post-test. Telephonic and e-mail interviews were used to collect further data. The statistical analysis is presented by using descriptive statistics (stacked bar charts for the quantitative data and pie charts for the qualitative data). Inferential statistics were used to reach conclusions beyond the immediate data presented in the charts. The final step was to judge the overall effectiveness of the DILP. The difference between the means was statistically significant, indicating that the DILP was effective in enhancing the digital information literacy skills of students. Based on this research, additional research could be the evaluation of a DILP designed specifically for “digital natives”; the development of online outcomes assessment instruments for web-based tutorials with proven validity and reliability and research in the area of integrating emerging learning technologies with such programs, evaluating their effectiveness. / Information Science / D. Litt. et Phil. (Information Science)

商業策展公司每年舉辦的藝文展覽數量不斷增加，然而受限於人力與資金，展覽評量尚未發展成熟，然而展覽做為一種藝術的呈現方式，評量有助於策展團體了解觀眾對於展覽的評價、展覽成效以及在市場上尋找自身利基，建立獨特的品牌形象。商業策展公司評量方式以參觀人數以及發放意見調查表為主，然而目前市面上觀眾意見調查問卷的評量面向標準不一，無法完整評量一個展覽的成效，且忽略觀眾在展覽中的體驗評量。因此，本研究以Lauterborn 4C四項要素以及Schmitt策略體驗模組（Strategic Experiential Modules, SEMs）理論，發展出一個結合觀眾的展覽認知與展覽體驗的展覽總結式量表。本研究以時藝多媒體舉辦的《米羅特展》以及寬宏藝術舉辦的《失戀博物館》為研究案例，回收問卷490份，有效問卷回收475份，並依照Devellis量表分析步驟，包括題項刪減（item purification）、建構效度分析（construct validity analysis）與信度分析（reliability analysis），建構展覽評量量表，最終發展五大評量層面，包括消費者需求與欲望、物超所值、雙向溝通、感官與社群關聯與行動力以及相對應的九大評量面向和評量子面向。 / In Taiwan, Curatorial companies hold more and more art exhibitions every year. Owing to the lack of human and financial resources, exhibition evaluation hasn’t developed maturely enough. However, exhibition is one of the ways of presenting art and evaluation would help curatorial team know how audiences evaluate the exhibition, what the exhibition’s effects are, and what the company’s brand image is in the market. Nowadays, curatorial companies use the number of visitors and evaluation questionnaires as the way of exhibition evaluation. Nevertheless, the evaluation questionnaires cannot assess the whole parts of exhibition’s effects and ignore the assessment of what the audiences experience in the exhibition. Therefore, this study uses Lauterborn’s 4C elements and Schmitt’s strategic experiential modules to develop the scale that combines audience’s cognition and experience in the exhibition. As for cases, the study uses Joan Miro Exhibition Women, Birds, Stars, held by Mediashpere and Museum of broken relationship, held by Kuang Hong Arts. And follow Devellis’s scale development steps, including item purification, construct validity analysis and reliability analysis to construct summative exhibition scale. Finally, the scale develops five parts, including consumer needs and wants, cost, communication, sense and community and action and the related nine layers and sub-layers.

The thesis reports on the evaluation of a digital information literacy program (DILP) to determine the program’s effectiveness in enhancing students’ digital information literacy skills. The program was originally designed and developed for the South African student, as member of Generation Y, but was adapted to suit the demographics and characteristics of Generation Z. New learning technologies were incorporated to enhance students’ learning experience. One of the characteristics of information literacy programs that illustrate best practice is the evaluation of the program itself to judge it’s effectiveness and validate the program as a learning tool. A review of the literature confirmed the paucity of the evaluation of such programs using assessment of student learning through outcomes assessment instruments, based on information literacy competency standards, designed with proven validity and reliability. The literature review found no evidence of the evaluation of the effectiveness of such programs through meaningful assessment of student learning using outcomes assessment in South Africa. For these reasons, the evaluation of the DILP was undertaken. To evaluate the effectiveness of the DILP, a non-randomised quasi-experimental research design, focusing on a single-group pre-test/post-test design which incorporated a combined quantitative and qualitative research approach was used. The primary research instrument was a pre- and post-test. A group of students, belonging to Generation Y and Z, completed a pre-test, worked through the DILP and completed a post-test. Telephonic and e-mail interviews were used to collect further data. The statistical analysis is presented by using descriptive statistics (stacked bar charts for the quantitative data and pie charts for the qualitative data). Inferential statistics were used to reach conclusions beyond the immediate data presented in the charts. The final step was to judge the overall effectiveness of the DILP. The difference between the means was statistically significant, indicating that the DILP was effective in enhancing the digital information literacy skills of students. Based on this research, additional research could be the evaluation of a DILP designed specifically for “digital natives”; the development of online outcomes assessment instruments for web-based tutorials with proven validity and reliability and research in the area of integrating emerging learning technologies with such programs, evaluating their effectiveness. / Information Science / D. Litt. et Phil. (Information Science)