Doctor Educationis / One of the educational ideas used in mathematics education to improve mathematics achievement in schools is examination-driven teaching. Its effects have sparked intense debates in different didactic circles regarding its usefulness as a teaching technique. More specifically, researchers have consistently debated whether examination-driven teaching is a good or a bad approach that can be used beneficially for learners’ achievement. In South Africa, the urgent need to uplift the low performances of high school learners in Mathematics has led to a development of a project which is a partnership with the Western Cape Education Department (WCED) and the University of the Western Cape (UWC). This project used examination-driven teaching in the context of a continuous professional development to improve learners’ mathematics scores. Five secondary schools that were opportunistically sampled in the province of the Western Cape were exposed to examination-driven teaching. For evaluation, the project yearly developed and implemented high-stakes Grade 10 end-ofyear mathematics examinations, and the data subjected to analysis were learners’ mathematics scores for 2012, 2013 and 2014. A quantitative approach employing Rasch procedures and some statistical procedures were used to analyse the data. The study intended to answer the following questions: 1) Do learners’ achievement scores in a high-stakes Grade 10 mathematics examinations improve over time when an examination-driven teaching approach is being used as intervention? 2) Does socio-economic status of schools influence mathematics performances in the case of using examination-driven teaching ? 3) Are there differences over time in the achievement of learners in the two different papers comprising the examination? / Okitowamba, O. (2015) Tracking learners’ performances in high-stakes Grade 10 mathematics examinations. PhD thesis. University of the Western Cape. Bellville. http://hdl.handle.net/11394/5655.

The purpose of this study is to predict the GPA for the students from their SCAT scores. The specific objectives of this study are as follows: (1) to show what degree the GPA can be predicted from the SCAT scores and to what extent they will fall between the standard error of estimate of the regression equations and, (2) to predict the GPA of students in the area of their respective major.

The effect on childrens' scores of different item formats used in standardized mathematics achievement tests was investigated. Second grade students were given a mathematics computation test using formats derived from five standardized achievement tests. Identical content was tested with each format . Differences in test scores between types r0f formats were statistically significant at p(.001 (F = 45.25). These results indicate that what a student appears to know is substantially influenced by the format of the particualar test used in measuring achievement. These differences are not accounted for by the rno~mative scaling of the different tests. Greater attention should be ~i,en to the effect of test item format in selecting and administering cac1 i evemen t tests.

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The purpose of this study was to determine if achievement test scores and task completion rates were affected by learning styles and instructional program sequencing, and to determine if there was an interaction of these two variables. The following research questions were addressed: 1. Is there a significant difference in achievement test scores between subjects using the program controlled interactive video program and subjects using the learner controlled interactive video program? 2. Is there a significant difference in achievement test scores between sensing type learners and intuitive type learners? 3. Is there a significant interaction of learning styles and interactive video programs on achievement test scores? 4. Is there a significant difference in task completion rates between subjects in the program controlled interactive video program and subjects in the learner controlled interactive video program? 5. Is there a significant difference in task completion rates between sensing type learners and intuitive type learners? 6. Is there a significant interaction of learning styles and interactive video programs on task completion rates? The treatment consisted of viewing a preassigned interactive video program, (program controlled-Program 1 or learner controlled-Program 2), followed by an achievement test (final examination) covering the material presented in the interactive programs. The subjects recorded the elapsed time for the interactive video programs (task completion rate). Two analyses of variance were used to test for significant differences in the means of the achievement test scores and task completion rates between the interactive video programs and the learning styles. (p<.10). Frequencies and percentages were computed to determine identifiable trends in the lesson unit selection sequence and the student learning paths through the lesson units. The results of the study indicated that in all but one measurement there were no significant differences between the dependent variables of this study (achievement test scores and task completion rates). There was a significant difference in task completion rates between the two interactive video programs. Based upon the overall purpose and nature of the instruction in this study, to whom the instruction was directed, and the results of the analysis of variance on achievement test scores and task completion rates, it is concluded that the program controlled interactive video program should be considered the more appropriate design strategy for this particular type of training. / Ed. D.

The purpose of this study was to examine the effects of race and gender on omissions in multiple choice tests. Modest but significant (p <= .05) correlations were observed between gender and omissions and between race and omissions on the mathematics subtest of the Tests of Achievement and Proficiency, a standardized achievement test administered to all eleventh graders in the Commonwealth of Virginia. Item characteristics (difficulty, discrimination and an index of differential item functioning) were used as independent variables in regression equations for the male/female case and the black/white case. In both cases item difficulty was the only significant (p <= .05) predictor of omissions. Principal components analysis was used to create composite variables characterizing school divisions. These composites together with race (proportion of black students) were used as independent variables in a regression equation with omissions as the dependent variable. Race was the only variable which was a significant predictor of omissions. / Ph. D.

杨志明. / 呈交日期: 2003年2月. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 115-120). / 中英文摘要. / Cheng jiao ri qi: 2003 nian 2 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Yang Zhiming. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 115-120).

Changes in Education usually brings along with it problems of curriculum implementation, such as assessment, evaluation and curriculum design. One of the major problems is how learners are going to be assessed for progression and how the teachers are going to adapt to these new approaches. In this research the focus was on the following problems: Are the new assessment criteria met by the facilitator? Can the opinions/ideas and attitudes of facilitators be transformed? Do facilitators understand the new assessment criteria and how to use them? To find out how knowledgeable the educators are on assessment criteria and what the educators average attitudes are towards the new assessment criteria. In the empirical research data was gleaned by means of questionnaires. Thereafter, correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. / Psychology of Education / M.Ed. (Psychology of Education)