Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1983. / Includes vita. Includes bibliographical references (leaves 105-111). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xv, 184 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 137-150).

Thesis (M.S.)--Boise State University, 2009. / Includes abstract. Includes bibliographical references (leaves 43-46).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of learning disabled children). Includes bibliographical references (47-57 p.).

Thesis (Ed.M.)--Boston University / The purpose of this study is the construction and evaluation of a teacher-made, highly, but not exclusively, objective type test in the field of social studies. Such a test would primarily attempt to measure the retention of basic, factual •terial as prescribed in the Newton course of study of Canada for grade five in the Newton Public Schools, Newton, llassachusetts. It would also include a sampling of items designed to measure application of facts by alluding te higher mental processes and critical thinking.

Virtue-theoretic accounts of knowledge start by capturing the value of knowledge as an achievement and work from there to develop a full theory of knowledge. But environmental luck, which is compatible with achievements but typically defeats knowledge, introduces some unique challenges for these accounts to overcome. While far from devastating for the virtue-theoretic project, several authors have viewed these worries as an opportunity to shift their focus towards understanding. In the past, understanding has been mostly ignored by epistemologists who considered it to be a psychological state rather than something worth further inquiry. Over the past decade, this view has changed and understanding is quickly becoming a topic of great interest and lively debate. Among the key questions in this debate is the relationship between knowledge and understanding, the role of epistemic luck, and whether understanding has final value as a cognitive achievement. However, the debate is taking place in the absence of a useful theory of understanding that can provide a principled means of addressing these topics. This project aims to help remedy the situation by identifying a kind of understanding, which I call ampliative understanding, that can provide a framework in which the current debate can take place. In staying true to the virtue-theoretic approach, this account of understanding starts by focusing on its value as a cognitive achievement and working from there. On this view, an agent with ampliative understanding will be able to acquire true beliefs in a way that manifests her cognitive abilities. While there are certainly other kinds of understanding that may be of epistemological import, ampliative understanding is able to accommodate our intuitions about the value of understanding and can capture most of the necessary features for understanding that we find in the literature. My hope is that, with the framework of ampliative understanding in place, we can have a debate that is both rigorous and productive.

Over the past twenty years, there has been significant research conducted on the effects of large-scale standardized tests on academic achievement. Policy makers around the world have developed policies and allocated substantial sums of money in order to increase the frequency of large-scale standardized tests, although existing research offers inconclusive findings as to whether the use of large-scale standardized tests leads to higher achievement. This study was intended to empirically examine the use of standardized testing and its relationship with student achievement. The study focused on two questions: first, why do some nations require their students to take large-scale standardized tests more frequently than others? And second, is there a correlation between the frequency of large-scale standardized tests frequency and academic achievement? This study examined data from the 2003 and 2009 administrations of the Program for International Student Assessment (PISA) in order to address these questions. Results from this study indicated the frequency of large-scale standardized tests is most likely to be associated with testing consequence or stake (e.g., data are made public, etc.). Additionally, results suggest that the frequency of large-scale standardized tests is not significantly related to academic achievement.

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M.Ed. (Educational Psychology) / Please refer to full text to view abstract