The purpose of this study is to investigate the viability of Structural Assessment of Knowledge (SAK) as a tool for identifying alternative conceptions and for predicting domain performance in Physics. The process begins by eliciting and then representing students‘ knowledge. One of these types of knowledge is conceptual knowledge, which is important for performing procedural tasks. This thesis employs a cognitively based theoretical framework to uncover students‘ knowledge, and then represents that knowledge for analytical purposes using SAK. SAK uses the Pathfinder algorithm to empirically derive the semantic networks of the students‘ and experts‘ cognitive structures, by asking them both to rate the relatedness of pairs of physics terms. Comparing students‘ and experts‘ knowledge structures provided some support for the structural assessment theory. In particular, supporting evidence that Pathfinder networks help in predicting student‘s problem solving capabilities was attained.

Introduction: Expectations for assessment in higher education have increased in recent decades, prompting institutions to invest additional resources in this area. This study aimed to determine the resources, structure, and perception of assessment resources in United States schools and colleges of pharmacy (S/COPs). Methods: Assessment personnel in S/COPs were surveyed electronically. Information collected included S/COP demographics, composition of assessment positions, experience and training of assessment personnel, and structure and responsibilities of committees engaged in assessment. Respondents’ perception of their S/COPs having sufficient assessment personnel, recent changes in assessment, and the factors that prompted assessment changes were also surveyed. Results: Respondents included individuals from 113 S/COPs (84% response rate). Most S/COPs had 1–2 assessment positions and 1–2 assessment-related committees. The most common assessment position titles were assistant/associate dean, director, coordinator/specialist, and administrative assistant. Dean-level administrators typically had worked in assessment the longest, whereas directors were more likely to have formal assessment training. Most respondents (75%) agreed they had sufficient assessment personnel to meet the 2007 Accreditation Council for Pharmacy Education Standards. Nearly two-thirds of respondents agreed they had sufficient personnel to meet the 2016 Standards and support their current assessment plan/process. Most S/COPs had a formal assessment committee (93%) and an average of two committees overseeing assessment. Conclusion: Most S/COPs reported having sufficient resources to support assessment activities. Although there were some consistent themes, there does not appear to be a single model for structuring assessment resources or committees. Effectiveness of various assessment structures represents an area for future research.

Submitted to the FACULTY OF EDUCATION in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of CURRICULUM AND INSTRUCTIONAL STUDIES at the UNIVERSITY OF ZULULAND, 2004. / The present study examines the active participation of learners in learning and continuous assessment. The first aim was to ascertain the extent to which learners play an active role in learning and continuous assessment. The second aim was to determine whether learners' biographical factors such as gender, age and grade have any influence on the active role which they play in learning and continuous assessment. To this end, a questionnaire was administered to a randomly selected sample of three hundred and fifty four learners. The findings reveal that learners differ in the extent to which they play an active role in learning and continuous assessment a very high percentage (79.9%) of learners report an average level of active role. The findings also show that learners' personal variables such as gender, age as well as grade have no influence on learners' active role which they play in learning and continuous assessment. On the basis of the findings of this study, recommendations to the Department of Education as well as for directing future research were made.

Note:

The purpose of the study was to address in-service training needs of Mississippi County Extension Directors in the area of program needs assessment. The population consisted of the 80 County Extension Directors; 2 positions were vacant. Eighty percent of County Extension Directors responded. County Extension Directors that responded by program area: 38 Agriculture and Natural Resources, 12 Family and Consumer Sciences, 4 4-H Youth Development, and 10 County Extension Directors that are Generalists. Sixty-one percent were male and 39 percent were female. Eight percent completed a bachelor’s degree, 11% completed a bachelor’s degree plus graduate work towards master’s degree, 60% completed a master’s degree, 14% completed a master’s degree plus graduate work towards doctorate, and 6% completed a doctorate degree. The study used a descriptive survey research design. Descriptive statistics, including frequencies, percentages, means and standard deviations were utilized in the study. The Borich Needs Assessment Model was used to analyze the in-service training needs of County Extension Directors. Findings from the study indicated that County Extension Directors need in-service training on needs assessment. County Extension Directors reported below average competency in the following: analyzing survey data, interpreting statistical data, identifying sources of statistical data, and entering survey data into spreadsheets. The findings also indicated that County Extension Directors lack an understanding of how needs assessment impact funding of programs within Mississippi State University Extension Service and that training can be targeted to specific program areas. Findings show there is a need to re-offer training on the Strengthening Extension Advisory Leaders Curriculum since the result of knowledge and usage is extremely low. Additional finding revealed that County Extension Directors need training on the Logic Model.

Background: Autism Spectrum Disorder (ASD) has two defining deficits: social communication and stereotyped and repetitive behaviour. This pilot study trialled 5 tasks based on current literature to measure the social cognitive skills of children with ASD, titled the Childhood Autism Social Skills Assessment (CASSA). The five tasks were designed to measure performance-based differences in children with ASD using response time and accuracy to compare 13 controls and 12 autism groups. Quantitative differences were found between the children with autism and the neurotypical controls, as well qualitative results which will be used to increase validity and reliability for these tasks in the future. Methods: The CASSA was administered within a single session. 27 youth aged 6-17 (13 with ASD, 14 Controls) were assessed using the 5 CASSA tasks. Participants’ parents completed standardized questionnaires as supplemental information. The CASSA is made up of five sections which are the Emotional Stroop, Navon, Blur into Focus, Theory of Mind, and McGurk tasks. The Emotional Stroop task is based on creating the Stroop Effect using an emotional face with an incongruent emotional word over the bridge of the nose. The Navon task measures reaction time of participant’s ability to recognize a target number that may or may not be embedded within a large number made up of small numbers. The Blur-to-focus task requires the participant to identify the emotion displayed on faces (Happy, Sad, Angry or Afraid), that start blurred and gradually come into focus. The CASSA measures Theory of Mind (ToM) development by a series of cartoons depicting the interaction of two children, whose situations become increasingly more complex as the task goes on. Results and Conclusions: Results indicate that the CASSA may be used as an addition to a clinical assessment battery, specifically using the Navon, Emotional Stroop, and Blur into Focus tasks which were able to produce statistically significant performance differences between groups. The CASSA has the potential to aid in diagnosis as part of a battery as well as to allow researchers and clinicians to assess social skills through electronic assessment. / Thesis / Master of Science (MSc)

This thesis reports on a qualitative study of the assessment practices in an outdoor education program at an independent school in Ontario. This thesis focuses on the experiences of students with assessment in the outdoor education context, including the range of assessment practices experienced by the students, the students’ perceptions of assessment, and the impacts of assessment on the students’ experiences in the outdoor education program. This study was conducted from October to December of 2008. Using a case study research design, data were collected through observations of class activities, interviews with teachers and students, and assessment documents and student journals. The study found that a wide range of assessment practices were used by the teachers in the study, with an emphasis on student-centered assessment practices such as self assessment, peer assessment, group debriefing, and authentic assessment. These assessment practices fostered a culture of assessment that students perceived to be fair and supportive of their learning. The findings of the study indicate that these types of assessments helped to create a community of learners within the classroom, encouraged the development of self-confidence among students, and promoted transfer of learning. The conclusions of the study suggest that the student-centered assessment practices used in this outdoor education program can provide a model for teachers aiming to develop a positive culture of assessment in their classrooms. / Thesis (Master, Education) -- Queen's University, 2009-06-08 14:39:20.455

Thesis (Ph.D.)--University of Adelaide, 2000. / CD-ROM inside back cover contains 23 page summary of thesis, and a copy of the appendices Chapters 7-10 and references; Powerpoint file of the 160 landscape scenes; Powerpoint presentation of the methodology and findings of the survey of landscape quality of South Australia. Bibliography: p. 421-444. Also available online.

Thesis (Ph.D.)--University of Adelaide, 2000. / CD-ROM inside back cover contains 23 page summary of thesis, and a copy of the appendices Chapters 7-10 and references; Powerpoint file of the 160 landscape scenes; Powerpoint presentation of the methodology and findings of the survey of landscape quality of South Australia. Bibliography: p. 421-444.

The purpose of this project was to develop an instructional packet designed to help instructors create effective product assessment projects for use in assessing students' understanding of course material. The specific audience for this packet was instructors of courses offered at Brigham Young University who rely on product assessment to evaluate students' understanding and skills in any content area. The packet I prepared explains the principles of effective product assessment as they are currently understood by assessment specialists and models how to implement these principles during the creation of a product assessment project. I assembled this packet based on the current thought on product assessment and created instructions to guide instructors in developing effective product assessment projects. This instructional packet was given to a few instructors to guide them as they created product assessment projects for their courses. The packet was then improved based on their feedback so that it can best help instructors create effective product assessment projects as they assess their students.