Research on English Language Learners’ (ELL) test performance in relation to their language use at home and attitudes towards mathematics have rarely been investigated. This study examines the effects of different test formats and constructs, learner characteristics, and attitudes towards mathematics on ELLs’ performance in the Education Quality Accountability Office (EQAO) Grade 9 mathematics test. The participants include a total of 2867 ELLs in Grade 9 who participated in the EQAO Grade 9 mathematics test (1887 from the academic course and 980 from the applied course). The overall results of the study supported the following conclusions. First, ELLs tend to score better in Multiple Choice Questions (MCQ) over Open Response Questions (ORQ), and language use at home has interaction effects on their performances on various test formats and constructs. Secondly, significant interactions occurred between language use at home and ELLs’ performance of test formats and constructs. In addition, ELLs who speak another language (only another language) scored higher in performance in both test formats and constructs than ELLs who spoke only English at home. From the ELLs’ questionnaire responses at both the academic and applied levels, two learner characteristics were derived from the section of the questionnaire measuring attitudes towards mathematics: perceived mathematics competency and mathematics interest. The questionnaire also revealed that ELLs in the academic level viewed mathematics in separate constructs (i.e., numerical and spatial mathematics), whereas ELLs in the applied level viewed mathematics as a whole. By extracting from learner characteristics, perceived mathematics competency was found to be the significant predictor for mathematics test performance of ELLs in the academic and applied levels. Moreover, perceived numerical and spatial mathematics ease are significant predictors for mathematics test performance in the academic level. On the other hand, perceived mathematics ease was found to be a significant predictor for the applied level. Results are discussed in relation to second language development, mathematics teaching and learning, and cultural differences. Limitations of the present study were presented where implications for research, test development, and practice are suggested for future research. / Thesis (Master, Education) -- Queen's University, 2012-06-29 23:49:17.068

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This study examined the quality of English language programmes at Libyan universities and in particular at Tripoli University, in order to identify the factors that have contributed to the decline in standards of students studying English at degree level. The motivation behind selecting this topic area is that English language programme at Tripoli University is dated and not fit for purpose. Thus English programmes are in need of major changes to improve students’ language skills. There is a broad literature on the need for research on language programme evaluation across many parts of the world. Many educational systems and teaching institutions undertake periodic evaluation of their programmes. Many key authors agree on the importance of evaluation and argue that evaluation is more than just the collection of information and data, it involves making judgements about the worth, merit or value of a programme. Programme evaluation is also a form of validation process to find out if the assessed programme is fit for purpose and meets the students’ needs and expectations. This study adopted a mixed methods approach as relying on one single research approach and strategy would reduce the effectiveness of this study. The rationale for adopting a quantitative and qualitative research approach is related to the purpose of the study, the nature of the problem and research questions. Thus quantitative data were collected through questionnaires involving (300) students at Tripoli University (Libya) and was analysed using SPSS. This was supported by qualitative data using semi-structured interviews involving eight lecturers at Tripoli University using content analysis. The findings revealed that most of the students recognise the need for radical changes to revamp the language programme to address the decline of English language skills. Students are aware of their inadequate English standards, as the findings showed that a majority of students had positive attitudes and were highly motivated to learn the English language. The conclusions indicated that the English language programme has major shortcomings that need to be addressed such as resources, teaching and learning facilities, training workshops for staff development and insufficient library resources. The results also clarified that the English language programme needs to be evaluated on a regular basis in order to assess its effectiveness in order to enhance the quality of education. The study makes suggestions that will have implications for improvement and development for the English language programme. A framework is proposed to reform and revamp the English language programme. This study contributes to raise awareness regarding the importance of evaluating English language programmes, to allow decision-makers to take necessary steps to promote the English language. This study also makes a theoretical contribution by expanding the literature on the research topic which is Quality assessment English language programmes at Libyan Universities. It also raises awareness about the root causes of the decline of English language standards.

This three-article dissertation addresses three different yet interrelated topics: language testing, assessment, and evaluation. The first article (Saudi Student Placement into ESL Program Levels: Issues beyond Test Criteria) addresses a crucial yet understudied issue concerning why lower-level ESL classes typically contain a disproportionate number of Saudi students. Based on data obtained from different stakeholders, the findings revealed that one-third of the study students intentionally underperformed on ESL placement tests. However, ESL administrators participating in this study provided contradicting findings. The second article explores the efficacy of (Integrating Self-assessment Techniques into L2 Classroom Assessment Procedures) by examining the accuracy of CEFR self-assessment rubric compared to students' TOEFL scores, and the extent to which gender and levels of language proficiency cause any potential score underestimation. By obtaining data from 21 ESL students attending the Center for English as a Second Language at University of Arizona, the findings revealed no statistically significant correlations between participants' self-assessed scores and their TOEFL scores. However, the participants reported that the CEFR self-assessment rubric is accurate in measuring their levels of language proficiency. On the other hand, the third article (Quality Assurance and Accreditation as Forms for Language Program Evaluation: A Case Study of Two EFL Departments in A Saudi University) provides a simulated program evaluation based on an integrated set of standards of the NCAAA (the National Commission for Academic Accreditation and Assessment) and CEA (the Commission on English Language Program Accreditation). The findings indicated that the standards of the mission, curriculum, student learning outcomes, and program development, planning, and review, were partially met, whereas the standards of teaching strategies, assessment methods, and student achievement were not.

The theoretical framework for this empirical study extends a trail of thinking from a social constructivist view of learning to the areas of assessment, evaluation and leadership. The relationship between social constructivist learning principles, formative approaches to assessment and evaluation, and collaborative leadership styles is explored and discussed. Learning and teaching developments in secondary schools have often fragmented the intrinsic elements of learning, teaching, assessment, evaluation and leadership. As Palmer (2007) so aptly puts it: ‘…we think the world apart.’ (p. 64). This study seeks to ‘think education together’ by taking a more integrated perspective. The aims of this study were to add to the body of knowledge in the area of assessment and evaluation through the adoption of the aforementioned integrated perspective, develop formative assessment and evaluation policies and practices in a secondary school to the extent that they are embedded in the school’s working culture and paradigm, and finally to chart the means by which change has been achieved. The research is argued to be located in the critical paradigm, adopts an action research methodology in which the researcher assumes a participatory, practitioner researcher role in conducting an ethnographic case study of a secondary school. A social constructivist theme was retained throughout the research design and although both quantitative and qualitative data were gathered, the study was conducted within an interpretative framework informed by symbolic interactionism. Data were gathered via a multi-method approach that included focus groups and semi-structured interviews, observation and accompanying field notes, document and classroom artefact analysis, and non-inferential statistics. Focus groups were used to check data sources, confirm interpretations, develop and disseminate new ideas and approaches, and refine developments based on feedback received. This process was informed by Gladwell’s (2000) notion of ideas taking on the qualities of viruses which in turn develop into epidemics. Participants’ early reluctance to accept a need to change was overcome through an initial ‘internal’ audit of current policy and practice relating to learning, teaching, assessment and evaluation, the results of which confirmed the ‘external’ judgements made by OfSTED and the Local Authority (LA) in terms of the need for the school to develop formative approaches to assessment and evaluation. A purposively selected assessment and evaluation focus group showed a commitment to formative ways of working, and was instrumental in defining and refining new policies for assessment and evaluation in collaboration with other focus groups, non-focus group colleagues, pupils and parents. Additional focus groups for pupil behavioural aspects and mentoring were embraced by the research rather than discouraged in order to retain an integrated ‘real world’ perspective. The aims of the study are shown to have been met in that new formative ways of working are now embedded in assessment policy and practice and the researcher has developed a new approach to whole school leadership. This study proposes a new way of thinking that embraces paradox rather than preserving divisions. Moreover, it argues a case for transformative education being reliant on taking this stance. The study also presents a picture of leadership and research based on co-existence and proposes a new ‘Stenhousian’ philosophy where research becomes the basis for leadership.

The purpose of this study was to test a hypothesized model of aurally perceived performer-controlled musical factors that influence assessments of performance quality. Previous research studies on musical performance constructs, musical achievement, musical expression, and scale construction were examined to identify the factors that influence assessments of performance quality. A total of eight factors were identified: tone, intonation, rhythmic accuracy, articulation, tempo, dynamics, timbre, and interpretation. These factors were categorized as either technique or musical expression factors. Items representing these eight variables were chosen from previous research on scale development. Additional items, along with researcher created items, were also chosen to represent the variables of technique, musical expression and overall perceptions of performance quality. The 44 selected items were placed on the Aural Musical Performance Quality (AMPQ) measure and paired with a four-point Likert scale. The reliability for the AMPQ measure was reported at .977. A total of 58 volunteer adjudicators were recruited to evaluate four recordings that represented one of each instrumental category of interest: brass, woodwind, voice, and string. The resulting performance evaluations (N = 232) were analyzed using statistical regression and path analysis techniques. The results of the analysis provide empirical support for the existence of the model of aurally perceived performer-controlled musical factors. Technique demonstrated significant direct effects on overall perceptions of performance quality and musical expression. Musical expression also demonstrated a significant direct effect on overall perceptions of performance quality. The results of this study are consistent with hypothesized model of performer-controlled musical factors.

The main purpose of this study was to investigate sixth, seventh, and eight gradeTurkish, English, Mathematics, Science and Technology, and Social Studies teachers&rsquo / conceptions of assessment. It was also aimed at finding out the differences, if any, in teachers&rsquo / conceptions of assessment according to their teaching subject, years of teaching experience, in-service training, and the undergraduate institution they graduated from. There were 414 teachers included in the study. Data were gathered through the short version of Teacher Conceptions of Assessment Scale (TCoA-IIIA), which had 27 items. Exploratory Factor Analysis results revealed that there were four factors in the scale which were called Student Accountability, School Accountability, Improvement, and Irrelevance like in the original scale. Then, the correlation results revealed that Student Accountability, School Accountability and Improvement conceptions were significantly correlated with each other at moderate level. However, Irrelevance conception did not have a significant relationship with other conceptions. The findings of Multivariate Analysis of Variance (MANOVA) indicated that teaching subject and in-service training did not make any significant difference in teachers&rsquo / conceptions of assessment. However, years of teaching experience and undergraduate institution teachers graduated did significant differences in teachers&rsquo / conceptions of assessment.

The public education system in Ontario, like many other education systems worldwide, is currently undergoing drastic changes effected by globalization. The globalization of education, which can be understood as “the worldwide discussions, processes, and institutions affecting local education practices and policies” (Spring, 2009, p. 1), has led to Ontario’s curriculum being used in over 20 schools located outside the province (Ontario Ministry of Education, 2011). Because these schools grant the Ontario Secondary School Diploma (OSSD), students must satisfy the same graduation requirements as those students who attend secondary school located in Ontario. A requirement for graduation includes the successful completion of the Ontario Secondary School Literacy Test (OSSLT), a large-scale assessment intended to measure literacy. English Language Learners (ELLs) have more difficulty passing the OSSLT than their peers who speak English as their first language (Doe, Cheng, Klinger, & Zheng, 2011; Fox & Cheng, 2007). This issue is of particular concern to educators and students at these schools. Because the majority of these schools are located in China, my study focuses on ELLs in one school in China which uses the Ontario curriculum. The purpose of my study is twofold: 1) to understand how Chinese English Language Learners perceive the news report on the OSSLT, and 2) to understand how issues of culturally embedded knowledge affect their ability to take the test (the OSSLT) successfully. I selected a qualitative research approach because the intent of this study was to understand the perspectives of Chinese ELLs. I conducted three focus groups with one class of ELLS in one secondary school in China. I also used observations and analysis of written artifacts to triangulate the collected data. The findings of this study revealed some challenges and perspectives on the OSSLT specific to Chinese ELLs. I conclude that the issue of cultural literacy is a key factor preventing Chinese ELLs from demonstrating their true level of literacy on the OSSLT. / Thesis (Master, Education) -- Queen's University, 2012-09-30 17:42:05.977

Mainz, Universiẗat, Diss. : 1995.

The commercial space industry is facing a shortage of qualified workers due to the aging and retirements of the workforce and the inability to find sufficient candidates who can meet the security requirements. Additionally, technically qualified individuals are also looking to other industries instead of space. The needs of the industry, and for manufacturing engineers specifically, are not well understood. In order to better understand and satisfy the needs of industry and for manufacturing engineers, the purpose and objective of this study was to explore the training, educational experiences, and technical competencies of entry-level manufacturing engineers. All the participants in the study had worked as a manufacturing engineer in the commercial space industry. There were five expert level and three entry-level manufacturing engineers (n = 8). Expert-level manufacturing engineers had at least three years of experience and entry-level manufacturing engineers had less than three years of experience. This qualitative descriptive study involved interviewing the participants to explore their experiences. Six themes emerged from the findings and included: (a) mentoring used as a teaching tool, (b) you’re going to be doing pretty good, (c) worst case is millions of lives, (d) understand, be familiar, or proficient, (e) the interpreter or the bridge between the design engineer and the shop floor, and (f) the storyteller or make your data tell a story.