The identification of potential accident conditions for a nuclear power plant requires a systematic evaluation of postulated hazards, and accurate methods for predicting the behaviour of the system if these hazards were to occur. It is particularly important to identify scenarios which carry severe consequences (e.g., large radioactive releases to the environment), even if the conditions have a low probability of occurrence, so that preventative measures can be implemented. Dynamic probabilistic risk assessment (DPRA) is a field of analysis that aims to determine the failure pathways of complex systems while simultaneously analyzing the time-evolution of the proposed accident. By studying the dynamics of the system, DPRA methods are capable of analyzing the impact of impaired or late equipment response, human actions during the transient, and the inter relationship between different systems and failures. This approach promotes realistic predictions of the complex response of the system under accident conditions, and for the dynamics of the accident progression to unfold with timing that is not pre-determined by an analyst, thereby removing potential user bias from the results. The work that is outlined in this thesis was undertaken in order to demonstrate the DPRA software platform called RAVEN, and to leverage its application in the near-future probabilistic assessment of accident conditions applied to CANDU reactor simulation models. Features of the work include: • Demonstration of the capability of RAVEN to produce predictable results using the dynamic event tree (DET) approach; • The development of a code interface to allow RAVEN to drive DET simulations of TRACE simulation models; and • Demonstration of the capability of the developed RAVEN-TRACE interface to produce predictable results for systems that are well-understood. / Thesis / Master of Applied Science (MASc)

Background: Competency based medical education will move training programs away from a time based standard to a model of competence and milestones. Assessment, observation and feedback are key ingredients to successful implementation. Work based assessment tools will be an important part of a multi-modal programmatic assessment for learners. Purpose: The purpose of the study was: 1) to facilitate the development and implement a pilot competency-based curriculum into the general pediatric component of the PGY 1 year at McMaster University, pediatric residency program, 2) to develop a tool, the Mini Milestones Assessment (Mini-MAS) to assess six medical competencies and progression through milestones using the Dreyfus Developmental Model and to pilot the tool in the general pediatric rotations for the PGY 1 and 4 residents and 3) to test the reliability, validity, acceptability and feasibility of the Mini-MAS tool. Method: Twelve PGY 1 residents at McMaster Children’s Hospital were required to complete 40 observations (10 history taking, 10 physical exam, 5 clinical reasoning, 5 communication with families, 5 communication with staff and 5 collaboration) during their general pediatric component of the 2013-2014 academic year. These same competencies were also observed for 9 PGY 4 residents over the same competencies over the same time period although this group was required to complete only 15-20 encounters. Following the study period, a survey was administered to the residents and faculty to assess acceptability and feasibility of the Mini-MAS tool. Kane’s validity framework, which is divided into four components (scoring, generalization, extrapolation and decision), was used to evaluate the Mini-MAS tool. Results: PGY 1 and PGY 4 residents had an average of 36 and 16 observations completed, respectively, across a wide variety of settings and clinical problems with multiple assessors. The scale of the Mini-MAS tool was used appropriately. The tool was able to differentiate between the PGY 1 and PGY 4 learners and showed progress of the PGY 1 learners through the academic year. The G coefficient overall for the Mini-MAS tool was 0.8 for the PGY1 residents and 0.5 for the PGY 4 residents. Correlation between the six competencies assessed was low, achieved by only one competency being observed and having grounded anchors. Learners and faculty were satisfied with the tool. The tool allowed learners to be observed more frequently and receive timely valuable feedback. Conclusion: A pilot competency based curriculum for PGY 1 residents was successfully implemented. The Mini-MAS tool added, as a formative assessment mode to a multi-modal assessment program will benefit the trainee, by increasing their observations and providing residents with valuable feedback. The assessment will inform residents where they stand with respect to their level of training, what competencies they can improve on and how they can make such improvements. / Thesis / Master of Science (MSc)

The AP Calculus program at Green High School was not adequately preparing students for college level calculus as more than 80 percent of the students failed the AP exam. The students were concurrently receiving high marks on in-class assessments. Hence, the in-class assessments were not good indicators of students calculus understanding according to the AP standards. A needs assessment was conducted, focusing on the difference in high school and college calculus, how to assess calculus and where Green High School's assessments were falling short. More research was conducted to examine the college Board expectations of calculus learning. A content matrix was designed to measure how well an in-class assessment aligns with college and AP calculus expectations of calculus knowledge. From this, new assessments were created that meet the goals of the content matrix.

The purpose of this study was to determine the degree to which i-Ready® Reading Instruction (a computer adaptive testing program) predicted Florida Standards Assessment English Language Arts (FSA ELA) scores for low performing students (Level 1) compared to those who are on grade level (Level 3). Participants included students in seventh grade at a central Florida school district who participated in i-Ready® Reading Instruction and who had previously scored a Level 1 or Level 3 on the FSA ELA. A hierarchical multiple regression was run to determine the impact of the interaction effect between prior year FSA performance level and time spent in i-Ready® Reading Instruction, while controlling for teacher-level and other student-level variables. Regression analyses indicated that prior year FSA ELA performance level did not moderate the degree to which time spent in i-Ready® Reading Instruction predicted FSA ELA score gains. Additionally, when the interaction term was removed from the regression, time spent in i-Ready® Reading Instruction did not predict FSA ELA score gains.

The purpose of this study was to examine the effectiveness of a computer adaptive mathematics program, i-Ready® Mathematics Instruction in Central Florida School District (CFSD) using a variety of quantitative analyses. In particular, students in the fifth grade at CFSD were examined in relation to the gains made on their end-of-year statewide mathematics assessment, known as the Florida Standards Assessment (FSA Math). Per i-Ready®, students who use i-Ready® Mathematics Instruction for a minimum of 45 minutes per subject per week for at least 25 weeks show significantly greater gains than those who do not (Curriculum Associates, 2017b). Therefore, two propensity score matching methods (one considering the multilevel structure of the data) were examined and compared to split students into the following two comparison groups: those who used the program with fidelity and those who did not. Next, a series of multilevel models, using both propensity score matching methods, and dependent t-tests were examined to evaluate the effectiveness of i-Ready® Mathematics Instruction. In conclusion, the use of the multilevel propensity score matching technique yielded a better fit for explaining the variation in relation to gains students in the fifth grade made on the FSA Math assessment. Additionally, i-Ready® Mathematics Instruction did positively impact fifth grade students in Central Florida School District who used the program with fidelity with relation to their FSA Math score gains, compared to those who did not use the program with fidelity.

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