鄭漢龍. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 118-121). / Zheng Hanlong. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 表格目次 --- p.(vii) / 摘要 --- p.(x) / Chapter 第一章 --- 引言 --- p.1 / Chapter （甲） --- 問題陳述 --- p.3 / Chapter （乙） --- 有關文獻之探討 --- p.6 / Chapter （丙） --- 研究動機 --- p.31 / Chapter 第二章 --- 研究方法與步驟 --- p.44 / Chapter （甲） --- 抽樣 --- p.44 / Chapter （乙） --- 研究工具 --- p.46 / Chapter （丙） --- 資料蒐集及分析　 --- p.49 / Chapter 第三章 --- 研究結果與討論 --- p.55 / Chapter （甲） --- 結果 --- p.55 / Chapter （乙） --- 討論 --- p.77 / Chapter 第四章 --- 結論 --- p.104 / 註釋 --- p.111 / 參考書目 --- p.118 / Chapter 附錄一 --- 問卷 --- p.122 / Chapter 二 --- 初中評核試試場主任與編監考員人選關係表 --- p.136 / Chapter 三 --- 香港中學會考試場主任與編初中評核試監考員人選關係表 --- p.136 / Chapter 四 --- 香港中學會考試場主任與編監考員人選關係表 --- p.137 / Chapter 五 --- 香港中學會考試場主任與編香港高等程度考試監考員人選關係表 --- p.137 / Chapter 六 --- 香港中學會考試場主任與編香港高教程度考試監考員人選關係表 --- p.138 / Chapter 七 --- 香港高等程度考試試場主任與編監考人選關係表 --- p.138

李林. / "2011年8月". / "2011 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 231-241). / Abstract in Chinese and English. / Li Lin. / Chapter 第壹章 --- 緖論 / Chapter 第一節 --- 硏究範圍與論題旨趣 --- p.1 / Chapter 第二節 --- 相關硏究回顧述評 --- p.3 / Chapter 第三節 --- 重要史料舉隅 --- p.12 / Chapter 第四節 --- 章節結構簡介 --- p.14 / Chapter 第贰章 --- 從經史八股到政藝策論一一清末癸卯、甲辰科會試探究 / Chapter 引言 --- 販書的舉子 --- p.16 / Chapter 第一節 --- 策論與八股 --- p.17 / Chapter 第二節 --- 晚清改試策論及士子的因應 --- p.23 / Chapter 第三節 --- 癸卯、甲辰兩科會試（上）：考題與答卷分析 --- p.30 / Chapter 第四節 --- 癸卯、甲辰兩科會試（下）：考官與評覈標準 --- p.39 / Chapter 第五節 --- 癸卯、甲辰科覆試、殿試及朝考 --- p.44 / Chapter 第六節 --- 癸卯、甲辰兩榜進士：人數、籍貫、年齢及授職的統計分析 --- p.48 / Chapter 結語 --- 新酒舊瓶的困境 --- p.53 / Chapter 第叁章 --- 天子門生的再教育一一晚清進士館的開設及運作考述 / Chapter 引言 --- “老爺´ح式學生 --- p.57 / Chapter 第一節 --- 明清進士職前教育的背景與契機 --- p.58 / Chapter 第二節 --- 進士館的雛形：京師大學堂仕學院、仕學館´إ --- p.64 / Chapter 第三節 --- 進士館（上）：開設、生源及庶務管理 --- p.73 / Chapter 第四節 --- 進士館（中〉：課程、教學及師資分析 --- p.81 / Chapter 第五節 --- 進士館（下）：畢業考試及授職分析 --- p.9 2 / Chapter 第六節 --- 進士館（尾聲〉：停辦及改組 --- p.99 / Chapter 結語 --- 制度建構與現實運作之間 --- p.103 / Chapter 第肆章 --- 進士飘蓬渡海東一一東京法政大學留學進士學員群體鉤沉 / Chapter 引言 --- 負笈東瀛的精英 --- p.106 / Chapter 第一節 --- 西洋不如東洋：清末留日教育的興起 --- p.107 / Chapter 第二節 --- 法政大學清國留學生法政速成科的開辦 --- p.112 / Chapter 第三節 --- 法政速成科學生人數及進士學員群體考述 --- p.417 / Chapter 第四節 --- 法政速成科教學活動及師資陣容考察 --- p.125 / Chapter 第五節 --- 法政速成科考試及學科程度試探 --- p.134 / Chapter 第六節 --- 經費乃遊學之母：晚清進士留日經費問題考察 --- p.140 / Chapter 第七節 --- 課堂教學之外的隱性議題：革命、立憲與“束亞共榮´ح --- p.446 / Chapter 結語 --- “速´ح與“成´ح之間：晚清速成法政留學檢討 --- p.151 / Chapter 第伍章 --- 千年變局中的因應一一進士館學員歸國考選及其清末民初出 處問題试探 / Chapter 引言 --- 科目盛衰 --- p.154 / Chapter 第一節 --- 候補之後再候補:進士館留學學員歸國考試及授職分析 --- p.155 / Chapter 第二節 --- 危局中任職多元化：癸卯、甲辰進士晚清經歷考察 --- p.165 / Chapter 第三節 --- 民國果乃敵國乎一一癸卯甲辰進士辛亥後的出處問題 --- p.174 / Chapter 結語 --- 成為“自由流動資源´ح的傳統精英 --- p.180 / Chapter 第陸章 --- 結論：轉型社會中的傳統文化精英 --- p.182 / 附錄 / Chapter 附錄一 --- 癸卯、甲辰進士清末民初簡歷匯總表〔1903-1927〕 --- p.187 / Chapter 附錄二 --- 晚清進士留學題名錄 --- p.211 / Chapter 附錄三 --- 《進士館章程》 --- p.216 / Chapter 附錄四 --- 《進士館條規》 --- p.220 / Chapter 附錄五 --- 〈奏為特設法政速成科學教授遊學官紳以急先務而求實效折〉 --- p.226 / Chapter 附錄六 --- 《法政大學清國留學生法政速成科規則》（附設置趣意書） --- p.228 / 參考文獻 / 中文之部 --- p.231 / 日文之部 --- p.239 / 英文之部 --- p.241

published_or_final_version / Education / Master / Master of Education

In order is meet the requiremcnts for technically sound assessment instruments as required by the No Child Left Behind Act of 2001 (NCLB), this study investigates the construct validity of Indiana's alternate assessment, the Indiana Standards Tool for Alternate Reporting (ISTAR), a teacher rating assessment as compared to Indiana's general educational assessment, the Indiana Statewide Test of Educational Progress - Plus (ISTEP+), a criterion referenced assessment. Study participants consisted of 284 students from grades 3, 6, and 8. Students were from general and special education. All students in the study were considered not to have significant cognitive disabilities that would have exempted them from ISTEP+ participation. Therefore, all students in the study were required to participate in the fall 2003 ISTEP+ testing session. Students with disabilities in the study were identified as having one of four mild disabilities as defined by the Indiana Professional Standards Board (Mild Mental Disabilities, Learning Disabilities, Emotional Disabilities, or Other Health Impairment. Teachers rated students using the ISTAR assessment during a fall testing window from August 1, through October 31, 2003. The Pearson correlation coefficient used to determine the relationship between ISTEP+ scores and ISTAR teacher ratings. Results of the Pearson correlation coefficient indicated a linear relationship between scores on the two assessment instruments for students in grades 3, 6, and 8 with mild disabilities and without disabilities who participated in both assessments (r = .46 to r = .71). An analysis of variance was used to determine if the ISTAR instrument could, when appropriately completed, differentiate between groups of students who would be expected to perform less well or better than other groups of students. Results from the ANOVA, Levene and Welch procedures as well as the Tamhane post hoc statistic indicated that ISTAR is capable of differentiating between different achievement level groups for the constructs of English/language arts and mathematics. While the study results indicate a sufficient positive relationship, it should be considered to be a baseline study. Additional years of data are needed before valid inferences can be made for the ISTAR assessment tool. / Department of Special Education

Thesis (MComm)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The objective of the study was to identify predictors of success in the SAICA Board Examination. The study considered various personality states and traits, cognitive ability, learning and study strategies and academic progress as predictors of academic success of auditing trainees writing the SAICA board examinations in order to qualify as Chartered Accountants. A detailed literature review was undertaken which identified that academic success has successfully been predicted by the Big Five personality traits, cognitive ability, by elements of psychological capital more specifically hope, efficacy, resiliency and optimism. The literature also confirmed the successful prediction of academic success through prior learning achievements and the implementation of study and learning strategies. The research study was an ex post facto, quantitative and exploratory study. The study sample consisted of a group of 126 auditing trainees from three of the Big Four auditing firms who were preparing to write the Public Practice Examination (“PPE”). These students were assessed by means of a test battery consisting of the Basic Traits Inventory, which assessed personality traits, the Ravens Advanced Progressive Matrix, which tested cognitive ability, the Psychological Capital Questionnaire in order to test positive psychology states, and the Learning and Study Strategies Inventory to test a number of study and learning techniques. The study also gathered biographical information pertaining to past academic results in terms of third year accounting marks and results from their Certificate in the Theory of Accounting. The study identified hope and auditing as strong predictors of success in the PPE SAICA Board examination. It went further to investigate the predictors of success in the qualifications leading up to the PPE. The study confirmed that third year accounting results is a strong predictor of success at the Certificate in the Theory of Accounting (CTA) level. A number of personality states and traits, study and learning strategies and indices of prior academic success, proved to be good predictors of success in the QE1 and PPE SAICA Board Examinations. It further identified prior academic progression as a successful predictor of success in the PPE. The overall conclusion of the study was that the success of the PPE cannot be considered in isolation, but rather based on the identified predictors of personality states and traits, study and learning strategies and academic progress throughout the academic career of an aspiring Chartered Accountant. / AFRIKAANSE OPSOMMING: Die doelwit van die studie was die identifisering van voorspellers ten opsigte van sukses in die SAICA Raadseksamen. Verskillende persoonlikheidstipes en -eienskappe, kognitiewe vermoë, leer- en studiemetodes, sowel as akademiese vordering is as voorspellers van akademiese sukses van ouditkundekwekelinge, wat die SAICA Raadseksamens aflê, ten einde as Geoktrooieerde Rekenmeesters te kwalifiseer, tydens die studie in ag geneem. 'n Volledige literatuurstudie is onderneem waartydens daar gevind is dat akademiese sukses suksesvol deur die "Groot Vyf" persoonliksheidseienskappe, kognitiewe vermoë, elemente van sielkundige kapitaal, en meer spesifiek hoop, selfbekwaamheid, veerkragtigheid en optimisme, voorspel kon word. Die literatuurstudie het ook die suksesvolle voorspelling van akademiese sukses deur middel van voorafgaande akademiese prestasies, sowel as die implementering van studiemetodes bevestig. Die navorsingstudie was 'n ex post facto, kwantitatiewe en eksploratiewe studie. Die steekproef het uit 'n groep van 126 ouditkunde kwekelinge, vanuit drie van die "Groot Vier" ouditeursmaatskappye bestaan. Die studente was in die proses van voorbereiding vir die aflê van die Public Practice Examination (PPE). Hierdie studente is geëvalueer deur middel van 'n toetsbattery wat bestaan het uit 'n Basic Traits-persoonlikheidsvraelys, die Ravens Advanced Progressive Matrix, wat kognitiewe vermoëns assesseer, die Psychological Capital-vraelys, wat aangewend word om die positiewe sielkundige toestand te evalueer, asook die Learning and Study Strategies Inventory om 'n aantal studie- en leermetodes te evalueer. Die studie het ook biografiese inligting ingesamel, wat verband hou met akademiese prestasie met betrekking tot die derdejaarsprestasie in rekeningkunde, asook akademiese sukses behaal tydens die Sertifikaat in die Teorie van Rekeningkunde. Die studie het hoop en ouditkunde as sterk voorspellers van akademiese sukses in die PPE geïdentifiseer. Verder het die studie ook ondersoek ingestel na akademiese sukses tydens die voorafgaande kwalifikasies in die aanloop tot die PPE, as voorspeller. Die studie het 'n aantal persoonlikheidstipes en -eienskappe, sowel as studie- en leermetodes as sterk voorspellers van akademiese sukses in die SAICA raadseksamens bevestig. Verder het die studie voorafgaande akademiese vordering as 'n suksesvolle voorspeller van akademiese sukses in die PPE geïdentifiseer. Die algemene gevolgtrekking van die studie is dat sukses in die PPE-Raadseksamen nie in isolasie oorweeg kan word nie, maar eerder gebaseer moet word op die geïdentifiseerde voorspellers van persoonlikheidstipes en -eienskappe, leer- en studiemetodes en akademiese sukses gedurende die totale akademiese loopbaan van 'n aspirant Geoktrooieerde Rekenmeester.

D.Litt.et Phil. (African Languages) / 1. The aim of the study The primary aim of this study was to ascertain whether or not a multiple-choice test can effectively assess English mother-tongue competence. Because the testing of language is at issue, the study was approached from an applied linguistic perspective. 2. The method of investigation 2.1. Uterature study. A review of the literature relating to the following topics was performed: (i) mother-tongue competence; (ii) language skills and in particular, the skills inherent in reading; (iii) the communicative approach to language teaching and testing; (iv) multiple-choice testing; and (v) test validity. 2.2. Empirical research work. Each of the four South African provincial education departments within the Department of Education and Culture: House of Assembly was called upon to compile three traditional English First Language papers for the trial matriculation examinations. A single item bank test of one hundred and fifty pretested multiple-choice questions was compiled for the same examination period. Pupils from the four provinces wrote the traditional papers which were set for their provinces. In other words, the pupils from each province wrote a separate set of traditional papers. In contrast, the same item bank test was written by all 9456 matriculants involved in the project. . 3. Findings The study revealed that the skills inherent in the four language modes of reading, writing, speaking and listening overlap each other to such an extent that it is virtually impossible to separate them for testing purposes. The validity coefficients of the combined scores of the three traditional papers and the total scores of the item bank test were consistently satisfactory for all four education

M.Cur. / Although clinical evaluation and examination is regarded as the basis of scientifically founded nursing care, it is inherently a subjective process. This process is complicated by the variability of four inter-related systems, namely the eyaluator, the clinical environment, the student nurse and other individuals. The purpose of the study was the analysis of current evaluation practices and the OSCE and to determine the perception of clinical educational personnel and student nurses in this regard. Consequently a descriptive exploratory survey was done by means of a questionnaire. For the purpose of this study, clinical teaching. Personnel and student nurses associated with the nine affiliated hospitals of one nursing college in the Transvaal were approached. From the obtained data it appears that clinical evaluation and examination remains, to a certain degree, a subjective process. Preconceptions probably influence human judgement. In spite of the occurrence of identified variables the OSCE appears to be a more acceptable approach to clinical examination than traditional long examination methods.

The purpose of this project was to develop a beneficial resource guide for teachers of the updated (2002) General Education Development (GED) examination.

The purpose of this study was to explore the awareness and feelings of parents and their perceptions about the California High School Exit Exam (CAHSEE) and the impact on their children. Also, it looked at the social implications from an ecological perspective.

The major purpose of this study was to determine which subtests of the Gesell School Readiness Screening Test are the best predictors of reading achievement. The procedure used was a stepwise multiple regression to determine which subtests were the best predictors of achievement for each reading section of the Comprehensive Test of Basic Skills. Seventy-two students from four schools were evaluated for this study. Three testing instruments were administered to these students. They were the Gesell test, the Otis-Lennon test, and the reading subtests of the Comprehensive Test of Basic Skills. The Gesell test consisted of eight subtests: Cubes, Name, Copy Forms, Numbers, Incomplete Man, Interview, Animals, and Interests. The best single predictor subtest was Interview. Four separate regression analyses were computed, one for each of the subtests of the reading section of the Comprehensive Test of Basic Skills. In each case, the Gesell subtest Interview entered the stepwise regression at step one. After the information for Interview was entered into the regression equation, the remaining seven subtest scores added very little to the prediction. In summary, although there was some predictive ability in the Gesell test, the level of predictability was not strong. Post factum interpretation of the low predictability was presented as were recommendations for Volusia County in the use of the Gesell test for placement of students in the kindergarten-first grade transitional class.