The purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests administered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f) test anxiety and stress, and (g) timed versus untimed tests. Six Title I schools participated in this study by assigning 194 students to take the 2006 Released FCAT Reading Test under either timed or untimed conditions. Although there were no interactions between the covariates and testing conditions, those who were in the free or reduced lunch program or were in exceptional education programs had lower FCAT scores than those who were not. However, when school was included as a moderator, there was a statistically significant interaction between testing conditions and schools on FCAT scores indicating that the relationship between testing conditions and FCAT scores varied for each individual school. A factorial ANCOVA was conducted, and it was found that the mean differences between students who took the timed and untimed 2006 FCAT Reading Test varied from school to school after accounting for the covariates. For two schools, those students who took the untimed tests scored higher than those who took the timed tests. In contrast, those students who took the untimed tests scored lower than those students who took the iv timed test for one of the schools. There was no statistically significant difference for three of the schools. A factorial MANCOVA was used to compare reading performance on the 2006 Reading FCAT between the timed and untimed groups on domain specific tests. The relationship between testing condition and FCAT scores for each domain specific test varied depending on the individual school. Therefore, it could not be concluded from these analyses that testing conditions would consistently result in increases or decreases of student performance on standardized domain specific tests.

The growing diversity of the United States (US) population demands an equally diverse nursing workforce to meet its healthcare needs effectively. It is a priority to assist students who are English Speakers of Other Languages (ESOL) to succeed, not just to take care of ESOL and non-English-speaking clients but to add to the nursing workforce. ESOL nursing and client language barriers in healthcare are challenging, but one leading solution is to help ESOL nursing students succeed. For all nursing students to succeed, they must pass the National Council Licensure Examination - Registered Nurse (NCLEX-RN), a multiple-choice high-stakes assessment offered only in English. The problem: ESOL nursing students, who are otherwise knowledgeable, often do poorly on such tests. The NCLEX-RN can be difficult for ESOL nursing students since their lack of proficiency in American English slows their ability to interpret words and phrases in written format. This hinders the student’s ability to understand the relevancy of the words and how the words combine to produce meaningful scenarios and discourse. If test writers removed slang and words with multiple meanings, ESOL nursing students might have greater success on high-stakes examinations, such as the NCLEX-RN. To find appropriate linguistically challenging questions, a search panel comprised of volunteering ESOL Associate Degree in Nursing graduates assembled relevant, challenging multiple-choice questions from high-stakes examination test banks. Each linguistically challenging question was categorized as containing idioms, unclear or unnecessary wording, or slang/difficult American English words. The researcher created a linguistically modified version by removing or replacing the problematic language identified by the search panel. An examination evaluation committee of experienced nursing instructors examined the linguistically modified questions to ensure that the true nursing clinical intention of the question had not been altered. This study used a convenience sample of ADN nursing students (N=169) who had completed Fundamentals of Nursing and Medical/Surgical Nursing 1. The research control group (n=85) received unmodified questions, whereas the experimental group (n=84) received linguistically modified questions. Examinations were distributed by alternating control and experimental examinations to each student. This dissertation presents three reports on the results of removing linguistic complexity from examination questions. The first report presented in Chapter 2 examines the question, "Does ESOL nursing students' performance on linguistically modified examinations differ from performance on unmodified examinations?" This report examined the differences in scores achieved on the experimental versus the control versions of the examination. Nursing students performed statistically better in the experimental group (M = 79.9, SD 7.48) than in the control group (M = 75.08, SD 10.51), t(151.8) = 2.973, p = .003. The second report, presented in Chapter 3, assesses if specific forms of American English adversely affect the performance of low-acculturated nursing students. This chapter presents an attempt to identify the possible effects of idioms, slang, or difficult vocabulary on the success of nursing students in high-stakes nursing examinations. Furthermore, this chapter compares which form of American English, idioms, slang, or difficult vocabulary is more difficult for low-acculturated nursing students. A mixed ANOVA using control versus experimental tests as the between variable and item category as the within variable showed that the group by item type interaction was nonsignificant (F (2, 56) = .016, p = .984), indicating that idioms, slang, and difficult vocabulary do not differ in the likelihood of leading students to select incorrect answers. The third report, in Chapter 4, presents an investigation of the effect of linguistic bias on ESOL nursing students' success. Chapter 4 presents analyses of pass rates on the unmodified examinations achieved by high-acculturated and low-acculturated nursing students. Chapter 4 also presents an examination of the impact of language acculturation on the pass rates on linguistically modified and unmodified nursing examinations based on modified NCLEX-style questions that remove linguistic biases. This chapter presents an investigation of whether low acculturated nursing students who take the linguistically modified nursing examination achieve higher pass rates than those who take the unmodified examination. Based on the results of the chi-square analysis, 35 (81.4%) of the 43 students in the low acculturation group received a passing grade on the modified (experimental) examination, compared to 12 (30.8%) of 39 students in this group passing the unmodified (control) examination. This difference was statistically significant, χ2(1) = 21.42, p = <.001. Results also showed that there is a relationship between high-stakes nursing examination questions containing idioms, slang, and unnecessary words and ESOL nursing student success. The study supported the impact of substituting idioms, slang, and unnecessary vocabulary with more standard English terms on students’ success on multiple choice high-stakes examinations. Although the results do not indicate that ESOL nursing students are more severely or directly affected by specific forms of American English, it does show that identifying these linguistic obstacles may help provide valuable information that may guide creators of high-stakes examinations in designing more bias-free examinations to assist ESOL nursing students succeed and enter the workforce.

Virginia's mandated student outcomes assessment program, as created by Senate Joint Resolution No. 83 in 1986, allowed community colleges in the Commonwealth latitude in developing their own assessment strategies. These strategies have developed slowly and with some inconsistency. The purpose of this study is to determine the congruency of beliefs about the implementation of Virginia's student outcomes assessment program between purposefully selected members of the Virginia General Assembly and community college assessment practitioners. Data for this study were derived from the review of public documents, and the execution of a survey instrument, the results of which were used to develop interviews with designated state legislators and community college assessment practitioners. The interviews became the primary data source for the study. Findings indicate that the legislative participants believe that used by all community colleges across Virginia would be more appropriate than approaches specifically geared to individual institutional missions. Practitioner respondents differ on this issue. The legislators generally believe that the use of a standardized testing approach administered across all community colleges could be beneficial. The practitioners beliefs differ, though not markedly, from the legislative group. Legislators are evenly divided on the issue of using assessment results for institutional comparison. The practitioner group express reservations concerning this prospect. There exists modest differences of belief between the groups concerning the appropriation of general funds to support individual community colleges based on assessment results. The study findings point to congruence of belief among legislative and practitioner respondents when considering the implementation of outcomes assessment in the area of general education. Agreement of beliefs is also found among the practitioner and legislative groups in the implementation of assessment guidelines affecting the communication of assessment results with the citizenry, accountability issues relating to discontinuance of programs, quality assurance, etc., and the role of assessment in Virginia’s college transfer processes. / Ed. D.

Seventeen students' professional year performance variables were employed to predict their scores on the MT-ASCP certification examination. The purpose of the study was designed to address three principal questions: 1. What is relationship, if any, between students' theory section and combined grades in key subjects (blood bank, hematology, microbiology, and clinical chemistry) and analogous sub-scores on the MT-ASCP examination? 2. What is the relationship, if any, between the seventeen predictor variables and MT-ASCP total scores? and 3. Which of the seventeen predictor variables, individually or in combination, best predict MT-ASCP total scores at the different academic decision points? The sample consisted of 1985-1987 (N=103) and 1988-1991 (N=147) graduates from the six hospital-based medical technology programs in the Commonwealth of Virginia. Data required for analysis were taken from the graduates' academic records at the six institutions. Descriptive statistics, correlation coefficients, and stepwise regression analyses were used to test eight hypotheses, with results generally as follows: With the exception of numerical grades in hematology in 1985-1987, there were statistically significant relationships (p<.05) between the four major MT courses and MT-ASCP subsection scores. All seventeen independent variables were statistically (p<.05) correlated with 1985- 1991 MT-ASCP total scores, regardless of the method of reporting the scores. Four significant (p<.05) multiple linear regression equations were computed between the MT-ASCP total scores and the seventeen predictors included in the study at different critical points during professional year education for 1985-1987 and 1988-1991 graduates. About 50% of the total variance in the 1988-1991 MT-ASCP scaled scores was accounted for by three of the 17 potential professional year predictor variables. The addition of three preprofessional and personal predictors extended the variance explained to 61%. The research warranted the conclusion that the MT-ASCP examination validly reflects the content and laboratory methods offered in the hospital-based professional training Programs in the sample of Virginia institutions. / Ph. D.

The opportunity to educate obese patients on healthy lifestyle practices and address habits related to chronic disease development is present among many physician office visits, though this opportunity is often overlooked (Flocke, Stange, & Goodwin, 1998). Understanding ways to improve the medical education and enhance the counseling skills of future physicians are of practical and personal relevance to current research. By improving the ways in which physicians counsel obese patients on weight management practices, the healthcare paradigm is poised to create an indelible mark on the wellbeing of our nation. Based on the need to address patient education and counseling, the purpose of this study was to investigate the relationship between physician attitudes and health behaviors on their overall communication and communication skills. The study surveyed 38 second-year medical residents at the New York University Bellevue School of Medicine using the Weight Management Survey developed by NYU researchers. Communication and counseling skills were measured using scores from Objective Structured Clinical Exams (OSCEs) administered on the same day as the Weight Management Counseling survey. Results of the survey and the OSCEs were analyzed to investigate relationships between each survey item of three categories of questions (attitudes toward weight management counseling, attitudes toward obese patients, physician health habits) and each of two sets of OSCE scores (obesity-related communication skills and overall counseling skills). Results of the data analysis suggest significant relationships between physicians' personal health habits–specifically dietary habits–and obesity counseling–related communication skills. Results also suggest a significant relationship between physicians' attitudes toward obesity counseling-related communication skills and overall communication skills. Although an extensive body of evidence corroborates these relationships, future investigations should administer the surveys and methods used in this study in rural as well as other urban locations in order to improve variability among medical residents surveyed and assessed. These results also highlight the need to investigate more information about the learning environment of medical residents and also the working environment of physicians, in a variety of settings, in order to provide more depth to the body of literature suggesting providers' health habits improves patient health outcomes. / Ph. D.

Bakgrund: Kolorektal cancer är en av de vanligaste och dödligaste cancerformerna ivärlden. Det är viktigt att sjukdomen upptäckas och behandlas i god tid för attundvika metastasering i andra delar av kroppen och minska dödligheten. För attupptäcka kolorektal cancer finns olika diagnostiska metoder, inklusive DT-kolografi,koloskopi, dubbelkontrast bariumlavemang och sigmoidoskopi. Syftet: Syftet var att undersöka patienters upplevelser vid DT-kolografi jämfört medandra tarmundersökningsmetoder. Metod: Pubmed och Cinahl användes för att söka artiklar. Åtta kvantitativa artiklaruppfyllde kriterierna för inkludering och granskades med hjälp av Olsson ochSörensens mall. Data analyserades med Popenoes metod för dataanalys i allmännalitteraturöversikt. Resultat: Resultatet delades in i fyra huvudområden bestående av obehag, smärta,oro/ångest och patientpreferens. Dessa områden jämfördes mellan DT-kolografi ochandra undersökningsmetoder. Resultaten visade variation angående obehag och oro,men färre patienter rapporterade smärta under DT-kolografi och patienternaföredrog DT-kolografi jämfört med andra tarmundersökningsmetoder. Konklusion: Sammanställning av resultaten visar att alla tarmundersökningar,oavsett undersökningsform, var fysisk krävande till någon grad, vilket betonarbehovet att minska negativa upplevelser genom förmedling av information, ha godkommunikation, och att arbeta personcentrerat. / Background: Colorectal cancer is one of the most common and deadly cancers inthe world. It is crucial that the disease is detected and treated early to preventmetastasis to other parts of the body and reduce mortality. Various diagnosticmethods are available to detect colorectal cancer, including CT colonography,colonoscopy, double-contrast barium enema, and sigmoidoscopy. Aim: The aim of the study was to investigate patients' experiences with CTcolonography compared to other methods of lower gastrointestinal examination. Methods: The Pubmed and Cinahl databases were searched for articles. Eightquantitative articles met the criteria for inclusion and were critically appraised usingOlsson and Sörensen’s template. Data were analyzed using Popenoe's method fordata analysis in general literature reviews. Results: The results were divided into four main areas consisting of discomfort,pain, anxiety, and patient preference. Patient experience was compared between CTcolonography and other examination methods. The results revealed variation indiscomfort and anxiety, but fewer patients reported pain during CT colonography,and patients preferred CT colonography compared with other lower gastrointestinalexamination methods. Conclusion: A summary of the results indicates that all gastrointestinalexaminations are physically demanding to varying degrees, emphasizing the need toalleviate negative experiences through information provision, effectivecommunication and adopting a person-centered approach.

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: This investigation was aimed at gaining an understanding of the learning processes in the English Foreign Language programme at Stellenbosch University. The relationships between students’ reported language learning strategy use and their language proficiency as measured on a standardised English language proficiency test were recorded and the influence of other learner factors such as age, gender, motivation, culture and educational background, and teacher-centeredness versus learner/learning-centeredness in learning situations and curricula were explored. A literature review was done to provide some insight into similar research conducted internationally and in South Africa and to provide a framework for this investigation. Research contributions by Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) and Van der Walt and Dreyer (1995a & 1995b) provided insight and a foundation for this investigation. The research is primarily qualitative and set in an interpretivist paradigm in an attempt to firstly explore the relationship between reported language learning strategy use and English language proficiency in the skills of reading and listening and secondly to explore other factors which could impact on the development of English language proficiency in all four language skills. The study was not concerned with a search for generalisible phenomena, but was aimed at providing a descriptive analysis of the interpreted understanding of social phenomena with regard to English Foreign language learning processes, where English proficiency had to be used for academic purposes. Information was obtained through observation, informal discussions, questionnaires, interviews, focus group interviews and English language proficiency test results. Results were interpreted for this particular situation at Stellenbosch University and suggestions were made as to how language learning strategies could be incorporated into the English Foreign Language curriculum to optimise the development of English language proficiency. Suggestions for further related research were also made. / AFRIKAANSE OPSOMMING: Hierdie ondersoek was daarop gemik om insig te verkry in die leerprosesse in die Engels as Vreemde Taal (EFL) program by Stellenbosch Universiteit. Die verhoudings tussen leerders se aangeduide taalleerstrategieë en hulle prestasie op ’n gestandardiseerde Engelse taaltoets is ondersoek asook ander faktore wat moontlik ’n invloed sou kon hê op die taalleerproses: ouderdom, geslag, motivering, kultuur en opvoedkundige agtergrond, asook onderwyser-gefokusde versus leerder-gefokusde onderrig en kurrikula. ’n Literatuurstudie is gedoen om ’n insig te verkry oor soortgelyke navorsing wat gedoen is op internasionale vlak en in Suid-Afrika, en ook om ’n raamwerk vir hierdie navorsing te voorsien. Die navorsing van veral Chamot & Kupper (1989), Mahlobo (1999), Oxford (1990) en Van der Walt en Dreyer (1995a & 1995b) het bygedra tot insig en ’n agtergrond vir hierdie ondersoek. Die navorsing is hoofsaaklik kwalitatief in ’n interpretiwistiese paradigma om eerstens die verhouding te ondersoek tussen aangeduide taalleerstrategie gebruik en Engelse taalvaardigheid in the lees- en luistervaardighede, en tweedens om ondersoek in te stel na ander faktore wat moontlik ’n invloed kan hê op die taalleerproses in al vier die taalvaardighede. Die studie is nie in die eerste plek onderneem om veralgemenings te kan maak nie, maar was gemik op die verkryging van ’n beskrywende analise van die sosiale invloede betrokke by die aanleer van Engels as ’n vreemde taal vir gebruik as ’n akademiese taal. Inligting is verkry deur observasie, informele gesprekke, vraelyste, onderhoude, fokusgroeponderhoude en Engelse taalvaardigheidstoetsuitslae. Bevindinge is ontleed vir die spesifieke situasie by Stellenbosch Universiteit en aanbevelings is gemaak oor die moonlike insluiting van taalleerstrategieë in die leerplan en kurrikula van die Engels as Vreemde Taal (EFL) program. Aanbevelings vir verdere navorsing is ook gemaak.

Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109 participants speaking isiXhosa as LI. The participants were in grades 8 (44), Grade 9 (29) and grade 10(36) and all took Mathematics as one of their school subjects. Learners were divided into four groups based on achievement levels in English in June examinations. The study was cross-sectional, with each of the four groups comprising learners who were good achievers, average achievers and under achievers in English second language. A unique methodological and data collection design was undertaken in such a way that each of the participants responded to word problems set in both English and isiXhosa. Two questions were administered to all learners (one in each of the two languages). The two questions were written in two sessions. If a learner responded in English during the first session, s/he will respond in isiXhosa during the second session and vice versa. There was a 5-minute break in between the sessions. Data was analysed both quantitatively and qualitatively. The broad focus of the analyses was on learners' quality of interpretation of the given word problems and the choice of computational methods they employed when they responded to the word problems. Three categories were investigated under each of the focus areas. Categories investigated under the quality of interpretation were: [J Totally false interpretation [J Partially correct interpretation and [J Totally correct interpretation Categories investigated under the choice of computational methods were: [J Standard methods [J Non-standard methods [J Unidentifiable methods The evidence gathered suggested that isiXhosa-speaking learners interpret word problems better when they are set in isiXhosa rather than English. Another important finding was that isiXhosa-speaking learners prefer to use standard methods when they respond to word problems set in English and also prefer to use non-standard methods when they respond to word problems set in siXhosa. / AFRIKAANSE OPSOMMING: Volgens Prins (1995) beïnvloed leesbaarheidfaktore in Wiskundetekste nie net die verstaan van vrae nie, maar het dit ook 'n merkbare invloed op leerders se prestasievlakke. Ter uitbreiding op Prins (op cit) het hierdie studie gepoog om ondersoek in te stelof daar enige verskille in die kwaliteit van interpretasie en keuse van algo-heuristiese metodes is wanneer isiXhosasprekende leerders op wiskundige woordprobleme reageer wat in Engels en isiXhosa gestel is. Die studie is binne 'n etnografiese raamwerk geplaas. Al 109 deelnemers het isiXhosa as eerste taal gepraat. Die deelnemers was in Graad 8 (44), Graad 9 (29) en Graad 10 (36) en het Wiskunde as een van hul skoolvakke geneem. Leerders is in vier groepe verdeel, en die indeling is op prestasievlakke in Engels in die Junieeksamen gebaseer. In hierdie deursneestudie het elk van die vier groepe uit leerders bestaan wat goeie presteerders, gemiddelde presteerders en onderpresteerders in Engels tweede taal was. 'n Unieke metodologiese en data-insamelingsontwerp is op so 'n wyse toegepas dat elkeen van die deelnemers op woordprobleme gereageer het wat in beide Engels en isiXhosa gestel is. Twee vrae is aan elke leerder gestel, een in elk van die twee tale. Die twee vrae is in twee sessies beantwoord. As 'n leerder tydens die eerste sessie in Engels reageer het, sou sy/hy tydens die tweede sessie in isiXhosa beantwoord, en omgekeerd. Daar was 'n pouse van vyf minute tussen die sessies. Data is beide kwantitatief en kwalitatief ontleed. Die breë fokus van die analises was op die kwaliteit van die leerders se interpretasie van die woordprobleme en die keuse van bewerkingsmetodes wat hulle aangewend het wanneer hulle op die woordprobleme reageer het. Drie kategorieë is in elk van die fokusareas ondersoek. Die kategorieë wat onder die kwaliteit van interpretasie ondersoek is, was: Cl 'n Algeheel verkeerde interpretasie Cl 'n Gedeeltelik korrekte interpretasie en Cl 'n Algeheel korrekte interpretasie Kategorieë wat onder die keuse van bewerkingsmetodes ondersoek is, was: u Standaardmetodes u Nie-standaardmetodes en o Onidentifiseerbare metodes Die gegewens wat ingewin is, het daarop gedui dat isiXhosasprekende leerders woordprobleme beter interpreteer wanneer die probleme in isiXhosa eerder as in Engels gestel is. 'n Ander belangrike bevinding was dat isiXhosasprekende leerders verkies om standaardmetodes aan te wend wanneer hulle op woordprobleme wat in Engels gestel is, reageer, en dat hulle ook verkies om nie-standaardmetodes te gebruik wanneer hulle op woordprobleme reageer wat in isiXhosa gestel is.

La malhonnêteté académique au cours d’épreuves présente des enjeux importants quant à l’intégrité des évaluations. La présence des TIC étant de plus en plus importante en cours de passation dans les épreuves, il est important avec ce mode de récolte de données d’assurer un niveau de sécurité égal ou même supérieur à celui présent lorsqu’un mode de récolte de données traditionnel, le papier-crayon, est utilisé. Il existe plusieurs recherches sur l’utilisation des TIC dans l’évaluation, mais peu d’entre elles traitent des modalités de sécurité lors de l’utilisation des TIC. Dans ce mémoire, treize organisations québécoises ont été rencontrées: six qui utilisaient les TIC dans la passation, cinq qui utilisaient le papier-crayon dans la passation mais qui désiraient utiliser les TIC et deux qui utilisaient le papier-crayon et qui ne désiraient pas utiliser les TIC. Les organisations sont des établissements d’enseignement (primaire, secondaire, collégial, universitaire), des entreprises privées, des organismes gouvernementaux ou municipaux et des ordres professionnels. Des entrevues semi-structurées et une analyse qualitative par présence ou absence de différentes caractéristiques ont permis de documenter les modalités de sécurité liées à la récolte de données en vue de l’évaluation en utilisant les TIC. Ces modalités ont été comparées à celles utilisées lors de l’utilisation du papier-crayon dans la récolte de données en vue de l’évaluation afin de voir comment elles varient lors de l’utilisation des TIC. Les résultats révèlent que l’utilisation des TIC dans la passation complexifie et ajoute des étapes à la préparation des épreuves pour assurer un niveau de sécurité adéquat. Cependant elle permet également de nouvelles fonctions en ce qui concerne le type de questions, l’intégration de multimédia, l’utilisation de questions adaptatives et la génération aléatoire de l’épreuve qui permettent de contrer certaines formes de malhonnêteté académiques déjà présentes avec l’utilisation du papier-crayon dans la passation et pour lesquelles il était difficile d’agir. Toutefois, l’utilisation des TIC dans la passation peut aussi amener de nouvelles possibilités de malhonnêteté académique. Mais si ces dernières sont bien prises en considération, l’utilisation des TIC permet un niveau de sécurité des épreuves supérieur à celui où les données sont récoltées au traditionnel papier-crayon en vue de l’évaluation. / Academic dishonesty in assessments presents important issues regarding its integrity. The presence of ICT being increasingly important in the examinations, it is important with this method of data collection to ensure a level of safety equal to or even higher than the one present when the traditional method of collecting data, the paper and pencil, is used. There are several studies on the use of ICT in assessment, but few of them talks about the security arrangements in the use of ICT. In this study, thirteen Quebec’s organizations were encountered, six of them who used ICT in the assessment, five who used paper and pencil in the assessment but who wished to use ICT and two who used paper and pencil and did not wish to use ICT. The organizations are educational institutions (elementary, high school, college, university), private companies, government or municipal agencies and professional associations. Semi-structured interviews and a qualitative analysis by the presence or absence of different characteristics documented the security arrangements related to data collection for the assessment using ICT. These modalities were compared with those used when there is utilization of paper and pencil in the collection of data to see how they vary when using ICT. The results show that the use of ICT in the assessment makes it more complex and adds steps to the preparation of the examination to ensure an adequate level of security. However, it also allows new features regarding the type of questions, the integration of multimedia, the use of adaptive questions and random generation of test that can counter some forms of academic dishonesty already present with the use of paper and pencil in the assessment and for which it was difficult to act. However, the use of ICT in assessment can also bring new opportunities for academic dishonesty. If these are taken into consideration, the use of ICT allows a higher security level than the assessment where the data were collected with traditional paper-and-pencil.

This investigation studied the impact of male student involvement in selected school activities upon grade-point averages, rates of attendance and college entrance examination scores. The main purpose of this study was to provide data for state officials, school administrators, and school boards as they seek to make decisions concerning the activities program and its place in the educational system. The specific purpose was to determine if involvement in selected school activities had any relationship to the variables grade-point average, attendance, and scores on college entrance examinations. The study was carried out in four large Texas high schools with a total student population of 6,456. Male participants in seven major school activities were randomly selected. This process produced a total sample of 280 male students representing participation in seven activities in four high schools. Each activity was represented by a sample of forty male students. The conclusions were drawn that (1) there is a positive relationship between participation in the activities program by male students and attendance rate, grade-point average, and scores on the Scholastic Aptitude Test and (2) there was no negative relationship between participation in the activities program and the participants' ability to receive a high school education.