Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--Columbia university, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no.420. Bibliography: p. 74-77.

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Issued also as thesis (Ph. D.) Columbia university. / Bibliography: p. 60-61.

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaf 33).

No description available.

This study examines how well the qualities of good essay writing expressed in the British Columbia Ministry of Education's handbook, Using rating scales to evaluate student writing, are transmitted to teachers and students. In asking how well those values are communicated to teachers and students involved in grade twelve English examinations, the study compares the features demonstrated in the writing reference sets and specified in the Holistic scoring guide to the responses of markers, teachers and students who were surveyed concerning their familiarity with those terms and to their beliefs about what constituted a good essay. Most teachers reported instructional practices which utilized these reference sets, and students supported this assertion. The qualities described by teacher-markers such as “command of language, thoughtful, well structured, interesting argument, depth of understanding, engaging, sense of voice” were also compared to salient features of papers which they had just scored and found to correspond quite closely. Students, however, in describing the features they hoped to produce in writing a good essay, did not use the terms of the official rating scale descriptors, but instead, fell back on a vocabulary expressing the most basic features of the process approach to writing, such as “planning, webbing ideas,” and “revising.” Survey instruments used in the study were not sufficiently detailed to provide data on student comprehension of rating scale terms. Observations are made on such aspects of large-scale writing evaluations as recommended scoring practices, the need for thorough marker preparation, the vagueness of some criteria such as “voice”, and on current approaches to high school composition instruction with emphasis on modelling theory as the basis for instruction in a jurisdiction which uses reference sets of student work as standards for its rating scales. Shortcomings of the study are noted and suggestions for future research in this area are offered. The appendices include all survey forms used, results of a feature analysis of over 300 highly-rated examination essays, typescripts of student interviews, and a sample writing reference set with scale-point descriptors. / Graduate

This thesis examines linguistic phenomena that implicate measurement in the nominal domain. The first is morphological number, as in one book vs. two books. Intuitively, the contrast between singular and plural forms of nouns finds its basis in whether or not some thing measures 1. Chapter 2 develops a formal account of morphological number centered around this measurement. Different classes of words and different languages employ different criteria to determine whether or not something measures 1 for the purpose of morphological singularity. The second component of the project takes a closer look at the semantics of quantizing nouns, or words that allow for the measurement or counting of individuals. Chapter 3 develops a typology of these quantizing nouns, identifying three classes of words: measure terms (e.g., kilo), container nouns (e.g., glass), and atomizers (e.g., grain), showing that each class yields a distinct interpretation on the basis of diverging structures and semantics. The third component of the project investigates our representations of measurement, modeled formally by degrees in the semantics. Chapter 4 accesses these representations of measurement through a case study of the word amount, which is shown to inhabit yet another class of quantizing noun: degree nouns. This case study motivates a new semantics for degrees. Formally, degrees are treated as kinds; both are nominalizations of properties. The properties that beget degrees are quantity-uniform, formed via a measure. Treating degrees as kinds ensures that they contain information about the objects that instantiate them. This new semantics for degrees highlights the four basic elements of the semantics of measurement. First, and perhaps most obviously, we have measure functions in our semantics. These measure functions translate objects onto a scale, allowing for the encoding of gradability. Scales are composed of the second element in our measurement semantics: numbers. Numbers, specifically non-negative real numbers, are taken as semantic primitives. The third element, kinds, often provides the objects of measurement. Kinds are abstract, intensional entities, so the fourth element in our measurement semantics, partitions, delivers maximal instances of the kind (i.e., real-world objects) to be measured. With measures, numbers, kinds, and partitions, we have a semantics of measurement. / Linguistics

M.A. Florida State College for Women 1931

"The purpose of this paper is to study the whole problem of reporting pupil progress to parents; to identify and analyze specific methods of reporting in various sections of the United States; and finally, to recommend methods and procedures whereby desirable changes in reporting can be studied, understood and brought about cooperatively in the interests of improved teaching and learning, and in the interest of better lay support of public education"--Introduction. / "August, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: John A. Permenter, Professor Directing Paper. / Includes bibliographical references (leaves 92-93).