• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 208
  • 93
  • 88
  • 76
  • 37
  • 14
  • 14
  • 12
  • 8
  • 8
  • 8
  • 8
  • 8
  • 6
  • 3
  • Tagged with
  • 642
  • 96
  • 77
  • 68
  • 62
  • 62
  • 57
  • 50
  • 49
  • 48
  • 47
  • 47
  • 47
  • 46
  • 43
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
51

Comparing different assessment formats in undergraduate mathematics

Huntley, Belinda 20 January 2009 (has links)
In this study, I investigate how successful provided response questions, such as multiple choice questions, are as an assessment format compared to the conventional constructed response questions. Based on the literature on mathematics assessment, I firstly identify an assessment taxonomy, consisting of seven mathematics assessment components, ordered by cognitive levels of difficulty and cognitive skills. I then develop a theoretical framework, for determining the quality of a question, with respect to three measuring criteria: discrimination index, confidence index and expert opinion. The theoretical framework forms the foundation against which I construct the Quality Index (QI) model for measuring how good a mathematics question is. The QI model gives a quantitative value to the quality of a question. I also give a visual representation of the quality of a question in terms of a radar plot. I illustrate the use of the QI model for quantifying the quality of mathematics questions in a particular undergraduate mathematics course, in both of the two assessment formats – provided response questions (PRQs) and constructed response questions (CRQs). I then determine which of the seven assessment components can best be assessed in the PRQ format and which can best be assessed in the CRQ format. In addition I also investigate student preferences between the two assessment formats. / Thesis (PhD)--University of Pretoria, 2009. / Mathematics and Applied Mathematics / unrestricted
52

A Study of Uniform Certified Public Accountant Examinations, 1943-1954

Pickrell, Thomas R. January 1955 (has links)
The purpose of this study is to reveal the current thinking in accounting as indicated by the questioning of candidates for the CPA examinations and to prepare a topical arrangement of the questions that have appeared on the uniform CPA examinations for the last twelve years.
53

Developing Critical-Thinking Test Questions

Merriman, Carolyn S. 01 April 2016 (has links)
No description available.
54

Critical Thinking and Test-Writing

Merriman, Carolyn S. 01 January 2014 (has links)
No description available.
55

Critical Thinking and Test-Writing

Merriman, Carolyn S. 01 October 2013 (has links)
No description available.
56

An Analysis of Teacher Interview Questions and Practices Used by Middle School Principals

Perkins, Muriel Yvette 29 April 1998 (has links)
This paper is an analysis of the interview questions and practices of seven middle school principals from a large suburban city in southeastern Virginia. Data were collected from actual audio taped teacher interviews conducted by the principals and from a postteacher interview questionnaire sent via E-mail from the researcher to each principal. This qualitative research was undertaken to serve as a benchmark for present practices used in the city and to determine if training in personnel selection is necessary for principals. Data collected were analyzed using descriptive statistics devised by the researcher and her dissertation committee members. Frequencies were used to present quantitative data. While all interview questions were labeled according to both content and category, the mean for interrater reliability was computed for category only and was found to be 0.94 overall, which was deemed acceptable by the researcher. Major study findings indicated that principals do use some components of a structured interview but lack the training to fully utilize this as a selection method. Most principals indicated that they had never received any formal training on conducting either a structured or unstructured interview. Demographic characteristics (i.e., experience as principal, age, race, and gender) showed no differences in types of questions asked or practices used. Interview questions were coded and grouped according to the following six categories: factual knowledge, cognitive ability, role play, problem-solving, synthesis, and professional opinion. Of the 844 questions asked by all principals, 365 (43%) were coded as factual knowledge and almost none required role play or synthesis. There was great variation in the time spent in each interview, ranging from 8 to 40 minutes. Analysis did not show significant differences in the questions asked of those hired compared to those not hired. Results of this study suggest that the school system needs to provide training to principals and evaluate their skills on an on-going basis to be sure that the best employees are being selected by principals. / Ed. D.
57

Triggering Blends: A Construction Grammar Account of Hortatory Force in Rhetorical Uses of 'What Are You Waiting For? '

Biggs, Eric 26 August 2019 (has links)
No description available.
58

Critical Thinking in Undergraduate Athletic Training Education

Fuller, Donald 01 July 1997 (has links)
Objective: The purposes of this study were (a) to determine whether or not undergraduate athletic training educators are writing learning objectives that foster critical thinking (CT) skills, and (b) to determine if their written assignments and written examinations are measuring the extent to which students have developed CT skills. Design and Setting: Thirty institutions seeking accreditation for their athletic training programs from the Commission on Accreditation of Allied Health Educational Programs in the 1994-95 academic year were asked to provide their curriculum materials (course syllabus, two to three examinations, or both from each athletic training-specific course). Subjects: Thirteen curriculum directors (43%) provided materials. Measurements: Each learning objective, examination question, and written assignment was classified as either CT or non-critical thinking (NCT) using Bloom's taxonomy. Results: From 64 usable syllabi, a total of 678 learning objectives were classified as either CT (52%) or NCT (48%). From 81 written examinations, 3215 questions were classified as either CT (14%) or NCT (86%). In addition, a total of 143 written assignments were all classified as CT. Conclusions: The results of this study indicate that educators fostered more CT in their learning objectives and written assignments than in their written exams. Valid educational instruments (eg, Bloom's taxonomy) may help educators design learning objectives, assignments, and examinations.
59

Questions and Answers in K'iche'

Yasavul, Sevket Murat 15 August 2017 (has links)
No description available.
60

Teaching techniques, and cognitive level of discourse, questions, and course objectives, and their relationship to student cognition in College of Agriculture class sessions

Ewing, John C. 13 September 2006 (has links)
No description available.

Page generated in 0.11 seconds