M.Cur. (Professional Nursing) / The selection of student nurses is a major factor determining the standard of nursing education, of the nursing profession and the quality of health care provided to the community in which the nurse serves. Student nurses gain entry into the nursing profession through a selection system. These systems vary from country to country and even among universities and nursing colleges within the country. According to available research literature the most common criteria identified involve biographical, psychological and academic variables which most universities and nursing college utilise to select students. A survey was undertaken to identify these variables and subsequently criteria were drafted for the selection of students at a college in the Transvaal. From this survey certain biographical variables were identified that could not be utilised as selection criteria, since it could be seen as being biased and constituting a violation of the rights of the individual. The psychological variables identified could also not be utilised as this aspect was beyond the scope of this study. The only usable discriminant was the academic variable where certain subjects and grades were highlighted in selecting students. The Swedish rating scale was used to draft a formula as follows: • A candidate has to possess a matriculation/standard ten certificate with six subjects; • A mark is allocated to each subject and symbol; • These marks are added together. Extra weighting of the same mark would be added to the subject discriminants, namely English higher grade; Biology higher grade; Mathematics standard and higher grades; Physical Science standard and higher grades. These marks would be added together and a candidate would be selected if he/she had a mark of 35 or above.

"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).

"The purpose of this paper is to examine research and professional literature to learn what some of the findings in regard to promotion and failure are, to relate these findings to data obtained from a study of failures in an individual school, and to evolve out of the study a better understanding of what constitutes good promotion policy in terms of what is best for children"--Introduction. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Edna Parker, Professor Directing Paper. / Includes bibliographical references (leaves 47-49).

江哲光. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Manuscript. / Includes bibliographical references (leaves 113-121). / Jiang Zheguang. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 鳴　謝 --- p.ii / 表目錄 --- p.vii / 圖目錄 --- p.xi / 摘　要 --- p.xiii / Chapter 第一章 --- 引言 --- p.1 / 問題說明 --- p.1 / 文獻評述 --- p.6 / 能向的界說 --- p.6 / 智力結構學說和能向的結構 --- p.8 / 能向測驗 --- p.14 / 學業成績與能向測驗 --- p.19 / 興趣的意義 --- p.25 / 興趣的理論 --- p.28 / 學科興趣、能向與學科成績的關係 --- p.34 / Chapter 第二章 --- 研究方法 --- p.38 / 研究目的與假設 --- p.38 / 研究對象 --- p.39 / 研究工具 --- p.41 / 綜合能向測驗（短式） --- p.41 / 學科興趣問卷 --- p.48 / 研究程序 --- p.52 / 資料收集 --- p.52 / 資料分析 --- p.53 / Chapter 第三章 --- 結果與討論 --- p.56 / 短試能向測驗卷之信度及效度 --- p.56 / 試題的易競及甄別度 --- p.56 / 各分卷的相互相關及因素分析 --- p.60 / 短式卷各分卷的信度 --- p.68 / 學科興趣問卷之信度 --- p.69 / 能向與學業成績的關係 --- p.71 / 學科興趣與學業成績的關係 --- p.78 / 能向與學科興趣的關係 --- p.82 / 學業成績的預測 --- p.82 / 中四結果 --- p.84 / 中三結果 --- p.87 / 中四文組與理組學生的能向模式 --- p.91 / 香港中學文、理分組的現況 --- p.91 / 中四文、理科學生能向模式的比較 --- p.94 / 甄別分析 --- p.101 / Chapter 第四章 --- 結論及建議 --- p.105 / 結論　 --- p.105 / 建議 --- p.108 / Chapter 書目表 --- 一、中文部份 --- p.113 / 二、英文部份 --- p.114 / Chapter 附錄 --- 一、短式能向測驗語文卷及答題紙 --- p.122 / 二、短式能向測驗數理卷及答題紙 --- p.136 / 三、學科興趣問卷及答題紙 --- p.149 / 四、能向測驗監考須知 --- p.153 / 五、短式能向測驗的試題易度及甄別度 --- p.154 / 六甲、學科興趣問卷第一部份試題項目與副卷總分及全卷總分的相關度 --- p.157 / 六乙、學科興趣問卷第二部份試題項目與全卷總分的相關度 --- p.159 / 七、中三學生對各科的興趣 --- p.160 / 八、各樣本學校中四學生能向成績與學科成績的相關度 --- p.162 / 九、學科興趣與學科成績之相關度及個別學科興趣之計算法 --- p.167

The aim of this research was to determine the differences in student responses of two forms of assessment, automated and manual in terms of measuring student capability in the computer literacy programme, The International Computer Drivers Licence. Computer Literacy studies are an integral part of many academic programmes and have become a basic requirement for securing certain employment. Many academic programmes utilise recognised computer literacy qualifications rather than developing their own. In this case study, assessment within one of the most prestigious programmes, the International Computer Drivers Licence (ICDL), is the focus of attention. This qualification has become a benchmark for such computer literacy certification. Formal assessments are conducted to complete the certification. The certifying body, The ICDL Foundation, that controls this qualification, allows institutions to select from two modes of assessments. The modes of assessment are paper- based ‘manual’ (traditional) assessments or approved automated assessment software that is commercially available through different software suppliers. Manual assessments are available from the ICDL Foundation and conducted by external examiners, whilst the automated assessments are designed by software companies and approved by the ICDL Foundation. This case study looks at a comparison between students’ responses of the automated assessments that uses simulation of major software packages such as Microsoft Word and Excel and a manual assessment. The focus of this study was to gain some insight into students’ experience when taking the automated assessment and how it compares to a manual assessment. A case study was conducted in which a group of volunteer students were requested to take two assessments on a particular section of computer literacy. The first assessment was the automated assessment followed by a manual assessment which assessed the same outcomes as the automated assessment. During these assessments certain phenomena were observed and recorded. These observations were then qualitatively analysed and organised into themes. Scores of these two assessments were also compared to establish if the students showed marked differences between the two assessments. However the small sample size means that no conclusions could be made based on statistical differences. Immediately after the two different forms of assessment, six of the students were interviewed. These interviews were conducted using semi-structured questions. The questions revolved around the students’ perceptions of their responses to the automated and manual assessments and in particular how the students perceived both assessments. The transcriptions of these interviews were then qualitatively analysed and common themes were extrapolated. The results of the study show that students’ abilities were not always being assessed accurately in the automated assessment. The data in this study also shows that the automated assessment, whilst highly reliable and objective, does not present an authentic assessment environment. This resulted in high scores being awarded where students were not able to perform the same tasks successfully in the manual assessment. This calls into question the validity of the automated assessment and its ability to assess students’ practical skills accurately. The interview data also suggests that the use of multiple choice questions and discrete tasks in the automated assessment further resulted in students adopting a surface approach to learning in their preparation for this summative assessment.ses / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

M.Cur. / Please refer to full text to view abstract

M.Ed. (Tertiary Didactics) / In the Republic of South Africa (RSA) the high failure rate among first-year students, in particular, and the fact that more and more students are streaming to the universities, have dramatically increased the cost of a university education. The failure of a first-year student is a financial burden that the universities cannot afford. A first-year student who has failed has a negative attitude towards further study at any tertiary institution, leading to the loss to our country of the manpower we need for technological advancement. ..

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Digitized by Kansas Correctional Industries

Traditional use of formal assessment techniques in early childhood education is not congruent with the knowledge and philosophies that have begun to guide curriculum and practice. The discontent with current assessment approaches has created a need to develop alternate assessment methods. The practice of portfolio assessment is posed as a developmentally appropriate alternative in this thesis. Current literature on portfolio assessment related to kindergarten/first grade setting supports portfolio assessment in both theory and practice in early childhood education.