Recent discussion has been given attention to different approaches of evaluating students’ knowledge acquisition and achievement, with attention given to how to appropriately assess students’ understanding. This debate includes Sweden, where the government places high value on the use of international forms of assessment. The Swedish debate also includes the disconnect between municipal and independent schools, this includes a marketisation of education and separation of two school contexts of municipal and private education providers. This thesis seeks to gain the perspectives of teachers within these debates and their perception of assessment practices. Teachers’ perceptions from both municipal and independent schools are gathered and compared to gain insights into similarities and differences in the perceptions on their use of assessment. Twelve semi-structured interviews were sampled from teachers of different subjects, with an equal distribution of teachers from municipal and independent schools. The results indicate that all teachers relate to the importance of the teacher-student relationship, where teachers are able to understand their students’ perspectives and the contextual factors relating to assessment practices. The teachers show limited discrepancies between their perception of their use of assessment, although 4 differences can be observed. (1) Teachers in municipal schools include students for peer reviewing each other’s work. (2) Teachers in independent schools have the possibility of extending their original teaching structure if students have yet to understand the current topic. (3) In connection with true to life circumstances teachers in municipal schools connect their assessment as preparation for university, while teachers in independent schools are able to connect assessment with students’ interests. (4) Pre fixed answers were used to a higher degree by teachers in independent schools. All teachers describe how they use summative and formative assessment within their practices, which they describe contributes towards students learning. Importance is placed upon achieving a progression where students develop and continuously learn and progress and where the teachers are able to view the complete picture of achievement.

The thesis reports on the evaluation of a digital information literacy program (DILP) to determine the program’s effectiveness in enhancing students’ digital information literacy skills. The program was originally designed and developed for the South African student, as member of Generation Y, but was adapted to suit the demographics and characteristics of Generation Z. New learning technologies were incorporated to enhance students’ learning experience. One of the characteristics of information literacy programs that illustrate best practice is the evaluation of the program itself to judge it’s effectiveness and validate the program as a learning tool. A review of the literature confirmed the paucity of the evaluation of such programs using assessment of student learning through outcomes assessment instruments, based on information literacy competency standards, designed with proven validity and reliability. The literature review found no evidence of the evaluation of the effectiveness of such programs through meaningful assessment of student learning using outcomes assessment in South Africa. For these reasons, the evaluation of the DILP was undertaken. To evaluate the effectiveness of the DILP, a non-randomised quasi-experimental research design, focusing on a single-group pre-test/post-test design which incorporated a combined quantitative and qualitative research approach was used. The primary research instrument was a pre- and post-test. A group of students, belonging to Generation Y and Z, completed a pre-test, worked through the DILP and completed a post-test. Telephonic and e-mail interviews were used to collect further data. The statistical analysis is presented by using descriptive statistics (stacked bar charts for the quantitative data and pie charts for the qualitative data). Inferential statistics were used to reach conclusions beyond the immediate data presented in the charts. The final step was to judge the overall effectiveness of the DILP. The difference between the means was statistically significant, indicating that the DILP was effective in enhancing the digital information literacy skills of students. Based on this research, additional research could be the evaluation of a DILP designed specifically for “digital natives”; the development of online outcomes assessment instruments for web-based tutorials with proven validity and reliability and research in the area of integrating emerging learning technologies with such programs, evaluating their effectiveness. / Information Science / D. Litt. et Phil. (Information Science)

Academics encounter problems with the selection, evaluation, testing and implementation of e-assessment software tools. The researcher experienced these problems while adopting e-assessment at the university where she is employed. Hence she undertook this study, which is situated in schools and departments in Computing-related disciplines, namely Computer Science, Information Systems and Information Technology at South African Higher Education Institutions. The literature suggests that further research is required in this domain. Furthermore, preliminary empirical studies indicated similar disabling factors at other South African tertiary institutions, which were barriers to long-term implementation of e-assessment. Despite this, academics who are adopters of e-assessment indicate satisfaction, particularly when conducting assessments with large classes. Questions of the multiple choice genre can be assessed automatically, leading to increased productivity and more frequent assessments. The purpose of this research is to develop an evaluation framework to assist academics in determining which e-assessment tool to adopt, enabling them to make more informed decisions. Such a framework would also support evaluation of existing e-assessment systems. The underlying research design is action research, which supported an iterative series of studies for developing, evaluating, applying, refining, and validating the SEAT (Selecting and Evaluating an e-Assessment Tool) Evaluation Framework and subsequently an interactive electronic version, e-SEAT. Phase 1 of the action research comprised Studies 1 to 3, which established the nature, context and extent of adoption of e-assessment. This set the foundation for development of SEAT in Phase 2. During Studies 4 to 6 in Phase 2, a rigorous sequence of evaluation and application facilitated the transition from the manual SEAT Framework to the electronic evaluation instrument, e-SEAT, and its further evolution. This research resulted in both a theoretical contribution (SEAT) and a practical contribution (e-SEAT). The findings of the action research contributed, along with the literature, to the categories and criteria in the framework, which in turn, contributed to the bodies of knowledge on MCQs and e-assessment. The final e-SEAT version, the ultimate product of this action research, is presented in Appendix J1. For easier reference, the Appendices are included on a CD, attached to the back cover of this Thesis.. / Computing / PhD. (Information Systems)

No description available.

Nursing programs have traditionally used teacher-developed multiple-choice (MCQ) examinations to prepare students for licensure. Researchers have determined that poorly constructed MCQ tests used as formative and summative evaluations may penalize nursing students and impact progression and retention in nursing programs. The purpose of this exploratory case study was to examine issues related to the use of teacher-developed MCQ examinations as the only method of student assessment in the theory component of nursing courses. The National League for Nursing Core Competencies for Nurse Educators and the revised Bloom's Taxonomy were used as the conceptual frameworks for this study. The Director of the Nursing Program and 9 faculty members participated. Data were collected from a review of documents, 2 focus groups, faculty-maintained diaries, and an interview. During data analysis, categories were identified and themes emerged, revealing the key findings. Using a single method alone to assess student learning limited the opportunity for formative assessment, the ability to assess higher order thinking, and the development of metacognition on the part of students. To assist faculty in creating assessments of student learning that would address these themes, a 3-day faculty professional development project followed by 4 monthly lunch and learn sessions was designed. Providing additional faculty development in assessment methods may promote positive social change as it may ultimately increase the retention of qualified students to meet the demand for registered nurses within the community.

This study developed a summative scale that could be administered in a short time period to determine the Quality of Use (QOU) of an intervention used by teachers. The scale can be completed in less than an hour using easily attainable information. The QOU scale was applied to an elementary reading program to determine if the program results were dependent upon the quality of the fidelity of teacher use. The study focused on use of the Linguistic Pattern Series (LPS) portion of the Integrated Skills Method (ISM) Reading Program by 20 special education teachers in 13 elementary schools in San Antonio, Texas. Progress is measured by the use of the Decoding Skills Test (DST) (ISM Teaching Systems, Inc., 2004-b). To determine each teacher's QOU, a summative scale was developed composed of five items (Initial Placement, Frequency of Direct Instruction, Materials – LPS, Materials – Literature/Test Prep, and Scheduling) that possessed low-moderate cohesiveness of Alpha=.71. Results of the study showed a correlation between QOU summary scores and residualized DST Raw Score Grade Equivalent (RSGE) gains. The QOU could predict .771^2 = 50 percent of score variance. This is a strong prediction for a non-student external measure in education.

No description available.

商業策展公司每年舉辦的藝文展覽數量不斷增加，然而受限於人力與資金，展覽評量尚未發展成熟，然而展覽做為一種藝術的呈現方式，評量有助於策展團體了解觀眾對於展覽的評價、展覽成效以及在市場上尋找自身利基，建立獨特的品牌形象。商業策展公司評量方式以參觀人數以及發放意見調查表為主，然而目前市面上觀眾意見調查問卷的評量面向標準不一，無法完整評量一個展覽的成效，且忽略觀眾在展覽中的體驗評量。因此，本研究以Lauterborn 4C四項要素以及Schmitt策略體驗模組（Strategic Experiential Modules, SEMs）理論，發展出一個結合觀眾的展覽認知與展覽體驗的展覽總結式量表。本研究以時藝多媒體舉辦的《米羅特展》以及寬宏藝術舉辦的《失戀博物館》為研究案例，回收問卷490份，有效問卷回收475份，並依照Devellis量表分析步驟，包括題項刪減（item purification）、建構效度分析（construct validity analysis）與信度分析（reliability analysis），建構展覽評量量表，最終發展五大評量層面，包括消費者需求與欲望、物超所值、雙向溝通、感官與社群關聯與行動力以及相對應的九大評量面向和評量子面向。 / In Taiwan, Curatorial companies hold more and more art exhibitions every year. Owing to the lack of human and financial resources, exhibition evaluation hasn’t developed maturely enough. However, exhibition is one of the ways of presenting art and evaluation would help curatorial team know how audiences evaluate the exhibition, what the exhibition’s effects are, and what the company’s brand image is in the market. Nowadays, curatorial companies use the number of visitors and evaluation questionnaires as the way of exhibition evaluation. Nevertheless, the evaluation questionnaires cannot assess the whole parts of exhibition’s effects and ignore the assessment of what the audiences experience in the exhibition. Therefore, this study uses Lauterborn’s 4C elements and Schmitt’s strategic experiential modules to develop the scale that combines audience’s cognition and experience in the exhibition. As for cases, the study uses Joan Miro Exhibition Women, Birds, Stars, held by Mediashpere and Museum of broken relationship, held by Kuang Hong Arts. And follow Devellis’s scale development steps, including item purification, construct validity analysis and reliability analysis to construct summative exhibition scale. Finally, the scale develops five parts, including consumer needs and wants, cost, communication, sense and community and action and the related nine layers and sub-layers.

The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation. The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence. The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013

The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation. The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence. The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013