This thesis examines systematic sources of variance in raters' judgments of second (L2) language speech, including rater cognitive and experience variables, rating scale properties, and characteristics of the speech, in order to better understand influences on raters' scoring decisions. The thesis culminates in the development of an empirically-based L2 comprehensibility scale that describes, with greater precision, the quality of speech that is characteristic at different comprehensibility levels. Study 1 examines the effect of individual differences in raters' cognitive abilities on their ratings of L2 speech. Thirty music majors and 30 non-music majors rated 40 L2 speech samples for comprehensibility, accentedness, and fluency and were additionally assessed for musical ability, phonological memory, and attention control. Results showed that music majors assigned significantly lower ratings than non-music majors solely for accentedness, particularly for low ability learners. However, phonological memory and attention control did not influence their ratings.Study 2 examines the effects of two additional sources of variance—rating scale length and rater experience—on raters' judgments of L2 comprehensibility, accentedness, and fluency. Twenty experienced and 20 novice raters judged 38 L2 speech samples using 5-point or 9-point numerical rating scales. In addition, raters' perceptions of the rating process were elicited through verbal protocols and interviews. Results showed that experienced and novice raters achieved high consensus about the highest and lowest scoring L2 speakers but had difficulty differentiating between scale levels in the absence of guidance from the rating instrument. Finally, the goal of Study 3 was to construct an L2 comprehensibility scale rooted in raters' perspectives of influences on their judgments, and characteristics of the L2 speech. To this end, 19 speech measures used to analyze 40 L2 speech samples were examined in relation to 60 raters' mean L2 comprehensibility ratings and three ESL teachers' indications of their most salient scoring criteria. Overall, a wide range of measures contributed to listeners' comprehensibility judgments, with vocabulary and fluency measures distinguishing between low-level learners, grammatical and discourse-level measures distinguishing between high-level learners, and word stress distinguishing between all levels. Taken together, these papers advance our understanding of raters' perspectives in L2 pronunciation assessment. / Cette thèse examine les sources de variation systématique dans le jugement des évaluateurs de la production orale en langue seconde (L2)—incluant les variables cognitives et l'expérience des évaluateurs, les propriétés des échelles de compétences, et les caractéristiques du discours—afin de mieux comprendre les influences sur le jugement des évaluateurs. La thèse se termine par l'élaboration d'une échelle empirique de compréhensibilité en L2 qui décrit, avec plus de précision, la qualité linguistique qui caractérise des niveaux différents de compréhensibilité. La 1ère étude évalue l'impact des différences individuelles dans les capacités cognitives des évaluateurs sur leurs jugements de productions orales en L2. Trente étudiants faisant leur baccalauréat en musique et 30 étudiants inscrits à d'autres facultés ont évalué 40 échantillons d'un discours L2 en fonction de sa compréhensibilité, la perception de son accent, et sa fluidité. De plus, les participants ont été évalués pour leur aptitude musicale, leur mémoire phonologique, et leur contrôle de l'attention. Les résultats démontrent que les étudiants en musique évaluent le volet de la perception de l'accent des échantillons du discours de façon plus sévère, surtout pour les apprenants de L2 de faible niveau. Toutefois, la mémoire phonologique et le contrôle de l'attention n'exercent aucune influence sur l'évaluation des évaluateurs. La 2e étude examine les effets de deux sources de variation additionnelles—la longueur de l'échelle de compétence et l'expérience des évaluateurs—sur l'estimation des évaluateurs de la compréhensibilité, de la perception de l'accent, et de la fluidité du discours L2. Vingt évaluateurs expérimentés et 20 évaluateurs novices ont jugé 38 échantillons d'un discours L2 en utilisant des échelles numériques à 5-points ou à 9-points. De plus, le cheminement cognitif qui à mené les évaluateurs à leur choix de score ont été obtenues par des protocoles verbaux et des entretiens. Les résultats montrent que les évaluateurs expérimentés et novices sont parvenus à un consensus sur les échantillons de discours de plus haut niveau et de plus bas niveau, mais ont éprouvé des difficultés à différencier entre les niveaux de l'échelle en l'absence de directives de l'instrument. Enfin, l'objectif de la 3e étude vise à construire une échelle de compréhensibilité en L2 ancrée dans les commentaires des évaluateurs sur les facteurs qui ont influencés leurs jugements et, en fonction des caractéristiques du discours L2. À ces fins, 40 échantillons du discours L2, analysés au moyen de 19 mesures linguistiques, ont été examinés par rapport aux jugements de compréhensibilité de 60 évaluateurs, et par rapport aux critères d'évaluation de trois enseignants d'anglais langue seconde. Les résultats montrent qu'un grand éventail de mesures contribue aux jugements de compréhensibilité des évaluateurs. Les apprenants de bas niveau se différencient par le biais des mesures de vocabulaire et de fluidité tandis que les apprenants de haut niveau se différencient plutôt par les mesures de grammaire et de discours et enfin, l'accent de mot permet de différencier les apprenants de tous niveaux confondus. L'ensemble de ces résultats avancent notre compréhension des perspectives des évaluateurs dans l'évaluation de la prononciation.

This study investigates the effectiveness of Assessment for Learning (AFL) in improving oral English skills and explores students' and teachers' perceptions of AFL. The study took place at a university in China and involved both students and teachers of English at the institution. Chinese university level students were reported to be facing difficulties in their oral skills learning and were not satisfied with the oral English instruction they were receiving because it is related too much to large-scale tests administered in China (He, 1999; Liao & Qin, 2000; Wen, 2001). Classroom-based assessment, known as the alternative assessment approach, has attracted increased interest from researchers since the end of the last century (Genesee & Upshur, 1996; Gipps 1999; Shepard, 2000; Turner, in press). One approach to classroom-based assessment, Assessment for Learning (AFL), has proved a significant influence on language performance by encouraging learners' participation, identifying learners' weaknesses, providing instructors with useful feedback for learners' further development, and turning learners into autonomous learners (Black & Wiliam, 1998ab; Black, Harrison, Lee, Marshall, & Wiliam, 2003; Winne & Butler, 1994; Topping, 2009). In this study, a mixed methods design incorporating both quantitative and qualitative methods (Creswell & Plano Clark, 2009) is used to examine the effectiveness of AFL and to explore teachers' (n = 9) and students' (n = 74) perceptions of AFL. There are three phases in this study: the preparation phase, and Phases One and Two. In the preparation phase, second year students' and their teachers' classroom interactions were observed to aid in the selection of participants for this study. In Phase One, teacher questionnaires, pre- and post-study student questionnaires, and three AFL tasks were employed and data were collected and analyzed quantitatively by using descriptive statistical analysis to determine the effectiveness of AFL. In Phase Two, teachers and students were interviewed to express their opinions about AFL. The interviews were translated from Chinese to English, transcribed and then analyzed using content analysis. The results from the three phases were integrated to interpret the findings of the research. The results indicate that AFL can effectively improve the oral English language learning skills of intermediate and high level students. Additionally, results of the study demonstrate that both teachers and students showed positive attitudes towards AFL. / Cette étude a pour but d'évaluer l'efficacité de "l'évaluation des apprentissages" (AFL) à améliorer les habiletés en anglais oral ainsi que la perception qu'ont les étudiants et les professeurs de l'AFL. Cette étude prend place dans une université de Chine et concerne des étudiants et des professeurs d'anglais dans cet institution. Les étudiants dans les universités chinoises ont été reporté ayant des difficultés dans leur capacités d'apprentissage orale et n'étaient pas satisfaits de l'enseignement qu'ils recevaient puisqu'il était trop orienté vers les tests à grande échelle administrés en Chine (He, 1999; Liao & Qin, 2000; Wen, 2001). Classroom-based assessment, connu comme étant l'approche alternative, a, depuis la fin du siècle dernier, de plus en plus attiré l'intérêt des chercheurs (Genesee & Upshur, 1996; Gipps 1999; Shepard, 2000; Turner, in press). Une approche du classroom-based assessment, l'évaluation des apprentissages (AFL), a été prouvé ayant une influence sur la performance linguistique en augmentant la participation de l'étudiant, en identifiant leurs faiblesses, en fournissant à l'instructeur de l'information utile pour le développement future de l'étudiant et en changeant la perception de l'étudiant pour en faire un étudiant autonome (Black & Wiliam, 1998ab; Black, Harrison, Lee, Marshall, & Wiliam, 2003; Winne & Butler, 1994; Topping, 2009). Dans cet étude, une méthode mixte incorporant des méthodes quantitatives et qualitatives (Creswell & Plano Clark, 2009) est utilisé pour étudier l'efficacité de l'AFL et explorer la perception des enseignants (n=9) et des étudiants (n=74) de l'AFL. Il y a trois phases dans cet étude : la phase de préparation et la phase un et deux. Dans la phase de préparation, les étudiants de deuxième année ainsi que l'interaction des enseignants avec leur classe pour aider à la sélection des participants à l'étude. Dans la phase un, les questionnaires des enseignants, les questionnaires des étudiants ex-ante et ex-post et trois tâches de l'AFL ont été employés et leur données ont été collectés et analysé quantitativement en utilisant une analyse statistique descriptive de façon à déterminer l'efficacité de l'AFL. Dans la phase deux, les enseignants et les étudiants ont été interviewés de façon à collecter leurs opinions sur l'AFL. Les interviews ont été traduits du chinois à l'anglais, ils ont été transcrits et leur contenu à par la suite été analysé. Les résultats des trois phases ont été intégrés de façon à pouvoir interpréter les résultats de l'étude. Les résultats indiquent que l'AFL peut en effet augmenter la capacité d'apprentissage de l'anglais oral des élèves de niveau intermédiaire et élevé. De plus, les résultats montrent que les enseignants et les étudiants réagissent positivement à l'ALF.

No description available.

The effects of differing recovery patterns following intermittent exercise on blood lactate and subsequent performance were examined. Fourteen male subjects completed three randomly assigned experimental protocols. Each protocol consisted of eight 45s-bouts of cycling on a Monark cycle ergometer at 120% of VO$ sb2$ max interposed with five minute recovery periods. Each protocol ended with a maximal performance task consisting of a 45s all-out cycling test. Recovery patterns included passive, cycling (45% of VO$ sb2$ max), and arm cranking (45% of VO$ sb2$ max). Results revealed similar blood lactate concentrations in the passive and arm cranking conditions but significantly lower (p $<$.05) levels in the cycling condition. Mean power outputs measured from the performance task were significantly higher (p $<$.05) in the cycling and arm cranking recovery conditions. The correlation between blood lactate levels and mean power output was low (r = $-$0.28), suggesting that other factors were influencing subsequent performance.

No description available.

<p> The purpose of this study was to determine if a difference existed between student learning, using the Missouri Assessment Program (MAP), and Professional Learning Community (PLC) implementation within fifth-grade populations in the state of Missouri. The following research questions were utilized to drive the research: What is the difference in MAP communication arts scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What is the difference in MAP math scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What are the perceptions of administrators of Missouri PLC districts regarding the Missouri PLC program and student achievement? Three years of math and communication arts data were analyzed in this study. Yearly mean scores were compared by applying a <i>t</i>-test to determine if a statistical significance existed between PLC implementation and student learning. Missouri PLC exemplary schools' data were analyzed and compared to data of like-demographic, non-PLC implementing schools. The data revealed, in the area of communication arts, no statistical significant difference in student achievement between PLC exemplary schools and non-PLC schools. These findings led to the decision to not reject the null hypothesis and not support the alternative hypothesis. A statistical significant difference was found in the area of math, and an overall conclusion was drawn that supported the alternate hypothesis and rejected the null hypothesis. In addition, interviews were conducted with Missouri PLC exemplary school administrators to gain perspectives into the daily successful workings and effect of the Missouri PLC model on student achievement. Administrators from the PLC exemplary schools attributed gains in student achievement to PLC implementation.</p>

The researcher began with a fundamental question: Are the personality traits of basketball players in a "normal environment"--the individual's self-concept outside of competitive athletics--different from the individual's self-concept when involved in competitive athletics?The method employed in this study was to use self-administering scales. These consisted of self-descriptive statements that the subject used to portray his own picture of himself. The Fitts Tennessee Self-Concept Scale was used to measure the self-concept of the individual in his "normal environment." A paraphrased scale developed by the author was used to measure the individual's self-concept as a basketball player. Fifty-five high school male basketball players from a large midwestern city completed the two scales.The following results were indicated: (1) the physical self is either more important or at least judged better in the "normal environment" than in athletic competition; (2) the family self in the "normal environment" was significantly more important than in athletic competition; and (3) the social self in athletic competition was significantly more important than in the "normal environment."

There is no abstract available for this dissertation.

The purpose of the study was to determine whether a significant correlation existed between group play and performance on a verbal intelligence test. In addition, the study was designed to test group play as a predictor of performance on a verbal intelligence test.The subjects of the study were kindergarten children enrolled at the Burris Laboratory School in Muncie, Indiana. All the children enrolled in either the morning or afternoon kindergarten program were considered to be included in the population sample but two restrictions eliminated some of the candidates. Those students who were non-white or absent for ten or more observations and/or school days were eliminated. A total of sixteen female and sixteen male students with the age range of sixty-two to seventy-seven months were used in this investigation.Two measuring instruments were used to collect data for the study. An observation instrument was developed from the Parent Social Play Scale to collect data that measured the number of group play episodes observed from each subject.A team of three observers were trained to use the observation instrument and a pilot study was conducted to establish the inter-rater reliability. By using Cohen's coefficient Kappa, it was established that the observation team had an interrater reliability of .99 when measuring between the two-part division of group play and non group play and an inter-rater reliability of .81 when measuring between all six types of social play. Twenty, thirty-second observations were made for each subject. Each observation was classified as one of the six social play types and then further categorized as non group play or group play. The final count included all group play observations for each subject.The other instrument used was the Peabody Picture Vocabulary Test. This instrument provided an estimate of the verbal intelligence of each subject.The group play count, raw score from the Peabody Picture Vocabulary Test, sex, age, and number of siblings in the family of each subject were analyzed to test the following hypothesis at the .05 level of statistical significance: the partial correlation between group play and performance on a verbal intelligence test, partialling out the effects due to sex, age, and number of siblings in the family, is zero.The Statistical Package for the Social Sciences (the SPSS) program for multiple regression was used to test the 3 hypothesis. The value of the partial F ratio from the analysis of the data did not permit -the rejection of the hypothesis at an alpha level of .05. The partial correlation did not approach being significant and the proportion of the residual sum of squares that was accounted for by the addition of group play to the regression could not have been considered different from zero.The following conclusions may be drawn from the study: 1) group play explained very little of the variance in the scores on the verbal intelligence test, and 2) group play had little correlation with performance on the Peabody Picture Vocabulary Test when controlling for number of siblings in the family, age, and sex. Results of the study indicate that use of group play as a predictor or remediator of verbal intelligence is questionable.

Because of the recent upsurge in the investigation of physiological measures as indicators of emotional states, this project was performed on the basis of Eckhard Hess' and Michel Janisse's differing ideas concerning pupil diameter as an emotional indicator. Auditory humor, 3 pre-rated levels of jokes, was recorded and presented to 10 male and 10 female subjects while respiration, skin conductance and pupil diameter were recorded. The data were subjected to various analyses of variance. Only the main effect of time samples was found to be significant. Although this effect does not support either Hess' or Janisse's hypotheses, it does show that there was some reaction and possibly could mean that the auditory stimuli utilized were not diverse enough to produce a significant pupil reaction. The investigation did show that although physiological arousal does not reveal itself, the subjects still subjectively judged the jokes to be significantly different.