subject:(Students Evaluation)

1. Noll, Matias. Desenvolvimento de um circuito de avaliação da postura dinâmica das atividades de vida diária de escolares.

Degree: 2012, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/88864

► Tradicionalmente, a utilização de questionários como instrumento avaliativo da postura corporal nas Atividades de Vida Diária (AVD’s) tem sido amplamente divulgada, seja em estudos descritivos,… (more)

▼ Tradicionalmente, a utilização de questionários como instrumento avaliativo da postura corporal nas Atividades de Vida Diária (AVD’s) tem sido amplamente divulgada, seja em estudos descritivos, transversais e longitudinais, ou experimentais, como os programas educativos e as Escolas Posturais. Não obstante, o questionário é baseado em auto-relato, sendo dependente da percepção e do nível cognitivo do avaliado, o que pode resultar em um viés nos resultados, principalmente se os avaliados forem crianças e adolescentes. Deste modo, são necessárias metodologias válidas e reprodutíveis capazes de avaliar a postura corporal dinâmica a partir de observações e filmagens, minimizando o viés resultante do auto-relato. Procurando identificar os instrumentos de avaliação da postura dinâmica já publicados na literatura foi realizada uma busca sistemática de artigos em bases de dados (Scopus, ScienceDirect, PubMed, Scielo) publicados a partir da década de 1980 e no Banco de Teses e Dissertações da Capes. Os instrumentos propostos deveriam preencher os seguintes critérios: (a) avaliar a postura corporal durante a realização de AVD’s; (b) utilizar critérios pré-definidos de avaliação; e (c) avaliar a postura a partir de observação ou a partir de filmagem. Foram identificados oito artigos originais que apresentam instrumentos de avaliação da postura dinâmica, avaliando a execução de AVD’s por meio de critérios biomecânicos pré-definidos, por meio de escalas numéricas, sendo que, destes, apenas quatro foram elaborados especificamente com o propósito de avaliar a execução de AVD’s de escolares. Em geral, considera-se que esses instrumentos apresentem algumas limitações metodológicas, tais como carecerem de procedimentos de validação e de reprodutibilidade. O CAPD, desenvolvido a partir de uma pesquisa de campo e em publicações científicas, possibilita avaliar a postura corporal de nove AVD’s: carregar sacolas e mochila escolar; escrever; pegar objeto do solo e transportá-lo; utilizar o computador portátil e de mesa; sentar em um banco; e ao dormir. Os procedimentos de validade e reprodutibilidade do CAPD consistiram na sua: (a) submissão a sete especialistas, para avaliação científica do conteúdo; (b) determinação da reprodutibilidade inter e intra-avaliador e teste-reteste, a partir da filmagem de 112 escolares; (c) validação de constructo, determinada a partir da comparação dos resultados entre 10 universitários e os escolares. A análise estatística foi realizada no Software SPSS18.0, por meio do Coeficiente de Correlação Intra-Classe (ICC), do Coeficiente Kappa e do teste U de Mann Whitney (α=0,05). Os resultados de cada postura, separadamente, demonstraram que a reprodutibilidade intraavaliador foi classificada como excelente (ICC>0,75) e que a reprodutibilidade inter-avaliador e testereteste foram classificadas como moderada (ICC de 0,4 a 0,75) e excelente (ICC>0,75). Os resultados do Coeficiente Kappa, na avaliação dos critérios de pontuação, demonstraram que (1) a reprodutibilidade intra-avaliador apresentou resultados… Advisors/Committee Members: Candotti, Cláudia Tarragô.

Subjects/Keywords: Avaliação; Health evaluation; Postura; Posture; Estudantes; Students

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APA (6^th Edition):

Noll, M. (2012). Desenvolvimento de um circuito de avaliação da postura dinâmica das atividades de vida diária de escolares. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/88864

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Noll, Matias. “Desenvolvimento de um circuito de avaliação da postura dinâmica das atividades de vida diária de escolares.” 2012. Thesis, Universidade do Rio Grande do Sul. Accessed April 25, 2018. http://hdl.handle.net/10183/88864.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Noll, Matias. “Desenvolvimento de um circuito de avaliação da postura dinâmica das atividades de vida diária de escolares.” 2012. Web. 25 Apr 2018.

Vancouver:

Noll M. Desenvolvimento de um circuito de avaliação da postura dinâmica das atividades de vida diária de escolares. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2012. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10183/88864.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Noll M. Desenvolvimento de um circuito de avaliação da postura dinâmica das atividades de vida diária de escolares. [Thesis]. Universidade do Rio Grande do Sul; 2012. Available from: http://hdl.handle.net/10183/88864

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

2. Pierre, Paul R. The effects of using rubric-based formative assessments with feedback to close the loop of understanding on students' understanding of high school chemistry concepts.

Degree: Graduate School, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/2061

► Over the past years teaching chemistry, I have noticed there are some topics which constantly pose a challenge to students. From my own observation and… (more)

▼ Over the past years teaching chemistry, I have noticed there are some topics which constantly pose a challenge to students. From my own observation and interaction with my students, I have always thought that my students understand the concepts I am teaching. However, when it comes to taking tests and doing assessments in these areas students do not seem to demonstrate the knowledge and understanding required. Through my readings, I have noticed the use of rubrics as an important assessment technique, which can help students perform well on a given task. As a result, I have decided to investigate what will be the effect of using rubric-based formative assessment on students understanding and motivation to learn chemistry. I chose my 10th grade chemistry class as the focus on my project. Baseline comparison data were collected during a nontreatment unit on atomic structure through the use of pre, post and delayed concept map, interviews, surveys, and traditional assessments test. I then implemented two treatment units that utilized rubric-based assessment. The first treatment unit focused on ionic bonding and compounds and the second focused on covalent bonding and compounds. These two treatment units incorporated the use of pre, post, and delayed concept maps, interviews, survey, projects, labs, unit test and self-reflections journal. After I analyzed pre and postunit concept maps, interviews and surveys, I determined that the implementation of rubric-based assessment did not have any significant improvement on students understanding. The data from the post and delayed assessment concept maps, interviews, surveys and unit test indicated that students' long-term memory increased. Students' responses on the student survey, and my reflective journal entries indicated that students were responding very positive to the different types of assessments being utilized with the incorporation of rubrics and that their long-term memory, attitude, motivation were increased. As a result, my attitude and motivation towards teaching chemistry also increased. Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).

Subjects/Keywords: Educational evaluation.; Chemisty.; High school students.

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APA (6^th Edition):

Pierre, P. R. (2011). The effects of using rubric-based formative assessments with feedback to close the loop of understanding on students' understanding of high school chemistry concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2061

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pierre, Paul R. “The effects of using rubric-based formative assessments with feedback to close the loop of understanding on students' understanding of high school chemistry concepts.” 2011. Thesis, Montana State University. Accessed April 25, 2018. https://scholarworks.montana.edu/xmlui/handle/1/2061.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pierre, Paul R. “The effects of using rubric-based formative assessments with feedback to close the loop of understanding on students' understanding of high school chemistry concepts.” 2011. Web. 25 Apr 2018.

Vancouver:

Pierre PR. The effects of using rubric-based formative assessments with feedback to close the loop of understanding on students' understanding of high school chemistry concepts. [Internet] [Thesis]. Montana State University; 2011. [cited 2018 Apr 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2061.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pierre PR. The effects of using rubric-based formative assessments with feedback to close the loop of understanding on students' understanding of high school chemistry concepts. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2061

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

3. Rockwell, Alison B. Broadening participation in atmospheric science through a program needs assessment.

Degree: Graduate School, 2016, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10085

► The National Science Foundation (NSF) Lower Atmosphere Observing Facilities (LAOF) Educational Deployment Program is a short-term facilities deployment program designed to strengthen STEM-related education. It… (more)

Subjects/Keywords: Students.; Meteorology.; Evaluation.; Activity programs in education.

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APA (6^th Edition):

Rockwell, A. B. (2016). Broadening participation in atmospheric science through a program needs assessment. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rockwell, Alison B. “Broadening participation in atmospheric science through a program needs assessment.” 2016. Thesis, Montana State University. Accessed April 25, 2018. https://scholarworks.montana.edu/xmlui/handle/1/10085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rockwell, Alison B. “Broadening participation in atmospheric science through a program needs assessment.” 2016. Web. 25 Apr 2018.

Vancouver:

Rockwell AB. Broadening participation in atmospheric science through a program needs assessment. [Internet] [Thesis]. Montana State University; 2016. [cited 2018 Apr 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rockwell AB. Broadening participation in atmospheric science through a program needs assessment. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

4. DeFrain, Erica. An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines .

Degree: 2016, University of Arizona

URL: http://hdl.handle.net/10150/621018

► This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of… (more)

Subjects/Keywords: Educational Psychology; Students Evaluation of Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

DeFrain, E. (2016). An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621018

Chicago Manual of Style (16^th Edition):

DeFrain, Erica. “An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines .” 2016. Doctoral Dissertation, University of Arizona. Accessed April 25, 2018. http://hdl.handle.net/10150/621018.

MLA Handbook (7^th Edition):

DeFrain, Erica. “An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines .” 2016. Web. 25 Apr 2018.

Vancouver:

DeFrain E. An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10150/621018.

Council of Science Editors:

DeFrain E. An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621018

Montana State University

5. Lindsey, Heidi L. Self-efficacy, student engagement, and student learning in introductory statistics.

Degree: College of Education, Health & Human Development, 2017, Montana State University

URL: http://scholarworks.montana.edu/xmlui/handle/1/12794

► Close to half of undergraduate students in the United States are served by community colleges. Minority, low income, and first-generation postsecondary education students utilize community… (more)

▼ Close to half of undergraduate students in the United States are served by community colleges. Minority, low income, and first-generation postsecondary education students utilize community colleges as a gateway to postsecondary education. Additionally, these institutions provide access to higher education for many nontraditional students, such as adults who work full time while enrolled. This study used partial least squares structural equation modeling (PLS SEM) to investigate and explore the relationship between community college student self-efficacy, engagement, and statistics conceptual understanding in the non-mathematical introductory statistics course and is based on Linninbrink & Pintrich's (2003) model for conceptual understanding. There is much research regarding statistics anxiety, statistics attitude, learning behavior, and statistics achievement where students at four year institutions or graduate students were studied, but few if any studies exist that investigate these same factors with community college students. Data for this study was collected from n=161 student volunteers at three different time points during the semester using all or a subset of the following instruments: Current Statistics Self Efficacy (CSSE) (Finney & Schraw, 2003), Survey of Attitudes Toward Statistics (SATS) (Schau, Steven, Sauphinee, & Del Vecchio, 2995), Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, & McKeachie, 1993), and Comprehensive Assessment of Outcomes in Statistics (CAOS) (delMas, Garfield, Ooms, & Chance, 2007). Problems with missing data were resolved with multiple imputation methods to preserve power and sample size and prevent introducing bias into the analysis. Overall, the relationships of self-efficacy and engagement explained R2=7.6% of the variance in conceptual understanding of statistics. This study found positive relationships between student conceptual understanding of statistics, selfefficacy to learn statistics and student engagement. Behavioral and cognitive engagement did not appear to mediate the influence of self-efficacy but motivational engagement was found to mediate this effect. Additionally, it was found that self-efficacy to learn statistics had a medium effect on statistical understanding at course end. Suggestions for future research are given. Advisors/Committee Members: Chairperson, Graduate Committee: Arthur W. Bangert (advisor).

Subjects/Keywords: Self-evaluation.; Students Attitudes.; Statistics.; Teaching.

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APA (6^th Edition):

Lindsey, H. L. (2017). Self-efficacy, student engagement, and student learning in introductory statistics. (Thesis). Montana State University. Retrieved from http://scholarworks.montana.edu/xmlui/handle/1/12794

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lindsey, Heidi L. “Self-efficacy, student engagement, and student learning in introductory statistics.” 2017. Thesis, Montana State University. Accessed April 25, 2018. http://scholarworks.montana.edu/xmlui/handle/1/12794.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lindsey, Heidi L. “Self-efficacy, student engagement, and student learning in introductory statistics.” 2017. Web. 25 Apr 2018.

Vancouver:

Lindsey HL. Self-efficacy, student engagement, and student learning in introductory statistics. [Internet] [Thesis]. Montana State University; 2017. [cited 2018 Apr 25]. Available from: http://scholarworks.montana.edu/xmlui/handle/1/12794.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lindsey HL. Self-efficacy, student engagement, and student learning in introductory statistics. [Thesis]. Montana State University; 2017. Available from: http://scholarworks.montana.edu/xmlui/handle/1/12794

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Temple University

6. Moore, Janice R. The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College.

Degree: 2015, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,322138

►

Educational Leadership

Ed.D.

Institutions continually try to balance the access/retention/success pendulum by accepting students on a contingent or probationary basis and enrolling them in student… (more)

Subjects/Keywords: Educational evaluation; Educational administration; Educational leadership;

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APA (6^th Edition):

Moore, J. R. (2015). The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,322138

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Moore, Janice R. “The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College.” 2015. Thesis, Temple University. Accessed April 25, 2018. http://digital.library.temple.edu/u?/p245801coll10,322138.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Moore, Janice R. “The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College.” 2015. Web. 25 Apr 2018.

Vancouver:

Moore JR. The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College. [Internet] [Thesis]. Temple University; 2015. [cited 2018 Apr 25]. Available from: http://digital.library.temple.edu/u?/p245801coll10,322138.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moore JR. The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary College. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,322138

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

7. Mathabathe, Kgadi Clarrie. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study.

Degree: Chemistry, 2012, University of Pretoria

URL: http://hdl.handle.net/2263/25907

► The ability to make realistic judgements of one’s performance is a demonstration of the possession of strong metacognitive skills. Metacognition involves the monitoring of one’s… (more)

▼ The ability to make realistic judgements of one’s performance is a demonstration of the possession of strong metacognitive skills. Metacognition involves the monitoring of one’s progress during learning, and the ability to modify learning strategies for increased effectiveness. Poor-performing students are at risk because they generally exhibit high levels of overconfidence when evaluating their performance, and may fail to adjust their learning strategies in time. This study aims to explore the accuracy with which students in the BSc Four-year programme (BFYP) of the University of Pretoria evaluate their performance in a stoichiometry test, as well as the influence of teaching on test performance and on accuracy of performance evaluation. The factors that students rely on when making performance evaluations as well as shifts in the reliance on these factors after teaching are explored. Finally, the study examines the relationship between bias in performance evaluation and the self-protection, self-enhancement motivational factors and gender. Data were collected by means of a three-tier stoichiometry test instrument, administered as pre- and posttest, as well as a questionnaire administered simultaneously with the pretests to a sample of 91 students. Each test item comprised a stoichiometry question, a confidence rating and a free-response explanation for the choice of confidence rating. The confidence rating was interpreted as an indication of expected performance. The test instrument allowed for the investigation of bias in performance evaluation in the pre- and posttests, the exploration of factors that students rely on when making performance evaluations and how the reliance on these factors shifted in the posttests. The questionnaires were used to collect data on self-enhancement, self-protection and gender. The study shows that the majority of the students were overconfident in the evaluation of their performance in both the pre- and posttests. Performance improved significantly in the posttest but accuracy of performance evaluation did not. Students were categorised as overconfident (OC), realistic (R) or under-confident (UC) based on the difference between actual and expected performance. Five subgroups were defined on the basis of accuracy of performance evaluation in the pre- and posttests. The five subgroups, labelled first by their pretest and then their posttest category, were the OC-OC (50 students), OC-R (13 students), R-R (11 students), R-OC (15 students) and the R-UC (2 students) subgroups. The results indicated no significant difference between the pre-knowledge and ability of the students in the four main subgroups. The students differed significantly in terms of performance in the posttest, their pre- and posttest average confidence scores and in performance gain. A significant difference was not found with regard to performance in the CMY 143 end of semester examination. These findings confirmed that we were dealing with four discrete subgroups with different characteristics. The OC-R subgroup… Advisors/Committee Members: Prof M Potgieter (advisor), Dr S Human-Vogel (advisor).

Subjects/Keywords: Self-evaluation; Performance evaluation; Chemistry; Students; Learning; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mathabathe, K. (2012). Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25907

Chicago Manual of Style (16^th Edition):

Mathabathe, Kgadi. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study.” 2012. Masters Thesis, University of Pretoria. Accessed April 25, 2018. http://hdl.handle.net/2263/25907.

MLA Handbook (7^th Edition):

Mathabathe, Kgadi. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study.” 2012. Web. 25 Apr 2018.

Vancouver:

Mathabathe K. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/2263/25907.

Council of Science Editors:

Mathabathe K. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/25907

University of Pretoria

8. [No author]. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study .

Degree: 2012, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-06272012-143549/

► The ability to make realistic judgements of one’s performance is a demonstration of the possession of strong metacognitive skills. Metacognition involves the monitoring of one’s… (more)

▼ The ability to make realistic judgements of one’s performance is a demonstration of the possession of strong metacognitive skills. Metacognition involves the monitoring of one’s progress during learning, and the ability to modify learning strategies for increased effectiveness. Poor-performing students are at risk because they generally exhibit high levels of overconfidence when evaluating their performance, and may fail to adjust their learning strategies in time. This study aims to explore the accuracy with which students in the BSc Four-year programme (BFYP) of the University of Pretoria evaluate their performance in a stoichiometry test, as well as the influence of teaching on test performance and on accuracy of performance evaluation. The factors that students rely on when making performance evaluations as well as shifts in the reliance on these factors after teaching are explored. Finally, the study examines the relationship between bias in performance evaluation and the self-protection, self-enhancement motivational factors and gender. Data were collected by means of a three-tier stoichiometry test instrument, administered as pre- and posttest, as well as a questionnaire administered simultaneously with the pretests to a sample of 91 students. Each test item comprised a stoichiometry question, a confidence rating and a free-response explanation for the choice of confidence rating. The confidence rating was interpreted as an indication of expected performance. The test instrument allowed for the investigation of bias in performance evaluation in the pre- and posttests, the exploration of factors that students rely on when making performance evaluations and how the reliance on these factors shifted in the posttests. The questionnaires were used to collect data on self-enhancement, self-protection and gender. The study shows that the majority of the students were overconfident in the evaluation of their performance in both the pre- and posttests. Performance improved significantly in the posttest but accuracy of performance evaluation did not. Students were categorised as overconfident (OC), realistic (R) or under-confident (UC) based on the difference between actual and expected performance. Five subgroups were defined on the basis of accuracy of performance evaluation in the pre- and posttests. The five subgroups, labelled first by their pretest and then their posttest category, were the OC-OC (50 students), OC-R (13 students), R-R (11 students), R-OC (15 students) and the R-UC (2 students) subgroups. The results indicated no significant difference between the pre-knowledge and ability of the students in the four main subgroups. The students differed significantly in terms of performance in the posttest, their pre- and posttest average confidence scores and in performance gain. A significant difference was not found with regard to performance in the CMY 143 end of semester examination. These findings confirmed that we were dealing with four discrete subgroups with different characteristics. The OC-R subgroup… Advisors/Committee Members: Prof M Potgieter (advisor), Dr S Human-Vogel (advisor).

Subjects/Keywords: Self-evaluation; Performance evaluation; Chemistry; Students; Learning; UCTD

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APA (6^th Edition):

author], [. (2012). Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06272012-143549/

Chicago Manual of Style (16^th Edition):

author], [No. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study .” 2012. Masters Thesis, University of Pretoria. Accessed April 25, 2018. http://upetd.up.ac.za/thesis/available/etd-06272012-143549/.

MLA Handbook (7^th Edition):

author], [No. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study .” 2012. Web. 25 Apr 2018.

Vancouver:

author] [. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2018 Apr 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-06272012-143549/.

Council of Science Editors:

author] [. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-06272012-143549/

University of Johannesburg

9. Richard, Vanita Secslawati. Evaluation responsibilities of teachers .

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/7346

► The South African Education System has been in a crisis for a number of years. This crisis is located in non-functioning schools, mass boycotts, teacher… (more)

▼ The South African Education System has been in a crisis for a number of years. This crisis is located in non-functioning schools, mass boycotts, teacher strikes and the lack of facilities and resources. Examinations haVe been the focus of this crisis. Evaluation to determine whether pupils are competent for the next standard have often been neglected. There have been accusations, in the past few years of fraudulent, incompetent and often corrupt examination practices (King and van den Berg 1992:1). Evaluation is central to a good educational system. If teachers are to be successful in their efforts to foster learning in pupils they need ways to determine the effectiveness of their teaching and to obtain indications of what pupils have learnt (Hopkins and Antes 1989:1). Is Evaluation reform and an in depth look at evaluation activities is very important. Teachers cannot escape the responsibilities of evaluating . their pupils' work. Evaluation practices should be informed and well thought out. It is particularly important that teachers be aware of the consequences, varying validity and fairness of different approaches to evaluation. Evaluation should above all be complex and multi-dimensional ( Independent Examination Board 1994:2 ). The teachers input regarding evaluation should be a calculated effort that is relevant and significant enough to show the skills that pupils have gained. Effective assessment can only be based on a thorough understanding of our purposes in teaching and our aspirations for our pupils ( Drummond and Pollard 1993:12 ). In 1995 a document ( Circular No. Preg. 31:95 ) with new evaluation criteria , for both primary and secondary schOols, Was released in the .Gauteng Province. This document is an important one as for the first time in South Africa the same evaluation procedures will be followed by all state schools in a province. This document has direct implications for the evaluation responsibilities of teachers as it clarifies the extent of the teachers responsibilities with regard to evaluation practices, emphasising continuous assessment as well as remediation. Advisors/Committee Members: Prof. J.C. Kok (advisor).

Subjects/Keywords: Evaluation - Methodology.; Teachers - Attitudes - Evaluation.; Performance awards.; Students - Rating of.

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APA (6^th Edition):

Richard, V. S. (2012). Evaluation responsibilities of teachers . (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7346

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Richard, Vanita Secslawati. “Evaluation responsibilities of teachers .” 2012. Thesis, University of Johannesburg. Accessed April 25, 2018. http://hdl.handle.net/10210/7346.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Richard, Vanita Secslawati. “Evaluation responsibilities of teachers .” 2012. Web. 25 Apr 2018.

Vancouver:

Richard VS. Evaluation responsibilities of teachers . [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10210/7346.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Richard VS. Evaluation responsibilities of teachers . [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7346

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

10. Robinson, Richard Wayne, 1927-. STUDENT SELF-APPRAISAL AND ITS RELATIONSHIP TO ACHIEVEMENT AND SELF-CONCEPT IN INTERMEDIATE GRADES .

Degree: 1974, University of Arizona

URL: http://hdl.handle.net/10150/288219

Subjects/Keywords: Students – Self-evaluation.; Self-evaluation.

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APA (6^th Edition):

Robinson, Richard Wayne, 1. (1974). STUDENT SELF-APPRAISAL AND ITS RELATIONSHIP TO ACHIEVEMENT AND SELF-CONCEPT IN INTERMEDIATE GRADES . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/288219

Chicago Manual of Style (16^th Edition):

Robinson, Richard Wayne, 1927-. “STUDENT SELF-APPRAISAL AND ITS RELATIONSHIP TO ACHIEVEMENT AND SELF-CONCEPT IN INTERMEDIATE GRADES .” 1974. Doctoral Dissertation, University of Arizona. Accessed April 25, 2018. http://hdl.handle.net/10150/288219.

MLA Handbook (7^th Edition):

Robinson, Richard Wayne, 1927-. “STUDENT SELF-APPRAISAL AND ITS RELATIONSHIP TO ACHIEVEMENT AND SELF-CONCEPT IN INTERMEDIATE GRADES .” 1974. Web. 25 Apr 2018.

Vancouver:

Robinson, Richard Wayne 1. STUDENT SELF-APPRAISAL AND ITS RELATIONSHIP TO ACHIEVEMENT AND SELF-CONCEPT IN INTERMEDIATE GRADES . [Internet] [Doctoral dissertation]. University of Arizona; 1974. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10150/288219.

Council of Science Editors:

Robinson, Richard Wayne 1. STUDENT SELF-APPRAISAL AND ITS RELATIONSHIP TO ACHIEVEMENT AND SELF-CONCEPT IN INTERMEDIATE GRADES . [Doctoral Dissertation]. University of Arizona; 1974. Available from: http://hdl.handle.net/10150/288219

University of Missouri – Columbia

11. Boswell, Jake W. Exploring the K-5 special education referral process in one Midwest suburban school district.

Degree: 2017, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/62241

► Studies have shown referrals for special education evaluations and the evaluation process itself is marred by teacher subjectivity and a lack of quantitative data (Dunn,… (more)

Subjects/Keywords: Special education – Evaluation; Special education – Evaluation; Minority students; Elementary school teachers

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APA (6^th Edition):

Boswell, J. W. (2017). Exploring the K-5 special education referral process in one Midwest suburban school district. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/62241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Boswell, Jake W. “Exploring the K-5 special education referral process in one Midwest suburban school district.” 2017. Thesis, University of Missouri – Columbia. Accessed April 25, 2018. http://hdl.handle.net/10355/62241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Boswell, Jake W. “Exploring the K-5 special education referral process in one Midwest suburban school district.” 2017. Web. 25 Apr 2018.

Vancouver:

Boswell JW. Exploring the K-5 special education referral process in one Midwest suburban school district. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10355/62241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boswell JW. Exploring the K-5 special education referral process in one Midwest suburban school district. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/62241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Latrobe University

12. Robinson, Tony. Experiential education and learning engagement for year nine students : a case study.

Degree: 2013, Latrobe University

URL: http://hdl.handle.net/1959.9/508044

Thesis (Doctorate) - La Trobe University, 2013

Submission note: "A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Education [to the] Faculty of Education, La Trobe University, Bundoora".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: Experiential learning – Australia – Evaluation.; Experiential learning – Evaluation.; High school students – Attitudes.; Learning – Evaluation.

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APA (6^th Edition):

Robinson, T. (2013). Experiential education and learning engagement for year nine students : a case study. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/508044

Chicago Manual of Style (16^th Edition):

Robinson, Tony. “Experiential education and learning engagement for year nine students : a case study.” 2013. Doctoral Dissertation, Latrobe University. Accessed April 25, 2018. http://hdl.handle.net/1959.9/508044.

MLA Handbook (7^th Edition):

Robinson, Tony. “Experiential education and learning engagement for year nine students : a case study.” 2013. Web. 25 Apr 2018.

Vancouver:

Robinson T. Experiential education and learning engagement for year nine students : a case study. [Internet] [Doctoral dissertation]. Latrobe University; 2013. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/1959.9/508044.

Council of Science Editors:

Robinson T. Experiential education and learning engagement for year nine students : a case study. [Doctoral Dissertation]. Latrobe University; 2013. Available from: http://hdl.handle.net/1959.9/508044

University of South Florida

13. Jackson, Eric Bartholomew. Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain.

Degree: 2011, University of South Florida

URL: http://scholarcommons.usf.edu/etd/3165

► ABSTRACT Insufficient pain management continues to be problematic for hospitalized patients throughout the country. It significantly interferes with a person's quality of life making it… (more)

Subjects/Keywords: Evaluation; Graduate Students; Nursing Students; Pathophysiology; American Studies; Arts and Humanities; Nursing

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APA (6^th Edition):

Jackson, E. B. (2011). Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain. (Thesis). University of South Florida. Retrieved from http://scholarcommons.usf.edu/etd/3165

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jackson, Eric Bartholomew. “Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain.” 2011. Thesis, University of South Florida. Accessed April 25, 2018. http://scholarcommons.usf.edu/etd/3165.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jackson, Eric Bartholomew. “Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain.” 2011. Web. 25 Apr 2018.

Vancouver:

Jackson EB. Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain. [Internet] [Thesis]. University of South Florida; 2011. [cited 2018 Apr 25]. Available from: http://scholarcommons.usf.edu/etd/3165.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jackson EB. Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain. [Thesis]. University of South Florida; 2011. Available from: http://scholarcommons.usf.edu/etd/3165

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Kentucky

14. Preston, Nancy Coldiron. APPALACHIAN BRIDGES TO THE BACCALAUREATE: THE INFLUENCE OF MULTIPLE ROLES AND CULTURAL NORMS ON THE BACCALAUREATE PERSISTENCE OF LOCATION-BOUND APPALACHIAN WOMEN.

Degree: 2011, University of Kentucky

URL: http://uknowledge.uky.edu/gradschool_diss/848

► Too few Kentucky community college students transfer and persist to earn baccalaureate degrees. This is particularly true in Appalachia Kentucky which has a high rate… (more)

▼ Too few Kentucky community college students transfer and persist to earn baccalaureate degrees. This is particularly true in Appalachia Kentucky which has a high rate of poverty and a low rate of baccalaureate attainment. Scholars and economists agree that the fastest way to decrease poverty within a geographical region is to increase the educational level of the citizens. Policy makers in the Commonwealth have established a goal of doubling the number of baccalaureate holders within the state by 2020. This study is framed by a collaborative study which examined the ways in which institutional and student characteristics impact the pathway to the baccalaureate degree for Appalachian community college students in Kentucky. Quantitative analysis was conducted for the student populations who graduated in the summer and spring 2009 from four Appalachian community colleges. A framework was developed that identified two of the colleges as high-impact. The graduates of these colleges were twice as likely to transfer as the students from the two low-impact institutions. The two high performing colleges had partnership arrangements with baccalaureate-granting institutions that offered multiple degree options in or near the community college campus. Four companion studies that examined institutional and student characteristics were conducted. The purpose of this qualitative study was to examine the ways in which nontraditional-aged Appalachian women attending college as location-bound adults perceive the supports and challenges to baccalaureate attainment. Twenty-four women were interviewed to explore the ways in which they balance their multiple life roles with the demands of their postsecondary studies, to understand their perceptions how Appalachian culture impacts them as students, and their perceptions of the ways in which educational institutions provide them with baccalaureate access. Narrative was used both as the method of inquiry and the object of interpretation. Major themes that emerged from this study included: (1) Adult Appalachian female students are both challenged and supported by their major life roles and (2) Postsecondary institutions provide both support and challenges to this population.

Subjects/Keywords: Transfer; Appalachia; Community College; Nontraditional Students; Women Students; Education; Educational Assessment, Evaluation, and Research

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APA (6^th Edition):

Preston, N. C. (2011). APPALACHIAN BRIDGES TO THE BACCALAUREATE: THE INFLUENCE OF MULTIPLE ROLES AND CULTURAL NORMS ON THE BACCALAUREATE PERSISTENCE OF LOCATION-BOUND APPALACHIAN WOMEN. (Doctoral Dissertation). University of Kentucky. Retrieved from http://uknowledge.uky.edu/gradschool_diss/848

Chicago Manual of Style (16^th Edition):

Preston, Nancy Coldiron. “APPALACHIAN BRIDGES TO THE BACCALAUREATE: THE INFLUENCE OF MULTIPLE ROLES AND CULTURAL NORMS ON THE BACCALAUREATE PERSISTENCE OF LOCATION-BOUND APPALACHIAN WOMEN.” 2011. Doctoral Dissertation, University of Kentucky. Accessed April 25, 2018. http://uknowledge.uky.edu/gradschool_diss/848.

MLA Handbook (7^th Edition):

Preston, Nancy Coldiron. “APPALACHIAN BRIDGES TO THE BACCALAUREATE: THE INFLUENCE OF MULTIPLE ROLES AND CULTURAL NORMS ON THE BACCALAUREATE PERSISTENCE OF LOCATION-BOUND APPALACHIAN WOMEN.” 2011. Web. 25 Apr 2018.

Vancouver:

Preston NC. APPALACHIAN BRIDGES TO THE BACCALAUREATE: THE INFLUENCE OF MULTIPLE ROLES AND CULTURAL NORMS ON THE BACCALAUREATE PERSISTENCE OF LOCATION-BOUND APPALACHIAN WOMEN. [Internet] [Doctoral dissertation]. University of Kentucky; 2011. [cited 2018 Apr 25]. Available from: http://uknowledge.uky.edu/gradschool_diss/848.

Council of Science Editors:

Preston NC. APPALACHIAN BRIDGES TO THE BACCALAUREATE: THE INFLUENCE OF MULTIPLE ROLES AND CULTURAL NORMS ON THE BACCALAUREATE PERSISTENCE OF LOCATION-BOUND APPALACHIAN WOMEN. [Doctoral Dissertation]. University of Kentucky; 2011. Available from: http://uknowledge.uky.edu/gradschool_diss/848

University of Wisconsin – Stout

15. Bauer, Duane Joseph. The existence of grade inflation in our educational system.

Degree: 2004, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2004/2004bauerd.pdf ; http://digital.library.wisc.edu/1793/41167

Subjects/Keywords: Students – Rating of – Evaluation; Grading and marking (Students) – Evaluation

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APA (6^th Edition):

Bauer, D. J. (2004). The existence of grade inflation in our educational system. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2004/2004bauerd.pdf ; http://digital.library.wisc.edu/1793/41167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bauer, Duane Joseph. “The existence of grade inflation in our educational system.” 2004. Thesis, University of Wisconsin – Stout. Accessed April 25, 2018. http://www.uwstout.edu/lib/thesis/2004/2004bauerd.pdf ; http://digital.library.wisc.edu/1793/41167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bauer, Duane Joseph. “The existence of grade inflation in our educational system.” 2004. Web. 25 Apr 2018.

Vancouver:

Bauer DJ. The existence of grade inflation in our educational system. [Internet] [Thesis]. University of Wisconsin – Stout; 2004. [cited 2018 Apr 25]. Available from: http://www.uwstout.edu/lib/thesis/2004/2004bauerd.pdf ; http://digital.library.wisc.edu/1793/41167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bauer DJ. The existence of grade inflation in our educational system. [Thesis]. University of Wisconsin – Stout; 2004. Available from: http://www.uwstout.edu/lib/thesis/2004/2004bauerd.pdf ; http://digital.library.wisc.edu/1793/41167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

16. Mhlanga, Eugene Sabelo. Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland .

Degree: 2017, University of South Africa

URL: http://hdl.handle.net/10500/23532

► This exploratory study sought to determine how the current science education curriculum at Nazarene Teachers College contributes to the final (third) year’s students’ career readiness… (more)

▼ This exploratory study sought to determine how the current science education curriculum at Nazarene Teachers College contributes to the final (third) year’s students’ career readiness from their own perspectives. A self-administered questionnaire was used for data collection. The target population was 150 third year students; 110 responded to the questionnaire which had a response rate of 79%. To describe the biographical information of the respondents, frequencies and percentages were used. Tables of frequency distribution were then used to deduce the respondents’ responses to the group of questionnaire questions that probe the various career readiness concepts. Scale reliability testing was also used to determine the reliability of career readiness concepts. An overall measure of career readiness was calculated for each respondent and the effect of biographical properties as part of evaluation of respondents. The empirical (quantitative survey)showed that the science education course at the Nazarene Teachers College indeed prepares the students for their career readiness with specific reference to the teaching profession although some aspects can be improved. Therefore, it was recommended that there should be increased time allocated to science education and its teaching approaches; that a suitable science laboratory with all the required equipment for experiential learning should be constructed; the current curriculum content with regards to the relevance for primary school science should be reviewed; and the lecturers should be workshopped on the use of interactive methods of teaching science to facilitate active engagement with students. This study reveals that the science education course at the Nazarene Teachers College strengthened the students’ attitudes towards teaching science; improved their skills and confidence to teach science and enabled them to focus on a learner-centred approach. Students indicated that the use of specific teaching methods and the use of teaching aids contributed in a significant way to their preparation as teachers in the classroom. However, the students rated the contribution science makes to society as of minor importance Advisors/Committee Members: Dreyer, J. M. (Johann M.) (advisor), Van Heerden, M. F. D (advisor).

Subjects/Keywords: Curriculum evaluation; Student’s evaluation; Students’ perceptions; Career readiness; Course effectiveness; Primary school science education course; Science education programme; Teachers College students

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APA (6^th Edition):

Mhlanga, E. S. (2017). Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23532

Chicago Manual of Style (16^th Edition):

Mhlanga, Eugene Sabelo. “Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland .” 2017. Masters Thesis, University of South Africa. Accessed April 25, 2018. http://hdl.handle.net/10500/23532.

MLA Handbook (7^th Edition):

Mhlanga, Eugene Sabelo. “Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland .” 2017. Web. 25 Apr 2018.

Vancouver:

Mhlanga ES. Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10500/23532.

Council of Science Editors:

Mhlanga ES. Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23532

University of Johannesburg

17. Lotz, Lynette. Graad elf biologie-leerlinge se konsepsies van leer .

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/7038

► The purpose of this study was to investigate grade eleven Biology learners' conceptions of what academic learning in the school situation is, and how learning… (more)

▼ The purpose of this study was to investigate grade eleven Biology learners' conceptions of what academic learning in the school situation is, and how learning takes place in general and particularly in Biology. Educational phychologists, remedial educators, primary and secondary school educators, parents and learners are often confronted by the question: How do learners learn? Berry and Sahlberg (1996:20) argue that to be able to learn how to learn, learners should have some basic conceptual understanding of the answer to the question: What do we mean by learning? As a result of the excessive emphasis on rote learning and memorization, which seems to be a general practice in most South African schools, this study argues that learners' conceptions of learning (what learning is and how learning takes place) could be a contributing factor to the problematic nature of learning of natural sciences. Learners often experience difficulties with learning and studying. Common experience suggests that many attempts to assist learners to learn how to learn, fail. This may be ascribed to a variety of factors, one of which could be the learners' conception of what learning is and how they learn (Wood, 1988:75). In-depth, semi-structured individual interviews were used as the primary source of data collection and naïve sketches were used as an additional source. In this study, the approach that was followed for data analysis was mainly based upon the constant comparative method suggested by Maykut and Morehouse (1994:124-148). From the analysis of the data 21 categories were identified from which five main patterns (A to E) evolved, as indicated, each consisting of a number of categories. Pattern A: Conceptions of learning are interrelated and interdependent and appear to be on a continuum. In this study, scholastic academic learning was conceptualized as: prior knowledge, knowledge, rote learning, memorization and application. Pattern B: Learning is a complex and domain-specific process, implying that different subjects or learning areas should be learned differently. Pattern C: Learning is strategic. Pattern D: Perceptions of instructional context and evaluation requirements influence learning. Pattern E: Learning and studying are of a personal and idiosyncratic nature. iv.The implications of the findings can be summarized as follows: It is of the utmost importance that educators provide opportunities for learners to discuss their own conceptions/perceptions of learning in terms of learning in general and learning of specific subjects. This dialogue will assist learners to reflect on and become aware of their learning strategies, as well as their deficiencies and needs, therein. It is my contention that learners' conceptions/perceptions of what learning is and how they learn should initially be utilized in any intervention, which is meant to assist and guide learners to learn-how-to-learn. It is the fundamental responsibility of educators to guide individual learners to learn how to learn,… Advisors/Committee Members: Dr. S.J. Gravett and Prof. H.G. van Rooyen (advisor).

Subjects/Keywords: Biology - Study and teaching (Secondary) - Evaluation; Learning - Evaluation; High school students - Attitudes

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APA (6^th Edition):

Lotz, L. (2012). Graad elf biologie-leerlinge se konsepsies van leer . (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7038

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lotz, Lynette. “Graad elf biologie-leerlinge se konsepsies van leer .” 2012. Thesis, University of Johannesburg. Accessed April 25, 2018. http://hdl.handle.net/10210/7038.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lotz, Lynette. “Graad elf biologie-leerlinge se konsepsies van leer .” 2012. Web. 25 Apr 2018.

Vancouver:

Lotz L. Graad elf biologie-leerlinge se konsepsies van leer . [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10210/7038.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lotz L. Graad elf biologie-leerlinge se konsepsies van leer . [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7038

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Kansas

18. Garver, Stephanie. Determination of Reliability of the Nutrition Care Process Evaluation Instrument.

Degree: MS, Dietetics & Nutrition, 2015, University of Kansas

URL: http://hdl.handle.net/1808/19454

► Objective: At the time of this study, no known validated tool existed that was specifically developed to assess dietetic students’ clinical judgment during interprofessional simulations.… (more)

▼ Objective: At the time of this study, no known validated tool existed that was specifically developed to assess dietetic students’ clinical judgment during interprofessional simulations. To fill this gap, the author developed the Nutrition Care Process Evaluation Instrument to measure clinical judgment of dietetics students during interprofessional simulations at the University of Kansas Medical Center. Methods: Through a pilot study, the Nutrition Care Process Evaluation Instrument was tested to determine reliability when measuring simulation participants’ clinical judgment during three separate patient scenarios. Study subjects (n=16) were pooled from Dietetic Intern students who participated in interprofessional simulations as a requirement of the Dietetics and Nutrition 826 Medical Nutrition Therapy course. During the simulations, one rater completed the validated assessment tool, the Lasater Clinical Judgment Rubric, while two other raters completed the newly developed Nutrition Care Process Evaluation Instrument. Results: Matched by student and scenario, inter-rater reliability was determined using Cohen’s Kappa between raters who completed the Nutrition Care Process Evaluation Instrument. Exploratory analysis was also completed using Spearman’s rank-order correlation coefficient to determine the strength of association between raters using both the validated and new tool. Discussion: Reliability of the Nutrition Care Process Evaluation Instrument was not fully established, possibly due to the small sample size, vast differences in raters, issues with scheduling, and the subjective nature of the assessment. Additionally, little association was seen between scores provided on both tools, likely due to the differing contents of each. Further research is needed to fully determine the reliability and validity of the Nutrition Care Process Evaluation Instrument. Advisors/Committee Members: Gibbs, Heather (advisor), Barkley, Rachel (cmtemember), Meyer, Mary (cmtemember).

Subjects/Keywords: Educational evaluation; Health education; Nutrition; Clinical Judgment; Dietetic Interns; Dietetic Students; Evaluation Instrument; Instrument development; Simulation Evaluation

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APA (6^th Edition):

Garver, S. (2015). Determination of Reliability of the Nutrition Care Process Evaluation Instrument. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/19454

Chicago Manual of Style (16^th Edition):

Garver, Stephanie. “Determination of Reliability of the Nutrition Care Process Evaluation Instrument.” 2015. Masters Thesis, University of Kansas. Accessed April 25, 2018. http://hdl.handle.net/1808/19454.

MLA Handbook (7^th Edition):

Garver, Stephanie. “Determination of Reliability of the Nutrition Care Process Evaluation Instrument.” 2015. Web. 25 Apr 2018.

Vancouver:

Garver S. Determination of Reliability of the Nutrition Care Process Evaluation Instrument. [Internet] [Masters thesis]. University of Kansas; 2015. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/1808/19454.

Council of Science Editors:

Garver S. Determination of Reliability of the Nutrition Care Process Evaluation Instrument. [Masters Thesis]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19454

University of Johannesburg

19. Van Aswegen, Elsie Johanna. Kliniese evaluering en die OSKE .

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/10099

► Although clinical evaluation and examination is regarded as the basis of scientifically founded nursing care, it is inherently a subjective process. This process is complicated… (more)

Subjects/Keywords: Nursing students - South Africa - Transvaal - Examinations - Evaluation; Nurses - Training of - South Africa - Transvaal - Evaluation; Nursing diagnosis - South Africa - Transvaal - Examinations - Evaluation

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APA (6^th Edition):

Van Aswegen, E. J. (2014). Kliniese evaluering en die OSKE . (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Aswegen, Elsie Johanna. “Kliniese evaluering en die OSKE .” 2014. Thesis, University of Johannesburg. Accessed April 25, 2018. http://hdl.handle.net/10210/10099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Aswegen, Elsie Johanna. “Kliniese evaluering en die OSKE .” 2014. Web. 25 Apr 2018.

Vancouver:

Van Aswegen EJ. Kliniese evaluering en die OSKE . [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10210/10099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Aswegen EJ. Kliniese evaluering en die OSKE . [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of New Mexico

20. Belon, Katherine E. The Eating Attitudes Test and healthy eating : an investigation of the relationships between pathological eating, healthy eating, and normal dieting.

Degree: Psychology, 2012, University of New Mexico

URL: http://hdl.handle.net/1928/20754

► The purpose of this study was to investigate whether the Eating Attitudes Test (EAT), a measure originally designed to measure pathological eating in the… (more)

Subjects/Keywords: Food habits – Testing – Evaluation; Eating disorders – Testing – Evaluation; Eating disorders in women; Women college students – Psychological testing – Evaluation.; Psychology

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APA (6^th Edition):

Belon, K. E. (2012). The Eating Attitudes Test and healthy eating : an investigation of the relationships between pathological eating, healthy eating, and normal dieting. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/20754

Chicago Manual of Style (16^th Edition):

Belon, Katherine E. “The Eating Attitudes Test and healthy eating : an investigation of the relationships between pathological eating, healthy eating, and normal dieting.” 2012. Masters Thesis, University of New Mexico. Accessed April 25, 2018. http://hdl.handle.net/1928/20754.

MLA Handbook (7^th Edition):

Belon, Katherine E. “The Eating Attitudes Test and healthy eating : an investigation of the relationships between pathological eating, healthy eating, and normal dieting.” 2012. Web. 25 Apr 2018.

Vancouver:

Belon KE. The Eating Attitudes Test and healthy eating : an investigation of the relationships between pathological eating, healthy eating, and normal dieting. [Internet] [Masters thesis]. University of New Mexico; 2012. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/1928/20754.

Council of Science Editors:

Belon KE. The Eating Attitudes Test and healthy eating : an investigation of the relationships between pathological eating, healthy eating, and normal dieting. [Masters Thesis]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/20754

21. Mathis, A. D. An Analysis of Evaluation Techniques for an Activity Program.

Degree: 1939, North Texas State Teachers College

URL: https://digital.library.unt.edu/ark:/67531/metadc32927/

This thesis is an examination of the techniques used to evaluate the effectiveness of activities planned by elementary school teachers. The reasoning, functions, and adequacy of evaluation are among the covered topics. Advisors/Committee Members: Matthews, J. C., Odam, G. A..

Subjects/Keywords: students; teachers; evaluation; activities; elementary

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APA (6^th Edition):

Mathis, A. D. (1939). An Analysis of Evaluation Techniques for an Activity Program. (Thesis). North Texas State Teachers College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc32927/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mathis, A D. “An Analysis of Evaluation Techniques for an Activity Program.” 1939. Thesis, North Texas State Teachers College. Accessed April 25, 2018. https://digital.library.unt.edu/ark:/67531/metadc32927/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mathis, A D. “An Analysis of Evaluation Techniques for an Activity Program.” 1939. Web. 25 Apr 2018.

Vancouver:

Mathis AD. An Analysis of Evaluation Techniques for an Activity Program. [Internet] [Thesis]. North Texas State Teachers College; 1939. [cited 2018 Apr 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc32927/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mathis AD. An Analysis of Evaluation Techniques for an Activity Program. [Thesis]. North Texas State Teachers College; 1939. Available from: https://digital.library.unt.edu/ark:/67531/metadc32927/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Florida

22. Spencer, Kendrick Leroy. Argumentation Skills of Participants in the Florida 4-H and FFA Horse Evaluation Contest.

Degree: Agricultural Education and Communication, 2014, University of Florida

URL: http://ufdc.ufl.edu/UFE0046748

► The purpose of this study was to determine the extent to which students used argumentation skills when participating in the horse evaluation CDE and contest.… (more)

Subjects/Keywords: argumentation – evaluation – horse – judging – students; Agricultural Education and Communication

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APA (6^th Edition):

Spencer, K. L. (2014). Argumentation Skills of Participants in the Florida 4-H and FFA Horse Evaluation Contest. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046748

Chicago Manual of Style (16^th Edition):

Spencer, Kendrick Leroy. “Argumentation Skills of Participants in the Florida 4-H and FFA Horse Evaluation Contest.” 2014. Masters Thesis, University of Florida. Accessed April 25, 2018. http://ufdc.ufl.edu/UFE0046748.

MLA Handbook (7^th Edition):

Spencer, Kendrick Leroy. “Argumentation Skills of Participants in the Florida 4-H and FFA Horse Evaluation Contest.” 2014. Web. 25 Apr 2018.

Vancouver:

Spencer KL. Argumentation Skills of Participants in the Florida 4-H and FFA Horse Evaluation Contest. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2018 Apr 25]. Available from: http://ufdc.ufl.edu/UFE0046748.

Council of Science Editors:

Spencer KL. Argumentation Skills of Participants in the Florida 4-H and FFA Horse Evaluation Contest. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046748

Universidade do Rio Grande do Norte

23. Paiva, Vitória Maria Avelino da Silva. Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes .

Degree: 2012, Universidade do Rio Grande do Norte

URL: http://repositorio.ufrn.br/handle/123456789/16236

► This study discusses the evaluation of the English language‟s learning developed in a public high school from Lajes-RN in 2011 starting from a qualitative evaluation… (more)

▼ This study discusses the evaluation of the English language‟s learning developed in a public high school from Lajes-RN in 2011 starting from a qualitative evaluation proposal (SAUL 1988; CANAN, 1996; DEMO, 2008) aiming the production of knowledge about the evaluation process developed in the classes of English language involving the contributions from students. To diagnose and characterize the evaluation process of English language of the researched school, identifying the representations that students attributed to the evaluation, we have implemented the evaluation instruments suggested by students to perform the evaluation of language learning and allowed a reflection about the student‟s participation in the construction of the evaluation process of the English language, subject discussed by Sant‟anna (2002) and other theorists (CANAN, 1996; BRAZIL, 2002; PEREIRA, 2009). To conduct the research work, we use the qualitative approach with ethnographic basis, substantiate in authors like Bogdan, Biklen (1994), Mazzotti; Gewandsznajder (1998), Strauss, Corbin (2008) among others. The methodology was the action research (ANDRÉ, 1995; NUNAN, 2007; LANKSHEAR; KNOBEL, 2008) described as research of empirical basis which associates an action with a resolution of a collective problem, because in it, its researchers and employees are engaged in a cooperatively way (THIOLLENT, 1985). When we treat about the evaluation of English language‟s learning (ALMEIDA FILHO, 1993; SCARAMUCCI, 2009) practiced before and after the contributions made by the students of the second year of the refereed school, the study considers that high school students have a more critical and reflective conscience with regard to their evaluations, not just opining on the assessment of learning English but also about the assessment of other subjects from their scholar curriculum and so this research presents possibilities for performing the act of evaluation which consider the participation of students in decisions regarding this process, because we cogitate that when the teachers share the decisions with their students, teachers can add quality to the evaluation process Advisors/Committee Members: Canan, Ana Graça (advisor), CPF:46530100482 (advisor), http://lattes.cnpq.br/1212672321267679 (advisor).

Subjects/Keywords: Avaliação. Aprendizagem. Estudantes. Participação; Evaluation. Learning. Students. Participation

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APA (6^th Edition):

Paiva, V. M. A. d. S. (2012). Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16236

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Paiva, Vitória Maria Avelino da Silva. “Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes .” 2012. Thesis, Universidade do Rio Grande do Norte. Accessed April 25, 2018. http://repositorio.ufrn.br/handle/123456789/16236.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Paiva, Vitória Maria Avelino da Silva. “Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes .” 2012. Web. 25 Apr 2018.

Vancouver:

Paiva VMAdS. Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2018 Apr 25]. Available from: http://repositorio.ufrn.br/handle/123456789/16236.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Paiva VMAdS. Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes . [Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/16236

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

24. BERHANEMESKEL, KEBEDE. TEACHERS' PERCEPTIONS OF THEIR PERFORMANCE EVALUATION MADE BY HIGH SCHOOL STUDENTS AND THEIR PARENTS IN GURAGE ZONE .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3740

► The major aim of the study was to examine the perceptions of teachers toward student and parent evaluation of their performance inorder to identify some… (more)

▼ The major aim of the study was to examine the perceptions of teachers toward student and parent evaluation of their performance inorder to identify some of the weaknesses and finally recommend to the concerned authorities some plausible ways of alleviating the problems. With this in light information was gathered through questionnaire and analysed using both descriptive and inferential statistical tools. The result indicated that teachers developed unfavourable perceptions toward the current evaluation, particularly evaluation by parents. This is mainly because of their view that evaluators are not competent, well oriented and trained to evaluate their values and merits. Moreover the teachers believed that the evaluators are subjective and thus negatively affect their evaluation results. On the other hand, although teachers have favourable perceptions on the purpose of the evaluation, they, however, indicated the irrelevance of the criteria of the evaluation to evaluate the actual teaching-learning process. Besides, they viewed that the system of the evaluation impairs teacher-student, and parent-teacher relationship on the one hand and the improvement of instruction on the other hand. Inspite of the fact that there are perception differences between teachers on student evaluation of their performance, interms of teaching experience etc., there is no statistically significant perception difference with regard to evaluation by parents. Similarly, promotion into the next higher career level did not indicate perception difference toward the current evaluation system. The crux of the matter is that for a certain evaluation to be effective and meaningful, all the parties and concerned authorities involved in the evaluation programme should be collaborating in some systematic and meaningful way based on policies and procedures tailored to local' circumstances. It is felt that a purposeful evaluation in which the involved parties collaboratively work towards the effectiveness of learning but not anything else, will enable the teachers to develop favourable perception towards evaluation of their performance. Advisors/Committee Members: Dr. Yalew Ingidayehu, (advisor).

Subjects/Keywords: TEACHERS' PERCEPTIONS; EVALUATION MADE BY HIGH SCHOOL STUDENTS; PERFORMANCE

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APA (6^th Edition):

BERHANEMESKEL, K. (2012). TEACHERS' PERCEPTIONS OF THEIR PERFORMANCE EVALUATION MADE BY HIGH SCHOOL STUDENTS AND THEIR PARENTS IN GURAGE ZONE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3740

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

BERHANEMESKEL, KEBEDE. “TEACHERS' PERCEPTIONS OF THEIR PERFORMANCE EVALUATION MADE BY HIGH SCHOOL STUDENTS AND THEIR PARENTS IN GURAGE ZONE .” 2012. Thesis, Addis Ababa University. Accessed April 25, 2018. http://etd.aau.edu.et/dspace/handle/123456789/3740.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

BERHANEMESKEL, KEBEDE. “TEACHERS' PERCEPTIONS OF THEIR PERFORMANCE EVALUATION MADE BY HIGH SCHOOL STUDENTS AND THEIR PARENTS IN GURAGE ZONE .” 2012. Web. 25 Apr 2018.

Vancouver:

BERHANEMESKEL K. TEACHERS' PERCEPTIONS OF THEIR PERFORMANCE EVALUATION MADE BY HIGH SCHOOL STUDENTS AND THEIR PARENTS IN GURAGE ZONE . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2018 Apr 25]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3740.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

BERHANEMESKEL K. TEACHERS' PERCEPTIONS OF THEIR PERFORMANCE EVALUATION MADE BY HIGH SCHOOL STUDENTS AND THEIR PARENTS IN GURAGE ZONE . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3740

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Univerzitet u Beogradu

25. Čaprić, Gordana M., 1965-. Унапређење образовних постигнућа ученика кроз интерну и екстерну евалуацију и професионалну сарадњу наставника.

Degree: Filozofski fakultet, 2016, Univerzitet u Beogradu

URL: https://fedorabg.bg.ac.rs/fedora/get/o:12222/bdef:Content/get

►

Психoлoгиja - Психoлoгиja oбрaзoвaњa / Psychology - Psychology of education

Квалитет образовања се одражава у степену развоја капацитета младих који се темељи на развоју компетенција… (more)

▼

Психoлoгиja - Психoлoгиja oбрaзoвaњa / Psychology - Psychology of education

Квалитет образовања се одражава у степену развоја капацитета младих који се темељи на развоју компетенција и вештина које су потребне за лични развој и активно учешће у друштву. Земље које подржавају социјалну инклузију, једнакоправност, запошљавање, иновацију и компетитивност усмерене су на обезбеђивање квалитетног образовања за своје грађане. Стога је начин унапређења квалитета образовања, посебно на нивоу школе, једна од кључних тема у психологији образовања, али и основа за велики број образовних реформи које се у континуитету спроводе. Почев од 2000. године, у Србији су развијани механизми осигурања квалитета засновани на јасно дефинисаним стандардима и процедурама евалуације који служе у сврху континуираног унапређења развоја система или образовне установе (нпр. интерна и екстерна евалуација школа, стручно усавршавање наставника и др.), који се имплементирају ради осигурања квалитета рада школа како би се обезбедио бољи квалитет наставе и учења који би омогућио ученицима да остваре виша образовна постигнућа. Иако постоје бројна истраживања о начину како се може унапредити квалитет наставе и учења на нивоу школе, постојећа сазнања остављају бројна отворена питања (нпр. на који начин наставник а на који школа доприносе унапређењу квалитета наставе и учења; како карактеристике школе, а како карактеристике интервенције доприносе успеху; у којој мери су сарадња и хоризонтално учење унутар школе важни за унапређивање квалитета наставе и учења и образовних постигнућа ученика и др.). Зато се намеће потреба да се спроведе истраживање у циљу преиспитивања постојања њихове удружене примене и утицаја на развој школе и постигнућа ученика, као и услови у којима они постају ефектни. v У раду је описано спроведено истраживање које је имало за циљ да утврди начин деловања екстерне евалуације на унапређивање школе, као и да измери ефекте примене посебно осмишљеног модела подршке школи усмереног на изазивање промене у образовној пракси наставника која треба да резултира повећањем постигнућа ученика. Модел подршке, као и истраживање у целини, конципиран је у окриљу социјално-конструктивистичког приступа учењу и теоријама промене. У истраживању је коришћена мeтoдoлoгиja мeшoвитoг типa која обухвата комбинацију квантитативног и квалитативног истраживања, а истраживање је дизајнирано као експеримент са поновљеним мерењем који укључује експерименталне и контролне групе школа. У истраживању је учествовало 20 основних школа које према резултатима екстерне евалуације нису оствариле задовољавајући ниво квалитета у области Настава и учење (горњи ниво остварености био је мањи од 2,90 на лествици од 4). Школе су биране по принципу случајног узорка унутар административних јединица ресорног министарства и случајним избором им је додељен статус експерименталне или контролне школе. У 10 школа је спроведена експериментална интервенција коју је чинио посебно дизајниран програм рада са наставницима (тзв. програм подршке). Програм је чинио низ активности усмерених на…

Advisors/Committee Members: Baucal, Aleksander, 1965-.

Subjects/Keywords: students' achievement; external evaluation; professional cooperation; theory of activity; educational changes

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APA (6^th Edition):

Čaprić, Gordana M., 1. (2016). Унапређење образовних постигнућа ученика кроз интерну и екстерну евалуацију и професионалну сарадњу наставника. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:12222/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Čaprić, Gordana M., 1965-. “Унапређење образовних постигнућа ученика кроз интерну и екстерну евалуацију и професионалну сарадњу наставника.” 2016. Thesis, Univerzitet u Beogradu. Accessed April 25, 2018. https://fedorabg.bg.ac.rs/fedora/get/o:12222/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Čaprić, Gordana M., 1965-. “Унапређење образовних постигнућа ученика кроз интерну и екстерну евалуацију и професионалну сарадњу наставника.” 2016. Web. 25 Apr 2018.

Vancouver:

Čaprić, Gordana M. 1. Унапређење образовних постигнућа ученика кроз интерну и екстерну евалуацију и професионалну сарадњу наставника. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2018 Apr 25]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:12222/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Čaprić, Gordana M. 1. Унапређење образовних постигнућа ученика кроз интерну и екстерну евалуацију и професионалну сарадњу наставника. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:12222/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

26. Itoi, Madoka. Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge.

Degree: PhD, ED Physical Activities and Educational Services, 2008, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218594505

► Extensive vocabulary knowledge is critical to a student’s academic and social performance in school. However, vocabulary is a complex skill that overlaps with many different… (more)

Subjects/Keywords: Education; Educational Evaluation; Educational Psychology; vocabulary instruction; middle-school students; disabilities

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APA (6^th Edition):

Itoi, M. (2008). Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1218594505

Chicago Manual of Style (16^th Edition):

Itoi, Madoka. “Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge.” 2008. Doctoral Dissertation, The Ohio State University. Accessed April 25, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218594505.

MLA Handbook (7^th Edition):

Itoi, Madoka. “Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge.” 2008. Web. 25 Apr 2018.

Vancouver:

Itoi M. Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2018 Apr 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218594505.

Council of Science Editors:

Itoi M. Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218594505

University of Johannesburg

27. Prinsloo, Elmarie. Keuringsriglyne vir RAUCALL- leerlinge .

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/10151

► The Rand Afrikaans University College for the promotion of Learning and Leadership (RAUCALL) was founded to address a specific educational need in the Republic of… (more)

Subjects/Keywords: RAUCALL; Blacks - Education (Secondary) - South Africa - Evaluation; Students - Rating of

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Prinsloo, E. (2014). Keuringsriglyne vir RAUCALL- leerlinge . (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10151

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Prinsloo, Elmarie. “Keuringsriglyne vir RAUCALL- leerlinge .” 2014. Thesis, University of Johannesburg. Accessed April 25, 2018. http://hdl.handle.net/10210/10151.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Prinsloo, Elmarie. “Keuringsriglyne vir RAUCALL- leerlinge .” 2014. Web. 25 Apr 2018.

Vancouver:

Prinsloo E. Keuringsriglyne vir RAUCALL- leerlinge . [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10210/10151.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Prinsloo E. Keuringsriglyne vir RAUCALL- leerlinge . [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10151

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Durban University of Technology

28. Ralekwa, Melvin Ikobeng. The perception, knowledge and utilization of the chiropractic profession amongst Durban University of Technology students.

Degree: 2010, Durban University of Technology

URL: http://hdl.handle.net/10321/579

►

Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Chiropractic, Durban University of Technology, 2010.

Objectives: To investigate the perception,… (more)

Subjects/Keywords: Chiropractic – South Africa – Evaluation; Durban University of Technology – Students – Attitudes

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ralekwa, M. I. (2010). The perception, knowledge and utilization of the chiropractic profession amongst Durban University of Technology students. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/579

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ralekwa, Melvin Ikobeng. “The perception, knowledge and utilization of the chiropractic profession amongst Durban University of Technology students.” 2010. Thesis, Durban University of Technology. Accessed April 25, 2018. http://hdl.handle.net/10321/579.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ralekwa, Melvin Ikobeng. “The perception, knowledge and utilization of the chiropractic profession amongst Durban University of Technology students.” 2010. Web. 25 Apr 2018.

Vancouver:

Ralekwa MI. The perception, knowledge and utilization of the chiropractic profession amongst Durban University of Technology students. [Internet] [Thesis]. Durban University of Technology; 2010. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10321/579.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ralekwa MI. The perception, knowledge and utilization of the chiropractic profession amongst Durban University of Technology students. [Thesis]. Durban University of Technology; 2010. Available from: http://hdl.handle.net/10321/579

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Πανοσιάν, Αλεξάνδρα. Διερεύνηση των παραγόντων που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές.

Degree: 2014, University of Patras

URL: http://hdl.handle.net/10889/8464

►

Η παρούσα εργασία έχει σκοπό να διερευνήσει τους παράγοντες που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές. Γνωρίζουμε ότι η αξιολόγηση είναι μια σύνθετη… (more)

▼

Η παρούσα εργασία έχει σκοπό να διερευνήσει τους παράγοντες που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές. Γνωρίζουμε ότι η αξιολόγηση είναι μια σύνθετη και πολύπλοκη διαδικασία που περιλαμβάνει σύνολο παραγόντων που εκφράζουν τόσο ποσοτικά όσο και ποιοτικά χαρακτηριστικά που διαφοροποιούν το τελικό αποτέλεσμα. Σκοπός της εργασίας είναι να διερευνηθεί η σχέση της αξιολόγησης των πανεπιστημιακών τμημάτων από τους φοιτητές σε συνάρτηση με την δυσκολία των πανεπιστημιακών τμημάτων, τα ιδιαίτερα χαρακτηριστικά των μελών ΔΕΠ και των διαχωρισμό των επιστημών βάση της τυπολογίας Bigglan. Μέσα από την ανάλυση δευτερογενών δεδομένων και της χρήσης της περιγραφικής στατιστικής διερευνήθηκαν οι παράγοντες που επηρεάζουν την αξιολόγηση των διδασκόντων από τους φοιτητές.

This study aims at investigating the factors affecting the evaluation of professors by students. We know that the evaluation is a complex and complicated process that involves all factors expressing both quantitative and qualitative characteristics that differentiate the final outcome. The purpose of this study is to investigate the relationship of the evaluation of university departments from students in relation to the difficulty of the academic departments, the particular characteristics of faculty members and the separation of science through Bigglan typology. The factors affecting the assessment of students in relation to the attention of courses, textbooks and academic notes, as well as the teaching provided were investigated through the analysis of secondary data and the use of descriptive statistics factors.

Advisors/Committee Members: Καραλής, Θανάσης, Panosian, Alexandra.

Subjects/Keywords: Αξιολόγηση; Φοιτητές; Διδάσκοντες; Πανεπιστήμιο; 371.144; Evaluation; Students; Professors; University

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Πανοσιάν, �. (2014). Διερεύνηση των παραγόντων που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές. (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/8464

Chicago Manual of Style (16^th Edition):

Πανοσιάν, Αλεξάνδρα. “Διερεύνηση των παραγόντων που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές.” 2014. Masters Thesis, University of Patras. Accessed April 25, 2018. http://hdl.handle.net/10889/8464.

MLA Handbook (7^th Edition):

Πανοσιάν, Αλεξάνδρα. “Διερεύνηση των παραγόντων που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές.” 2014. Web. 25 Apr 2018.

Vancouver:

Πανοσιάν �. Διερεύνηση των παραγόντων που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές. [Internet] [Masters thesis]. University of Patras; 2014. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10889/8464.

Council of Science Editors:

Πανοσιάν �. Διερεύνηση των παραγόντων που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές. [Masters Thesis]. University of Patras; 2014. Available from: http://hdl.handle.net/10889/8464

University of Missouri – Columbia

30. Boswell, Jake W. Exploring the K-5 special education referral process in one Midwest suburban school district.

Degree: 2017, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/61903

► [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Studies have shown referrals for special education evaluations and the evaluation process itself is marred… (more)

Subjects/Keywords: Special education – Evaluation; Minority students; Elementary school teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Boswell, J. W. (2017). Exploring the K-5 special education referral process in one Midwest suburban school district. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Boswell, Jake W. “Exploring the K-5 special education referral process in one Midwest suburban school district.” 2017. Thesis, University of Missouri – Columbia. Accessed April 25, 2018. http://hdl.handle.net/10355/61903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Boswell, Jake W. “Exploring the K-5 special education referral process in one Midwest suburban school district.” 2017. Web. 25 Apr 2018.

Vancouver:

Boswell JW. Exploring the K-5 special education referral process in one Midwest suburban school district. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2018 Apr 25]. Available from: http://hdl.handle.net/10355/61903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boswell JW. Exploring the K-5 special education referral process in one Midwest suburban school district. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations