subject:(Students Evaluation)

Universidade do Rio Grande do Sul

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

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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

Michigan State University

2. Scharf, Kathleen Rosine, 1937-. Training of resident assistants and peer group members in the communication interactional process skills of empathic understanding of student feeling and student depth of self-exploration.

Degree: PhD, Department of Counseling, Personnel Services and Educational Psychology, 1971, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:23797

Subjects/Keywords: Students; Self-evaluation

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Scharf, Kathleen Rosine, 1. (1971). Training of resident assistants and peer group members in the communication interactional process skills of empathic understanding of student feeling and student depth of self-exploration. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:23797

Chicago Manual of Style (16^th Edition):

Scharf, Kathleen Rosine, 1937-. “Training of resident assistants and peer group members in the communication interactional process skills of empathic understanding of student feeling and student depth of self-exploration.” 1971. Doctoral Dissertation, Michigan State University. Accessed February 28, 2021. http://etd.lib.msu.edu/islandora/object/etd:23797.

MLA Handbook (7^th Edition):

Scharf, Kathleen Rosine, 1937-. “Training of resident assistants and peer group members in the communication interactional process skills of empathic understanding of student feeling and student depth of self-exploration.” 1971. Web. 28 Feb 2021.

Vancouver:

Scharf, Kathleen Rosine 1. Training of resident assistants and peer group members in the communication interactional process skills of empathic understanding of student feeling and student depth of self-exploration. [Internet] [Doctoral dissertation]. Michigan State University; 1971. [cited 2021 Feb 28]. Available from: http://etd.lib.msu.edu/islandora/object/etd:23797.

Council of Science Editors:

Scharf, Kathleen Rosine 1. Training of resident assistants and peer group members in the communication interactional process skills of empathic understanding of student feeling and student depth of self-exploration. [Doctoral Dissertation]. Michigan State University; 1971. Available from: http://etd.lib.msu.edu/islandora/object/etd:23797

Montana State University

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

Degree: MS, 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.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Rockwell, Alison B. “Broadening participation in atmospheric science through a program needs assessment.” 2016. Masters Thesis, Montana State University. Accessed February 28, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10085.

MLA Handbook (7^th Edition):

Rockwell, Alison B. “Broadening participation in atmospheric science through a program needs assessment.” 2016. Web. 28 Feb 2021.

Vancouver:

Rockwell AB. Broadening participation in atmospheric science through a program needs assessment. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 Feb 28]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10085.

Council of Science Editors:

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

Montana State University

4. Ferrigan, Timothy Charles. The effects of note taking strategies on retention of science content on high school students.

Degree: MS, College of Letters & Science, 2019, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/15661

► Throughout my own educational career, both high school and college, note-taking has always been an important part. As a teacher in the classroom of today,… (more)

Subjects/Keywords: Science.; High school students.; Note-taking.; Evaluation.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Ferrigan, T. C. (2019). The effects of note taking strategies on retention of science content on high school students. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/15661

Chicago Manual of Style (16^th Edition):

Ferrigan, Timothy Charles. “The effects of note taking strategies on retention of science content on high school students.” 2019. Masters Thesis, Montana State University. Accessed February 28, 2021. https://scholarworks.montana.edu/xmlui/handle/1/15661.

MLA Handbook (7^th Edition):

Ferrigan, Timothy Charles. “The effects of note taking strategies on retention of science content on high school students.” 2019. Web. 28 Feb 2021.

Vancouver:

Ferrigan TC. The effects of note taking strategies on retention of science content on high school students. [Internet] [Masters thesis]. Montana State University; 2019. [cited 2021 Feb 28]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15661.

Council of Science Editors:

Ferrigan TC. The effects of note taking strategies on retention of science content on high school students. [Masters Thesis]. Montana State University; 2019. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15661

Montana State University

5. 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: MS, 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.

Record Details Similar Records Cite « Share

❌

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

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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2061

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. Masters Thesis, Montana State University. Accessed February 28, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2061.

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. 28 Feb 2021.

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] [Masters thesis]. Montana State University; 2011. [cited 2021 Feb 28]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2061.

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. [Masters Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2061

University of Arizona

6. 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

Record Details Similar Records Cite « Share

❌

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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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

University of Pretoria

7. [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

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

Vancouver:

author] [. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Feb 28]. 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 Pretoria

8. 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

Record Details Similar Records Cite « Share

❌

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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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 Arizona

9. 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.

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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

10. 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

Record Details Similar Records Cite « Share

❌

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/10355/62241

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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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

Montana State University

11. Suihkonen, Elizabeth Ann. Using self-assessment rubrics in science.

Degree: MS, College of Letters & Science, 2019, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/15699

► This study evaluated the use of self-assessment rubrics to encourage and motivate students in learning physical science. Students used rubrics, discussion questions, and exit slips… (more)

Subjects/Keywords: Physics.; High school students.; Self-evaluation.; Thought and thinking.; Students Attitudes.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Suihkonen, E. A. (2019). Using self-assessment rubrics in science. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/15699

Chicago Manual of Style (16^th Edition):

Suihkonen, Elizabeth Ann. “Using self-assessment rubrics in science.” 2019. Masters Thesis, Montana State University. Accessed February 28, 2021. https://scholarworks.montana.edu/xmlui/handle/1/15699.

MLA Handbook (7^th Edition):

Suihkonen, Elizabeth Ann. “Using self-assessment rubrics in science.” 2019. Web. 28 Feb 2021.

Vancouver:

Suihkonen EA. Using self-assessment rubrics in science. [Internet] [Masters thesis]. Montana State University; 2019. [cited 2021 Feb 28]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15699.

Council of Science Editors:

Suihkonen EA. Using self-assessment rubrics in science. [Masters Thesis]. Montana State University; 2019. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15699

Montana State University

12. Christensen, Liesel Bennion. Word power! How vocabulary instruction impacts the 10th grade biology class: Word power! How vocabulary instruction impacts the tenth grade biology class.

Degree: MS, College of Letters & Science, 2019, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/15657

► High school science classes are heavy in content-specific vocabulary. Many students, particularly those who have lower reading abilities, have a difficult time answering the summative… (more)

Subjects/Keywords: Biology.; High school students.; Vocabulary.; Literacy.; Evaluation.; Students Attitudes.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Christensen, L. B. (2019). Word power! How vocabulary instruction impacts the 10th grade biology class: Word power! How vocabulary instruction impacts the tenth grade biology class. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/15657

Chicago Manual of Style (16^th Edition):

Christensen, Liesel Bennion. “Word power! How vocabulary instruction impacts the 10th grade biology class: Word power! How vocabulary instruction impacts the tenth grade biology class.” 2019. Masters Thesis, Montana State University. Accessed February 28, 2021. https://scholarworks.montana.edu/xmlui/handle/1/15657.

MLA Handbook (7^th Edition):

Christensen, Liesel Bennion. “Word power! How vocabulary instruction impacts the 10th grade biology class: Word power! How vocabulary instruction impacts the tenth grade biology class.” 2019. Web. 28 Feb 2021.

Vancouver:

Christensen LB. Word power! How vocabulary instruction impacts the 10th grade biology class: Word power! How vocabulary instruction impacts the tenth grade biology class. [Internet] [Masters thesis]. Montana State University; 2019. [cited 2021 Feb 28]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15657.

Council of Science Editors:

Christensen LB. Word power! How vocabulary instruction impacts the 10th grade biology class: Word power! How vocabulary instruction impacts the tenth grade biology class. [Masters Thesis]. Montana State University; 2019. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15657

Montana State University

13. Van Valkenburg, Elise Michelle. The impact of testing format and reflection on student perceptions of science.

Degree: MS, College of Letters & Science, 2018, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/14815

► Part of education is assessment of student content knowledge. For years, this has been conducted using a standard set of question types organized by type… (more)

Subjects/Keywords: Life sciences.; Middle school students.; Educational evaluation.; Critical thinking.; Students Attitudes.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Van Valkenburg, E. M. (2018). The impact of testing format and reflection on student perceptions of science. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14815

Chicago Manual of Style (16^th Edition):

Van Valkenburg, Elise Michelle. “The impact of testing format and reflection on student perceptions of science.” 2018. Masters Thesis, Montana State University. Accessed February 28, 2021. https://scholarworks.montana.edu/xmlui/handle/1/14815.

MLA Handbook (7^th Edition):

Van Valkenburg, Elise Michelle. “The impact of testing format and reflection on student perceptions of science.” 2018. Web. 28 Feb 2021.

Vancouver:

Van Valkenburg EM. The impact of testing format and reflection on student perceptions of science. [Internet] [Masters thesis]. Montana State University; 2018. [cited 2021 Feb 28]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14815.

Council of Science Editors:

Van Valkenburg EM. The impact of testing format and reflection on student perceptions of science. [Masters Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14815

Latrobe University

14. 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.

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

Vancouver:

Robinson T. Experiential education and learning engagement for year nine students : a case study. [Internet] [Doctoral dissertation]. Latrobe University; 2013. [cited 2021 Feb 28]. 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

Temple University

15. 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;

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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 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

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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 Wisconsin – Stout

17. 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

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

Vancouver:

Bauer DJ. The existence of grade inflation in our educational system. [Internet] [Thesis]. University of Wisconsin – Stout; 2004. [cited 2021 Feb 28]. 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 Florida

18. Goodson, Andrea Everett. How can high school art teachers demonstrate the classroom teaching strategies of the Marzano teaching model?.

Degree: 2012, University of Florida

URL: https://ufdc.ufl.edu/AA00011274

► This capstone project examines the impact of a key element of the United States Department of Education’s Race to the Top (RTTP) funding program, namely… (more)

Subjects/Keywords: Art education; Art teachers; Classrooms; Educational evaluation; Educational strategies; High school students; High schools; Students; Teacher evaluation; Teachers

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Goodson, A. E. (2012). How can high school art teachers demonstrate the classroom teaching strategies of the Marzano teaching model?. (Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/AA00011274

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):

Goodson, Andrea Everett. “How can high school art teachers demonstrate the classroom teaching strategies of the Marzano teaching model?.” 2012. Thesis, University of Florida. Accessed February 28, 2021. https://ufdc.ufl.edu/AA00011274.

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

MLA Handbook (7^th Edition):

Goodson, Andrea Everett. “How can high school art teachers demonstrate the classroom teaching strategies of the Marzano teaching model?.” 2012. Web. 28 Feb 2021.

Vancouver:

Goodson AE. How can high school art teachers demonstrate the classroom teaching strategies of the Marzano teaching model?. [Internet] [Thesis]. University of Florida; 2012. [cited 2021 Feb 28]. Available from: https://ufdc.ufl.edu/AA00011274.

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

Council of Science Editors:

Goodson AE. How can high school art teachers demonstrate the classroom teaching strategies of the Marzano teaching model?. [Thesis]. University of Florida; 2012. Available from: https://ufdc.ufl.edu/AA00011274

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

University of Johannesburg

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

Degree: 2012, University of Johannesburg

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

►

M.Ed.

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

▼

M.Ed.

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, utilizing subject specific…

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

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

Vancouver:

Lotz L. Graad elf biologie-leerlinge se konsepsies van leer. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Feb 28]. 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

Montana State University

20. Brody, Stewart Preston. Formative assessment effect on freshmen honors science students.

Degree: MS, College of Letters & Science, 2018, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/14712

► High achieving high school freshmen are self-reliant to a fault. They do not communicate very well with their teachers. Methods of evaluation designed to open… (more)

Subjects/Keywords: Physical sciences.; High school students.; Teacher-student relationships.; Communication.; Students Attitudes.; Educational evaluation.

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Brody, S. P. (2018). Formative assessment effect on freshmen honors science students. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14712

Chicago Manual of Style (16^th Edition):

Brody, Stewart Preston. “Formative assessment effect on freshmen honors science students.” 2018. Masters Thesis, Montana State University. Accessed February 28, 2021. https://scholarworks.montana.edu/xmlui/handle/1/14712.

MLA Handbook (7^th Edition):

Brody, Stewart Preston. “Formative assessment effect on freshmen honors science students.” 2018. Web. 28 Feb 2021.

Vancouver:

Brody SP. Formative assessment effect on freshmen honors science students. [Internet] [Masters thesis]. Montana State University; 2018. [cited 2021 Feb 28]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14712.

Council of Science Editors:

Brody SP. Formative assessment effect on freshmen honors science students. [Masters Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14712

University of South Florida

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

Degree: 2011, University of South Florida

URL: https://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

Record Details Similar Records Cite « Share

❌

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

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 https://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 February 28, 2021. https://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. 28 Feb 2021.

Vancouver:

Jackson EB. Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain. [Internet] [Thesis]. University of South Florida; 2011. [cited 2021 Feb 28]. Available from: https://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: https://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

22. 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: https://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

Record Details Similar Records Cite « Share

❌

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

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 https://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 February 28, 2021. https://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. 28 Feb 2021.

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 2021 Feb 28]. Available from: https://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: https://uknowledge.uky.edu/gradschool_diss/848

University of Johannesburg

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

Degree: 2014, University of Johannesburg

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

►

M.Cur.

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

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

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

Vancouver:

Van Aswegen EJ. Kliniese evaluering en die OSKE. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Feb 28]. 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

24. 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

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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

University of Kansas

25. 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

Record Details Similar Records Cite « Share

❌

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

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 February 28, 2021. 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. 28 Feb 2021.

Vancouver:

Garver S. Determination of Reliability of the Nutrition Care Process Evaluation Instrument. [Internet] [Masters thesis]. University of Kansas; 2015. [cited 2021 Feb 28]. 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

Michigan State University

26. Motley, Reginald James. Change in measured noncognitive variables : a quantitative examination of the influence of short-term study abroad experiences.

Degree: 2013, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:489

►

Thesis Ph. D. Michigan State University. Higher, Adult and Lifelong Education 2013.

Students have different motivations for participating in education abroad experiences. Short-term study abroad… (more)

▼

Thesis Ph. D. Michigan State University. Higher, Adult and Lifelong Education 2013.

Students have different motivations for participating in education abroad experiences. Short-term study abroad programs offer students the opportunity to experience education abroad without spending an entire semester or year abroad. As a result of these opportunities, short-term study abroad programs have emerged to meet the demands for students who are interested in international educational abroad opportunities. The purpose of my study was to examine the influence of short-term study abroad programs on change in noncognitive variables. The term noncognitive is used to refer to variables relating to adjustment, motivation, and perceptions (Sedlacek, 2004). Noncognitive variables have been useful in assessing students and also serve as a predictor of success for students. The eight noncognitive variables identified by Sedlacek (2004) that I examined were : Positive self-concept, Realistic self-appraisal, Successfully handling the system, Long-range goals, Strong support person, Leadership experience, Community involvement, and Knowledge acquired in a field. The goal of this study was to investigate the change in noncognitive variables before and after participation in short-term study abroad programs. The results of my study support the ideal that short-term study abroad programs have an influence on noncognitive variables. Specifically of the eight noncognitive variables that were examined the following five exhibited changes from their initial examination: Positive self-concept, Successfully handling the system, Long-range goals, Leadership, and Knowledge in a field. Furthermore, the results indicate that there are some specific factors that influence the change in noncognitive variables, these factors are: previous travel abroad, first time experience studying abroad, living with a family while abroad, and the geographic region which the short-term study abroad program takes place.

Description based on online resource; title from PDF t.p. (ProQuest, viewed Oct. 11, 2013)

Advisors/Committee Members: Renn, Kristen A, Dirkx, John, Metzler, John, Wawrzynski, Matthew.

Subjects/Keywords: Foreign study – Evaluation; American students – Foreign countries – Case studies; College students – Psychology; American students – Foreign countries; Higher education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Motley, R. J. (2013). Change in measured noncognitive variables : a quantitative examination of the influence of short-term study abroad experiences. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:489

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):

Motley, Reginald James. “Change in measured noncognitive variables : a quantitative examination of the influence of short-term study abroad experiences.” 2013. Thesis, Michigan State University. Accessed February 28, 2021. http://etd.lib.msu.edu/islandora/object/etd:489.

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

MLA Handbook (7^th Edition):

Motley, Reginald James. “Change in measured noncognitive variables : a quantitative examination of the influence of short-term study abroad experiences.” 2013. Web. 28 Feb 2021.

Vancouver:

Motley RJ. Change in measured noncognitive variables : a quantitative examination of the influence of short-term study abroad experiences. [Internet] [Thesis]. Michigan State University; 2013. [cited 2021 Feb 28]. Available from: http://etd.lib.msu.edu/islandora/object/etd:489.

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

Council of Science Editors:

Motley RJ. Change in measured noncognitive variables : a quantitative examination of the influence of short-term study abroad experiences. [Thesis]. Michigan State University; 2013. Available from: http://etd.lib.msu.edu/islandora/object/etd:489

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

University of Florida

27. Toth, Katrina A. The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2016, University of Florida

URL: https://ufdc.ufl.edu/UFE0050524

► The purpose of this study was to determine the relationship between evaluation scores and the student achievement on district standardized exams for middle school physical… (more)

Subjects/Keywords: Academic achievement; Educational evaluation; Learning; Middle schools; Personnel evaluation; Physical education; Student teacher evaluation; Students; Teacher evaluation; Teachers; achievement – danielson – education – evaluation – physical – student – teacher; City of Tampa ( local )

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Toth, K. A. (2016). The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0050524

Chicago Manual of Style (16^th Edition):

Toth, Katrina A. “The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education.” 2016. Doctoral Dissertation, University of Florida. Accessed February 28, 2021. https://ufdc.ufl.edu/UFE0050524.

MLA Handbook (7^th Edition):

Toth, Katrina A. “The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education.” 2016. Web. 28 Feb 2021.

Vancouver:

Toth KA. The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2021 Feb 28]. Available from: https://ufdc.ufl.edu/UFE0050524.

Council of Science Editors:

Toth KA. The Relationship between Teacher Evaluation and Student Achievement in Middle School Physical Education. [Doctoral Dissertation]. University of Florida; 2016. Available from: https://ufdc.ufl.edu/UFE0050524

Universidade do Rio Grande do Norte

28. 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

Record Details Similar Records Cite « Share

❌

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

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 . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16236

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. Masters Thesis, Universidade do Rio Grande do Norte. Accessed February 28, 2021. http://repositorio.ufrn.br/handle/123456789/16236.

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. 28 Feb 2021.

Vancouver:

Paiva VMAdS. Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2021 Feb 28]. Available from: http://repositorio.ufrn.br/handle/123456789/16236.

Council of Science Editors:

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

Durban University of Technology

29. 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

Record Details Similar Records Cite « Share

❌

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 February 28, 2021. 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. 28 Feb 2021.

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 2021 Feb 28]. 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

30. 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

Record Details Similar Records Cite « Share

❌

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 February 28, 2021. 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. 28 Feb 2021.

Vancouver:

Πανοσιάν �. Διερεύνηση των παραγόντων που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές. [Internet] [Masters thesis]. University of Patras; 2014. [cited 2021 Feb 28]. 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

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations