Dissertations / Theses: 'Admission Exam'

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Moore, Thomas Frank. "Admission Predictors of Student Success on the Physician Assistant National Certifying Exam." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7410.

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In 2009, a local physician assistant (PA) program lost accreditation due to decreased success in licensure pass rates on the Physician Assistant National Certification Examination (PANCE). In response, the program's admissions committee required additional metrics for accepting quality candidates more likely to pass the licensure examination on the first attempt. The purpose of this study was to gain a better understanding of these metrics, specifically the relationship between demographics, prerequisite admission requirements, and PANCE success. The theoretical framework and conceptual model shaping this study was Bordage's illumination and magnify framework and Swail's geometric model of student persistence and achievement. The purpose of this nonexperimental quantiative study was to investigate the relationhip between the demographic variables, preadmission requirements, and their relationship to predict first-time PANCE success. Using archival data, total sampling (N = 107) included all students who took the PANCE from 2012 to 2016. Binary logistic regression results showed that The Graduate Record Examination quantitative reasoning score was statistically significant (p < .01), and a poor predictor of success, secondary to not having a significant effect on the odds of observing PANCE success. The overall results did not provide admission predictors of student success on the first-time attempt to pass PANCE. The study has significance for social change in the area of admissions policy development that supports a nonbiased process for the identification and selection of quality PA candidates.

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Araujo, Marcelo Aparecido de. "História nos exames de admissão ao secundário em São Paulo: 1950-1960." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21745.

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The objective of this study is to analyze the history exams for admission to public secondary education in São Paulo in the 1950s and 1960s, a period marked by struggles to expand access to free secondary education, while legal determinations imposed the obligation of admission examinations as a single means of entering junior high school. It analyzes which historical knowledge was selected so that part of the students had the right to enter the gymnasium sand how the evaluation system was constituted and its power to determine the primary level curriculum regarding contents and teaching methods. It uses as sources curricular and didactic manuals used as preparatory to the exams, published and commercialized by several publishers of the period for the 4th and 5th year of primary education, besides the own exams of History elaborated by several official institutions of the state for entrance to these condary education, especially the São Paulo State College, known as the State's first public high school. The procedures of analysis of the documentation have as the oretica references works by André Chervel, Gimeno Sacristán, David Hamilton and Ivor Goodson who discuss questions about curriculum and school subjects, by Circe Bittencourt about the teaching of the discipline of History and especially of text books, as well Alain Choppin
O objetivo deste trabalho é analisar os exames de História para a admissão ao curso secundário público em São Paulo nas décadas de 1950 e 1960, época marcada por lutas pela ampliação do acesso ao ensino secundário gratuito, ao mesmo tempo em que determinações legais impunham a obrigatoriedade da aprovação nos exames admissionais como um único meio de ingresso aos cursos ginasiais. Entender como os conhecimentos históricos eram selecionados para que parte dos alunos tivesse o direito de ingresso aos ginásios; e como se constituiu o sistema avaliativo e seu poder de determinar o currículo do nível primário, no que diz respeito aos conteúdos e métodos de ensino. Foram utilizados, como fontes de pesquisa, programas curriculares e livros didáticos utilizados como preparatórios para os exames, publicados e comercializados por diversas editoras do período para os 4º e 5º anos do ensino primário, além dos próprios exames de História elaborados por diversas instituições oficiais do estado para ingresso ao ensino secundário, em especial o Colégio Estadual São Paulo, conhecido como a primeira instituição de ensino secundário público do Estado. Os procedimentos de análise da documentação têm como referenciais teóricos trabalhos de André Chervel, Gimeno Sacristán e David Hamilton, que discutem questões acerca do currículo e das disciplinas escolares; e de Circe Bittencourt a respeito do ensino da disciplina de História, e especialmente dos livros didáticos, assim como Alain Choppin

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Santos, Rosemary. "Saberes matemáticos identificados em provas do exame de admissão ao ginásio do Colégio São Paulo (1931 - 1969)." reponame:Repositório Institucional da UFSC, 2017. https://repositorio.ufsc.br/xmlui/handle/123456789/180526.

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Santos, Rosemary Saberes matemáticos identificados em provas do exame de a dmissão ao ginásio do Colégio São Paul o (1931 - 1969) / Rosemary Santos ; orientador Ivanete Batista dos Santos. – São Cristóvão, 2017. 102 f. Dissertação (mestrado em Ciências e Matemática) – Universidade Federal de Sergipe, 2017. 1. Matemática – Estudo e ensino. 2. Exames - Educação. 3. Estudantes do ensino ginasial – Exame. I. Santos, Ivanete Batista dos, orient. II. Título. CDU: 51
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RESUMO Neste texto é apresentado o resultado de uma pesquisa que teve por objetivo identificar saberes matemáticos utilizados nos enunciados das questões das provas dos exames de admissão ao ginásio no período compreendido entre 1931 a 1969. Tal exame tinha o pro pósito de selecionar estudantes que haviam concluído o ensino primário e pretendiam dar continuidade aos estudos, e ao serem aprovados, ingressavam na primeira série do ensino ginasial, no Colégio de São Paulo. As provas foram examinadas a partir do CD - ROM organizado por Valente (2001) tomando como base, o entendimento de Chervel (1990) para aparelho docimológico. A partir do exame realizado nas provas dos anos de 1931 a 1969, foi possível identificar que o que foi denominado de aritmética ou cálculo elemen tar, a partir da implantação do exame de admissão na Reforma Francisco Campos, pode ser caracterizado com certa aproximação com os programas da época. Foi identificado que fração e medidas são os saberes matemáticos que foram mais utilizados, separados ou em combinação em situações, consideradas práticas. Em relação à formatação das provas, houve mudanças no quantitativo de questões, passando de três para cinco e depois para o número maior chegando até quinze questões. A partir dos anos 1950, ocorreu que as provas passaram a ser organizadas em duas partes, sendo que em uma, estavam dispostos problemas de aplicação prática e na outra, problemas de aplicação direta das regras ou princípios matemáticos. Mudança efetiva em relação aos saberes matemáticos só é id entificada a partir de 1968, quando os problemas são adotados indícios do movimento da matemática moderna, por meio do uso da linguagem dos conjuntos, nos enunciados das questões, inclusive naquelas que tratam de fração. Isto é o anúncio de uma nova format ação para o ensino de Matemática, que extrapola o limite do que era denominado de cálculo elementar prescrito na Reforma Francisco Campos, a época da implantação do exame de admissão.

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Sturion, Leonardo. "Um instrumento de seleção e classificação de candidatos à admissão a uma instituição de ensino superior." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/81490.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção
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Os exames vestibulares têm-se mostrado ineficazes para avaliar as competências, habilidades e aptidões dos candidatos ao Ensino Superior. Este trabalho apresenta um "Novo Processo de Admissão" alternativo, baseado nos resultados do Exame Nacional do Ensino Médio (ENEM). O "processo" tem duas fases: a primeira, que seleciona os candidatos por conhecimento; a segunda, que classifica por vocação. A pesquisa é de caráter descritivo, abrangendo quantitativamente o banco de dados do ENEM. O "processo" proposto é ilustrado com os resultados dos exames vestibulares da Universidade Federal do Paraná, realizados no ano de 2000. Os resultados empíricos mostram que o "Novo Processo de Admissão" proposto traz maior eqüidade social sem prejuízo da qualidade dos alunos admitidos. Com este trabalho é oferecida às instituições brasileiras de Ensino Superior uma metodologia para admissão de alunos: (i) que contempla as competências e habilidades necessárias ao ensino superior; (ii) que leva em consideração a vocação dos candidatos; (iii) que torna socialmente mais eqüitativa a competição entre os candidatos de todas as classes sociais e, (iv) que apresenta viabilidade econômica para as instituições de ensino superior.

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Minhoto, Maria Angélica Pedra. "Da progressão do ensino elementar ao ensino secundário (1931-1945): crítica do exame de admissão ao ginásio." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10600.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
The object of this research is the admission examination for secondary education. In Brazil, it was established in 1931 and was used during 40 years to elect pupils to gymnasium. The analysis ranges between 1931 and 1945. The work aims at identifying: the social origin of pupils selected to secondary education, in Sao Paulo city; the variations on their performances at school; if such variations keep relation with social origin factors; if the exam results permit anticipate the students performance; the characteristics of the previous trajectory of the students that were successful in the exam; if the subjects covered by the exam produce any effect on primary education curriculum; the relation between the exam legal changes and the gymnasium social composition. The theoretical bases are: 1) David Hamilton s distinction between schooling and others institutionalized forms of education, and the different forms of schooling; 2) Norbert Elias effort to link the individual patterns of behavior and the structural changes of the society; and 3) Fritz Ringer s conceptual framework developed to study the European systems of secondary education, during the last three centuries. The empirical research collected data from the files of five educational institutions. The main results are: the social composition of secondary education in Sao Paulo was not restricted to the so called elite; the exam was inefficient to produce prognostics; the exam was not efficient to restrain the demand for secondary education; the social function of the exam was to legitimize a pattern of selection and to disguise the existence barriers in elementary education institutions; the selected social mobility of part of the students appeared as a sort of demonstration-effect , stimulating the demand for secondary education in Brazil; the legal regulation of the exam did not produce significant changes in the gymnasium social composition; the different strategies adopted by the private sector to circumvent the legal framework showed the limits of the Brazilian State both as a repressive agency and as a development inducer in the field of education
O objeto de estudo desta pesquisa é o exame de admissão ao ginásio, instituído em nível nacional em 1931 e utilizado por 40 anos consecutivos para a seleção de alunos ao ensino secundário. A análise do objeto circunscreve-se aos anos 1931 e 1945. A pesquisa visava a identificar: a origem social dos alunos selecionados pelo exame, na cidade de São Paulo; as variações em seu percurso ginasial; se tais variações guardam relação com fatores de origem social; se os resultados obtidos no exame indicam de maneira eficiente o desempenho escolar futuro; as características que marcam a progressão dos estudos entre os níveis elementar e secundário; se os conteúdos e a forma do exame exercem algum efeito na conformação do currículo e da clientela do ensino primário paulistano; e se existe alguma relação entre as mudanças nas prescrições legais do exame e a composição social do ginásio. Os referentes teóricos que orientam as análises são os estudos desenvolvidos por: 1) David Hamilton, que distingue, na longa duração, a escolarização de outras formas institucionalizadas de educação e as diferentes formas assumidas pela escolarização; 2) Norbert Elias, que evidencia, também na longa duração, as correlações entre alterações da estrutura de comportamento individual e as mudanças estruturais da sociedade; e 3) Fritz Ringer, cuja base conceitual foi concebida para analisar os sistemas europeus de educação secundária entre os séculos XVIII e XX. O levantamento das informações foi realizado no período de 2004 a 2006 em arquivos de cinco instituições de ensino, localizadas em São Paulo, que permanecem em funcionamento até hoje, e se limita a uma amostra de três coortes. Os resultados indicam que: a composição social do ensino secundário paulistano não esteve restrita à chamada elite; o exame foi ineficiente para produzir prognósticos; o exame não funcionou eficazmente para conter a demanda por educação secundária, infirmando parte da literatura especializada, que via nessa meta a função manifesta do exame; a função latente do exame, no entanto, foi a de legitimar um padrão específico de recrutamento e camuflar a existência de barreiras institucionais no ensino elementar; a mobilidade ascendente, ainda que seletiva, de indivíduos ou de segmentos da população propiciada pelo acesso ao secundário serviu como efeito-demonstração para o crescimento da demanda por escolarização secundária; a regulamentação jurídica do exame não produziu alterações significativas na composição social do ginásio e as estratégias desenvolvidas pelas instituições privadas para contornar sistematicamente esses regulamentos permite entrever limites ao papel repressivo e interventor do Estado da época

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Hernandez, Munhoz Alicia Maria. "Uma analise multidiciplinar da relação entre inteligencia e desempenho academico em universitarios ingressantes." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253339.

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Orientador : Marcia Regina Ferreira de Brito
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: UMA ANÁLISE MULTIDIMENSINAL DA RELAÇÃO ENTRE A INTELIGÊNCIA E O DESEMPENHO ACADÊMICO EM UNIVERSITÁRIOS. Munhoz, A.M.H. (2002) Baseando-se na Teoria Cattell-Horn-Carroll das habilidades cognitivas, o presente estudo teve como objetivo analisar as possíveis correlações entre o desempenho cognitivo e o acadêmico tendo como sujeitos estudantes universitários. Parte de um projeto mais amplo do grupo de avaliação de habilidades básicas em estudantes universitários, GAHB, os objetivos específicos do presente estudo foram: verificar o poder preditivo das provas de raciocínio para o sucesso acadêmico; verificar o poder preditivo das provas do vestibular para o sucesso acadêmico; identificar quais habilidades cognitivas são relevantes para o sucesso acadêmico nos diferentes cursos; verificar quais as diferenças de desempenho nas provas de raciocínio entre os gêneros; verificar quais as diferenças de desempenho nas provas de raciocínio entre estudantes oriundos de escola pública e particular; verificar quais as diferenças de desempenho no vestibular entre os gêneros; verificar quais as diferenças de desempenho no vestibular entre estudantes oriundos de escola pública e particular. Participaram deste estudo a amostra de 1998 do banco de dados do projeto do GAHB, constando de 960 estudantes, de ambos os sexos, de uma universidade particular do Estado de São Paulo dos cursos de Administração, Engenharia civil, Letras, Matemática, Medicina, Odontologia, Pedagogia e Psicologia. Foram utilizadas provas de raciocínio indutivo, lógico-dedutivo, compreensão de leitura e conhecimentos gerais, os resultados do vestibular, as médias acadêmicas nas disciplinas do primeiro ano de curso. Foram realizadas a estatística descritiva, matriz de correlação e análise multidimensional considerando-se como variáveis independentes curso, pontos no vestibular e nas provas de raciocínio e como variáveis dependentes as notas finais nas disciplinas. Os resultados apontam que o vestibular é bom preditor de desempenho para alguns cursos quando considerados provas específicas e que medidas compostas envolvendo vestibular e raciocínio são mais eficientes. Os resultados apontam para a necessidade de estudos qualitativos do processamento dessas medidas
Abstract: A MULTIDIMENSIONAL ANALYSIS BETWEEN INTELLIGENCE AND ACADEMIC PERFORMANCE IN UNIVERSITY STUDENTS. Munhoz, A.M.H. (2004). This study aims at analyzing the possible correlation between the cognitive and academic performance in university students, based on Cattell-Horn-Carroll¿s cognitive abilities theory. From a wider project in an evaluation group of basic abilities for these students called GAHB, the specific objectives were: verify the predicted strength of reasoning tests and of the admission university test for the academic achievement; identify which cognitive abilities are relevant for the academic courses in different courses; verify which are the differences of performance with the reasoning tests between the genders and among students from public and private high schools; verify which are the differences of performance in the admission university test between the genders and among students from public and private high schools. The sample was from a 1998 data bank from the GAHB project, with 960 students (male and female) from a private university in the Sao Paulo State, Brazil from the courses of Administration, Civil Engineering, Language, Mathematics, Medicine, Dentistry, Pedagogy and Psychology. Inductive reasoning, deductive-logic, reading comprehension and general knowledge, the admission university test results, the academic grades of the disciplines that composed the first year of each course were used for the statistical analyses. For the analysis of the results a descriptive statistics, a correlation matrix and a multidimensional analysis were done, considering as independent variables the course, the admission university test scores and the reasoning tests and as dependent variables the final disciplines grades. The results point out that the admission university test is a good performance predictor for some courses when considering specific tests and that compound measures involving the admission university test and reasoning tests are more efficient. The results also point out the qualitative study need for processing these measures
Doutorado
Educação
Doutor em Educação

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Kanashiro, Daniela Sayuri Kawamoto. "Do ensino médio ao superior: que ponte os une? Um estudo de provas de vestibular de língua espanhola." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062007-090818/.

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Esta pesquisa tem como objetivo analisar provas de vestibular de espanhol, disponibilizadas por algumas Instituições de Ensino Superior (IES), referentes aos processos seletivos de 2004 a 2006. Por meio de consulta às páginas web do INEP, tivemos acesso aos endereços eletrônicos das 1.130 IES da região sudeste. Após entrar em contato com todas elas, obtivemos 23 exames fornecidos por 21 instituições - duas das quais apresentavam a prova de língua espanhola na 1ª e na 2ª fase do processo seletivo. São esses os exames que integram nosso corpus de pesquisa. À luz das concepções teóricas sobre o processo de compreensão textual apresentadas por Kleiman (2004), Kato (1999) e Solé (1998), entre outros pesquisadores, e considerando os pressupostos a respeito da leitura constantes nos documentos oficiais brasileiros para o Ensino Médio, a saber: PCNEM (1999), PCN+ (2002), PCN em debate (2004) e OCNEM (2006), procedemos à análise do material coletado. Identificamos o conhecimento de mundo exigido dos candidatos em tais exames e o gênero de cada um dos 42 textos relacionados. Analisamos as 205 questões organizando-as em quatro grupos que envolveram questões de: 1. compreensão global ou parcial do texto; 2. relações entre os elementos lingüísticos do texto; 3. de conhecimento gramatical; 4. de conhecimento lexical. Por fim, analisamos a presença, ou não, de dois aspectos específicos, quais sejam, contextualização e interdisciplinaridade, presentes em todos os documentos de orientação para o Ensino Médio, organizados pelo MEC. Ainda que a maior parte das questões tenham feito referência a um texto, muitas delas ainda exigiram apenas a identificação de elementos expressos no texto. Outras, em menor proporção, continuaram avaliando apenas e/ou prioritariamente o domínio de regras gramaticais e do léxico, como se o ensino de uma língua pudesse ser reduzido a esses dois temas. Concluímos nossa pesquisa apresentando uma síntese e reflexão dos principais dados levantados sobre os exames vestibulares em língua espanhola, sobretudo quanto aos aspectos privilegiados nas provas analisadas. Por fim, entre os anexos, incluímos a relação nominal das IES contatadas, com a indicação da cidade onde se situa e o correspondente endereço eletrônico.
This research has the purpose to analyze Spanish tests of university admission exams available by some Brazilian colleges about the selective process of students in 2004 to 2006. Through consultation to the pages web of INEP we had access to the e-mails of 1,130 colleges of the south east region. After the contact with all the institutions, we got 23 tests provided by 21 institutions - two of them showed Spanish test in the first and the second stage of the selective process. These tests were organized in the corpus of this research. According to the theoretical conception about the process of textual comprehension presented by Kleiman (2004), Kato (1999) and Solé (1998), among other researchers, and considering the presupposes about the reading unchangeable in the Brazilian documents to high school, as: PCNEM (1999), PCN+ (2002), PCN em debate (2004) and OCNEM (2006), we procedured to analyze of the collected material. We identified the world knowledge demanded from the candidates in these tests and the textual gender of each one of the 42 texts presented in the corpus of this research. We analyzed 205 questions organized in 4 groups that included questions of: 1. global or partial comprehension of the text; 2. relations among linguistic elements of the text; 3. grammatical knowledge; 4. lexical knowledge. Finally, we analyzed the presence, or lack, of two specific aspects, just like, contextualization and intersubject, present in all documents of orientation to the high school, organized by MEC. Although most of the questions were connected with the text, yet many of them demanded only the identification of the elements expressed in the text. Others, in lesser proportion, continued assessing just and/or priorily the masterfulness of grammatical rules and lexical knowledge as if the teaching of a language could be reduced to these two topics. In the conclusion of this research we showed a synthesis and a reflection of the principal data checked about the tests of university admission exam in Spanish language, especially to connect with the aspects privileged in the tests that we analyzed. Finally, among annex, we included the nominal relation of the colleges contacted with the indicator of the city where they locate and their corresponding e-mail.

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Temp, Daiana Sonego. "GENÉTICA E SUAS APLICAÇÕES: IDENTIFICANDO O TEMA EM DIFERENTES CONTEXTOS DE ENSINO." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/3542.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Genetics, a subarea within Biology, has a major importance for the study and comprehension of diversity, heredity and biological evolution. A significant understanding of this subarea, with its correlations and applications, allows that individuals perform in a critical way in the society. This study aimed to recognize how the contents of Genetics and its applications are explored in different teaching situations. This research had a quali-quantitative approach, using for data collection instruments as tests composed by exercises focusing on Genetics and its relationships/applications applied to High School students and University students, a questionnaire applied to teachers, and documental analysis. The participants in the study were High School senior students in the years of 2013 and 2014 from two schools, chosen because they had studied Genetics at least one year before, University freshman enrolled in courses within the Biological Area, in the first or second semester in 2012; and also Biology teachers from public and private schools located in the town of Santa Maria, Rio Grande do Sul state, Brazil. Admission exams for entering High Education in Brazil in the period from 2009 to 2013 were also analyzed. Results showed that students, both High School seniors and University freshmen, did not present a significant knowledge related to Genetics and its applications. The main difficulties are related to the understanding of the triad genes-chromosomes-DNA, lacking of inter-relationships among contents previously studied and utilization of math rules for probabilities and calculations involving fractions. Students presented misconceptions related to the concepts of genetic code and genome, relationship between number of chromosomes and DNA molecules, presence of different DNA molecules in different cell types in a single individual, confusion between the concepts of transgenic and genetic modified organisms. The admission exams presented a model favoring the correlation among different contents, but usually toward basic Genetics to the detriment of subjects related to the applications of Genetics. Teachers, on the other hand, considered that the basic contents of Genetics are essential to the individual formation and that the difficulty in learning Genetics is related to the excess of concepts, abstract content, besides correlation between contents, as nucleic acids, and to other matters, mainly Mathematics and Chemistry. Based on the results we developed a didactic booklet containing models and auxiliary teaching resources in Genetics.
A Genética, subárea da Biologia, é de grande importância para o estudo e compreensão da diversidade, hereditariedade e evolução dos seres vivos. O entendimento significativo desta subárea, com suas correlações e aplicações, permite que o indivíduo atue na sociedade de forma crítica. O objetivo principal deste estudo foi reconhecer como o conteúdo de Genética e suas aplicações são explorados em diferentes situações de ensino. Esta pesquisa teve como enfoque uma abordagem quanti-qualitativa, utilizando como instrumentos de coleta testes compostos por exercícios enfocando Genética, relações e aplicações com os alunos do ensino médio e do ensino superior, questionário aplicado aos professores e análise documental. Participaram da pesquisa estudantes concluintes do ensino médio nos anos de 2013 e 2014 em duas escolas, escolhidos porque estudaram Genética há um ano, no mínimo; estudantes universitários iniciantes matriculados em cursos que contemplam a área Biológica, no primeiro ou segundo semestre do ano de 2012; além de professores de Biologia de escolas públicas e particulares localizadas na cidade de Santa Maria, RS, Brasil no segundo semestre de 2013. Também foi feita a análise de provas de seleção para ingresso em Instituições de Ensino Superior Brasileiras e Exame nacional do Ensino Médio (ENEM) no período de 2009 a 2013. Os resultados mostraram que os alunos, iniciantes na universidade ou concluintes do ensino médio, não apresentaram conhecimento significativo relacionado à Genética e suas aplicações. As principais dificuldades estão relacionadas ao entendimento da tríade genes-cromossomos-DNA, à falta de interrelacionamento entre conteúdos estudados em anos anteriores e à utilização de regras matemáticas para probabilidades e cálculos envolvendo frações. Os alunos apresentaram concepções errôneas relacionadas aos conceitos de código genético e genoma, relação entre número de cromossomos e moléculas de DNA, presença de tipos diferentes de DNA de acordo com o tipo celular no mesmo indivíduo, confusão entre os conceitos de organismos transgênicos e geneticamente modificados. As provas de seleção analisadas apresentaram um modelo que preza pela correlação de diferentes conteúdos, mas normalmente voltadas aos conteúdos de Genética básica em detrimento de temas relacionados às aplicações da Genética. Os professores, por sua vez, consideraram que os conteúdos de Genética básica são essenciais para a formação dos indivíduos e que a dificuldade em aprender Genética está relacionada ao excesso de conceitos, conteúdo abstrato, além da correlação entre conteúdos, como ácidos nucleicos, e entre disciplinas, principalmente Matemática e Química. A partir dos resultados foi desenvolvido um caderno didático composto por modelos didáticos e materiais auxiliares para o ensino de Genética.

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Archanjo, Reginaldo Miguel [UNESP]. "Um breve histórico da Escola Industrial de Porto Ferreira: avaliação, bússola do processo educacional." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/90212.

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Secretaria de Educação do Estado de São Paulo
Este trabalho apresenta uma discussão a respeito da trajetória dos métodos e processos avaliativos no decorrer da história educacional da antiga Escola Industrial de Porto Ferreira, tendo como enfoque os anos de 1960 a 1980. Nesta instituição de ensino, desde 1946, foram criados diversos cursos com o intuito de formar jovens que quisessem aprender um oficio laboral, principalmente, nas áreas de cerâmica, mecânica e economia doméstica. Utilizando de fontes orais, impressas e imagéticas e considerando diversos contextos sociais, elaboramos uma análise que evidencia um entendimento de como se trabalhou avaliação nesta escola e qual a sua importância em todo processo educacional verificado no período, levando em consideração reformas e movimentos educacionais que influenciaram a época objetivada
This paper presents a discussion about the trajectory of the evaluatives’ methods and processes during the educational history of the Porto Ferreira’s former Industrial School, focusing on the years 1960 to 1980. In this School, since 1946, several courses were created in order to train young people who wanted to learn a craft labor, especially in the areas of ceramics, mechanics and domestic economy. Using oral, print and imaging sources and considering various social contexts we prepared an analysis that shows a understanding of how assessment was worked at this school and what is its importance in the whole educational process occurred in the period taking into consideration educational reforms and movements that influenced the time objectified

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Archanjo, Reginaldo Miguel. "Um breve histórico da Escola Industrial de Porto Ferreira : avaliação, bússola do processo educacional /." Rio Claro, 2012. http://hdl.handle.net/11449/90212.

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Orientador: Arlete de Jesus Brito
Banca: Regiane Helena Bertagna
Banca: Maria Angela Miorim
Resumo: Este trabalho apresenta uma discussão a respeito da trajetória dos métodos e processos avaliativos no decorrer da história educacional da antiga Escola Industrial de Porto Ferreira, tendo como enfoque os anos de 1960 a 1980. Nesta instituição de ensino, desde 1946, foram criados diversos cursos com o intuito de formar jovens que quisessem aprender um oficio laboral, principalmente, nas áreas de cerâmica, mecânica e economia doméstica. Utilizando de fontes orais, impressas e imagéticas e considerando diversos contextos sociais, elaboramos uma análise que evidencia um entendimento de como se trabalhou avaliação nesta escola e qual a sua importância em todo processo educacional verificado no período, levando em consideração reformas e movimentos educacionais que influenciaram a época objetivada
Abstract: This paper presents a discussion about the trajectory of the evaluatives' methods and processes during the educational history of the Porto Ferreira's former Industrial School, focusing on the years 1960 to 1980. In this School, since 1946, several courses were created in order to train young people who wanted to learn a craft labor, especially in the areas of ceramics, mechanics and domestic economy. Using oral, print and imaging sources and considering various social contexts we prepared an analysis that shows a understanding of how assessment was worked at this school and what is its importance in the whole educational process occurred in the period taking into consideration educational reforms and movements that influenced the time objectified
Mestre

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Machado, Rita de Cassia Gomes. "Uma análise dos exames de admissão ao secundário (1930-1970): subsídios para a história da educação matemática no Brasil." Pontifícia Universidade Católica de São Paulo, 2002. https://tede2.pucsp.br/handle/handle/11167.

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This study intends to contribute to the History of Mathematics Education in Brazil from 1920 to 1960, from the analysis of Mathematics tests of entrance examination tests in secondary school. Considering theoretical-methodological studies about the history of school disciplines as references, the research tried to show that the entrance examinations constituted an obstacle to the modernization proposal of mathematics teaching in Brazil. This proposal reflected the design of the first movement of internalization of school mathematics
Este estudo intenta contribuir com a história da Educação Matemática no Brasil, no período 1920 - 1960, a partir da análise das provas de Matemática dos exames de admissão ao ensino secundário. Considerando como referencial teórico-metodológico estudos sobre a história das disciplinas escolares, a pesquisa procurou mostrar que os exames de admissão constituíram entrave à proposta de modernização do ensino de Matemática no Brasil. Essa proposta refletia no país, o ideário do primeiro movimento de internacionalização da Matemática escolar

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Li, Ying-chiao, and 李穎巧. "Compiling Creativity Exam for Junior High School Art Class Admission." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54674341100378726810.

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碩士
國立花蓮教育大學
視覺藝術教育研究所
95
Abstract The purpose of this study is to compile the “Creativity Exam for Junior High School Art Class Admission”, and conduct statistical and content analyses on the data results. The conclusions are as follows: 1. Compilation process: The content of the exams are based on literature review and actual requirements. The items, forms of items, weights, procedures, time distribution, and number of items could be considered properly through teacher interview. 2. Reliability and validity test: The internal consistency reliability of this exam, α, is 0.7233 after the adjustment, indicating the reliability. The validity test is done by expert validity test, and using factory analysis and internal consistency analysis to construct the validity. The results support the fundamental hypothesis of the factory analysis, and the correlation among the factors exhibits good validity. 3. Exam results analysis: Of the maximum scores, the spontonsive flexibility is distinguishing, and can meet the demand of the exam items. The relationship between the exam results and variables, based on the gender-based score distribution, shows that male students perform better in originality, problem solving ability, and language ability (5) than female students do. The correlation analysis on the academic scores shows that motive force is correlated with sketch and color painting, and originality is correlated with sketch performance. The school distribution-based scores show that H-1 elementary school students showed better performance than students of other schools do. Therefore, originality is not positively correlated with good drawing ability. 4. Content analysis on the spontonsive flexibility, originality: For the figure categorization test for spontonsive flexibility, 17.5% students showed uniqueness, with high ratio on exhibiting the unique thoughts of children, as well as diversity, which exhibit their unique creativity and flexible thoughts. The figure categorization test for originality, 11.25% students showed no originality to change the shoes, and their responses are easily influenced by the social trend and media. Lastly, based on the research findings, this study proposed suggestions on the practical experience on creativity exam for art class admission, and related researches.

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王彥鑫. "A Study of the Relationships among Policy Cognition of Twelve-year National Basic Education Exam-Free Admission Program, Admission Pressure, and Learning Effectiveness." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/j5d7rq.

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碩士
國立彰化師範大學
財務金融技術學系
106
The purpose of this study was designed to investigate the relationships among policy cognition of exam-free admission program, admission pressure, and learning effectiveness. In addition, in recent years, vigorously promote the reform of education, but the numbers of cram schools are still growing, the study also disscussed the relationship between the exam-free admission program and cram education. The method of this research used survey questionnaire by convenience sampling and students’ in Taichung junior high school were the target objectives. Three hundred twenty nine questionnaires were collected, 53 invalid questionnaires and 276 valid questionnaires, with valid return rate of 83.8%. This study developed five research hypotheses, and SPSS 19.0 software was used to do statistical analysis including desltscriptive statistics, Pearson correlation and regression analysis among the degrees of the three research variables. The results showed that: (1)Policy cognition of exam-free admission program had a negative impact on admission pressure. (2)Admission pressure had a negative impact on learning effectiveness. (3)Policy cognition of exam-free admission program had a positive impact on learning effectiveness. (4)Admission pressure had intermediate significantly affect between policy cognition of exam-free admission program and learning effectiveness. (5)Cram education had a partial significant difference on admission pressure and learning effectiveness. Based on the results of this study, the conclusions and recommendations are provided for students and parents, cram schools, schools, government agencies and follow-up research. For looking forward to contributing to the policy and practice of the twelve-year national basic education.

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Wu, I.-Fang, and 吳宜芳. "The research in learning adjustment and attitude to school administration of students with exam-free admission into senior high schools in Taichung-Nantou Area." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/79057375931518185696.

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碩士
國立臺灣師範大學
教育政策與行政研究所
103
The study aimed to know the situation of learning adjustment and attitude to school administration of students with exam-free admission into senior high schools in Taichung-Nantou Area, and to analyze the correlation between the two conditions. This study was conducted with a questionnaire survey. Participants in this study consist of exam-free admissive Senior High School students in Taichung, Nantou and the joint school enrolled areas. Questionnaires were given to 819 students and 698 of which were valid. The data was dealt with SPSS 22.0 for Windows and presented by percentage statistics, standard deviation statistics, mean statistics, t-test,one way ANOVA and Pearson Product-Moment Correlation Coefficient. The results of this study are as the fallowing: 1.The learning adjustment of students with exam-free admission into senior high schools in Taichung-Nantou Area is well, particularlly in learning environment. 2.The attitude to school administration of students with exam-free admission into senior high schools in Taichung-Nantou Area is well. 3. The student with better learning adjustment tend to have better attitude to school administration. 4. The students with better attitude to Principals' instructional leadership tend to have better teachers-students relationship. The students with better attitude to learning counselling tend to have better peer relationship. 5. Students with exam-free admission into senior high schools in Taichung-Nantou Area comparatively do not comply with the learning plan, also do not prepare for lessons before class. The more significant learning problems are the academic content, competition of academic achievement, and their uninterestingness in curriculum. 6. Freshman, high academic performance, general zone, and the first school level students tend to have better learning skills. 7. Female, senior, live near the school, high academic performance, public school, and the first school level students tend to have less inner conflict. 8. Male, freshman, private school, and the first exam-free enrollment students tend to have better attitude to school environment and facilities. 9. Sophomore are not as well as freshman in learning adjustment and skills. Students live near the school have less inner conflict. Students who have lower academic performance tend to have poor learning attitude and family environment. 10. Students with exam-free admission into senior high schools in Taichung-Nantou Area tend to have more awareness of the surrouding noise, and ignore the feature of school curriculum. The conclusions of the study are proposed as the reference for educational administrative authorities, school administrators and the future researchers.

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Rau, Man-Lin, and 饒嫚琳. "A Study on the Coping Strategies and Idea Attitude of Taoyuan Junior High School Teachers on Exam-free Admission of the National Twelve-year Basic Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/69416768370317153506.

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碩士
銘傳大學
教育研究所碩士在職專班
103
The purpose of this study was to explore the coping strategies and idea attitude of Taoyuan junior high school teachers on exam-free admission of the national twelve-year basic education, as well as to compare the differences resulted from idea attitude, executive measure attitude, and coping strategies of Taoyuan junior high school teachers in different background variations. Target participants of the research were junior high school teachers in Taoyuan County. A newly-developed questionnaire was designed with Fishbein model and Likert scale in order to do data collection. 24 schools were chosen, 520 copies had been sent out, and 500 copies were effective. The data were analyzed through the methods of descriptive statistics, standard deviation, t-test, one-way ANOVA, pearson product-moment correlation and multiple regression analysis. The following are the conclusions of the study： 1. Junior high school teachers in Taoyuan County have positive attitude toward idea attitude. However, as for the identification of four fields on exam-free admission -“reducing students’ stress in taking exams,” “promoting students’ learning,” “evaluating students’ learning achievement,” and “providing students’ learning outcomes for teachers to arrange different levels of materials,” teachers’ opinions are between negative attitude and no comments. 2. Junior high school teachers in Taoyuan County have positive attitude toward executive measure attitude. However, they have different points of view for the aspect of executive measure attitude. First, as for the identification of activating teaching, teachers have lower identification for “it is necessary to promote teacher evaluation for professional development in order to enhance professional knowledge.” Secondly, regarding the identification of remedial teaching, teachers have different opinions for “making use of flexbile hours to do remedial teaching.” Thirdly, concerning the aptitude counseling, teachers have different opinions for “it is necessary to offer students opportunities to learn and to explore themselves.” 3. Junior high school teachers in Taoyuan County have positive attitude for the executive measures attitude, which has a very positive correlation with teachers’ coping strategies. 4. The followings are the explanation for the impact between executive measures attitude and coping strategies: (1) The “activating teaching,” “multiple assessment,” and “multiple learning performance” of executive measures have great impact on the strategy of “strong willingness of participation.” (2) The “activating teaching” and “multiple learning performance” of executive measures have great impact on the strategy of “positive counseling.” (3) The “activating teaching” and “multiple learning performance” of executive measures have great impact on the strategy of “passive compromise.” (4) The “multiple assessment” and “multiple learning performance” of executive measures have great impact on the strategy of “professional skills development.” (5) The “aptitude counseling” and “multiple learning performance” of executive measures have great impact on the strategy of “abandon endeavors.” Finally, some suggestions were proposed to Ministry of Education, junior high schools, junior high school teachers, and future studies.

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CHANG, TING-YAO, and 張婷瑤. "The Analysis Study of Exam-Free Admission Mathematics Simulation Examination in Hisnchu-Miaoli Area in 2015 Academic Years : In a Junior High School in Miaoli City Case." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/2aaj9b.

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於敬揚. "A Study on the Learning Stress and the Coping Strategies of Vocational High School Electrical Engineering Students Through Exam-Free Admission Program in the 12-Year Basic Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/30545310517101291041.

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碩士
國立彰化師範大學
工業教育與技術學系
104
The study aimed to investigate the differences in learning stress and the corresponding coping strategies among vocational high school students from the department of electrical engineering through the exam-free admission program in the 12-year basic education with regard to students’ different background variables. A questionnaire survey was conducted through stratified stochastic cluster sampling. The target population was vocational high school students from the department of electrical engineering in Taiwan (exclusive of offshore islands). 800 questionnaires were distributed, and 664 valid questionnaires were retrieved with a valid return rate of 83%. The data collected were analyzed using the statistical methods including t-test, one-way ANOVA, Pearson product-moment correlation, and Scheffé's posteriori comparisons. Based on the research purposes, the major findings were summarized as follows: 1.The vocational high school students in the department of electrical engineering experienced the highest level of stress from “parental expectation,” and the “facing stress positively” coping strategy was utilized the most. 2.The level of perceived stress from “family discipline styles” and “teachers’ leadership styles” were higher for the vocational high school students from the department of electrical engineering. 3.There was no significant difference in the use of strategies to cope with stress for the vocational high school students from the department of electrical engineering as a whole. However, in terms of the “emotional venting strategy,” it was used more by the students in central Taiwan than those in southern and eastern Taiwan and adopted more by the students with “indifferent-uninvolved teachers’ leadership style” than those with “liberal and democratic teachers’ leadership style.” 4.The higher level of learning stress for the vocational high school students from the department of electrical engineering experienced, the more pessimistic coping strategy they tended to adopt.

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Lin, Yujye, and 林玉潔. "The Study of the Enrollment Excess Policy for the Exam-free Admission to Senior/Vocational High Schools under the 12-Year Compulsory Education Program in Taipei-Keelung School District." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/23868282455237583127.

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碩士
聖約翰科技大學
機械與電腦輔助工程系碩士班
103
The study aimed to discuss the enrollment excess policy for and related issues in the Exam-free Admission to Senior/Vocational High Schools under the 12-Year Compulsory Education Program in Taipei-Keelung Scholl District in 2014. Meanwhile, the differences of the students' feelings caused by different background variables were also investigated. The instrument of the present study was "The Questionnaire for the Investigation of the Enrollment Excess Policy for the Exam-free Admission under the 12-Year Compulsory Education Program in Taipei-Keelung Scholl District", which was developed by the researcher himself/herself. The internal consistency reliability of the collected questionnaires for the pilot study was analyzed. The questionnaires of the main study were then investigated and analyzed with stratified random sampling according to the participants’ residential areas. There were 1860 questionnaires delivered, and the total of the returned valid questionnaires was 1640 (88.17%). As the results revealed, the students in Taipei-Keelung Scholl District had negative feelings both about the Exam-free Admission under the 12-Year Compulsory Education Program and about the Enrollment Excess Policy. According to the participants' answers, it was most uncertain whether the 12-Year Compulsory Education Program would really be exam-free. In addition, the scoring system for the order of applied school was considered most unfair. In a word, the students showed no confidence in the 12-Year Compulsory Education Program. The three most important factors of the individual background variables that influenced the students' feelings were the residential cities, the annual household income, and the types of junior high schools that the students graduated from. In other words, the students who lived in the areas with abundant natural resources, who came from families with high-intermediate household income, and who graduated from private schools were found to have worse feelings about the Exam-free Admission than other students. However, the influences of the students' gender and the school sizes were found to be insignificant in their feelings. Keyword：12-Year Compulsory Education Program、Exam-free Admission、Enrollment Excess Policy

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Lai, Cheng-An, and 賴政安. "A Study of the Relationship among Learning Motivation, Attitude, and Academic Achievement of the Design Majored Students with Exam-free Admission in Technical High School for 12-year Basic Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/u84u4s.

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碩士
國立臺灣師範大學
工業教育學系
103
This study investigated the learning motivation, attitude, and achievement of design group students with exam-free admissions in technical high schools within the context of 12-year basic education. Whether students from different accesses of exam-free admission perform similarly or not in terms of above mentioned variables was examined, as well as their correlations and predictive power on academic achievement. A survey– “The Questionnaire of Learning Motivation and Attitude for Exam-free Admission Students in 12-Year Basic Education” was modified to collect data by using a stratified cluster sampling strategy. Participants includeddesign majored students who enrolled in technical high schools through exam-free admission in 2014 in the Keelung &; Taipei Area (n=376). The results were as follows: (1) learning motivation and attitude of the students who were enrolled through 1st and 2nd exam-free admissions were generally good; (2) students from 1st and 2nd exam-free admissions had close learning motivation, attitude, and achievement; (3) the learning motivation, attitude, and achievement were highly correlated; (4) the learning motivation could effectively predict the learning achievement.

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FEN, CHIEN YU, and 簡玉芬. "Adequacy of the Ranking System While Over Quotas in Exemption from Entrance Exam for Admission of the 12-Year Basic Education Program—An Empirical Study of John Rawls’ Justice Theory." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/8k4688.

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碩士
開南大學
人文社會學院公共管理碩士在職專班
104
Adequacy of the Ranking System While Over Quotas in Exemption from Entrance Exam for Admission of the 12-Year Basic Education Program—An Empirical Study of John Rawls’ Justice Theory. Abstract The purpose of the study focuses on the adequacy of the ranking items while over quotas in exemption from entrance exam for admission of the 12-Year Basic Education . The teachers who joined the study were from different five junior high schools. The study adopts 「The questionnaire for junior high school teachers --about the recognition of the ranking items while over quotas in exemption from entrance exam for admission of the 12-Year Basic Education」. I would like to know if the teachers from different background have different opinions to the ranking items. 210 questionnaires were distributed to the teachers from different areas in Taiyuan. 185 copies were collected from the teachers. The effective response rate reached 88%. The data we analyzed by descriptive statistics, t-test, one-way ANOVA, Sheffe method and Pearson’s Correlation by SPSS for windows 23.0. After processing and analyzing the data, some important conclusions have been discovered: 1、 The teachers who join the study agree that 「Balanced Learning 」and 「Moral Performance 」of ranking items are conform to「the Principle of the Equal Opportunity」 2、 The teachers who join the study do not agree that the 12-Year Basic Education Policy-Implementation-Processing conform to pure procedural justice. Female teachers have lower recognition than male teachers in the subject. Except gender, there is no obvious difference between the teachers with different backgrounds. 3、 The teachers who join the study agree that the record of the students award and punishment is suitable for Ranking Items. They do not agree that asking students to pass four study areas will help them become better in their studies. 4、 The teachers who join the study not agree that 「Talent Show」is suitable to be one of the Ranking Items . 5、 There is no obvious difference in the opinions between the teachers from different schools in all the subjects in this study. 6、「Adequacy of the Ranking Items」is significantly positive correlated with「 If the Ranking Items conform to the Principle of the Equal Opportunity」. Keywords: 12-year basic education program、Rranking items while over quotas、 Taoyuan- Lienchiang Region、Aadequacy study

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Chang, Ya-Chun, and 張雅淳. "A Study on the Learning Disturbances and the Coping Strategies of Skill-Based Senior High School Chemical Engineering Students Through Exam-Free Admission Program in the 12-Year Basic Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3v7qa4.

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碩士
國立彰化師範大學
工業教育與技術學系
106
ABSTRACT The aim of this study is to investigate the learning disturbances of students in chemical engineering department and the differences in their coping strategies after exam-free admission program in the 12-year basic education. The subjects involved in this study are a group of students of chemical engineering department who are studying in skill-based senior high school. Questionnaire survey is adopted with stratified sampling and cluster sampling. 557 valid questionnaires were received. The average response rate is 83.13%. The questionnaires were analyzed by descriptive statistics, Independent-Sample t Test, one-way analysis of variance, Scheffe's method-Post hoc Test, Pearson product-moment correlation. The result is in the following: 1. For the students of chemical engineering department from Exemption of 12-year basic Education System. Their learning disturbances in “school variable” appeared to be the most powerful. When students encountered learning disturbances, the strategy utilized most frequently was “accept the adjustment.” 2. Students of chemical engineering department differ a lot because of their reason of choosing a school, parenting styles they have received and the way their homeroom teachers lead. 3. For students majoring chemical engineering, when they were faced with learning difficulties, how different homeroom teachers lead them made significant differences in terms of their coping strategies. 4. For students of chemical engineering department, the learning disturbances they encountered and the coping strategies they utilized showed a lower negative correlated relationship. According to the conclusion, the researcher provided suggestions for the skill-based senior high school educators、teachers of chemical engineering department、parents, and the further research.

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Pai, E.-Hung, and 白義宏. "Relationships Between Recognition of Inclusion of Physical Fitness Performance Ranking and Perceptions of Students' Stress of Physical Fitness Performance in 12-year Basic Education , Admission Without Entrance Exam in Junior High Schools in Tainan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/qwf27v.

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碩士
台灣首府大學
教育研究所
102
The purpose of this study was to investigate the relationship of the degree of recognition physical fitness performance was incorporated the 12-year basic educational system and Perceived of physical fitness performance pressure in Tainan junior high school students. The subjects were 569 junior high school students drawn from Tainan City. The researcher executed the Scale of Recognize Physical Fitness Performance (SRPFP) and the Scale of Perceive the Stress of Physical Fitness (SPSPF) 1. The degrees of recognition of physical fitness performance ranking were a little higher than the average. 2. There are significant differences in SRPFP in different grades, sports participation. 3. The degrees of perceived of the various dimensions of physical fitness performance stress is moderate. 4. There is a significant difference in the SPSPF in the different grades. 5. There is a significant negative correlation between the SRPFP and SPSPF. 6. The level of the students like physical education is a predictive validity, and a mediating variable with SRPFP to SPSPF. Finally, according to the findings, the researcher offers some specific suggestions to “the relevant units of education”, “teachers, parents and students “and “future researchers”.

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Lu, Erh-pao, and 呂二寶. "Parents’ And Students’ Doubt about the Justice of Intramural Contests under the System of Comparing the Ranking While Over Quotas in Exemption from Entrance Exam for Admission of 12-Year Compulsory Education And Schools’ Countermeasures." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/32469876934177301538.

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碩士
國立臺南大學
教育經營與管理研究所碩士班
100
The main purpose of the research was to investigate the contest results, which would become a crucial factor for comparing the ranking while over quotas under the system of comparing the ranking while over quotas in exemption from entrance exam for admission of 12-year compulsory education, and more doubt about the justice of intramural contests that parents and students might have thanks to the system and find out how schools took available countermeasures to clear the doubt. The intramural contests were divided into four parts—information released, participants produced, guidance of teachers and evaluation of judges. Through three structural configurations of Theory of Justice, justice of distribution, justice of procedure and justice of interaction, the research explored the justice of intramural contests and how to enhance it. The research used interviews conducted with students, parents and school administrative staff in person to understand some doubt about the justice of intramural contests that parents and students had as well as schools’ countermeasures. And the data was summarized and analyzed in order to get the outcome of research.

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KAO, CHIH-LUNG, and 高誌隆. "Adequacy of the Ranking Items While Over Quotas in Exemption from Entrance Exam for Admission of the 12-Year Basic Education Program—A Study of the Taichung-Nantou Region in the Academic Year of 2014." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/9d8m47.

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碩士
國立臺中教育大學
教育學系
103
Adequacy of the Ranking Items While Over Quotas in Exemption from Entrance Exam for Admission of the 12-Year Basic Education Program—A Study of the Taichung-Nantou Region in the Academic Year of 2014 Abstract The study aimed to explore the opinions of the first general and vocational high school freshmen and their parents towards the adequacy of taking the ranking items while over quotas in exemption from entrance exam for admission as the enrollment foundation in the 12-year basic education program that was implemented since the academic year of 2014. It discussed whether it conformed to the educational intrinsic values, educational justice and other concepts. To achieve the study purpose, it conducted sampling questionnaire survey among the students who were enrolled from the exemption from entrance exam for admission in the 12-year basic education program in the academic year of 2014 in Taichung-Nantou Region and their parents. That was to understand the difference of the opinions between the students in Taichung City and Nantou County and their parents, and further explored the adequacy of the program. The study distributed a total of 800 questionnaires among the students in Taichung City and Nantou County and their parents. 382 copies were collected from the students, 259 from the parents, with the collection rate reaching 80%. For the data obtained from the questionnaires, it calculated the frequency distribution and percentage statistics, and made use of the cross analysis and other statistical methods for analysis and discussion. Finally, the following conclusions were drawn. I. Educational intrinsic values (1) The schools showeddifferent qualities, resulting in the fierce competition in the entrance exam. (2) The respondents mostly didn’t agree the practice that “the grade of high school certificate exam only accounts for 1/3 of the total score according to the governmental design, so as to relieve the academic pressure of the students ”. (3) The respondents mostly agreed the view that “it was difficult to prepare for the ranking items while over quotas ”. (4) The respondents didn’t agree the view that the design of ranking items while over quotas could guide the normalization of school education. (5) The respondents mostly agreed the view that the evaluation of health and PE field, art and culture, performance in the composite field, community and service learning can guide the diversification of the school curriculum. II. Result of disputes overed the ranking items while over quotas in Taichung-Nantou District (1) “Nearby schooling” and “students’ course priority” were not the ranking items of the students’ self-study performance. (2) Most respondents didn’t agree that the Education Department designs to classify the grade of each course in the certificate exam into three levels and four labels. And they didn’t agree the evaluation of composition grades and students’ course priority. (3) The respondents mostly agreed to cancel the evaluation of “nearby schooling”, but agreed the view that “nearby schooling” didn’t mean entering the school nearby. (4) The respondents mostly agreed the evaluation of “helping the disadvantaged group”. They agreedthe item “balanced learning” could promote the students’ all-round development and normalization of the school education. They showedrecognition to the item “no black recorded” and “reward & punishment recorded”. (5) They showed different opinions towards the recognition of the evaluation of “service learning”. III. Educational Justice (1) The evaluation of “no black recorded and rewarded & punishment recorded” and “balanced learning” brought the suspension to the fairness and justice. (2) The remedies for the evaluation of raking items affected by the subjective evaluation of the teacher were “it should consider deleting the unreasonable items” and “it should establish post evaluation mechanism for a second judgment”. (3) The evaluation of “nearby schooling” and “balanced learning” was unfavorable to the financially disadvantaged students and students of rural areas. (4) Facing the ranking items, the students of rural areas should be urgently provided with the resource of “teaching equipment”, “teacher’s competence” and “digital information facilities”. (5) As for the schooling fairness, it should provide the following subsidies for the financially disadvantaged students and students of the rural areas, “subsidizing them with the accommodation and tuition fees study in the urban area”, “recovering the original recommendation system”. According to the conclusions above, the researcher illustrated some suggests for the educational administrators, parents, students and the future researchers.

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洪瑞鍇. "The Study on the Items to be Adopted for Scoring in the Ranking System and Other Relevant Issues in the Exam-Free Admission of the 12-year Basic Education Program:A Case Study of the Kaohsiung Area." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/94c3g8.

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碩士
國立高雄師範大學
教育學系
101
The Study on the Items to be Adopted for Scoring in the Ranking System and Other Relevant Issues in the Exam-Free Admission of the 12-year Basic Education Program: A Case Study of the Kaohsiung Area Abstract This study aims to explore the opinions of junior high school teachers, students and their parents in the Kaohsiung City (hereinafter referred to as “these subjects”) on the items to be adopted for scoring in the ranking system when the number of applicants exceeding the quota of senior high schools in the Kaohsiung Area (hereinafter referred to as “the ranking system”) and other relevant issues in the exam-free admission of the 12-year basic education program. The approach to this study was survey with the questionnaire designed by the researcher. The subjects included 992 junior high school teachers, 1240 students in the seventh and eighth grade as well as 1240 parents of these students. Statistical methods include descriptive statistics, means, standard deviations, percentage and descriptive statistics. Based on the results of analysis, this study concluded as follows: 1. “Joint examination results” is best understood by teachers, “Service and learning in the diverse development” is best understood by parents, while “Terms as student leaders in the diverse development” is best understood by students. 2. The least understood items and items with the lowest approval rating among all three groups of these subjects are “General content” and “Only ballot drawing will be adopted to decide the order for the admission to private senior high schools, vocational schools and schools for extension education”. 3. In terms of the grades for “Joint examination results” in the ranking system, teachers are inclined to use “PR values”, while parents and students are in favor of “three grades system”. There exists a discrepancy between different groups of subjects. Finally, this study provides suggestions to the competent education authorities, junior high school teachers as well as researcher as references for future research. Keywords: 12-year basic education, ranking system when the number of applicants exceeding the quota of senior high schools, exam-free senior high school admission program

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Cheng, Shu-Tze, and 鄭書澤. "A Study of the Identification of the Junior High School Teachers in Chia-Yi County to the Item “Multiple Learning Performance” in the Enrollment Excess of Exam-Free Admission between the Accounting Principles of Ministry of Education and That in Chia-Yi District." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/61629584560545466252.

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碩士
南臺科技大學
教育領導與評鑑研究所
104
The study focuses on the identification of the junior high school teachers in Chia-Yi County to the item “multiple learning performance” in the project of comparing the ranking while over quotas of Exam-Free Admission between the accounting principles of Ministry of Education and that in Chia-Yi District, and analyzes the differences and relations of different kinds of variables doing to the accounting principles of Ministry of Education and that in Chia-Yi District. The study adopts the questionnaire survey, and aims at the junior high school teachers in Chia-Yi County, stratified random sampling are used, in which 210 sheets of questionnaires are delivered, 206 sheets are turned back, within 201 sheets of effective ones. Finally, the data is analyzed by descriptive statistics, t-test, one-way anova, and Pearson’s product-moment correlation. In terms of the statistics and the analyses, the conclusions are as follows: 1.The identification the junior high school teachers in Chia-Yi County to the item of “multiple learning performance” in the enrollment excess of exam-free admission of the Ministry of Education is prone to identification level. 2.The identification the junior high school teachers in Chia-Yi County to the item of “multiple learning performance” in the enrollment excess of exam-free admission of Chia-Yi County is prone to identification level. 3.Different sexes and their present positions make a great difference to the teachers’ identification to the item of “multiple learning performance” in the enrollment excess of exam-free admission of the Ministry of Education. 4.Different sexes and their present positions make a great difference to the teachers’ identification to the item of “multiple learning performance” in the enrollment excess of exam-free admission of Chia-Yi County. 5.The identification of the junior high school teachers in Chia-Yi County to the item “multiple learning performance” in the project of comparing the ranking while over quotas of Exam-Free Admission between the accounting principles of Ministry of Education and that in Chia-Yi District is positive correlative. Finally, based on the results, it submits specific suggestions to administrative organizations of education, schools, and future studies.

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27

"An item response theory model for UFLA's, 2006-2 admission examn." Tese, BIBLIOTECA CENTRAL DA UFLA, 2007. http://bibtede.ufla.br/tede//tde_busca/arquivo.php?codArquivo=571.

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Rossová, Iveta. "Sociální konstrukce nerovností v přístupu k terciárnímu vzdělání a přijímacím řízení." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-384695.

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The thesis deals with the construction of inequalities in the access to the tertiary education with the special emphasis on entrance exams to the universities. The aim is to explore how the entrance exams as the gate to the universities are perceived by students - the actors who are the most affected by these inequalities in education, according to relevant research of these inequalities. The thesis studies how these actors perceive their position and situation within the entrance process, what situations (if any) are constructed as unequal by these actors, who is affected by such inequalities and how does he/she copes with them. The research question is seen from the perspective of interactionist constructivism and answered by applying methods of grounded theory and semi-structured in-depth interviews.

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LEE, ko-hung, and 李革宏. "Research Relations With Junior High School Students’ Parents for the do not exams can directly apply for senior high school admission Views and Attitude of their children's education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/77198265608439374072.

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碩士
高雄師範大學
成人教育研究所
98
This study discusses the junior high school students’ parents for no direct entrance exam policy views and below the policy views, for the influence attitude of their children's education. This study discusses Based on the research framework to design a questionnaire to collect data; to conduct the item analysis and factor analysis of the pretest Based on the research framework to design a questionnaire to collect data; to conduct the item analysis and factor analysis of the pretest; to revise the questionnaire and establish good reliability and validity, and then by which to develop the research tool of this study. After the research tool was developed, this study discusses junior high school students’ parents in Kaohsiung District were the research targets, using Stratified random sampling survey In Kaohsiung District, 1300 questionnaires were issued and 1041 valid questionnaires were obtained. The effective recovery rate is 80.08%, Excluding invalid questionnaires 69, total of 970 valid questionnaires, effective rate of 74.77%". Questionnaire survey data will be compiled into computer software for statistical tests to SPSS12". Data were average, t-test, ANOVA analysis, Schiff’s methods, data analysis and sorting. Finally, the study results were summarized and then incorporated into the discussion. Several conclusions of this study are as follows: 1. In the do not exams can directly apply for senior high school admission view , the higher the education level of parents of junior high school plan policies on the least recognized , otherwise the higher. 2. In the don’t exams can directly apply for senior high school admission view, higher family income country of the policy of parents in the don’t exams can directly apply for senior high school admission view on takes the lowest , otherwise higher. 3. The junior high school students’ parents for in the don’t exams can directly apply for senior high school admission view that will also affect school performance by children , including in the vicinity , the children in school performance because of better and more do not agree ; the contrary, the admission criteria due to their children in school grades better and more recognition . 4. In the do not exams can directly apply for senior high school admission views and attitude of their children's education, even if the do not exams can directly apply for senior high school admission views policy implementation, but the parents pressure their children to learn and will not be relaxed. 5. In the do not exams can directly apply for senior high school admission views and attitude of their children's education, even if the do not exams can directly apply for senior high school admission views policy implementation, parents expect their children 's academic requirements and standards have been reduced. But let their children according to their diverse interests and expertise to learn more. 6. Parents of their children's academic requirements , and attitude of their children's education will not be affected by the nearest school ; but because of the higher admission standards and the higher their children's academic requirements . 7. In the two- factor interactions , the different background variables of parents of the don’t exams can directly apply for senior high school admission views is not a result of the implementation of the attitudes of their children's education have changed much

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Štinglová, Kateřina. "Příprava na přijímací zkoušky na víceletá gymnázia." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415356.

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The paper looks at parents' experiences related to their children's preparations for attending an eight-year gymnázium (academic secondary school), with the goal of identifying and understanding how families experience this preparatory period and what preparatory strategies they choose; or rather, how they approach the preparatory exams, what preparations the family undergoes, what emotions they experience, and how they assess this experience. The theoretical part of this theoretical and empirical paper briefly defines some of the basic terminology necessary for understanding the paper's theoretical foundations and presents the legislative background of the state admissions exams. The third chapter of the theoretical part looks at several realized studies that have focused on the subject of multi- year gymnázia and parents' views on this phenomenon. The various chapters of the paper's empirical section present the author's qualitative methodology, describe the study's approach, and show the results of a qualitative study of parents and children who underwent this experience in the 2017/18 and 2018/19 school years. Their experiences with and perception of this process were determined via semi- structured interviews with both parents and children. The study also made use of interpretative phenomenological...

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