To see the other types of publications on this topic, follow the link: Aptitude test.
Dissertations / Theses on the topic 'Aptitude test'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Aptitude test.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Barber, Robert M. "The utility of the Revised Nonreading Aptitude Test Battery vs. the General Aptitude Test Battery." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115025.
Full text
2
Chalmers, James. "How stable is second language aptitude? Effects of second language learning and language analysis training on second language aptitude test scores." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376507.
Full textAbstract:
While second language (L2) aptitude has traditionally been considered a stable individual
factor in SLA, more recent research and theory has questioned this assumption (Singleton,
2017). If L2 aptitude is stable, then the implication is that this set of cognitive abilities are
genetic in origin and/or limited (Skehan, 1998). On the other hand, if L2 aptitude is not stable
and is sensitive to experience, then it suggests that whatever constitutes L2 aptitude can be
taught to make initial L2 learning easier and faster. While more recent studies have found that
the L2 learning experience itself seems to have a training effect on L2 aptitude test scores
(Ganschow, 1993; Ganschow & Sparks, 1995; Sáfár & Kormos, 2008; Sparks, Ganschow,
Pohlman, Skinne, & Artzer, 1992; Sparks, Ganschow, Artzer, & Patton, 1997), both the size
of such training effects and the effects of direct training of L2 aptitude abilities (Politzer &
Weiss, 1969) remain unclear.
The current study contributes to this debate by investigating the stability of L2 aptitude test
scores. Conducted over an 8-week period of L2 instruction, the study investigated whether 6
weeks of aptitude training would enhance language analytic abilities, an area less researched
in previous studies. Participants were 85 university students taking an introductory Spanish
course, which included 6 weeks of instruction and practice on language analysis for learning
L2 Spanish. The study operationalised L2 aptitude in terms of the abilities measured by the
LLAMA tests: associative memory (LLAMA B), sound discrimination (LLAMA D),
sound-symbol association (LLAMA E), and language analytic abilities (LLAMA F).
Pre-testing took place at the beginning of L2 instruction and post-testing was conducted after
the completion of the language analysis skills instruction. Stability was investigated through
changes in L2 aptitude test scores. Results showed that post-test scores were significantly higher for all LLAMA tests except for the LLAMA E (sound-symbol association), which
showed a ceiling effect in both pre- and post-tests. At the whole-group level, the size of gain
scores differed across all tests with the greatest gains on the LLAMA B (associative memory)
and the smallest for the LLAMA F (language analytic abilities). However, at the sub-group
level, it was mainly participants with lower than average pre-test scores who achieved
significant gains, with comparable effect sizes across all tests (except the LLAMA E).
Trainability was investigated by comparing the predictive ability of training variables (e.g.
accuracy scores and speed on training tasks) with L2 aptitude pre-test scores. Results for the
predictive ability of training language analytic abilities were mixed on post-test scores. A
random-forest regression (see Strobl, Malley, & Tutz, 2009) found that accuracy scores on the
training were more predictive of post-test scores than LLAMA pre-test scores, but a step-wise
linear regression did not confirm this finding. However, training variables were important
predictors in both regression models.
Overall, the findings suggest that L2 aptitude scores increase over time with L2 learning
experience and instruction, in line with previous longitudinal studies (Sparks, Ganschow,
Artzer, & Patton, 1997). This may imply that L2 aptitude is trainable, with some training
variables being important predictors of post-test scores. The sensitivity of L2 aptitude
measures to L2 learning experience and instruction may have implications for the validity of
static, one-off measures of L2 aptitude for predicting L2 achievement.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
Full Text
3
Suárez, Vilagran María del Mar. "Language Aptitude in Young Learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan." Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/38244.
Full textAbstract:
The present dissertation is concerned with language aptitude in young learners. The first aim of this dissertation is to validate the content of two new instruments: the adaptation to both Spanish (MLAT-ES) and Catalan (MLAT-EC) of the Modern Language Aptitude Test – Elementary (MLAT-E) (Carroll & Sapon, 1967).
The second aim of this dissertation is to study the relationship between language aptitude, L1 acquisition and cognitive development. The norming study of the MLAT-E offers data of children from grade 3 to 6 while that of the MLAT-ES covers grades 3 to 7. In both norming studies, while means increase steadily from grades 4 to 6, the largest increase is observed between grade 3 and 4.
The third aim of this dissertation is related to the variable sex. While in the MLAT-E study the data appear divided according to this variable, the population in the MLAT-ES norming study appears as one cohort. It would be interesting to see if significant differences are observed between the performance of boys and girls to keep this variable or not when using these tests.
Finally, the fourth aim of this study is to check the construct validity of the tests. The MLAT-E tests are intended to measure language aptitude for foreign language learning. One way to check their construct validity is to correlate scores on the tests with measures of foreign language proficiency.
The first aim of the study - the validation of two versions of the MLAT-E in Spanish and Catalan - is supported by the statistical results obtained although some of the items in the MLAT-ES do not work as expected (or as they do for monolingual Spanish speakers or speakers of a Spanish regional variety other than the Peninsular).
As for the second aim, it was observed that the tests functioned in a different way for 3-graders than for the rest of grades, as in the previous norming studies. This could be explained by the fact that 3-graders are at the beginning of their concrete operational stage, which limits their cognitive processing abilities. From an information processing perspective, children at this stage still have to develop problem-solving strategies as well as strategies for encoding and memorising information. Moreover, they have become literate relatively recently and show to have lower meta-linguistic awareness than their older counterparts.
The third aim dealt with the sex variable. The results show that aptitude does not seem to be affected by the participants’ sex. However, perhaps a more cognitive oriented approach into the way each of the parts of the MLAT-E is answered would shed light on sex differences, if any. These should be explored along with different proficiency measures, those that, traditionally, have given an advantage to girls over boys (such as fluency) and vice versa (e.g. receptive tasks).
Regarding the construct validity of the tests, both the MLAT-ES and the MLATEC seem to be valid measures of predictability of general concurrent proficiency although not in all skills, since the speaking skill sometimes did not correlate with the aptitude measures. Also, correlations in grade 3 were consistently non-existent or lower than those in other grades. This phenomenon could be related to the issues discussed in relation to the participants’ age and cognitive development and/or to the validity of the proficiency measures used. Consequently, the MLAT-ES and the MLATEC should be revised if they are to be administered to children this age. Oral data were collected from most participants, so perhaps a deep analysis of these oral data will shed more light on the relationship between FL aptitude in young learners and their true FL proficiency in further research.Aquesta tesi doctoral presenta la validació de dos tests d’aptitud per a l’aprenentatge de llengües estrangeres en un context bilingüe català/castellà. Es tracta de l’adaptació al castellan (MLAT-ES) i al català (MLAT-EC) del Modern Language Aptitude Test – Elementary (MLAT-E) (Carroll i Sapon, 1967). 629 estudiants d’edats compreses entre els 8 i els 13 anys (de 3r de primària a 1r d’ESO) participaren en aquest estudi. Un cop validat el contingut d’ambdós tests, la primera pregunta de recerca explora la relació entre l’aptitud, l’adquisició de la L1 i el desenvolupament cognitiu, ja que els resultats mostren que, si bé les mitjanes obtingudes en els tests augmenten amb l’edat, aquest augment és molt més gran entre 3r i 4t de primària que entre els altres cursos. Aquesta diferència es podria explicar per l’estat de desenvolupament cognitiu dels participants a 3r de primària així com pel fet que en aquesta edat algunes estratègies de resolució de problemes i de memorització, entre altres, encara estan en vies de desenvolupament. La segona pregunta d’investigació té a veure amb la variable sexe. No s’observen diferències significatives entre els resultats obtinguts pels nens i nenes participants. Finalment, l’objectiu de la tercera pregunta de recerca és comprovar la validesa de constructe del MLAT-ES i del MLAT-EC correlacionant els resultats obtinguts amb proves de proficiència en llengua estrangera (anglès). Ambdós tests semblen ser vàlids en aquest aspecte tot i que amb excepcions significatives al grup de 3r de primària, sobretot pel que fa a la proficiència oral. Aquestes diferències es podrien explicar per les proves de proficiència utilitzades o per l’estat de desenvolupament cognitiu d’aquests participants, que podria haver influït en la manera com interpretaven els tests d’aptitud. Per tant, en futurs estudis s’hauria d’explorar amb més detall si les habilitats mesurades pels tests d’aptitud en nens i nenes d’entre 8 i 9 anys són les mateixes que en estudiants més grans.
4
Ip, Tsang Chui-hing Betty. "The construct validity of the aptitude test for prevocational schools." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862770X.
Full text
5
Ip, Tsang Chui-hing Betty, and 葉鈤翠卿. "The construct validity of the aptitude test for prevocational schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862770X.
Full text
6
Yeasting, Kevin C. "Evaluation of the General Aptitude Test Battery-Computerized Administration (GATB-CA)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33469.pdf.
Full text
7
Steele, Charles Noah. "Scholastic aptitude test scores and the economic returns to college education." Thesis, Montana State University, 1990. http://etd.lib.montana.edu/etd/1990/steele/SteeleC1990.pdf.
Full textAbstract:
Student scores on standardized achievement tests fell during the 1960's, raising questions about the quality of education in America. The decline was especially pronounced on the Scholastic Aptitude Test (SAT), the most widely used college entrance examination. Much of this decline remains unexplained. This study examines the hypothesis that declining returns to college education played a role in the score decline. Specifically, it is hypothesized that declining returns to education reduce the incentive for students to invest in the college skills which the SAT attempts to measure. This study proposes a general model in which SAT participation rates and SAT scores are determined in part by the relative wage differential between an average college graduate and a high school graduate. several empirical specifications of this model are then estimated, using aggregate time series data for the years 1967 to 1987. The methods of three stage least squares and seemingly unrelated regressions are used. The results of the regressions suggest that fluctuations in the relative economic return to a college education may have accounted for between 11 percent,and 24 percent of the decline in average SAT scores. When these effects are considered in conjunction with those of a demographic variable, approximately 40 percent of the decline is explained, perhaps suggesting that fears of declining educational quality are somewhat exaggerated.
8
Warden, Nancy Jean Hill. "Using test-like events in mathematics instruction : an aptitude-treatment interaction study /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1987.
Find full text
9
Alexander, Sandra G. "Predicting long term job performance using a cognitive ability test." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4010/.
Full textAbstract:
This study focuses on the relationship of one cognitive ability test on long-term job performance as measured by personnel data. Archival data from over 3,000 employees at an international technology company were used to assess how aptitude test scores relate to both objective and subjective job performance measures. Supervisory performance ratings, level of promotion, and salary increase significantly contributed to variance in test scores; however, these results were inconsistent. Number of training courses did not have a significant relationship with test scores. Additionally, type of turnover did not moderate the relationship between aptitude test scores and job performance. These results indicate that although aptitude test score is related to long term job performance factors, other factors account for the majority of the variance. The implication is that aptitude should not be the sole consideration when predicting long term job success.
10
Marcou, Marie-Sophie. "Propension aux accidents, reussite professionnelle : deux choix differents d'interpretation des performances aux tests psychotechniques en vue d'evaluer les aptitudes a la conduite des vehicules." Clermont-Ferrand 1, 1994. http://www.theses.fr/1994CLF1MS30.
Full text
11
Alexander, Sandra G. Marshall Linda L. "Predicting long term job performance using a cognitive ability test." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-4010.
Full text
12
althoff, john e. "An Investigation of the Link Between Nonverbal Aptitude and Academic Achievement." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3054.
Full textAbstract:
When a private school works to serve a diverse student population and provide excellence in education, academic aptitude is important to evaluate to better predict whether a student will be provided an education that is appropriately leveled.
Comparing the previous grades of a diverse applicant pool may prove problematic because of the differing scaling and grading methods utilized in differing educational systems. A nonverbal aptitude test may be utilized to fill this purpose by not only gauging a student’s aptitude, but also by minimizing bias associated with cultural or linguistic differences, as well as differences that may present themselves because of sex.
The present study included an ex post facto review of data collected over three academic years from 2013 to 2016 at a private secondary school. The nonverbal aptitude of applicants was gauged utilizing the Naglieri Nonverbal Aptitude Test (NNAT). The students’ overall GPA during their second semester at the school was identified to gauge academic achievement. These two values were then compared utilizing a hierarchical regression analysis to identify the ability of nonverbal aptitude to predict academic achievement. Additionally, the mean values of nonverbal aptitude between the sexes as
vi
well as between native and non-native English speakers were compared utilizing a t-test. The sample consisted of 203 students. The study will add to the existing literature on the ability of nonverbal aptitude as measured by a nonverbal intelligence test to predict academic achievement in an academic setting.
The study found that the NNAT was statistically significant at the .005 alpha level in predicting academic achievement. The amount of variance explained by the overall model was 15.5% suggesting that other factors also explain the variance in academic achievement. Additionally, the t-tests performed in comparing the difference of means between the sexes as well as between native and non-native English speakers did not reflect any potential bias within the NNAT for these groups.
As part of an overall admissions process, the NNAT test can be utilized to better predict academic achievement while at the same time reduce bias toward minority students that is found in numerous aptitude tests commonly utilized in student placement processes.
13
Frost, Douglas A. "Using A Computer Aptitude Test To Investigate Differences Between Students In Selected College Curricula." NSUWorks, 1993. http://nsuworks.nova.edu/gscis_etd/529.
Full textAbstract:
With the rapid spread of the microcomputer as a business tool, large numbers of people, who may not possess the typical skills of the computer professional, are using the computer to solve business problems. This dissertation explores the extent to which computer aptitude is present in a selected group of college students. A nationally normed test for computer aptitude was administered to upper-level college students in five curricula, Computer Science, Information Management, Business, Music, and Liberal Arts.
The computer aptitude measure, CAQ Score, and its subordinate elements were compared across the five curricula. Computer aptitude was also contrasted with measures of math experience, gender, and grade point average. Statistical tests included t-tests, ANOVA, and correlation. The mean computer aptitude score for all students tested was found to be more than one standard deviation above the nationally normed values. CAQ Score and some underlying measures were found to be significantly different between students in Computer Science and Information Management versus those in Liberal Arts. The mean CAQ scores of students who had taken higher level math courses were significantly higher than students who had only high school math courses. The mean scores of male students were significantly higher than those of female students. CAQ Scores varied significantly with GPA. However, the r squared value was less than 0.10.
The first conclusion was that college students possess higher computer aptitude than the average population. Second, there are significant differences in computer aptitude among students in the curricula tested. It was concluded that computer aptitude differs by gender, caused by the underlying measure called Logical Structures. It was also concluded that students who complete advanced mathematics courses are apt to possess more computer aptitude than those who terminate their math courses at a lower level. Finally, because of the weak r value of the significant relationship between GPA and CAQ, and the previous math findings, it was concluded that computer aptitude is related to an element of general intelligence that is common to computer and math skills. The study recommends that further research be done into the elements of computer and math skills that may be similar or differ from those of general intelligence. Because of findings related to Music students, it is recommended that research be done on the similarities and Differences in math and music cognitive skills. Finally, the study recommends that research be conducted into the spectrum of computer skills ranging from the technical computer professional to the person who uses the computer as a business tool.
14
Drakulich, Elaine. "An Analysis of the Involvement of Ten High Schools in Scholastic Aptitude Testing Student Preparation." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1154.
Full textAbstract:
The Scholastic Aptitude Test (SAT) is taken each year by two fifths of the high school graduates (Cameron, 1989). The perception that high SAT scores will either open the door of selective colleges and generate scholarships or that low SAT scores will close off opportunities for the rest of one’ life, makes virtually every student who invests the three hours of time required to take the test extremely anxious about doing as well as possible (Whitla, 1988). Significant relationships between identified preparation techniques and the perceived effectiveness of those techniques by students and staff can be very useful information for educators when counseling and/or assisting students who want to improve their performance on the SAT. This study describes perceptual opinions from students, teachers, counselors, and administrators from 10 Portland, Oregon metropolitan area schools about the effectiveness of three SAT preparation techniques. The following research questions were examined: 1. What is the perceived effectiveness of three SAT preparation techniques: SAT computer programs, SAT preparation classes, and specific SAT information taught in general classes? 2. Are students who regard the SAT as important more likely to know about, use, and perceive effective the three preparation techniques than students who do not? 3. Are students who regard the SAT as important more likely to perceive their teachers or administrators as valuing the SAT than students who do not? 4. Are students who perceive that their teachers or administrators regard the SAT as important more likely to perceive the preparation techniques effective than students who do not? The results of this study indicated some specific groups of students and teachers did perceive one preparation technique to be effective. Their perceptions validated belief in specific SAT information taught in general classes as an effective preparation technique. It also revealed that there was lack of awareness, use, and perceived effectiveness of both SAT computer programs and SAT preparation classes. Lastly, the study showed that both students and teachers who perceived the SAT to be important, agreed that their administrators valued the SAT.
15
Rodriguez, Régis. "Influence de la microstructure du nitrure de silicium sur son aptitude à la rectification." Valenciennes, 2003. http://ged.univ-valenciennes.fr/nuxeo/site/esupversions/406e32e7-f701-425f-8f4a-a96453b90783.
Full textAbstract:
Cette thèse CIFRE se penche sur l'influence de la microstructure de nitrures de silicium (Si3N4) commerciaux sur leur aptitude à la rectification en vue d'une application d'éléments roulants dans un roulement. La première partie concerne une étude des conditions de densification de différentes nuances de Si3N4, avec MgO/Al2O3 et Y2O3/Al2O3 comme additifs de frittage, par GPS et HIP. La seconde partie traite des effets générés par une rectification sur les propriétés mécaniques de Si3N4 commerciaux. Une estimation de l'endommagement créé par les grains abrasifs a été réalisée par les techniques d'indentation et de scratch test. Les variables testées lors des essais de rectification sont la vitesse d'avance, la prise de passe, la taille et la nature des grains abrasifs. L'analyse par microscopie électronique à balayage des surfaces rectifiées révèle le passage d'un mode d'enlèvement de matière ductile à un mode pseudo-ductile. Les essais de flexion, corroborés par la mesure des contraintes résiduelles montrent que le matériau n'est pas perturbé, par rapport à un état de référence, quels que soient les paramètres de rectification utilisésThis CIFRE thesis concerns the influence of silicon nitride microstructure on its grinding ability. The first part concerns the densification of different silicon nitride (Si3N4) commercial powders with MgO/Al2O3 or Y2O3/Al2O3 as sintering aids through GPS and Post HIP. The second part is devoted to effects produced by grinding on the mechanical properties of materials. An approach of the damage created by the abrasive grains is tempted by techniques of indentation and scratch test techniques. The grinding variables are : the depth of cut, the workpiece rate, the size and the nature of diamond grits. The observation of surfaces by SEM reveals the passage of a ductile matter removal mode to a pseudo-ductile mode. Tests of bending, corroborated by the residual stresses measurements, show that the material doesn't present any modification related to a state of reference, whatever are the studied grinding parameters
16
Fenner, Sherrie. "A study of the correlation between Pennsylvania system of school assessment and scholastic aptitude test scores in mathematics." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2001. http://www.kutztown.edu/library/services/remote_access.asp.
Full textAbstract:
Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2001.Source: Masters Abstracts International, Volume: 45-06, page: 2797. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 41-43).
17
Buchs, Todd A. "Validation and justification of the use of a sales-aptitude test for US Army recruiter selection." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA283658.
Full text
18
Brown, Georgia M. "An investigation of the general aptitude test battery as a predictor of academic success for college students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999browng.pdf.
Full text
19
Ho, Chun-Heng. "Spatial Cognition in Design." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/14150.
Full textAbstract:
Previous studies suggest that 3D visualization is fundamental to design spatial cognition, and the capability to work with 3D mental or physical models and taking perspective views from a set of 2D drawings are essential parts of design education, although there is no definitive evidence that can directly support these beliefs. This dissertation focuses on the issues of how spatial capabilities correlate with design performance and whether design education can improve students' spatial capabilities. Two types of capabilities tests, i.e. spatial capability test and general reasoning test, are used, and there are 251 Georgia Tech undergraduate students involved in this research. The results of this research suggest that the correlations between design studio performance and the tested factors are more salient among female students than male students. While female students generally have lower spatial capabilities than male students in design, they can take advantage of their general reasoning capability to compensate for the lack of the other two spatial capabilities and perform well in design studio. A stepwise regression further reveals that, for the female design student group, the general reasoning capability is the only predictor for their design performance. However, no significant interaction is observed in the male design student group between tested capabilities and design studio performance. As a result, there seems to exist a threshold requirement in spatial capabilities for design major students. After passing this threshold, other factors such as domain specific skills and knowledge or self-motivation would likely to be the dominant one. Lastly, although the results show the tested capabilities are all important for design major students from different perspectives, the design education does not show any contribution in the improvement of these capabilities.
20
Meyerhöfer, Wolfram. "Was misst TIMSS? : Einige Überlegungen zum Problem der Interpretierbarkeit der erhobenen Daten." Universität Potsdam, 2001. http://opus.kobv.de/ubp/volltexte/2005/22/.
Full textAbstract:
Bei der Erstellung und Interpretation mathematischer Leistungstests steht die Frage, was eine Aufgabe mißt. Der Artikel stellt mit der strukturalen oder objektiven Hermeneutik eine Methode vor, mit der die verschiedenen Dimensionen der von einer Aufgabe erfassten Fähigkeiten herausgearbeitet werden können. Dabei werden fachliche Anforderungen, Irritationsmomente und das durch die Aufgabe transportierte Bild vom jeweiligen Fach ebenso erfasst wie Momente, die man eher als Testfähigkeit bezeichnen würde.Am Beispiel einer TIMSS-Aufgabe wird diskutiert, dass das von den Testerstellern benutzte theoretische Konstrukt kaum geeignet ist, nachhaltig zu beschreiben, was eine Aufgabe misst.The design and interpretation of aptitude tests in mathematics provoke questions as to what each of the set tasks actually measures. With structural or objective hermeneutics, this article introduces a methodology capable of discerning the various dimensions of skills required for a particular task. Not only does this approach allow for the recognition of the technical requirements of the task, its off-putting factors and the image of the subject conveyed. The methodology is also able to locate the elements addressing the kind of skill that can more accurately be clas-sified as 'test ability'. Focusing on an example selected from a TIMSS aptitude test, the discussion seeks to de-monstrate that the theoretical construction employed in setting the test is hardly suited to define with any sense of permanence what is measured by each task.
21
Belec, Marguerite E. "The Scholastic Aptitude Test as a performance predictor of Broadened Opportunity for Officer Selection and Training (BOOST)." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26235.
Full text
22
Adams, Edward R. "The effects of cost, income, and socio-economic variables on student scholastic aptitude scores." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917821.
Full textAbstract:
The purpose of the study was to determine at the school district level, what relationships exist, if any, between Indiana school corporation SAT mean scores (a limited output measure of student achievement and aptitude) and six intervening input variables: (1) operating expenditures per pupil, (2) instructional expenditures per pupil, (3) per capita income, (4) corporation enrollment size, (5) degree of population density, and (6) at-risk index characteristics.The study provided a review of the research and related literature on relationships between high school SAT scores, public school expenditures and other intervening input variables. The study addressed questions about relationships and effects of expenditures and other input variables upon SAT scores. The need to examine individual district variation in SAT performance was motivated by the influence comparisons of SAT scores have on public perception of education and the resultant impact on state and local education policy.A principal goal of the study was to add to the understanding of the relationships between public expenditures directed to education, specific demographic and compositional student characteristics, and education performance as measured in SAT mean scores.The study incorporated Pearson product moment correlations and stepwise multiple regression procedures to determine the existence of variation in outputs accounted for by variation in the specific inputs. Initially a Pearson correlation coefficient was calculated to test each of the six null hypotheses. Statistical significance was sought in each instance at the .01 level. Stepwise multiple regressions were then used to examine the SAT output relationships with compounded variables.The following conclusions were drawn from the findings and the summary tables reported in the study: 1. Low per capita income is associated with a decline in SAT scores and higher per capita income to associate with higher SAT scores.2. Increased performance on the SAT is not dependent upon the amount spent in total General Fund expenditures per pupil, however, an increased amount spent on instruction tends to raise SAT scores.3. A high at-risk index presence is associated with lower SAT scores whereas a low at-risk index tends to be associated with higher SAT scores.4. Urban density does not effect SAT scores in a statistically significant manner.5. The size of the school corporation has no relationship to SAT scores.Overall total General Fund expenditures were not shown to significantly affect SAT scores, although such costs were not shown to be detrimental in the multiple regression analysis. More importantly, instructional expenditures per student were demonstrated to be one of three significant factors affecting higher SAT scores. The other significant variables were poverty and high at-risk factors, which were shown to be associated with lower SAT score levels.The data and the study strongly suggest that, if school authorities, legislatures, private business and parents continue to use the SAT scores as a prime barometer and target for educational success, we should immediately begin to compensate dramatically for the atrisk and per capita income deficits in individual students and impacted schools, and maximize financial resources into proven classroom instructional strategies. If the public wishes to narrow the gap in SAT scores, then policy makers need to examine the educational-environmental liabilities of low income, single parent home, and the appropriate level of instructional cost which will generate acceptable SAT results.Department of Educational Leadership
23
Reche, Delphine. "Relations entre microstructure et aptitude au pliage des aciers à effet TRIP pour application automobile." Phd thesis, École Nationale Supérieure des Mines de Paris, 2011. http://pastel.archives-ouvertes.fr/pastel-00973376.
Full textAbstract:
Pour limiter la consommation des véhicules, les industries automobiles demandent aux aciéristes de développer des aciers de plus en plus fins avec des hautes résistances. Les aciers très haute résistance (THR) comme les aciers TRIP (TRansformation Induced Plasticity) permettent d'effectuer des pièces automobiles aux formes complexes. Néanmoins, le compréhension des mécanismes de mise en forme de ces aciers n'est pas simple et implique une étude détaillée des mécanismes de rupture apparaissant durant la mise en forme. Ainsi, les liens entre les paramètres microstructuraux, en particulier les structures en bandes, et la mise en forme ont été étudiés pour obtenir une meilleure prédiction de la capacité en pliage des aciers en fonction de leur microstructure. Dans cette étude, quatre aciers TRIP présentant des performances en pliage différentes ont été caractérisés à la fois en pliage en V et en pliage sous traction. A partir d'observations au microscope optique et à balayage, nous avons démontré que les fissures s'initiaient à partir de la surface ou juste en dessous en pliage en V alors qu'elles s'initiaient au niveau de la ségrégation centrale en pliage sous traction. Les surfaces de rupture après pliage sont ductiles et l'endommagement apparait principalement par décohésion de l'interface ferrite/martensite et occasionnellement par rupture des ilots martensitiques. Une procédure originale basée sur des échantillons rectifiés présentant la bande de ségrégation à différents endroits dans l'épaisseur a été établi. Ce travail a permis de proposer une relation entre l'épaisseur d'une bande, son endommagement et sa déformation locale atteinte pendant un test de pliage en V. Pour développer un critère de rupture pour ces tests de pliage, les champs de contrainte et déformation ont été calculés par simulation numérique pour ces deux tests. Pour ce faire, une base de données expérimentale incluant des tests de traction sur éprouvettes lisses et entaillées et des tests de cisaillement a été établie. La loi de comportement du matériau a été déterminée à partir de cette base expérimentale et présente un comportement élastoplastique anisotrope avec écrouissage mixte. La simulation numérique des deux essais de pliage associée à un critère d'endommagement a permis de prédire de manière satisfaisante les champs de déformation, les courbes force/déplacement ainsi les angles de rupture. La possibilité d'utiliser des modèles simplifiés (tels qu' un critère d'écoulement isotrope, un écrouissage purement isotrope, des calculs en 2D et des conditions aux limites simplifiées) a également été discuté.
24
Patrick, Robert W. "An empirical analysis of the physical aptitude exam as a predictor of performance on the Physical Readiness Test." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA379544.
Full textAbstract:
Thesis (M.S. in Leadership and Human Resource Development) Naval Postgraduate School, June 2000.Thesis advisor(s): Hildebrandt, Gregory G.; Armstrong, David W. "June 2000." Includes bibliographical references (p. 101-104). Also available online.
25
Cooney, Denis J. "Reliability estimates and exploratory factor analysis of an American Sign Language administration of the General Aptitude Test Battery." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21560.pdf.
Full text
26
Griffin, Annette T. (Annette Teer). "The Relationships Between College Aptitude, Race, College Hours Completed, and P-PST Scores for Education Students in Texas Public Colleges and Universities." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331230/.
Full textAbstract:
The purpose of this study was to determine the relationships between the scores of students on the Pre-Professional Skills Test (P-PST) and the scores of students on college aptitude tests, the race of students and the number of college hours that students had completed. The subjects who participated in this study were
education students who sought admittance to Texas public
colleges and universities and took the P-PST in March, 1984. A total of 642 students participated in the study, 512 White or other, 48 Blacks and 82 Hispanics. P-PST scores, race, number of college hours completed, and college aptitude scores were obtained from the student's college or university as a result of the signed release forms each student completed at the March, 1984 testing date.
27
Barnhill, Jon T. "An assessment of the relationship between aptitude test scores and representation of Blacks and Hispanics in U.S. Navy occupations." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28005.
Full text
28
Cairns, Robert J. "A test of selected aspects of Peter Webster's conceptual model of creative thinking in music." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28544.pdf.
Full text
29
Bolinger, Rex W. "The effect of socioeconomic levels and similar instruction on scholastic aptitude test scores of Asian, Black, Hispanic, and White students." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845922.
Full text
30
Curabay, Muhammet. "Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA." Thesis, University of Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242126.
Full textAbstract:
The college admission systems of the United States require the Scholastic Aptitude Test (SAT) and American College Testing (ACT) examinations. Although, some resources suggest that SAT and ACT scores give some meaningful information about academic success, others disagree. The objective of this study was to determine whether there is significant predictive validity of SAT and ACT exams for college success. This study examined the effectiveness of SAT and ACT scores for predicting college students’ first year GPA scores with a meta-analytic approach. Most of the studies were retrieved from Academic Search Complete and ERIC databases, published between 1990 and 2016. In total, 60 effect sizes were obtained from 48 studies. The average correlation between test score and college GPA was 0.36 (95% confidence interval: .32, .39) using a random effects model. There was a significant positive relationship between exam score and college success. Moderators examined were publication status and exam type with no effect found for publication status. A significant effect of exam type was found, with a slightly higher average correlation for SAT compared to ACT score and college GPA. No publication bias was found in the study.
31
Grube, Joyce A. "The Predictive Ability of the Allied Health Aptitude Test and Selected Characteristics upon Success on Certification Examinations in Allied Health." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419261632.
Full text
32
Warry, Jaye Ellen. "An analysis of variables affecting standardized test results at the high school level." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33587.
Full textAbstract:
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Suburban), Gender, Race, Preliminary Scholastic Aptitude Test (PSAT) Verbal, and PSAT Writing. MCAS is a criterion-referenced examination administered to students at various grade levels to determine their knowledge of approved curriculum. As of 2003, students must pass the mathematics and English language arts sections in order to receive a diploma. Data for the study was gathered from three urban and four suburban school districts in Massachusetts. Data about 914 students was collected from Summer 2001 - Winter 2002. Multiple regression statistical analysis was used to examine the collective and separate contributions of five independent variables; gender, race, type of community (urban or suburban), score on the verbal subtest of the PSAT, and score on the writing subtest to the findings on the dependent variab le - tenth grade language arts achievement on the MCAS. Results of the statistical analyses showed a strong relationship between MCASELA and the five independent variables, with most of the relationship attributable to the PSAT Verbal test results. Three other variables combined - PSAT Writing, Type of Community, and Gender - accounted for just 4% of the additional variance. Step-wise multiple regression analysis indicated that exclusion of Race did not diminish predictiveness, and Gender added very little to predictiveness. PSAT Verbal, PSAT Writing, and Type of Community were the principal contributions to variation in MCAS-ELA in the study. The four null hypotheses and results follow: There is no significant relationship between the dependent variable - MCAS-ELA -- and the independent variables -- Type of Community, Gender, Race, PSA T Verbal, and PSAT Writing - rejected. There is no significant relationship between each independent variable and each of the other independent variables - rejected. There is no significant relationship between the dependent variable and the other variables taken together - rejected. There is no significant additional vanance m MCAS - ELA accou nted for by an independent variable after other variable (s) - responsible for greater contributions to variance - (have) accounted for as much of the variance as possible - accepted.
2031-01-01
33
Clingman, Elizabeth Ann. "The Relationship of Student Mathematics Scores on the Scholastic Aptitude Test to Teacher Effectiveness as Measured by the Texas Teacher Appraisal System." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332301/.
Full textAbstract:
The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.
34
Wei, Min. "A Structural and Psychometric Evaluation of a Situational Judgment Test: The Workplace Skills Survey." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799488/.
Full textAbstract:
Some basic but desirable employability skills are antecedents of job performance. The Workplace Skills Survey (WSS) is a 48-item situational judgment test (SJT) used to assess non-technical workplace skills for both entry-level and experienced workers. Unfortunately, the psychometric evidence for use of its scores is far from adequate. The purpose of current study was two-fold: (a) to examine the proposed structure of WSS scores using confirmatory factor analysis (CFA), and (b) to explore the WSS item functioning and performance using item response theory (IRT). A sample of 1,018 Jamaican unattached youth completed the WSS instrument as part of a longitudinal study on the efficacy of a youth development program in Jamaica. Three CFA models were tested for the construct validity of WSS scores. Parameter estimations of item difficulty, item discrimination, and examinee’s proficiency estimations were obtained with item response theory (IRT) and plotted in item characteristics curves (ICCs) and item information curves (IICs). Results showed that the WSS performed quite well as a whole and provided precise measurement especially for respondents at latent trait levels of -0.5 and +1.5. However, some modifications of some items were recommended. CFA analyses showed supportive evidence of the one-factor construct model, while the six-factor model and higher-order model were not achieved. Several directions for future research are suggested.
35
Geering, Margo, and n/a. "Gender differences in multiple choice assessment." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050218.141005.
Full textAbstract:
Multiple choice testing has been introduced as an assessment instrument in almost all educational systems during the past twenty years. A growing body of research seems to indicate that tests structured to a multiple choice format favour males. In the ACT, Queensland and Western Australia, a
multiple choice examination known as ASAT was used to moderate student scores. Using data from the 1989 ASAT Paper 1, as well as data from the ACT Year 12 cohort of that year, an investigation was made of the items in the ASAT paper. This investigation attempted to identify specific types of questions that enabled males, on average, to perform better than females. Questions, which had a statistically significant difference between the results of males and
females, were examined further. An ASAT unit was given to students to complete and their answers to a questionnaire concerning the unit were taped and analysed.
The study found that males performed better, on average, than females on the 1989 ASAT Paper 1. The mean difference in the quantitative questions was much greater than in the verbal
questions. A number of factors appear to contribute to the difference in performance between males and females. A statistically significant number of females study Mathematics
at a lower level, which appears to contribute to females lower quantatitive scores. Females seem to be considerably more anxious about taking tests and this anxiety remains throughout
a multiple choice test. Females lack confidence in their ability to achieve in tests and are tentative about "risktaking" which is an element of multiple choice tests. The language of the test and male oriented content may contribute to females' negative performance in multiple choice testing.
36
Mullins, Lavorious M. "An investigative study of the predictive validity of high school grade-point averages and scholastic aptitude test scores as they relate to baccalaureate grade-point averages." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/3703.
Full textAbstract:
The graduation of students should be one of the primary goals of an institution of higher learning. Institutions of higher learning should never stop investigations to determine variables that seek to predict academic success of students. The purpose of this study is to determine the predictive validity of high school grade-point averages, Scholastic Aptitude Test (SAT) scores and their relationship to the baccalaureate grade-point averages of students. The population used in this investigation included students that enrolled as freshmen at the [University] in the 1993 fall semester and who completed all requirements for graduation no later than the 1999 spring semester but no earlier than the 1996 spring semester. In this study information was presented that found the high school grade-point average to be a better predictor of baccalaureate grade-point average than the SAT score.
37
Meunier, Sylvie. "Performances au test de Benton chez les personnes âgées en fonction de la profession exercée durant leur vie : analyse transversale des données initiales de la cohorte PAQUID." Bordeaux 2, 1991. http://www.theses.fr/1991BOR2M073.
Full text
38
Bezerra, Anderson Passos. "An investigation on the occurrence of selection bias in public procurement in sample Brazil." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8285.
Full textAbstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorThe objective of this paper turns to evaluation of the factor that may influence the chances of approval in an aptitude test for admission in public jobs. Using a database obtained from a aptitude test realized by the Banco do Nordeste do Brasil, occurred in 2003 to mid-level positions, and from Pesquisa Nacional por Amostra de DomicÃlio (PNAD) database, also 2003, sought to draw a map of the determinats to approval in the aptitude test, however the hypothesis of sample selection occurrence was raised, since the enrollment process in the aptitude test was coupled with certain socioeconomic characteristics needing so, be considered in the analysis of the approval factors, or in other way, we could obtain biased results, if the problem (sample selection) occurs. To obtain success in our demand, we use an adaptation of the methodology proposed by Heckman, with an addition that was employed in a discrete choice model, because ours dependent variables are dummies, being to the enrollment process, if he enrolls or not and for the aptitude process, if he has succeeded or not. We estimated three models, being two models, considering the sample selection problem, and another without the selectivity. The results found pointed to nonexistence of the selectivity problem, confirming other papers on the same theme.
O objetivo do presente trabalho volta-se para a avaliaÃÃo de fatores que possam influenciar as chances de aprovaÃÃo em um concurso pÃblico para o provimento de cargos pÃblicos. Com a utilizaÃÃo de uma base de dados obtida a partir de um concurso realizado pelo Banco do Nordeste do Brasil, ocorrido em 2003 para cargos de nÃvel mÃdio e da Pesquisa Nacional por Amostra de DomicÃlio (PNAD) tambÃm de 2003, buscou-se traÃar um mapa dos fatores que influenciam a aprovaÃÃo no concurso, contudo levantou-se a hipÃtese da ocorrÃncia de viÃs de seleÃÃo amostral, posto que o simples processo de inscriÃÃo no concurso estaria atrelado a certas caracterÃsticas sÃcio econÃmicas devendo portanto ser levado em consideraÃÃo quando da anÃlise dos fatores para aprovaÃÃo, pois de outra forma obterÃamos resultados enviesados caso tal problema (viÃs de seleÃÃo) ocorra. Para lograr Ãxito em nossa demanda utilizamos uma adaptaÃÃo da metodologia proposta por Heckman, com a diferenÃa que empregamos modelos de escolha binÃria, pois nossas variÃveis dependentes tratavam-se de variÃveis dummies, sendo para o processo de inscriÃÃo se o indivÃduo inscreveu-se ou nÃo e para o processo de seleÃÃo se o candidato foi aprovado ou nÃo. Foram realizadas trÃs estimaÃÃes sendo duas que levam em consideraÃÃo a problemÃtica do viÃs de seletividade e uma terceira em que ignora-se tal possibilidade. Os resultados encontrados apontam para a inexistÃncia do viÃs corroborando estudos realizados anteriormente relativos ao mesmo tema.
39
Higgins, Oyd Hugh II. "Item position effects and differential item functioning for African-American and White examinees completing the arithmetic reasoning subtest of the preliminary item tryout version of Form E of the General Aptitude Test Battery." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2602.
Full textAbstract:
Schmitt and Dorans (1990) hypothesized that one possible reason for apparent test bias on the Scholastic Aptitude Test (SAT) against African Americans was related to a difference in processing speed between White and African American examinees. They based this hypothesis on an analysis of data generated by the administration of the SAT. Specifically, if one omitted those items that African Americans did not reach, the differential item functioning that led to bias against African Americans virtually disappeared. This study utilized data collected during the preliminary item tryout phase of Form E of the General Aptitude Test Battery (GATB) to examine the extent to which item position effects might be linked to differential item functioning (DIF). During the item pretest study, a set of arithmetic reasoning items was presented to a nationwide sample of examinees. Roughly half of the examinees were presented the items in forward order and the other half were presented the items in reverse order. This allowed an evaluation of the extent to which an item's ordinal position affected examinee performance. The study failed to provide direct evidence for Schmitts' and Dorans' (1990) hypothesis due to the fact that very little DIF was identified. However, several troubling observations emerged. First, White examinees answered 32 out of the 33 items correctly at a greater proportion than African American examinees (p $<$.05). Second, there were statistically significant differences between how White and African American examinees selected incorrect item alternatives. Third, when evaluated using a biserial or point-biserial correlation coefficient as an estimator of the effectiveness of an item at discriminating between high and low ability examinees, the test items tended to predict scores for White examinees better than for African American examinees indicating that they may not be a valid measure of the African American examinees' arithmetic reasoning ability. Finally, there is a significant correlation between item position and the difference between White and African American examinee performance. Items administered early in the examination tended to work more equally well for both groups while items administered later tended to work better for White examinees than for African American examinees.
40
Park, Hyunmi. "Flying aptitude tests for surgeons." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47575/.
Full textAbstract:
Aims: To test whether the Flying Aptitude Test, the Royal Air Force’s selection aptitude test, can be used for surgical skills testing by correlating it to both open and minimally invasive surgical simulated tests. The introduction of such test at the onset of post graduate training could offer guidance and encouragement on a career in surgery. Methods: The Flying Aptitude Test used for the selection of British Military Pilots was undertaken by 243 medical participants. The aptitude domains tested included: Psychomotor, Verbal, Attentional, Spatial aptitudes & Short-Term Memory. Results were correlated with performance of open Basic Surgical Skills (BSS) and Laparoscopic Simulator (Lap Sim) skills in simulated environments. Medical students (n=211) encompassed 86.6% of those recruited and the remainder were doctors in training. Correlation analyses were carried out on the undergraduate participants only to maintain a completely uniform group of novices from both surgical and military aptitude experience. Data on demographics, use of computer games, self-rating scores and feedback form were also analysed. Results: n= 243 (52.3% female). Mean age 24 years (range18-39). 230 participants undertook the computer based Flying Aptitude Test of which 199 were medical students with a mean score of 51.64% (16-96% SD=14.27). Total mean Lap Sim time was 737 seconds (259-2290sec SD=313). Twenty-six participated in the BSS with a mean score of 74% (16-97%, SD=23). There was statistically significant correlation between the Flying Aptitude Test and the Lap Sim data (undergraduates n=153 Pearson r=-0.275; p < 0.001) with the highest correlation in the Psychomotor domain (r=-0.300; p < 0.001). There was even greater correlation between the Flying Aptitude Test and BSS tests (undergraduates n=20 Spearman’s r=0.464, p=0.04) with the Spatial Reasoning aptitude having the highest correlation (r=0.540, p=0.014). Lap Sim & Flying Aptitude Test data correlation was greater in females but for the BSS data, the correlation was greater in male, but this difference between the genders was not statistically significant. Positive correlation was seen in the use of computer games and the Flying Aptitude Test, which was higher in males. There was a marked difference in the self-rating results between the genders, with female participants reporting an unfounded lower expectation of their own performance. Conclusions: This study shows a statistically significant correlation between the validated Flying Aptitude Test scores in both open and laparoscopic simulation tests. This study has shown an equally good performance from female medical students compared to their male peers in the Flying Aptitude Test as well as the Laparoscopic and Basic Surgical Skills Tests in this study. A surgical aptitude test such as the Flying Aptitude Test could be potentially incorporated into early post graduate training to inspire graduates into a career in surgery. Such aptitude test may encourage self-actualisation and empowerment of female trainees into believing in their own potential technical ability and challenge the gender gap in the speciality.
41
Andersson, Per. "Att studera och bli bedömd : Empiriska och teoretiska perspektiv på gymnasie- och vuxenstuderandes sätt att erfara studier och bedömningar." Doctoral thesis, Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo), 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12624.
Full textAbstract:
This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT). The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying. The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult education and folk high schools. The interviews are analysed with a phenomenographic approach, and the analysis results in categories describing ways of experiencing what it means to study, ways of experiencing the grades, and the SweSAT. In addition to this, the analysis gives a description of relations between components within categories, relations between categories, and relations between phenomena. The main patterns in the students’ experiences of the assessments are the following: The different categories, describing the experiences of the assessments per se, are focussing on assessment of performance, assessment of personal qualities (including developed knowledge), or uncertainty in relation to the assessment. There are four main aspects of the students’ experiences of the value of assessments, i.e., the relation to future plans, the relation to the student’s personal context, the possibility to influence your result, and the relation to other assessments used in the selection. The final result of the empirical investigation is a reconstructed model of five orientations to studying, where the empirical results are integrated with previous knowledge. The five categories are the knowledge orientation, the duty orientation, the participation orientation, the qualification orientation, and the resistance orientation. These orientations are also described as adaptive and/or non-adaptive in relation to the demands of the education. A further analysis in relation to three social science perspectives shows how assessments can contribute to the colonization of the educational lifeworld, how assessments can be seen as instruments of discipline, and how assessments can be seen as disembedding mechanisms.
42
Seclen, Gamarra Manuel Antonio. "Sistema informático para mejorar el proceso de diagnóstico de aptitudes mentales primarias basado en la batería del test PMA en alumnos del nivel secundario." Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2019. http://hdl.handle.net/20.500.12423/2413.
Full textAbstract:
Esta tesis tiene el objetivo de mejorar y apoyar el proceso de diagnóstico de aptitudes mentales primarias de los alumnos de la I.E.P. Santo Toribio de Mogrovejo pues la organización tiene dificultades al momento de realizar un determinado Test Psicológico ya que este carece de confiabilidad al momento de que el alumno responde las preguntas, también se presentan dificultades con el tiempo para diagnosticar los resultados obtenidos y por consiguiente el tiempo para buscar una solución al problema, se sabe que dos de cada treinta diagnósticos resulta ser mal revisados por lo que se tendría que volver a diagnosticar. Se pretende que con el desarrollo de un Sistema Informático basado en el test PMA aplicando el método de verificación división por mitades, mejorar el proceso de diagnóstico de aptitudes mentales primarias de alumnos del nivel secundario de la I.E.P. Santo Toribio de Mogrovejo para poder así disminuir el tiempo que emplea el psicólogo en diagnosticar los resultados obtenidos, disminuir el tiempo total que el psicólogo requiere para realizar el diagnóstico de aptitudes mentales primarias de los alumnos, aumentar el número de alumnos diagnosticados por hora, aumentar el número de test confiables (verificados) y disminuir el número de errores al momento de realizar el diagnóstico pues con el uso del Sistema Informático se disminuye el Tiempo empleado para el diagnóstico por alumno en un 95%, se logra también disminuir el tiempo total del diagnóstico en un 96% lo que equivale a 580 minutos, se logra aumentar el número de alumnos diagnosticados por hora en un 90%, aumentando 50 alumnos más que se diagnostican, tener los diagnósticos de los test al 100% confiable, lo que indica que se tendrá resultados más reales y se logra eliminar los errores generados en el proceso de diagnosticar los resultados del test gracias al Sistema Informático.
43
Trimaille, Yves. "Tests d'aptitude et d'exploration fonctionnelle du footballeur." Université Louis Pasteur (Strasbourg) (1971-2008), 1992. http://www.theses.fr/1992STR1M035.
Full text
44
Buscà, Safont-Tria Bernat. "Disseny d'un test per avaluar les aptituds cognitives a l'esport (TACE)." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/2902.
Full textAbstract:
El raonament, la cognició i el comportament dels individus intel·ligents han estat un dels eixos en el camp de la mesura de les aptituds esportives en els darrers anys. La seva perspectiva multicanal, la dificultat per acotar-ne l'origen i la seva incidència en el rendiment i l'aprenentatge esportius n'han estat, possiblement, les raons fonamentals. Aquesta dificultat en el camp de la recerca científica, s'ha obviat en el terreny de la praxis en el món de l'entrenament. Nombrosos entrenadors/es i especialistes utilitzen termes com "jugadors llestos", "esportistes espavilats" i "comportaments intel·ligents " dins els terrenys de joc amb molta freqüència, i amb no menys encert. Parlen de subjectes que troben la solució bona en situacions diverses de menor o major complexitat. En aquesta línia, el criteri cognitiu s'ha erigit com un bon indicador del nivell d'expertesa esportiva (Starkes, 1987; Abernethy, 1988, 1994; Helsen i Starkes, 1999; Ward i Williams, 2003). El caràcter multifactorial que explica la capacitat d'aprenentatge i de rendiment esportiu i la manca d'eines psicomètriques per avaluar les aptituds funcionals necessàries per a la pràctica esportiva (Riera, 2005), justifiquen el plantejament d'una proposta de disseny d'un test d'aquestes característiques. Aquesta tesi doctoral ofereix un instrument de mesura de les aptituds cognitives esportives des d'una perspectiva psicomètrica. Després d'establir un marc de referència per a la classificació de les habilitats esportives (Riera, 2001), de definir el constructe d'aptitud cognitiva esportiva (Buscà, 2005) i després de revisar els principals estudis i instruments que tenen per objectiu avaluar diversos constructes psicològics relacionats amb la cognició en situacions esportives, es procedeix a la construcció d'un test per avaluar les aptituds cognitives a l'esport (TACE). Per tal de plasmar les situacions esportives de forma intel·ligible minimitzant, així, la influència del raonament verbal d'ítems escrits, s'han dibuixat 75 situacions esportives que es corresponen amb problemes reals que es donen en l' esport i que cobreixen tan les habilitats bàsiques com les tècniques i les tàctiques. Els ítems es presenten en una aplicació informàtica molt intuïtiva per a què cada subjecte pugui respondre de forma autònoma i amb el ritme propi. Per cada situació, es presenten 5 opcions de resposta de les quals una ha de ser escollida pel subjecte de forma obligatòria.
Després de fer una prova pilot amb una mostra seleccionada (n=57) i de procedir a l'anàlisi dels ítems i dels distractors, es van seleccionar 64 ítems els quals es van administrar en la versió consolidada del TACE a una mostra d'estudiants de secundària (n=242). De la segona anàlisi dels ítems, se'n van consolidar 56 els resultats dels quals es van utilitzar per realitzar l'estudi empíric per determinar la fiabilitat i la validesa del test. Es van calcular indicadors de fiabilitat amb un valor d'α de Cronbach de 0,77 (n=56) i una correlació de Pearson entre test i retest de 0,72 (n=69) i es van establir criteris de validesa de contingut, de criteri i de constructe. L'opinió d'experts i una correlació de Pearson entre el resultat en el TACE i un criteri extern de valoració del professor d'educació física (r=0,40; p<0,00) van consolidar-ne la validesa de contingut i de criteri. La posterior comparació de mitjanes entre subgrups de la mostra van apuntar diferencies de gènere en la resolució de problemes. De la mateixa manera es van observar diferències significatives en els resultats del test en funció de la quantitat i tipus de pràctica dels subjectes.
L'anàlisi factorial va permetre establir indicis raonables per estimar la validesa de constructe del test així com per confirmar la qualitat psicomètrica dels ítems. Una primera aproximació exploratòria (valor mitjà d'extracció de r=0,64) va permetre extreure 23 factors incapaços de contribuïr a l'explicació del constructe. Una posterior anàlisi factorial per categories d'ítems (valor mitjà d'extracció de r=0,92) va permetre extreure dos factors diferenciats que explicaven el 79,87% de la variància i que s'associaven als conceptes de tècnica i de tàctica a causa de les altres correlacions que aquests factors tenien amb les categories d'ítems associades a aspectes tècnics i tàctics dels esports.
Els resultats es discuteixen en relació a altres processos de construcció d'instruments psicomètrics de caire esportiu.
The aim of this doctoral thesis is to provide an instrument to measure the cognitive abilities in sport from a psychometric point of view. Once the reference frame to classify the abilities in sport is established (Riera, 2001; 2005), to define the cognitive ability construct (Buscà, 2005), and to review the most prominent research and instruments the aim of which is to evaluate the different psychological constructs related to cognition in sporting frames, this paper is meant to develop a test to evaluate the cognitive abilities in sport (TACE). In order to comprehensibly capture the varied conditions in sport, the influence of verbal reasoning in the shown items has been minimized. A number of 75 sporting situations corresponding to real cases have been described. Such situations cover the basic together with the technical and tactical skills. The items are shown in a very intuitive computerized application so as each subject of study can answer autonomously and at a pace of his own. For every single situation five answering options are presented one of them to be compulsorily chosen. After a pilot scheme on a selected sample (n=57) and the following analysis of the items and distractors is carried out, a number of 64 items were selected which, in the consolidated version of TACE, were fed to a sample of secondary students (n=242). From the second analysis of items, 56 results were consolidated which were used to set up an empirical study to determine the validity and reliability of the test. Reliability indicators were worked out with 0.77 Cronbach's α value and some validity criteria to content, to criteria and to construct were established. Reasonable signs to consider the test validity were set up by experts' opinion, a Pearson's correlation between the TACE results and an external evaluation from the physical education teacher together with the mean comparison among samples subgroups and factorial analysis. Results are explained in relation to other processes of construction of psychometric tools in the sport area.
45
Deboeck, Gaël. "Contribution à l'étude de l'aptitude aérobie dans la décompensation cardiaque." Doctoral thesis, Universite Libre de Bruxelles, 2009. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210336.
Full textAbstract:
La décompensation cardiaque se manifeste par une symptomatologie de dyspnée et de fatigue, et par une diminution de l’aptitude aérobie. La décompensation cardiaque peut être globale ou gauche (DCG), ou droite comme dans le cas de l’hypertension artérielle pulmonaire (HTAP). Les mesures fonctionnelles de repos (fonction ventriculaire gauche ou pression artérielle pulmonaire moyenne) sont peu corrélées à l’aptitude aérobie, qui est cependant un élément important de la mise au point et du suivi clinique des patients atteints de DCG ou d’HTAP. \
Doctorat en Sciences de la motricité
info:eu-repo/semantics/nonPublished
46
Thomas, Adrain L. "Accounting for correlated artifacts and true validity in validity generalization procedures : an extension of model 1 for assessing validity generalization." Diss., Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/28967.
Full text
47
Fuzellier, Thierry. "Validite des tests medico-sportifs : a partir d'une etude portant sur 984 chasseurs alpins." Reims, 1989. http://www.theses.fr/1989REIMM114.
Full text
48
Hamilton, Gillian. "Knowledge and skill requirements in clerical work." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29764.
Full textAbstract:
The focus of the thesis is on a comparison of management job descriptions with accounts of knowledge and skill requirements in clerical work, using a set of eleven dimensions. Three jobs occupied by women are investigated. The organizations vary from a small, private-interest office to a large public bureaucracy. Case one is an administrative clerk from a trade association. The second case is a clerk-stenographer from a planning department of a municipality. The final case is an accounts payable clerk from a linen supply company. Data for analysis come from interview and observation records. The emphasis of the investigation is on the ingenuity with which these employees carry out their work. It was found that the clerks require more skills than are officially recognized. In all cases management underestimated the skills required, and the contribution the women make to the organization. Official job descriptions are a product of rationalistic practices, and yet it is argued that they are also expressions of patriarchal ideology.Arts, Faculty of
Anthropology, Department of
Graduate
49
Thompson, Meryl. "Language in selection tests : an examination, review and critique of language in tests used to select applicants for further education, training and employment /." Title page, contents and summary only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09dmt474.pdf.
Full text
50
Muller, Roald. "Die geldigheid van die OPQ vir die voorspelling van werksukses." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08022004-090308.
Full text