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Dissertations / Theses on the topic 'Assessment of knowledge and skills of students''

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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1

Hernandez-Gutierrez, Josie Hudson Johnetta. "The effects of academic interventions on the development of reading academic competence in fourth grade students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9094.

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2

Lai, Mei-Chun. "Nature of Science Knowledge and Scientific Argumentation Skills in Taiwanese College Biology Students." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337969498.

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3

Meiring, Linda. "A distribution model for the assessment of database systems knowledge and skills among second-year university students." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/44.

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4

Martinez-Cantu, Veronica A. Rodeheaver Daniel Gilbert. "Inequality and school performance the effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5146.

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5

Blackmon, Scott Alexander. "Empowering elementary teachers in Texas to prepare their students for the science section of the Texas Assessment of Knowledge and Skills (TAKS) 2003." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/1145.

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The need for an effective means of enhancing the science comprehension of elementary teachers brought about changes in the Texas Assessment of Knowledge and Skills (TAKS) exit exam for 5th grade students. The overall goal of this project was to evaluate the effectiveness of an alternative method of science instruction to train pre-service teachers. Web-based instructional designs are emerging as an alternative medium for disseminating course content in continuing education. A need exists to reach a point where web-based materials can be evaluated in terms of achieving desired teaching and lear
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6

Barnes, Barbara (Principal). "Impact of Teacher and Student Ethnicity on Student Assessments." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburb
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7

Maldonado, Wanda. "The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85921.

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The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were
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8

Martinez-Cantu, Veronica A. "Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5146/.

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This thesis examined the impact of teacher quality and the socioeconomic status of students on school performance on the Texas Assessment of Knowledge and Skills Test. The data were obtained from the Academic Excellence Indicator System (AEIS) 2005-2006 Report. Disparities in education were used to examine the use of teacher quality in the No Child Left Behind Act of 2001. A multiple regression model was used and included other factors such as socioeconomic status of students, teacher salary, school funding, and student-teacher ratio. Using an ordinary least squares regression, I found that so
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9

Williamson, Amy M. Conaway Betty J. "An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5152.

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10

Hunt, Ginny. "The effect of the Texas student success initiative on grade 5 Texas Assessment of Knowledge and Skills (TAKS) failures." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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11

Ringhauser, John T. Huffman Jane Bumpers. "The effects of pre-kindergarten on Spanish-speaking bilingual students taking the third grade TAKS Reading test." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/ark:/67531/metadc12191.

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12

Hernandez-Gutierrez, Josie. "The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9094/.

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This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourt
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13

Newton, William Frazier. "An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5812/.

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The purpose of this study was to (1) gather information regarding knowledge of TAAS and perceptions (attitudes) about TAAS (excluding the current battery of End of Course Tests) from teachers and administrators; (2) relate teacher and administrator knowledge and perceptions of the test to student test performance as reported in the Academic Excellence Indicator System (AEIS) Reports. Answers to the following questions were sought: 1. To what extent do teachers and administrators possess different levels of knowledge regarding TAAS, and different attitudes toward TAAS about its purpose and use
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14

Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.

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The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixte
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15

Neblett, Pamela S. Huffman Jane Bumpers. "An analysis of the benefits of the Student Success Initiative in the 3rd and 5th grades in a district in Texas." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3634.

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16

Keith, Joe Allen. "Perceptions of school leadership capacity and student achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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17

Alfaro, Frank Eduardo. "The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85920.

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This study examines Levels of Technology Implementation (LoTi) teacher selfratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The LoTi instrument is explained comprehensively in the study. Using a series of survey questions about classroom instruction and technology use, the instrument measures a teacher's level of technology implementation in terms of that teacher's perception of classroom practices. The study assesses the relationship between LoTi ratings and TAKS scores of 9th, 10th, and 11th grade students as reported in student records at Alamo Heights Independent School
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18

Vaziri, Alyssa S. "Pink and Dude Chefs: Effectiveness of an After-School Nutrition Knowledge and Culinary Skills Program for Middle School Students to Increase Fruit and Vegetable Consumption." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1946.

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The rate of overweight and obesity among adolescents aged 12-19 years has more than tripled since 1980, and disproportionately impacts low-income and marginalized populations. Reduction in adolescent obesity rates may result in decreased health risks, decrease healthcare costs, and increased quality of life. Effective intervention methods for adolescent participants have incorporated nutrition knowledge and culinary skill building into afterschool programs. This study examines whether building knowledge, skills, and confidence through a culinary intervention can improve adolescent participants
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19

Soileau, Christopher Benton. "High school principals' perceived leadership practices and their relationship to student performance on the Texas Assessment of Knowledge and Skills (TAKS): a cohort study." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5840.

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The purpose of this study was to determine how leadership practices impact student performance as perceived by principals and selected site-based decision making (SBDM) committee members of high schools in Region V Education Service Center (ESC), Texas. The study is one of four studies which examined perceived leadership practices of principals in the public school system in Southeast Texas. The other studies in this cohort focused on elementary principals, middle school principals and superintendents. This study compared the perceptions of high school principals and selected SBDM committee me
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20

Sao, Pedro Michael A. "Real-time Assessment, Prediction, and Scaffolding of Middle School Students’ Data Collection Skills within Physical Science Simulations." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-dissertations/168.

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Despite widespread recognition by science educators, researchers and K-12 frameworks that scientific inquiry should be an essential part of science education, typical classrooms and assessments still emphasize rote vocabulary, facts, and formulas. One of several reasons for this is that the rigorous assessment of complex inquiry skills is still in its infancy. Though progress has been made, there are still many challenges that hinder inquiry from being assessed in a meaningful, scalable, reliable and timely manner. To address some of these challenges and to realize the possibility of formative
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21

Bashara, Dana Marie. "The relationship between teacher Levels of Technology Integration (LoTi) on 3rd-5th Grade Students on the Texas Assessment of Knowledge and Skills (TAKS) scores at Alamo Heights Independent School District, San Antonio, Texas." Texas A&M University, 2008. http://hdl.handle.net/1969.1/86020.

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The purpose of this study was to examine Levels of Technology Implementation (LoTi) teacher self-ratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The study assessed the relationship between LoTi ratings and TAKS scores of 3rd, 4th, and 5th grade students as reported in student records at Alamo Heights Independent School District (AHISD), San Antonio, Texas. The study determined the degree to which teacher LoTi ratings were a predictor of success on TAKS exam scores as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. In addition, t
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22

Ringhauser, John T. "The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc12191/.

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The purpose of this dissertation is to provide research and data examining the impact of pre-kindergarten on Spanish-speaking ESL students on the third grade TAKS Reading test scores. The two questions that guided this study are: (1) As measured by the third grade TAKS reading test, what is the relationship between those limited english proficient (LEP) Spanish-speaking children who attended a pre-kindergarten program and those who did not attend a pre-kindergarten program? and (2) As measured by the third grade TAKS Reading test, how do the test scores of those LEP Spanish-speaking third grad
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23

Stewart, Robert L. (Robert Lee) 1960. "The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700102/.

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The purpose of this study was to investigate the relationship between TeacherInsight™ (TI) scores and student performance as measured by student academic change scores on the Texas Assessment of Knowledge and Skills (TAKS) test. School district administrators, particularly district personnel administrators, are continually faced with the task of screening and hiring potential teacher applicants who are expected to influence student achievement outcomes directly. Efforts to make the screening, selection, and hiring process more efficient and effective have led to the use of certain teacher pr
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Kerr, Nathan A. "A Survey of Internship-eligible Health Service Psychology Graduate Students' Experience, Training, and Clinical Competence with Suicide." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1564157192883142.

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25

Titi, Mavis Nozikhumbuzo. "The relationship between curriculum, learning and teaching in library and information science, with special reference to the University of Transkei." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/7529.

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Curriculum development involves considerations about curriculum relevance. Thus it is necessary that the curriculum should identify with the needs of the graduate and with professional practice. This requirement shoNAt-hsa t curriculum relevance is not fixed, a view that is consistent with a dynamic, situational approach to curriculum development. The basic categories which define librarianship curriculum development are library activities, theory, innovation, teaching and learning, employers, students. lecturers. These are influential factors in curriculum relevance. Variables in curriculum c
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Karrh, Kristen D. "Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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27

Neblett, Pamela S. "An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3634/.

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The state of Texas passed the Student Success Initiative (SSI) in 1999 which requires all 3rd graders to pass the reading portion of the Texas Assessment of Knowledge and Skills (TAKS) test to be promoted to the 4th grade, and for 5th graders to pass the reading and math portions of the TAKS test to be promoted to the 6th grade. Beginning in spring 2008, 8th graders will also need to pass the reading and math portions of the TAKS test to be promoted to the 9th grade. The purpose of this study was to examine the academic performance of 3rd and 5th grade students who did not meet the passing sta
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Vingsle, Charlotta. "Formative assessment : teacher knowledge and skills to make it happen." Licentiate thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-91247.

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Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. Such regulation of learning processes would require skills to elicit the thinking underlying students’ oral and written responses, and the capacity to make suitable instructional decisions based on this thinking. When the continuation of the
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Crabtree, Karen Michelle. "Skills, Knowledge and Values of Community Health Needs Assessment Managers." Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/29275.

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Nonprofit hospital systems must complete a community health needs assessment (CHNA). In healthcare there is a lack of consensus on what skills, knowledge and values are important for the person managing CHNA departments, including educational background appropriate or needed to be successful. This is an exploratory study of one healthcare system. The study seeks to identify the perception of what skills, knowledge and values are necessary to be an effective CHNA manager, and how that aligns with the skills, knowledge and values taught in public health, community development and social work. Th
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Steinhauer, Heidi Marie. "Assessment of First-Year Engineering Students' Spatial Visualization Skills." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37596.

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This research was undertaken to investigate the assessment of the spatial visualization skills of first-year engineering students. This research was conducted through three approaches: (1) a review of cogent research framed by a spatial visualization matrix, (2) the development and validation of an Engineering Graphics Concept Inventory, and (3) an investigation into the relationship into the correlations between 3D modeling skills and performance on the Purdue Spatial Visualization Test: Rotations (PSVT:R) and the Mental Cutting Test (MCT). The literature reviewed spans the field of publi
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Augustincic, Polec Lana. "Global Health Competency Skills: A Self-assessment for Medical Students." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23275.

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Global health is an emerging concern in a rapidly changing world in which health issues transcend international borders. This study developed and validated a new self-report questionnaire to assess self-perceived global health competencies among international medical students and how they are influenced by international clinical experiences. A tool consisted of two scales and four subscales with moderate internal consistency. Comparisons between participants who completed retrospective pretest (after the intervention retrospectively) and those who completed traditional pretest (before the inte
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sg, irislee12001@yahoo com, and Iris Chai Hong Lee. "The need for realignment of primary science assessment to contemporary needs : assessment of learning and assessment for learning." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070514.114117.

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The ultimate purpose of this study was to investigate how to best prepare Singapore students for the Knowledge-based Economy (KBE). Investigating the possible need for the realignment of the primary science assessment to the KBE was of utmost interest as assessment was viewed as the driver of the actual curriculum. This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first interviewed to ascertain the major features of primary school science assessment in both Perth, Western Australia and Singapore. A list of twelve questions was prepared for the eight teacher intervi
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Ryan, Katrina. "Assessment and training of friendship knowledge and skills of adults with intellectual disabilities." Adelaide : Thesis (B.Sc.(Hons)) -- University of Adelaide, Dept. of Psychology, 1996. http://web4.library.adelaide.edu.au/theses/09SPS/09spsr989.pdf.

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Reed, Melisa A. "Functional behavior assessment knowledge and skills of e/bd teachers in West Virginia /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2160.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains v, 147 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 85-96).
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Andersson, Lindha. "Authentic Assessment : How Could Authentic Assessment Benefit EFL Students' Speaking Skills in Swedish Upper Secondary School?" Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50767.

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The study’s intention is to research the questions of how authentic assessment could benefit EFL students’ speaking skills in Swedish upper secondary school and what some advantages and disadvantages were of doing so. To this end secondary sources were used to gather information to be able to answer the research questions. The results showed that the benefits of authentic assessment could help students’ speaking skills in improving their accuracy and fluency, their conversational skills and grammar use for communicative competency. Results also showed that authentic assessment promotes learnin
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Monahan, Michael. "Social Skills and Problem Behavior Assessment of General and Special Education Vocational Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2561/.

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The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social
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Kupferman, Scott I. "Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2067.

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Students with psychiatric disabilities are the largest subgroup of students with disabilities enrolled in postsecondary education. However, their high enrollment rate does not equate to a high retention rate. Approximately 86 percent of students with psychiatric disabilities withdraw prior to degree completion. As a result, calls for improved disability services in postsecondary education have been plentiful. In an effort to take a step toward answering these calls, the current study began the exploratory process of identifying knowledge, skills, and attitudes that are important for disability
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Cole, Mia. "A Critical Assessment of Professional Skills and Knowledge in Supplier Diversity: A Delphi Study." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1223305907.

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Thesis (Ph.D.)--Antioch University, 2008<br>Title from PDF t.p. (viewed Oct. 24, 2008). Advisor: Jon Wergin, Ph.D.. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy September, 2008."--from the title page. Includes bibliographical references (p.129-137).
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Kermitz, Dirk R. "Assessment of problem solving skills in a middle school technology education classroom." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999kermitzd.pdf.

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Brunello-Prudencio, Loreta A. "Knowledge and communication skills training for high school students with learning disabilities for the acquisition of self-advocacy skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58985.pdf.

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Darbandi, David, and Kimberly Demelio. "Self-­‐Assessment of Drug Information Skills by Third and Fourth Year Pharmacy Students." The University of Arizona, 2010. http://hdl.handle.net/10150/623799.

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Class of 2010 Abstract<br>OBJECTIVES: To determine and compare the ability and confidence of pharmacy students’ drug information skills at the end of their third and fourth years of pharmacy school. METHODS: This study used a self-­‐assessment questionnaire that was distributed to third and fourth year doctor of pharmacy candidates at the end of the academic year. The questionnaire consisted of 22 items using a 5-­‐point scale that ranged from excellent (5) to poor (1) and 5 demographic questions. The topics included five categories: communication issues, resource use, critical evaluation, q
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Lei, Chunlin, and 雷春林. "Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197099.

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This study examines the design, processes and instructional effects of principle-based, student-directed reflective assessments on students’ conceptual understanding and collaborative inquiry in a computer-supported knowledge building environment. Premised on socio-constructivism, knowledge building and classroom learning theories, this study (1) designs a knowledge building environment, informed by knowledge building principles and reflective assessments, and evaluates its effects on students’ conceptual understanding, approaches to learning, and conceptions of collaboration; (2) investigates
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43

Milner, David. "Physiotherapy students' knowledge of the diagnosis, assessment and management of concussion." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/3021.

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44

Weaver, Racquel D. "An Assessment of Sexually Transmitted Disease Knowledge Among 7th Grade Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/610.

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Sexually transmitted diseases (STDs) continue to remain a public health concern in the United States, especially among young people. Levels of knowledge with regard to STDs have been investigated in prior research; however, these investigations have been limited primarily to older adolescents and young adults. Grounded in the social cognitive and subjective culture theories, this quantitative, cross-sectional study assessed STD knowledge (other than HIV/AIDS) among 7th grade students attending a public middle school in the United States. Demographic differences (age, gender, and ethnicity) in
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Teledahl, Anna. "Knowledge and writing in school mathematics : a communicational approach." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23717.

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This thesis is about young students’ writing in school mathematics and the ways in which this writing is designed, interpreted and understood. Students’ communication can act as a source from which teachers can make inferences regarding students’ mathematical knowledge and understanding. In mathematics education previous research indicates that teachers assume that the process of interpreting and judging students’ writing is unproblematic. The relationship between what students’ write, and what they know or understand, is theoretical as well as empirical. In an era of increased focus on assess
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Acar, Omer. "Argumentation Skills And Conceptual Knowledge Of Undergraduate Students In A Physics By Inquiry Class." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228972473.

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47

Kyle, Kendra J. "Consumer Knowledge of Middlesex, Virginia High School Students." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36913.

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This study was designed to help those persons developing and delivering consumer education curriculum understand the needs of Middlesex, Virginia High School Students. The instrument used was a consumer knowledge survey developed by a partnership between the Consumer Federation of American and American Express. The 52 item questionnaire was designed to measure knowledge in six key areas of consumption-consumer credit, checking/savings accounts, automobile insurance, housing rental, food purchase, and automobile purchase.<p> The respondents were students attending Middlesex
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Pan, De-en Austin. "Epistemological beliefs and approaches to learning of university students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2232995X.

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49

Popp, Rosanne. "Teacher assessment of elementary school students' conflict resolution skills, an action research case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ58496.pdf.

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50

Feng, Hua. "Social skills assessment of inner-city Asian, African, and European American 5th-grade students /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856906258807.

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