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Dissertations / Theses on the topic 'Competency-based testing'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Sarron, Susanne Rutledge Pierce Walter D. "Applying Smelser's theory of collective behavior to minimum competency testing/competency based education." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713225.

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Thesis (Ed. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 3, 2005. Dissertation Committee: Walter D. Pierce (chair), Fay F. Bowren, F. James Davis, Wayne H. Galler, William D. Zeller. Includes bibliographical references (leaves 279-292) and abstract. Also available in print.

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2

Clary, Elaine D. (Elaine Devenport). "Superintendents' and Special Education Directors' Perceptions Regarding a Minimum Competency Testing Framework in Texas." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332142/.

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The purpose of this study was to determine superintendents' and special education directors' perceptions regarding a special education minimum competency testing framework in Texas. Additionally, this study attempted to determine a relationship between school districts' demographic characteristics and superintendents'and special education directors' perceptions. Questionnaires were mailed to a random sample of seventy five superintendents, seventy-five special education directors of single districts and seventy-five special education directors of cooperatives in the State of Texas.

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3

Slamat, Jerome Albert. "Teachers, assessment and outcomes-based education: a philosophical enquiry." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1131.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2009<br>ENGLISH ABSTRACT: The core question that is addressed in this dissertation is: “How can we think differently about education in order to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching?” This question is addressed against the background of my own narrative and experience in education in South Africa and in dialogue with the ideas of a number of contemporary philosophers. I assume an internal link between the outcomes-based discourse and its attendant assessment

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4

Kruger, Sandra Carolina. "The use of rubrics in the assessment of social sciences (history) in the get band in transformational outcomes-based education." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1910.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2007<br>With the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education

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5

Bragg, John M. (John Morris) 1949. "The Effect of Remediation on Students Who Have Failed the TEAMS Minimum Competency Test." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330810/.

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This qualitative case study provided a narrative portrait of 12 students in the 11th grade in one north Texas district who failed the initial administration of the Texas Educational Assessment of Minimum Skills (TEAMS) exit-level test. It also presented an account of their perceptions of the test and their efforts to overcome this educational hurdle. The following conclusions were drawn from the study. Limited English proficiency (LEP) students had difficulty mastering the language arts section of the test. A majority of the students reported that TEAMS failure had no social impact. Most of t

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6

Punt, Hendrik Pieter. "Kredietverwerwing deur leerders in tegniese hoerskole met spesiale verwysing na uitkomsgebaseerde modulere onderrig en akkreditering." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51813.

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Dissertation (PhD)--University of Stellenbosch, 2000.<br>ENGLISH ABSTRACT: In terms of the latest education legislation, there is a shift of emphasis in the approach to teaching. In particular, there is a move from contents-based learning to outcomes-based learning. It has been shown that technical education is becoming more and more expensive. Manual skills and the teaching of these at school is therefore still of cardinal importance. In the technical school the learner receives specialised training. Following the successful completion of the Senior Certificate examinations, the learne

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7

Lombard, Elsa Helena. "Identifying the need for the development of an instrument to determine senior phase teachers' science-assessment competence." Thesis, Port Elizabeth Technikon, 2002. http://hdl.handle.net/10948/100.

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The focus of this study is the competences expected of teachers in the senior phase to assess the Natural Sciences learning area. In order to be in line with the new developments, the South African science teacher will need relevant assessment training in order to utilise appropriate techniques that are in line with the new educational philosophy. The question arises: What competences do teachers need for assessing science in the senior phase? An ethnographic case study was implemented as research methodology in the descriptive research paradigm. The investigation comprised observing the class

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8

Shu-Haur, Tsao, and 曹書豪. "An Internet Cognitive Diagnosis Testing Systsem based on Mathematics Competency Indicators." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/52932128063189424666.

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碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>96<br>The purpose of this study is to develop a network cognition diagnosis system for teachers to understand the learning efficiency and information of concept hierarchies and ordering. Teachers could therefore do individualized remedial instruction. This algorithm is based on item response theory, ordering theory and interpretive structural modeling. The empirical data testing of this research focuses on the domain of “number and quantity'”and “geometry” of elementary mathematics. In addition, the research integrates relative mathematics indicators to design t

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9

Lochner, Frederick Christoffel. "A MOT-based cost management competency index: formulation and testing of association with financial performance." Diss., 2005. http://hdl.handle.net/10500/2235.

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This study examined the nature and extent of relations between Management of Technology [MOT] and cost management. It explores the roles of competencies and competency measurement in these relations and its associations with company performance. The problem statement asks how the MOT community deals with cost management, whether MOT-based cost management competencies can be isolated and measured, whether a tool for measurement can be created, tested and validated and indeed whether it can be used to assess relations between MOT-based cost management competencies and company performance.

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10

Van, der Walt Isak Dawid. "Die ontwikkeling van 'n bekwaamheidsmodel vir die beroep van die landbouvoorligter." Thesis, 2014. http://hdl.handle.net/10210/12228.

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11

Sánchez, San Juanita Muñoz. "ELL students in Texas' high-stakes testing landscape." Thesis, 2007. http://hdl.handle.net/2152/3085.

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12

Sánchez, San Juanita Muñoz. "ELL students in Texas' high-stakes testing landscape." 2007. http://hdl.handle.net/2152/13270.

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13

Tsai, Pao-Kuei, and 蔡寶桂. "Developing mathematical assessment competency of elementary school teachers through designing mathematical dynamic assessment items testing on web-based assessment system." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/296vwa.

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博士<br>國立彰化師範大學<br>科學教育研究所<br>104<br>The purpose of this study is developing elementary teachers’ mathematical assessment competency through design-oriented teacher development program which tasks the multilevel dynamic assessment with providing both adaptive and differentiated instructions when students’ mathematical misconceptions are diagnosed by web-based assessment system. we describe the picture of our intervention strategies to educating teachers’ mathematical assessment competency and layout the required professional knowledges, understanding of various level of difficulties, and as a p

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14

"规则空间模型在诊断性计算机化自适应测验中的应用: Application of the rule space model in computerized adaptive testing for diagnostic assessment". 2003. http://library.cuhk.edu.hk/record=b6073866.

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文剑冰.<br>论文(哲学博士)--香港中文大学, 2003.<br>参考文献 (p. 138-147).<br>中英文摘要.<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.<br>Wen Jianbing.<br>Zhong Ying wen zhai yao.<br>Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2003.<br>Can kao wen xian (p. 138-147).

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15

Thomas, David Llewellyn 1944. "A design model of a competency based modular training system for the printing, newspaper and packaging industries." Diss., 1994. http://hdl.handle.net/10500/16198.

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The study centres on the development of a didactically justified design model of a competency based modular training system for the Printing, Newspaper and Packaging Industries. The design model is represented in a diagram form identifying the components of the design model in relation to their systems function. The components of the design model are; training needs analysis, aims and objectives of training, the learner initial situation, the code of practice for training within industry, the pre-interactive training phase, the interactive training phase and training outcomes. Checkli

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16

Nsamba, Asteria Nkomane. "English language teaching in Primary schools of the Moshaweng circuit in the Northern Cape." Thesis, 2009. http://hdl.handle.net/10500/3533.

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This study investigated the implementation of National Curriculum Statement’s English First Additional Language in three rural primary schools in Northern Cape Province. The focus of the investigation was on English First Additional Language learning, teaching and assessment in grade four. The purpose was to evaluate class activities in order to determine the level of achievement in English, and to establish whether classroom practices were being informed by National Curriculum Statement policy for English First Additional Language. The study employed a qualitative case study approach, u

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17

Wilson, Irene Rose. "The validation of a performance-based assessment battery." Diss., 2001. http://hdl.handle.net/10500/16493.

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Legislative pressures are being brought to bear on South African employers to demonstrate that occupational assessment is scientifically valid and culture-fair. The development of valid and reliable performance-based assessment tools will enable employers to meet these requirements. The general aim of this research was to validate a performance-based assessment battery for the placement of sales representatives. A literature survey examined alternative assessment measures and methods of performance measurement, leading to the conclusion that the combination of the work sample as a predi

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