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Masuda, Masanobu. "Question-responses in Japanese Interview Dialogues: Examination of Doo-type Q-word Questions." Kyoto University, 2011. http://hdl.handle.net/2433/147369.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第16326号
人博第564号
新制||人||135(附属図書館)
23||人博||564(吉田南総合図書館)
28943
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 河﨑 靖, 教授 山梨 正明, 教授 齋藤 治之
学位規則第4条第1項該当
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Day, Adrian. "The systemic functional analysis of scientific examination questions." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019931/.
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Gaines, Phil. "Cross purposes : a critical analysis of the representational force of questions in adversarial legal examination /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9431.
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Ullah, Abrar. "Security and usability of authentication by challenge questions in online examination." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/18186.
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Online examinations are an integral component of many online learning environments and a high-stake process for students, teachers and educational institutions. They are the target of many security threats, including intrusion by hackers and collusion. Collu-sion happens when a student invites a third party to impersonate him/her in an online test, or to abet with the exam questions. This research proposed a profile-based chal-lenge question approach to create and consolidate a student's profile during the learning process, to be used for authentication in the examination process. The pro-posed method was investigated in six research studies using a usability test method and a risk-based security assessment method, in order to investigate usability attributes and security threats. The findings of the studies revealed that text-based questions are prone to usability issues such as ambiguity, syntactic variation, and spelling mistakes. The results of a usability analysis suggested that image-based questions are more usable than text-based questions (p < 0.01). The findings identified that dynamic profile questions are more efficient and effective than text-based and image-based questions (p < 0.01). Since text-based questions are associated with an individual's personal information, they are prone to being shared with impersonators. An increase in the numbers of chal-lenge questions being shared showed a significant linear trend (p < 0.01) and increased the success of an impersonation attack. An increase in the database size decreased the success of an impersonation attack with a significant linear trend (p < 0.01). The security analysis of dynamic profile questions revealed that an impersonation attack was not successful when a student shared credentials using email asynchronously. However, a similar attack was successful when a student and impersonator shared information in real time using mobile phones. The response time in this attack was significantly different when a genuine student responded to his challenge questions (p < 0.01). The security analysis revealed that the use of dynamic profile questions in a proctored exam can influence impersonation and abetting. This view was supported by online programme tutors in a focus group study.
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Dixon, Charles Harwood. "The evaluation of qualitative examination questions at matriculation level in physics." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001439.
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The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question
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Hall, Ashley K. "Examination of Something Else as a Response Alternative in Forced-Choice Questions." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1415117471.
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Kane, Matthew. "An Examination of Modern Expressions of Mindfulness Practice: Pertinent Questions and Potential Pitfalls." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18331.
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This thesis examines relevant questions and potential limitations/risks that arise when mindfulness, a traditional Buddhist religious practice, is implemented within modern Western society.
It begins with an examination of mindfulness practice found within the Buddhist tradition, in particular within the Theravada and Zen schools, and moves on to address modern expressions of secular mindfulness practice found in the West. I survey two prevalent cases: mindfulness in the field of psychotherapy and the Mindfulness-Based Stress Reduction program as examples. This thesis concludes with a discussion of important questions/drawbacks that arise in the modern, Western setting: namely, questions about fundamental cultural biases, teaching qualifications, the religious-secular line, commodification, and underlying company/institution intentions, to name a few. I argue that as the field of mindfulness continues to grow, these questions must be taken into account in order for open dialogue to ultimately result in positive development within the field.
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Rizvi, Nusrat Fatima. "The influence of secondary school mathematics examination curricula on students' responses to non-routine questions, in Pakistan." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522791.
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Simons, Marius. "Analysis of the ways of working of learners in the final grade 12 mathematical literacy examination papers: focussing on questions related to measurement." Thesis, University of Western Cape, 2012. http://hdl.handle.net/11394/3394.
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Magister Educationis - MEdMathematical Literacy has a dual meaning in South Africa. On the one hand it alludes to an understanding of the role of Mathematics in the real world. On the other hand it refers to a subject that is taken by students who generally do not do well in Mathematics and who do not wish to do a pure Mathematics course, This research focuses on the identification and investigation of errors, misconceptions and alternative ways of working in the responses of students in the final grade 12 Mathematical Literacy examination. The aim was to identify the errors, misconceptions and alternative ways of working and to discuss possible reasons for these errors and misconceptions. This aim was governed by the principle that feedback to students and teachers form a vital component in the teaching and learning process. This analysis only focused questions pertaining measurement in Mathematical Literacy. An analytical framework was constructed based on common errors and misconceptions identified by various researchers’ in the field of Mathematics. This analytical framework was used to classify and analyse the errors, misconceptions and alternative ways of working in Mathematical Literacy. The analysis was done using document analysis on a randomly selected sample of Mathematical Literacy scripts taken from across all education districts in the Western Cape. Great care was taken to prevent bias and cross checking was done by peers to ensure that the categories of errors were agreed on. The results of the analysis revealed that the errors identified for Mathematics are common to those of Mathematical Literacy. The findings in this project suggest that the analysis and feedback of errors and misconceptions may help to improve teaching and learning in Mathematical Literacy.
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Wirén, Sacharias. "Religious perspectives on Existential questions : A Psychological Examination of the Centrality of Religion in relation to Meaning-systems." Thesis, Uppsala universitet, Religionspsykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253135.
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This thesis aims to investigate to what extent the centrality of religion influences the existential aspects of an individual’s meaning-system. To do this I used a meaning-system framework and a qualitative approach in which I gathered information through a questionnaire based on the Centrality of the Religious Meaning System Scale and by conducting 8 semi-structured interviews with young adults in Uppsala, Sweden. The analysis of these interviews was implemented through an abductive method. The theoretical perspective is based on the concept Global meaning and the General attribution theory. My conclusion is that those participating in the study describe their meanings differently depending on their religious meaning-system. The thesis also shows that the religious interpretations to a large degree were actualized by situational and dispositional factors. This suggest that the religious attributions were made to meet the participants need for meaning, control, and self-esteem. Finally, the thesis indicates that the centrality of one’s religion appears to inform the religious meaning-system, as well as, functions as a dispositional factor. Thus, this thesis suggests that the centrality of one’s religion can be an influential factor in how religious meaning is constructed regarding existential questions.
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Hudson, Ross David. "Multiple-choice questions compared to short-answer response: which assesses understanding of chemistry more effectively?" Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1720.
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The research inquires into the effectiveness of the two predominant forms of questions that are used on the Victorian Certificate of Education (VCE) Victoria Chemistry examination. These are multiple-choice questions and short-answer questions. This research examines not only the style of chemistry question but also the content type examined (recall and application questions) along with gender differences in students’ responses to such questions. The research involved three phases, i) analysis of five years results from the VCE Chemistry examinations, ii) class trial testing students of both genders with structured questions that examined the same material content with each type of question (multiple-choice or short answer) and also examined the different type of chemistry content (recall or application) and iii) interviews with students and teachers.The first phase of the research analysed the available published VCE Chemistry results for the five years, 2003 to 2007. The findings of these data yielded statistically significant differences between the performances of students based on the type of question (multiple-choice or short-answer) and the content of the question. The second phase of analysis yielded comparative data to the VCE analysis but also provided detailed Rasch analysis of the question type and content as well as gender differences in performance.Important findings were: i) student performance on multiple-choice chemistry questions was significantly higher than performance on short-answer questions regardless of the content and ii), the performance of males was significantly higher than that of females in upper levels of achievement but not at the lower levels of achievement. Possible factors accounting for the observed difference were noted. Implications of these findings are discussed as well as suggestions for further research.
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Leung, Kam-har Yvonne, and 梁錦霞. "The impact of the introduction of data-based questions in Hong Kong Certificate of Examination on the teaching strategies for history inform 4 and 5: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957249.
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Prins, Elizabeth Diana. "The influence of readibility of examination questions on achievement in senior secondary school mathematics : a study on verbal problems with special reference to second language readers." Thesis, Stellenbosch : Stellenbosch University, 1995. http://hdl.handle.net/10019.1/54895.
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Thesis (PhD)--Stellenbosch Universityh, 1995.ENGLISH ABSTRACT: This study investigates the influence of readability of mathematics examination questions on achievement. The aim of any mathematics examination is to assess whether the aims of a specific mathematics programme have been realized. Readability factors that unnecessarily prevent a clear understanding of questions could jeopardize this aim. The important issue is, therefore, whether there are indeed readability factors in mathematics examination questions that cause comprehension problems for students and, if there are, do they hav~ any effect on test scores? The issue of readability is of even greater importance for second language readers. In the South Mrican context, the reading problems of second language readers are of particular importance as most students at school are second language learners. An important question would therefore be: What readability factors cause comprehension difficulties for second language students, especially those whose mother tongue is not kindred to English? Furthermore, what is the influence of cultural factors on readability? This study provides answers to these and other related questions for mathematics text at senior secondary school level. Protocol analysis was used to ascertain what readability problems are experienced by students when reading examination questions in mathematics. Three different language groups, comprising 17 -18-year-old students, were used in the study: English First Language students and two groups who had English as a second language. One second language group had Mrikaans as first language while the other group comprised Mrican students whose mother tongue is unrelated to English. A framework was developed to analyse the protocols and it comprised five categories: unfamiliar vocabulary structural problems obscure information visualization difficulties non-verbal factors Mter the protocol study, students were asked to adapt the examination questions to a more comprehensible form. Students' adaptations addressed lexical, syntactical, discourse and non-verbal factors. Most of the readability problems identified in the literature study were verified in the empirical study. However, the empirical study generated additional readability problems that are mainly restricted to mathematics text and relate to nonverbal factors like mathematical expressions. During the last phase of the empirical study a composite test was used to test the hypothesis that improved readability of the common language used in mathematics examination questions' will improve achievement. Nine socalled "word problems" from previous examination papers were set in three different versions: original, adapted and non-verbal. The hypothesis was confirmed in a number of important cases. A significant finding of the study was, therefore, that readability factors not only influence the comprehension of mathematics examination questions, but also have a marked influence on students' achievement levels. The results of the empirical study are reported quantitatively as well as qualitatively. Other results include the following: Not only second language students, but also first language students experienced a variety of readability problems. All three language groups demonstrated the same level of competency on the non-verbal versions. When comparing test scores of the verbal versions, differences in achievement levels between the different language groups were often caused by linguistic and cultural factors. Cultural thought patterns, typical of a mother tongue but absent in a second language, were often a source of comprehension difficulties for second language readers. This study has led to certain conclusions for teaching and examination practice. For example, factors influencing the readability of ordinary English should be considered with other factors when writing mathematics examination questions. Furthermore, the distinctly different reading needs of second language students suggest that examination papers be set, so that the language needs of second language learners are accommodated. Guidelines for writing more readable examination questions were developed and are presented as a readability checklist. Suggestions for further research include the investigation of the influence of readability on achievement in authentic examination conditions.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die invloed van leesbaarheid van wiskunde eksamenvrae op prestasie. Die doel van enige wiskunde eksamen is om vas te stel of die doelwitte van 'n spesifieke wiskunde program bereik is. Leesbaarheidsfaktore wat die volledige begryp van vraestelle onnodig belemmer, kan die bereiking van hierdie doel verhinder. Dit is dus belangrik om vas te stel of daar wel leesbaarheidsfaktore in wiskunde eksamenvrae bestaan wat vir leerlinge begripsprobleme veroorsaak en, indien wel, of hulle enige effek op toetspunte het. Vir tweedetaallesers is die kwessie van leesbaarheid van nog groter belang. In die SuidAfrikaanse opset is die leesprobleme van tweedetaal lesers 'n uiters aktuele saak aangesien die meeste skoolleerlinge tweedetaal leerders is. Belangrike vrae is dus: Watter faktore veroorsaak leesbaarheidsprobleme vir tweedetaalleerlinge, veral diegene met 'n nie-verwante moedertaal en, watter invloed het kultuur op leesbaarheid? Hierdie ondersoek bied antwoorde op hierdie en ander verwante vrae ten opsigte van wiskunde eksamenvrae op senior sekondere vlak. Protokol analise is gebruik om vas te stel watter leesbaarheidsprobleme ondervind word wanneer leerlinge wiskunde eksamenvrae lees. Drie verskillende taalgroepe, bestaande uit 17 -18-jarige leerlinge, het aan die ondersoek deelgeneem: Engels Eerstetaalleerlinge en twee groepe wat Engels as tweede taal gehad het. Een van die tweedetaal groepe het Afrikaans as eerste taal gehad terwyl die ander groep bestaan het uit Afrikane wie se moedertaal nie aan Engels verwant is nie. 'n Raamwerk is ontwikkel om die protokolle te analiseer en het uit die volgende vyf kategoriee bestaan: onbekende woordeskat strukturele probleme onduidelike inligting visualiseringsprobleme nie-verbale probleme Gedurende die tweede fase van die ondersoek is leerlinge gevra om die vrae tot 'n meer verstaanbare vorm aan te pas. Leerlinge se aanpassings het leksikale, sintaktiese, diskoers en nie-verbale faktore aangespreek. Sommige leesbaarheidsprobleme wat in die literatuurstudie gei'dentifiseer is, is in die empiriese ondersoek geverifieer. Die empiriese ondersoek het egter addisionele leesbaarheidsprobleme uitgelig wat meerendeels wiskundig van aard is en verband hou met nie-verbale faktore soos wiskunde uitdrukkings. Gedurende die laaste deel van die empiriese ondersoek is 'n samegestelde toets gebruik om die volgende hipotese te toets: Verbeterde leesbaarheid van die gewone taal wat in wiskunde eksamenvrae gebruik word, sal die prestasie van leerlinge verb et er. N ege sogenaamde woordsomme is op verskillende maniere gestel: oorspronklik, aangepas en nie-verbaal. Die hipotese is in 'n hele aantal belangrike gevalle bevestig. Een van die bevindinge van die ondersoek was dus dat leesbaarheidsfaktore nie slegs be grip ten opsigte van wiskunde eksamenvrae bei:nvloed nie, maar ook 'n beduidende invloed op prestasie het. Die resultate van die empiriese ondersoek word kwalitatief sowel as kwantitatief weergegee. Ander resultate sluit die volgende in: Nie slegs tweedetaal leerlinge nie, maar ook eerstetaal leerlinge het 'n verskeidenhied van leesbaarheidsprobleme ondervind Al drie taalgroepe het op die nie-verbale weergawe dieselfde bekwaamheidsvlak getoon. Verskille in die prestasievlakke tussen die verskillende taalgroepe op die verbale weergawes is baiekeer deur taalkundige en kulturele faktore veroorsaak Kulturele denkpatrone wat tipies is van 'n leerling se moedertaal, maar nie in die tweedetaal voorkom nie, het dikwels tot begripsprobleme by tweedetaal lesers gelei. Hierdie ondersoek het sekere gevolgtrekkings v1r o~derrig- en eksamenpraktyk. Byvoorbeeld, faktore wat die leesbaarheid van gewone Engels bei:nvloed, behoort saam met ander faktore in ag geneem te word wanneer wiskunde eksamenvraestelle opgestel word. Verder is daar duidelike aanduidings dat aparte vraestelle vir eerste- en tweedetaal leerlinge opgestel moet word sodat die taalbehoeftes van tweedetaal leerlinge in ag geneem kan word. Riglyne vir die skryf van meer leesbare eksamenvrae is saamgestel en as 'n oorsiglys aangebied. Voorstelle vir verdere navorsing sluit in die ondersoek na die invloed van leesbaarheid op prestasie in ware eksamen omstandighede.
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Larsson, Teodor, and Carin Stegå. "Vad frågar du efter? : En studie om hur tydligt förmågorna i the big five efterfrågas inom olika examinationsformer på olika program i kursen religionskunskap 1." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45148.
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This essay is about how thinking skills are requested in examinations in the course religion 1 in Swedish upper secondary schools. To investigate this an analysis template has been created which is constructed from Göran Svanelids theory the big five, who explains which abilities the Swedish curriculum demands. The main question for this study is How clear and to what extent are the abilities who Göran Svanelids theory the big five points out in exams within the course religion 1? To answer this, three support questions has been made. The First is about how these abilities change between the program they are used. The second one is how the form of examination affects the possibilities to show the abilities and lastly how the kind of question affects the possibility to show the abilities. The analysis template and theory derive from the Swedish curriculum and the lecturer Göran Svaneldis analysis of the curriculum. He found five thinking skills or abilities which all subjects value and who the pupils are supposed to learn. These are; concept skills, the skill to analyse, communicative skills, the ability to perform a procedure and metacognition. These abilities have been operationalized to become a theory to inspect how well and to what extent they are asked for in an examination. Therefore, this study is based on text interpretation of the examinations, with an aim of being both qualitative and quantitative. Out of the total amount of 106 emails sent to principals, teachers and administrative personnel at upper secondary school’s total of 38 examinations were collected1. 14 out of these were written tests, 16 were written essays and eight were oral examinations. The result displays that all examinations ask for the abilities but not all types of questions in the examinations ask for all abilities. The closed type of question only gives the opportunity to show concept skills. The concept skill is the most visible ability in all exams, the secondly most visible skill is the communicative skill, thirdly the analysis skill, fourthly is the skill of procedure and fifth and lastly, the metacognitive skill. The conclusion is that programs who aim to ensue further studies ask for all abilities to a larger extent and with a higher level of clarity. While the vocational program who aim to ensure a working career after upper secondary school ask for the abilities with a lesser clarity. Written essays are the best form of examination to ask for the abilities to a larger extent and with a higher clarity than oral examinations or written tests.
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Molina, Cathy D. "First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799539/.
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This study uses the ACS first-term general chemistry exam to determine if one curriculum approach is more effective in increasing student success than the other based on their performance on the ACS exam. Two chemistry curriculum approaches were evaluated in this study; the traditional curriculum (TC) and the Atoms First (AF) approach. The sample population was first-semester general chemistry students at Collin College in Frisco, TX. An independent sample t-test was used to determine if there were differences in overall performance between the two curriculum approaches on two different versions of the ACS exam. The results from this study show that AF approach may be a better alternative to the TC approach as they performed statistically significantly better on the 2005 exam version. Factor analysis was used to determine if there were differences between the two curriculum approaches by topic on the ACS exam. Eight different topics were chosen based on topics listed on the ACS Examinations Institute Website. The AF students performed better at a statistically significant level than the TC students on the topics of descriptive chemistry and periodicity, molecular structure, and stoichiometry. Item response theory was used to determine the chemistry content misconceptions held by the students taught under both curriculum approaches. It was determined that for both curriculum groups the same misconceptions as determined by the Zcrit values persisted.
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Rataj-Worsnop, Victoria M. "An examination of the proposition that the International Baccalaureate Diploma might offer the best answer to contemporary questions about the curriculum for sixteen to nineteen." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364971.
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Mullineux, Peter Newton. "An examination of the use of the contextual question in examining Shakespeare's plays at the standard ten level in Cape Education Department schools." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001412.
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Six years as a sub-examiner of both literature and written work made me aware of a personal dissatisfaction with the system of examining. This research examines in detail the use of the contextual question in examining Shakespeare's plays. The main concern has been to try to deduce what constitutes a good set of contextual questions. This area appears to have attracted little detailed research. However, there is much general writing on the teaching of literature. There is no major conclusion in the dissertation but rather a series of conclusions related to the concept of the contextual question. These are summarised towards the end of chapter three. Some general recommendations appear at the end of chapter three as a sub-heading. The findings of this investigation indicate a need for further research into the system of examining literature in the Cape. It is hoped that teachers and examiners reading this dissertation will be able to use the findings to provide a possible framework for the setting of sound contextual questions
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Okpala, Juliana Ifeyinwa Nebechukwu. "The feasibility of reality orientated problem-solving questions in the WASC-Examination as a means of improving the teaching and learning of mapwork in Nigerian secondary schools." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019630/.
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Smith, P. M. "An investigation into the nature of, and relationships between, educational objectives as stated and those inherent in related examination questions for auditing courses at South African universities." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/17346.
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This study sets out to investigate the relationship between the stated and inherent auditing course objectives of selected South African universities. The need for congruence between the two is assumed. Stated auditing course objectives were established by means of a survey questionnaire to 17 South African universities. A panel of judges was used to perform an inferential analysis of 3 of these universities' related examination papers to determine their inherent course objectives. In addition, auditing practitioners were surveyed to establish what they considered desirable auditing course objectives at South African universities.
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McSweeney, Kathryn. "Assessment practices and their impact on home economics education in Ireland." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21804.
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This study was prompted by an interest in the extent to which the aims of home economics education in Ireland are being served by the assessment carried out at a national level. This interest led to an empirical investigation of key stakeholders’ perceptions of the validity of home economics assessment and a critical evaluation of its impact on teaching and learning. The data collection primarily comprised interviews with a selection of teachers and other key people such as students, teacher educators and professional home economists; and a complementary analysis of curriculum and design of Junior and Leaving Certificate home economics assessments during the period 2005-2014. The analysis of interview data combined with the curriculum and assessment analyses revealed the compounding impact and washback effect of home economics assessments on student learning experience and outcomes. This impact was reflected in several areas of the findings including an evident satisfaction among the respondents with junior cycle assessment, due to the perceived appropriateness of the assessment design and operational arrangements, and dissatisfaction with curriculum and assessment arrangements at senior cycle as they were considered to be inappropriate and negatively impacting on the quality of learning achieved. The respondents candidly pointed to what they considered to be an acceptance by some teachers of unethical behaviour around the completion of journal tasks. The respondents indicated that summative assessment practices are commonly used in home economics classrooms and the findings strongly suggest that external examinations are influencing teaching methods by demanding a test-oriented pedagogy to enable students to achieve certificate points. The technical analysis of the Junior and Leaving Certificate examination questions confirmed that these external assessments predominantly promote lower-order learning and there are clear indications of a washback effect on the quality of learning achieved. There is a view that the subject's position in the curriculum is weakened due to a lack of coherence around practice, as well as a lack of advocacy and leadership in the field. There was little evidence of the impact of home economics education and many of the interviewees merely 'hoped' that home economics made a difference in the lives of students. The study also showed that there are profiling, identity and teacher agency issues impacting upon the home economics profession. While not immediately generalisable to all home economics teachers or settings in schools, this study nonetheless implies that if the views and practices of the respondents were to be replicated across the whole of the home economics education community, it would not be safe to view national assessment results as a valid indicator of learning and achievement standards in the subject. There are grounds in this work to argue that the subject's values and purposes are not supported by existing curriculum, pedagogy and assessment arrangements.
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Colby, Christian. "An investigation of two types of question prompts in a language proficiency interview test and their effects on elicited discourse /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32903.
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The present research investigates the use of different question prompts and the discourse they generate in the SLE:OI, an ACTFL-variant second language oral proficiency interview test. One hundred and fifty-two question prompts used to elicit the test task of 'supporting an opinion,' were transcribed from 27 SLE:OI tests administered between July and November, 2000. From this, 30 categories of question prompts were identified by 6 SLE:OI raters acting as judges. Independently, the researcher and the judges determined task difficulty/complexity to be the predominant feature differentiating the categories. Using the 30 categories as a basis, the Question Prompt Complexity Questionnaire was produced and administered to the 6 judges. Analysis of the questionnaire data indicated a clear consensus for 3 categories into 'easy' and 'difficult' groups. Subsequently, candidate responses to 11 question prompts from the easy group, and 10 from the difficult group were transcribed, and discourse analyses were carried out to ascertain response levels of L2 fluency (by type-token ratio; frequency of silent and filled pauses, repetitions, and self-repairs), accuracy (by verb morphology and lexical use), and complexity (by clause subordination). The results demonstrated that those candidates tested with 'easy' and 'difficult' question prompts showed strong, significant differences in two aspects of their response fluency, but no significant differences in the accuracy or complexity of their responses. Based on these findings, several recommendations and implications for rater training were cited.
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Human, Hans Jurie. "Die geldigheid van prestasie-evaluering van kliniese tegnologie studente." Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/1891.
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Thesis (MTech( Education)) -- Cape Technikon, Cape Town, 1996Clinical technology as a profession has been part of the rapid development of modem medical technology in South Africa. From the start the training of clinical technologists consisted of practical in-service training at an academic hospital and a theoretical component completed at a technikon. Questions about the standard of training of clinical technologists have often been raised by members of the profession. An initial opinion pole amongst recently qualified clinical technologists about the evaluation of their theoretical knowledge and practical skills showed that they were not certain what they were tested for in the examinations, or what the practical year mark was awarded for at the end of their experiential training. The question thus arose whether the evaluation of theoretical knowledge and practical skills were really appropriate and relevant. In order to investigate validity of the training process, namely the 'evaluation of clinical technology students, three literature studies were conducted. The first was to determine what acceptable evaluation practice is as regards the evaluation of theoretical content and practical skills. It was apparent from the literature that the inclusion of learning objectives should be the norm for effective goal orientated training and evaluation. The second literature study was conducted to determine the validity of the evaluation of clinical technology students. As a result of this literature study a description was made of the task of professions in the USA similar to clinical technology, the health worker in general and the profession of clinical technology specifically. From this task description it was apparent that the evaluation of clinical technologists' skills should not just include knowledge, comprehension and application, but that one should also test for analysis, synthesis and evaluation. The third literature study conducted was to determine whether Bloom's taxonomy for cognitive objectives could be used to provide a measure of the validity of test items. As a result of this literature study a classification of test items from final year papers was done to determine the cognitive level on which questions were formulated. v This analysis of test items showed that questions were mainly formulated on the knowledge level and did not provide for higher order skills as demanded by the task analysis of the clinical technologist. Referring to the evaluation of practical skills an analysis of the methods used by trainers to award the practical yearmark showed that training and evaluation are not being performed in an effective goal orientated manner. The reason is that trainers do not use training objectives for the development of cognitive, psychomotor and affective skills of students. The conclusion is made that performance evaluation of the theoretical content and practical skills of clinical technology students do not satisfy the criteria of validity. To improve the training and evaluation practice, it is recommended that training objectives for theoretical content and practical skills are formulated, that practical performance tests are designed, and that attention is given to the improvement of the training and evaluation skills of trainers and examiners.
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Cheng, Mo-yin Catherina, and 鄭慕賢. "Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956348.
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Sorby, Janet, and n/a. "ASCIS subject headings and student terminology : the relationship between the subject headings used in manual school library catalogues in New South Wales and the subject access terms generated by NSW Higher School Certificate syllabus documents, textbooks and examination questions." University of Canberra. Communication, 1989. http://erl.canberra.edu.au./public/adt-AUC20050516.152713.
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The present study was undertaken to investigate the concerns of secondary school teacher-librarians, that the subject headings set down by the Australian Schools Catalogue Information Service (ASCIS) do not cover topics in senior sourses of study. NSW HSC Economics was chosen to test this perception.
Terms were extracted from three textual sources (syllabus, textbook and examination papers) and checked against the subject headings in the ASCIS Subject Headings List. A comparison was made between terms which matched exactly, those which were only partially matched and those which had no match. The linguistic complexity of the term (single-word or multi-word) and the number of textual sources using the term were also taken into account.
The results showed a varying degree of match between textual terms and subject headings. Single-word terms found in more than one textual source were much more likely to be found in the subject headings than those from only one textual source. Multi-word terms were found less frequently than single-word terms, but were also more likely to be found when they came from more than one textual source. There was a large number of partial matches in this group, and these were found to be more general in concept than the textual terms.
Most of the terms were found, but the general nature of the partial matches and the lack of adequate cross references may cause problems in subject analysis and retrieval.
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Loring, Ruth M. "Questions Used by Teachers with Skilled and Less Skilled Readers." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331752/.
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This study described the way teachers used questions with skilled and less skilled readers during reading instruction. The cognitive level and functions of questions were analyzed based on data collected through direct observation within the natural environment of the classroom. In addition, the patterns of questioning which included wait-time and sequencing of questions were identified and reported. Twenty sixth grade teachers randomly selected from a metropolitan school district were observed while instructing skilled readers and less skilled readers. Data collected during non-participatory observation of reading instruction through audiotape recordings, a low-inference observation instrument, and field notes were analyzed using the chisquare statistic, log-linear analysis, and descriptive statistics. Each question/response/response loop which occurred during the eighty observations was analyzed as to the cognitive level and function of the question, designation and wait-time of the student's response, the appropriateness, type, and length of the student's response, and the content of the teacher's response. Within the limitations of this study, the following conclusions have been formulated. 1. Teachers use different cognitive levels of questions for particular functions as dictated by the specific needs and characteristics of the students in the skill level. 2. Although teachers ask the majority of questions at the cognitive-memory and convergent levels rather than the higher divergent and evaluative levels among both skilled and less skilled readers, the primary function is that of extending. It appears that teachers use questions as a way of encouraging student participation during reading instruction. 3. Among both skilled and less skilled readers, teachers practice a fast pace approach to questioning, waiting an average of one to two seconds for a response. 4. Paths of sequence for question/response/response loops are similar for both skilled and less skilled reading groups. The function of extending typically followed focusing and clarifying, demonstrating the teacher's apparent effort to include as many students as possible during instruction.
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Cullen, Murray. "Polygraph examinations using the CQT with actual truth control questions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ62169.pdf.
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Hendered, Victoria, and August Jönsson. "Automatically Generate Questions for National Examinations in English Reading Comprehension." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280112.
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In recent years the amount of research in automatically generated questions (AQG) have been on the rise. AQG can be applied to many different fields where one such field is education. The Swedish national test (Nationella provet) is a nation wide test in Sweden that can take 1,5 to 2 years to create. This report aims to investigate if humans are able to distinguish questions written by humans from questions generated by computer as well as if AQG can be used to create exam questions for the Swedish national test. The results showed that the participants within the study were able to identify the generated questions in a majority of cases. In conclusion the general public is in most cases able to identify automatically generated questions but further research must be made on the generated questions educational value within the Swedish national test.På senare år har mängden forskning inom automatiskt genererade frågor varit på uppgång. Automatiskt genererade frågor kan appliceras på många olika områden där utbildning är en av dessa områden. Det svenska Nationella provet är ett prov på nationell nivå i Sverige som tar 1,5 till 2 år att skapa. Denna rapport ämnar undersöka om människor kan särskilja frågor skrivna av människor från frågor genererade av datorer samt att om frågor till Nationella provet kan genereras automatiskt. Resultaten visar att deltagarna i studien kunde identifiera frågorna som var genererade av en dator i en majoritet av fallen. Slutsatsen som kan dras är då att allmänheten i de flesta fall kan särskilja på frågor genererade av en dator men att mer forskning krävs för att avgöra om de genererade frågorna har ett utbildningsvärde i Nationella provet.
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Van, der Venter Riaan. "Reporting on radiographic images in after-hours trauma units :Experiences of radiographers and medical practitioners." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/23779.
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Globally there is a lack of radiologists, which results in unreported radiographic examinations, or a delay in reporting on radiographic images even in emergency situations. In order to mitigate and alleviate the situation, and optimise the utilisation of radiographers a red dot system was introduced in the United Kingdom, which later aided in the transformation of the role of radiographers in terms of formal reporting of various radiographic examinations. Although there is a shortage of medical practitioners and radiologists in South Africa the extended role of radiographers has not been yet realised for radiographers. At present, radiographers and medical practitioners work in collaboration to interpret and report on radiographic examinations informally, to facilitate effective and efficient patient management, but this is done illegally because the regulations defining the scope of the profession of radiography does not allow for such practice, putting radiographers and organisations at risk of litigation. In order to gain an in-depth knowledge of the phenomena, to enable the researcher to provide recommendations to the Professional Board of Radiography and Clinical Technology (PBRCT) of the Health Professions Council of South Africa (HPCSA), a qualitative, exploratory, descriptive, and contextual research study was undertaken. Radiographers and medical practitioners were interviewed in order to elicit rich descriptions of their experiences regarding reporting of trauma related radiographic images in the after-hours trauma units. Data were gathered using in-depth semi-structured interviews, and the data were analysed using kesch’s method of thematic synthesis. Three themes emerged from the data, namely the challenges radiographers and medical practitioners face in the after-hours trauma units respectively, with regards to reporting of trauma related adiographs, and suggestions were proposed to optimize the participation of radiographers with regard to trauma related radiographs in these units. A thick description and literature control was done using quotes from participants. Measures to ensure trustworthiness and ethical research practices were also implemented. Thereafter, recommendations were put forward for the PBRCT of the HPCSA, using current literature and inferences made from the findings of the study.
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Lallement, Maxime Thadee Rene. "Power over life from Agamben to Foucault : an examination of the question of sovereignty." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/617007/.
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This thesis starts by studying the specificity of Michel Foucault’s account of the emergence of bio-power in contrast to that developed by Giorgio Agamben. It focuses on the mutation of jurisdiction Foucault describes in the first volume of the History of Sexuality, which corresponds to the shift from the law of the sovereign to that of the norm. Challenging the idea that the concept of biological life can be spontaneously used to understand the type of relationship which links modern political power and life, this thesis questions the epistemological implications of this concept by inscribing it within Foucault’s wider description of the emergence of anthropological knowledge. Instead of understanding biopolitical modernity as the expression of the power of the sovereign, this thesis demonstrates that it is not the persistence of sovereign power but its transformation which allows to think the meaning of the concept of life targeted by human sciences. This thesis inscribes the historical emergence of anthropological knowledge within Foucault’s wider study of the Western history of subjectivity. It claims that it is the postulate of anthropological truth which provides a basis to the concept of norm. It demonstrates that anthropological knowledge is itself based upon an epistemological concept of truth which Foucault historicizes. This thesis argues that the concept of sovereignty can be used to problematize the relationship between the lives of individuals and their emergence as objects of knowledge. It shows that Foucault’s account of life as bios and aesthetics of existence provides a sense of the ethical sovereignty of the self which gets obliterated within the logic of the modern episteme.
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Williamson, Rhett J. "Qualitative Analysis for the Characterization and Discrimination of Printing Inks." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3055.
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Improvements in printing technology and the wide accessibility of advanced printers has resulted in an increase in counterfeiting. Of particular interest to forensic document examiners, ink analysis of security documents has emerged as an important tool for the analysis, comparison, and association of inks to a potential production source. In this study, methods were developed for Py-GC/MS, ATR-FTIR, DART-MS, and MALDI-MS analyses of printing inks of four classes: 78 inkjet inks, 76 toners, 79 offset inks, and 86 intaglio inks in order to generate information on the organic chemical characterization of the inks to determine the ability to associate and discriminate the inks for uses in security document examinations. The suite of analytical techniques evaluated in the study focused on having the following analytical characteristics: 1) rapid analysis time, 2) little-to-no sample preparation, 3) minimal destructiveness to the sample, 4) allow for association of inks with the same source of origin as well as discrimination of inks originating from different sources. As a result of this study, a novel searchable library database of inks was developed for use with each analytical chemical method that allows for data fusion.
Py-GC/MS analysis was used to achieve >63% discrimination of toner inks on the basis of the characterization of polymer degradation products. The combination of a protocol implementing first ATR-FTIR and subsequently DART-MS analysis resulted in >96% discrimination for toners, 95% for inkjet, >92% for offset, and >54% for intaglio. In addition, a case study was performed using DART-MS to illustrate its utility as a tool for ink analysis in document examination. The results of MALDI-MS analyses from two different instruments resulted in >90% discrimination of a subset of all inks by characterizing the colorant molecules present in ink formulations. A study characterizing luminescent compounds present in the formulation of inks in crossed-line intersections was performed using a combination of MALDI-MS, LC-MS, and TLC. Overall, it was shown that the combination of analytical techniques included within this dissertation can provide information on the organic chemical composition of four classes of printing inks, which is useful for the future of document examination.
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Sultan, Ahmad Hasane. "Prediction of medical technologists' scores on the MT (ASCP) certification examinations." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134142/.
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Faircloth, Kyle. "An examination and application of rule theory for addressing the theological question regarding the fate of the unevangelized : a Reformation proposal." Thesis, University of Bristol, 2019. http://hdl.handle.net/1983/62edad5b-cfc0-4543-91c4-e0e174f3e4d4.
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This thesis seeks to formulate a Reformation solution to the disputed question in theology concerning the fate of the unevangelized by applying George Lindbeck's rule theory approach through the doctrinal principles of solus Christus, sola fide, and fides ex auditu (salvation through Christ alone by faith alone and faith from hearing). The proposal develops through three stages of argumentation: 1) the mitigation of unresolved concerns in the literature regarding Lindbeck's view of truth; 2) the critical evaluation of contemporary theories on the fate of the unevangelized; 3) the construction of a prospective fides ex auditu solution using conceptual materials in early church and Reformation theology. After the publication of The Nature of Doctrine there are a cluster of scholars who take issue with Lindbeck's epistemology as he seems to disregard the 'usual' ways of speaking about truth. Thus, the first section offers an interpretation of Lindbeck that relocates his view in the history of ideas and demonstrates the conventional nature of his epistemic approach. Using rule theory, the second section analyzes three evangelical and two Roman Catholic proposals on the question of the unevangelized and reveals ways in which each fall short of the noted doctrinal principles. Yet it also asserts that Gavin D'Costa's use of the preparatio evangelica tradition and his incorporation of thedoctrine of Christ's descent into hell brings rich theological resources to the discussion. Taking D'Costa's cue, the final part seeks to explain the preparation of an unevangelized person for the gospel and their possible future salvation in a way thatmakes the prospective fides ex auditu approach an intelligible option in Reformation theology. The section employs a systematic evaluation and creative extrapolation of relevant themes and concepts from early church writings and the works of Magisterial Reformers Ulrich Zwingli, John Calvin, and Martin Luther.
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Oliveira, Rosane Reis de. "Concordância verbal: uma visão crítica sobre questões de concursos públicos." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1065.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorEncontrar caminhos para ensinar a concordância verbal a candidatos ao provimento de vagas no Serviço Público, a despeito de seu desconhecimento da estruturação sintática do português, tornou-se meta de trabalho e, portanto, baldrame para esta Dissertação de Mestrado em Língua Portuguesa. Consideraramse questões de provas de concursos públicos das principais bancas examinadoras cuja análise, comparada ao resultado das pesquisas com textos discentes orais e escritos, permitiu traçar as linhas de atuação didática com turmas competitivas. Com a apreciação dos dados da pesquisa, percebeu-se a necessidade de ensinar não apenas o que os alunos não sabem, mas analisar e refletir sobre aquilo que eles pensam que sabem, para que possam se interessar de fato em ser orientados a descobrir e dominar as diversas modalidades da língua e assim ampliarem seus horizontes lingüísticos e socioculturais. Esta dissertação traça planos de ação semiótico-funcionais a fim de garantir aos alunos a escolha das ferramentas certas, que lhes permitam enfrentar os múltiplos desafios, propostos pela condição de competidores, com alguma segurança. Busca-se, em última análise, propor a implantação de uma metodologia nova e especial nas aulas preparatórias, com recursos eficientes para capacitar esses sujeitos, independentemente de suas deficiências escolares pregressas. Essa é uma meta cuja consecução exige um olhar ampliado e obrigatório do docente pelos certames do concurso, para sustentar uma teoria gramatical mais produtiva ao desenvolvimento das capacidades de leitura de questões de prova e escritura de redações
Finding ways to teach verbal concordance to the candidates aiming at filling the vacancies in Public Service, despite their being unaware of the syntactic structure of Portuguese has become a goal of my work and, therefore, the basis for this Dissertation regarding the Master Degree in Portuguese Language. It has been taken into account the analysis of questions of prior examinations considering the main examining boards as compared to the results taken from researches from students essays either written or oral to elaborate ways to act didactically with competitive groups. With the analysis of the research data, it has been noticed the need to teach not only what the students dont know but also to analyze and reflect on what they think they already know, so that they can be really interested in being oriented on how to discover and master the various ways of the language and by doing this, open up their linguistic, social and cultural horizons. This dissertation outlines semiotic and functional action plans in order to give the students the choice of the right tools, the ones that will allow them to face multiple challenges offered by their condition as competitors, with a relative degree of safety. It is being searched ultimately to suggest the introduction of a new special methodology in preparatory classes with profuse resources to enable these subjects, regardless of their previous scholastic deficiencies. The success of this goal demands a magnified and mandatory look on the part of the teacher at the disputes of the contest, to give support to a grammatical theory which is more productive in relation to the development of the ability to read the questions on examinations and the writing of essays
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Crespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.
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Kushlaf, Najah. "Aide à la décision pour l'apprentissage." Thesis, Valenciennes, 2014. http://www.theses.fr/2014VALE0010/document.
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Les travaux réalisés dans cette thèse proposent une aide à la décision pour améliorer la qualité de l’apprentissage. L’apprentissage scolaire englobe deux dimension; une dimension humaine et une dimension pédagogique. La dimension humaine inclut l’apprenant et l’enseignant. La dimension pédagogique, représentée par le programme fixé par l’établissement éducatif, correspond au savoir. Ce dernier va se transformer en connaissance chez l’apprenant. Les deux notions de connaissance et savoir sont donc tout à fait différentes. La distance entre les deux représente la distance entre ce que l’enseignant présente (le savoir) et ce que l’apprenant acquière (la connaissance). La qualité de l’apprentissage concerne les apprenants qui vont à l’école pour acquérir le savoir. En fait, apprendre consiste à intérioriser le savoir. Cette intériorisation demande des efforts pour un changement intellectuel persévérant et exige une continuité basée sur les expériences antérieures. L’acquisition du savoir et sa transformation en connaissance par l’apprenant sont influencées par plusieurs facteurs qui interviennent positivement ou négativement sur la quantité et la qualité de cette connaissance. Il peut résider chez l’apprenant une confusion entre les deux notions qui peut l’amener à valoriser ou ignorer sa connaissance. Le processus de construction des connaissances par le savoir diffusé exige une constante mise en œuvre de procédures d’évaluation. Le processus d’évaluation apprécie alors la structure de la connaissance pour prendre des décisions destinées à la faire évoluer. Cependant, lors d’une évaluation, la confusion entre connaissance et savoir peut amener l’apprenant à valoriser le score, négligeant ainsi le regard qu’il pourrait porter sur les processus de transformation des connaissances au profit d’une restitution la plus fidèle possible du savoir. Cette confusion peut être mise en évidence pourvu que l’évaluation intègre une dimension processuelle. Dès lors, l’évaluation peut être mieux associée à des actions d’amélioration et de transformation des connaissances. L’évaluation peut alors être abordée dans une logique d’aide à la décision. Dans ce travail nous montrerons donc qu’une situation d’apprentissage s’apparente à une situation d’aide à la décisionThe research realized in this thesis proposes a decision support to improve the quality of learning. The learning includes two dimensions; human dimension and pedagogic one. The human dimension includes the learner and the teacher. The pedagogic dimension represented in curriculum set by the educational establishment; it is the know. The learner is going to transform the know into knowledge. Thus the know and the knowledge are two notions completely different. The distance between both is the distance between what the teacher presents (the know) and what the learner acquires (the knowledge). The quality of the learning concerns the learners who go to the school to acquire the know. In fact, learning consists in interiorizing the know. This internalization requires the efforts for persistent intellectual change and demands continuity based on past experiences. The acquisition of knowledge and its transformation into knowledge by the learner is influenced by several factors that affect positively or negatively on the quantity and quality of this knowledge. The confusion between the know and the knowledge guide the learner to value or to ignore his knowledge. The knowledge construction process by the diffused know requires an constant evaluation process. The process of evaluation then appreciates the structure of knowledge to make decisions intended to make it evolve. However, during an evaluation, the confusion between knowledge and knowledge can bring learner to value the score so neglecting the importance which he must give for the transformation knowledge process in favor of the highest possible fidelity of knowledge. This confusion can be detected provided that the evaluation includes a processual dimension. Therefore, the evaluation may be better associated with improvement actions and transformation of knowledge. Then the evaluation can be addressed in a logical decision support. Therefore In this research we demonstrate that the learning situation is a decision aiding situation
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Medley, Iii George Harold. "History, cosmos and field theory : a critically constructive re-examination of Wolfhart Pannenberg's theology of history with a view to the question of divine sovereignty and human freedom." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/history-cosmos-and-field-theory(c956e8d7-1a83-40e8-9bb7-96b40b4e683c).html.
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With a view to the more ultimate goal of providing fresh perspectives to address the perennial theological problem of the compatibility of divine sovereignty and human freedom, this thesis undertakes a critically constructive re-examination of fundamental orientations guiding Wolfhart Pannenberg’s thought, arguing that, when properly read through the far-reaching and decisive influences of Duns Scotus and Friedrich Schelling, influences hitherto only scantily acknowledged, Pannenberg’s overarching theology, from very early in his career to his latest writings, must be understood throughout as a ‘theology of history,’ and that when so understood, can also be seen as manifesting a previously unacknowledged unity and consistency. The critical demonstration of the deep influences of Scotus and Schelling, most notably for my purposes, on Pannenberg’s understanding of history and contingency crucially also makes possible a re-evaluation and a particular modification of Pannenberg’s use of field theory, which will contribute significantly to the goal of showing in new ways the compatibility of divine sovereignty and human freedom. The thesis begins with an examination of Pannenberg’s earliest works to establish the importance of contingency, understood in Scotist terms, and the influence of Schelling on Pannenberg’s view of history. Building upon a view of history as contingent and purposed, the thesis demonstrates that Pannenberg’s concept of history encompasses all of cosmic history and dismisses any distinction between histories, such as Historie and Geschichte, as artificial. The thesis shows that to affirm the sovereignty of God, Pannenberg maintains that the end of history is so assured as to have been seen proleptically in the historical resurrection of Christ. Likewise, in order to maintain the freedom of humanity, Pannenberg argues that, in one sense, God is not yet fully manifest in his sovereignty, yet he continues to interact within and create history as a manifestation of himself within which his creation moves contingently and freely. However, the thesis argues that the simultaneous affirmation of both positions is possible only when channelled through vital aspects of the influence of Scotus and Schelling and through a crucial reframing of Pannenberg’s use of field theory, which must be understood in temporal rather than material terms. By presenting himself as the defined end of history to the present moment, God is shown to give the temporal field into which creatures respond ‘ecstatically’ to such an end in a way that affirms the present and future contingency and freedom of human action, without denying the sovereignty of God.
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Sommer, Sylvia. "L'Evaluation sommative de la compétence orale de l'anglais comme langue étrangère en fonction de la compétence communicative en didactique de langues : l'exemple des examens de l'university of Cambridge local examinations syndicate." Lyon 3, 1997. http://www.theses.fr/1997LYO31008.
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Cet ouvrage a comme objectif d'analyser l'evaluation sommative de la competence orale de l'anglais langue etrangere en didactique des langues. Il prend comme cadre de reference les cinq examens les plus connus de l'university of cambridge local examinations syndicale. La premiere partie presente le fonctionnement et l'historique du cadre de reference et evalue les forces en jeu (theoriques, sociales, economiques et institutionnelles). Une synthese de l'evolution de l'evaluation en langues et des theories linguistiques environnantes termine cette partie. La deuxieme partie examine les bases theoriques, linguistique et psychometrique, de la validite du construit et du contenu, le concept de competence de communication et l'acte de communication, les modeles utilises en evaluation (munby, hymes, canale et swain, bachman) et l'effet retroactif comme critere de validite. La troisieme partie passe de l'examen de la theorie a l'evaluation de la pratique de l'evaluation orale etudiant les notions de fiabilite, de variations d'examinateurs, d'objectivite, d'extrapolation, d'authenticite et de validation de l'outil. La formation des examinateurs et le fonctionnement du dispositif du team leader institue par ucles est analyse ainsi que les formats utilises, les cadres operationnels mis en place par ucles. Les considerations docimologiques concernant la notation, les echelles, analytique et holistique, les criteres aboutissent a une analyse approfondie des grilles et des criteres des examens de cambridge. La conclusion porte sur la necessite de l'effet retroactif pour assurer la validite d'un outil d'evaluation et de la formation des examinateurs pour en assurer et la fiabilite et la validite du contenu. Ce dernier point ameliore la qualite des activites communicatives pratiquees dans la classe.
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Guohua, Pan, and University of Lethbridge Faculty of Education. "Student and teacher perceptions of the authenticity, validity and experiential groundedness of English as a second language (ESL) evaluation : a program case study." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997, 1997. http://hdl.handle.net/10133/87.
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This thesis explores and discusses the current practice of English as a Second Language (ESL) evaluation primarily in terms of validity, authenticity, and experiential groundedness. The researcher endeavours to apply theories of ESL evaluation to actual practice, analyzing the differences or harmonization between with regard to validity, authenticity, experiential groundedness and some other factors identified as being important in evaluation in language acquisition situations, particularly CRTs, NRTs, foramtive and summative evaluations. Ethnographic inquiry is used for obtaining data. A program case study, a technique of qualitative research, is used for this study. The purpose is to gather some genuine data from the interviewees which are
real and revealing, thus enabling the researcher to gain particular insights relative to the aims of his study. The analysis aspires to give voice to interviewee's on ESL evaluation in terms of validity, authenticity, and experiential groundedness, along with other factors noted above. This report sets out to determine how or if validity, authenticity, and experiential groundedness, along with some other factors identified above, are integrated elements of an efficient and effective ESL evaluation. Such was found to ve the case and it was also found that these can be reinforced by guaranteeing that an evaluation targets its population closely, adopting real-life approaches and, establishing linkages between evaluation and prior knowledge and skills.xi, 156 leaves ; 28 cm.
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Chou, Chuan-Ting. "Traditional Chinese medicine on-line diagnosis system." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3182.
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The project developed a web-based application that provides a user-friendly interface to assist practitioners of traditional Chinese medicine in determining the correct diagnosis. Traditional Chinese Medicine On-line Diagnosis System (TCMODS) allows a diagnostician to enter a patient's symptoms using a series of questionnaires to determine health status, which will then be stored in the database as part of the patient's medical records. The database will also differentiate among the patterns of syndromes known in traditional Chinese medicine and search and match these with the patient's data to the known uses of Chinese herbs. TCMODS will then generate that patient's medical record, including the symptoms of the ailment, the syndrome, and a prescription. User identification and access privileges were differentiated in order to maintain the integrity of the patient medical data and the information needed to make the diagnoses. The project was designed to function across platforms and was written using HTML, JSP, and MySQL.
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Harmuch, Daniela. "Tarefas para uma educação financeira: um estudo." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2403.
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Acompanha: Tarefas para educação financeira: uma proposta a luz da educação matemática realísticaEste trabalho apresenta a elaboração, aplicação e discussão de uma Sequência de Tarefas matemáticas que provocam reflexões a respeito de temas da Educação Financeira. Todo o desenvolver da pesquisa ancorou-se nos pressupostos de ensino e aprendizagem da Educação Matemática Realística. Trata-se de uma pesquisa qualitativa de cunho interpretativo. A aplicação da Sequência de Tarefas foi realizada em uma instituição Filantrópica de Londrina-PR, na qual os adolescentes que a frequentam encontram-se em situação de desproteção social e a regente foi a pesquisadora. A partir de seu desenvolvimento e aplicação buscou-se provocar um repensar a prática de ensino e de aprendizagem e discutir objetivos e competências da Educação Financeira revelados nas produções dos estudantes. A construção do trabalho gerou indícios de que, um ambiente de sala de aula à luz de Educação Matemática Realística favorece uma educação aos jovens na direção de tornarem-se sujeitos matematicamente letrados, em especial referente a situações financeiras.
This paper presents the elaboration, application and discussion of mathematical task sequence in order to raise reflections on Financial Education themes. The entire development of the research was based on the teaching and learning assumptions of Realistic Mathematics Education. It is a qualitative research of an interpretive nature. The sequence task application was carried out by the researcher, who was also the teacher, in a Philanthropic institution in Londrina-PR, where adolescents are in an unprotected social situation. The activity tried to arouse a rethinking of the teaching and learning practice and also discuss the objectives and competencies of Financial Education revealed by the students’ productions from its development and application. The work construction produced some indications that a classroom environment concerning the Realistic Mathematical Education provides the young some education, which, makes them become mathematically literate subjects, especially referring to financial situations.
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Smith, Isabel P. "Did the Curtailing of the "Stop, Question, and Frisk" Policy Lead to An Increase in New York City's Homicide Rate in 2015?: An Examination of the Relationship Between Stop-and-Frisk and Violent Crime Rates." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/817.
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This thesis is an examination of the relationship between the New York Police Department's "Stop, Question, and Frisk" policy and the city's homicide rates. Using a historical analysis of NYC crime data as well as a cross-city comparison of homicide rates across the United States, I determine whether or not there is a consistent, causal relationship between the policy and the city's violent crime rates.
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Rhys, Julian. "Students under Honecker : an examination of responses of students in Berlin, Dresden and Jena to the ideology and politics of the Sozialistische Einheitspartei Deutschlands, 1971-1989, with reference to the GDR planned economy, the question of western imp." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322933.
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Martínez, Molina María Elena. "La evaluación de Historia de España en COU y Bachillerato en la Comunidad Autónoma de la Región de Murcia (1993-2004)." Doctoral thesis, Universidad de Murcia, 2008. http://hdl.handle.net/10803/32117.
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Esta tesis muestra una radiografía de las evaluaciones de Historia de España en COU y Bachillerato (a través de los recuerdos de 1523 alumnos entre 1993-2003), y de los protocolos de los exámenes (410 realizados por el profesorado entre 2002-2004), en la CC.AA. de la Región de Murcia.
Entre los resultados más relevantes, destacar: la influencia que los aspectos formales de las evaluaciones y los exámenes tienen tanto en los contenidos por los que se les pregunta a los alumnos como en el tipo de aprendizaje que éstos adquieren; la presencia predominante de preguntas que requieren principalmente la memorización de los conocimientos; las relaciones existentes entre los tipos de preguntas y las capacidades cognitivas solicitadas en las pruebas; la evaluación de unos temas de la Historia de España en detrimento de otros; y la influencia que dos referentes como son selectividad y decreto de currículum, tienen en las pruebas estudiadas.This thesis shows a radiograph of the assessments of History of Spain in COU and Bachillerato (through the memories of 1523 students between 1993-2003), and the protocols of the examinations (410 made by teachers between 2002-2004) in the Autonomous Community of the Region of Murcia. Among the most relevant results, include: the influence of the formal aspects of assessments and examinations have so much in the content for which one asks the students as the type of learning that they acquire, the predominance of questions mainly require the memorization of knowledge, relations between the types of questions and cognitive abilities tests requested and the evaluation of the subjects of the History of Spain at the expense of others, and the influence of two references such as selectivity and Decree of the curriculum, the tests are studied.
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Stadler, João Paulo. "Análise de aspectos sociocientíficos em questões de química do Enem: subsídio para a elaboração de material didático para a formação cidadã." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1649.
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Acompanha: Manual didático: o emprego de aspectos sociocientíficos no ensino de químicaEmpregar sequências didáticas que apresentem aspectos sociocientíficos (ASC) pode ser uma estratégia que possibilite o desenvolvimento de competências e habilidades requeridas nos Parâmetros Curriculares Nacionais e na Matriz de Referência do Exame Nacional do Ensino Médio (Enem), em conjunto com aspectos científicos descritos para o ensino de Química. O emprego de ASC, inclusive em exames de larga escala como o Enem, prescinde da relevância do tema proposto, com o emprego de temas globais, por exemplo; da controvérsia, ou seja, um estímulo ao exercício de argumentação para elaboração e avaliação de hipóteses e tomada de decisão e a relação desses requisitos com os conteúdos científicos. Por meio da Análise de Conteúdo de Bardin, sobre questões de Ciências Naturais do Enem de 2009 a 2004, foi traçado um perfil da prova. Contrariamente ao esperado, o Enem apresenta caráter disciplinar e propedêutico, o que reflete os anseios das instituições de ensino superior que passaram a aceitá-lo como forma de ingresso. Em contraste, apresenta, também, poucas questões com que abordam ASC, o que pode causar a desmotivação em empregar a discussão desses aspectos em sala de aula. Desse modo, foi desenvolvido um material que apresenta orientações e exemplos para a realização de práticas que envolvam ASC pode ser um meio de difundir e estimular a utilização de práticas entre professores de Química de modo a discutir, possivelmente, reflexos nas características dos exames do Enem.
To use didactic sequences that consider socio-scientific issues (SSI) perspectives can be a strategy to develop the competences and abilities required on the National Standards (PCN) and on the High School National Exam (Enem) References Guide and the specific objective proposed to Chemistry teaching. The usage of SSI, including in wide-ranging evaluations, such as the Enem, requires the demands: topic relevance, with the usage of global themes for example; controversy, i.e. a stimulus to the development of argumentation to elaborate and evaluate hypothesis and make decision considering the established controversy; and the relation between the two requirements with the scientific knowledge. By using de Content Analysis proposed by Bardin on the question of the National Exam was possible to design an exam profile. In contrary to what was expect as a profile for the Enem, the exam presents a disciplinary and propaedeutic profile, reflecting the Universities needs for their admission process, which can result in an exam with only a few questions with SSI characteristics, demotivating its usage in classes. Therefore, the development of material that presents orientations and examples for SSI activities can be a way to spread the methodology to Chemistry teachers and stimulate its usage and. It can possibly cause chances in Enem characteristics.
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Yang, Chang-Yi, and 楊昌益. "A Study of Automatic Structure Extraction from Examination Questions." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/23329229627691552318.
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碩士國立中正大學
資訊工程研究所
90
The technic of internet was developed rapidly, the quantity of information is growing very fast. Due to the huge among of information, we can''t find those information that we need quickly. Therefore, the role of information extraction is becoming more and more important. In this thesis we construct a tool to extract examination questions, and help people to organize examination questions, and store those data into database. People will get all examination questions in a few seconds by using this tool. We believe that the tool is useful for students. We use Hidden Markov Model as our major method to construct our tool and use a rule base method WHISK to extract examination questions too. Experiments show that we can reach precision 94 percent in Hidden Markov Model.
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Lee, Min-Chung, and 李明宗. "An Analysis of Geographic Questions On Colledge Entrance Examination." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/60699592531102495933.
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碩士國立臺北教育大學
社會與區域發展學系碩士班
99
First, this study analyzes 1995 lesson teaching outline and the 2006 Programme of geography content and change. Then, 2002 to 2010 years collecting the Geography exam questions, question-by-year part of the proposition, unit, topic, question type, the principles of analysis and discussion propositions to understand questions in various parts of the College Entrance Examination proposition percentage. Finally, the use of geographic content analysis of the syllabus and questions the results of the analysis, conclusions are derived. Based on the above research procedures, this study are summarized as follows:First, compared to 1995 teaching outline, in the 2006 Programme of temporary allocation and unit volumes have substantially changed the content. Second, the previous item the partition ratio: (A) part of the content and theme of the unit, from 2002 to 2010, both of the Ability Exam and the Appoint Exam are Proposition largely on the proportion of human geography, regional geography, world geography and the larger part of Taiwan and China Geography. (B) some kinds of questions, from 2002 to 2010,the Ability Exam is Proposition largely on the proportion of Single choice,but the Appoint Exam is Group Question. (C) part of the geographical capabilities, from 2002 to 2010, and the Ability Exam and the Appoint Exam are the main proposition. Third, in response to changes in teaching outline, questions over the years by the proposition to change: (A) in the content part, the subject test changes larger, but in the unit theme part, the changes of both the Ability Exam and the Appoint Exam are great. (B) some kinds of questions, propositions type of both the Ability Exam and the Appoint Exam are insignificant, but the chart type questions on the increase. (C) part of the geographical capabilities, both the Ability Exam and the Appoint Exam have the opposite trend. Fourth, the principle part of the proposition, and integration of multiple-choice questions to the principles of the subject does not meet the more, the chart questions are less.
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CHANG, YA-WEN, and 張雅雯. "A Study of Chinese Examination Questions Based on Core Competencies - Take the Chinese Examination Questions in Beijing Senior High School Entrance Examination from 2009 to 2018 as Reference." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/j58kj2.
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碩士國立高雄師範大學
國文學系
107
The theme of the study is to research in the test goals, structures, types, and atypical features of the Chinese examination questions in Beijing senior high school entrance examination from 2009 to 2018. The research is based on core competencies and analyzed with content analysis and comparative research methods. Finally, take the research results and different types of test questions as reference to design ideal Chinese examination questions which are based on core competencies and atypical questions.
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HUANG, SHIH-HSIEN, and 黃詩賢. "Analysis of Teacher Examination Questions Based onthe Education System Subject." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/39626623401454928165.
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碩士國立臺東大學
教育學系教育研究所
104
This study investigated the 2005–2015 teacher examination questions for the Education System subject to explore the scopes, focuses, and frequencies of the questions, according to which the difficulty and discrimination levels of the subject were analyzed. The examination outcomes were then investigated to understand the capability of the students of various grade levels and departments in National Taitung University. Regarding data analysis, this study classified the examination questions into 25 categories, in which the distributions of the questions were explored to understand the scopes, focuses, and frequencies of the questions. The study results were as follows: (a) The examination contained the most numbers of questions on topics related to the Primary and Junior High School Act and Teacher’s Act, indicating these two topics as the primary focuses of the examination. (b) For the students, the questions related to policy analysis were the easiest, whereas those related to administration disputes were the most difficult. (c) For the 115 questions on education system, 50 questions attained a medium difficulty level and can therefore be used to discriminate the capabilities of the students in the high-score and low-score groups; hence, these questions were designated as excellent model questions. Most of these questions were related to the topic of French education administration. (d) The preservice teachers in the Master’s program of the Department of Education performed more favorably in answering the questions than did those in the undergraduate program of the department. (e) The preservice teachers in the undergraduate program of the Department of Education performed more favorably in answering the questions than did the students in other programs of the university.
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Yi-chen, Hong, and 洪依辰. "Analysis of Teacher Examination Questions - Curriculum and Instruction as instance." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4c4vp7.
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碩士國立臺東大學
教育學系教育研究所
106
The purpose of this study is to explore the examination exercises of " Curriculum and Instruction " for teachers from 2008 to 2017. It uses the analysis of examination exercises to understand the types of exercises, the main points of tests, the frequency of questions and the proposition tendency through the years. Simultaneously, it is also to learn about the replication of " Curriculum and Teaching" from Taitung University students, and to observe the difficulty and identification of the subjects. To focus on the 2008 to 2017 teacher certification test of " Curriculum and Teaching", in data aspect, it codes the exercises into 11 categories analysis for the distribution of various types of exercises, and to understand the types of exercises, the key points of examinations, the frequency of exercises questioning and the statistics of difficulty and identification of the tested student. The results of this study are: (1) Principles of Teaching and design are the main issues, followed by the Curriculum Development and Design, Learning Assessment, Class Management. (2) Instructional design items are the most tested questions in all coding categories in Teaching principles and design. (3) Exercises of class management application situation had obviously increased in recent years. (4) In the 40 simulated exercises, the well exercises scores of identification more than 0.4 are 18 questions, which can distinguish students into high and low group. It is moderately easy for the overall difficulty level of the questions. (5) According to the simulated test result, pre-service teachers perform better than Students of Department of Education.
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Yun, Liu Yueh, and 劉月雲. "A Re-examination on the Translation Questions of the English Tests for Joint College Entrance Examination in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/98475181244199410310.
Full textAbstract:
碩士輔仁大學
翻譯學研究所在職專班
97
The Joint College Entrance Examination (JCEE) has been held for many years in Taiwan. The exams are often concerned by the public, but the fairness of JCEE is still well accepted. Among various subjects, the English exam is divided into two major parts: multiple-choice items and non-multiple-choice items. The non-multiple-choice format is further divided into translation questions and an English composition. The translation questions now only take up 8 percent of the total score of the exam, but they have played an important role in test-takers’ performance over the past years. A study on the translation questions on the English exams may help English teachers teach English tenses, sentence patterns, grammar rules, and translation techniques to their students more effectively. However, little research attention has been paid to this area. Therefore, this study aims to research on the translation questions of the English exams in JCEE in Taiwan. Translation is a profession and art. Thus, the translation questions on the English exams in JCEE only attempt to test those students if they know how to use English vocabulary and grammar rules that they have learned in senior high school to translate Chinese sentences into English. The main purpose of this study is to discuss and analyze the translation questions on the English exams in JCEE over the past years and classify these questions into several categories, including English tenses, voices, numbers, test scores, sentence topics, sentence patterns, and sentence types. Furthermore, key translation techniques will be listed to discuss how to improve students’ translation ability. The results of the study may help English teachers teach their students those translation techniques with more efficiency. Also, it is hoped that students can benefit from the learning of these translation techniques and perform better in their English classes and tests.