Dissertations / Theses: 'Grading and marking (Students) – Lesotho'

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Behrend, Jennifer Lyn. "Teacher-stress and present day grading practices." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007behrendj.pdf.

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Stewart, Barbara. "Grading the General Chemistry Laboratory: A Constructivist Approach." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/StewartB2001.pdf.

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Bauer, Duane Joseph. "The existence of grade inflation in our educational system." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bauerd.pdf.

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Boggs, Aaron M. "Alternative assessment in the secondary physics classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/695.

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Dodson, Ronald W. "A grounded theory model for final grade decisions made by secondary teachers in suburban central Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/dodson.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.
Title from PDF title page (viewed Jan. 26, 2010). Additional advisors: Linda Searby, Loucrecia Collins, Margaret Rice, Scott Snyder, Connie Williams. Includes bibliographical references (p. 241-249).

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Matthews, Kevin. "Development and evaluation of an adaptive grading/learning system (AGLS)." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/matthewsk/kevinmatthews.pdf.

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陳志剛 and Chi-kong Chan. "Rescaling of the grades in Hong Kong advanced level examination and Hong Kong certificates of education examination." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977248.

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Neff, Christopher R. "75% 2.0/4.0 and what is passing? grading scale interpretations from students and teachers at Sun Prairie High School /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009neffc.pdf.

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Tsagalidis, Helena. "Därför fick jag bara Godkänt... : bedömning i karaktärsämnen på HR-programmet /." Stockholm : Pedagogiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8191.

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Norton, Charles W. "Weighted grading practice perceptions of the effect by high school counselors /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008nortonc.pdf.

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Stratton, Crystal Havely. "The component theory of communication apprehension in the public speaking course grade-evaluation anxiety as a form of negative evaluation /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594494191&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Johnson, Janice Kay Sauve. "The grading of elementary student performance on a standards-based report card /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7604.

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Wolkerstorfer-Isakson, Lynn. "An evaluation of students with below minimum cut scores and the relationship to grade point averages in the Culinary Arts Program at Hennepin Technical College." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009wolkerstorfer-isaksonl.pdf.

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Day, Ronald J. "Relationship of critical thinking dispositions of baccalaureate nursing students to ERI-RN assessment scores and GPA." Muncie, IN : Ball State University, 2009. http://cardinalscholar.bsu.edu/700.

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Crawford, Wayne Fortune Ron. "Criteria for evaluating composition their place in students' composing processes /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819891.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 14, 2006. Dissertation Committee: Ron Fortune (chair), Doug Hesse, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 191-201) and abstract. Also available in print.

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West, Gregory K. "The construct validity of the holistic writing score an analysis of the essay subtest of the College-Level Academic Skills Test /." Gainesville, FL, 1988. http://www.archive.org/details/constructvalidit00west.

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Zong, Shiping. "The meaning of expected grade and the meaning of overall rating of instruction : a validation study of student evaluation of teaching with hierarchical linear models /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7608.

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Taylor, Aimée Claire. "Grade inflation an analysis of teacher perception, grade point average, and test scores in one southeastern Georgia high school /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/aimee_c_taylor/taylor_aimee_c_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 114-118) and appendices.

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Brigden, Susan Rae. "Reporting, grading, and the meaning of letter grades in Science 9, perspectives of teachers, students, and parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34533.pdf.

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20

Forrest, Rita A. "Effects of a student's prior academic performance on the grades assigned to math papers by sixth grade teachers." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720340.

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The purpose of this study was to determine if a teacher's knowledge of a sixth grade student's prior academic performance affects the teacher's grading of the student's work on math papers. This study attempted to isolate the singular characteristic of a teacher's prior knowledge of a student's academic performance as a possible source for grading discrepancies.Four math papers were developed following the guidelines from the Indiana Statewide Test of Educational Progress (ISTEP) in mathematics for sixth grade. Four selected report cards representing high academic performance and four representing low academic performance were attached to the four student papers along with the appropriate answer keys. One-third of the instruments had high academic performance attachments, one-third had low academic performance attachments, and one-third had no academic performance attachments. The instruments were randomly assigned to experienced teachers for grading.The analysis of the data indicated that the mean number grades for high academic performance papers when compared to the control group differed significantly at the .05 level of confidence. The mean of the letter and number grade scores assigned to low academic performance papers compared to the control group did not differ significantly.Based on the findings of this study, conclusions were drawn. Among the conclusions reported were:1. Teachers' grades on the same math papers were remarkably varied.2. Number grades assigned to the same math papers differed significantly for high academic performance.3. The range for letter and number grades for each paper was extremely broad over all independent variables.4. The scoring discrepancies for letter and number grades created a question regarding grading validity.

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Gruber, Donald D. Hobbs Jack A. "A survey of assessment procedures, uses and perceptions among Illinois K-12 art teachers." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835904.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Jack Hobbs (chair), Marilyn P. Newby, Robert L. Fisher, Linda M. Willis Fisher, Richard A. Salome. Includes bibliographical references (leaves 132-136) and abstract. Also available in print.

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Sims, Carla J. "Attitude and the junior high ensemble : partial fullfillment of requirements for Master of Arts in teaching." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/508.

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Attitude is a very subjective quality, but has a great deal of influence on a classroom teaching and learning situation. This is especially true of a performance oriented class even when the main objective is not performance for performance sake. Attitudes can be affected by many variables but the one to be considered in this project is whether an effective grading system has positive affects on the students' attitudes. This study was implemented with a Junior High Band made students had played for at least one year or more. Due to ! up of both boys and girls, grades six through eight. These their attitude problem when I first arrived, I tried to deduce what seemed to be the problem. My purpose was to try various grading systems that would hold the students accountable for their actions as well as trying to improve their low self-esteem which in turn seemed to affect their attitude. The grading system was established at the beginning of school. Each quarter thereafter it was changed slightly in response to the students' attitudes. The majority of the students felt little or no consequence in relation to grades at the beginning of the school year, but as the grading system changed, performance quality and musical knowledge elevated, as did their self-esteem and their attitudes. Due to the research done with these students and comparing it to related research, I feel that we can safely say that attitudes are affected by many different variables, and, more importantly, they are all interrelated.

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Potterton, Valerie Ann. "The development and implementation of records of student achievement in technikon education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1899.

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Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994
This pilot project to develop and implement a system for introducing records of student achievement in technikon education was based on developments in the United Kingdom over two decades ago. From a small beginning in a few schools, the movement, later known as 'profiling' flourished to the point where in 1984. it was officially adopted as part of school policy. Most teaching and learning in schools culminates in some form of assessment and evaluation. However, in many parts of the world, it has often been the custom to eliminate/exclude all but the very best pupils from any effective or beneficial forms of assessment. thereby precluding them from any practical· means of evaluation. The situation was no different in the United Kingdom where up to the 1960's the majority of pupils left school with little more than attendance records. It was this unfair and biased situation that gave rise to the principal leverage for introducing profiling to the school system. Although originating as a reaction against this prejudice, profiling in the United Kingdom has grown to encompass reporting on various attainments and activities, including academic achievement, of all school-going pupils as well as students at a number of post-compulsory education institutions. One of the many reasons given for this expansion has been the requirements of jobmarkets. It has long been known that industry has not always been entirely happy with the end-product from Our established education system. There are varied arguments for this, and in exploring some of these, one fairly universal problem has emerged, namely industry's apparent inability to effectively use the results of assessment as it has traditionally been reported by most schools and other educational institutions.

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Campbell, Alistair B. "Performance enhancement of the task assessment process through the application of an electronic performance support system." Connect to thesis, 2008. http://portal.ecu.edu.au/adt-public/adt-ECU2008.0008.html.

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Choi, Nam-fung Amy. "What do teachers' evaluative comments tell the students about the teachers' appraisal of their ability and effort?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782557.

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Chan, Chi-kong. "Rescaling of the grades in Hong Kong advanced level examination and Hong Kong certificates of education examination." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13787494.

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Haehl, Martha Barger Rita. "Placement test scores and demographics predicting grades in Basic Math and Introductory Algebra at an urban/suburban community college." Diss., UMK access, 2007.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007.
"A dissertation in education and urban leadership and policy studies in education." Advisor: Rita Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 30, 2008. Includes bibliographical references (leaves 81-87). Online version of the print edition.

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Mutuku, Elizabeth. "Understanding the differences in marking performance of JSC mathematics markers in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1015223.

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Education reform in Namibia brought about changes to mathematics education since independence. This has put pressure on the government to provide both resources and qualified mathematics teachers to help drive the reform process in all teaching and learning activities. This included availing reliable and valid national examination results which is a measure of whether the newly introduced programmes are working or not. For the Ministry of Education this meant training more mathematics teachers and ensuring that competent and reliable teachers are appointed for marking national examination every year. The teachers' training process however, has not been going as fast as it was expected and year after year the Directorate of National Examinations and Assessment experienced problems in obtaining competent teachers for the marking of national examination. The purpose of the study was to understand the differences in marking performances of the JSC mathematics national examination markers. Particularly the study was to create a clear and detailed understanding of different factors that could possibly affect the marking performance of different markers. In addition, the study was to investigate the effect the mathematical content knowledge of the markers has on their marking performance. It was evident from the findings that their mathematical content knowledge had influenced their marking performance. Moreover the research findings also gave a strong indication that there are other factors that were influencing the markers marking performance. These were the markers' knowledge of the assessment and marking process, the markers' marking experience, the markers' socioeconomic background. The difference in their moderators' input has emerged as the other factors that have influenced their performance in marking and consequently contributed to the differences in their marking performances.

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Carr, Sandra B. (Sandra Butters). "Effect of Non-Uniform Calculation of Grade Point Average and Rank in Class by Texas Public School Districts upon Admissions to Public Four-Year Higher Education Institutions in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331976/.

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This study sought to determine the ways in which Texas public school districts differ in their calculation of Grade Point Average/Rank in Class (GPA/RIC), how district size affects weighting practices, and the effect of non-uniform calculation of GPA/RIC on admissions to college. Descriptive and non-parametric analysis techniques were used.

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Sanborne, Lewis W. Palmer James C. "The communicative function of grades at a private midwestern university." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064500.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 17, 2006. Dissertation Committee: James C. Palmer (chair), Darryl A. Pifer, Phyllis McCluskey Titus, David L. Tucker. Includes bibliographical references (leaves 149-153) and abstract. Also available in print.

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Tung, I.-Pei. "Documenting the use of digital portfolios in an elementary school classroom." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79982.

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The Quebec Education Program (QEP) provides educators with detailed descriptions of competencies of learning achievement. However, current approaches used by educators to instruct and assess their students do not target the relevant QEP competencies. The goal of this thesis is to document efforts of one teacher to implement digital portfolios in her grade one and two classroom in order to instruct and assess her students according to the relevant QEP competencies. The study documents the kinds of technology and skills that are needed to implement digital portfolios in order to instruct and to assess and communicate student learning to their parents. Interviews with all participants were used to document the process from multiple perspectives. Overall, digital portfolios were found to be a very useful for instructing and assessing student and communicating with parents.

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O'Hare, Sharon Beth. "Performance, placement, and persistence an exploratory study of the first-year math experience at the University of Montana /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05312007-160058/.

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Paxton, Moragh Isobel Jane. "Case studies of tutors' responses to student writing and the way in which students interpret these." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003311.

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This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.

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Lee, Sook Hee. "The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students." University of Sydney, 2006. http://hdl.handle.net/2123/1285.

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Doctor of Philosophy (PhD)
Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.

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Juras, Sherrie Ann. "Digital portfolios: Advancing assessment through technology." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1951.

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The project discusses how evolving technologies used to create digital portfolios can demonstrate student achievement in virtually unlimited ways. Evidence of student growth and achievement can be documented digitally. Such evidence can take the form of text, graphics, photos, sound, video data, and can even include database records of standardized or course-end test scores and grades.

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Hart, Gwendolyn A. "Composing Metaphors: Metaphors for Writing in the Composition Classroom." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371472.

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Meyer, Kevin R. "Student Classroom Engagement: Rethinking Participation Grades and Student Silence." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242164691.

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Chow, Kit-ling Lena, and 周潔玲. "A comparison of teachers' and students' perceptions of the purpose andvalue of assessment within project work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3015294X.

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Liu, Yue. "Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159150.

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This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments.
Department of English

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陳志君. "家庭因素對澳門學生學業成績的影響." Thesis, University of Macau, 2001. http://umaclib3.umac.mo/record=b1636434.

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Tsilo, Mathabo Claurina. "An investigation of teachers' assessment practices at Zenon high school in Lesotho." Thesis, 2006. http://hdl.handle.net/10413/1528.

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The literature has shown that the traditional way of assessment which is paper-pencil tests and/or examinations has always been the most dominant and trusted form of assessment. This study investigated assessment practices of Zenon high school teachers in Lesotho. Assessment practices investigated by this study are of teachers from all subjects taught at the above-mentioned school. The study has been based on formative and summative assessment concepts. To answer one overarching research question, a case study approach has been used. Questionnaires were administered to 28 teachers in one school. Teachers' assessment documents and learners' exercise books were analyzed. The data collected were analyzed by means of tables and graphs. The findings from 14 teachers revealed that teachers use various assessment techniques to assess learners, but the most dominant form of assessment employed by teachers in all nine subjects is traditional paper-pencil tests/examinations. Teachers use traditional tests/examinations because they are convinced that it is the best way through which they can discover how learners have acquired what they have been taught. Alternative assessments or assessment techniques that require time to complete like practical projects etc are rarely used by teachers.
Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.

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"課堂評估對學生自主學習的影響: The impact of classroom assessment on student self-regulated learning." 2015. http://library.cuhk.edu.hk/record=b6115538.

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培養終身學習者是學校教育的重要任務，轉變評估理念、將評估作為促學手段是教育政策的導向，將二者有機結合到課堂中，即利用課堂評估培養學生成為終身學習者的實踐訴求是研究源起。本研究依託自主學習概念界定終身學習者所需素養，調查中國大陸三所中學的課堂評估實踐可否培養自主學習者以及影響因素。研究由四個問題引導展開：促進自主學習的課堂評估特徵在中國中學體現如何？中國中學生自主學習狀況如何？各項課堂評估特徵對學生自主學習各維度的影響關係為何？不同課堂評估特徵對自主學習有不同影響的原因為何？本研究選取河北省與廣州市三所中學12個高二班級，通過問卷、訪談、（課堂與實物）觀察收集數據，研究課堂評估及學生自主學習狀況。共計有分屬生物、語文、英語三門學科的630名學生與12位教師參與。採用描述統計、多元方差分析、結構方程建模等量化統計方法並結合質化分析，研究結果如下：
第一，參與研究中學課堂評估實踐在促進自主學習的特徵上處於中等水平，學科比較發現英語科水平最低。評估採用傳統任務形式，明顯模仿高考試題，包含不同題型，考查多種認知能力。學生自評以評分與評後反思跟進為主，互評僅為評分且互評機會少，學生無參與評估決策機會。教師對學生參與評估的指導主要在於精確評分，將評估視為管理工具，故剝奪學生參與決策機會。課堂口頭反饋是主要教師反饋渠道，反饋側重認知內容。課堂評估氛圍安全，阻礙學生積極應對課堂評估的主要是自尊。
第二，學生自主學習水平也在中等，英語科水平最低。學生的元認知調節針對學習內容、不關注認知策略，較多做評估後反思與調整，但缺乏計劃與監視，著重"回顧"。認知策略上多用記憶法，精細加工策略居中，組織策略最少。學生內部動機較高，認為學習內容有價值；外部動機主要有高考與重要他人的期待，相對不重視社會比較或在同伴中地位。對動機調節策略的運用無意識，當有意識調節動機時，往往採用回避或控制，而非真正調節動機。
第三，文獻指出七項評估特徵──評估任務、自評、互評、學生參與評估決策、教師指導與結構、教師反饋、評估氛圍──存在發展自主學習的契機，但本研究僅提供部分支持。其中可促進自主學習的包括自評、教師指導與結構以及教師反饋，評估任務及學生參與評估決策效用有限，利用互評、營造安全評估氛圍兩項策略未提升自主學習水平。
第四，九類因素影響課堂評估對自主學習的效用。除評估本身的質與量方面因素外，存在七類"情境"因素：學生執行、學生對待反饋、學生積極主動參與、學生依賴、學習動機與策略不易變、學科特征、師生關係。
The New Curriculum Reform along with a series of official educational documents spells out the imperative for schools to foster lifelong learners; a formative assessment initiative also stands out in the reform. The present research explores the potential of integrating the two themes into regular classroom practice, i.e., formatively use classroom assessment (CA) to prepare students for lifelong learning. Four research questions guide this pursuit: How pro-SRL (Self-regulated learning) are Chinese high-school classroom assessment (HCA) practices in reference to seven assessment features? How well do Chinese high-school students regulate their learning? What is the impact of CA on students’ SRL? Why do CA strategies have varied impacts?
630 high-school juniors and their 12 teachers, from 3 high schools in Hebei and Guangzhou, participated in the study. Questionnaire survey, interview, class observation and artifact collection were adopted to collect quantitative and qualitative data. The participants were chosen so as to represent various CA practices in different subject areas including biology, Chinese and EFL (English).
Quantitative analytical techniques including descriptive analysis, MANOVA, and SEM were employed in association with qualitative analysis to find:
Firstly, HCA moderately bore pro-SRL features, though there were variations among the three subjects, with EFL the lowest. Specifically, HCA mainly relied on traditional assessment tasks that were obviously modeled on Gaokao papers; these tasks tapped a range of cognitive abilities. Self-assessment and peer-assessment focused on rating and not much else. Students profited from self-rating through reflection and reaction, but peer-rating was minimally engaging. Meanwhile peer-assessment was rare. Teacher instruction on assessment techniques, if any, was primarily concerning rating accuracy. In addition to the lack of real self- or peer-assessment practice, students were not involved in making decisions regarding their own assessment. This is because teachers saw assessment as a way to control and manage. Teacher feedback was usually delivered orally during class, mostly focused on the specific assessment tasks. Classroom assessment was not much of a high-stakes event but viewed by the students as an occasion where they needed protect their self-esteem.
Secondly, students were medium-level self-regulated learners, and once again EFL students trailed others. When they metacognitively regulated their learning, the students took a retrospective approach, i.e., they reflected and reacted, but seldom planned and monitored. Also, they focused on what they learned, not how they learned what they learned. Memorization was the most common cognitive strategy, followed by elaboration, and organization. Students showed high intrinsic motivation; they deemed curricular materials relevant and important. Their extrinsic motivation was Gaokao-related, as well as fueled by their significant others’ expectations. Less high was the motivation to earn admiration from peers. Students were not knowledgeable about motivation-regulating strategies. As a result, they used volitional and avoidance approaches when learning motivation was low, though some of their learning activities had unintended effect of boosting motivation.
Thirdly, the seven CA features, i.e., assessment task, self-assessment, peer-assessment, student involvement in decision-making, teacher instruction and structure, teacher feedback as well as assessment environment, did not contribute to SRL equally. Among the seven, self-assessment most effectively supported SRL, followed by teacher instruction and provision of structure on assessment procedures, and then teacher feedback. Assessment task and student involvement in decision-making had mixed impacts. Peer-assessment and assessment environment did not improve SRL.
Fourthly, to make any conclusions practical, factors that interfered with the impact of assessment strategies were explored. Among the 9 factors, 2 were traits inherent in the strategies, i.e., the relevance of the strategies, including the implementation of them, to the concerned SRL dimension, and the frequency and consistency of their use. The remaining 7 were contextual, including student implementation, student response to feedback, student engagement, student reliance, fixed learning motivation and strategy use, the subject per se, and student-teacher relationship.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
張文霄.
Parallel title from added title page.
Thesis (Ph.D.) Chinese University of Hong Kong, 2015.
Includes bibliographical references (leaves 251-284).
Abstracts also in English.
Zhang Wenxiao.

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Peach, Ronald Derek. "Congruency of values : a study of the perceived writing values." Thesis, 2000. https://dspace.library.uvic.ca//handle/1828/9773.

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This study examines how well the qualities of good essay writing expressed in the British Columbia Ministry of Education's handbook, Using rating scales to evaluate student writing, are transmitted to teachers and students. In asking how well those values are communicated to teachers and students involved in grade twelve English examinations, the study compares the features demonstrated in the writing reference sets and specified in the Holistic scoring guide to the responses of markers, teachers and students who were surveyed concerning their familiarity with those terms and to their beliefs about what constituted a good essay. Most teachers reported instructional practices which utilized these reference sets, and students supported this assertion. The qualities described by teacher-markers such as “command of language, thoughtful, well structured, interesting argument, depth of understanding, engaging, sense of voice” were also compared to salient features of papers which they had just scored and found to correspond quite closely. Students, however, in describing the features they hoped to produce in writing a good essay, did not use the terms of the official rating scale descriptors, but instead, fell back on a vocabulary expressing the most basic features of the process approach to writing, such as “planning, webbing ideas,” and “revising.” Survey instruments used in the study were not sufficiently detailed to provide data on student comprehension of rating scale terms. Observations are made on such aspects of large-scale writing evaluations as recommended scoring practices, the need for thorough marker preparation, the vagueness of some criteria such as “voice”, and on current approaches to high school composition instruction with emphasis on modelling theory as the basis for instruction in a jurisdiction which uses reference sets of student work as standards for its rating scales. Shortcomings of the study are noted and suggestions for future research in this area are offered. The appendices include all survey forms used, results of a feature analysis of over 300 highly-rated examination essays, typescripts of student interviews, and a sample writing reference set with scale-point descriptors.
Graduate

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Mutuku, Elizabeth. "Understanding the differences in marking performance of JSC mathematics markers in Namibia : a case study /." 2008. http://eprints.ru.ac.za/1573/.

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Erdösy, Muhammad Usman. "Responding to non-native and native writers of English : a history professor's indigenous criteria for grading and feedback in an undergraduate sinology course /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370766&T=F.

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Litster, Michele C. "Grades, report cards, and motivation : a study of the connection between Ontario's secondary school summative evaluation and reporting practices and student motivation to learn /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19655.

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Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 106-109). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19655

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Wadhwa, Gunita. "Effects of anonymity and peer accountability during peer assessment in a graduate web-based education research methods course /." 2003.

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Cele, Nkanyezi Hills. "An investigation into the implementation of formative assessment in grade seven natural sciences : a case study of the three primary schools in Umlazi district." Thesis, 2009. http://hdl.handle.net/10413/1148.

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The study rests on the assumption that teachers of Natural Sciences apply various assessment strategies in their interaction with learners. Among the strategies that are proposed by the National Department of Education is the use of formative assessment. Due to the challenges that face teachers of this learning area, the researcher opted to explore the implementation of formative assessment, especially because there is vast lack of implementation of various departmental programmes and initiatives that are aimed at the betterment of our education system during this transformation period. To engage in this study, the researcher purposively selected three primary schools with Grade Seven classes in Umlazi District. Three research methods are employed to investigate the implementation of formative assessment in Grade Seven Natural Science classes, namely, semi-structured interviews, semi-structured observations and document analysis. Purposive, criterion-based selection was used to select participants to the study. Participants involve teachers of Natural Sciences at Grade Seven level. Data were collected using the afore-mentioned methods, and were analysed using Vygotsky’s theory constructivism and his concept of the Zone of Proximal Development (ZPD). Data were presented narratively, graphically and in tabular forms. The data are extensively discussed with reference to literature on formative assessment. The discussion is aimed at responding to the three research questions that drive the entire investigation. Findings thereof are presented in narrative form. The data collected helped the researcher to make sound conclusions about the implementation of formative assessment in the three sampled primary schools. Recommendations are made concerning the implementation of formative assessment in respect of what could help teachers achieve the prescribed learning outcomes and assessment standards through the use of formative assessment. Though the findings presented indicate the contextual factors typical to the three sampled schools, particularly the Grade Seven classes, they could be transferred to other institutions with similar settings because this is a case study research. This means that what happens in the three selected schools could be common to other schools as well regarding the use of formative assessment during teacher-learner interactions.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

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Ellison, Brandy J. "Does getting A's really matter? a conceptualization of grades as a measure of educational outcomes /." 2008. http://etd.nd.edu/ETD-db/theses/available/etd-10252008-100518/.

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Pierson, Suzanne. "An investigation of the effects of the formal reporting process on primary students' self-efficacy." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232585&T=F.

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Dissertations / Theses on the topic 'Grading and marking (Students) – Lesotho'

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