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1
Whitson, Jennifer Leigh. "The Relationship Between High School Exit Exam Policies, Student Transfers, and Attainment." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615585.
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High school exit exams have become a popular policy tool in states as well as districts and even schools as a means of improving student achievement and holding students accountable. Despite the extensive use of these exams, the behavioral responses to them and their impact on student outcomes are not fully understood. This study used a nationally representative longitudinal data set—the Educational Longitudinal Study of 2002—which tracked students starting in the spring of the 10th grade to explore the extent to which exit exam policies were associated with transfer behavior and student attainment outcomes. Transfer behavior was of interest because past research has found that schools that were successful in improving student achievement outcomes were not as successful in keeping transfer and dropout rates low (Rumberger & Palardy, 2005). Transfer behavior was conceptualized as a mediator to the likelihood of earning a regular high school diploma.
The logistic regression models used to answer the study's research questions found no evidence that statewide exit exams impacted the likelihood of transfer between the 10th and 12th grades or attainment of a regular high school diploma. There was also little evidence that the intensity of the exit exam, as measured using a composite indicator developed by the author, was associated with transfer or attainment outcomes, although the intensity may be influenced by the longevity of the policies.
Using a broader identification of exit exams that incorporated statewide exit exams, school-initiated exit exams, or locally mandated exit exams identified by school administrators, there was some limited evidence that exit exams were associated with an increased likelihood of transfer and decreased likelihood of earning a regular high school diploma. These results were particularly evident for the bottom quartile of performers on an achievement test (those most likely to fail an exit exam), while having no apparent impact on the top quartile of performers. The findings of this study suggest that school-initiated or locally mandated exit exam policies may be a confounding factor in analyses of the impact of statewide high school exit exam policies. Recommendations for future research and policy are discussed.
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Edwards, Michael Lynn Jr, and Brandon Bowman Thayn. "An assessment of foster youth and the California High School Exit Exam." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3192.
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Jennings, Susan Leigh, and Deborah Kay Perry. "Parents' perceptions of the California High School Exit Exam and some social implications." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2570.
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The purpose of this study was to explore the awareness and feelings of parents and their perceptions about the California High School Exit Exam (CAHSEE) and the impact on their children. Also, it looked at the social implications from an ecological perspective.
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Daglis, Hayley. "High school exit exams and adolescent delinquency." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4247.
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Coumbe, Kelly Lynn. "Effects of environmental factors present during the administration of the California High School Exit Exam on students' outcome scores." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2597.
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This study looked at the environmental factors present during testing for the spring 2004 administration of the California High School Exit Exam (CAHSEE) in an attempt to quantify some of the factors that were previously only qualitatively reported. Five factors were examined for their ability to predict passing percentages of students on the CASHSEE at the school level. The results indicated that socioeconomic status was the only significant predictor.
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Cimetta, Adriana D. "Understanding the Connection between High School Exit Exams and College Performance." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228168.
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This study examines the messages and accuracy of the messages sent to students from the Arizona Instrument to Measure Standards (AIMS) math test regarding academic preparedness for postsecondary education. Previous studies investigating messages sent to students, derived from information such as educational standards, grades, course taking policies, test material, and college admissions requirements, focused on content alignment of secondary and postsecondary content standards. However, a dearth of research exists on messages from high school performance, as measured by exit exams and college performance measured by grades, major selection, or graduation. This study addresses the need to understand and interpret messages students receive based on academic performance. Specifically, this study aims to answer three questions. First, what is the relationship between AIMS math scores and college math performance defined by the University of Arizona math requirement and college graduation? Second, to what degree do AIMS math scores predict college math performance? Third, what is the average AIMS math score and performance level for students who choose certain majors? To answer the research questions posed in this study, various statistical analyses were employed. To answer the first question, a one-way ANOVA and logistic regression analyses were used. A linear regression analysis served to analyze the second and third questions. Results indicate that the messages sent to students regarding college readiness are, in fact, well aligned and clear and consistent. Also, there is evidence that the messages vary by gender and ethnicity.
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Stovall, Theresa A. "The efficacy in the development and implementation of the California high school exit exam and the eighth-grade algebra 1 policy." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/763.
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This case study analyzed the roles development and implementation have had in the Eighth-grade Algebra I policy and the California High School Exit Exam policy. From a political, economical, and historical perspective, the intended purposes of many education policies have been distorted due to implementation. By investigating national and California education policies, this case study describes the roles development and implementation have had education policies. In addition, this case study found that the state of education in California is reliant on many mitigating factors affecting education policy development and implementation: Budget cuts, achievement gaps particularly with children of color, and teacher qualification issues. However, systemic education reform requires policy makers to juggle their political affiliations and the needs of students to create policies that improve curriculum, improve student achievement, and supports teachers and administrators. When policy makers do not utilize informed constituencies to assist in policy development, mandates such as the Eighth-grade Algebra I policy are created. Well developed and researched education policies like the California High School Exit Exam, which took about six years to develop before it was implemented in California, was successful because it involved collaboration of various interest groups, educators, local education agencies, and school administrators. Policy makers must learn to work in collaboration with its constituency to develop policies that empower schools to sustain and extend greater individualization on one hand, and broaden community interest on the other. The future of California schools in regard to the Race to the Top policies remain to be seen, but if policy makers rely on the informed voices of education researchers, constituents who are willing to put students' needs before their own political conquests, school administrators, teachers, parents, and students, then California's school will have a future of systemic reform that will be bright.
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Adrian, Jennifer J. "An investigation of the impact of high school exit exams on graduation and dropout rates." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001adrianj.pdf.
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Eafford, Felisa R. "The Impact of High School Exit Exams and Other Predictors on College Readiness: A National Study." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449595924.
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Marner, Juanita. "Effects of high school exit exams on graduation and college attendance in Alabama, Minnesota, and New York." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4261.
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Regan, Blake B. "The Relationship Between State High School Exit Exams and Mathematical Proficiency: Analyses of the Complexity, Content, and Format of Items and Assessment Protocols." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1323722647.
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Alexander, Mariko Mizuno. "The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060.
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Tan, Hui May. "Changing the language of instruction for Mathematics and Science in Malaysia: the PPSMI policy and the washback effect of bilingual high-stakes secondary school exit exams." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86622.
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This longitudinal study examines a change in the language of instruction for Mathematics and Science (M & S) subjects from Bahasa Malaysia (BM) to English in Malaysia. This policy, known by the acronym of PPSMI, has two objectives: to promote student learning of M & S, and also to increase students' proficiency in English. The Education Ministry also chose to create a washback effect by introducing a bilingual high-stakes secondary exit exam.The study uses a framework which combines the perspectives offered by literature on educational change, content-based instruction (CBI) and washback in language testing to examine PPSMI. The research questions are interested in exploring upper secondary Math and Science teachers (MST) perceptions of the policy and the bilingual exams; in finding out what changes in MST classroom practices, how the changes occur and why; and also in determining what the washback effects of the bilingual exit exam are. It also looks at whether there are significant differences between urban and out-of-town MST in relation to all these aspects. A mixed methods approach is used for data collection and data analysis.
The results point to the complexity of educational change processes. They indicate that classroom implementation of this policy is affected by multiple factors such as MST's English proficiency, the language proficiency and academic ability of their students, MST beliefs about language in teaching content, MST perception of themselves as subject teachers and the school's linguistic environment. The study found that while the English SPM exams exerted a strong washback effect throughout the two-year cycle, the BM version created a washback effect specifically among out-of-town MST at the approach of the secondary exit exam. It also found that although PPSMI places the emphasis on both content and language, MST tended to focus on teaching content. The findings contribute to the literature on educational change, washback in language testing, and CBI and bilingual education.
Cette étude longitudinale examine un changement dans le langage de l'enseignement des matières Mathématique et Science (M & S) du Bahasa Malais (BM) à l'anglais en Malaisie. Cette politique connue sous l'acronyme PPSMI, a deux objectifs : promouvoir l'apprentissage des M & S chez les étudiants, et aussi améliorer leur compétence en anglais. Le Ministère de l'Éducation a aussi choisi de créer un effet de retour (washback) en introduisant des examens de sortie du secondaire (SPM) bilingue aux enjeux importants pour des éleves.
L'étude utilise un cadre de travail qui combine les perspectives offertes par la littérature sur le changement éducationnel, enseignement de langue basé sur le contenu (CBI) et washback en test de langage pour examiner le PPSMI. Les questions de la recherche visent à explorer les perceptions des enseignants de Mathématique et de Science (EMS) du haut secondaire quant à ladite politique et aux examens bilingues; pour trouver ce qui change dans les pratiques des (EMS), comment les changements surviennent et pourquoi; et aussi déterminer quels sont les effets washback de l'examen de sortie bilingue. L'étude regarde aussi s'il existe des différences significatives en relations avec tous ces aspects entre EMS urbains et en régions. Une approche de méthodes mixtes est utilisée pour la collecte et l'analyse de données.
Les résultats mettent en relief la complexité du processus de changement éducationnel. Ils indiquent que la mise en oeuvre en classe de la politique est affectée par de multiples facteurs tels que la compétence des EMS; la capacité langagière et l'habilité académique de leurs étudiants; les croyances des EMS regardant la langue dans l'enseignement du contenu; la perception d'eux-mêmes des EMS comme enseignants de sujets et l'environnement linguistique de l'école. L'étude démontre qu'alors que la version anglais du SPM faisaient usage d'un fort effet washback tout au long du cycle de deux ans, la version BM créa un effet washback spécifiquement parmi les EMS en régions à l'approche du examen de sortie. Elle fait aussi valoir que tandis que le PPSMI mettait l'emphase sur les deux : contenu et langue, des EMS tendaient à se concentrer sur l'enseignement du contenu. Ces trouvailles contribuent à la littérature sur le changement éducationnel, sur le washback dans les tests de langues, CBI et l'éducation bilingue.
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Canas, Baena Daniela A. "No Child Left Behind Leaves Behind English Language Learners." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/740.
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Goals 2000 and No Child Left behind have developed a new timeline for language acquisition, have promoted the practice of teaching to the test rather than the understanding of content, and High School Exit Exams have led to the widening of the achievement gap between ELL students and their Non-ELL counterparts. In additions, the policies’ narrow definition of success leads to federal sanctions that penalize schools with ELL student populations further contributing to the widening of the gap.
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Evans, Barbara Anne. "Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5284/.
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The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a relatively new addition to the world of high stakes testing currently impacting United States high schools. Although other diploma dependent areas of mandated testing have some testing history and, therefore, related paradigms for curriculum and instructional assistance, the area of social studies largely lacks that perspective. Texas Education agency provided specific school grant monies and training for the purpose of preparation for the social studies exams. This quasi-experimental study examines the scores to learn whether or not any statistically significant differences in social studies scores would exist between the schools that participated in the TEKS/Tools Training Program and the schools that did not participate in the TEKS/Tools Training Program. The two primary at-risk groups in Texas, Hispanic and low SES, were analyzed for statistically significant differences in scores. Independent t tests and ANCOVA were used to analyze the score differences between program schools and non-program schools. Results relate to individual school staffing and implementation. The at-risk groups remained flat in score gains whether they were part of the program schools or not. Results relate to differences in learning and teaching for at risk groups. A separate trend analysis was used on the program target school which was the only school with three years of scores to determine improvement from grade 9 to 10 to 11 on the social studies TAKS test scores. Results from the repeated measures analysis indicated a statistically significant linear trend in the program target school's TAKS social studies mean gain scores across the 9th, 10th, and 11th grade levels.
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Richardson, Connie J. "Impact of Increased High School Mathematics Requirements on College Entrance Exam-Taking and Scores." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703344/.
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Research shows that students who take advanced mathematics courses perform better on measures of college readiness than students who take less rigorous courses. However, no clear effect has been shown on requiring all students to take more advanced courses. This study examined whether increases in the number and level of mathematics courses required for high school graduation have resulted in increased levels of college aspirations and preparedness. Specifically, twenty years of data from a rural school district in Texas were analyzed to determine whether the impact on college entrance exam-taking and performance differed by the mathematics requirements in effect for each class. Logistic and linear regression modeling revealed no statistically significant effect of higher requirements. And while overall results by gender and race mirrored previous research, with males tending to have higher scores than females and White students tending to score higher than African-American and Latinx students, the increased requirements were not associated with any mitigation in these inequities.
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Zimmerly, Randall James. "Perceptions of Indiana superintendents and high school principals toward the Indiana Graduation Qualifying Exam (GQE)." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259305.
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In 1995, the Indiana General Assembly passed legislation that required a graduation exam be given to all Indiana high school students. This researcher examined the perceptions Indiana superintendents and high school principals hold toward the Indiana Graduation Qualifying Exam (GQE).The population of the study consisted of all public school superintendents and public school high school principals listed in the 2001 Indiana Division of School Finance and Education Information database. The entire population was sent the Indiana's Graduation Qualifying Exam Survey, which was developed by the researcher. The survey instrument consisted of demographic questions asking for personal and professional characteristics, 20 statements designed to generate respondent perceptions, and four open-ended questions.Findings indicated superintendents and high school principals perceived that the GQE was a valid indicator of minimum competency in English/language arts and mathematics and that the GQE encouraged students to reach minimum competency levels. The overall effect of the GQE was not perceived to be negative but superintendents and high school principals were unsure as to the GQE promoting the improvement of instruction or having a positive influence on student achievement. Superintendents and high school principals did not perceive the GQE was a valid measure of school effectiveness, school district effectiveness, or that it was a valid predictor of a student's future success. The study showed that changes were made by schools districts to align remediation programs, staff development and curriculum to state standards since the implementation of the GQE.Significant differences in perception were obtained between superintendents and principals, as well as among superintendents, and among principals when grouped by personal and professional characteristics.Department of Educational Leadership
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West, Suzanne. "The Predictive Relation of a High School Mathematic GPA to High-Stakes Assessment Achievement Scores in Mathematics." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13264.
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Course grades, which often include non-achievement factors such as effort and behavior and are subject to individual teacher grading philosophies, suffer from issues of unreliability. Yet, course grades continue to be utilized as a primary tool for reporting academic achievement to students and parents and are used by most colleges and universities as an admissions measure. High-stakes assessment results are also used by schools to convey student achievement, and several states now require students to pass an exam to receive a diploma. What is less clear, however, is the relation between these two measures, GPA and high-stakes assessment results.
One purpose of this study was to examine the predictive relation of mathematics GPA to student performance on high-stakes assessments. Multiple regression models were used to analyze the predictive relation between mathematics GPA and performance on the ACT and the Oregon Assessment of Knowledge and Skills (OAKS), two high-stakes assessments. In addition, the regression analyses were used to examine the influence of other student-level variables such as talented and gifted status and math courses taken prior to testing on the relation between mathematics GPA and performance on the two high-stakes assessments.
In all, 299 high school students from a single grade-level enrolled in one Oregon suburban school district participated in the study. Results indicate that GPA is a significant variable in a high-stakes assessment outcome. Additionally, results of the multiple regression reveal significant student-level effects on assessment outcomes that reduce explained common variance in both the ACT and OAKS models. Implications for practice and suggestions for future research are discussed.
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Bhattarai, Yogendra Bahadur. "The Assessment System Reform of the School Leaving Certificate Exam in Nepal: A Grounded Theory of the Reform Process." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39002.
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This dissertation presents multiple facets of the assessment system reform of the School Leaving Certificate (SLC) exam in Nepal through grounded theory methodology. The main purpose of this study is to develop a substantive grounded theory of the reform that explicates a complete process of the assessment reform, i.e., how this reform was conceptualized, what was done as a foundational preparation, how it was implemented, and what were the preliminary responses to the reform implementation. In order to theorize the reform process, this study applied a constructivist grounded theory approach, specifically based on the work of Charmaz (1996, 2005, 2006, 2012), as the research methodology. The data were collected by conducting 10 focus group discussions and 24 one-on-one semi-structured interviews. The participants represented almost all the categories of stakeholders (e.g., policymakers, employers, teachers, students) as well as experts and educators. The emergent conceptual categories and sub-categories from the interviews and focus group discussions were categorized under three constructs: (1) Conceptualization of the reform, (2) implementation of the reform and (3) reform effects.
The first construct covers those theme categories and sub-categories that state the origin and type of the reform, reform aims, and framework as well as preparation for the reform. Similarly, the second construct includes those theme categories and sub-categories that inform the mechanism underpinning reform related information dissemination, the strategic plan used to implement the reform and factors that could influence the reform process. Finally, the third construct comprises those categories that discuss reform associated quandaries and condemnation, factors contributing to magnifying the quandaries, resultant opportunities from the reform, reform impact, step forward, and other relevant categories.
The findings have been explicated under three phases- the pre-implementation phase, the implementation phase and the post-implementation phase as the integrated grounded theory. The theoretical components presented under the pre-implementation phase include exhaustive analysis of need and feasibility; input from experts, educators and key stakeholders; clarity on reform aims and objectives; cooperative triangular relationships; comprehensive documentation; explicit roadmap and exhaustive planning; infrastructure and resource management, and capacity building. Similarly, three major theoretical components- teacher advocacy, stakeholder ownership, and timely and authentic information have been described under the implementation phase. Finally, eight major theoretical components, such as identification and analysis of resulting issues, immediate actions for the urgent/sensitive issues, special programs for the low-grade holders, bridge between academic and vocational programs, need for impact analysis, effective communication channel, need for institutional memory, need for an unconventional assessment system, and need for a resourceful unit of assessment and testing have been presented under the post-implementation phase. The combination of the theoretical components described under the three phases mentioned above is the integrated substantive grounded theory of the assessment system reform in Nepal.
This study contributes by adding value for those involved in assessment reform as well as the academicians and researchers because it puts forward recommendations for foundational preparation and homework in the conceptual phase of assessment reform; action steps to minimize the possible resistance to reform; strategies to implement the reform successfully; and initiatives to institutionalize the reform or address the resulting issues and concerns.
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Athill, Cleon Pauline. "Caribbean Students' Experience of Readiness for the Secondary Education Certificate Exam." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6967.
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While there is general agreement about its importance, the construct of educational readiness is nebulous with much debate about what constitutes readiness. Readiness has been found to be a multidimensional psychological construct from a psychometric perspective. However, there is a growing awareness that this psychometric focus is lopsided, and that readiness does not only reside in the child. Further, there is an accompanying appreciation that readiness research may need to focus more on the subjective experience of individuals within the context of their environment. This phenomenological study, using Bronfenbrenner's social-ecological model, explored how Antigua and Barbudan students experienced readiness as they prepared to take the 2017 Caribbean Secondary Education Certificate Exam (CSEC). In an interview, each of the 12 participants recounted their experience as they readied themselves for the CSEC. The data were analyzed through content and framework analysis. The results support findings in the literature that showed that readiness is a complex and iterative process. It is the result of the dynamic interplay of various inputs of a host of individuals functioning at different levels of the readiness system. These results can then provide a point of entry for both national dialogue and policy formulation culminating in the provision of comprehensive services to support students' readiness experiences. The ultimate hope is that readiness for the CSEC Exam will lead to actual success on the exams, which in turn will translate into improved life chances of Antigua and Barbudan students.
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He, Jing. "Preparation for the university entrance examination determinants of effective self-regulation in exam preparation among Chinese high school students." Hamburg Kovač, 2004. http://www.verlagdrkovac.de/978-3-8300-3325-7.htm.
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He, Jing. "Preparation for the University Entrance Examination : determinants of effective self-regulation in exam preparation among Chinese High School students /." Hamburg : Kovač, 2007. http://www.verlagdrkovac.de/978-3-8300-3325-7.htm.
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Roome, Timothy. "Exam stress experienced by GCSE students in a mainstream secondary school : perceptions of the effects on wellbeing and performance." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8595/.
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In the UK education system, an ‘audit culture’ has led to pressures being placed on students to achieve high grades in their GCSEs (Torrance, 2004). It has been suggested that schools are required to achieve good academic results and look after their students’ wellbeing, causing a conflict in relation to public examinations, such as GCSEs (Putwain, 2009). School staff support both performance and wellbeing by preparing students for exams. However, research suggests that there is a danger that many underperform, or are negatively affected (emotionally) by exam stress, or both (Putwain, 2007). The aims of this research were to explore the views of students who had recently taken GCSE exams. The research aimed to gain an understanding of how Year 12 students felt their GCSE experiences affected their wellbeing and performance, what factors contributed to or alleviated their levels of exam stress, and whether theories such as Achievement Goal Theory (Elliot and McGregor, 2001) could be used to explain the individual differences in levels of exam stress. The research questions were explored using semi-structured interviews and Interpretative Phenomenological Analysis. Findings and conclusions provided ways to improve the support for students during their GCSEs, improving academic performance and wellbeing.
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Chen, Wenjun. "Relationships between Perceived Parenting Behaviors and Academic Achievement among High School Students in International Baccalaureate (IB) Programs: A Comparison of Asian American and White Students." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5459.
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Parenting style as a predictor of students' academic achievement is gaining increased interest by parents, educators, and psychologists. Current literature suggests that a combination of three parenting dimensions (i.e., responsiveness, supervision, and autonomy granting) is relevant to characterizing one's parenting style into four types (i.e., authoritative, authoritarian, indulgent, and neglectful), and each dimension of parenting behavior has a different effect on students' academic performance. Based on the different cultural backgrounds and the methods parents use to educate their children at home, some literature suggests that the school performance of some Asian American students could benefit from different parenting behaviors as compared to White students. Very little prior research has attended to links between parenting and achievement among high-achieving students who pursue college-level curricula during high school years, such as students enrolled in International Baccalaureate (IB) programmes. This study examined: (a) the relationships between parenting behaviors and students' achievement (i.e., semester GPA and mean score on end-of-course exams) among a combined sample of ethnically diverse IB students and then within two ethnic groups of interests (i.e., White and Asian American), (b) the differences in mean levels of students' achievement between the two aforementioned ethnic groups, and (c) differences in mean levels of parenting dimensions between two ethnic groups with regards to three parenting behaviors (i.e., responsiveness, demandingness, and autonomy granting). An archival dataset that includes data from 245 Asian American IB students and 533 White IB students was analyzed. The findings from the current study suggested that Asian American IB students earned significant higher GPAs than White IB students, while there was not a difference in performance on end-of-course exams between two groups. Second, White and Asian American IB students perceived different average levels of parenting behaviors. Specifically, White IB students reported perceiving higher levels of parental responsiveness and autonomy granting, while Asian American IB students perceiving higher level of demandingness. Additionally, responsiveness and autonomy granting both had positive relations with semester GPA within the entire sample of IB students as well as within the White IB students, while autonomy granting positively related to end-of-course exam scores within the entire IB students. All three parenting behaviors were associated with academic outcomes in a similar manner across White and Asian American IB subgroups. Specifically, responsiveness was the only significant and unique predictor of semester GPA for IB students. For end-of-course exam performance, demandingness was a negative predictor while autonomy granting was a unique positive predictor for IB students.
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Hwang, Hee-Jeong 1968. "The impact of high-stakes exams on teachers and students : a washback study of the university entrance exam at the secondary school level in South Korea." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79776.
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The notion that tests have a strong influence on teaching and learning is referred to as 'washback' or 'backwash'. Questioning the assumption that washback occurs automatically, without the basis of empirical research, studies have been conducted in various contexts of English teaching and learning. No research, however, on the washback effect of tests within the Korean English as a Foreign Language (EFL) context has been carried out. The present study was designed to examine the washback effect of the College Scholastic Ability Test (CSAT), a university entrance exam, on EFL teaching and learning in Korean secondary schools.This study first investigates the relationships among the curriculum, the school textbooks, and the CSAT: (1) the relationship between the curriculum and the textbooks and (2) the relationship between the curriculum and the CSAT. Second, this study examines if a washback effect from the CSAT exists. This study further discerns the nature of washback and the variable(s) influenced by the washback effect. The results indicate that the curriculum corresponds to the textbooks, while the CSAT does not represent the curriculum, and that there is a negative washback effect of the CSAT on EFL teaching and learning. The variable(s) influenced by the washback effect are negative attitudes that the participants of the study have toward the test.
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Lerina, Marcos Irineu Klausberger. "Ensinar geografia em tempos de complexidade : a práxis pedagógica e os desafios frente ao ENEM." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/83297.
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Esta dissertação trata das interfaces da escola, do Ensino da Geografia e da proposta do Exame Nacional do Ensino Médio (ENEM). Procura responder algumas das inquietações que temos vivido em nossa jornada profissional, como, por exemplo: como deve ser o Ensino da Geografia no Ensino Médio, a partir da proposta do ENEM? A abordagem dada à Geografia nas questões do ENEM abarca uma leitura complexa do espaço geográfico ou não? Como podemos aproximar nossos fazeres e saberes pedagógicos em Geografia às atuais necessidades do Ensino Médio, baseando-nos em tal proposta? A abordagem teórico-metodológica é baseada no Paradigma da Complexidade de Edgar Morin, estando ancorada em diversas lunetas, entre elas as de Milton Santos e Jean Piaget. A metodologia empregada é a pesquisa qualitativa, com base em Uwe Flick. Em congruência com a teoria, a parte empírica deste estudo é desenvolvida a partir de uma escola da rede pública estadual de ensino, localizada na Região Metropolitana de Porto Alegre/RS. A proposta desta pesquisa é pensar e avaliar caminhos para o Ensino de Geografia que possibilitem problematizar e reconstruir as diferentes significações da vida, dentro e fora da sala de aula.This thesis deals with the school interfaces, the Teaching of Geography and the proposal of High School National Exam (ENEM). It intends to answer to some of the concerns that we have been experiencing in our professional journey, as, for example: how does the teaching of Geography should be during High School, from ENEM's proposal? Does the approach directed to Geography in ENEM's questions embrace a complex reading of the geographical space or not? How can we get our work and pedagogical knowledge closer to the current needs of High School, based on such proposal? The theoretical-methodological approach is based on the Paradigm of Complexity by Edgar Morin, being anchored in a diversity of ideas, among them, the ones from Milton Santos and Jean Piaget. The methodology used is a qualitative research, based on Uwe Flick. In line with theory, the empirical part of this study is developed in a public school located in the Metropolitan Region of the city of Porto Alegre/RS. The aim of this research is to think and evaluate ways to the Teaching of Geography which allow to discuss and reconstruct the different meanings of life, inside and outside the classroom.
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Moura, João Henrique Cândido de 1987. "A integração curricular no ENEM : o caso das ciências da natureza." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254172.
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Orientador: Maria Inês Freitas Petrucci dos Santos RosaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A presente pesquisa tem como objetivo compreender os discursos (de acordo com a perspectiva de Stephen Ball) da integração curricular e da interdisciplinaridade como uma de suas expressões, nas recentes políticas públicas curriculares. Tendo como referência o Exame Nacional do Ensino Médio (ENEM) e a recente reformulação no formato e finalidade sofrida por ele, investigamos como o discurso da integração curricular aparece nas narrativas de docentes de escolas públicas e privadas, no caso das Ciências da Natureza. Tendo como princípio metodológico a narrativa proposta por Walter Benjamin, foi constituído um quadro empírico com as histórias de professores atuantes no Ensino Médio nas disciplinas de Biologia, Física e Química. Como resultados, depreende-se que a reformulação do ENEM parece não ter influenciado as práticas curriculares. Os professores reconhecem e endossam a importância do diálogo entre as disciplinas, mas criticam as interpelações advindas do trabalho interdisciplinar, sem que condições apropriadas sejam garantidas para a realização de atividades integradas
Abstract: This research aims to understand the discourses (according to the perspective of Stephen Ball) of curriculum integration and interdisciplinarity as one of its expressions, in recent curricular policies. With reference to the National High School Exam (ENEM) and the recent reformulation of the format and purpose experienced by it, we investigate how the discourse of curriculum integration appears in the narratives of teachers from public and private schools, in the case of Natural Sciences. Using as methodological principle the narrative proposed by Walter Benjamin, we have made an empirical framework with the stories of teachers working in secondary education in biology, physics and chemistry. As a result, it appears that the recast of ENEM seems not to have influenced the curricular practices. Teachers recognize and endorse the importance of dialogue between disciplines, but criticize the resulting interpolations of interdisciplinary work, without appropriate conditions guaranteed for the realization of integrated activities
Mestrado
Ensino e Práticas Culturais
Mestre em Educação
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Piunti, Juliana Cristina Perlotti. "O Exame Nacional do Ensino Médio: uma política reconstruída por profesores de uma escola pública paulista." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/8024.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
The public high school education in Brazil is a victim of the constant reformism that has been hindering the strengthening of the own identity of this education period. The more frequent and abundant use of the High School Education National Exam as the gateway to undergraduate studies in the country has had repercussion to the educational institutions, students and teachers, who live the consequences of the popularization of this exam on their professional activities. The goal of this thesis is to understand the perspective of high school teachers of a specific school in Sao Paulo about the repercussions of the High School Education National Exam (ENEM - Exame Nacional do Ensino Médio) on their professional teaching practices. Our research developed with a qualitative approach, used bibliographical research on the high school and the High School Education National Exam, characterization instrument and interviews with five teachers and one teacher coordinator of a Sumare (city in the State of São Paulo) state school, in addition to the elaboration of the researcher's field journal. Our focus was on the reconstruction of the evaluation approach by the teachers, since we work on the theoretical assumption that every educational policy is reconstructed and remeant by the subjects that receive it. The basic concepts of the area of teacher formation that guided our study were: constants of the teaching work, teaching identity and teacher development. Aside from those, we also searched for knowledge about evaluation and some policies towards the high school education in Brazil. Based on the research, we could consider that the isolated work of a teacher, the opportunities of specific teaching activities, the non-reflected consumption of the political proposal are some of the conditions based on in which the teacher acquires their professional identity in this context. However, when searching for alternatives of teaching practices, when searching for answers to challenges in a collective manner, when feeling accomplished by their role as an experience creator to the students that find in the High School Education National Exam (ENEM - Exame Nacional do Ensino Médio) their source of hope to achieve the undergraduate studies, the teacher learns and develops themselves professionally, finding strategies to remain in the teaching activities. Our research indicates that the implementation of an educational policy that does not consider the formation process of the teachers, their objective work conditions and their perspective of this policy weakens their potential to induce changes on the curriculum, teaching practices and in the learning evaluation.
O ensino médio público no Brasil é vítima de um reformismo constante que tem dificultado o fortalecimento de uma identidade própria a esta etapa de ensino. A ampliação do Exame Nacional do Ensino Médio (ENEM), como porta de acesso ao ensino superior no país, tem trazido repercussões às escolas de nível médio, a seus alunos e aos professores que vivenciam as consequências desta popularização do exame em suas práticas profissionais. O objetivo desta tese é compreender a perspectiva de professores do ensino médio de uma escola da rede estadual paulista sobre as repercussões do ENEM em suas práticas profissionais docentes. A nossa pesquisa, desenvolvida a partir de uma abordagem qualitativa, utilizou pesquisa bibliográfica sobre o ensino médio e o ENEM, instrumento de caracterização e entrevistas com cinco professores e uma professora coordenadora de uma escola estadual do município de Sumaré-SP, bem como a elaboração de diários de campo da pesquisadora. Nosso olhar esteve voltado para a reconstrução que os professores fazem da política avaliativa, já que partimos do pressuposto teórico de que toda política educacional é reconstruída e ressignificada pelos sujeitos que a recebem. Os conceitos básicos da área de formação de professores que orientaram nosso estudo foram: constantes do trabalho docente, identidade docente e desenvolvimento profissional da docência. Além destes, buscamos também compreensões sobre avaliação e algumas políticas voltadas para o ensino médio no Brasil. Diante da pesquisa pudemos considerar que o trabalho isolado do professor, as oportunidades de práticas docentes específicas, o consumo não refletido da proposta política, são algumas das condições em que o professor assume sua identidade profissional nesse contexto. No entanto, ao buscar alternativas de práticas de ensino, ao buscar respostas para desafios de forma coletiva, ao sentir-se realizado com o seu papel de criador de expectativas para os estudantes que têm no ENEM a esperança de acesso ao ensino superior, o professor aprende e se desenvolve profissionalmente encontrando estratégias para continuar na atividade docente. Nossa pesquisa indica que a implantação de uma política educacional que não considera o processo formativo dos docentes, suas condições objetivas de trabalho e a perspectiva que eles têm desta política, enfraquece o seu potencial indutor de mudanças no currículo, nas práticas docentes e na avaliação da aprendizagem.
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Alencar, SÃrgina AraÃjo de. "CompreensÃo da situaÃÃo-problema, do enunciado e das opÃÃes de resposta nas questÃes do ENEM." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4850.
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nÃo hÃEsta pesquisa objetivou avaliar a compreensÃo leitora das situaÃÃes-problema do Exame Nacional do Ensino MÃdio (ENEM), que contÃm em sua estrutura questÃes contextualizadas,creditando ao aspecto leitor o cerne de sua resoluÃÃo. Nossa base teÃrica fundamentou-se nos estudos de Alliende e Condemarin (2005), Brown (1980), Haberlandt (1988), Kintsch (1994),Van Dijk e Kintsch (1978), Rumelhart (1985), Silva (2005), Singer (1988), Smith (1989, 1999), Solà (1998), Spiro (1980), Van Dijk (1996), Kato (2004), Koch (2006a, 2006b) e Marcuschi (2008). A pesquisa foi realizada em duas etapas assim definidas: simulado e prova subjetiva. Para o simulado foram escolhidas dez questÃes das provas do ENEM entre 1998,ano de implantaÃÃo do exame, e 2007, que abordavam o conteÃdo de LÃngua Portuguesa e apresentavam como situaÃÃes-problema textos de gÃneros variados. A finalidade do simulado foi selecionar questÃes de nÃveis de dificuldade variados. Os resultados obtidos no simulado possibilitaram a elaboraÃÃo da prova subjetiva composta por quatro questÃes, assim discriminadas: 1 (uma) questÃo com o maior percentual de acertos no simulado, 1 (uma)questÃo com o menor percentual de acerto no Simulado e 2 (duas) questÃes com percentual de acerto mÃdio. Na prova subjetiva elaboramos perguntas com a finalidade de identificarmos a correlaÃÃo entre a compreensÃo leitora das situaÃÃes problemas e a resoluÃÃo das questÃes de LÃngua Portuguesa no ENEM, a partir da produÃÃo de inferÃncias e da identificaÃÃo do propÃsito dos enunciados das questÃes de LÃngua Portuguesa do ENEM. A anÃlise dos resultados obtidos na prova subjetiva evidenciou que nem sempre a compreensÃo da situaÃÃoproblema â o texto â que se apresenta na questÃo assegurou a identificaÃÃo do que està sendo inquirido no enunciado, apesar de os alunos terem produzido inferÃncias necessÃrias à compreensÃo leitora. TambÃm foi constatado que, por vezes, os alunos nÃo conseguiram estabelecer uma relaÃÃo lÃgica de sentido entre o texto (situaÃÃo-problema), o enunciado e as opÃÃes. A este fato, destacamos a maneira como a questÃo à apresentada e o enfoque que se faz do texto (situaÃÃo-problema) para a relaÃÃo de coerÃncia com o enunciado, o tipo de abordagem e as opÃÃes de resposta, ou seja, a prÃpria estrutura da questÃo.
The main purpose of this study was to evaluate the comprehension of texts which contextualize questions on the âNational High School Examâ (Exame Nacional do Ensino MÃdio â ENEM). The answers to the questions in this exam are, therefore, highly dependent on studentsâ reading skills. The study is theoretically grounded on the works of: de Alliende e Condemarin (2005), Brown (1980), Haberlandt (1988), Kintsch (1994), Van Dijk e Kintsch (1978), Rumelhart (1985), Silva (2005), Singer (1988), Smith (1989, 1999), Solà (1998), Spiro (1980), Van Dijk (1996), Kato (2004), Koch (2006a, 2006b) e Marcuschi (2008). The research was conducted in two parts: Practice Test and Open-Ended Questions. Ten multiplechoice questions from previous tests of the National Exam (from 1998 to 2005) were chosen for the Practice Test. The choice of the questions was based on two criteria: questions which dealt with Portuguese content and which used texts of different genres for contextualization. The goal of the Practice Test was to select questions of different difficulty levels to use for the Open-ended Questions. Based on the results of the Practice Test four questions were chosen for the Open-ended Questions: 01 (one) question with the highest scores in the Practice Test, 01 (one) question with the lowest scores, and 02 (two) questions with medium percentage of scores. The Open-ended questions were elaborated so as to allow for the identification of the correlation between the Reading comprehension; Inferences; Contextualized questions; National High School Exam (ENEM).based on the inferences made and on the identification of the purpose of the questions. The analysis of the results obtained for the Open-ended Questions demonstrated that the comprehension of the contextualizing texts is not always enough to guarantee the understanding of what is being asked in the question or the answering of the question, even when students make appropriate inferences and are able to establish logical relationships between the texts and the questions. Other factors such as the form and structure of questions and the degree of coherence among the text, the instructions to the question and the question itself also affect question responses.
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Oliveira, Ana Paula Gomes de. "A concepção de linguagem na prova de redação do vestibular da Universidade Federal do Espírito Santo no período de 2000 a 2010." Universidade Federal do Espírito Santo, 2012. http://repositorio.ufes.br/handle/10/6032.
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Previous issue date: 2012-03-30The objective is to investigate the concepts of language, text, writing and subject which have been underlying the writing exams used in the entrance examinations (" vestibular ) for Universidade Federal do Espírito Santo UFES. In order to do so, the research pursues the answers to the following questions: a) Which concepts of language, text, writing and subject which have been underlying the writing exams for the entrance examinations for UFES? b) Do the concepts which have been underlying the writing exams for the entrance examinations for UFES dialog with the theoretical tendencies which pervade the production of knowledge in the linguistics and education fields and that have been present in the official syllabi for mother tongue teaching for Elementary and High schools? c) Do the assessment criteria used by the board of correctors reflect such tendencies? Theoretically, this investigation anchors itself, mostly, to the contributions of Bakhtin (2003, 2006) and other authors such as Marcuschi (2007, 2008), Geraldi (1996, 1997, 2003, 2006), Travaglia (1991,1996), Koch (2003) e Koch e Elias (2006), which approach different dimensions of language, writing, subject and text. The methodology employed is the documental analysis, using as a corpus the exams for the entrance examinations for UFES in the period between 2000 and 2010. The exam analyses reveal that the views on the writing exam, concerning the studied period, have shown changes which cover a moment in which the exam privileged eminently school writing practices, supported by a conception of language as a representation of thought, and writing as a way of expressing thought, to another moment in which there was an approaching between the textual genres and the social practices of the subject, in an exam model based upon the use of language in interactional conditions. The criteria present in the correction grid of the writing exams for UFES also express the language conceptions adopted along those periods, fact which corroborates the results accomplished through the analyses of the exams proposed by the university
O objetivo é investigar as concepções de linguagem, de texto, de escrita e de sujeito que vêm fundamentando as provas de redação aplicadas nos vestibulares da Universidade Federal do Espírito Santo UFES. Para isso, a pesquisa se encaminha em busca de respostas às seguintes questões: a) Quais concepções de linguagem, de texto, de escrita, de sujeito têm fundamentado a prova de redação de vestibular da UFES? b) As concepções que vêm fundamentando a prova de redação de vestibular da UFES dialogam com as tendências teóricas que perpassam a produção de conhecimento no campo da linguística e da educação e que se presentificam nas orientações curriculares oficiais para o ensino da língua materna no Ensino Fundamental e no Ensino Médio? c) Os critérios de avaliação utilizados pela banca corretora refletem essas tendências? Teoricamente, esta investigação se ancora, sobretudo, nas contribuições de Bakhtin (2003, 2006) e de autores como Marcuschi (2007, 2008), Geraldi (1996, 1997, 2003, 2006), Travaglia (1991,1996), Koch (2003) e Koch e Elias (2006), que abordam diferentes dimensões de linguagem, de escrita, de sujeito e de texto. A metodologia utilizada é a análise documental, tendo como corpus as provas de redação do Vestibular da UFES entre os anos de 2000 e 2010. As análises das provas revelam que a forma de pensar a avaliação da escrita, presente no período pesquisado, apresentou mudanças que vão de um momento em essa avaliação privilegiava práticas de escrita eminentemente escolares, fundamentada numa concepção de linguagem como representação do pensamento e de escrita como maneira de expressar o pensamento, a um momento em que houve um estreitamento entre o uso dos gêneros textuais e as práticas sociais dos sujeitos, num modelo de prova fundamentado no uso da linguagem em condição de interação. Os critérios presentes nas grades de correção das provas de redação do VEST-UFES também expressam as concepções de linguagem adotadas nos referidos anos, o que corrobora os resultados alcançados nas análises das provas propostas pela Universidade
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Culpepper, Diane W. "Determining the quality and impact of an e-mentoring model on at-risk youth." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002517.
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Pinto, Renata Cezar. "Análise de questões de matemática do Enem: uma proposta de utilização do geogebra na perspectiva ausubeliana." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/11990.
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This dissertation describes the results of a research that sought to investigate the contributions of the use of Information and Communication Technologies (ICT), in particular GeoGebra software, in the process of acquisition of meanings in the Ausubelian perspective, in the resolution of Mathematics questions of the National High School Examination (ENEM) adapted. The survey was applied in the second half of 2016, together with the participants of two minicourses in the area of Mathematics Education at the Federal University of Santa Maria. The use of Meaningful Learning Theory (MLT) is justified by providing the subjects of the research, the possibility of re/construction of meanings mathematical knowledge. The theoretical reference was based on researchers in the area of Education and Mathematics Education who advocate the use of MLT and ICT In the classroom as an empowering tool for the promotion of Meaningful Learning. The research was developed in a qualitative approach and the instruments used were questionnaires, participants records referring to the resolutions of the problem situations and the observations of the researcher. The analysis of the data suggests that the use of MLT allied to the use of GeoGebra can contribute in a potentially meaningful way in the learning of the mathematical contents associated with the adapted ENEM questions.Esta dissertação descreve os resultados de uma pesquisa que buscou investigar as contribuições da utilização de Tecnologias de Informação e Comunicação (TIC), em particular o software GeoGebra, no processo de aquisição de significados na perspectiva Ausubeliana, na resolução de questões de Matemática do Exame Nacional do Ensino Médio (ENEM) adaptadas. A pesquisa foi aplicada no segundo semestre do ano de 2016, junto aos participantes de dois minicursos na área de Educação Matemática na Universidade Federal de Santa Maria. A utilização da Teoria da Aprendizagem Significativa (TAS) se justifica por proporcionar aos sujeitos da pesquisa, a possibilidade de re/construção de conhecimentos matemáticos significativos. O referencial teórico baseou-se em pesquisadores da área de Educação e Educação Matemática que defendem a utilização da TAS e das TIC em sala de aula como instrumento potencializador para a promoção da Aprendizagem Significativa. A pesquisa foi desenvolvida numa abordagem qualitativa e os instrumentos utilizados foram questionários, registros dos participantes referentes às resoluções das situações-problema e observações da pesquisadora. A análise dos dados sugere que a utilização da TAS aliada ao uso do GeoGebra pode contribuir de maneira potencialmente significativa na aprendizagem dos conteúdos matemáticos associados às questões do ENEM adaptadas.
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França, Daniela Hilda de Souza Siqueira. "A interdisciplinaridade e a contextualização em uma abordagem complexa: análise das provas do Enem com base nos gêneros do discurso." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/5790.
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The aim of this research is to analyze, based on speeches genres if Enem tests from 2009, when the current format was introduced by 2015 – favors the knowledge complexity, verifying if the contextualization and interdisciplinarity are made present and contribute to minimize the fragmentation of knowledge. The corpus consists of all issues from the Human Sciences areas and its technologies and the purpose to verify the contextualization and interdisciplinarity on the basis of four categories created through the theory of speeches genres from the Mikhael Bakhtin (2011) a Russian thinker. These categories allow generation of data through the content analysis procedure, which are examined and interpreted qualitatively. Some quantitatively data obtained by observation of genres present in the basic tests of the issues is which drove part of the qualitative analysis. Besides the documentary research, which allows the transit by documents as LDB Nº. 9.394 / 1996 DCNEM (BRAZIL, 1998; 2012), PCNEM (BRAZIL, 2000), OCEM (BRAZIL, 2006), there is a bibliographic research in order to defend the conception of education and knowledge which permeates the study. Therefore, the ideas of the French philosopher Edgar Morin (2002, 2004, 2005, 2007a, 2007b, 2012) about the thinking, complexity and relevant knowledge - which lead to the understanding that there is a multidimensionality in human being and in the knowledge which should be extend to the educational universe and be visible on it – they are the theoretical basis. The survey results reveal that the Enem tests prioritize the contextualization, using the process of hybridization, mainly genres linked to their own area of the matter, although others appear in many different spheres of human being activity. They also reveal a rare and superficial interdisciplinarity, indicating a possible difficulty in linking knowledge. These results point to the fact that the fragmentation of knowledge is present in Enem, but that prioritizes a knowledge with more meaning through contextualization, since it stimulates the general intelligence by linking the information and insert them into context.
O objetivo desta pesquisa consiste em analisar, com base nos gêneros do discurso, se as provas do Enem – de 2009, quando o atual formato foi implantado, até 2015 –, privilegiam a complexificação do conhecimento, verificando se a contextualização e a interdisciplinaridade se fazem presentes e contribuem para minimizar a fragmentação dos saberes. Para isso, o corpus é constituído de todas as questões da área de Ciências Humanas e suas Tecnologias. Com esses objetos de análise, o intuito é verificar a contextualização e a interdisciplinaridade com base em quatro categorias criadas mediante a teoria dos gêneros do discurso do pensador russo Mikhail Bakhtin (2011). Essas categorias permitem uma geração de dados, por meio do procedimento de análise de conteúdo, que são examinados e interpretados qualitativamente. Alguns dados quantitativos obtidos pela observação dos gêneros presentes nos textos-base das questões é que impulsionaram parte da análise qualitativa. Além da pesquisa documental, que permite o trânsito por documentos como LDB nº 9.394/1996, DCNEM (BRASIL, 1998; 2012), PCNEM (BRASIL, 2000), OCEM (BRASIL, 2006), ocorre uma pesquisa bibliográfica a fim de que se possa defender a concepção de Educação e conhecimento que permeia o estudo. Para tanto, as ideias do filósofo francês Edgar Morin (2002, 2004, 2005, 2007a, 2007b, 2012) sobre pensamento complexo, complexidade e conhecimento pertinente – as quais levam ao entendimento de que existe uma multidimensionalidade no ser humano e no conhecimento que deve se estender ao universo educacional e ser visível nele – são o aporte teórico. Os resultados da pesquisa revelam que as provas do Enem priorizam a contextualização, apropriando-se, em um processo de hibridização, principalmente, de gêneros ligados à própria área da questão, ainda que apareçam outros das mais variadas esferas da atividade humana. Revelam também uma rara e superficial interdisciplinaridade, sinalizando para uma possível dificuldade em ligar os saberes. Esses resultados apontam para o fato de que a fragmentação do conhecimento se faz presente no Enem, mas que se prioriza um conhecimento com mais sentido mediante a contextualização, uma vez que esta estimula a inteligência geral por relacionar as informações e inseri-las em seu contexto.
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Hoyt, Kristin. "Teacher voice and participation in shaping large-scale standards-driven testing : the case of teacher involvement in the design and construction of a third year high school French end-of-course exam, based on The Indiana Academic Standards for Foreign Languages /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3202896.
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Centenaro, Luciano Miraber. "Avaliação nos colégios da Rede Marista: uma análise a partir de resultados do ENEM." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6237.
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O presente trabalho tem como tema a avaliação em larga escala, em especial o Exame Nacional do Ensino Médio, e os elementos da gestão educacional que interferem nos resultados das avaliações externas. A proposta é desenvolvida a partir da análise dos resultados do exame entre os anos de 2012 e 2014 nos Colégios da Rede Marista. O objetivo central é compreender, a partir da percepção dos gestores, a natureza da avaliação e os elementos que influenciam para que os resultados de duas escolas da Rede Marista sejam tão distintos no ENEM neste período, mesmo que estas atendam famílias com perfis socioculturais semelhantes. A pesquisa realizada é de caráter qualitativo e utiliza como metodologia o estudo de caso. Como estratégias de pesquisa, utiliza análise documental de publicações da Rede Marista, análise estatística de microdados do ENEM do Banco de Dados da Rede, obtido junto ao INEP, bem como análise de conteúdo de questionários aplicados aos gestores do Conselho Técnico Administrativo Pedagógico (CTAP) de duas unidades educacionais. Como referencial teórico, foram utilizadas as produções de Freitas (2014), Hoffman (2008), Libâneo (2008), Luckesi (2008), Luckesi (2011), Vasconcellos (1998), Perrenoud (1999), Werle (2010) e Werle (2012) sobre avaliação educacional e avaliação em larga escala. Foi possível concluir que existe um distanciamento entre a proposta dos documentos maristas, a concepção de avaliação dos gestores e a prática avaliativa dos colégios. Compreende-se, a partir das pesquisas desenvolvidas, que são necessárias ações de formação dos profissionais acerca do ENEM, além de um posicionamento mais claro de Rede, com estabelecimento de metas e objetivos para cada colégio. O trabalho demonstra que os elementos da gestão que impactam nos resultados, na percepção dos gestores, são a formação contínua adequada, acompanhamento, empoderamento e inovação. Esses elementos auxiliam na qualificação dos processos e consequentemente, melhoria de resultados.
This study has as subject the large-scale evaluation, particularly the High School National Exam (HSNE), and the elements of educational management that affect the results of external evaluations. The proposal is developed based on the analysis of the test results between the years 2012 and 2014 in Marista Schools Network. The main objective is to understand, from the perception of managers, the nature of the evaluation and which elements influence so diverse results of two Marista Schools Network in HSNE, even considering the schools with similar socio-cultural profiles families. The research is qualitative and uses case study methodology. As research strategies uses documental analysis of Marista Network publications, statistical analysis of HSNE microdata from Marista Network Database obtained from INEP, as well as content analysis and questionnaires applied to managers of the Administrative Technician Education Council (ATEC) in two educational units. It was used as theoretical reference about educational assessment and large-scale evaluation the productions of Freitas (2014), Hoffman (2008), Libâneo (2008), Luckesi (2008), Luckesi (2011), Vasconcellos (1998), Perrenoud (1999), Werle (2010) and Werle (2012). It was possible to conclude that there is a gap between Marista documents proposals, the manager’s conception of evaluation and the schools effective practice. It is understood, from the research developed, that actions of professionals training about the HSNE are needed, and a clearer positioning from Marista network with the establishment of goals and objectives for each school. The dissertation demonstrates that the management elements that influence the results, on the managers' perception, are adequate continuous training, monitoring, empowerment and innovation. These elements help in the qualification of the processes and consequently, improvement of results.
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Neves, Cynthia Agra de Brito 1972. "A literatura no ensino médio : os gêneros poéticos em travessia no Brasil e na França." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269713.
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Orientadores:Maria Viviane do Amaral Veras, Jean-François MassolTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta tese, inserida na área da Linguística Aplicada, em especial, em Linguagens e Educação Linguística, procura discutir historicamente o ser ou não ser gêneros literários e poéticos como gêneros discursivos/textuais, traçando uma discussão teórica com Bakhtin (1990, 2003), Bosi (2000), Combe (1992), Eagleton (1997, 2012), Genette et al (1986), Macé (2004), Marchuschi (2008), Nancy (2004), Schaeffer (1989), Siscar (2010), Soares (2001) e Tezza (2006). Em seguida, a pesquisa assume a perspectiva de uma LA transdisciplinar de acordo com Cavalcanti (1998), Celani (1998), Fabrício (2006), Kleiman (1998), Rajagopalan (2006), Rojo (2006) e Signorini (1998), bem como indisciplinar (Moita Lopes, 1998, 2006) e transgressiva (Pennycook, 2006), com o objetivo de buscar raízes e vínculos transversais com a França, heranças e influências da pedagogia francesa na formação do nosso ensino secundário, sobretudo no século XIX, quando o Colégio Pedro II, a escola modelo, era referência nacional e importava seu currículo dos lycées franceses (Razzini, 2000). Além do Colégio Imperial, fazem parte desse legado também as Congregações Maristas, os Liceus e a Escola Normal. A partir de então, a tese investiga o ensino de Literatura na contemporaneidade, destacando a presença dos gêneros poéticos em currículos e avaliações oficiais estabelecidos pelo Ministério da Educação do Brasil. Nessa etapa da pesquisa, reivindicamos o lugar dos gêneros literários e poéticos nos documentos oficiais que regem o ensino médio nacional. Contrastamos também as avaliações do Exame Nacional do Ensino Médio (ENEM) e do Baccalauréat (bac) francês, sempre atentando para o tipo de formação (competências e habilidades de Linguagens, Códigos e suas Tecnologias) que se almeja dos alunos nessa faixa de escolaridade. Como etapa final, a pesquisa de campo, em consonância com a metodologia de geração de registros e análise crítica dos dados (Moita Lopes, 1994), uma pesquisa qualitativa, subjetivista e interpretativista, de cunho etnográfico (Kleiman, 1998), a partir da observação de um total de 90 horas de aulas de Língua Materna, no Brasil e na França, fazendo-se uso da triangulação: i) o diário de classe e o journal de bord; ii) o questionário dos professores; iii) as avaliações orais e escritas. Na análise do corpus selecionado, atentou-se para currículos e avaliações do Ensino Médio em contraste no Brasil e na França, isto é, observou-se como o ENEM e o bac são trabalhados com os alunos cá e lá; como se realiza o ensino/aprendizagem ¿ seja através da leitura em voz alta ou da escrita ¿ dos gêneros poéticos em sala de aula. Constatou-se que, por detrás dos muros dos lycées franceses e das escolas brasileiras, há muito mais semelhanças nas práticas pedagógicas que diferenças. Tanto cá quanto lá, os alunos procuram burlar os formalismos poético e institucional ao se interessarem pela pessoa do poeta, ao soltarem a voz no rap de protesto, ao interpretarem Rimbaud à sua maneira, ao escreverem poesias com palavras vulgares, ao se deixarem tocar pelo discurso poético: ao (se) ler, (se) dizer, (se) escrever, o aluno-leitor de poesias se coloca no mundo
Abstract: Situated in the field of Applied Linguistics, particularly in the area of concentration Languages and Linguistic Education, this thesis aims at discussing, with regard to history and the shadowing of the Shakespearean wandering "to be or not to be", whether literary and poetic genres are or are not discursive/textual genres. In order to do so, a theoretical discussion will be drawn regarding Bakhtin (1990, 2003), Bosi (2000), Combe (1992), Eagleton (1997, 2012), Genette et al (1986), Macé (2004), Marchuschi (2008), Nancy (2004), Schaeffer (1989), Siscar (2010), Smith (2001), and Tezza (2006). Assuming the perspective of an Applied Linguistics that is transdisciplinary (Cavalcanti,1998; Celani, 1998; Fabrizio, 2006; Kleiman, 1998; Rajagopalan, 2006; Rojo, 2006; Signorini, 1998), indisciplinary (Moita Lopes, 1998, 2006), and transgressive (Pennycook, 2006), the research will seek roots in and cross bonds with France by investigating the influences and heritages of French pedagogy in Brazilian secondary education, especially in the nineteenth century, when the model school Colégio Pedro II was a national reference and imported its curricula from French lycées (Razzini, 2000). Besides the Colégio Imperial, the Congregações Maristas, the Liceus and the Escola Normal also belong to such legacy. Considering it, the thesis investigates Literature teaching in contemporaneity, seeking both to highlight the presence of poetic genres in curricula and official assessments established by the Ministry of Education of Brazil, and to question and claim the place of literary and poetic genres in official documents that rule the national high school. Also, it contrasts the assessments of Brazil¿s National High School Exam (ENEM) and France¿s Baccalauréat (bac), always attentive to the type of training (skills and abilities of Languages, Codes and its Technologies) that students are expected to have in this level of schooling. As a final step, and aligned with a methodology of generating records and critical data analysis (Moita Lopes, 1994), a qualitative, subjectivist and interpretivist ethnographic-orientated field research (Kleiman, 1998) is conducted. The observation of a total of 90 hours of lessons of Mother Tongue, both in Brazil and in France, was carried out using the triangulation technique: i) class record book and journal de bord; ii) teachers¿ questionnaire; iii) oral and written assessments. The analysis of selected corpora took into consideration the curricula and assessments of high school comparing Brazil and France, that is, how the contents of ENEM and bac are worked with students of both countries; how poetic genres¿ teaching/learning process is performed in the classroom - whether through reading aloud or writing. Study results show that, behind the walls of French lycées and Brazilian schools, there are far more similarities than differences in regarding the teaching practices. In both nations, students try to detour themselves from poetic and institutional formalities becoming interested in the poet¿s selfhood, expressing themselves in protest rap, interpreting Rimbaud in their own way, writing poetry with vulgar words, letting themselves be touched by poetic discourse: by reading (themselves), saying (themselves) and writing (themselves), student-readers of poetry place themselves in the world
Doutorado
Lingua Materna
Doutora em Lingüística Aplicada
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Campos, Paulo Tadeu Gandra. "A influência do cotidiano nas questões de função do Exame Nacional do Ensino Médio." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/733.
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Este trabalho é o resultado da pesquisa sobre a possível contribuição do cotidiano em questões de função do Exame Nacional do Ensino Médio. Nesta dissertação as reflexões foram direcionadas para o Ensino Básico, mais precisamente para o Ensino Médio, e a proposta é investigar se as questões de matemática contextualizadas com situações do cotidiano e/ou de outras áreas do conhecimento (questões de contexto cotidiano ou interdisciplinar) podem ser mais eficazes atingindo positivamente uma parcela maior de alunos com relação à aprendizagem dessa disciplina, além de avaliar se eles desenvolveriam mais ou alguma sensibilidade numérica. Buscando responder essas perguntas, as que nortearam nosso trabalho, pautamos a presente dissertação pela metodologia Engenharia Didática, com a qual confrontamos a resolução, por parte dos alunos da terceira série do Ensino Médio de uma escola particular de Viçosa-MG, de dois tipos de questões; o primeiro, retirado do antigo vestibular da Universidade Federal de Juiz de Fora, classificado como questões de contexto matemático; e o segundo tipo, questões por nós adaptadas em um formato classificado como atividades de contexto cotidiano ou interdisciplinar. As duas resoluções foram norteadas segundo a Teoria Antropológica do Didático, de Yves Chevallard, a sensibilidade numérica (numeracy), de Ubiratan D’Ambrósio e a Matriz de Referência do ENEM. Estas questões aplicadas compõem o produto desta dissertação, com a qual esperamos acrescentar ao que tem sido produzido no país sobre o tema e, principalmente, aguçar novas pesquisas, a partir dos resultados que aqui obtemos.
This work is the result of research on the possible contribution of the everyday issues in the function of the National High School Exam. In this dissertation reflections were targeted for schools, specifically for middle school and the proposal is to investigate whether the math questions contextualized with everyday situations and / or other areas of knowledge (everyday issues or interdisciplinary context) may be more effective positively reaching a larger share of students toward learning this discipline, and to evaluate if they would develop more or some numerical sensitivity. Seeking to answer these questions, which have guided our work, we base this thesis by the Engineering Teaching methodology with which we confront the resolution, by students of the third grade of high school to a private school in Viçosa - MG , two types of issues; the first, removed the old bone of Federal University of Juiz de Fora, classified as questions of mathematical context; and the second type, tailored questions for us, in a format classified as interdisciplinary context or everyday activities . The two resolutions were guided according to the Anthropological Theory of Didactics, Yves Chevallard, the numerical sensitivity (numeracy) of D'Ambrosio and Matrix Reference ENEM. These issues comprise the applied product of this dissertation, with which we hope to add to what has been produced in the country on the topic and especially whet new research, from the results we get here.
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Barakat, Mohammed, and Rolf Östergren. "”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5597.
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Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information).Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).
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Paiva, Manoel Rodrigues. "A matemática escolar e o ENEM (1998-2002): o aparecimento de uma nova vulgata?" Pontifícia Universidade Católica de São Paulo, 2003. https://tede2.pucsp.br/handle/handle/11178.
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Previous issue date: 2003-10-13This work is the result of a research about the influence of the ENEM (High School National Exam) from 1998 to 2002 in the Mathematic didactic book for high school level and, simultaneously, in the Mathematic discipline in Brazil. Starting from a global context the guidelines of the new directions of the Brazilian high school education are presented. Several ideas of competence notion have been discussed and the ENEM has been presented with its theoretical basis and guidelines, pointing out the skills and competence evaluated by the ENEM, with the objective to establish a counterpoint to the official documents, some criticism to the ENEM exam has been presented from specialists in education, Mathematics and cognitive psychology. To investigate the possible changes in the Mathematic discipline, two didactic books prior to 1998 and two after 2002 were analyzed under the prospective of competence and skills from the ENEM. This analysis showed that the didactic book registered the beginning of a transformation movement in the Mathematic discipline, motivated, as everything indicates, by the new guidelines proposed at the National Curriculum Standards for High School (PCNEM), which were based on the results at the International Meeting of Education for the XXI century of the United Nations Educational, Scientific and Cultural Organization (UNESCO). The ENEM, as the first official document to make these proposals concrete as exercises, seems to become a reference
Este trabalho é o resultado de uma pesquisa acerca da influência do Exame Nacional do Ensino Médio (ENEM), de 1998 a 2002, no livro didático de Matemática do Ensino Médio e, simultaneamente, na disciplina Matemática no Brasil. Partindo do contexto mundial, apresentamos os eixos norteadores das novas diretrizes do Ensino Médio brasileiro. Discutimos várias concepções da noção de competência e apresentamos o ENEM com seus fundamentos teóricos e diretrizes, listando as competências e habilidades avaliadas por ele. Com o objetivo de estabelecer um contraponto aos documentos oficiais, apresentamos algumas críticas ao Exame, por parte de especialistas em Educação, em Matemática e em Psicologia Cognitiva. Para a investigação de possíveis transformações na disciplina Matemática, analisamos, sob a ótica da matriz de competências e habilidades do ENEM, dois livros didáticos anteriores a 1998 e dois posteriores a 2002. Esta análise mostrou que o livro didático registra o início de um movimento de transformações na disciplina Matemática, motivado, ao que tudo indica, pelas novas diretrizes propostas nos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), que, por sua vez, foram inspiradas nos resultados da Reunião Internacional sobre Educação para o século XXI da United Nations Educational, Scientific and Cultural Organization (UNESCO). O ENEM, como o primeiro documento oficial a concretizar essas propostas em forma de exercícios, parece tornar-se uma referência
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Li, Ying-chiao, and 李穎巧. "Compiling Creativity Exam for Junior High School Art Class Admission." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54674341100378726810.
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碩士國立花蓮教育大學
視覺藝術教育研究所
95
Abstract The purpose of this study is to compile the “Creativity Exam for Junior High School Art Class Admission”, and conduct statistical and content analyses on the data results. The conclusions are as follows: 1. Compilation process: The content of the exams are based on literature review and actual requirements. The items, forms of items, weights, procedures, time distribution, and number of items could be considered properly through teacher interview. 2. Reliability and validity test: The internal consistency reliability of this exam, α, is 0.7233 after the adjustment, indicating the reliability. The validity test is done by expert validity test, and using factory analysis and internal consistency analysis to construct the validity. The results support the fundamental hypothesis of the factory analysis, and the correlation among the factors exhibits good validity. 3. Exam results analysis: Of the maximum scores, the spontonsive flexibility is distinguishing, and can meet the demand of the exam items. The relationship between the exam results and variables, based on the gender-based score distribution, shows that male students perform better in originality, problem solving ability, and language ability (5) than female students do. The correlation analysis on the academic scores shows that motive force is correlated with sketch and color painting, and originality is correlated with sketch performance. The school distribution-based scores show that H-1 elementary school students showed better performance than students of other schools do. Therefore, originality is not positively correlated with good drawing ability. 4. Content analysis on the spontonsive flexibility, originality: For the figure categorization test for spontonsive flexibility, 17.5% students showed uniqueness, with high ratio on exhibiting the unique thoughts of children, as well as diversity, which exhibit their unique creativity and flexible thoughts. The figure categorization test for originality, 11.25% students showed no originality to change the shoes, and their responses are easily influenced by the social trend and media. Lastly, based on the research findings, this study proposed suggestions on the practical experience on creativity exam for art class admission, and related researches.
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Hsu, Hu-hsin, and 許護馨. "Dynamic Investigation of Entrance Exam Stress for Junior High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/99312457151164344406.
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碩士南華大學
企業管理系管理科學碩博士班
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The stress of the entrance exam leads to the bias of educational development. The class adopts ability-grouped to increase the admitted proportion causes not only the students feel suffering in high-leveled class from serious pressure but the others in low-leveled class are labeled and give up themselves leading to drop-out and leaving campus. Besides, even the school bully can be resulted from the stress of the admitted pressure. Most researches adopt the static approach to discuss the about-mentioned issue, but such a topic should be considered the dynamic perspective. Therefore, this study adopts the system dynamic approach to conducted the investigation and vensim software is applied to construct the system dynamic model. This study results reveal when the admitted stress is lower than the loading threshold, the learning efficiency of the student has a positive relation to the admitted stress. However, when stress is over the loading threshold, the learning efficiency of the student has negative relation to the stress. For this viewpoint, this study adopts different parental expectation and raising the performance of the students’ schoolwork in order to maintain the admitted stress in its best value, and thus to obtain the optimal learning efficiency. Therefore, this study simulates the admitted stress of junior high school students dynamically, and it tries to provide the valuable results for future researches between the investigations of entrance exam stress and learning efficiency for teachers and students.
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Ko, Hsueh-Chuan, and 柯雪娟. "A Study on Reviewing Exam Designed by a Teacher of Vocational High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2prk5d.
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碩士臺北市立大學
數學系數學教育碩士在職專班
107
Abstract The subjects of this study were of the researcher herself and 169 third-grade students of a private vocational high school in Keelung City. The main purposes were to review the assessments (pre-test and post-test) of unit "Applications of Trigonometric Functions and Vectors" drew up by the researcher and then to understand the quality of these two assessments and students’ learning performance. The researcher graduated from a general university and obtained a certificate for a mathematics teacher after completing the educational program of secondary school and one-year internship. She has been teaching for a decade in a private high school in Keelung. The research methods were to use item analysis, validity analysis, analysis, reliability analysis, and analyzing student's mathematical ability and errors in problem-solving. The main findings of this study are as follows. 1. The quality of the pre-test needs to be strengthened: (a) the difficulty and the discrimination of some items are not good; (b) there is no content validity. 2. The quality of the post-test is much better than the pre-test: (a) the difficulty and the discrimination of the items are good; (b) the post-test is of mathematical ability analysis and content validity. 3. Students should be strengthened to understand the properties of trigonometric functions and the inner product and the angle of vectors, and the mathematical ability to enhance the problem-solving. Based on the above research results, the specific suggestions of this study are as follows. 1. To enhance teacher's ability to prepare test questions, teachers need to fully understand the mathematics ability, determine the mathematics content to be measured according to the course objectives, and use the two-way specification table. 2. Design some open questions for assessments and analyze them with other appropriate analysis tools. The above research results can be used as a reflection for researcher and also provide reference for teachers to develop test questions and teaching in the future. Keywords: vocational high school, review exam, mathematics ability, two-way specification table, errors in problem-solving
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Pan, Yi-Chun, and 潘怡君. "The Relationship between College Entrance Exam and English Learning Motivation of Senior High School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/64230287439436692749.
Full textAbstract:
碩士國立交通大學
英語教學研究所
96
Language learning motivation plays an important role in both research and teaching; however, it used to be regarded as a constant emotional or mental trait. In the more recent literature, learning motivation has been regarded as fluctuating during the learning process (e.g. Williams & Burden, 1997; D�宁nyei & Ott��, 1998; Ushioda, 1998). However, this argumentation has not been well attested in EFL contexts in Asia. Therefore, this study aimed to investigate whether and how English learning motivation changed during the process when the students were preparing for and taking the high-stakes college entrance examination. Participants of this study are 427 EFL senior high school students facing the college entrance examination. Two questionnaires were administered before and after the exam. Motivational variables including desire to learn, motivational intensity, persistence, and self-efficacy were examined. Test motivation (students’ attitude toward the exam) and their test results were also used to compare with their learning motivation. Statistical analyses such as t tests and correlations were employed to explore the relationship between the examination and students’ English learning motivation. The result indicated the following. First, our result showed that the more efforts the students made, the higher academic achievement the students got. Second, the result suggested that when the students regarded the examination as important, they showed more desire to learn the language, put more efforts on studying, and lasted longer, but they did not seem to feel confident. Besides, higher test motivation may not necessarily guarantee better test results. Third, in general, it was found that the students’ desire to learn English stayed relatively unchanged, put less effort and persisted shorter, but felt more confident in learning English after the exam. However, different groups of students showed different patterns of motivation according to their achievement, belonging to different academic tracks, gender and whether they took the second exam, the APE, or not. Among the three groups, Track 1 students showed the highest self-efficacy than Track 3 students and Track 2 students (Track 1 > Track 3 > Track 2). Besides, for the decrease of motivational intensity and persistence, Track 1 students was higher than Track 3 and Track 2 students (Track 1 > Track 3 > Track 2). Here, the pattern reported that for students’ English learning motivation, the rankings were Track 1 > Track 3 > Track 2 students. From the gender perspective, the result correspond what was in the literature that female students are more willing to put more efforts in language learning and were more motivated (D�宁nyei & Csizer, 2002). Finally, it was found that except for persistence, there was no significant difference on English learning motivation between students who chose not to take the second exam (APE) and those who were going to take the second examination. Results indicated that the students’ learning motivation may change and the high-stakes examination exerted influence on the students’ learning motivation. Based on the findings, it should be noticed that when teaching, teachers must be aware that students of different background may possess different level of desire to learn the language, different level of effort and persistence, and also different level of self-confidence in learning the language on different stages. Most important of all, English learning motivation is not a constant emotional or mental trait; it may change during the learning process.
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Lai, Yung-Jui, and 賴勇叡. "Analyzing the Effects of High School Math’s Teacher and Teaching Materials Based on Simulated Exam." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/21968117199904978706.
Full textAbstract:
碩士國立暨南國際大學
管理學院經營管理碩士學位學程碩士在職專班
103
The Ministry of Education implements the 12-year compulsory education law has already entered the second year, from the beginning of 80% exam-free admission and 20% special achievement-based admission, to now counties abandon special achievement-based admission and adapt to exam-free admission, nothing more than to get rid of the thoughts from students, teachers and parents of prestigious high school, but is it true? No matter the high school entrance examination from BCT to current education examination system, in the end still according to the level of score to compare who have the qualify to enter prestigious university. In my general thought, if the quality is higher of prestigious high school students, in future they certainly have more competitive strength to the exam, but if so, does the students with lower quality should give up on the dream of enter the prestigious university? The study is based on graduate companies, which organized national high school mock tests. A total of 94 schools participating in the test, and the study population are based on the results of the test score. Personally to interview school Mathematics teachers, and compare the usage of self-adapted teaching materials and printing materials, to analysis if there is significant relationship of the two results in student test scores, and further to analysis if there is an obvious relationship of self-adapted teaching materials between experienced teachers and junior teachers. As the teachers’ choice of reference materials, hope to enhance the motivation, interest and self-confidence of high school students in math learning.
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Chang, Shih–Chieh, and 張世傑. "Research of Influence of Interpersonal Elements on Senior High School Student’s Application of University Entrance Exam." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/67187799699898453489.
Full textAbstract:
碩士萬能科技大學
經營管理研究所
99
In the recent years, following the gradual open-up of domestically educational policy and the apparent changes of academic environment, the volumes of college and university have been being sharply increasing; furthermore, due to the effects from the fact of low birth rate, it incurs the more drastic competitions between schools in regard of operation and development. Nevertheless, view the matter on the other aspect as educational market, such a phenomenon makes students a great more deal of diverse chances to select what school they really want to enter in. In this case, the factors that influence these students to choose and fill up applications are therefore worthy of exploration. As being the instance, the study puts stress on discuss the influences of interpersonal elements on senior high school student’s application of university entrance exam, based on the in-depth interview statistics over the 3rd grade students of a private senior high school in Taoyuan county in terms of relatively personal relationship. The study spreads a wide-and-deep range of research and investigation aimed at the point. In accordance to related documents, the study draws up two directions as “in-school” and “out-school” interpersonal factors, and then subdivide them into 8 aspects as 4 “in-school” factors : “administrative staff”, “teacher”, “graduated predecessor” and “classmate”; and the other 4 “out-school” factors: “parents”, “brother and sister”, “relatives” and “friends”. Under the ground of the foresaid 8 aspects, the study takes a profound interview over totally 16 groups of relative persons corresponding to the chosen student subjects in purpose of undertaking analysis and organization to the information collected. At the end, the conclusions are summarized below: 1. The highest and most positive influence on student’s decision of filling up application is parents; they also reveal the earliest, longest effects on the matter that they usually grant suggestions on the initiative with obviously extensive considerations. On the contrary, graduated predecessor, relatives and friends belong to passively give suggestions, the way their influences are with relatively lower positiveness. 2. In respect to the selection of school that interpersonal aspect emphasizes, it lists national university as the significant index for all; in addition, parents tend to put the development of future vocation as an important consideration while school administrative staff and teacher are inclined to have student scores shooting the supreme school as the target; and the other aspects appear with vast concentrations, however, in general, the selections considered in the article are likely the choices students encounter at the present stage that are presented as references for students. 3. The modes of influence that interpersonal aspects impact on students can be divided into 4 categories: platform, face-on-face communication, internet interflow and complex communication. These 4 categories are spread in the foresaid 8 aspects respectively, it is different depending on what kind of role the student plays when he/she is filling an application, and the distinct habits of interaction existing in varied age gaps. 4. When these interpersonal aspects are affecting student’s filling of application, they usually set student in predicaments as to the different self-definition. For example, in the positive aspect, it often unconsciously predominate the student in selection, but also it makes students anxious and leads them to a difficulty on thinking because of the concern of gain and loss, as well as responsibility. On the other hand, the straits occurring in the passive aspect comparatively give students wrong messages based on experiences but the fact of actual event.
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Lin, chiu-lan, and 林秋蘭. "Explore the Mode of the High School Vocational Exam-Free Enrollment in Twelve-Year National Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/27722558240611946108.
Full textAbstract:
碩士中華大學
科技管理學系碩士班
101
Exam-free enrollment is designed to ease the entrance examination pressure on students , to Promote the multivariate adaptive development of students. However Excess than sequencing project in different areas are different derivative many dispute, greatly reduced the original good intentions. In this study, use case study method, based on the the districts set of high school vocational exam-free enrollment operating guidelines. Discussion on the the ratio of the exam-free enrollment quota of the 15 exam-free attendance area are developed, excess than sequencing project and multiple learning performance project adopted a scoring situation. The results showed that 1. Increase the enrollment rate places can increase the willingness to continue their studies. 2. Student volunteer sequence, multiple learning performance and Junior High school education examination performance are the key to compared in excess than sequencing project. 3. Physical fitness, competition and technical and vocational certification or qualifying are the key to compared in multiple learning performance of excess than sequencing project. 4. Increasing the number items in scoring makes it easier than ordering decisions. 5. Excess than sequencing project can be calculated as a percentage score. 6. Student volunteer sequence is the key to compared in Taipei , Keelung, and Taichung, Nantou areas. 7. Student volunteer and Junior High school education examination performance are the key to compared in Taitung and Zhumiao areas. 8. Junior High school education examination performance, Physical fitness and competition are the key to compared in Changhua, Ilan and Jinmen areas. 9. Student volunteer , Junior High school education examination performance, Physical fitness and competition are the key to compared in Yunlin, Pingtung and Taoyuan areas. 10. Student volunteer , Junior High school education examination performance, Physical fitness , competition and Technical and vocational certification or qualifying are the key to compared in Tainan, Kaohsiung, Hualien, Penghu and Chiayi areas. 11. Projects cannot achieve the purpose to compared, has a positive binding on junior education. Therefore,in order to reduce the time of students and parents to understand the complicated system, excess than the sequence of projects should be able to simplify, divided into common and adapted to local conditions and the development of common fraction ratio. This study suggests that parents should increase the time to get along with their children, and through communication and counseling to help children more self-understanding, in order to achieve the goal of a 12-year national education balanced adaptive development.
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Fu, Pin-Hui, and 傅斌暉. "Appreciation test research ─The example of the 2003 Taipei County junior high school art class entrance exam." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/81013678747804115280.
Full textAbstract:
碩士國立臺灣師範大學
美術研究所
92
This research aims to study of the items of the 2003 Taipei County junior high school art class entrance exam. A series of analyses were done on the test items, the testing data ,and the interview data from the teachers and the subject students. The purpose was to analyze those data, gather some relevant opinions and reactions to serve as the basis for future test-item design. Some important conclusions were reached as follows: I.Item design and the educational concepts of art: We took into account the testing purposes, the choosing of the test types, and the variety of the test items. However, the validity planning and the test-item screening were not consistent with the standardized testing procedures. This paper used the rational of aesthetic education and curriculum standard as bases. The purpose of the paper mainly focused on the aesthetic perception and the art knowledge, The proportion of art knowledge items was higher because of the evaluation of students’ ability in thinking/cognition, and the importance of cultural issues. II.The analysis of test items: On the whole, the difficulty of the test items were of medium-low and the item discrimination index is medium. Most of the test items were consistent with the standard of item analysis. The test items were co-designed with illustrations. All these were in line with the content of aesthetic education. This test had already included the comprehensive version of curriculum standards. It had good content validity; however, the content validity would have been even better if we could have focus on material and subject matter of aesthetic perception. As for the internal consistency reliability coefficient, it was not high. On the overall score distribution, the scores of scores of all students was slightly higher than the norm. III.Responses: Most of the interviewed teachers believed that aesthetic perception was the most suitable testing content while art knowledge was not so much recommended. Nine teachers were against using multiple true-false items while five teachers considered the number of testing items too few. Although the difficult testing items of this paper were only few; however, most of the more difficult testing items have made a great impact on both teachers and students’ feelings. Lastly, the researcher made some suggestions to some future testing applications of the appreciation and some relevant research.
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Huang-Wen, Chao, and 趙凰妏. "A study on Relationship between Health Fitness Performance of Junior High School Students and Exam Preparation Anxiety." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/69161679414374444912.
Full textAbstract:
碩士亞洲大學
休閒與遊憩管理學系碩士在職專班
100
The purpose of this study was to discuss the relationship between health fitness performance of junior high school students and exam preparation anxiety. The participants consisted of 599 students from a junior high school in the midland of Taiwan. Among them, 300 samples were boys, the other 299 were girls. The samples were distributed over the 1st, 2nd and 3rd grades. Measures of health fitness included body composition, flexibility, standing long jump, sit-ups, and cardiovascular endurance. In addition, the exam preparation anxiety was measured using the Exam Preparation Anxiety Scale. All data was processed by the descriptive statistics, t-test, ANOVA test, Pearson correlation analysis. From the analysis results, the findings of the study are as following: 1. According to the analysis results for the health fitness performance in different grades, significant difference was found in curl-ups and cardiovascular endurance. For the health fitness performance in different sexes, significant difference was found in BMI, curl-ups and cardiovascular endurance. 2. For the exam preparation anxiety in different grades, significant difference was found only in body brain-storm while no significant difference shown in other factors. For the exam preparation anxiety in different sexes, significant difference was found in worry and serious worry factors. 3. Significant negative correlation was found for standing long jump in relation to the five indicators of exam preparation anxiety. The same was also shown for sit-ups in relation to out of heart and serious worry. Besides, for cardiovascular endurance in relation to serious worry. There was no significant correlation found for BMI, flexibility in relation to the five indicators of exam preparation anxiety. Keywords: Junior high school student, Health fitness, Exam preparation anxiety
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Tu, Yu-ming, and 凃育銘. "Factors Affecting Students’ Choices of Senior High Schools without Following the School Ranking by Joint Entrance Exam." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90265317367134434662.
Full textAbstract:
碩士國立中山大學
高階公共政策碩士班
99
President Ma Ying-jeou proclaimed the 12-year compulsory education plan on January 1st, 2011 (the 100th Year of Republic of China). From 2014 onward, both senior high and vocational schools will require no tuition, and most of them can be attended without the requirement of students passing an entrance exam. This policy marks a milestone in Taiwan’s high school admission system. In the future, students graduating from junior high schools may choose a school they favor, rather than having no choice but to attend the one according to their exam results, as was the practice in the past. Purposive sampling was adopted with the freshmen in eight public senior high schools in Kaohsiung as the subjects; two classes in each school were sampled with the questionnaire based on four dimensions: “background of the senior high schools”, “influencing factors occurring during the process of choosing a school”, “main information channels to better understand the senior high schools”, and “related consultations on how to choose a senior high school.” The aim was to compare the behaviors in choosing a senior high school among the students who do not follow the conventional school ranking as determined by the entrance exam and those who do, in order to explore the factors that affect the process of choosing a senior high school by those who do not follow the practice. The study results show that: 1. Both the students who follow the practice and those who do not, value the dimensions: “background of the senior high schools” the most, such as “ratio of students entering a university”, “school image (reputation)”, and “school ranking in accordance with the entrance exam result”, etc. 2. Those who do and do not follow the practice differ in choosing a school in terms of four aspects: “whether there is a classmate attending the same senior high school”, “whether background information on the senior high school is available”, “whether the senior high schools hold recruitment activities on the students’ campus”, and “whether related consultation data is issued by the junior high schools they are attending.” Through a logistic regression analysis, it was found that the three aspects “classmate”, “background information”, and “consultation data” are significantly predictive regarding the behavior of choosing a senior high school by both groups of students. According to the study results, suggestions are proposed regarding senior high and vocational schools’ planning of future marketing strategies and junior high schools’ provision of consultations about choosing a senior high school. In addition, suggestions are advanced to education administrative organizations for the implementation of the 12-year compulsory education. Finally, suggestions for follow-up studies are also listed.
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CHING, CHEN SHIH, and 陳詩靖. "Develop the Online Assessment System to Social Studies Mock Exam In Basic Competence Test for Junior High School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12896178711625088657.
Full textAbstract:
碩士亞洲大學
資訊工程學系碩士在職專班
97
The purpose of this study is to develop the computerized adaptive testing system to social studies simulated test for junior high school students. The system except for providing the reference of the examinee’s ability scale, it can be used as a tool of forecasting scores in Basic Competence Test. There are two stages in this research. The first stage is to do the pre-testing with two kinds of methods to generate the test paper. One is analyzing the qualitative data of the Basic Competence Test of Social Studies by the two-way specification table and the Competence Indicators of the Grade 1-9 Social Studies Competence Indicators to generalize the test principles. The other is analyzing the quantitative data of social studies simulated test by selecting the items of excellent discrimination from different difficulty phases. Through the pre-testing, the on-line adaptive testing system is developed based on the relation of the examinee’s ability scale and the score of the Basic Competence Test. The second stage is to evaluate the effect of the on-line adaptive testing.Choosing the examinees from the pre-testing subjects to conduct the on-line testing for testify the effectiveness of this system. The conclusions of this study are below： 1. From the analysis of the two-way specification table in the Basic Competence Test, we can find that, in the aspect of the competence level, there is regularity and the understanding phase takes the most part of it. As for the aspect of the content, each specification has items. The ratios of the three subjects in social studies are even but the ratios of the items from different subjects and different grades are not equal. 2.Each item can find the corresponding Competence Indicators. History and Geography gather on the first and second main topic, around 1/3, while Civic is on the sixth and seventh main topic. 3. According to the result of the method of analyzing quantitative data of social studies, the correlation coefficients of the examinee’s ability scale and the score of the Basic Competence Test are .857. It shows the analyzing quantitative method have great predictive validity. 4. Through the computerized adaptive testing, when there are 13 questions, the correlation coefficient of the examinee’s ability scale and the scale score in Basic Competence Test reaches to .8. Comparing to the actual 66 questions, about 79% can be retrenched. When there are 23 questions, the correlation coefficient is over .85 and around 63% can be retrenched. Therefore, the adaptive testing in this study can reduce the number of the questions in the test.