Relevant bibliographies by topics / High school students – Macau – Evaluation

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Academic literature on the topic 'High school students – Macau – Evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "High school students – Macau – Evaluation"

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Zhang, Weiyuan, and Yau Ling Cheng. "Quality assurance in e-learning: PDPP evaluation model and its application." International Review of Research in Open and Distributed Learning 13, no. 3 (2012): 66. http://dx.doi.org/10.19173/irrodl.v13i3.1181.

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<p>E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />
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Husna, Nor Aqidatul, Muhammad Zaini, and Atiek Winarti. "The Validity of Biology Module for Senior High School on Grade X in Even Semester Based on Critical Thinking Skills." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 3, no. 1 (2021): 28. http://dx.doi.org/10.20527/bino.v3i1.9918.

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Biology learning in schools still experiences several problems. The learning process carried out has not optimally fulfilled the demands of the Education Curriculum, including in helping students to have critical thinking skills. Critical thinking skills can be optimized by developing learning modules. This study aims to obtain a valid biology module based on critical thinking skills for SMA/MA students. The module development method uses Tessmer's research and development design model that focuses on formative evaluation. The module developed refers to six kinds of critical thinking skills according to Facione, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data obtained from the validity test by three validators. The percentage of expert validation data was then categorized. Data analysis used the descriptive technique. The biology learning module based on critical thinking skills that were developed as a whole obtained very valid criteria.Abstrak Pembelajaran Biologi di sekolah masih mengalami beberapa permasalahan. Proses pembelajaran yang dilaksanakan belum secara optimal memenuhi tuntutan Kurikulum Pendidikan, diantaranya dalam membantu peserta didik untuk memiliki keterampilan berpikir kritis. Keterampilan berpikir kritis dapat dioptimalkan dengan mengembangkan modul pembelajaran. Tujuan dari penelitian ini adalah untuk mendapatkan modul biologi yang berbasis keterampilan berpikir kritis pada peserta didik SMA/MA yang valid. Metode pengembangan modul menggunakan model desain penelitian pengembangan dari Tessmer yang fokus pada evaluasi formatif. Modul yang dikembangkan mengacu pada enam macam keterampilan berpikir kritis menurut Facione, meliputi interpretasi, analisis, evaluasi, inferensi, eksplanasi dan regulasi diri. Data diperoleh dari uji validitas oleh tiga validator. Persentase data validasi ahli kemudian dikategorisasi. Analisis data menggunakan teknik deskriptif kategorisasi. Modul pembelajaran biologi berbasis keterampilan berpikir kritis yang dikembangkan secara keseluruhan memperoleh kriteria sangat valid.
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Yuan, Hao-Bin. "Evaluation of undergraduate students’ nursing assessment and communication skills through an objective structured clinical examination within a high-fidelity simulation using a student-simulated patient†." Frontiers of Nursing 8, no. 2 (2021): 159–68. http://dx.doi.org/10.2478/fon-2021-0018.

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Abstract Objective To evaluate nursing students’ assessment and communication skills through an objective structured clinical examination (OSCE) within a high-fidelity simulation using a student-simulated patient (SSP) and analyze the validity, reliability, degree of difficulty, and discriminability of the OSCE. Methods A descriptive study was conducted at one nursing school in Macao. All scenarios were designed using a high-fidelity simulator combined with SSPs. A convenience sample of 54 baccalaureate nursing students completed the OSCE. The nursing assessment OSCE checklist (NAOC) and the communication evaluation rubric (CER) were used as observational measurements with three-point Likert scales (2 = Achieved, 1 = Partly achieved, 0 = Not completed/Incorrect). Results Difficulty coefficients of the exam were 0.63 for nursing assessment skills and 0.56 for communication skills. The discrimination index of the majority items of the NAOC (86.4%) was >0.20, showing a better to good discriminability. The items of the CER had satisfactory indexes of item discrimination (from 0.38 to 0.84). Students received high scores in conducting blood oxygen saturation and cardiac and lung auscultation but low scores in vomiting and diarrhea assessment. Students presented good communication skills in eye contacting and listening, but culture assessment needs to be improved. The students with experiences in simulation or simulated patient (SP) interactions had better assessment and communication skills than students without those experiences. There was a positive relationship between nursing assessment and communication skills (r = 0.67, P = 0.000). Conclusions SSPs were involved in enhancing the realism of interactions in simulated scenarios. Nursing students can conduct nursing assessments specific to patient conditions, explain the conditions to the patient, and ensure that the patient remains informed at all times of the precautions to be taken. However, students’ cultural awareness and some communication skills need further training. With moderate difficulty and high discrimination index, OSCE showed satisfactory reliability and validity.
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Lou, Nga Man, Amy Siu Ian So, and Yuchin Jerrie Hsieh. "Integrated resort employee competencies: a Macau perspective." International Journal of Contemporary Hospitality Management 31, no. 1 (2019): 247–67. http://dx.doi.org/10.1108/ijchm-07-2017-0431.

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Purpose This study aims to develop an employee competency model for integrated resorts (IRs) in Macau through insights gleaned from IR professionals and to investigate whether any differences emerge in competency perception between IR professionals and college and high school students. Design/methodology/approach A mixed-method approach was adopted to answer the research questions. The Delphi approach was used, and four IR experts were invited to refine components of the IR competency for the survey questionnaire. Quantitative data were collected from 596 IR professionals and college/high school students. Fisher’s least significant difference test was used to test the competency gaps between groups. Qualitative interviews were conducted with 12 respondents to gather their comments on the survey results. Findings The IR competency model consists of 15 critical competencies. A strong work ethic and customer service orientation were ranked as important attributes of employee competency among the four target groups. A mismatch in IR competency perceptions emerged among IR managers, employees and students. Practical implications The IR competencies can serve as a pragmatic reference for IRs in terms of employee recruitment and training. This model can also serve as a guideline to ensure the alignment between IR industry needs and the course offerings in higher education institutions in Macau. Originality/value The IR competencies contribute to resolving human capital issue challenging Macau’s IRs and provide insights for Macau’s IR stakeholders to improve the IR workforce development.
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Luk, Andrew L., K. M. Leong, and Annah M. L. Au. "Evaluation of the Effectiveness of a Positive Youth Development Program for Secondary Students in Macau." Scientific World Journal 2012 (2012): 1–7. http://dx.doi.org/10.1100/2012/621841.

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A well-tested comprehensive Chinese positive youth development program (Project P.A.T.H.S.) developed in Hong Kong has been modified and adapted for use in Macau. This program aims to help adolescent school children develop positively and to be better prepared for their future. The present study investigated the effectiveness of the Tier 1 Program of “P.A.T.H.S.” for Secondary 2 students of two pilot schools. Since there were “repeating” and “transferring” students joining the program, the effectiveness of the program on these particular groups of participants was also examined. The subjective outcome evaluations including participants' perceptions of the program, program instructors, benefits from the program, and overall satisfaction were positive. Although the longitudinal data from the objective outcome evaluation did not show any notable improvement, the overall effect of the program was found to be positive to the new comers in the junior secondary years. The existing evaluation findings suggest that the Secondary 2 program is especially effective to those newly joining the program. In view of the paucity of youth studies in Macau, the present study can contribute to evidence-based youth work and provide baseline data for the program to be evaluated in the Secondary 3 periods in the future.
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Neill, Robert L. "A Personalized Diet Evaluation for High School Students." American Biology Teacher 53, no. 6 (1991): 354–58. http://dx.doi.org/10.2307/4449325.

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Sawauchi, Daisuke, Kyoko Kuraoka, Takahiro Sajiki, Tomochika Toguchi, and Yasutaka Yamamoto. "Evaluation of High School Students^|^rsquo; Agricultural Experiences during a School Trip." Journal of Rural Problems 45, no. 1 (2009): 133–36. http://dx.doi.org/10.7310/arfe.45.133.

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Hewitt, Michael P. "Self-Evaluation Accuracy among High School and Middle School Instrumentalists." Journal of Research in Music Education 53, no. 2 (2005): 148–61. http://dx.doi.org/10.1177/002242940505300205.

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The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.
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Cheng, Meng-Fei, Jang-Long Lin, Shih-Yin Lin, and Chi-Ho Cheng. "SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS’ MODELING PROCESSES." Journal of Baltic Science Education 16, no. 2 (2017): 207–17. http://dx.doi.org/10.33225/jbse/17.16.207.

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This research explores how scaffolding students’ reflections on scientific modeling criteria influence the students’ views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students’ views on scientific models and the students’ ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school. Keywords: scientific modeling, modeling curriculum, nature of models and modeling, model development, model evaluation, magnetism concepts.
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Theriot, Matthew T., Sarah W. Craun, and David R. Dupper. "Multilevel evaluation of factors predicting school exclusion among middle and high school students." Children and Youth Services Review 32, no. 1 (2010): 13–19. http://dx.doi.org/10.1016/j.childyouth.2009.06.009.

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Dissertations / Theses on the topic "High school students – Macau – Evaluation"

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張子明. "澳門私立中文中小學學生個人背景與其學業表現的分析研究". Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1636439.

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Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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<p> This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned. </p><p> In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.</p>
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Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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<p> Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race. </p><p> The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.</p><p>
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Lam, Lai-wah Melanie. "Student evaluation of teaching in Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963407.

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Neve, Anne H. "An Evaluation of A Non-Traditional Program for High School Students." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499449954.

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This mixed-methods program evaluation focused on the short-term outcomes of a non-traditional program for high school students. The program evaluated, the Non-Traditional Program, is designed to provide an option for students who are not successful in the traditional setting. The program provides two teacher faciliators, a part-time school counselor, and a part-time security position . Students attend the program for a half-day and take courses via online instruction with the goal being on track to graduate. Participants in this evaluation were the program staff who participated in a focus group interview and six students who were interviewed individually. Extant documents provided evidence of credits earned, Standards of Learning (SOL) tests passed, and evidence of meeting program goals. Overall, the findings showed that the program is meeting its short-term outcomes with success. The students earned credits toward graduation at a rate of 64%, passing SOLs at a rate of 65%, and met program goals at a rate of 67%. Students who attended the program for medical reasons showed higher results than students who attended for attendance or disciplinary reasons; however, when tested for a relationship between the variables, there was no statistical significance. Students in the program reported that the individualized online learning is beneficial as is the smaller environment in which they are able to work without distractions. Staff reported that students are successful to a degree but would benefit from an orientation in organizational skills to help them manage their time more efficiently online. Recommendations for future evaluation include tracking long-term outcomes of the program, tracking the success of students who transition out of the program, and further evaluating the different categories of students and their performance.
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Shirk, Breanne N. "A School-Based Intervention Increased Nutrition Knowledge In High School Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243365958.

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St, Jean Gerardine. "Evaluation of intervention programs designed to address high school racial conflicts." Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2915.

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Thesis (Ph. D.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Jan. 22, 2008). Thesis director: Wallace Warfield. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Conflict Analysis and Resolution. Vita: p. 222. Includes bibliographical references (p. 215-221). Also available in print.
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Ho, Tin Lai. "A study of the relationship of family structure, students' social-economic status, and grade retention to the educational and occupational expectations of secondary school students in Macao." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1880480.

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Wu, Jia Ning. "Corpus-based lexical and syntactic analysis of the writing of high school students in Macao." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637015.

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Shank, D. Michael. "The promotion of financial literacy among American high school students a program evaluation /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p074-0060.

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Books on the topic "High school students – Macau – Evaluation"

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Doolittle, Sarah. Authentic assessment of physical activity for high school students. National Association for Sport and Physical Education, 2002.

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Grayson, J. Paul. The performance of "gifted" high school students in university. Institute for Social Research, York University, 1999.

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Lennox, Carolyn. Meadowvale Secondary School: Student evaluation study. Peel Board of Education, Research Dept., 1991.

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Radford, Joyce L. "Stay in school": An evaluation of the Ambassador Dropout Prevention Program. The Ambassador Partnership, 1993.

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McLaughlin, Donald Hatch. NELS 88 survey item evaluation report. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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McLaughlin, Donald Hatch. NELS:88 survey item evaluation report. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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Cave, George. Career beginnings impact evaluation: Findings from a program for disadvantaged high school students. Manpower Demonstration Research Corporation, 1990.

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D, Evans Larry, ed. Psychoeducational assessment of hearing-impaired students: Infancy through high school. PRO-ED, 1991.

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Conley, David T. College and career ready: Helping all students succeed beyond high school. Jossey-Bass, 2010.

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Pilot Records of Achievement in Schools Evaluation (PRAISE) Team. Records of achievement: Report of the national evaluation of extension work in pilot schemes : a report submitted to the Department of Education and Science and the Welsh Office by the Pilot Records of Achievement in Schools Evaluation (PRAISE) Team. HMSO, 1991.

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Book chapters on the topic "High school students – Macau – Evaluation"

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Chaves, Edilson Aparecido, and Tânia Maria F. Braga Garcia. "History Textbook Evaluation by High-School Students." In Textbooks and Educational Media: Perspectives from Subject Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_29.

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Iding, Marie, Robert E. Landsman, and ThanhTruc T. Nguyen. "Critical Evaluation of Scientific Websites by High School Students." In Networking the Learner. Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_37.

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Marusenko, R., V. Sokolov, and V. Buriachok. "Experimental Evaluation of Phishing Attack on High School Students." In Advances in Computer Science for Engineering and Education III. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55506-1_59.

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Danes, Sharon M., Veronica Deenanath, and Yunxi Yang. "Evaluation of Financial Literacy Development of High School Students: A Longitudinal Mixed Methods Study." In International Handbook of Financial Literacy. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0360-8_29.

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Ping, Ma. "Survey and Research on the Levels of High School Students’ Critical Evaluation of Statistical Information and the Influence Factors." In The Teaching and Learning of Statistics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_12.

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Asabere, Nana Yaw, Amevi Acakpovi, Ezer Osei Yeboah-Boateng, Wisdom Kwawu Torgby, and Eric Amoako. "Towards Career Development for High School Students." In Advances in IT Standards and Standardization Research. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3468-7.ch004.

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Globally, choosing the right tertiary programme for university (higher) education is quite a difficult task for students. A wide range of programmes are offered by the individual universities which differ in terms of delivery modes and entry requirements. Technology inclusion in the 21st century has paved the way for the proliferation of electronic/computing systems such as electronic counseling (e-counseling) and electronic learning (e-learning). By employing a quantitative research instrument (questionnaire) to ascertain technology acceptance of Senior High School (SHS) in Ghana, this chapter proposes a web-based (e-counseling) expert system which will match students' backgrounds with the right tertiary programme towards career development. Evaluation of our proposed approach suggests that majority of the selected students (80%) out of 100 who used the system accepted and embraced it. Such a system will therefore solve and improve career guidance, counseling, and development problems of SHS students in Ghana.
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"Smoking Cessation for High School Students: Impact Evaluation of a Novel Program." In A Cross Section of Educational Research. Routledge, 2016. http://dx.doi.org/10.4324/9781315267036-31.

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"In Search of a Methodology: Evaluating "SCOOP," the WGBH Teletext Magazine for High School Students." In formative Evaluation for Educational Technologies. Routledge, 2013. http://dx.doi.org/10.4324/9780203052181-15.

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Baptista, Zelia, and João Negreiros. "The Portuguese School of Macao, China." In Advances in Business Information Systems and Analytics. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4373-4.ch023.

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Technology is fundamental to the youth culture of today and high schools need to integrate it into live classes. This research hopes to provide a better understanding of the present learner styles and the technology impact towards enhancing and enriching the conventional learning process. Hence, the central focus of this writing is based on the four Index Learner Styles (Active VS Reflective, Sensing VS Intuitive, Visual VS Verbal, Sequential VS Global) of Felder and Soloman (1993, 2011) and on the teaching strategies impact that integrates technology (online lessons, blending learning topics, and collaboration software use) as a vehicle in the differentiation of the traditional learning curriculum. The field of experiment is the Portuguese language subject of the 8th grade students at the Portuguese School of Macau, China. One online survey and four tests (two for each class) are carried out to check whether the e-Learning perspective will benefit student learning in this new surrounded generation of mobile devices. Still, the main purpose relies on the learning style identification of high school scholars and to raise awareness of those personal characteristics to facilitate future development on personal learning strategies. Some other related topics are also highlighted such as Web 1.0 to Web 4.0 evolution and learning distance topics.
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Eis, Andreas. "What Do German High School Students Think about the GDR? Memory Culture between Glorification and Evaluation." In Virtual Walls? Boydell and Brewer Limited, 2017. http://dx.doi.org/10.1017/9781787441682.009.

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Conference papers on the topic "High school students – Macau – Evaluation"

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Kholis, Nur, and Djemari Mardapi. "Evaluation of Vocational High School Performance from Students Opinion." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.63.

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Chen, Min, Yaning Yang, Jian Xu, and Chunbo Chang. "Design and Implementation of the Information Literacy Evaluation System for High School Students." In 2017 International Conference of Educational Innovation through Technology (EITT). IEEE, 2017. http://dx.doi.org/10.1109/eitt.2017.52.

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Syamsulrizal, Mr, Yeni Marlina, and Mr Ifwandi. "The Evaluation of the Physical Fitness Test for Female Junior High School Students." In Proceedings of the 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icssh-18.2019.40.

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Nihayah, Umi Husnun, and Sri Rahayu. "Chemistry aspect of Covid-19 issues: Evaluation of high school students’ critical thinking skills." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043483.

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Ragonis, Noa, Ehud Shapiro, Mordechai Ben-Ari, and Zahava Scherz. "Development, implementation and evaluation of a course in expert systems for high-school students (poster)." In the 6th annual conference on the teaching of computing and the 3rd annual conference. ACM Press, 1998. http://dx.doi.org/10.1145/282991.283633.

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de Melo, Gilberto, Sanderson M. Oliveira, Cintia C. Ferreira, Enio P. Vasconcelos Filho, Wesley P. Calixto, and Geovanne P. Furriel. "Evaluation techniques of machine learning in task of reprovation prediction of technical high school students." In 2017 CHILEAN Conference on Electrical, Electronics Engineering, Information and Communication Technologies (CHILECON). IEEE, 2017. http://dx.doi.org/10.1109/chilecon.2017.8229739.

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Adnan, Aryadie, Ishak Aziz, and Hendri Irawadi. "Evaluation of Character Implementation on Junior High School and Madrasah Tsanawiyah Students in Payakumbuh City." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.071.

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Piten, So, and Suttida Rakkapao. "Evaluation of high school Cambodian students’ comprehension of the projectile trajectory using the model analysis technique." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.072.

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Satria Putra, Rani Laple, Joanna Cristy Patty, and Djoko Budiyanto Setyohadi. "Interaction Design Consideration for Senior High School Students: A Usability Evaluation of Go-Jek Mobile Applications." In 2018 International Seminar on Application for Technology of Information and Communication (iSemantic). IEEE, 2018. http://dx.doi.org/10.1109/isemantic.2018.8549841.

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Putra, Egha Alifa, and Elah Nurlaelah. "High School Students’ Perceptions Towards Quiz-Based Smartphone Learning Management System (S-LMS) as Learning Evaluation Media." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.053.

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Reports on the topic "High school students – Macau – Evaluation"

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Hayes, Gail. An Evaluation of a Staff Mentor Program for At-Risk Students in an Oregon High School: CAKE (Caring About Kids Effectively). Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6175.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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