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Dissertations / Theses on the topic 'School-based assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Lewis, Robert K., and n/a. "School based assessment within a standards based assessment regime : a mathematics community�s perspective." University of Otago. na/, 2005. http://adt.otago.ac.nz/public/adt-NZDU20060516.112442.

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This thesis presents the findings of a project with the overarching aim of exploring the role of School Based Assessment (SBA) in mathematics as a component alongside external written examinations for qualifications. The research was carried out in New Zealand during the implementation of the National Certificate of Educational Achievement (NCEA). The NCEA was implemented in 2002. The NCEA is targeted at three levels: Level 1 for Year 11 (fifth form) to replace the School Certificate Examinations (SC); Level 2 for Year 12 (sixth form) to replace Sixth Form Certificate Examinations (SFC) and; L

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2

Flores, Jose Manuel. "A Study of Teachers' Involvement In School-Based Management and Their Perceptions of the Impact of School-Based Management on School Improvement." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/3501.

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3

Farmasari, Santi. "Exploring teacher agency through English language school-based assessment: A case study in an Indonesian primary school." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205615/1/Santi_Farmasari_Thesis.pdf.

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This qualitative instrumental case study analyzed the manifestations of teacher agency through one complete cycle of a School-Based Assessment (SBA) practice of English in a primary school in Indonesia. Through an ecological approach, this study indicates that agency is influenced by teachers’ past experiences, perspectives and beliefs, and the school’s cultural, structural, and material conditions; some of which are enabling and constraining teacher agency. A problematic relationship between agency and sound language assessment in terms of validity, reliability and fairness was revealed. Acti

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4

Fletcher, Bradford. "School-Based Assessment Methods for Identifying Students with Anxiety: A Survey of School Psychologists." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406725095.

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5

Wong, Tsz-kwan Liza. "Implementation of literature circles in a school-based assessment class." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203396.

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6

Wong, Tsz-kwan Liza, and 黃芷筠. "Implementation of literature circles in a school-based assessment class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203396.

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7

Cimino, Emily Luis. "Factors associated with school-based mental health services delivered by school psychologists." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001878.

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8

Ho, Wai-leung, and 何偉良. "Understanding and interpreting assessment criteria in school-based assessment in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48330164.

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How do teachers develop an understanding and make interpretations of the assessment criteria used for standards-referenced assessment like School-Based Assessment (SBA) in Hong Kong? The thesis attempts to offer an answer to this question through researching four English Language teachers teaching in a secondary school over a period of two years (2008 -2010). Understanding the meanings of the criteria used for the standards-referenced assessment is the primary focus of this study. Keeping track of the teachers’ opinions on the content and the use of criteria, this case study draws upon qual

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9

Fok, Wai Kei. "HKCEE English language school-based assessment : its implementation at the frontline." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3522/.

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Although school-based assessment (SBA) is a well established assessment practice in many countries, its use has been limited in Hong Kong until recently. When the scheme was extended to HKCEE English Language, it was faced with strong opposition. Many teachers felt that they did not understand the scheme and were negative about its use and increased workload. With a view that any change in education is a process that involves people and thus its success depends largely on the perception, readiness and implementation of the people who actually carry out the change, a study is proposed to examin

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10

Diercks-Gransee, Barbara Ann. "Curriculum-based measurement in written expression at the high school level." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006diercks-granseeb.pdf.

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11

Anderson, Clinton W. "Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5103.

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This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including “talk-friendly” probes, sticky bars, and agree-disagree statements were used

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12

鄭敏芝 and Man-chi Sammi Cheng. "Self assessment in the school-based assessment speaking component in aHong Kong secondary four classroom: a casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4324080X.

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13

Tam, Sau-wai Jenny. "How teachers manage curriculum change in school-based assessment (SBA) : case study /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40076039.

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14

Tam, Sau-wai Jenny, and 譚秀慧. "How teachers manage curriculum change in school-based assessment (SBA): case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45007937.

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15

Gao, Manman, and 高满满. "School-based assessment in Hong Kong: impact on students' attitudes and anxiety." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45883877.

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16

Stuart, Hammer Kathryn Elizabeth. "An assessment of standards based reform in Florida's middle school science programs." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004704.

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17

Dunkley, Gregory J. "Lincoln Elementary School Needs Assessment Follow-Up: Examining a Community-Based Intervention." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2674.

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This study explored and expanded a model of community intervention that proposes researcher, practitioner, and community member unification to produce communitywide programs used to improve society. The data were obtained from the community members of Hyrum, Utah, who participated in a needs assessment and then a follow-up survey, which began an examination and refinement process of the city's community programs. Research questions addressed the impact of the community programs in the areas of community safety, cultural relations, and family involvement. The data suggested that after one year

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18

Motsamai, Puleng Caroline. "Differences in the quality of school-based assessment : evidence for Grade 9 Mathematics achievement." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60965.

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This study aimed to investigate whether there was evidence of variation in the quality of School-Based Assessment (SBA), with specific reference to Grade 9 mathematics. Assessment has been a prime focal point for educational reform in recent years. In the South African context, there are common external assessments carried out below Grade 12. However, assessments are placed entirely in the hands of individual teachers. Moderation and monitoring as quality assurance mechanisms are also conducted internally at varying degrees, which raises the issues regarding the validity, reliability, a

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19

Clark, Erica Catherine. "Assessment of a school-based intervention for elementary school students diagnosed with fetal alcohol spectrum disorder (FASD)." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42251.

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In response to limited interventions for children and youth diagnosed with FASD and no evidence-based resources for elementary school teachers, we aimed to measure the effectiveness and fidelity of a year long professional development program for elementary school teachers teaching students diagnosed with fetal alcohol spectrum disorder (FASD). The British Columbia Ministry of Education Provincial Outreach Program for FASD (POPFASD) developed a professional development program intended to assist teachers to integrate students with FASD in the classroom. The intervention, which is based on th

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20

Ho, Wai-leung. "Investigating the impact of student-initiated criteria for English language school-based assessment." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040203.

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21

Lam, Ming Kei. "Assessing interactional competence : the case of school-based speaking assessment in Hong Kong." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/25707.

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In recent decades, the field of assessing speaking has seen an increasing emphasis on ‘interaction’. In defining the construct of interactional competence (IC), both the theoretical formulation and empirical evidence suggest that the competence is coconstructed and context-specific. This poses a multitude of conundrums for language testing practitioners and researchers, one of which is the extent to which we can extrapolate candidates’ performance in the target non-testing context from their performance in a test. This thesis considers these questions in the case of the Group Interaction (GI)

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22

Cannon, Kelly F. "Special education accountability in the Cape Henlopen School District a knowledge-based assessment /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 5.54 Mb, 163 p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3181877.

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23

Purvin, Nazma. "How do secondary students in Bangladesh make sense of school based assessment (SBA)?" Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6211.

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There has long been criticism of the adequacy of end-of-year summative assessment in secondary schools in Bangladesh. As a result of this, formative assessment arrived in this educational assessment landscape in the form of school-based assessment (SBA) in 2006. SBA aspires to incorporate the use of formative assessment to assess many of the important objectives of secondary education, such as solving problems, expressing thoughts clearly in speech, learning to behave appropriately, and developing sound personal and social values. While this relatively new approach has many merits, it is never

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24

Ho, Wai-leung, and 何偉良. "Investigating the impact of student-initiated criteria for English language school-based assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040203.

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25

Che, Md Ghazali Nor Hasnida. "An evaluation of the implementation of the school-based assessment system in Malaysia." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/381724/.

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26

Ackerman, Jr Paul J. "Condition Assessment, Indices, and Risk-based Decision-making for Public School Infrastructure Managment." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50446.

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The Asbestos Hazard Emergency Response Act (AHERA) requires public schools to manage asbestos containing materials. Twenty five years after AHERA was enacted public schools continue to struggle with documenting and managing asbestos containing material assets. In addition, the manufacturing of lead based paint (LBP) was banned over thirty years ago yet public schools continue to have to manage LBP assets with no guidelines specific to public schools. When compared to current civil infrastructure asset management systems, AHERA and the HUD guidelines lack a rating system based on visual insp

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27

Weeks, Kisia J. "Twenty-First Century Skills: A Needs Assessment of School-Based Agricultural Education Teachers." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7521.

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Preparing students to be career and work ready is a concern of educators and schools nationwide. Twenty-first century skills prepare students to enter the workforce or higher education with the ability to think critically and creatively, collaborate with others, take the initiative when approached with a task, and use technology to its fullest potential. If students are not learning the skills needed for success, it is because educators and schools are not teaching them. When students possess these skills, they are prepared to work in teams, think critically and creatively about a problem, dis

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28

Wong, Mei-chu Evelyn, and 黃美珠. "An analysis of the impact of integrating school-based assessment into daily teaching in a Hong Kong school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44391584.

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29

Cheng, Man-chi Sammi. "Self assessment in the school-based assessment speaking component in a Hong Kong secondary four classroom a case study /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4324080X.

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30

Hickman, Antoine Lewis. "Evaluating a School-Based Day Treatment Program for Students with Challenging Behaviors." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618547.

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Jade County Public Schools has provided school-based therapeutic day treatment in its public schools for more than 10 years. This program was adopted by the school system to provide an intervention in the school and classroom to address the challenging behaviors of students with emotional and behavioral disorders.;Currently, three human services agencies provide school-based therapeutic day treatment services to students in Jade County Public Schools with the goals of increasing academic achievement, increasing school attendance, reducing undesirable behaviors and increasing desirable behavior

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31

Kelly, Victoria Louise. "Alternative assessment strategies within a context-based science teaching and learning approach in secondary schools in Swaziland." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1084_1259928352.

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<p> <p>&nbsp<br></p> </p> <p align="left">The aim of this study was to use a case study approach to explore and describe how students and teachers perceived performance assessment and context-based assessment models that were used within a real world context teaching and learning approach. The topics Electricity and Air and Living Things formed the science knowledge base for the study. Four junior secondary school science teachers and their students in four schools participated. Participants&rsquo<br>experiences of the assessment models were achieved through teachers administering and scoring

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32

Yu, Ying. "The washback effects of school-based assessment on teaching and learning a case study /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B44248933.

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33

Alexander, Anthony Daniel. "The assessment of a school-based intervention for the prevention of child sexual abuse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0010/NQ58647.pdf.

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34

Yung, Hin-wai Benny, and 容顯懷. "Teachers' beliefs and their teaching of practical work in a school-based assessment scheme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31241335.

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35

Yu, Ying, and 余颖. "The washback effects of school-based assessment on teaching and learning: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44248933.

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36

Li, Ka-pui, and 李家珮. "The role of teacher feedback in enhancing student motivation in English school-based assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45175846.

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37

Hui, Wai Tin. "Teachers as policy actors in Hong Kong : the case of school-based assessment policy." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682186.

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This dissertation describes a study of the policy process in Hong Kong focussed on the New Senior Secondary School (NSS) reforms set within the framework of wider systemic changes to the sector. Amongst this suite of reforms, the School-Based Assessment (SBA) initiative has been one of the most controversial. Specifically, there have been two significant changes in the SBA policy in English Language public examination: (i) moving from compulsory SBA to allowing schools to opt out within the assessment cycle in 2006; and (ii) the withdrawal of the proposal for SBA to replace the public oral exa

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38

Yung, Hin-wai Benny. "Teachers' beliefs and their teaching of practical work in a school-based assessment scheme /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22424830.

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39

Bergstrom, Melissa K. "Efficacy of school-based teams conducting functional behavioral assessment in the general education environment /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095235.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 127-139). Also available for download via the World Wide Web; free to University of Oregon users.

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40

Choy, Sarojni C. "The perceived influences of competency-based assessment on vocational education students' approaches to achieving learning outcomes." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36519/1/36519_Choy_1996.pdf.

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Australian vocational education is undergoing an unprecedented period of development. The introduction of competency-based training and assessment in Australia aims to rationalise vocational education and make it more accessible, flexible and relevant to the needs of industry. The curriculum has changed to a generically defined modular format and competence is now measured against pre-determined vocationally relevant performance standards. Participative, learner-centred and selfpaced features of competency-based training require assessment procedures to be more flexible than in the tra

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41

Schofield, Diane. "A program of Hudson Middle School's eighth grade earth science chemistry curriculum." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007schofieldd.pdf.

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42

Kaye, Nicole. "Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19665.

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This study surveyed a national sample of school psychologists (N = 105) regarding their training and skills in function-based behavior support planning. Specifically, this study aimed to determine (a) the function-based behavior support planning competencies practicing school psychologists possess and (b) factors that are related to their level of competency (e.g., prior training). School psychologists were asked to identify strategies as function-based, neutral, or contra-indicated when provided with a brief vignette. School psychologists also reported on demographic characteristics and pre-

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43

Nkuna, Victor Rhulani. "The role of classroom formative assessment practice in Geography." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80496.

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This study aimed to investigate the role of classroom formative assessment practice in geography. Although geography enjoys a good pass rate percentage in the Grade 12 National Senior Certificate (NSC) examinations, the concern remains about the average and the number of distinctions produced annually. A Framework for Learning-Oriented Assessment was used as a conceptual framework which guided this study. Research questions that guided this study aimed at investigating the possible role of classroom formative strategies or techniques on learner performance in geography, the extent to which Sch

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44

Chao, Yan-ki, and 周恩琪. "English teachers' implementation of school-based assessment (SBA): is professional consciousness a determinantof teachers' practice?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176127.

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45

Suleiman, Iyad. "Integrating data mining and social network techniques into the development of a Web-based adaptive play-based assessment tool for school readiness." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/7293.

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A major challenge that faces most families is effectively anticipating how ready to start school a given child is. Traditional tests are not very effective as they depend on the skills of the expert conducting the test. It is argued that automated tools are more attractive especially when they are extended with games capabilities that would be the most attractive for the children to be seriously involved in the test. The first part of this thesis reviews the school readiness approaches applied in various countries. This motivated the development of the sophisticated system described in the the

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46

Woods, Bonnie. "The Effectiveness of a Structured Functiona Behavior Assessment Procedure: Teacher Training as a Moderator." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4793.

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Prevent-Teach-Reinforce (PTR) is a collaborative, standardized process that was developed as a way to address identified barriers to completing effective functional behavior assessments (FBAs) in public schools. Current research literature documents the effectiveness of the PTR process in decreasing problematic behaviors and increasing social skills and academic engaged time for students in kindergarten through 8th grade. In addition, PTR demonstrates high acceptability by school personnel implementing the process. While PTR has demonstrated success in schools, questions still exist regarding

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47

Lo, Yiu-chun. "A study of the implementation of the school-based curriculum project scheme in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14804244.

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48

Jennings, Crabtree Cherie D. "School-Based Factors Perceived to Impact Successful Student Outcomes on Ohio's Third Grade Reading Achievement Assessment." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1469718025.

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49

Tobler, Emily. "A Needs Assessment of Arizona Agricultural Education Equine Science Curriculum." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7294.

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Like any other agricultural industry, many different career paths in the equine field are becoming more technologically advanced. To adapt to technological progress, current standards need to be integrated into school-based agricultural education courses to properly train and teach students about current industry standards. In addition to equine science curriculum development, emphasis must also be focused on providing assistance to secondary-school-based agriculture teachers so they can effectively teach industry-based equine science objectives in their programs. The equine curriculum objecti

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50

Bornfield, Alva Jo Anne Gail. "A CBA model's effect on middle school students in math achievement." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185934.

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The present study was an investigation of the effects of a CBA model on mathematical achievement of middle school students. Nine subjects in the seventh and eighth grades were selected to participate in the study. A multiple baseline single subject design was used. Results indicated that a CBA model designed in the form of a pullout program can be very effective in identifying and remediating problems in mathematics for middle school students who are at-risk for failing mathematics. Implications of the current findings for the use of a CBA model were discussed. The use of a CBA model for stude

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