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Thèses sur le sujet « Curriculum-based assessment. Educational tests and measurements. Reading »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 1 février 2022

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1

Zonneville, Adrienne M. « Establishing universal screening risk indicators using reading curriculum-based measurement and the Developmental Reading Assessment / ». Online version of thesis, 2008. http://hdl.handle.net/1850/6412.

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Petetit, Lynn Marie. « Construct validity of curriculum-based reading measures for intermediate-grade students / ». view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963452.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 125-134). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963452.
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Feller, Theodore. « Achieving Congruence : Building a Case for Implementing a District-Wide Interim Benchmark Assessment that is Aligned with a Balanced Literacy Framework ». PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/357.

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For generations--and certainly for the last 30 years--proponents of traditional and progressive philosophies have argued over how best to educate our children. Although this debate is often carried out in the political and academic spheres, the difficulties created by not being able to resolve the differences between the two belief systems become blatantly clear in the pedagogy of early literacy. On the one hand, traditionalists argue for a direct and explicit instructional methodology, and on the other hand, progressives advocate for Whole Language or Balanced Literacy instruction. The classroom often becomes a battlefield as advocates of these opposing schooling paradigms struggle with each other. Differences emerge about which skills and what knowledge are the most important for students to master. Conflicts arise over which methodology is most effective in ensuring that students gain access to bodies of knowledge. The result is that the real world of classroom instruction often becomes a mish-mash of content and strategies that derive from both philosophies. Student assessments frequently contribute to the confusion because they are not aligned with the knowledge and skills students are expected to acquire as well as with the strategies teachers use. Without assessments that are tightly coupled with the underlying philosophy of an instructional program, with classroom practice, and with high-stakes summative assessments, it is extremely difficult for both teachers and administrators to have confidence that they are offering their students the best possible learning opportunities. Interim/benchmark assessments are vital tools for linking classroom instruction with year-end assessments and an essential element of any comprehensive assessment system. Currently, the Dynamic Indicator of Beginning Early Literacy Skills, commonly referred to as DIBELS, is a widely used interim/benchmark assessment. It serves many districts and schools quite well. However, many progressive educators believe that the DIBELS assessment is not well-aligned with a Balanced Literacy approach. In this dissertation the author examines the following essential question about early literacy interim/benchmark assessments: (a) Is the relationship between the assessed level on the Developmental Reading Assessment (DRA), which fits within a Balanced Literacy framework, and student's performance on high stakes accountability test as strong as the relationship of DIBELS to these same tests; and (b) does the DRA have a degree of predictive validity comparable to DIBELS? The study demonstrated a strong relationship between the DRA and performance on OAKS and that the DRA has a degree of predictive validity that is comparable to DIBELS. The results from the study support the claim that a curriculum-based measure, such as the DRA, can be used as a literacy screening assessment to detect potential reading difficulties. These results give support to progressive educators who wish to have a viable alternative DIBELS.
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Gifford, Tierney A. « Predictive Validity of Curriculum-Based Reading Measures for High-Stakes Outcome Assessments with Secondary Students Identified as Struggling Readers ». Thesis, State University of New York at Albany, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241844.

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Curriculum-based measurement (CBM) tools are used widely to assess students’ progress within different stages of the Response to Intervention (RTI) process. Despite the wide-spread use, little research has identified the efficacy of reading CBMs in predicting secondary student outcomes on high-stakes assessments. High-stakes assessments are being utilized to determine outcomes for not just students, but teachers, administrators, and districts. More research is needed to determine if reading CBMs are useful tools for the populations of struggling secondary readers. The current study was a secondary analysis of existing data, which attempted to gain an understanding of this through examining the predictive validity of CBMs and high-stakes pre-assessments on end-of-year outcomes. The population included struggling, seventh grade readers who had not demonstrated proficiency on previous state tests and who attended urban schools representing low socio-economic status and high ethnic diversity. Results identified previous year state tests and norm-referenced tests as significant predictors of end-of-year outcomes, both individually and in combination. Though the reading fluency CBMs accounted for some variance in the regression equation, the amount was negligible. Student ethnicity and group status (i.e., whether received intervention) were not significant predictors of end-of year outcomes. These results indicate that CBMs may not provide additional valuable information in the prediction of student outcomes for secondary struggling readers. This finding is important for educators to weigh with other concerns, such as ease of use and time constraints, as existing pre-assessments (i.e., state tests, norm-referenced screening tools) may provide enough information without the additional use of CBMs.

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Flynn, Atkinson Kerry. « Integrity in the Administration of Curriculum-Based Measurement : A Seminal and Exploratory Study ». Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1340828828.

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Briggs, Rebecca N. « Investigating variability in student performance on DIBELS Oral Reading Fluency third grade progress monitoring probes : Possible contributing factors ». Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11647.

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xv, 109 p. : col. ill.
The current study investigated variability in student performance on DIBELS Oral Reading Fluency (DORF) Progress Monitoring passages for third grade and sought to determine to what extent the variability in weekly progress monitoring scores is related to passage-level factors (e.g., type of passage [i.e., narrative or expository]), readability of the passage, reading rate for words in lists, passage specific comprehension, background knowledge, and interest in the topic of the passage) and student-level factors (e.g., the student's initial skill and variability across benchmark passages). In light of recent changes in IDEIA legislation allowing for the use of Response to Intervention models and formative assessment practices in the identification of specific learning disabilities, it was intent of this study to identify factors associated with oral reading fluency that, once identified, could potentially be altered or controlled during progress monitoring and decision-making to allow for more defensible educational decisions. The sample for analysis included 70 third grade students from one school in Iowa. Results of two-level HLM analyses indicated significant effects for background knowledge, interest in the passage, type of passage, retell fluency, readability, and word reading, with type of passage and readability demonstrating the largest magnitude effects. Magnitude of effect was based upon a calculation of proportion of reduction in level 1 residual variance. At level 2, initial risk status demonstrated a significant effect on a student's initial oral reading fluency score, while the benchmark variability demonstrated a significant effect on a student's growth over time. Results demonstrate support for readability as an indicator of passage difficulty as it relates to predicting oral reading fluency for students and suggest that consideration for the type of passage may be warranted when interpreting student ORF scores. Additionally, results indicated possible student-level effects of variables such as background knowledge and word list that were not investigated within the current study. Limitations of the study, considerations for future research, and implications for practice are discussed.
Committee in charge: Roland Good, Chairperson/Advisor; Laura Lee McIntyre, Member; Joe Stevens Member; Robert Davis, Outside Member; Scott Baker, Member
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Thurber, Robin Schul. « Construct validity of curriculum-based mathematics measures / ». view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.

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Thesis (Ph. D.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 78-83). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.
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Januário, Francisco Maria. « Investigating and improving assessment practices in Physics in secondary schools in Mozambique ». Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09252008-161339/.

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Cook, Rebecca Gayle. « The utility of DIBELS as a curriculum based measurement in relation to reading proficiency on high stakes tests ». Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=362.

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Swanson, Chad C. « Phonics curriculum-based measurement| An initial study of reliability and validity ». Thesis, Alfred University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619869.

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Early literacy and reading skills are both important predictors of an individual's future success in school and employment settings (Moats, 1999). Moreover, poor reading performance in elementary school has been associated with future conduct problems and juvenile delinquency by age fifteen (Williams, 1994). Research supports the notion that scientifically-based instruction provides all students with the best opportunity to prevent future academic, behavioral, and vocational problems associated with poor reading skill acquisition. The current study investigated the reliability and validity of a curriculum-based measure developed by the current author named Phonics Curriculum-Based Measurement (P-CBM). Two hundred and twenty five first grade students (117 males, 103 females) from two partnering school districts in rural western New York State were included in the study. The results indicated strong alternate forms reliability, inter-rater reliability, and concurrent validity. Upon further validation, P-CBM could be helpful in making screening, progress monitoring, or instructional planning decisions as well as providing pre-referral data to school psychologists who are conducting special education eligibility evaluations for a specific learning disability in reading.

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Clarke, Benjamin S. « The identification, development, and investigation of early mathematics curriculum-based measurement / ». view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055679.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.
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12

Winchell, Brooke N. « A CRITICAL EXAMINATION OF THE TECHNICAL ADEQUACY OF A CURRICULUM-BASED ASSESSMENT USING RASCH ANALYSES ». Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321992473.

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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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Micheli, Aubrey. « Value-Added and Curriculum-based Measurement to Evaluate Student Growth ». Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1273887704.

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Lumby, Gail. « Teaching towards outcomes and its effect on assessment practices in a language, literacy and communications classroom ». Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-02072007-235439.

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Ferguson, Anne T. « Promoting curriculum-based assessment in schools : empirical evaluation of a remediation/prevention model for reducing the incidence of learning disabilities ». Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546123.

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Within the last decade, reports have indicated that the number of students classified as learning disabled (LD) has increased by 119%. Issues and research relating to this increment such as problems with assessment practices, special education decision-making practices, and the demands made by the regular education curriculum are reviewed. Research in both special and regular education has pointed directly or indirectly to curriculum-based assessment (CBA) and collaboration between the two systems as effective alternatives for assisting students with learning problems. However, barriers to implementation (e.g., personnel resistance) have been observed in schools implementing these alternatives.In order to develop grassroots support, a contextually appropriate model, Curriculum-Oriented Remediation/Prevention System (CORPS) was designed to ease the implementation and administration of CBA via problem-solving teams and consultation. The purpose of this study was to investigate the effects an "instructional package", designed to train inservice school personnel in components of CORPS, had on the behavior of personnel and students referred for reading problems. Social validation (satisfaction ratings) of personnel and students with CORPS and procedures used to implement CORPS was also examined. Twenty implementors (school psychologists; special, regular, and Chapter 1 educators) accurately and reliably implemented CORPS for 30 elementary studentsResultsThe repeated measures ANOVA used to evaluate the changes in classroom behavior (pre-postobservations) was inconclusive due to the small sample size and the variability of behaviors resulting from different instructional arrangements in reading. However, while not statistically significant, the desired trend was observed in the amount of time students were actively engaged in academic tasks. Results from supplemental reading data indicated that 90% of the students demonstrated progress in reading. Satisfaction data suggested that personnel were quite positive about the effectiveness of CORPS and procedures used to implement CORPS. Student responses to satisfaction questionnaires were also positive.DiscussionResults are discussed regarding the overall effectiveness of the CORPS program and satisfaction of school personnel and students regarding the effectiveness and acceptability of CBA as implemented within the CORPS model. Limitations of the study and the need for future research are delineated.
Department of Special Education
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Dyson, Kaitlyn Nicole. « Predicting Performance on Criterion-Referenced Reading Tests with Benchmark Assessments ». BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1483.

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The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who completed the DRA, DIBELS, and ELA-CRT in the 2005-2006 school year. The primary purpose of the study was to determine the accuracy to which the Fall administrations of the DRA and the DIBELS predicted performance on the ELA-CRT. Supplementary analysis also included cross-sectional data for the DIBELS. Results indicated that both Fall administrations of the DRA and the DIBELS were statistically significant in predicting performance on the ELA-CRT. Students who were high risk on the benchmark assessments were less likely to score proficiently on the ELA-CRT. Also, demographic factors did not appear to affect individual performance on the ELA-CRT. Important implications include the utility of data collected from benchmark assessments to address immediate interventions for students at risk of failing end-of-year, high-stakes testing.
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Chelimo, Sheila. « Structural Validity of Competency Based Assessments : An Approach to CurriculumEvaluation ». Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1529504437498332.

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Punt, Ludwig Friedrich. « Internal school moderation in the national curriculum statement : an application on grade 10 and 11 tourism in district schools of the Western Cape Education Department ». Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1982.

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Thesis (DTech(Education))--Cape Peninsula University of Technology, 2010
Research has shown that there are a significant percentage of educators and school management teams who do not apply internal moderation of assessment as quality assurance process in the Western Cape Schools. This study is aimed at the Further Education and Training Band (FET) of the National Curriculum Statement (NCS) and Tourism as subject will be used in order to do the research. From the literature it is evident that the concept of internal moderation of assessment can be interpreted differently. Amongst schools and school management teams there are also often different opinions about the process and application of the internal moderation of assessment. Two questionnaires were given to selected schools to complete. The first questionnaire was completed by Tourism subject teachers and the second questionnaire by the principal and school management team. Checking regulations were built in to check the educators’ answers. This ensures that the questionnaires can be interpreted reliably. The emphasis on internal moderation as a function of quality assurance shifts to the school in its unique context. The importance of a moderation system in schools has already been proven. From the research it is clear that schools are on different levels of development in terms of internal moderation. The data analysis indicated clearly that there are also different needs in terms of internal moderation at schools. Firstly, subject educators and subject heads indicate their own needs on micro-level and then also the school management teams on meso-level. Instruments were developed for both groups in order to support them with the moderation process on their levels. Although quite an amount of training in internal moderation was done in the Western Cape schools, there are no intervention programmes based on the guidelines of the NCS to enhance and support the moderation process in schools. The Quality Monitor programme (which also consists of a number of checklists), is aimed at simplifying the examination system for educators and school management teams, as required by the NCS and Umalusi. During the evaluation of the Quality Monitor, the effect of the programme on the examination results of the experimental group of Grade 11 learners was compared with those results of the previous year. Although there was an improvement in the examination results, all schools in the experimental group had grown from a low basis. To summarise, it can therefore be said that the Quality Monitor programme is a very useful interim solution for the enhancement of the quality of assessment tasks and examinations for Western Cape schools. The long term effect of this Quality Monitor programme will have to be determined.
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Tam, Sau-wai Jenny, et 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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Barron, Darlene H. « Student progress monitoring teachers' perceptions / ». Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07082009-152901.

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Tadatada, Amanda. « Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level ». TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1040.

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This project appears to be the first to determine growth rates for writing using Curriculum-Based Measurement-Written Expression (CBM-WE). Growth rates, or the amount of change over time, help educators track how much progress can be expected given typical instruction. CBM-WE probes were administered to a sample of 1,004 students in first through fifth grades within a school district. The writing probes were scored using production-dependent variables: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data were analyzed by grade level and gender. Results are presented as weekly growth rates. Growth rates were calculated from fall to winter, winter to spring, and from fall to spring. This study found higher growth rates in the lower grades and the lowest growth rates in fifth grade. Negative growth was found when examining winter to spring scores for students in third through fifth grades. Girls typically showed more improvement than boys. Results will be beneficial for educators to understand and monitor elementary student progress in written expression.
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Grant, Rose. « A phenomenological investigation into lecturers' understanding of themselves as assessors at Rhodes University ». Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/300/.

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Youngman, Elizabeth Anne. « The Development of Curriculum-based Measurement Local Norms in the Area of Written Expression ». TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/174.

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This project used Curriculum-Based Measurement (CBM) in the area of Written Expression to establish district norms for Bowling Green City Schools. CBM uses brief fluency measures as indicators of students' academic performance. With the use of CBM, it is possible to identify students who are considered to be at-risk for educational performance. AIMSweb probes were used to assess 1,565 first through fifth grade students from five elementary schools within the Bowling Green Independent School District. Performance was scored using the three most common scoring indices: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data collected from this study are presented as norms at the building and district-wide levels. Each table (see Tables 2 -16) indicates student performance from each school on TWW, WSC, or CWS for a specific grade level. The tables illustrate what raw score corresponds to percentile ranks at the 10th,16th, 25th, 50th, 75th, 84th, and 90th percentiles. The 50th percentile would be considered typical performance for an "average" student at that particular time of year and grade level. Findings from this study will be beneficial in making educational decisions regarding students potentially at risk for difficulties in the area of written expression.
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Toot, Tiffany. « A Comparison Study : The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills ». University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622.

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Gillespie, Debra Joyce. « Exploring Consistency in Dynamic Indicators of Basic Early Literacy Skills Next Oral Reading Fluency Passages for Educational Decision Making ». University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1341238819.

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Coetzee, Sarah Johanna. « Opvoeders se ervaring van aangepaste assessering in 'n inklusiewe klaskamer ». Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6800.

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Thesis (MEdPsych)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Assessment in the inclusive classroom poses specific challenges to the educator. Due to the diversity of learners' needs, a need exists for adapted assessment. One standard type of assessment does not adequately satisfy the individual needs which exist due to the influence of various barriers on learners. The pursuit of human rights, democratic principles and the promotion of equality acknowledges that learners' differences need to be taken into consideration, also during the assessment process. The Education White Paper 6 for Inclusive Education (Department of Education, 2001, p.49) states that the principle of inclusion is applicable to the assessment process in: considering special circumstances, the adaptation of assessment tasks, the adaptation of the time allocated for the completion of a task, individual assessment strategies and techniques, and the provision of extended opportunities. This study therefore aimed to understand educators' experiences of adapted assessment in the inclusive classroom and to gain insight into the challenges encountered and the support needed. The researcher worked from an interpretive paradigm. An action research design was used, as action research attempts to actively involve participants in the research process. A qualitative research methodology was followed and included the following: purposive sample selection to identify research participants, open questionnaires, individual and focus group interviews and field notes to generate data, and content analysis to analyze data. Research findings indicate that educators experience the use of adapted assessment positively, because of the space it provides to meet individual needs and address barriers to learning in the inclusive classroom. Furthermore, it became evident that educators need support and guidance to adapt assessment to the individual needs of learners appropriately.
AFRIKAANSE OPSOMMING: Assessering in 'n inklusiewe klaskamer stel bepaalde uitdagings aan die opvoeder. Daar ontstaan 'n behoefte vir die aanpassing van assessering as gevolg van die diversiteit van leerderbehoeftes. Een standaardvorm van assessering voldoen nie aan die individuele behoeftes wat weens die invloed van verskillende hindernisse op leerders bestaan nie. Die strewe na menseregte, demokratiese beginsels en die bevordering van gelykheid is juis gelee binne die erkenning dat die verskille van alle leerders in ag geneem moet word, ook tydens die proses van assessering. Met verwysing na Onderwys-witskrif 6 vir Inklusiewe Onderwys (DoE, 2001, p.49), moet die beginsel van inklusie tydens die assesseringsproses geld: die inagneming van spesiale omstandighede, die aanpassing van assesseringtake, die aanpassing van die tyd wat toegelaat word vir die voltooiing van take, individuele assesseringstrategiee en -tegnieke en die daarstelling van uitgebreide geleenthede. Daarom het hierdie studie gepoog om die opvoeder se ervaring van aangepaste assessering in 'n inklusiewe klaskamer te verstaan en insig te bekom met betrekking tot die uitdagings wat hulle ondervind en die ondersteuning wat hulle benodig. Die navorser het binne 'n interpretivistiese paradigma gewerk. 'n Aksienavorsingsontwerp is gebruik, omdat dit ten doel het om die deelnemers aktief betrokke te maak by die proses van navorsing. 'n Kwalitatiewe navorsingsmetodologie is gebruik en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers was, oop vraelyste, individuele onderhoude, fokusgroeponderhoude en veldnotas om data te genereer, en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui daarop dat die opvoeders se ervaring van die gebruik van aangepaste assessering positief was, juis omdat dit voldoen aan die individuele behoeftes wat in 'n inklusiewe klas ontstaan. Uit die studie was dit egter duidelik dat opvoeders leiding en ondersteuning benodig om die assessering toepaslik aan te pas by die behoeftes van die individu.
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Joseph, Cecilia Namuhuya. « Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools ». Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017344.

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This study was carried out to investigate how Grade 10 Life Science teachers in three schools in the Omusati region of Namibia are including Environmental Learning (EL) in terms of the curriculum policy. A qualitative approach was used to generate data through document analysis, interviews and classroom observations to investigate the application of the policy of including environmental learning in classroom curriculum practice. The research was primarily directed towards examining constraints and enabling factors in the context of the three schools that participated in the study. The study revealed that teaching strategies for the inclusion of environmental learning were not widely evident, suggesting disparities between the policy of enabling environmental education through the inclusion of environmental learning across the curriculum. It was notable that teacher knowledge and interest in environmental education influence how they include environmental learning and that assessment practices narrow the scope of environmental learning in ways that do not include critical thinking and problem solving skills. The study concludes that despite diverse constraints inhibiting inclusion, the evidence suggests that the inclusion of environmental learning in Namibia’s Life Science curriculum can enable environmental education. The above main findings are used to make recommendations toward strengthening environmental content knowledge of teachers and to improve assessment practices. It was also noted that some of the environmental learning constraints could be transformed into enablers with more teacher support and by making a better link between environmental learning theories and practices. This will involve a redirection of the curriculum documents as well as the provision of other learning support materials to support environmental learning. The study has enabled me to conclude that what is happening should be encouraged so that it continues and is strengthened although the implementation of environmental learning is not as clear as the policy had mapped out.
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Rhoades, William B. « Assessing early literacy development in Spanish speakers when Spanish is the language of instruction ». Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10070.

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Jones, Barbara Ellen. « A critical analysis of discourses constructing portfolio assessment practices in three Eastern Cape schools ». Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003349.

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In 1998, South Africa introduced outcomes-based education to affect the shifts in pedagogy considered necessary following the move to democracy in 1994. Across the globe, the use of the portfolio to assess learners is increasingly being promoted as a form of progressive pedagogy. Hence, its adoption by the country as a new form of assessment practice was warranted. However, how the portfolio is constructed and perceived by educators within the classroom can become problematic in practice. This was apparent in the South African context and justifies research into how the portfolio is constructed as an assessment method in educational policy and by educators in the classrooms. The Curriculum Guide Directive text and the transcripts of twenty-one interviews carried out in three Eastern Cape schools served as the source of data for this study. Discourses make up a powerful framework of spoken, written and symbolic texts of institutional bureaucracies. Within these institutions human subjects are defined and constructed. Therefore, discourse construction acts as institutional forms of knowledge which can exude power over the individual if not made transparent. I used critical discourse analysis to uncover the discourses that were embedded within the Curriculum Guide Directive and to identify the discourses entrenched within the educators’ perceptions of the portfolio. The discourses in the Curriculum Guide Directive suggest the construction of the portfolio as a method of surveillance to track whether the educators are preparing learners for the school leaving examination and instructing the educators to provide evidence in the form of a portfolio. Analysis of the transcripts of the twenty one interviews with educators from three schools in the Eastern Cape indicated that the portfolio was not seen as a form of assessment by the educators, but as a form of discipline put in place by the Department of Education to ensure that they are preparing the learners for the school leaving examination and are able to produce proof of this preparation in the form of a portfolio. The discourses from the research highlighted that the school leaving examination is hegemonised into South African educational pedagogy as a form of traditional assessment and is not challenged even when it is no longer bringing about the dominant ideological goals. The portfolio was not seen as an assessment method by the educators nor represented as such in the Curriculum Guide Directive. Therefore, the job of the portfolio became that of a policing tool. Thus, a school curriculum which has been introduced with the intent of furthering social justice can become exclusive in practice, even with the best intentions.
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31

McKim, Alison. « The Missing Piece : Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning ? » Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.

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32

Koerner, Andrew J. « The utility of the Individual Reading Evaluation and Diagnostic (iREAD) Inventory, a specific reading skills assessment, for treatment design and implementation ». 2008. https://scholarworks.umass.edu/dissertations/AAI3336989.

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This study was conducted to assess the effectiveness of the Individualized Reading Evaluation and Diagnosis (iRead) Inventory for accurately assessing specific decoding sub-skill weaknesses and for informing the development of targeted interventions to improve the reading abilities of students. The iRead Inventory is a curriculum-based, specific skills mastery measurement tool for assessing specific decoding weaknesses. Students read word lists targeted to specific vowel combinations to determine weaknesses with particular combinations. The study assessed whether the iRead Inventory could distinguish specific decoding sub-skill weaknesses for students and whether the iRead Inventory was effective in supporting the development of interventions to improve those decoding weaknesses. Students were screened for dysfluency and three students were identified as having primarily decoding issues were selected for the intervention phase of the study. The intervention phase of the study involved using a multiple baseline, randomization design with the three participants receiving interventions beginning at randomly selected times. The iRead Inventory was utilized to identify specific vowel combination difficulties for intervention and the participants were provided direct, sequential instruction targeted to the identified specific decoding weaknesses. The participants' reading progress was monitored using Reading-CBM (R-CBM) and Nonsense Word Fluency (NWF) measures. In addition, their progress with learning the specific sub-skills was monitored using the iRead Inventory. The iRead Inventory was found to reliably assess specific decoding deficits. Interventions that were developed using the iRead Inventory were shown to improve the decoding abilities of all the participants. The two participants who received interventions earlier showed gains in oral reading skills and mastered a number of specific vowel combination decoding skills. The participant who began interventions last showed less gain in both abilities. In addition, there seemed to be a learning curve phenomenon whereby participants did not exhibit gains associated with the interventions until approximately two and one half weeks after interventions were initiated. Further research can include assessing the reliability of the iRead Inventory, researching its utility for designing interventions for a broader population, and assessing the implications of a potential learning curve phenomenon for making educational decisions.
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33

« Primary school teachers' conception of assessment in relation to the implementation of target oriented curriculum (TOC) framework ». 1997. http://library.cuhk.edu.hk/record=b5896238.

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by Cheung Wai-wan Vivian.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1997.
Includes bibliographical references (leaves 131-137).
ACKNOWLEDGEMENTS --- p.ii
ABSTRACT --- p.iii
LIST OF TABLES --- p.vi i
Chapter CHAPTER 1 --- INTRODUCTION
Chapter 1.1 --- Background and problem of the study --- p.1
Chapter 1.2 --- Purpose of the study --- p.4
Chapter 1.3 --- Significance of the study --- p.4
Chapter 1.4 --- Definition of terms --- p.5
Chapter CHAPTER 2 --- REVIEW OF RELATED LITERATURE
Chapter 2.1 --- Introduction --- p.9
Chapter 2.2 --- The changing paradigms of assessment in the past decades --- p.10
Psychometrics --- p.11
Educational measurement --- p.12
Chapter 2.3 --- The nature and purposes of assessment --- p.12
Chapter 2.4 --- Assessment in relation to different learning models --- p.14
Traditional models of learning --- p.14
Cognitive and constructivist models of learning --- p.15
Chapter 2.5 --- Major forms of educational assessment --- p.16
Norm-referenced versus cri terion-referenced assessment --- p.16
Formative versus summative assessment --- p.18
Performance versus authentic assessment --- p.19
Chapter CHAPTER 3 --- FRAMEWORK OF THE STUDY
Chapter 3.1 --- The examination culture of Hong Kong --- p.21
Chapter 3.2 --- The Target Oriented Curriculum (TOC) of Hong Kcng --- p.24
Chapter 3.3 --- The Targe´tؤoriented Assessment (TOA) and its relation with learning and teaching --- p.26
The Targe´tؤoriented Assessment (TOA) --- p.26
Chapter 3.4 --- Role of teachers in Target-oriented Assessment --- p.29
Chapter 3.5 --- Some possible factors affecting teachers' conceptions towards assessment within TOA --- p.31
Chapter 3.6 --- Curriculum implementation and the factors affecting teachers' attitudes towards implementation --- p.32
Chapter 3.7 --- Research on teachers' conceptions of assessment --- p.34
Chapter CHAPTER 4 --- METHODOLOGY
Chapter 4.1 --- Research questions of the study --- p.37
Chapter 4.2 --- Theoretical considerations of the choice of interview type and interview questions --- p.38
On the choice of interview type --- p.38
On the choice of interview questions --- p.39
The ordering of interview questions --- p.41
Considerations before and during interviews --- p.41
Chapter 4.3 --- Subjects --- p.42
The pilot study --- p.42
The main study --- p.43
Chapter 4.4 --- Procedures --- p.44
The pi1ot study --- p.44
The main study --- p.44
Chapter 4.5 --- Data analysis --- p.45
Chapter 4.6 --- Interview questions for the pilot study --- p.46
Description of the interview questions --- p.47
Chapter 4.7 --- The pilot study --- p.49
The standardized open-ended interview --- p.49
The use of controlled contexts in eliciting responses --- p.49
The finalization of interview questions for the main study --- p.50
Chapter 4.8 --- Interview questions for the main study --- p.51
Chapter 4.9 --- Limitations --- p.52
Chapter CHAPTER 5 --- RESULTS AND DISCUSSION
Chapter 5.1 --- "Teachers' perception of the purposes of educational assessment, and the relationships between teaching, learning and assessment" --- p.53
On the purposes of educational assessment --- p.53
On teachers' definition of educational assessment --- p.55
On the relationships between assessment and teaching --- p.56
On the relationships between assessment and learning --- p.58
Sommary --- p.59
Chapter 5.2 --- Analysis of teachers' conceptions of educational assessment --- p.59
The focus of educational assessment --- p.59
On the choice of assessment activities --- p.62
Summative versus formative assessment --- p.64
On the collection of learning evidence --- p.67
On the reporting of assessment results --- p.69
Summary --- p.71
Chapter 5.3 --- Holistic categorization of teachers' conceptions towards assessment --- p.73
The criterion-referenced-and-qualitative conception --- p.76
The norm-referenced-and-quantitative conception --- p.77
The pseudo-criterion-referenced-and- qualitative conception --- p.79
Chapter 5.4 --- Self-reported factors affecting teachers' conceptions towards assessment --- p.83
Chapter 5.5 --- Teachers' knowledge of the major forms of assessment --- p.86
Chapter 5.6 --- Teachers' attitudes towards the implementation of TOC --- p.89
On the necessity of implementing TOC --- p.89
On the worthiness to implement TOC --- p.92
On teachers' choice of the types of curriculum --- p.95
Chapter 5.7 --- The relationship between teachers' conceptions of assessment and their views towards the implementation of TOC --- p.97
Chapter CHAPTER 6 --- "CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS"
Chapter 6 1 --- Conclusions --- p.102
Chapter 6.2 --- Implications --- p.107
Chapter 6.3 --- Recommendations --- p.111
Chapter 6.4 --- Future research --- p.113
APPENDICES
Chapter A. --- Questionnaire on the personal particulars of TOC teachers participated in the study --- p.115
Chapter B. --- Questionnaire on the personal particulars of non-TOC teachers participated in the study --- p.116
Chapter C. --- Controlled contexts used in the interview --- p.117
Chapter D. --- Characteristics of TOC and non-TOC teachers participated in the pilot study --- p.122
Chapter E. --- Background information of TOC and non-TOC teachers participated in the main study --- p.123
Chapter F. --- Profiles of conceptions of assessment of TOC and non-TOC teachers participated in the main study --- p.125
REFERENCES --- p.131
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Sebetlene, Selaelo Peter. « Management of the implementation of internal continuous assessment at Western College in Gauteng ». Thesis, 2017. http://hdl.handle.net/10539/23687.

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A research report submitted to the Faculty of Law and Management University of Witwatersrand, in 25% fulfilment of the requirements for the degree of Master of Management (in the field of Public and Development), 2016
The National Certificate: Vocational (NCV) qualification was introduced at Technical and Vocational Education and Training (TVET) colleges in 2007 to enable students to acquire necessary skills and knowledge that would prepare them effectively for the world of work. The NCV is an outcomes-based curriculum and its introduction was accompanied by a general shift to outcomes-based teaching and learning approaches, as well as a rigorous assessment and moderation regime, particularly with regards to the internal assessment (ICASS) component. The shift required lecturers to adopt multi-dimensional assessment of skills, knowledge, understanding, attitudes, values and dispositions when assessing students. The report released by Umalusi in 2014 pointed out a number of factors that negatively affect the implementation of ICASS at some TVET colleges. The aim of the study was to explore the factors that constrain or enhance the implementation of the ICASS component of the NCV at TVET colleges. Literature related to the research topic was consulted and, subsequently, document analysis and semi-structured interviews were used to determine ICASS practices applied at Western College (Westcol) for TVET. ICASS requirements as per NCV-related policies and the current ICASS practices at the college were compared to determine the factors that (including those cited by Umalusi) hinder or promote ICASS implementation. The findings reflected that lack of resources (mainly financial and physical resources, as well as under-qualified and unqualified lecturers at the college) hinder the effective implementation of the ICASS component in some subjects at the college. Furthermore, the quality of the assessment elements was of great concern. Most interviewees reported that: some of the ICASS tasks in various subjects were of poor quality; there was lack of or poor moderation of tasks; portfolios were incomplete and there was a lack of structured remedial intervention after tasks were conducted. Interviewees attributed the above situation to increased lecturers’ workloads and students’ poor class attendance. The research recommends that the college build capacity for ICASS implementation through the provision of resources, and the training and development of lecturers, as well as partnerships with industries and other institutions to complement and strengthen the college’s limited resources and to apply knowledge management practices so that the college can leverage and benefit from the knowledge it currently possesses, to improve the implementation of the internal assessment component.
XL2018
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Bron, Woutje Anneke. « Rol van die onderwyser in die intermediere fase as assesseerder in 'n veranderende onderrig-leer omgewing ». Diss., 2008. http://hdl.handle.net/10500/2609.

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Text in Afrikaans
This qualitative study is aimed at analyzing teachers’ experiences of their role as assessors according to the assessment framework stated in the National Curriculum Statement 2002. A literature study was done. Subsequently, data was collected from interviews with eleven teachers from nine schools. All the respondents teach in the intermediate phase. The schools concerned are situated in the Tshwane Metropolitan area. Interviews were semi-structured. A holistic picture was focused on during the analyses of the interview texts. Data was organized according to four themes. The results of the analyses show that the teachers involved are dedicated to teaching. However, uncertainty as to the exact requirements of policy documents is prevalent. Help, support and training is asked for.
Teacher Education
M.Ed. (Spesialisering in Kurrikulumstudies)
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