Browsing by Subject "Grading and marking (Students)"
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Item A comparative study of over-achieving and under-achieving ninth-grade students(Texas Tech University, 1961-05) Darter, Clarence Leslie,Not availableItem A comparison of high school students' attitudes and garment construction scores under two methods of evaluation(Texas Tech University, 1977-12) Wheatley, Janet Lynn SchultzeNot availableItem A comparison of the grading practices of small-school band directors in West Texas(Texas Tech University, 2004-05) Petersen, Renee LThe intent of this study was to determine which techniques of grading are most commonly used for bands in Texas. The experiment design consisted of a single test followed by an observation. The group was a single sample (N = 52). Directors were surveyed at region band tryouts in two regions to collect information regarding grading procedures used in their ensembles. Surveys were distributed and collected on site. Once collected, the information was organized according to teaching venue (elementary, junior high, and high school), the amount of experience the teachers had, and the directors' degree of satisfaction with their grading policies. Initially, data were analyzed using a chi-square test for multiple samples to determine whether there was a significant difference among the components of the grading policies. Then, data were analyzed to determine between which components the significant differences appear. This researcher hoped to determine the relationship between the directors' satisfaction with the policy, the amount of teaching experience, teaching venue, and each component of the grading system. Results indicated that directors were somewhat consistent in their selection of components for the grading policies, regardless of the degree of satisfaction with said policies, their teaching venue or their years of experience as a teacherItem A study of a comparative and individualized grading system for the secondary school(Texas Tech University, 1957-06) Schilling, Ralph FranklinNot availableItem Development and evaluation of graphic-verbal rating scales for measuring achievement in clothing construction at the secondary level(Texas Tech University, 1977-05) Smith, Shelley H.Not availableItem Evaluating student programs by metric analysis(Texas Tech University, 2002-05) Wigner, Joseph AMeasuring student programs is a time-consuming and subjective process. Often TAs and professors find that the task is daunting and are unable to devote sufficient time to grade student programs objectively. Automatic graders and grading helpers have been produced to help solve this problem, but no clear cut mathematical equation has yet been published which adequately measures a program. Static metrics measure the internal attributes of programs and can be combined into a linear model that predicts student grades. Data at Texas Tech University was used to develop such a model. An automated metric-generating tool was used to scan programs and collect the data. Four programming assignments were examined. Two grade-predicting equations were developed for each assignment. The predicted grades were correlated with the actual grades to determine the accuracy of the prediction. The final results were inconclusive, and the importance of measurement verification with the dataset became quite apparent.Item Person-based response: a postmodern alternative to text-based teacher comments(Texas Tech University, 1998-05) Bellah, Michael DeanThis dissertation offers a theory of teacher response that privileges persons over text. It is based on the finding that there are two major trends in current teacher response: one text-based, a legacy of modernism and founded on the principles of New Criticism, which locates meaning in the text, and the other, person-based, founded on postmodem thought, which locates meaning in the writer and the reader. During the last 25 years, composition scholars have unearthed a number of problems with text-based response, including the following: an overemphasis on formal error, the teacher's inability to function as a real reader, a corresponding lack of "humanness" in teacher voice, a lack of clarity, including illegible handwriting and undefined proofreading marks, a failure to gear comments to specific audiences including basic writers and ESL students, a lack of positive reinforcement with some teachers displaying overt hostility toward their student writers, a tendency for teachers to appropriate student writing so that the student's own voice is lost, and comments showing a product-centered rather than process-centered approach to writing, which discounts the role of rhetorical invention. After documenting these deficiencies in teacher response strategies, this study presents a solution in the form of four tenets of person-based response. Phrased in the imperative, they are (1) respond first as a genuine (human) reader; (2) emphasize student successes not errors; (3) empower student writers; don't silence their voices or appropriate their work; and (4) emphasize student process (successful writers in-the-making) not product ("finished" and flawed papers). In a descriptive quantitative analysis involving 303 beginning college composition students, this study goes on to show how all four tenets of person-based response correlate with positive student motivation, a condition which writing apprehension theory says is cmcial for effective writing. In addition, this study analyzes some confounds to person-based response, presents the stories of eight students who react to the methodology, and suggests further study of the theory, especially a project linking the tenets of person-based response empirically to the Daly and Miller Writing Apprehension Scale. Finally, the dissertation emphasizes the need for what Burke calls consubstanciality, the act of really connecting with one's audience, including teachers with students and students with each other.Item Relation between teachers' advancement of trustees' children and their advancement of other children(Texas Tech University, 1938-08) Powers, H. PNot availableItem The effects of peer evaluation and performance on writing anxiety and writing performance in college freshmen(Texas Tech University, 1981-05) Pfeifer, Jerilyn KNot available