Faculty of Education - Theses

Permanent URI for this collection

http://hdl.handle.net/11343/162

Filters

1966 - 1969 1 1970 - 1978 1
1 1
Reset filters

Settings
Statistics
Citations
Start date: 1960 × End date: 1979 × Subject: Educational tests and measurements ×

Search Results

Now showing 1 - 2 of 2
  • Item
    Thumbnail Image
    The development of tests for the measurement of cognitive objectives in social studies at the upper primary level
    Allen, Graham J ( 1966)
    The evolution of the school subject Social Studies in Victoria and in the United States of America is traced briefly, and an examination is made of educational objectives which are appropriate to such a subject. Tests are developed to measure achievement of cognitive objectives, encompassing areas named as Knowledge of Terminology in Social Studies, Knowledge of Generalizations in Social Studies, Comprehension in Social Studies, and Reasoning in Social Studies. The final forms of the tests are administered to 287 upper primary school children and descriptive statistics are computed from the results. Factor analysis is applied to the intercorrelations among scores on selected groups of items from the Social Studies tests and a number of marker variables. The sources of variance contributing to scores on the Social Studies tests are examined and some implications are drawn for measurement of cognitive objectives in Social Studies.
  • Item
    Thumbnail Image
    Components of test anxiety
    Evans, John Leslie ( 1978)
    This study examines the development of a particular line of research in anxiety - Liebert and Morris' concept of Worry and Emotionality as components of Test Anxiety. The literature review traces the general developments in anxiety research leading to their original 1967 study and outlines subsequent studies by these and other authors. The present study uses an untested, modified measuring instrument, developed by Morris, to replicate a number of the major hypotheses of two of the early studies. Two of the hypotheses tested examine the temporal changes in Worry and Emotionality scores across three testing occasions - some days before, immediately before, and immediately after, a test anxiety arousing situation. Two other hypotheses examine the relationship between Worry scores and the student's performance expectancy and between Emotionality scores and expectancy. A sample of 134 female teachers studying to acquire further qualifications were tested seven days before, immediately before, and immediately after the administration of a class test in an Educational Psychology course. Results demonstrated that Emotionality level is basically a function of the immediacy of the stressful situation while Worry level is not. The data did not, however, support the postulated relationships between Worry and Emotionality scores and performance expectancy, although possible explanations of these findings are discussed. Finally, recommendations for future research in this field are discussed.