Die gebruik van werkergeoriënteerde veranderlikes vir die voorspelling van posbekleëraanlegte
- Authors: Smith, Casper Henry
- Date: 2014-11-20
- Subjects: Occupational aptitude tests , Ability - Testing - Evaluation , Ability - Testing
- Type: Thesis
- Identifier: uj:12985 , http://hdl.handle.net/10210/12873
- Description: M.Com. (Industrial Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Smith, Casper Henry
- Date: 2014-11-20
- Subjects: Occupational aptitude tests , Ability - Testing - Evaluation , Ability - Testing
- Type: Thesis
- Identifier: uj:12985 , http://hdl.handle.net/10210/12873
- Description: M.Com. (Industrial Psychology) , Please refer to full text to view abstract
- Full Text:
Die funksionering van die algemene skolastiese aanlegtoets (ASAT) in verskillende groepe
- Claassen, Nicolaas Cornelius Winckler
- Authors: Claassen, Nicolaas Cornelius Winckler
- Date: 2014-06-23
- Subjects: Ability - Testing - Evaluation , Ability - Testing - Cross-cultural studies , Whites - Intelligence testing - South Africa - Evaluation , Colored people (South Africa) - Intelligence testing - Evaluation
- Type: Thesis
- Identifier: uj:11592 , http://hdl.handle.net/10210/11302
- Description: D.Litt. et Phil. (Psychology) , The generalizability of scores obtained on the General Scholastic Aptitude Test (GSAT) was investigated for a number of subpopulations. It was shown that acceptable procedures for limiting bias against certain subpopulations had been implemented in the course of test development. In order to facilitate an empirical investigation of the GSAT, random samples of Afrikaans-speaking whites, English-speaking whites, Afrikaans-speaking coloureds, English-speaking coloureds and English Speaking Indians were tested. The nature and intensity of cognitive stimulation as well as the direction of intellectual development differed from group to group and had definite implications for achievement in a test such as the GSAT. All the groups contained persons who could be regarded as fully integrated into an advanced technological society, but their average level of development, measured against this criterion, differed considerably. The test displayed a one-factor structure with respect to all the groups. On the basis of the content of the subtests this factor can be equated with Spearman's g factor. The ecological validity of test scores was studied on the basis of Berry's model for the generalization of behaviour aeross various environmental contexts. The nature of the differences between the groups with respect to both the internal and external structure of the test scores was investigated by means of conceptual as well as statistical analyses. The extent to which test scores could be generalized was indicated for different combinations of groups. On the basis of regression models it was shown that could to a large extent be used as a substitute for group membership as regards the explanation of GSAT scores. Differences in functioning found between the groups could often be attributed to differences in levels of achievement. Within Berry's experimental context the test was found to be almost equally valid for all the groups and it measured developed general scholastic ability equally well. With respect to most of the pupils in the white groups, the Indian group and the English-speaking coloured group, the test results could be generalized similarly in the behaviour context. The test measured general reasoning ability with scholastic symbol material almost equally well for these four groups, so that cross-cultural comparisons witp respect to this type of reasoning ability could be made reasonably reliably. However, most of the Afrikaans-speaking coloured subjects were probably handicapped by a lack of relevant experience. There are substantial differences between the groups as regards the generalizability of scores to intellectual achievements in the ecological context. In respect of the majority of white pupils such generalization is probably acceptable, as they could be regarded as fully integrated into an advanced technological society.
- Full Text:
- Authors: Claassen, Nicolaas Cornelius Winckler
- Date: 2014-06-23
- Subjects: Ability - Testing - Evaluation , Ability - Testing - Cross-cultural studies , Whites - Intelligence testing - South Africa - Evaluation , Colored people (South Africa) - Intelligence testing - Evaluation
- Type: Thesis
- Identifier: uj:11592 , http://hdl.handle.net/10210/11302
- Description: D.Litt. et Phil. (Psychology) , The generalizability of scores obtained on the General Scholastic Aptitude Test (GSAT) was investigated for a number of subpopulations. It was shown that acceptable procedures for limiting bias against certain subpopulations had been implemented in the course of test development. In order to facilitate an empirical investigation of the GSAT, random samples of Afrikaans-speaking whites, English-speaking whites, Afrikaans-speaking coloureds, English-speaking coloureds and English Speaking Indians were tested. The nature and intensity of cognitive stimulation as well as the direction of intellectual development differed from group to group and had definite implications for achievement in a test such as the GSAT. All the groups contained persons who could be regarded as fully integrated into an advanced technological society, but their average level of development, measured against this criterion, differed considerably. The test displayed a one-factor structure with respect to all the groups. On the basis of the content of the subtests this factor can be equated with Spearman's g factor. The ecological validity of test scores was studied on the basis of Berry's model for the generalization of behaviour aeross various environmental contexts. The nature of the differences between the groups with respect to both the internal and external structure of the test scores was investigated by means of conceptual as well as statistical analyses. The extent to which test scores could be generalized was indicated for different combinations of groups. On the basis of regression models it was shown that could to a large extent be used as a substitute for group membership as regards the explanation of GSAT scores. Differences in functioning found between the groups could often be attributed to differences in levels of achievement. Within Berry's experimental context the test was found to be almost equally valid for all the groups and it measured developed general scholastic ability equally well. With respect to most of the pupils in the white groups, the Indian group and the English-speaking coloured group, the test results could be generalized similarly in the behaviour context. The test measured general reasoning ability with scholastic symbol material almost equally well for these four groups, so that cross-cultural comparisons witp respect to this type of reasoning ability could be made reasonably reliably. However, most of the Afrikaans-speaking coloured subjects were probably handicapped by a lack of relevant experience. There are substantial differences between the groups as regards the generalizability of scores to intellectual achievements in the ecological context. In respect of the majority of white pupils such generalization is probably acceptable, as they could be regarded as fully integrated into an advanced technological society.
- Full Text:
Die optimalisering van skoolbegin
- Authors: Grové, Magdalena Catherina
- Date: 2014-02-10
- Subjects: Readiness for school - Testing , Child development - Evaluation , Educational tests and measurements - Evaluation , Ability - Testing - Evaluation
- Type: Thesis
- Identifier: uj:3693 , http://hdl.handle.net/10210/9076
- Description: D.Ed (Educational Psychology) , It is a well known fact that, especially in the developed and industrialised countries the child can not but attain adulthood and independence via the school and school learning. The child's progress at school depends largely on his readiness to learn. Because it is no longer acceptable for the school to receive school beginners with a take-it or leave-it attitude and practice, the Transvaal Education Department adopted the policy that all school beginners be subjected to a school readiness programme to ensure that they will in fact profit from formal learning. Because application of the prescribed procedures which underlies all these programmes had not yet been investigated empirically, an intensive evaluation was conducted in 1977 at the RAU. The findings indicated certain deficiencies in the existing programme. It appeared, for example, that differentiation was not applied sufficiently and that more emphasis should be laid on certain aspects of cognitive development. An attempt was therefore made in this study to redesign the existing programme. Firstly it was necessary to arrive at a pedagogical view of school entrance which implied a close examination of the school beginner's development and learning, whi~h also emphasised the importance of the teacher's becoming acquainted with the child's level op development on school entry as well as with its learning in order to know how, where and how much she can, may and ought to intervene in the child's development and learning.
- Full Text:
- Authors: Grové, Magdalena Catherina
- Date: 2014-02-10
- Subjects: Readiness for school - Testing , Child development - Evaluation , Educational tests and measurements - Evaluation , Ability - Testing - Evaluation
- Type: Thesis
- Identifier: uj:3693 , http://hdl.handle.net/10210/9076
- Description: D.Ed (Educational Psychology) , It is a well known fact that, especially in the developed and industrialised countries the child can not but attain adulthood and independence via the school and school learning. The child's progress at school depends largely on his readiness to learn. Because it is no longer acceptable for the school to receive school beginners with a take-it or leave-it attitude and practice, the Transvaal Education Department adopted the policy that all school beginners be subjected to a school readiness programme to ensure that they will in fact profit from formal learning. Because application of the prescribed procedures which underlies all these programmes had not yet been investigated empirically, an intensive evaluation was conducted in 1977 at the RAU. The findings indicated certain deficiencies in the existing programme. It appeared, for example, that differentiation was not applied sufficiently and that more emphasis should be laid on certain aspects of cognitive development. An attempt was therefore made in this study to redesign the existing programme. Firstly it was necessary to arrive at a pedagogical view of school entrance which implied a close examination of the school beginner's development and learning, whi~h also emphasised the importance of the teacher's becoming acquainted with the child's level op development on school entry as well as with its learning in order to know how, where and how much she can, may and ought to intervene in the child's development and learning.
- Full Text:
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