Dissertations / Theses: 'Assessment syllabus'

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Dyer, Rita Catherine. "Assessment of the Caribbean Examinaton Council (C.X.C) food and nutrition syllabus." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299613098.

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furlanetto, Claudia Regina. "A prÃtica avaliativa da professora da 1Â sÃrie em uma escola municipal de Fortaleza: entre o escrito e o vivido." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2445.

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Esta pesquisa tem como objetivo principal compreender como vem sendo conduzida a avaliaÃÃo de aprendizagem em uma escola da rede municipal de ensino de Fortaleza, a partir dos textos oficiais (SistemÃtica de avaliaÃÃo do processo ensino-aprendizagem, Proposta curricular do municÃpio â da alfabetizaÃÃo Ã 4Â sÃrie, Diretrizes pedagÃgicas para a implementaÃÃo das instituiÃÃes de educaÃÃo â creches e prÃ-escolas na rede municipal de ensino de Fortaleza, Projeto PolÃtico-PedagÃgico e Regimento Escolar) e da prÃtica avaliativa da professora da 1Â sÃrie. A pesquisa privilegia a abordagem qualitativa, constituindo-se um estudo que considera princÃpios da fenomenologia e da etnografia. AlÃm disso, usa como instrumentos na coleta dos dados a observaÃÃo participante, entrevista e pesquisa documental. A anÃlise dos dados revela que os espaÃos, materiais, formaÃÃo docente, acompanhamento pedagÃgico ao professor, planejamento, interaÃÃo entre famÃlia e escola sÃo aspectos significativos para a prÃtica avaliativa docente. Todavia, na escola municipal, os espaÃos e materiais nÃo estÃo sendo usados de forma que venha incentivar a diversidade, tÃo necessÃria na avaliaÃÃo. AlÃm disso, a formaÃÃo docente, acompanhamento pedagÃgico ao professor, planejamento, interaÃÃo entre famÃlia e escola carecem de cuidados. Os aspectos citados influenciam na prÃtica avaliativa da professora da 1Â sÃrie, que esboÃa um currÃculo distante das atividades diferenciadas, centrado na Linguagem e no Conhecimento lÃgico-matemÃtico, ocasionando uma avaliaÃÃo ancorada nas atividades escritas, longe de observaÃÃes, registros escritos diariamente e intervenÃÃes possÃveis de efetivar uma maior aprendizagem. Outrossim, apesar de a professora ser graduada em Pedagogia e pÃs-graduada em Psicopedagogia e Psicodrama, desconhece ela as teorias de avaliaÃÃo. Os resultados mostram ainda que os textos oficiais municipais nÃo esclarecem satisfatoriamente o processo avaliativo e sÃo pouco conhecidos no Ãmbito da escola, por via de conseqÃÃncia a prÃtica avaliativa da professora nÃo Ã orientada por eles. Nesse sentido, a prÃtica avaliativa docente se desenvolve em meio Ãs dificuldades relatadas. The present research aims to understand how learning assessment has been conducted in a municipal school from Fortaleza. Research was done based on official texts (Assessment of the teaching-learning process systematic, municipal syllabus proposal â from kindergarten to 4th grade, Pedagogical directresses for the implementation of educational institutions â municipal day care centers and pre-schools of Fortaleza, Pedagogical-Political and Scholastic Regime project) assessment practice of a 1st grade teacher. The research privileges the qualitative approach, constituting a study which considers phenomenological and ethnographic principles. Besides that, it uses participant observation, interview, and documental research as tools for data sampling. Data analysis reveals that the spaces, materials, professoriate formation, pedagogical monitoring of the teacher, planning, and interaction between family and school are all significant aspects for professoriate assessment practice. Nevertheless, at municipal schools, spaces and materials are not being used in a way that stimulates diversity, which is extremely important for assessment. Moreover, professoriate formation, pedagogical monitoring of the teacher, planning, and interaction between family and school need special care. The aspects listed above influence assessment practice of the 1st grade teacher, who outlines a syllabus distant from the differentiated activities, centered on Linguistics and Logical-Mathematical Knowledge, occasioning an assessment anchored on written activities, far from observations, daily written reports, and interventions possible to put into effect better learning. What is more, despite the teacherâs graduation in Pedagogy and post-graduation in Psychopedagogy and Psychodrama, she is not aware of the assessment theories. The results also show that municipal official texts do not satisfactorily clarify the assessment process and are poorly known within the ambit of the school, and, as a result, the teacher is not oriented by them. This way, professoriate assessment practice develops amongst the previously mentioned difficulties.

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McGraw, Kelli. "Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems." Thesis, The University of Sydney, 2010. http://hdl.handle.net/2123/16459.

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The purpose of this doctoral research is to analyse the 1999 NSW HSC English syllabus through the lens of its reception and implementation, to produce an account of the theoretical changes that are embedded in the syllabus documents and the impact that these changes had on selected stakeholders. The findings made about the 1999 HSC English syllabus are discussed in relation to Hunter’s genealogy of the functions of schooling (1993), to explore the desired purposes of schooling reflected in both the English curriculum, and in stakeholder’s attitudes. Using grounded theory methods in a qualitative approach to exploring the experiences of teachers at two schools through interview and observation data, as well as an analysis of the reactions represented in the public through newspaper publications from 1995-2005, core categories of experience and concern are identified relating to the implementation of the mainstream mandatory courses in English for the HSC. These core categories are used as a basis for a content analysis of key extracts of the English syllabus, with the finding that curriculum changes such as the inclusion of visual texts and language modes constituted an important theoretical shift in the content and objectives of English as a school subject. Also, while some challenges faced by stakeholders are seen to arise from problematic constructions of English in the syllabus itself, other tensions can be seen to be based on the particular demands of the local school contexts, and intensified by pressure from largely negative newspaper portrayals of English teachers and curriculum.

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Olsson, Martin. "Assessing oral skills : A study comparing the Swedish and Norwegian English syllabi with the Common European Framework of Reference." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57078.

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This is a comparative study of the Swedish and Norwegian syllabi for English for the minimum courses required in order to be allowed to apply for university courses in both countries. The study focuses on the assessment of oral production and what guidelines teachers and students are provided with in order to know what is to be assessed. As a reference point while comparing, the Common European Framework of Reference has been used as a framework for this study. The comparison has been done solely in a text-oriented manner, comparing both of the syllabi with the reference document. In the conclusion, the results drawn from this comparison will be put against each other in order to see any differences between the two syllabi and the ways in which they have interpreted the reference document. The conclusion was that both of the syllabi were largely inspired by the reference document and so turned out to be very similar in many aspects within oral proficiency assessment, as well as there were some aspects where they were quite different. The most obvious of these were the aspect of descriptors of different grade levels which was an aspect where all three documents differed in some manner, the Norwegian syllabus being the document that was least alike the two other documents.

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Leal, Maria Lindalva Gomes. "ConcepÃÃes e prÃticas de avaliaÃÃo do ensino-aprendizagem: Foco no PROEJA." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13845.

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nÃo hÃ Este estudo teve como espaÃo de investigaÃÃo o programa de EducaÃÃo profissional tÃcnica integrada ao ensino mÃdio na modalidade de educaÃÃo de jovens e adultos (Proeja) que visa oferecer aos concludentes do ensino fundamental e para aqueles que ainda nÃo tenham o ensino mÃdio uma formaÃÃo profissional integrada a esse ensino. O objeto desde estudo foram as concepÃÃes e as prÃticas de avaliaÃÃo da aprendizagem desenvolvidas pelos docentes do curso de RefrigeraÃÃo do referido Proeja do Instituto Federal de EducaÃÃo, CiÃncia e Tecnologia do CearÃ (IFCE). Na fundamentaÃÃo da pesquisa recorreu-se a vÃrios teÃricos dos campos estudados: Silva (2002), Apple (2006) Moreira (2011), Mendez, (2002), SantomÃ (1995), Gadotti (2008), Freire (2011), Adorno, (2010) Lima (2008), Vianna (2007), Firme (1994), Luckesi (2011), Fernandes (2008), Gatti (2003), Hadji (2001), e Perrenoud (1999), dentre outros. Optou-se pela abordagem metodolÃgica crÃtico-interpretativa que se opÃe ao dogmatismo, ao reducionismo e Ã sempre aberta e inacabada. Para analisar a prÃtica avaliativa utilizou-se a abordagem qualitativa, para compreender o fenÃmeno investigado. Como suporte desse desenvolvimento utilizou-se a Teoria CrÃtica que orientou este estudo, sinalizando o que Ã imprescindÃvel de se conhecer, o contexto em que o conhecimento Ã gerado e as intencionalidades definidas. A investigaÃÃo foi desenvolvida por meio dos procedimentos metodolÃgicos: entrevistas semiestruturadas, a anÃlise documental, observaÃÃo direta e levantamento estruturado. Foi aplicada como tÃcnica de interpretaÃÃo dos dados a anÃlise de conteÃdo que possibilitou a definiÃÃo das categorias a partir do exame do discurso obtido das respostas proferidas pelos sujeitos da investigaÃÃo. Os resultados analisados a partir das categorias surgidas do discurso dos sujeitos participantes da investigaÃÃo elucidaram as contradiÃÃes existentes entre o que estÃ prescrito no Documento Base do Proeja (2007) e no Projeto Curricular do Curso de RefrigeraÃÃo e ClimatizaÃÃo do Proeja do IFCE com relaÃÃo Ã concepÃÃo da AvaliaÃÃo da Aprendizagem e a efetivaÃÃo das prÃticas avaliativas dos docentes do referido Programa. E ainda, apontaram para a confirmaÃÃo da tese anunciada: âque nas prÃticas avaliativas dos docentes do Proeja do IFCE, campus Fortaleza, hÃ predominÃncia da perspectiva de verificaÃÃo da aprendizagem e nÃo de uma avaliaÃÃo formativaâ. Pretendi com o resultado deste estudo investigativo, contribuir para apontar caminhos para o desenvolvimento das prÃticas avaliativas no Proeja iniciando um processo de discussÃo que visava a ampliaÃÃo da concepÃÃo avaliativa, na direÃÃo de uma avaliaÃÃo formativa e dialÃgica, que coloca em relevo a reconstruÃÃo permanente dos saberes da avaliaÃÃo. This study had as its focus of investigation the high school integrated with technical vocational Educational program for young and adults (Proeja), which aims at offering professional training integrated with high school education for those who have just finished elementary school and for those who have not graduated from high school yet. The object of this study was the learning assessment concepts and practices developed by the Proeja Refrigeration Course faculty at the Federal Institute of Education, Science and Technology of Ceara (IFCE). For the theoretical background, many theorists of the fields of interest have been referred, such as Silva (2002), Apple (2006) Moreira (2011), Mendez, (2002), SantomÃ (1995), Gadotti (2008), Freire (2011), Adorno, (2010) Lima (2008), Vianna (2007), Firme (1994), Luckesi (2011), Fernandes (2008), Gatti (2003), Hadji (2001), e Perrenoud (1999), among others. We have opted for the critical interpretive approach which opposes itself to dogmatism, reductionism and is always open and unfinished. In order to analyze the assessment practice, we have used the qualitative methodology to understand the phenomenon under investigation. The Critical Theory that guided this study was used as support of development, signaling what is indispensable to be known, the context in which knowledge is generated, and the defined intentions. The research was developed by using the following procedures: semi-structured interviews, documental analyses, direct observation and a structured survey. The technique used for interpreting the data collected was the analysis of content which enabled the definition of categories through the examination of the answers given by the subjects surveyed. The results analyzed from the categories that arose from the subjectsâ answers elucidated the existing contradictions between what is prescribed in the Proeja Basic Document (2007) and the Curricular Design of the Refrigeration and Acclimatization Proeja Course at the IFCE concerning the Learning Assessment concepts and its facultyâs assessment practice effectiveness. Moreover, they have indicated the confirmation of the announced thesis: âthat in the Proeja facultyâs assessment practices at the IFCE Fortaleza campus, there is a predominance of the learning verification perspective instead of formative evaluationâ. With the result of this research, we have intended to contribute pointing out possible ways for the development of the Proeja assessment practices by starting a discussion process that aimed the enlargement of assessment concepts towards a dialogical and formative evaluation which highlights the assessment knowledge permanent reconstruction.

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McGraw, Kelli. "Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems." Thesis, University of Sydney, 2010. https://eprints.qut.edu.au/114957/1/114957.pdf.

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The purpose of this doctoral research is to analyse the 1999 NSW HSC English syllabus through the lens of its reception and implementation, to produce an account of the theoretical changes that are embedded in the syllabus documents and the impact that these changes had on selected stakeholders. The findings made about the 1999 HSC English syllabus are discussed in relation to Hunter’s genealogy of the functions of schooling (1993), to explore the desired purposes of schooling reflected in both the English curriculum, and in stakeholder’s attitudes. Using grounded theory methods in a qualitative approach to exploring the experiences of teachers at two schools through interview and observation data, as well as an analysis of the reactions represented in the public through newspaper publications from 1995-2005, core categories of experience and concern are identified relating to the implementation of the mainstream mandatory courses in English for the HSC. These core categories are used as a basis for a content analysis of key extracts of the English syllabus, with the finding that curriculum changes such as the inclusion of visual texts and language modes constituted an important theoretical shift in the content and objectives of English as a school subject. Also, while some challenges faced by stakeholders are seen to arise from problematic constructions of English in the syllabus itself, other tensions can be seen to be based on the particular demands of the local school contexts, and intensified by pressure from largely negative newspaper portrayals of English teachers and curriculum.

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Ndokwana, Vusumzi Wilfred. "A reflective study on factors that influenced the matric results in physical sciences in four secondary schools in a district in the Eastern Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/6434.

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Magister Educationis - Med This is a reflective study of the factors that influenced the performance of learners in Physical Sciences National Senior Certificate examinations in four secondary schools in a district in Eastern Cape. The study considered factors that influenced the matric results for a period of five years in a district in the Eastern Cape (from 2010 to 2015) National Senior Certificate results. The study was conducted to identify the indicators that could positively influence physical sciences results after many years of underperformance in the subject. This study was underpinned by the theory of reflective practice. As part of an intervention strategy, learners completed an intensive programme of teaching during school hours, extra classes, practical work and assessment. The four school principals were purposively selected for interviews. Four Physical Sciences educators from the four senior secondary schools and 12 post-grade 12 learners from each senior secondary school were all interviewed. Post-grade 12 learners were randomly selected for interviews. The researcher used a reflective journal as a method of examining the reflections by the respondents. Teachers reflected on their teachings to improve their practices that make science learning more meaningful to both learners and teachers The findings indicate that extra classes provided sufficient time to complete the syllabus, to conduct experiments and to administer practical tests. Regular assessment in theory and practical work showed the improvement in attainment of good physical sciences results in all the four participating schools. Instructional supervision from the managers also assisted in developing teacher skills. It was recommended that the DoE should use experts in teacher training and professional development activities. School management systems should play an active role in teacher support and the supervision of instructional work.

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Billow, Emilie. "Ett nytt sätt att tänka : En studie av fem lärares syn på bedömning och betygssättning i Engelska 5." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12484.

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Sedan 1990-talet har Sverige ett kunskaps- och målrelaterat bedömningssystem i skolan där eleverna blir bedömda och betygsatta utifrån ämnesplan och kunskapskrav. I samband med den nya skolreformen 2011 reviderades innehållet i dessa styrdokument. Studiens syfte är att belysa hur engelsklärare resonerar i sitt val av bedömningsformer för underlag vid bedömning och betygssättning i förhållande till ämnesplan och kunskapskrav i Gy11, samt att undersöka om det finns skillnader i lärarnas bedömningsarbete i jämförelse med Lpf94. Undersökningen har genomförts vid en gymnasieskola där kvalitativa intervjuer har hållits med fem engelsklärare som undervisar i kursen Engelska 5. Studien visar att bedömning sker kontinuerligt av lärarna, men att de har olika sätt att bedöma, dokumentera och använda sig av bedömning i lärandet. De fem olika lärarna väljer att använda ämnesplan och kunskapskrav på olika sätt men med konkreta, tydliga och individuella synsätt. Elevdelaktighet är mycket viktigt utifrån motivation och engagemang i ämnet, och lärarens syn på bedömning är central såväl som hur både ämnesplan och kunskapskrav används i undervisning och bedömning. Lärarnas intentioner är att få eleverna motiverade och att känna lusten att lära sig något som de kan använda i praktiken. Slutsatsen är att Gy11, med ny ämnesplan och kunskapskrav i Engelska 5, ger lärarna en utmaning med ett nytt sätt att tänka. Utifrån den formativa bedömningen behövs tydlighet, kommunikation, strategier, återkoppling, elevaktivitet med ett kvalitativt tänkande som en röd tråd. Since the 1990s, Sweden has a knowledge and goal-related grading system in schools, where students are assessed and graded according to the syllabus and grading criteria. In conjunction with the educational reform in 2011 the contents of these documents was revised. This study aims to show how English teachers reason when choosing which assessment forms for assessment and grading to use in relation to the syllabus and grading criteria of Gy11. It also aims to investigate whether there are differences in teachers’ assessments in comparison with Lpf94. The survey was conducted at an upper secondary school where qualitative interviews were held with five English teachers who teach the course English 5. The study shows that the teachers do assessment continuously, but that they have different ways to assess, document and use assessment in the learning process. The five different teachers choose to use the syllabus and grading criteria in different ways but with concrete, distinct and individual approaches. Student participation is very important as regards motivation and engagement in the subject, and the teacher’s approach to assessment is central as well as how both substance level and knowledge is used in teaching and assessment. The teachers’ intentions are to get the students motivated and feel the urge to learn something they can use in practice. In conclusion, the Gy11 reform, with a new syllabus and grading criteria in English 5, gives teachers a challenge with a new way of thinking. Based on the formative assessment, clarity, communication, strategies, feedback and student activity, with a qualitative approach is needed.

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Gunn, Alan Howard. "The future of the past in South African schools : curriculum development, school leaving examinations and syllabus design and assessment in history : a comparative study." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001441.

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This is a two-part study dealing with the curriculum, school leaving examinations and History as a school subject in England and South Africa. Part One is a developmental study. Developments in the curriculum of both countries since the Second World War are traced. In England this period is characterised by a shift from a somewhat laissez faire approach of the authorities at Whitehall to the curriculum of individual schools to the prescription that seems inherent in the National Curriculum. The outstanding development in South Africa during this period has been the introduction of a system of differentiated education. In contrast to minor developments in the South African school leaving examination system, England has witnessed the consolidation of the two-tier GCE and CSE system into a single examination at 16+, the GCSE. In discussing developments in History as a school subject, one is struck by the growth of the "new history" in England (this is described in some detail) against the relative lack of development (at "official" syllabus level) in South Africa where the subject remains rooted in the "traditional", chronological, content-based approach. Part Two of this study compares the current situation in England and South Africa at both the macro (ie. curriculum and school leaving examination systems) and micro (ie. History as a subject in the curriculum) levels. At the macro level the curriculum and school leaving examination systems in both England and South Africa are contrasted and one notes an increasing trend towards centralization in both countries. At the micro level use is made of "official" syllabuses and examination papers to contrast the "new history" approach in England with the "traditional" approach in South Africa. In the conclusion two broad possibilities for curriculum reform in South Africa are considered: Broad reform across the curriculum on the one hand and reforms in History on the other

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Sari, Rahim. "A Suggested English Language Teaching Program For Gulhane Military Medical Academy." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1136845/index.pdf.

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The purpose of this study is to evaluate the English teaching program at G&uuml lhane Military Medical Faculty and suggest a new program based on the Monitor Model. The study, as an example of a systematic study of a language program and that of a proposed syllabus, is expected to aid the practice of English Language Teaching in Turkey. The data sources were 230 students, 25 doctors and 7 teachers. The data analysis showed that students do not like the contents of the course books. Students reported speaking and reading as priority skills. To understand and translate medical material, to get an overseas assignment, to talk to foreigners and to follow lectures were the common language-related goals. Students&amp #8217 , institution&amp #8217 s and doctors&amp #8217 needs and goals and available resources were surveyed and a new second language teaching program was suggested for Phase 1. A general curriculum model and a program design model were also suggested together with the syllabuses for Phase 1. In the suggested program, grammar, writing and other conscious learning activities are separated from comprehension or (subconscious) acquisition-based activities. The suggested design has three topic-based syllabuses organized in modular format for three levels: Advanced, intermediate and elementary. For the majority advanced level classes new materials need to be developed and for elementary and intermediate levels new course books are suggested. A sample module was prepared, piloted and the results are discussed. The piloted module was found better than the previous form of the lessons both by the students and the teachers.

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Lam, Y. W. Hazel, and 林若穎. "A class of local secondary four student's learning attitudes and perceptions towards the school-based assessment in the Hong KongCertificate of Education Examination English syllabus." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3672872X.

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LEAL, Maria Lindalva Gomes. "Concepções e práticas de avaliação do ensino-aprendizagem: foco no PROEJA." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/11359.

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LEAL, Maria Lindalva Gomes. Concepções e práticas de avaliação do ensino-aprendizagem: Foco no PROEJA. 2014. 233f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-04-14T12:28:46Z No. of bitstreams: 1 2014_tese_mlgleal.pdf: 2826643 bytes, checksum: 2140ce8e3650b3c23af35b84d708ae3c (MD5) Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-04-15T14:06:03Z (GMT) No. of bitstreams: 1 2014_tese_mlgleal.pdf: 2826643 bytes, checksum: 2140ce8e3650b3c23af35b84d708ae3c (MD5) Made available in DSpace on 2015-04-15T14:06:03Z (GMT). No. of bitstreams: 1 2014_tese_mlgleal.pdf: 2826643 bytes, checksum: 2140ce8e3650b3c23af35b84d708ae3c (MD5) Previous issue date: 2014 This study had as its focus of investigation the high school integrated with technical vocational Educational program for young and adults (Proeja), which aims at offering professional training integrated with high school education for those who have just finished elementary school and for those who have not graduated from high school yet. The object of this study was the learning assessment concepts and practices developed by the Proeja Refrigeration Course faculty at the Federal Institute of Education, Science and Technology of Ceara (IFCE). For the theoretical background, many theorists of the fields of interest have been referred, such as Silva (2002), Apple (2006) Moreira (2011), Mendez, (2002), Santomé (1995), Gadotti (2008), Freire (2011), Adorno, (2010) Lima (2008), Vianna (2007), Firme (1994), Luckesi (2011), Fernandes (2008), Gatti (2003), Hadji (2001), e Perrenoud (1999), among others. We have opted for the critical interpretive approach which opposes itself to dogmatism, reductionism and is always open and unfinished. In order to analyze the assessment practice, we have used the qualitative methodology to understand the phenomenon under investigation. The Critical Theory that guided this study was used as support of development, signaling what is indispensable to be known, the context in which knowledge is generated, and the defined intentions. The research was developed by using the following procedures: semi-structured interviews, documental analyses, direct observation and a structured survey. The technique used for interpreting the data collected was the analysis of content which enabled the definition of categories through the examination of the answers given by the subjects surveyed. The results analyzed from the categories that arose from the subjects’ answers elucidated the existing contradictions between what is prescribed in the Proeja Basic Document (2007) and the Curricular Design of the Refrigeration and Acclimatization Proeja Course at the IFCE concerning the Learning Assessment concepts and its faculty’s assessment practice effectiveness. Moreover, they have indicated the confirmation of the announced thesis: “that in the Proeja faculty’s assessment practices at the IFCE Fortaleza campus, there is a predominance of the learning verification perspective instead of formative evaluation”. With the result of this research, we have intended to contribute pointing out possible ways for the development of the Proeja assessment practices by starting a discussion process that aimed the enlargement of assessment concepts towards a dialogical and formative evaluation which highlights the assessment knowledge permanent reconstruction. Este estudo teve como espaço de investigação o programa de Educação profissional técnica integrada ao ensino médio na modalidade de educação de jovens e adultos (Proeja) que visa oferecer aos concludentes do ensino fundamental e para aqueles que ainda não tenham o ensino médio uma formação profissional integrada a esse ensino. O objeto desde estudo foram as concepções e as práticas de avaliação da aprendizagem desenvolvidas pelos docentes do curso de Refrigeração do referido Proeja do Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE). Na fundamentação da pesquisa recorreu-se a vários teóricos dos campos estudados: Silva (2002), Apple (2006) Moreira (2011), Mendez, (2002), Santomé (1995), Gadotti (2008), Freire (2011), Adorno, (2010) Lima (2008), Vianna (2007), Firme (1994), Luckesi (2011), Fernandes (2008), Gatti (2003), Hadji (2001), e Perrenoud (1999), dentre outros. Optou-se pela abordagem metodológica crítico-interpretativa que se opõe ao dogmatismo, ao reducionismo e é sempre aberta e inacabada. Para analisar a prática avaliativa utilizou-se a abordagem qualitativa, para compreender o fenômeno investigado. Como suporte desse desenvolvimento utilizou-se a Teoria Crítica que orientou este estudo, sinalizando o que é imprescindível de se conhecer, o contexto em que o conhecimento é gerado e as intencionalidades definidas. A investigação foi desenvolvida por meio dos procedimentos metodológicos: entrevistas semiestruturadas, a análise documental, observação direta e levantamento estruturado. Foi aplicada como técnica de interpretação dos dados a análise de conteúdo que possibilitou a definição das categorias a partir do exame do discurso obtido das respostas proferidas pelos sujeitos da investigação. Os resultados analisados a partir das categorias surgidas do discurso dos sujeitos participantes da investigação elucidaram as contradições existentes entre o que está prescrito no Documento Base do Proeja (2007) e no Projeto Curricular do Curso de Refrigeração e Climatização do Proeja do IFCE com relação à concepção da Avaliação da Aprendizagem e a efetivação das práticas avaliativas dos docentes do referido Programa. E ainda, apontaram para a confirmação da tese anunciada: “que nas práticas avaliativas dos docentes do Proeja do IFCE, campus Fortaleza, há predominância da perspectiva de verificação da aprendizagem e não de uma avaliação formativa”. Pretendi com o resultado deste estudo investigativo, contribuir para apontar caminhos para o desenvolvimento das práticas avaliativas no Proeja iniciando um processo de discussão que visava a ampliação da concepção avaliativa, na direção de uma avaliação formativa e dialógica, que coloca em relevo a reconstrução permanente dos saberes da avaliação.

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Lam, Y. W. Hazel. "A class of local secondary four student's learning attitudes and perceptions towards the school-based assessment in the Hong Kong Certificate of Education Examination English syllabus." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3672872X.

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Svensson, Fredrik. "Betyg och bedömning i idrott och hälsa : En studie av gymnasielärares tillvägagångssätt och syn på betyg, bedömning och kursplan i ämnet idrott och hälsa." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35752.

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Betyg och bedömning är ett område som ständigt diskuteras i skolans verksamhet. Nya läroplaner och kursplaner tillkommer och det är upp till lärarna att anamma dem. Det är upp till lärarna att tolka kursplanerna de ska jobba med och det ställer krav på lärarna för att undervisningen, bedömningen och betygsättningen ska bli så rättvis som möjlig. Syftet med denna studie var att undersöka hur lärare i idrott och hälsa på gymnasieskolor i södra Sverige jobbar med betyg och bedömning och vilken syn de har på detta, samt deras syn på den senaste kursplanen i idrott och hälsa (Gy11). För att ta reda på detta genomförde jag åtta kvalitativa intervjuer med lärare i idrott och hälsa från gymnasieskolor i södra Sverige. Resultatet visade att kollegor inte samarbetade speciellt mycket inom betyg och bedömning, dock jobbade lärarna relativt lika med bedömning under och efter lektionstid. Det var väldigt viktigt för lärarna att undervisningen utgick från kursplanen, men ändå hade flertalet lärare ingen tydlig undervisning med bedömningsmoment. Det rådde även en splittring i flera frågor som bland annat i ämnets status att vissa tyckte det räcker med ett godkänt och ett icke godkänt betyg. Vissa lärare anser att elever bör inkluderas i tolkningsprocesser medan vissa anser att det är upp till lärarens profession. Det finns även en splittring i frågan om kunskapskravens värde och utrymme i undervisningen. Ständigt återkommande i lärarnas svar var tidsramarna som hindrade. Resultatet analyserades med utgångspunkter ur läroplansteori, ramfaktorteori och praxisgemenskapsteori för att enklare kunna befästa resultatet. Grading and assessment always brings a vivid discussion in the organization of school. New curriculums and syllabuses develop and it’s up to the teachers to improve their knowledge about it and follow the guidelines to reach justice in their assessment. The purpose with this study was to research how teachers in P.E. in the Swedish “gymnasieskola” in the southern part of Sweden are working with grading and assessment, their apprehension of it and the teachers’ perception of the latest syllabus in P.E. (Gy11). The research included eight deeply going interviews with eight different teachers in P.E. from “gymnasieskolor” in southern part of Sweden. The results showed that the colleagues in schools don’t cooperate very well when it comes to grading and assessment. But the teachers work equal with assessment during and after the lessons. It was important that the lessons were based on the syllabus, according to the teachers. Even though, several of them didn’t have an obvious teaching with assessment. There is a lack of conformity due to the teachers’ opinion of the status of the subject. Some of the teachers thought that it was enough with a pass or no pass for the class. Some teachers think that the students should be included in the interpret process, while some teachers thought that they should be excluded. The study shows that there’s disunion in the teaching-staff when it comes to knowledge qualifications and its space in teaching. Frequently recurring in the teachers answers were the difficulty to find time.

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Törnblom, Linda. "Kursplanens betydelse för eleverslärande : Hur några elevers kunskap om kursplanen i fysik påverkar deras lärande." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-57019.

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Syftet med min uppsats är att undersöka vad några elever i årskurs 9 har för kunskap om kursplanen i fysik, samt hur de uppfattar att denna kunskap påverkar deras lärande. Undersökningen består av sex kvalitativa elevintervjuer. En slutsats som framkommit i undersökningen är att om elever delges kunskap om vad kursplanen är och dess syfte kan det användas som ett verktyg till att höja motivationen och på så sätt även gynna lärandeprocessen. Men kursplanen är endast en liten del i vad som kan påverka lärandet i den formativa bedömningen. Även svårigheter i att förstå och göra skillnad på begrepp så som kursplan, kunskapskrav och centralt innehåll framkommer. I det sociokulturella perspektivet kan kursplanen och kommunikationen om den samma ses som en resurs och ett verktyg i lärandeprocessen. The purpose of my study is to evaluate what knowledge some Swedish fifteen year old students’ in 9 th grade had about the syllabus in physics, and how they perceive that the knowledge affects their learning process. The method, six qualitative interviews which is used in the evaluation, is chosen by the principles which can be found in studies of social science. One of the conclusions drawn from the study is that if students communicated knowledge about what the syllabus is and its purpose, it could be used as an artefact in the socio-cultural perspective of learning to improve motivation and increase the learning process. Over all, the syllabus is a very small part in what impacts the learning process in the formative assessment. Even difficulties in understanding concepts and the differences in concepts as syllabus, knowledge requirements and the content of importance has appeal in the process. In the perspective of social culture, communication of the syllabus can be seen as a resource in the learning processes.

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Derby, John K. "Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd733.pdf.

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Erdal, Sema, and Jenny Åkerlund. "Bollspelens plats i kursplanen : En kvalitativ undersökning om hur lärare i idrott och hälsa kopplar bollspel till kursplanen." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-6153.

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Aim and research questions The purpose of this study is to investigate how teachers in physical education (PE) in grades 7-9 use ball games in education in relation to the curriculum. The study also aims to investigate teachers' description of how their assessment of students in connection with ball games relates to the knowledge requirements. Below we present our specific question formulation. In what way do PE teachers work with ball games in relation the curriculum for grades 7-9? How do PE teachers motivate the use of ball games in education connected to the curriculum? How do PE teachers describe their assessment of students’ ability in relation to ball games as content and the curriculums’ knowledge requirements? Method The data collection was done through semi-structured interviews. Six legitimate PE teachers in grades 7-9 were interviewed. All the interviewed teachers worked in different suburbs to Stockholm. The selection was made through a structured selection with the help of the Facebook groups “Idrottslärare” and “Sveriges idrottslärare” but also through snowball selection. The theories that have been helpful in understanding and interpreting the results are curriculum theory and frame factor theory. Results All interviewed teachers work with ball games as a tool to develop students’ complex movements and cooperative ability. A couple of teachers said that ball games can also be applied to parts of the curriculum such as health, sports injuries and more. The PE teachers motivate ball games as a method for developing student’s complex movements. Most of the teachers describe that it is difficult to know where the boundary between different grades when it comes to assessment and that it is also difficult to justify why the students has received a specific grade. Conclusion The study shows that the curriculum in PE for grades 7-9 is perceived as relatively interpretable on the transformation and realisation arena. This gives teachers choices when it comes to the choice of teaching content and implementation. Based on the curriculum theory it is possible to ascertain that all interviewed teachers interpret ball games in the curriculum and think that ball games are an important part of teaching. The reason why the PE teachers think that ball games are considered to have a place in PE may be because they are influenced by society and sports culture. Based on the pedagogical framework system, the teachers must have a great knowledge about how the assessment should be realized in reality and to avoid different interpretations of the grading steps, teachers work and discuss together to make the assessment fair. Syfte och frågeställningar Syftet med studien är att undersöka hur lärare i idrott och hälsa i årskurs 7–9 använder bollspel i undervisningen i förhållande till ämnets kursplan. Studien syftar också till att undersöka lärares beskrivning av hur deras bedömning av eleverna i samband med bollspel relaterar till kunskapskraven. Nedan presenteras studiens specifika frågeställningar. På vilket sätt arbetar lärare i idrott och hälsa med bollspel i relation till kursplanen för årskurs 7–9? Hur motiverar lärare i idrott och hälsa användandet av bollspel i undervisningen kopplat till kursplanen? Hur beskriver lärare i idrott och hälsa att deras bedömning av elevernas förmåga går till i relation till bollspel som innehåll och kursplanens kunskapskrav? Metod Datainsamlingen gjordes genom semistrukturerade intervjuer. Sex lärare i idrott och hälsa i årskurs 7–9 intervjuades. Alla intervjuade lärare arbetade i olika förorter till Stockholm. Urvalet skedde genom ett strukturerat urval med hjälp av Facebookgrupperna ”Idrottslärare” och ”Sveriges idrottslärare” men även genom snöbollsurval. Teorierna som funnits till hjälp för att förstå och tolka resultatet är läroplansteori och ramfaktorteori. Resultat Samtliga intervjuade lärare arbetar med bollspel som ett verktyg för att utveckla elevernas komplexa rörelser och samarbetsförmåga. Ett par lärare menade att bollspel går att applicera även på delar i kursplanen såsom hälsa, idrottsskador med mera. Lärarna i idrott och hälsa motiverar bollspel som en metod för att utveckla elevernas komplexa rörelser. En majoritet av lärarna menar att det är svårt att veta var gränsen mellan olika betygssteg går, och att det även är svårt att motivera varför eleven har fått ett specifikt betyg. Slutsats Studien visar att kursplanen i idrott och hälsa för årskurs 7–9 uppfattas relativt tolkningsbar på transformerings- och realiseringsarenan. Detta ger lärare valmöjligheter när det kommer till val av undervisningsinnehåll och genomförande. Med utgångspunkt i läroplansteorin går det att konstatera att alla intervjuade lärare tolkar in bollspel i kursplanen och anser att bollspel är en viktig del i undervisningen. Anledningen till att bollspel anses ha en plats i undervisningen kan bero på att de är influerade av samhället och idrottskulturen. Kopplat till det pedagogiska ramsystemet krävs en stor kunskap gällande hur bedömning ska gå till och för att undvika olika tolkningar av betygsstegen arbetar och diskuterar kollegor tillsammans för att bedömningen ska bli rättvis.

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Wang, Xiaoyu. "En unik samtalskarta : En fallstudie om delaktighet i undervisning och kunskapsbedömning på en gymnasiesärskolas individuella program." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170310.

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Elevers delaktighet och förmågan att kunna kommunicera är två grundläggande faktorer som kan påverka elevers framtid. För att elever med olika kommunikationsformer ska kunna vara delaktiga i sin lärprocess krävs att det finns tillgång till varierande kommunikationssätt. Formuleringarna i Skolverkets styrdokument var dock inte tillräckligt tillgängliga för elever som läser gymnasiesärskolans individuella program. För att förtydligöra det centrala innehållet i kursplanen och kunskapskraven skapade pedagogerna en unik samtalskarta som använder elevnära språk, AKK, och illustrerade skrifttexterna till bilderna. Syftet med denna fallstudie är att undersöka hur elever med utvecklingsstörning kan ges möjlighet att bli mer delaktiga i undervisning och kunskapsbedömning genom användningen av alternativ och kompletterande kommunikation (AKK). Studien baseras på det sociokulturella perspektivet och KASAM-teori (Känsla av SAMmanhang) och har en kvalitativ deduktiv forskningsansats. Metoden som används i denna studie är intervjuer med speciallärare och elever samt observationer av olika lektioner för att veta mer om de samtalskartor som främjar elevers delaktighet i undervisning och kunskapsbedömning. Analysmetod i den studien är kvalitativ innehållsanalys. Resultatet visar att med användning av de samtalskartor som illustrerar det centrala innehållet i kursplan och kunskapskravens ”trappor ” blir lektionerna meningsfulla, begripliga och hanterbara, så att eleverna blir motiverade och vill vara delaktiga i undervisning och kunskapsbedömning. Students participation and their ability of communication are two fundamental factors that can influence their future. For enabling students with different communication forms to participate in their learning processes, it is necessary to create accesses to varying methods of communication. However, the governing documents of the Swedish National Education Agency were not sufficiently accessible for students in special needs upper secondary school individual program. In order to clarify the central content of the syllabus and the knowledge requirements, the educators created a unique conversation map that illustrates scripture texts for images in the student-friendly language, AAC (Augmentative and alternative communication). This case study aims to investigate the ways to support students to become more active in the education and knowledge evaluation by using the conversation maps. The study is based on the sociocultural perspective and SOC-theory (Sense of Coherence) and follows a deductive approach. The methods used in this study consist of interviews with specialist teachers and students as well as observations of various lessons, in order to acquire a deep understanding of how the conversation maps can be utilized to promote the participation of students in education and knowledge assessment. The analysis method in this study is qualitative content analysis. The result shows that, by using the conversation maps that illustrate the central content of the syllabus and the required knowledge levels, the lessons became more meaningful, comprehensible and manageable, and consequently the students got more motivated and eager to participate in education and knowledge assessment.

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Eriksson, Anna-Lena. "Handledarens stödjande arbete i APL-uppgifterna för åk 1 : Med fokus på elevens lärande." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28465.

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The aim of this essay is to examine the supervisor’s view on the structure and content of the tasks given to students during their vocational training. The investigation could be of help for teachers when devising new vocational training tasks. The study is based upon qualitative interviews with five supervisors, all of whom work at preschools. The supervisors were asked to grade all the vocational training tasks on a scale from one (easy) to five (difficult). The results were then used as a starting point for a discussion with the supervisors about their grading of the tasks. When devising vocational training tasks, one of the foundations is the knowledge requirements as expressed in the syllabus, and how they are reflected in the vocational training. An important aspect of the student’s learning is the supervisor’s ability to clarify the goals and criteria of vocational training. The supervisor plays an important role and is responsible for the student’s vocational training period. This study has given me a better understanding of the supervisor’s view on the structure of the vocational training tasks and I have been given many useful suggestions as to how it can be improved to strengthen the quality of the education. The Swedish Schools Inspectorate carried out an investigation in 2011 and noticed shortcomings in the grading of the vocational training, which is interesting and relevant for my study. The supervisor assesses the student’s performance during the vocational training according to a certain scale of grades. The findings suggest that we need to revise the structure and assessment of the vocational training tasks. At the upper secondary school used in this study, the tasks are devised in a way that makes it difficult for the supervisor to support the student in his/her learning process, because the tasks are too numerous and the instructions contain many ill-defined terms. The supervisors also want closer contact with, and visits from, the upper secondary school teachers, so that both the former and the students can receive more feedback and better support. Syftet med denna uppsats är att undersöka handledares syn på praktikuppgifternas utformning och innehåll. Undersökningen kan vara till hjälp för lärare när nya praktikuppgifter ska utarbetas. Arbetet bygger på fem kvalitativa intervjuer som har genomförts med handledare som är verksamma inom förskoleverksamheten. Handledarna fick göra en bedömning av praktikuppgifterna utifrån en svårhetsskala från ett till fem, där fem är mycket svår och ett är mycket lätt. Utifrån skalans bedömning samtalade vi kring varför de gjord den bedömningen. Vid utformning av praktikuppgifter är en av byggstenarna kunskapsmålen som kopplas till praktiken utifrån ämnesplanerna. En viktig del i elevens lärande är att handledaren kan tydliggöra mål och kriterier i det arbetsplatsförlagda lärandet. Handledaren har en viktig roll och ansvar för eleven under praktikperioden. Under undersökningens gång har jag fått inblick i hur handledarna ser på praktikuppgifternas utformning och fått bra förslag på hur de kan förbättras för att stärka kvalitén på utbildningen. Då skolinspektionen genomfört en kvalitets undersökning 2011 och sett brister i betygsättningen kopplat till praktiken är detta intressant och relevant att koppla till mitt arbete. Handledarna sätter omdöme på eleven under praktikperioden utifrån en betygsskala. Resultatet tyder på att vi behöver se över praktikuppgifternas utformning och bedömning innan eleverna går ut på praktik i höst. Som praktikuppgifterna ser ut idag i åk 1 på den för studien aktuella gymnasieskolan har handledarna svårt att stödja elevens lärande, uppgifterna består av många svåra begrepp samt att de är för många till antalet. Det finns också önskemål om tätare kontakt med skolan samt praktikbesök för att stötta och ge återkoppling till både handledare och elev.

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Lin, Baysan. "An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28451/.

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This exploratory, qualitative research explored the extent that course syllabi in the Departments of English in 13 public and 9 private universities in Taiwan reflect the inclusion of syllabus components to promote learning as recommended in the literature in the United States. Research questions included: what components can be inferred from the literature in the U.S. for the recommended components of a course syllabus, for the components for a learning-centered syllabus, and for a model to analyze Bloom's cognitive level of learning? And when these are applied to analyze course syllabi in English courses, are syllabi in these universities congruent with the models? The research identified and analyzed 235 course syllabi from the core courses listed online at these universities. The findings indicated that these syllabi are highly congruent with the syllabus components template; 68% of the syllabi included seven or more of the ten components. Additionally, these syllabi reflect medium congruency with the learning-centered syllabus template. Verbs used in objectives and learning outcomes in different English courses indicate different levels of cognitive learning goals as identified by Bloom's cognitive domain. Additional findings indicate that there was no difference in inclusion of components based on where faculty earned their doctoral degree. This research assumed similarities between higher education in Taiwan and the U.S., conclusions indicate that the course syllabi in Departments of English in Taiwan are congruent with the models recommended in the literature in the U.S.

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Chan, Kwok-man, and 陳國民. "Internal assessment in science at the junior secondary school level: an investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208083.

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Andersson, Lina. "Bedömning för lärande i dans : En studie om danslärares bedömningsarbete i dans inom gymnasieskolan." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28503.

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Syftet med denna studie är att få kunskap om hur sex danslärare uppfattar sitt arbete med bedömning i dans i gymnasieskolan, inom de nya ämnes-och kursplanerna från 2011. Studien avser också undersöka hur danslärarna går tillväga under feedbacksamtal i dansämnet. Mitt syfte för studien grundar sig i att jag själv har ett starkt intresse för bedömning och hur jag kan utveckla olika bedömningsmetoder. De metoder jag har använt mig av i studien är tre kvalitativa intervjuer, samt tre intervjuer via mail. Intervjupersonerna har valts på grunderna att de undervisar elever inom det estetiska programmet inriktning dans, samt att de undervisar elever enligt de nya ämnes-och kursplanerna. Resultatet visar att samtliga danslärare anser att ämnes-och kursplanerna styr deras bedömningsarbete, men även deras undervisningsplanering av kurser och lektioner. Alla lärare uppfattar att de nya ämnes-och kursplanerna från 2011 är tydliga. Resultatet visar också att danslärarna arbetar med formativ bedömning (bedömning för lärande) under läsåret och summativt inför betygsättning, då de tittar på allt insamlat material. En svårighet som alla lärarna uppger, är att få tiden att räcka till allt arbete som bedömning omfattar. På feedbacksamtal arbetar danslärarna formativt och vill både säga något om hur eleverna ligger till men också hur de ska arbeta vidare. Förutom omdöme och betyg på feedbacksamtal, vill alla lärare i undersökningen, även lyfta och stärka elevernas självförtroende och förmedla deras positiva utveckling. The aim of this study is to gain knowledge of how six dance teachers view their work regarding assessment in Dance, in upper secondary school, within the new subject-and course syllabus from 2011. The study also aims to find out how the dance teachers go about in the feedback development dialogue in dance. The aim of the study is based upon my interest of assessment and how I further can find and develop different methods of assessment. The methods of the study are based on three qualitative interviews, as well as three interviews via e-mail. The interviewees have been chosen to participate in the study due to their students who major the Esthetic Programme, orientation Dance. The interviewees have also been chosen due to teaching within the new subject-and course syllabus. The result of the study demonstrate that the dance teachers find that the subject-and course syllabus is steering all of their work with assessment, as well as planning of courses and lessons. They also perceive the new subject-and course syllabus as very explicit. The result also shows that the dance teachers use formative assessment (assessment for learning) during the academic year. Summative assessment is used before grading, when they assess the students’ development and achievements. All teachers perceive one difficulty with assessment. They account for a shortage of time when it comes to assessing all elements of each course. During the feedback development dialogue in dance, the teachers are communicating in a formative way and present the students’ current position in the learning process, and how to reach further. In addition to rating and grading in the feedback development dialogue, all the teachers want to reinforce and strengthen the self-confidence of their students and also emphasize the students’ positive development.

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Älander, Eva. "De nationella proven i svenska - hur påverkar de undervisningen i årskurs 9?" Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11305.

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Älander, Eva (2011): De nationella proven i svenska – hur påverkar de undervisningen i årskurs 9? Examensarbete i didaktik. Lärarprogrammet. Akademin för utbildning och ekonomi. Högskolan i Gävle. Sammanfattning Detta är en studie om det nationella provet i svenska för årskurs 9. Arbetets syfte har varit att undersöka hur några lärare uppfattar att de nationella proven påverkar de prioriteringar som de gör runt ämnets innehåll. Med andra ord: hur de nationella proven påverkar undervisningen i svenska i årskurs 9. Leder proven till att den dagliga undervisningen fokuserar vissa mål på bekostnad av andra mål? Eller är det snarare så att provens existens hjälper till att ställa kursplanens innehåll i fokus på ett sätt som gynnar elevernas måluppfyllelse? Undersökningen genomfördes i form av semi-strukturerade intervjuer med fem stycken lärare som i dagsläget undervisar i svenska. Dessa lärare har varit involverade i genomförande och bedömning av nationella prov mellan två och femton gånger. Den intervjuguide som användes berörde två stycken teman; de nationella proven samt kursplanen i svenska och dess skrivningar om ämnets centrala innehåll i årskurs 7-9. Årligen genomför cirka 100 000 elever de tre delprov som ingår i det nationella provet i svenska för årskurs 9. Trots att proven inte mäter alla kursplanens mål är de mycket viktiga redskap för lärarnas bedömning och betygssättning. Lärarna i denna studie ser provresultaten som ett mått på (och garant för) sin egen bedömningsnivå, att de hamnat rätt i sin helhetsbedömning av elevens måluppfyllelse. Under en längre tid har det konstateras relativt stora avvikelser mellan elevernas provbetyg och deras samlade terminsbetyg. En sådan avvikelse behöver inte alltid vara ett problem, men den kan också visa på att lärares bedömning inte är likvärdig över landet. Problematiken blir extra tydlig när långa texter ska bedömas och bedömningsanvisningarna lämnar stort tolkningsutrymme till den enskilde läraren. Ett arbetssätt som rekommenderas för att råda bot på likvärdighetsproblematiken är sambedömning. Sambedömning problematiseras i denna studies resultat utifrån risken för att skolkulturer skapas samt de tendenser till skillnader i villkor som anas mellan lärare på kommunala respektive fristående skolor. Det blir tydligt i denna studies resultat att det nationella provet påverkar undervisningen i relativt stor utsträckning, inte minst genom de grundliga förberedelser som genomförs inför provet. Detta väcker frågor om var gränsen går mellan att ge eleverna så goda förutsättningar som möjligt och att förbereda dem så pass mycket att provresultatet inte säger något om elevens kunskaper utan snarare är en produkt utav en längre tids strategiska förberedelser? Nyckelord: bedömning, kursplan, lektionsinnehåll, måluppfyllelse, nationella prov, svenska, årskurs 9 Keywords: assessment, course syllabi, goal attainment, lesson planning, national tests, Swedish, year 9

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Gong, Rong. "Automatic assessment of singing voice pronunciation: a case study with Jingju music." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/664421.

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Online learning has altered music education remarkable in the last decade. Large and increasing amount of music performing learners participate in online music learning courses due to the easy-accessibility and boundless of time-space constraints. Singing can be considered the most basic form of music performing. Automatic singing voice assessment, as an important task in Music Information Retrieval (MIR), aims to extract musically meaningful information and measure the quality of learners' singing voice. Singing correctness and quality is culture-specific and its assessment requires culture-aware methodologies. Jingju (also known as Beijing opera) music is one of the representative music traditions in China and has spread to many places in the world where there are Chinese communities. Our goal is to tackle unexplored automatic singing voice pronunciation assessment problems in jingju music, to make the current eurogeneric assessment approaches more culture-aware, and in return, to develop new assessment approaches which can be generalized to other musical traditions. El aprendizaje en línea ha cambiado notablemente la educación musical en la pasada década. Una cada vez mayor cantidad de estudiantes de interpretación musical participan en cursos de aprendizaje musical en línea por su fácil accesibilidad y no estar limitada por restricciones de tiempo y espacio. Puede considerarse el canto como la forma más básica de interpretación. La evaluación automática de la voz cantada, como tarea importante en la disciplina de Recuperación de Información Musical (MIR por sus siglas en inglés) tiene como objetivo la extracción de información musicalmente significativa y la medición de la calidad de la voz cantada del estudiante. La corrección y calidad del canto son específicas a cada cultura y su evaluación requiere metodologías con especificidad cultural. La música del jingju (también conocido como ópera de Beijing) es una de las tradiciones musicales más representativas de China y se ha difundido a muchos lugares del mundo donde existen comunidades chinas.Nuestro objetivo es abordar problemas aún no explorados sobre la evaluación automática de la voz cantada en la música del jingju, hacer que las propuestas eurogenéticas actuales sobre evaluación sean más específicas culturalmente, y al mismo tiempo, desarrollar nuevas propuestas sobre evaluación que puedan ser generalizables para otras tradiciones musicales.

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SOFFIANTINI, CARLOTTA. "LA DIDATTICA DELL'ITALIANO AD APPRENDENTI STATUNITENSI. PROGETTARE UN SILLABO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2013. http://hdl.handle.net/10280/1794.

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La tesi di ricerca traccia un quadro dell’insegnamento dell’italiano agli studenti undergraduate statunitensi. Attraverso l’analisi della tradizione di studio e insegnamento delle lingue straniere negli Stati Uniti, si conosce il retroterra formativo di provenienza di questi studenti e, mediante la riflessione sui contenuti dei documenti ufficiali della didattica delle lingue, si individuano gli obiettivi della glottodidattica statunitense per l’educazione linguistica e culturale dei propri cittadini. Si affronta poi il tema dello study abroad mediante l’analisi di: dati sulle scelte degli studenti, programmi universitari statunitensi presenti in Italia, studi americani circa l’importanza delle percezioni degli studenti durante il processo di apprendimento. L’indagine condotta presso le classi di un Istituto americano di Milano, permette di delineare un profilo dello studente statunitense e di capire le sue aspettative sul corso e sul docente di lingua. Alla luce di tutte le osservazioni precedenti, si procede con la discussione della natura del sillabo in ambito statunitense e italiano, e si conclude con la progettazione di un sillabo adatto alle esigenze degli studenti statunitensi: la scelta di un sillabo interculturale rappresenta l’incontro delle tradizioni glottodidattiche, statunitense ed europea, e permette allo studente di sviluppare quelle competenze richieste dal mondo globalizzato del ventunesimo secolo. The research explores didactic aspects of teaching the Italian language to American undergraduate students. In considering the tradition of foreign language education and the contents of the official existing frameworks for the teaching of languages in the United States, the research underlines the diverse educational backgrounds of American foreign language students who come to Italy in a study abroad program. The study abroad experience is discussed through data on students’ motivation to choose a study abroad program, and students’ perceptions about their language learning process while they’re in a foreign context. The survey conducted among Italian language students of an American Institute in Milan demonstrates the different academic and linguistic reality students encounter when they come to study in Italy, and their expectations on the course and on the teacher. The dissertation moves on the analysis of the format of the foreign language syllabus and discuss the differences between the American syllabus and the Italian syllabi: designing a culture-based syllabus is the key to improve students’ intercultural competence, in line with the purposes of the United States and European foreign language education program.

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SOFFIANTINI, CARLOTTA. "LA DIDATTICA DELL'ITALIANO AD APPRENDENTI STATUNITENSI. PROGETTARE UN SILLABO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2013. http://hdl.handle.net/10280/1794.

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La tesi di ricerca traccia un quadro dell’insegnamento dell’italiano agli studenti undergraduate statunitensi. Attraverso l’analisi della tradizione di studio e insegnamento delle lingue straniere negli Stati Uniti, si conosce il retroterra formativo di provenienza di questi studenti e, mediante la riflessione sui contenuti dei documenti ufficiali della didattica delle lingue, si individuano gli obiettivi della glottodidattica statunitense per l’educazione linguistica e culturale dei propri cittadini. Si affronta poi il tema dello study abroad mediante l’analisi di: dati sulle scelte degli studenti, programmi universitari statunitensi presenti in Italia, studi americani circa l’importanza delle percezioni degli studenti durante il processo di apprendimento. L’indagine condotta presso le classi di un Istituto americano di Milano, permette di delineare un profilo dello studente statunitense e di capire le sue aspettative sul corso e sul docente di lingua. Alla luce di tutte le osservazioni precedenti, si procede con la discussione della natura del sillabo in ambito statunitense e italiano, e si conclude con la progettazione di un sillabo adatto alle esigenze degli studenti statunitensi: la scelta di un sillabo interculturale rappresenta l’incontro delle tradizioni glottodidattiche, statunitense ed europea, e permette allo studente di sviluppare quelle competenze richieste dal mondo globalizzato del ventunesimo secolo. The research explores didactic aspects of teaching the Italian language to American undergraduate students. In considering the tradition of foreign language education and the contents of the official existing frameworks for the teaching of languages in the United States, the research underlines the diverse educational backgrounds of American foreign language students who come to Italy in a study abroad program. The study abroad experience is discussed through data on students’ motivation to choose a study abroad program, and students’ perceptions about their language learning process while they’re in a foreign context. The survey conducted among Italian language students of an American Institute in Milan demonstrates the different academic and linguistic reality students encounter when they come to study in Italy, and their expectations on the course and on the teacher. The dissertation moves on the analysis of the format of the foreign language syllabus and discuss the differences between the American syllabus and the Italian syllabi: designing a culture-based syllabus is the key to improve students’ intercultural competence, in line with the purposes of the United States and European foreign language education program.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes May 1, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/625406.

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Fish, Washiela. "Non-euclidean geometry and its possible role in the secondary school mathematics syllabus." Diss., 1996. http://hdl.handle.net/10500/16789.

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There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. Mathematics Education M. Sc. (Mathematics)

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Segomotso, Alfred Bakang. "Music education in junior secondary schools in Botswana : the way forward." Diss., 2012. http://hdl.handle.net/2263/26697.

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The subject Music in junior secondary schools in Botswana exhibits areas of concern. While commendable efforts have been made in ensuring access to and equity in education, a corresponding commitment to the improvement and quality of education, by way of ensuring effective delivery in the classroom, has not been realised. The objectives of the Music syllabus are more inclined toward music literacy, at the expense of listening, movement, singing and instrumental playing. The syllabus design undermines the potential of music education to foster creativity, imaginative thinking and self-actualisation among the learners. Also, Western music receives more coverage than non-western musical genres. The following research question guided the study: <ul> <li> What are the problems regarding the teaching of Music in the junior secondary schools in Botswana, and what solutions can be recommended?</li> </ul> The following sub-questions received attention: <ul> <li> To what extent are the teaching methodologies used effective (or ineffective)?</li> <li> To what extent does the teaching of Music take into account a learner’s acquired skills, knowledge, attitudes and experiences?</li> <li> What is the amount and quality of professional support given to music teachers?</li> <li> To what extent are the assessment strategies used effective?</li> <li> To what extent are the available resources adequate (or inadequate)?</li> </ul> Thus, the aim of the study has been to determine the status quo, to make an analysis of the progress (or lack thereof) made in the development of music education, to identify the problems associated with teaching Music as a subject, and to come up with proposals for coping with and managing the situational constraints. Information was gathered from an intensive scrutiny of the Music curriculum and a literature study. To this was added information gleaned from questionnaires sent to selected Music teachers and school pupils. The study determined that: there are definite imbalances in the treatment of learning objectives and genre coverage, with an inclination towards music literacy, and unclear directions towards the development of creativity, imaginative thinking and self-actualisation; there is an over-emphasis on Western models and music; there is a prevailing feeling that the performance and listening aspects of Music are difficult to assess; the amount of professional support provided to music teachers and to schools is minimal with a lack of proper mentorship for less experienced teachers; and, there is insufficient allocation of facilities and resources. Thus the following recommendations have been suggested: more indigenous musical arts should be incorporated into the curriculum, with an increase in the Popular music content as a way of responding to the learners’ interests; capacity-building workshops should be conducted; methods of appraising teachers should be reviewed to make them more subject specific; supervisors of music education programmes in schools should be further equipped with the necessary skills to appropriately carry out supervision; the Department of Curriculum Development and Evaluation should involve South African experts in their Arts and Culture curriculum in order to make assessment more relevant and accurate; the Teaching Service Management and the Teacher Training and Development departments should take appropriate steps towards an across-the-board improvement of music education through subject Music.Copyright Dissertation (MMus)--University of Pretoria, 2012. Music unrestricted

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Simalumba, Patrick Mwilima. "The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia." Thesis, 2011. http://hdl.handle.net/10500/5436.

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The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools. (M. Ed. (Environmental Education))

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Simalumba, Patrick Mwilima. "The implementation of environmental learning in grades 8-10 Geography in the Caprivi region, Namibia." Thesis, 2011. http://hdl.handle.net/10500/5436.

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The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools. Environmental Education (M. Ed. (Environmental Education))

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Gomes, Amélia Orquídea Garcia. "Novos desafios à aprendizagem e autonomia em matemática: estudo crítico e comparativo." Doctoral thesis, 2013. http://hdl.handle.net/10437/4803.

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Orientação: Maria de Lurdes de Pina Manique Ferreira Braga de Figueiredo Pereira O presente estudo tem, como objetivo, analisar e comparar criticamente os últimos programas de Matemática, confrontando o programa homologado em 1991 (DGEBS, 1991) com o de 2007 (Ponte et al., 2007), tendo em conta o processo de ensino-aprendizagem, a diversificação de estratégias, atividades e instrumentos, a autonomia da aprendizagem, bem como a auto e a heteroavaliação. Durante dois anos letivos, analisamos o impacto da implementação do programa de 2007 (Ponte te al., 2007) junto de alunos e professores. O processo de investigação é de natureza qualitativa, pois envolve a obtenção de dados descritivos, provenientes do contacto do investigador com a situação em estudo. Na recolha de dados privilegiamos não só as tarefas matemáticas, mas também recorremos a outros instrumentos – relatório matemático, teste em duas fases, diário de bordo, entrevistas a professores e ao relatório final de avaliação do PM II/PMEB. A análise dos dados revelou que, de uma forma geral, perante diferentes abordagens, os alunos tiveram uma aprendizagem mais eficaz, mostrando-se mais autónomos e competentes. Tal foi comprovado em diversos momentos de auto e heteroavaliação, dado que os alunos se mostraram capazes de refletir individualmente, em pares ou em grupo, numa perspetiva construtivista de avaliação reguladora. The aim of the present study is to critically analyze and compare the latest programs of Mathematics, confronting the program approved in 1991 (DGEBS, 1991) to with the one from 2007 (Ponte et al., 2007), taking into account the process of teaching and learning, the variety of strategies, activities and tools and learning autonomy, as well as self and hetero assessment. For two academic years we have analyzed the impact of the implementation of the 2007 program (Ponte et al., 2007) with students and teachers. The research process is of qualitative nature because it involves obtaining descriptive data from the contact of the researcher with the situation under study. In collecting data we focused not only on the mathematical tasks, but we also resorted to other instruments – mathematical report, test in two phases, the logbook, teacher interviews and the final report of the PM II/PMEB. The data analysis revealed that, in general, faced with different approaches, students had more effective learning, being at the same time more autonomous and competent. This was confirmed on several moments of self and hetero assessment, since the students were able to reflect individually, in pairs or in groups, in a constructivist perspective for regulatory assessment.

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Ribeirinha, Carlos Rui Dias. "Análise do cumprimento dos programas nacionais de educação física em escolas de ensino secundário: reflexões e consequências." Master's thesis, 2012. http://hdl.handle.net/10437/4916.

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Orientação: Ana Leça da Veiga A avaliação assume-se como um elemento fundamental na prática pedagógica das Escolas, e de cada profissional de Educação, estabelecendo pontos-chave de orientação do processo, e de regulação do mesmo, através da definição de objetivos para a aprendizagem dos alunos. A importância da avaliação no processo ensino-aprendizagem é irrefutável e consiste no processo de determinação da extensão com que os objetivos educacionais se realizam (Tyler, 1973, citado por Pacheco, 1998). Esta lógica de quantificação e certificação de objetivos impôs-se na prática pedagógica e transformou-se num estandarte fundamental de comunicação com o exterior (Pacheco, 1995 citado por Pacheco, 1998). Consequência desta reflexão provém uma questão. Sendo a avaliação um processo intrinsecamente subjetivo (Pacheco 1998), como podemos torná-lo credível? Segundo Figari (1996, citado por Pacheco, 1998), é possível através da prática de construção de um referente que irá orientar o processo de ensino-aprendizagem. Considerando como ponto de referência as orientações prescritas nos PNEF revisão (2001), este estudo centrou-se na análise dos critérios de avaliação relativos ao ensino Secundário, de todas as escolas (14) pertencentes à rede de estágio do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário da Universidade Lusófona de Humanidades e Tecnologias, tendo objetivos específicos na sua análise e seguidamente verificar, por simulação, as possíveis consequências e discrepâncias de notas dos alunos entre as diversas escolas. A análise dos critérios de avaliação mostrou que 42,86% realizam a avaliação com base em 4 áreas de avaliação havendo assim, muitas das vezes, uma duplicação de valores; 71,43% das escolas não cumpre com o processo de avaliação proposto pelos PNEF revisão (2001), assumindo antes um cálculo de nota por percentagens o que conduz a uma exponenciação da nota de EF e uma deturpação da sua real finalidade; Utilizando os critérios de avaliação simulou-se a avaliação de 30 alunos de uma das escolas, verificando-se que discrepância podia chegar aos 9 valores para o mesmo aluno. Segundo Lourenço (2001) a inexistência de NRSEF para a excelência faz com que não seja possível, com base nos PNEF revisão (2001) calcular uma nota superior a 10 valores. Esta lacuna “abre portas” para uma definição díspar dos critérios de avaliação e uma consequente comparação de notas em EF de escola para escola. The assessment is a key element in pedagogical practice, schools and professional education, setting each key points of process guidance, and even, by setting goals for student learning. The importance of assessment in teaching-learning process is irrefutable and is in the process of determining the extent to which the educational goals are achieved (Tyler, 1973, quoted by Pacheco, 1998). This logic of objectives quantification and certification imposed on pedagogical practice and became a fundamental standard of communication with the outside (Pacheco, 1995 cited by Pacheco, 1998). As a result of this reflection comes a question. Being, the evaluation, an intrinsically subjective process (Pacheco 1998), how can we make it credible? According to Figari (1996, quoted by Pacheco, 1998), is possible through the standardization that is, the practice of building a reference or criteria that will guide the teaching-learning process. Considering, as a point of reference, the guidelines prescribed in PNEF review (2001), this study focused on the analysis of the evaluation criteria, relating to secondary education schools (14), belonging to the Internship of the MSc in Teaching Physichal Education and Sports on Primary and Secondary Grades at Universidade Lusófona de Humanidades e Tecnologias, having specific goals in its analysis and then checking, with a simulation, the possible consequences and discrepancies in students grades among the various schools that follow the PNEF review (2001). The analysis of the criteria assessment showed that 42.86% carry out the assessment on the basis of 4 assessment areas and often exists a duplication of values; 71.43% of schools do not comply with the review process proposed by PNEF review (2001), prior to a note by percentages which lead to an exponentiation assessment at EF and that misrepresent its real purpose; using the assessment criteria was made a assessment simulation from 30 students, from one of the schools, checking that discrepancy could reach 9 values for the same student. According to Lourenço (2001) the lack of NRSEF for Excellence turns impossible, on the basis of PNEF review (2001), to calculate a score greater than the 10 points. This gap "opens the door" to a different definition of the evaluation criteria and a consistent comparison of EF assessments from school to school.

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sundin, anton, and Viktor Wenell. "Of Pronunciation and Correctness : The current impossibility of ensuring equitable pronunciation education in Sweden." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43377.

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This paper aims at investigating how upper secondary school teachers of English in Malmö, Sweden abide by the curriculum criteria of having their learners develop correctness in speech, as well as what support English teachers receive with regard to pronunciation teaching from official steering documents. Furthermore, this paper attempts to critically evaluate and discuss potential options for pronunciation models or standards in education which hold sway in contemporary research. Through qualitative interviews with four upper secondary school teachers of English, the findings of this study indicate a discrepancy between the participants’ views on how ‘correctness’ should be interpreted as well as their methods for teaching and assessing pronunciation. In addition, none of the participants explicitly expressed a subscription to any particular pronunciation model or standard, but rather that they focused on intelligibility over native speaker accent accuracy. Through personal communications with the Swedish National Agency for Education (Skolverket) and a university professor of English at a teacher education programme, tendencies are observable of attempts at shifting responsibility for interpreting, understanding, and applying the syllabi, ultimately leaving individual teachers to uphold the demand of an equitable education through subjective interpretations of pronunciation teaching. The implications of this study suggest that the field of pronunciation teaching in both Swedish and international context is still underdeveloped and in desperate need of further research. Whilst this study may have limited reach or impact on the field as such, it may serve as an indicator for the problem at large for teachers, researchers and educational agencies as well as promoting an awareness of issues in the equitability of pronunciation teaching. This paper may also serve as a basis for discussion in teacher teams or other educational opportunities for teachers on the development of coherent pronunciation constructs.

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Mkhombo, S. M. (Sibongile Margaret). "Factors influencing performance in the learning of IsiZulu at Ekurhuleni South District secondary schools." Diss., 2011. http://hdl.handle.net/10500/6084.

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The background in this study is that over the years analysis of grade 12 results in Ekurhuleni South District indicates that most secondary schools obtain 100% pass rate but not quality results isiZulu home language. IsiZulu home language quality results often range from 20% to 40%. The research findings point at two casual factors: (1) inside the classroom and (2) outside the classroom. Inside the classroom refers to quality of educators teaching isiZulu home language and outside the classroom refers to what is supposedly isiZulu home language’ yet a close analysis of the kind spoken in the township Zulu homes is in fact pidgin Zulu. In terms of quality evaluation this so called isiZulu home language can never pass quality assurance. The researcher recommends that educators of isiZulu home language be put through vigorous quality training in the teaching of isiZulu (HL). African Languages M.A. (African Languages)

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Kusch, James William. "Teaching in a surveillance mode a case study of how methods course syllabi and practicum classrooms construct assessment as classroom control /." 1995. http://catalog.hathitrust.org/api/volumes/oclc/33349306.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1995. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 273-290).

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