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Dissertations / Theses on the topic 'Criteria of formation'
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Westerson, John. "Fill compaction criteria for Port Hills Gravel Formation soils, Nelson." Thesis, University of Canterbury. Geological Sciences, 2007. http://hdl.handle.net/10092/4387.
Full textAbstract:
Port Hills Gravel Formation (PHG) is a Pliocene terrestrial soil-like
deposit. It is located in Nelson as part of the Marsden and Port Hills
Synclines. PHG is comprised of heterogeneous clay and silt bound
gravel, with lenses of sandstone and occasional lignite seams and is
intersected by northeast - southwest trending faults. . PHG soils are
considered good building material for the construction of earth
structures such as embankment dams, gully fills and slope buttresses
but there have been a number of failures in poorly constructed fills..
The purpose of this thesis was to study the engineering properties of
PHG soils, to review current fill operations and to identify any serious
shortcomings affecting earthfill operations with PHG soils and to
establish standard testing methodologies and compaction criteria for
the PHG soils.
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Girmay, Berhane. "Criteria for recognising pedogenesis in buried Quaternary deposits in north-west Wales." Thesis, Bangor University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261729.
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Baehr, Hans, Hubert Klahr, and Kaitlin M. Kratter. "The Fragmentation Criteria in Local Vertically Stratified Self-gravitating Disk Simulations." IOP PUBLISHING LTD, 2017. http://hdl.handle.net/10150/626182.
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Massive circumstellar disks are prone to gravitational instabilities, which trigger the formation of spiral arms that can fragment into bound clumps under the right conditions. Two-dimensional simulations of self-gravitating disks are useful starting points for studying fragmentation because they allow high-resolution simulations of thin disks. However, convergence issues can arise in 2D from various sources. One of these sources is the 2D approximation of self-gravity, which exaggerates the effect of self-gravity on small scales when the potential is not smoothed to account for the assumed vertical extent of the disk. This effect is enhanced by increased resolution, resulting in fragmentation at longer cooling timescales beta. If true, it suggests that the 3D simulations of disk fragmentation may not have the same convergence problem and could be used to examine the nature of fragmentation without smoothing self-gravity on scales similar to the disk scale height. To that end, we have carried out local 3D self-gravitating disk simulations with simple beta cooling with fixed background irradiation to determine if 3D is necessary to properly describe disk fragmentation. Above a resolution of similar to 40 grid cells per scale height, we find that our simulations converge with respect to the cooling timescale. This result converges in agreement with analytic expectations which place a fragmentation boundary at beta(crit) = 3.
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Baehr, Hans-Paul Frederick [Verfasser], and Hubertus [Akademischer Betreuer] Klahr. "Formation Criteria and Initial Constraints on Objects Formed in Gravitationally Unstable Disks / Hans-Paul Frederick Baehr ; Betreuer: Hubertus Klahr." Heidelberg : Universitätsbibliothek Heidelberg, 2019. http://d-nb.info/119183302X/34.
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Hallmann, Fabiana. "Considerações acerca da construção do sentido de palavras formadas com -udo, -osso e -ento : uma abordagem metalexicográfica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/25407.
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Este trabalho é um estudo sobre os adjetivos denominais, deadjetivais e deverbais formados com os sufixos –oso, –udo e – ento. Diante do fato de que esses sufixos são concorrentes e considerando que a descrição das propriedades desses afixos nos respectivos verbetes dicionarísticos pode ser aperfeiçoada; procuramos, neste trabalho, investigar quais são os critérios de ordem categorial e/ou semântica que justificam a construção desses adjetivos na língua portuguesa, a fim de contribuir com a descrição lexicográfica proposta pelos dicionários Aurélio (2006) e Houaiss (2006). Para tanto, assume-se o ponto de vista teórico de Rio-Torto (1998) e de Correia (2004), que adotam em suas análises os pressupostos teóricos do modelo SILEX, proposto originalmente por Corbin em 1987. Trata-se, portanto, de pesquisa com enfoque metalexicográfico, uma vez que, a partir do objeto ‘dicionário’, refletimos e procuramos estabelecer critérios formais e/ou semânticos que sejam capazes de contribuir com a redação de verbetes afixais. Nossos resultados revelam que há um maior número de entradas lexicais de adjetivos denominais nas obras lexicográficas examinadas e que a determinação dos traços semânticos das bases, dos afixos e das palavras construídas são dados que certamente podem enriquecer a redação dos verbetes de –oso, –udo e –ento.This paper is a study on the denominal, deverbative and deadjectival adjectives formed by -oso, -udo and -ento suffix affixing. Given the fact that these adjectives are contestants, and considering that the properties description of these affixes, in their respective dictionary entries, can be improved, we seek to investigate the categorical and/or semantics criteria to justify these adjectives construction in Portuguese, in order to contribute to the lexicographical description proposed by Aurélio (2006) and Houaiss (2006) dictionaries. To this end, we adopted Torto (1998) and Correia (2004) theoretical points of view, who adopt in their analysis the SILEX theoretical model, originally proposed by Corbin in 1987. It is therefore, a metalexicography focused research, from the ‘dictionary’ object one; we reflect and seek to establish formal and/or semantics criteria that are able to contribute with affix entries writing. Our results show that there is a greater number of lexical entries of denominal adjectives in the examined lexicographical works and that the determination of semantics features bases, affixes and build words, are data that certainly can enrich -oso, -udo, and – ento entries writing.
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Шеплякова, І. О. "КРИТЕРІЇ ТА ПОКАЗНИКИ СФОРМОВАНОСТІ ДЕОНТОЛОГІЧНОЇ КУЛЬТУРИ МАЙБУТНЬОГО СОЦІАЛЬНОГО ПЕДАГОГА." Thesis, ХНПУ імені Г. С. Сковороди, Видавництво «Мітра», 2015. http://dspace.hnpu.edu.ua/handle/123456789/1009.
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Визначені критерії та показники сформованості деонтологічної культури майбутнього соціального педагога. Определены критерии и показатели сформированности деонтологической культуры будущего социального педагога.
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Boculo, Irina. "Lietuvos kaimo vietovių įvaizdžio formavimo scenarijai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110615_114858-63735.
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Magistro studijų baigiamasis darbas, 51 puslapis, 13 paveikslų, 10 lentelių, 47 literatūros šaltiniai, 2 priedai, lietuvių kalba.
PRASMINIAI ŽODŽIAI: kaimo vietovė, vietovės įvaizdis, kaimo vietovės įvaizdis, vietovės įvaizdžio formavimas, vietovės įvaizdžio tipai, vietovės įvaizdžio formavimo vertinimo kriterijai.
Tyrimo objektas – Lietuvos kaimo vietovių įvaizdis.
Tyrimo tikslas – parengti moksliniais tyrimais pagrįstus Lietuvos kaimo vietovių įvaizdžio formavimo scenarijus.
Tyrimo uždaviniai:
1. Išanalizuoti vietovės įvaizdžio formavimo teorinius dėsningumus.
2. Identifikuoti kaimo vietovės įvaizdį formuojančius veikėjus.
3. Atlikti kaimo vietovių įvaizdžio formavimo empirinį tyrimą.
4. Sudaryti Lietuvos kaimo vietovių įvaizdžio formavimo scenarijus.
Tyrimo metodai: mokslinės literatūros, dokumentų analizė, kokybinis vertinimas, loginės analizės ir modeliavimo metodas, sintezė, palyginimas, indukcija, dedukcija, grafinis vaizdavimas.
Tyrimo rezultatai:
Pirmoje darbo dalyje atlikta vietovės įvaizdžio formavimo teorinių dėsningumų analizė ir nustatyta kad kaimo vietovės įvaizdis yra asmens vertinimų kaimo vietovės atžvilgiu ir yra komunikacinio proceso rezultatas. Kaimo vietovės įvaizdžio formavimas gali būti tiesioginis ir netiesioginis. Antroje darbo dalyje, remiantis empiriniu tyrimu ir mokslinės literatūros analize, nustatyti kaimo vietovės įvaizdžio formavimo vertinimo kriterijai ir balai, tinkami analizuoti kaimo vietovės įvaizdžio formavimo priemones, vykdyti... [toliau žr. visą tekstą]Final work of University Postgraduate Studies, 51 pages, 13 figures, 10 tables, 47 references, 2 appendixes, in Lithuanian. KEY WORDS: countryside, image of terrain, image of countryside, formation of countryside image, types of terrain images, evaluation criteria of terrain image formation. Research object – image of Lithuanian countryside. Research aim – to prepare research-based image formation scenarios for Lithuanian countryside. Objectives: 1. To analyze the theoretical concepts of a terrain image formation; 2. To identify the actors of countryside image formation; 3. To conduct empirical analysis of countryside image formation; 4. To prepare scenarios of Lithuanian countryside image formation. Research methods: analysis and synthesis of literature and documents, qualitative evaluation, comparative analysis, logical analysis and modeling, synthesis, comparison, induction, deduction, graphical representation. Research results: The first part analyzes theoretical concepts of terrain image formation. Image of countryside is the result personal feelings and communication process. Image formation of countryside can be direct and indirect. The second part, on the basis of theoretical analysis and empirical research, establishes criteria and points of countryside image formation evaluation, analysis of countryside image formation tools and control. The third part, on the basis of theoretical analysis and empirical research, proposes four scenarios of Lithuanian... [to full text]
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Кочерга, Є. В. "Особливості діагностики сформованості здоров'язбережувальної компетентності майбутнього вчителя хімії." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64021.
Full textAbstract:
The article describes the essence of health-saving competence of the future
chemistry teacher, its structure and the criteria of its formation, on the base of
which we can identify high, sufficient, medium and low levels of its formation.W artykule przedstawiono istotę zdrowie-zachowując kompetencji oszczędzających na zdrowiu przyszłego nauczyciela chemii, jego struktury i kryteriów ich powstawania, na podstawie której możemy ustalić wysokie, wystarczające, średnie i niskie poziomy ich powstawania
Під здоров’язбережувальною компетентністю майбутнього вчителя хімії ми розуміємо інтегральну, динамічну риса особистості, засновану на поєднанні знань, умінь, цінностей і досвіду, що проявляється у здатності і готовності здійснювати здоров’язбережувальну діяльність у навчально-виховному процесі з хімії, яка характеризується адекватною оцінкою власної поведінки, вчинків і поглядів оточуючих, у збереженні та реалізації власних здоров’язбережувальних позицій у різних, зокрема, несприятливих умовах, у ефективному використанні здоров’язбережувальних технологій на заняттях з хімії. Здоров’язбережувальна компетентність повинна формуватися впродовж періоду професійної підготовки майбутніх вчителів у ВНЗ. Для її формування необхідно створити та підтримувати певні педагогічні умови. А для з’ясування ефективності цього процесу необхідно проводити діагностику її сформованості.
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Andersson, Julia. "Att segla över ett okänt hav, till en okänd destination : En studie om att klargöra och delge lärandemål i matematik i en årskurs 2." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31641.
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The aim of this study is to investigate how learning intentions are sheared and clarified during lessons, as a part of formative assessment. Studies have shown that the capability of formative assessment is an important part of teacher quality and that clarifying the intention with the lessons promotes the activity in the classroom. My study is going to focus on mathematic in a second grade class. The three questions that I am going to investigate are: How learning intentions and criteria for success are sheared and clarified in the instruction in mathematic? How do the pupils describe what the learning intentions in mathematic are? How do the pupils describe how they get to know the learning intentions in mathematic? The method that I have used to investigate the first question is observation of eight lessons in mathematic, in two different mathematic groups. The second and third questions focus on the pupils and interviews with pupils are therefore used to investigate them. Formative assessment and strategy one, clarifying and shearing learning intentions and criteria for success are used as a theoretical framework in the analyze of the results. The conclusions I have reached are that the mathematic book is a big prat of the lessons and both the teacher and the pupils make it seem like the main intention of the lessons. A summative test was done during the study and it indicated that high scores seem to be more in focus than the knowledge and understanding. Almost all the pupil that I interviewed describe their IUP-intentions (plan for individually developing) that they have been given in the beginning of the year. The pupils were not sure what the intentions meant and told me that they never used them after they get them, which they do in the Swedish education.
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Gioka, Olga C. E. "Formative assessment in teaching graphing skills in investigation lessons : a study of teachers' goals, strategies, assessment criteria and feedback." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411376.
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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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Rafael, Rebecka, and Marcus Oredsson. "Forms of Formative Assessment on Writing: Students’ Perceptions." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31560.
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Formative assessment is an integral part of teaching, not only as a tool for monitoring student-development, but also as basis for potential adjustments of pedagogical strategies. Therefore, this research paper examines how upper secondary students perceive, and report acting on different forms of formative assessment on writing in the subject of English 6. It also highlights what teachers perceive as key strategies in formative assessment, and how they report applying these strategies for improving students writing when teaching English 6. How teachers report clarifying, sharing, and explaining learning goals and criteria for success to their English 6 students is also discussed. The study was carried out by using mixed methods research and included a student questionnaire, a student focus group interview, and individual teacher interviews. Our results show important similarities and crucial differences in how students and teachers perceive different forms of formative assessment on writing, as well as how they perceive the learning goals and criteria for success in the subject of English 6. Moreover, our study identifies the need for further research on the perceptions of formative assessment on writing from a student viewpoint. In addition, we present ideas on how teachers could work with different forms of formative assessment to better meet the students’ needs.
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Englund, Björn. "Key aspects to consider when designing an IT-tool based on scoring rubrics to support formative assessment: an exploratory design-driven study." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-192367.
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Why this thesis is needed. This thesis is motivated by the falling school results of Swedish 15-year-olds, a lack of IT tools in Swedish schools and a call for turning the theory on formative assessment into practice. Previous research that is used in the thesis. This thesis mainly builds on the research done by John Hattie which is presented in his book Visible Learning from 2009, Wiliam & Thompson's research on effective formative assessment from 2007, Pachler et al. research on formative e-assessment from 2010 and Panadero & Jonsson's research on scoring rubrics from 2013. Research question. What key aspects should be taken into consideration when designing and implementing an IT tool based on scoring rubrics which aims to support formative assessment according to the key strategies for effective formative assessment as identified by Wiliam & Thompson (2007)? Method. To answer this question I chose a qualitative approach of parallel paper prototyping where I iteratively exposed the design and my ideas during focus groups to teachers, a headmaster, employees at The Swedish National Agency for Education and high school students, followed by an evaluation of the key topics that surfaced during the focus groups. Results. The results consist of eight key aspects to take into consideration when designing and implementing such a tool. Discussion and future research. Finally I discuss the implications of my findings and present directions for future research which include the construction of the tool, further investigation of the key aspects identified in this study, identification of additional key aspects and more.Varför denna avhandling behövs. Denna avhandling motiveras av de fallande skolresultaten hos svenska 15-åringar, en brist på IT-verktyg i svenska skolor och ett rop efter att vända forskning inom formativ bedömning till praktik. Tidigare forskning som används. Denna avhandling bygger i huvudsak på forskningen av John Hattie som presenteras i hans bok Visible Learning från 2009, William & Thompsons forskning på effektiv formativ bedömning från 2007, Pachler et al. forskning på formativ e-bedömning från 2010 och Panadero & Jonssons forskning på betygsmatriser från 2013. Forskningsfråga. Vilka nyckelaspekter ska tas i åtanke vid utveckling av ett IT-verktyg baserat på betygsmatriser som stödjer formativ bedömning enligt de fem nyckelstrategierna för effektiv formativ bedömning som formulerats av Wiliam & Thompson (2007)? Metod. För att besvara denna fråga valdes en kvalitativ metod där parallell pappersprototypning användes under ett antal iterationer av fokusgrupper under vilka designen och tidigare diskussionpunkter diskuterades med lärare, en rektor, anställda vid Skolverket samt gymnasiestudenter. Fokusgrupperna följdes upp med en utvärdering av de största diskussionpunkterna som dök upp. Resultat. Resultaten består av åtta nyckelaspekter att ha i åtanke vid utveckling av ett sådant verktyg. Diskussion och framtida forskning. Slutligen diskuteras implikationerna av resultaten och direktioner för framtida forskning framförs. Dessa direktioner inkluderar utveckling av verktyget, vidare utredning av de nyckelaspekter som hittats i denna avhandling, identifikation av ytterligare nyckelaspekter och mer.
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Fukuda, Jun. "Studies on development of analytical methods to quantify protein aggregates and prediction of soluble/insoluble aggregate-formation." Kyoto University, 2015. http://hdl.handle.net/2433/199349.
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Kyoto University (京都大学)0048
新制・課程博士
博士(農学)
甲第19025号
農博第2103号
新制||農||1030(附属図書館)
学位論文||H27||N4907(農学部図書室)
31976
京都大学大学院農学研究科応用生命科学専攻
(主査)教授 加納 健司, 教授 植田 和光, 教授 植田 充美
学位規則第4条第1項該当
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Sasaki, Mei [Verfasser], and Ralf S. [Akademischer Betreuer] Klessen. "Statistical properties of dark matter mini-haloes and the criterion for HD formation in the early universe / Mei Sasaki ; Betreuer: Ralf S. Klessen." Heidelberg : Universitätsbibliothek Heidelberg, 2015. http://d-nb.info/1180395522/34.
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Walker, Shunda F. "Comparing Fountas and Pinnell's Reading Levels to Reading Scores on the Criterion Referenced Competency Test." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1987.
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Reading competency is related to individuals' success at school and in their careers. Students who experience significant problems with reading may be at risk of long-term academic and social problems. High-quality measures that determine student progress toward curricular goals are needed for early identification and interventions to improve reading abilities and ultimately prevent subsequent failure in reading. The purpose of this quantitative nonexperimental ex post facto research study was to determine whether a correlation existed amongst student achievement scores on the Fountas and Pinnell Reading Benchmark Assessment and reading comprehension scores on the Criterion Reference Competency Test (CRCT). The item response theory served as the conceptual framework for examining whether a relationship exists between Fountas and Pinnell Benchmark Instructional Reading Levels and the reading comprehension scores on the CRCT of students in Grades 3, 4, and 5 in the year 2013-2014. Archival data for 329 students in Grades 3-5 were collected and analyzed through Spearman's rank-order correlation. The results showed positive relationships between the scores. The findings promote positive social change by supporting the use of benchmark assessment data to identify at-risk reading students early.
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Cáceres, Chomalí Rodrigo. "Modelo e2D criterios y estratégias para el diseño y desarrollo de programas formativos online en instituciones de educación superior." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170154.
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Tesis para optar al grado de Magister en Educación con mención en Informática EducativaLa Universidad de las Américas (UDLA) ha tenido un crecimiento exponencial en la implementación de asignaturas online desde el año 2011, lo cual resultó en iniciativas diversas aisladas para la implementación de dichos programas. UDLA tiene la necesidad de implementar un modelo institucional para el diseño y desarrollo de programas online, con una claridad de las características de cada modalidad, estrategias metodológicas online, procesos y roles. Se establece que este escenario no es acotado a la UDLA y que se presenta en entidades de educación superior que se caracterizan por estar en proceso de virtualización, que contienen una diversidad de culturas académicas, y que declaran un modelo educativo. La investigación estuvo enmarcada en el método de investigación basada en diseño. Su propósito consistió en el desarrollo de un modelo institucional de diseño y desarrollo de programas online que valore e integre la diversidad de culturas académicas en entidades de educación superior. Lo que se formuló como un modelo de diseño y desarrollo de programas online aplicable a nivel institucional en la UDLA, resultó en un modelo genérico que permite mejorar los procesos formativos en instituciones de educación superior mediante la integración de plataformas de gestión de aprendizaje: el modelo e2D
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Dyson, Kaitlyn Nicole. "Predicting Performance on Criterion-Referenced Reading Tests with Benchmark Assessments." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1483.
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The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who completed the DRA, DIBELS, and ELA-CRT in the 2005-2006 school year. The primary purpose of the study was to determine the accuracy to which the Fall administrations of the DRA and the DIBELS predicted performance on the ELA-CRT. Supplementary analysis also included cross-sectional data for the DIBELS. Results indicated that both Fall administrations of the DRA and the DIBELS were statistically significant in predicting performance on the ELA-CRT. Students who were high risk on the benchmark assessments were less likely to score proficiently on the ELA-CRT. Also, demographic factors did not appear to affect individual performance on the ELA-CRT. Important implications include the utility of data collected from benchmark assessments to address immediate interventions for students at risk of failing end-of-year, high-stakes testing.
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Pastó, Niubó Carme. "El treball en xarxa entre els diferents serveis de la comunitat educativa. Les veus dels agents implicats (professionals) i criteris per desenvolupar una proposta d'actuació pel treball en xarxa al territori." Doctoral thesis, Universitat de Lleida, 2012. http://hdl.handle.net/10803/95891.
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En aquest moment de transformació i de noves demandes, les antigues metodologies resulten insuficients donat que actuen aïlladament restant eficàcia i produint certa frustració en els professionals que volen treballar bé i comproven que les tasques realitzades no assoleixen l’èxit i reconeixement esperats. D’aquí la necessitat d’una nova cultura educativa que impliqui importants canvis cap a un treball educatiu practicat des de la perspectiva de la xarxa. És per això, que la recerca que presentem es basa en conèixer i analitzar la visió dels diferents professionals implicats en el treball en xarxa a fi d’avaluar com s’està duent a terme així com la visió dels mestres i professors dels centres educatius en relació al treball col•laboratiu entre serveis. La tesi segueix una metodologia qualitativa a través de l’estudi de cas que ens permet comprendre la realitat de la col•laboració entre serveis i el treball en xarxa a la comarca de l’Urgell. Les conclusions presentades ens aporten moltes dades que confirmen al marc teòric establert i ajuden a establir criteris per desenvolupar una proposta d’actuació pel treball en xarxa al territori.En este momento de transformación y de nuevas demandas, las antiguas metodologías resultan insuficientes dado que actúan aisladamente restando eficacia y produciendo cierta frustración en los profesionales que quieren trabajar bien y comprueban que las tareas realizadas no alcanzan el éxito y reconocimiento esperados. De ahí la necesidad de una nueva cultura educativa que implique importantes cambios hacia un trabajo educativo practicado desde la perspectiva de la red. Es por ello, que la investigación que presentamos se basa en conocer y analizar la visión de los diferentes profesionales implicados en el trabajo en red a fin de evaluar cómo se está llevando a cabo así como la visión de los maestros y profesores de los centros educativos en relación al trabajo colaborativo entre servicios. La tesis sigue una metodología cualitativa a través del estudio de caso que nos permite comprender la realidad de la colaboración entre servicios y el trabajo en red en la comarca del Urgell. Las conclusiones presentadas nos aportan muchos datos que confirman el marco teórico establecido y ayudan a establecer criterios para desarrollar una propuesta de actuación para el trabajo en red en el territorio.
At this time of change and new demands, old methodologies prove to be inadequate since they operate alone reducing effectiveness and generating some frustration among the professionals who want to work well and verify that the tasks carried out do not achieve the expected success and recognition. Hence the need for a new educational culture that involves significant changes towards an educational task performed from the network perspective. Therefore, the research presented here is based on the analysis and understanding of the different professionals’ view involved in the network in order to evaluate how it is being performed and also to grasp schoolteachers’ view on collaborative work among services. The thesis follows a qualitative approach through the case study which allows us to understand the reality of the collaboration among services and the networking services in the Urgell County. The conclusions shown bring forward a lot of information that endorse the theoretical framework established criteria and help to develop criteria to carry out a proposal for action by networking in the region.
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Compton, Stephen. "Assessment For Learning : a comparative study of formative assessment practices in two upper-secondary schools." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85302.
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Formative assessment lies not in enhancing what is, but in advancing toward what will be. Little research has been conducted on formative assessment practices, nor collegial practices in an EFL context. The purpose of the current study is to determine what formative assessment practices are in place in two upper-secondary schools and the impact that collegial learning plays in the adoption of these practices. This qualitative research design comprises four teachers and ten pupils using the focus group interview method. The findings reveal that there are several disparities in the two schools with regards to the adoption of formative practices, with one adhering to summative procedures. Furthermore, one of the more significant findings emerging from this study is that there seems to be a relation between collegial learning and common assessment practices. This finding has pedagogical implications which could be usefully explored in further research. Finally, this study also highlights that formative assessment practices can be implemented successfully without any resistance or reluctance from the learners.
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Qi, Meng. "Development in Normal Mixture and Mixture of Experts Modeling." UKnowledge, 2016. http://uknowledge.uky.edu/statistics_etds/15.
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In this dissertation, first we consider the problem of testing homogeneity and order in a contaminated normal model, when the data is correlated under some known covariance structure. To address this problem, we developed a moment based homogeneity and order test, and design weights for test statistics to increase power for homogeneity test. We applied our test to microarray about Down’s syndrome. This dissertation also studies a singular Bayesian information criterion (sBIC) for a bivariate hierarchical mixture model with varying weights, and develops a new data dependent information criterion (sFLIC).We apply our model and criteria to birth- weight and gestational age data for the same model, whose purposes are to select model complexity from data.
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SANCHEZ, GONZÁLEZ MARIA ANGÉLICA, and Chau Asdrúbal López. "GRADO DE CUMPLIMIENTO DEL FORMATO F1-PIVUPSVI/02 Y ANÁLISIS DE LA RELACIÓN DE SUS CRITERIOS EN PACIENTES DE TERAPIA INTENSIVA DE UN HOSPITAL DE SEGUNDO NIVEL DE ATENCIÓN." Tesis de maestría, Universidad Autónoma del Estado de México, 2017. http://hdl.handle.net/20.500.11799/67509.
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In a population of 40 patients of a Hospital of Second Level of Care, the grade of compliance of the F1-PIVUPSVI / 02 format obtained a low overall compliance. It was found a finding a significant dependence between the academic degree and the compliance degree. It can be observed a slight increase in compliance according to the academic degree. Among the nine criteria, bag level, id and connected drainage was the most complied, and those of low compliance were hygienic and guidance measures. In terms of category, specialists in nursing report better compliance, the general nurses and graduates in nursing achieve the least compliance. Intensive therapy ranked first in compliance. For the inferential analysis, chi squared was applied, finding a significant dependence between the criteria for reporting data on urinary tract infection and the performance of hygienic measures on the patient. Carrying out hygienic measurements to the patient with the recording of the probe. As well as the counseling measures provided to the patient and relative to the record of functioning of the probe.Infections associated with bladder catheterization are in third place among the causes of morbidity, considering that millions of bladder catheterizations are performed globally for diagnosis and treatment. Therefore, the objective of this investigation is to determine the grade of compliance of the Intensive Therapy Form F1-PIVUPSVI / 02 ("Prevention of urinary tract infections in patients with bladder catheter installed"). The design of applied research was quantitative. Type of study is descriptive, transverse, correlational and observational.
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Цоцко, Лариса Іванівна, Лариса Ивановна Цоцко, and L. I. Tsotsko. "Геологія і гемологічна оцінка проявів жильного кварцу південно-східної частини Українського щита." Thesis, Видавництво НГУ, 2012. http://ir.nmu.org.ua/handle/123456789/173.
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Дисертація на здобуття наукового ступеня кандидата геологічних наук за спеціальністю 04.00.11 – геологія металевих і неметалевих корисних копалин. – Державний вищий навчальний заклад «Національний гірничий університет» МОНМС України, Дніпропетровськ, 2012.Диссертация на соискание ученой степени кандидата геологических наук по специальности 04.00.11 − геология металлических и неметаллических полезных ископаемых. – Государственное высшее учебное заведение «Национальный горный университет» МОНМС Украины, Днепропетровск, 2012.
Dissertation for the scientific degree of candidate of geological science on specialty 04.00.11 - geology of metallic and non-metallic types raw materials. State Higher Educational Institution «National Mining University», Dnepropetrovsk, 2012.
Дисертація присвячена вирішенню актуальної задачі теоретичного обґрунтування ролі провідних геологічних чинників у формуванні й локалізації проявів жильного кварцу з декоративною сировиною, визначенню геолого-гемологічних критеріїв оцінки якості та обґрунтуванню доцільності використання жильного кварцу проявів південно-східної частини УЩ як каменесамоцвітної сировини на базі комплексного вивчення його властивостей. Вивчено геологічні особливості локалізації проявів жильного кварцу з сприятливими гемологічними характеристиками. Кварцовожильні тіла, сировина яких перспективна щодо використання як каменесамоцвітна, просторово і генетично пов’язані з гранітами, пегматитами, гнейсами, мігматитами та тектонітами (тектоно-метасоматичні зони). Геологічні критерії якості жильного кварцу й масштаби розповсюдження декоративних різновидів визначаються генетичними особливостями, регіональною позицією, складом вміщуючих порід, структурно-тектонічними, метаморфічними, метасоматичними, структурно-тектонічними й віковими факторами. Важлива роль у формуванні показників якості кварцу належить епігенетичним перетворенням сировини. Гемологічними показниками якості кварцу є його декоративні, технологічні та споживчі властивості. Колір, прозорість і здатність приймати дзеркальне полірування визначають естетичне сприйняття виробу; твердість – вид інструментів обробки; тріщинуватість, розмір і форма зразка – форму й розмір виробу. Споживчі властивості обумовлюють безпеку використання кварцової сировини. Встановлено п’ять сортів кольорового жильного кварцу, що визначають напрями його використання як каменебарвної сировини. В умовах становлення ринкових відносин у економіці держави супутній видобуток кварцовожильної сировини проявів південно-східної частини УЩ може забезпечити прибуток при відносно невеликих затратах часу і коштів на їх розвідку і освоєння.
Диссертация посвящена решению актуальной задачи обоснования роли геологических факторов при формировании и локализации проявлений жильного кварца с декоративным сырьем, разработке геолого-геммологических критериев оценки качества жильного кварца, обоснованию целесообразности применения жильного кварца юго-восточной части УЩ как камнесамоцветного сырья на основании комплексного исследования его характеристик. Исследованы геологические особенности локализации проявлений цветного жильного кварца в породных комплексах Среднеприднепровского и Приазовского мегаблока УЩ. Установлено, что кварцевожильные тела гидротермально-метаморфогенного, пегматитового и гидротермально-метасоматического генезиса, сырье которых целесообразно использовать как камнесамоцветное, пространственно приурочены к докембрийским образованиям юго-восточной части УЩ: гранитам, пегматитам, гнейсам, мигматитам и тектонитам. Разработана генетическая классификация проявлений цветного жильного кварца, которая может быть использована для выявления перспективных участков в других районах УЩ. Проявления нового вида камнесамоцветного сырья – сине-черного кварца тектоно-метасоматических зон – пространственно и генетически приурочены к зоне тектонического контакта измененных ультрабазитов и гранитов, их образование связано с проявлением низкотемпературного щелочного метасоматоза. Окраска кварца обусловлена наличием множественных включений щелочного амфибола (рибекита). Геологические критерии качества кварца и масштабы распространения декоративных разновидностей определяются региональной позицией, петрографическим составом вмещающих пород, структурно-тектоническими, метаморфическими, метасоматическими, генетическими и возрастными факторами. Важная роль в формировании качественных показателей кварцевого сырья принадлежит эпигенетическим преобразованиям: механической деформации и перекристаллизации. Наличие трещиноватости, газово-жидких и минеральных включений обуславливают разнообразие цвета и рисунка, степени полируемости цветного кварца. Геммологическими показателями качества кварца являются его декоративные, технологические и потребительские свойства. Цвет, прозрачность и способность принимать зеркальную полировку обуславливают эстетическое восприятие изделия; твердость – вид инструментов обработки; трещиноватость, размер и форма образца – форму и размер изделия. Потребительские свойства обеспечивают безопасность использования кварцевого сырья при изготовлении изделий. Комплекс геммологических характеристик цветного кварца специфичен для каждого генетического типа проявлений, что позволяет на начальных стадиях изучения территории прогнозировать качество сырья. В условиях становления рыночных отношений в экономике страны попутная добыча цветного кварца проявлений юго-восточной части УЩ может обеспечить прибыль при относительно небольших затратах времени и средств на их разведку и освоение.
The dissertation is devoted to the development and justification of geological and gemological criteria for assessing the quality of vein quartz, causing the grade and direction of its application, based on a comprehensive study of its properties. Manifestations of the color of vein quartz are promising for use as a gemstone raw material, spatially and genetically confined to the Precambrian formations and Middle Pridneprovie and Priazovsky megablocks in Ukrainian Shield: granites, pegmatites, tectonites and gneiss-migmatites. Geological criteria of quality quartz and magnitude of the ornamental varieties are determined by the structural-tectonic, lithological, genetic and age factors. Important role in shaping the quality indicators belongs epigenetic transformation of raw materials. Gemological quality indices of quartz are its decorative and technological properties. Color, clarity and ability to take mirror polish determine the aesthetic perception of the product; toughness - the kind of processing tools; fracture, the size and shape of the sample - size and shape of the product.
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Tober, Jennie Elizabeth. "Impact of Standards-Based Grading on Perceived Classroom Goal Structures andStudent Motivational Beliefs." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543421779746827.
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Källvant, Lovisa. "Att klargöra, dela och förstå lärandemålen och framgångskriterierna i idrott och hälsa : en kvalitativ innehållsanalys av idrottsdidaktiska böcker." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4685.
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Syfte och frågeställningar Syftet med undersökningen är att undersöka hur nyckelstrategin ”att klargöra, dela och förstå lärandemålen och framgångskriterierna” beskrivs i idrottsdidaktisk litteratur. Följande frågeställning syftar till att uppfylla syftet: Hur skildras nyckelstrategin i de idrottsdidaktiska böckerna? Den övergripande frågeställningen förtydligas med följande frågor: 1) Nämns nyckelstrategin explicit i texterna? 2) Finns det spår av nyckelstrategin i texterna? Metod För att uppfylla syftet och besvara frågeställningarna analyserades fyra idrottsdidaktiska böcker med en kvalitativ innehållsanalys. Insamlandet av relevant material har gjorts manuellt utifrån ett antal kodningsprinciper. Efter insamlandet av data kodades materialet och sorterades in i teman. Resultat Analysen visar att nyckelstrategin inte nämns explicit i någon av texterna, däremot finns det spår av nyckelstrategin i texterna. Dessa spår förmedlar i princip samma innehåll som nyckelstrategin. Dock är det tveksamt om läsare kommer att förstå detta som viktiga aspekter eller veta hur de ska arbeta med detta som lärare då det relevanta innehållet inte har en framträdande roll i böckerna. Slutsats Det verkar fortfarande, även fast uppdaterade böcker inom ämnet nyligen publicerats, finnas en brist på information om bedömning för lärande och nyckelstrategin ifråga i den här typen av böcker. Det finns ett behov av mer forskning om hur vi kan arbeta med bedömning för lärande inom ämnet och även ett behov av att detta förmedlas till lärare i ämnet.Fristående kurs Idrott III
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Du, Rou. "Mise en forme à chaud de tôles fines en alliage AA 5383 : Approches expérimentales et numériques." Thesis, Paris, ENSAM, 2019. http://www.theses.fr/2019ENAM0030/document.
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Les alliages d'aluminium ont été largement utilisés dans l'industrie automobile et maritimes en raison des avantages d'une faible densité, d'une bonne résistance à la corrosion. Les travaux présentés dans ce mémoire de thèse s’intéressent à la mise en forme à chaud de tôles minces en alliage d’aluminium AA5383. L'objectif principal est de réduire le temps de formage sans sacrifier l'intégrité de la pièce. Tout d'abord, le comportement à la déformation à chaud de l'alliage AA5383 est caractérisé expérimentalement. Une campagne expérimentale comprenant d’essais de traction uniaxiale, de traction entaillées, de cisaillement et de gonflement libre est réalisée pour couvrir une plage importante de températures (623~723 K) et de vitesses de déformation (10-4~10-1 s-1). Ensuite, les modèles de matériau, tels qu'une règle de flux composite avec le critère de plasticité BBC2003 et le critère de dommage Mohr Coulomb Modifié, sont développés et mis en œuvre dans ABAQUS à l'aide du sous-programme utilisateur. Enfin, les simulations numériques des processus de formation de gaz sont effectuées et comparées aux résultats expérimentaux correspondantsAluminum alloys have been extensively used in the automotive and marine industry due to the advantages of low density, high strength to weight ratio and good corrosion resistance. Major challenge of their application lies in the ability to form deep-drawing shapes. Superplastic Forming is widely used to produce this type of parts. However, high forming cycle time due to the low forming strain rate limits their wide application. The present dissertation focuses on hot forming strategies to produce deep drawing parts from AA5383 aluminum thin sheets. The main objective is to reduce the forming time without sacrificing the part integrity. Firstly, the hot deformation behavior of the AA5383 alloy is experimentally characterized. An experimental campaign, including uniaxial tension, notched tension, shear and free bulging tests, is performed to cover an important range of temperatures (623~723 K) and strain rates (10-4~10-1 s-1). Then, the material models, such as a composite flow rule with the BBC2003 anisotropic yield criterion and the modified Mohr-Coulomb damage criterion, are developed and implemented in ABAQUS by using user subroutine. Finally, the numerical simulations of the gas forming processes are performed and compared with the corresponding experimental results
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Faure, Baldrik. "Caractérisation du rayonnement acoustique d'un rail à l'aide d'un réseau de microphones." Phd thesis, Université de Grenoble, 2011. http://tel.archives-ouvertes.fr/tel-00721959.
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Le secteur des transports ferroviaires en France est marqué par un dynamisme lié notamment à l'essor du réseau à grande vitesse et à la réimplantation du tramway dans de nombreuses agglomérations. Dans ce contexte, la réduction des nuisances sonores apparaît comme un enjeu majeur pour son développement. Afin d'agir efficacement à la source, il est indispensable d'identifier et d'étudier précisément les sources responsables de ces nuisances au passage des véhicules. Parmi les approches possibles, les antennes microphoniques et les traitements associés sont particulièrement adaptés à la caractérisation des sources ponctuelles mobiles, omnidirectionnelles et décorrélées.Pour les vitesses inférieures à 300 km/h, le bruit de roulement constitue la source principale du bruit ferroviaire ; il résulte du rayonnement acoustique des éléments tels que les roues, le rail et les traverses. Le rail, dont la contribution au bruit de roulement est prépondérante aux moyennes fréquences (entre 500 He et 1000 Hz environ), est une source étendue et cohérente pour laquelle les principes classiques de traitement d'antenne ne sont pas adaptés.La méthode de caractérisation proposée dans cette thèse est une méthode inverse d'optimisation paramétrique utilisant les signaux acoustiques issus d'une antenne microphonique. Les paramètres inconnus d'un modèle vibro-acoustique sont estimés par minimisation d'un critère des moindres carrés sur les matrices spectrales mesurée et modélisée au niveau de l'antenne. Dans le modèle vibro-acoustique, le rail est assimilé à un monopôle cylindrique dont la distribution longitudinale d'amplitude est liée à celle des vitesses vibratoires. Pour le calcul de ces vitesses, les différents modèles proposés mettent en évidence des ondes vibratoires se propageant dans le rail de part et d'autre de chaque excitation. Chacune de ces ondes est caractérisée par une amplitude au niveau de l'excitation, un nombre d'onde structural réel et une atténuation. Ces paramètres sont estimés par minimisation du critère, puis utilisés pour reconstruire le champ acoustique.Dans un premier temps, des simulations sont réalisées pour juger des performances de la méthode proposée, dans le cas d'excitations ponctuelles verticales. En particulier, sa robustesse est testée en présence de bruit ou d'incertitudes sur les paramètres supposés connus du modèle. Les effets de l'utilisation de modèles dégradés sont également étudiés. Concernant l'estimation des amplitudes, les résultats ont montré que la méthode est particulièrement robuste et efficace pour les excitations les plus proches de l'antenne. En revanche, pour l'estimation des autres paramètres, les performances sont supérieures pour les positions d'antenne excentrées. De manière générale, le nombre d'onde est correctement estimé sur l'ensemble des fréquences étudiées. Dans les cas à faible atténuation, un traitement classique par formation de voies en ondes planes suffit. En ce qui concerne l'estimation de l'atténuation, la faible sensibilité du critère limite l'efficacité de la méthode proposée.Enfin, certains résultats obtenus à partir des simulations ont été vérifiés lors de mesures in situ. L'excitation d'un rail expérimental par un marteau de chocs a tout d'abord permis de valider le modèle vibratoire pour la flexion verticale. Pour tester la méthode d'optimisation paramétrique, le rail a également été excité verticalement à l'aide d'un pot vibrant. Les principaux résultats des simulations ont été retrouvés, et des comportements particuliers relatifs à la présence de plusieurs ondes dans le rail ont été observés, ouvrant des perspectives de généralisation du modèle vibratoire utilisé.
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Roscoe, Christopher. "Satellite Formation Design in Orbits of High Eccentricity for Missions with Performance Criteria Specified over a Region of Interest." Thesis, 2012. http://hdl.handle.net/1969.1/148360.
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Several methods are presented for the design of satellite formations for science missions in high-eccentricity reference orbits with quantifiable performance criteria specified throughout only a portion the orbit, called the Region of Interest (RoI). A modified form of the traditional average along-track drift minimization condition is introduced to account for the fact that performance criteria are only specified within the RoI, and a robust formation design algorithm (FDA) is defined to improve performance in the presence of formation initialization errors. Initial differential mean orbital elements are taken as the design variables and the Gim-Alfriend state transition matrix (G-A STM) is used for relative motion propagation. Using mean elements and the G-A STM allows for explicit inclusion of J2 perturbation effects in the design process. The methods are applied to the complete formation design problem of the NASA Magnetospheric Multiscale (MMS) mission and results are verified using the NASA General Mission Analysis Tool (GMAT). Since satellite formations in high-eccentricity orbits will spend long times at high altitude, third-body perturbations are an important design consideration as well. A detailed analytical analysis of third-body perturbation effects on satellite formations is also performed and averaged dynamics are derived for the particular case of the lunar perturbation. Numerical results of the lunar perturbation analysis are obtained for the example application of the MMS mission and verified in GMAT.
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Юрченко, Артем Олександрович, and Artem Oleksandrovych Yurchenko. "Аналіз підходів до визначення критеріїв формування ІК-компетентності майбутніх вчителів фізики." 2017. http://repository.sspu.sumy.ua/handle/123456789/2900.
Full textAbstract:
У статті розглянуто особливості формування інформаційно-комунікаційних компетентностей майбутніх вчителів фізики. Приділено увагу визначенням критеріїв формування ІК-компетентностей як одним із важливих структурних компонентів. Зроблено аналіз визначення критеріїв сформованості ІК-компетентності різними науковцями. Показано, що компетентнісний підхід в системі вищої освіти є актуальним та має велике значення в сьогоднішній час.The article considers peculiarities of formation of IC competences of future teachers of physics. Attention is paid to the definition of criteria for the formation of the IC competences as one of the important structural components. The analysis of identifying criteria of formation of the IC competence of various scientists. It is shown that the competence approach in the higher education system is relevant and is of great importance in today's time.
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Raška, Dominik. "Případová studie: zavádění prvků formativního hodnocení do výuky." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387322.
Full textAbstract:
The Diploma Thesis named Case Study: Implementing Formative Assessment into Education focuses on formative assessment and its place as well as specifics in educational reality from two perspectives - it aims at first-hand experience of teachers and pupils, and it also examines the whole-school process of implementing this change into education. The thesis' goal is to identify formative assessment as means of functional feedback between teachers and pupils, and to offer personal experience with implementing formative assessment into education from the point of view of teachers as well as pupils. The theoretical part characterises the formative assessment's major features along with methods and techniques and their respective benefits. The theoretical part further offers an overlook of how the process of implementing changes into schools can be managed. The empirical part then presents findings from a research aimed at implementing specific parts of formative assessment into practice at a selected school. Finally, the results point out mainly the crucial influence of management of the change on the overall outcome of the process and the gradual change of views and motivations of leading actors. KEYWORDS formative assessment, feedback, peer assessment, self-assessment, criterion-referenced assessment,...
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Vávřeová, Lucie. "Důkaz o učení při literární výchově v 5. ročníku základní školy." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415852.
Full textAbstract:
The diploma thesis deals with the topic of assessment, introduction of formative evaluation in literature environmental education at grades 5 of elementary school. It focuses on linking the assessment of outcomes of pupils evaluation with real evidence of learning from their work in literature environmental education classes. Through the mediation of action research, it examines possible forms of such evidence for the educational goals, ways and criteria for their assessment. It is based on an analysis of documents created by pupils of grades 5 of elementary school. On the basis of the newly - emerged learnings evidence, it proposes possible further steps in the teaching and evaluation process aimed at improving pupils' search and understanding of literary texts. It analyses the ability of pupils of a particular class to search, link and infer information from text and proposes the further steps in reading lessons within literature environmental education classes, in which pupils develop their reading strategies in a targeted way and move towards the goal using the criteria of success. It examines the possibilities of further work of pupils and teachers with evidence of learning. The work demonstrates the influence of formative assessment on the internal pupils motivation to learn in the sense of a...
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Laufková, Veronika. "Formativní hodnocení." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353596.
Full textAbstract:
This dissertation thesis is focused on the theme of formative assessment on a secondary level of education. The aim of this thesis is to define formative assessment and to show how it is implemented to the teaching process of the Czech language and literature on a secondary level of education. The theoretical part presents a review based on major international and national sources. Formative assessment is defined as an evaluation which brings valuable information concerning the knowledge and skills of the given pupil during the process of education. The typology and function of formative assessment, questions linked to its successful implementation are elaborated together with this methods: goals, criteria, feedback, self-assessment and peer assessment. The aim of the empirical part is to define the real form of the implementation of formative assessment in six targeted Czech schools. This thesis also presents the attitude of students towards the implementation of this method. A qualitative research method was chosen and a multiple case study was used as a form of research strategy. The data collection consisted of observation, document analysis and interviews with teachers and pupils. The formative assessment methods were best implemented under the supervision of a skilled mentor. Contrary to...
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Štěpánová, Aneta. "Formativní hodnocení na 1. stupni ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354605.
Full textAbstract:
The master thesis follows up on the topic of an increasingly used method called formative assessment. The goal is to analyze formative assessment as a complex method. It includes its development, psychological context of assessment, essential methods and techniques of this kind of assessment and a part about competences mainly of a teacher beginner to be a professional evaluator, whose methods reflect his personality and individual principles based on the best intentions. The first chapter of the practical part introduces qualitative research which took a place in Czech Republic and foreign countries. Results from Czech Republic refer to the fact, that Czech teachers use techniques of formative assessment, but not yet as a complex system. The results from foreign countries connect teachers' working conditions for using formative assessment based on the adjustment of schooling curriculums in the countries they teach in. The second chapter of the practical part is a methodological collection of formative assessment techniques. KEYWORDS Assessment, personal approach to a pupil, classroom climate, evaluation norms, self- assessment, peer-assessment, criteria, learning objectives, motivation, core competencies.
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Martins, Ana Maria Diego Lisboa. "Conceções e práticas avaliativas de professores do ensino básico." Master's thesis, 2013. http://hdl.handle.net/10400.2/2589.
Full textAbstract:
Dissertação de Mestardo em Supervisão Pedagógica apresentada à Universidade AbertaA avaliação é uma questão complexa, em permanente discussão e geradora de muitas dúvidas e constrangimentos. Apesar de ser um elemento integrante e regulador das práticas pedagógicas dos professores, tem também a função de certificação das aprendizagens realizadas e das competências desenvolvidas pelos alunos. Sabemos que a realização de trabalhos de investigação sobre avaliação tem vindo a aumentar sendo que este interesse pela investigação em avaliação poderá resultar da progressiva consciencialização da importância do papel da avaliação, na melhoria das aprendizagens dos alunos. Esta dissertação é o resultado de um estudo empírico que consiste em compreender de que modo um grupo de quatrocentos e quatro professores do ensino básico percecionam a avaliação das aprendizagens e a concretizam na sua prática quotidiana. Para o efeito construímos um inquérito por questionário, usando o formato de escala tipo Lickert. Nesta escala, apresentam-se vários itens em relação a diferentes aspetos da avaliação das aprendizagens e o grau de concordância ou discordância é medido através de quatro tipos de respostas (discordo totalmente, discordo em parte, concordo em parte e concordo totalmente). A aplicação deste questionário e posterior tratamento dos dados permitiu-nos compreender as conceções e práticas avaliativas deste grupo de professores. Os resultados desta investigação sugerem que as conceções e práticas avaliativas se associaram ainda muito à certificação das aprendizagens, servindo prioritariamente ao professor apesar de transparecer alguma valorização e familiarização com a auto-avaliação, com o feedback e o erro. Tais resultados, longe de serem conclusivos, clarificam no entanto, a nossa compreensão a respeito da conceção e práticas dos docentes sobre a avaliação das aprendizagens, fornecendo um conjunto de informações muito pertinente, tanto do ponto de vista da reflexão teórica, como da prática pedagógica. Estes resultados permitem-nos refletir sobre a pertinência e urgência de contemplar a temática “avaliação das aprendizagens” na futura formação inicial e contínua de professores. Também é nossa convicção que este estudo contribuirá certamente para futuras investigações nesta área do conhecimento.
Evaluation is a complex issue in a permanent discussion and generating many questions and constraints. Despite being an integral element which regulates the pedagogical practices of teachers, it also has the function of certification of learning undertaken and skills developed by the students. We know that research on assessment has been carried out and also increasing and this interest in research evaluation may result in the gradual awareness of the importance of the role of assessment in improving students learning. This dissertation is the result of an empirical study which consistsin understanding how a group of four hundred and four elementary school teachers percecionam learning assessment and howthey materialize it in their daily practice. For this purpose we did a questionnaire survey, using Lickert type scale format. On this scale, we present various items in relation to different aspects of learning assessment and the degree of agreement or disagreement is measured through four types of responses (strongly disagree, disagree partly, partly agree and strongly agree). The application of this questionnaire and subsequent treatment of the data allowed us to understand the conceptions and evaluation practices of this group of teachers. The results of this investigation suggest that the conceptions and evaluation practices are still very much associated with the certification of learning, serving primarily the teacher although it indicates some appreciation and familiarization with self-assessment, with feedback and error. Such results are far from conclusive, however they clarify our understanding about the conception and practice of teachers on evaluation of learning by providing a set of very relevant information, both from the point of view of theoretical reflection, as well as pedagogic practice . These results allow us to reflect on the relevance and urgency to contemplate the topic "learning assessment" in future initial and continuous training of teachers. It is also our belief that this study will certainly help future research in this area of knowledge.
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Dessie, Askalemariam Adamu. "Teachers' practices of assessment for learning in science education at East Gojjam preparatory schools, Amhara Regional State, Ethiopia." Thesis, 2015. http://hdl.handle.net/10500/21029.
Full textAbstract:
Empirical research evidences have confirmed the pedagogical power of formative assessment to improve students‟ learning, particularly in science education. Thus, this study investigated science teachers‟ practice of assessment for learning in second cycle secondary schools at East Gojjam Zone, Amhara Regional State. To meet this objective mixed method research design, particularly concurrent mixed method was used. The subjects of the study were all of science teachers in the randomly selected schools. Questionnaire, semi-structured interview, and observation were used to collect the data. From 186 science teachers, 153 teachers properly filled and returned the questionnaire. Moreover, 8 purposively selected teachers were included in the interview and observation sessions. To analyze the quantitative data, frequency, percentage, mean, standard deviation, one-sample t-test, multiple regression, MANOVA, and ANOVA were used. For the qualitative data content analysis was used. The results of the quantitative and qualitative data showed that the practice of assessment for learning in the selected schools was very low. Most science teachers administered tests, home works, assignments, and class works at the end of the lesson to consolidate what they taught and to collect marks, but they did not integrate different assessment for learning methods throughout their instruction for the sake of learning. Teachers mentioned lack of science resources, large class size, shortage of instructional time, inadequate school support, lack of appropriate professional development activities, lack of instructional materials, students‟ and teachers‟ negative perception on formative assessment, teachers‟ lack of knowledge and skill about formative assessment, and large content of courses as major factors for not implementing assessment for learning. Besides, this study revealed a significant relationship between teachers‟ perception and school supports with teachers‟ overall practice of assessment for learning. Teaching experience has also significant effect on the combined practice of assessment for learning, particularly teaching experience significantly affects the collection of learning evidences than other factors. However, class size, subject taught, and teaching load per week have no significant effect on the combined practice of assessment for learning. Moreover, the pre-service and in-service assessment trainings have no significant contributions to the practice of assessment for learning. Therefore, comprehensive and relevant assessment trainings should be given for science teachers on a regular basis to integrate assessment with daily instruction to improve learning.Curriculum and Instructional Studies
D. Ed. (Didactics)
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Zapitis, Marina. "The Effects of Self-evaluation Training on Writing of Students in Grades 5 & 6." Thesis, 2011. http://hdl.handle.net/1807/29492.
Full textAbstract:
The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement.
In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans
The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process.
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Singh, Upasana Gitanjali. "The development of a framework for evaluating e-assessment systems." Thesis, 2014. http://hdl.handle.net/10500/14619.
Full textAbstract:
Academics encounter problems with the selection, evaluation, testing and implementation of e-assessment software tools. The researcher experienced these problems while adopting e-assessment at the university where she is employed. Hence she undertook this study, which is situated in schools and departments in Computing-related disciplines, namely Computer Science, Information Systems and Information Technology at South African Higher Education Institutions. The literature suggests that further research is required in this domain. Furthermore, preliminary empirical studies indicated similar disabling factors at other South African tertiary institutions, which were barriers to long-term implementation of e-assessment. Despite this, academics who are adopters of e-assessment indicate satisfaction, particularly when conducting assessments with large classes. Questions of the multiple choice genre can be assessed automatically, leading to increased productivity and more frequent assessments. The purpose of this research is to develop an evaluation framework to assist academics in determining which e-assessment tool to adopt, enabling them to make more informed decisions. Such a framework would also support evaluation of existing e-assessment systems.
The underlying research design is action research, which supported an iterative series of studies for developing, evaluating, applying, refining, and validating the SEAT (Selecting and Evaluating an e-Assessment Tool) Evaluation Framework and subsequently an interactive electronic version, e-SEAT. Phase 1 of the action research comprised Studies 1 to 3, which established the nature, context and extent of adoption of e-assessment. This set the foundation for development of SEAT in Phase 2. During Studies 4 to 6 in Phase 2, a rigorous sequence of evaluation and application facilitated the transition from the manual SEAT Framework to the electronic evaluation instrument, e-SEAT, and its further evolution.
This research resulted in both a theoretical contribution (SEAT) and a practical contribution (e-SEAT). The findings of the action research contributed, along with the literature, to the categories and criteria in the framework, which in turn, contributed to the bodies of knowledge on MCQs and e-assessment.
The final e-SEAT version, the ultimate product of this action research, is presented in Appendix J1. For easier reference, the Appendices are included on a CD, attached to the back cover of this Thesis..Computing
PhD. (Information Systems)
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Mogashoa, Tebogo Isaac. "Teaching and learning policies in South African schools in the new democratic dispensation : a critical discourse analysis." Thesis, 2013. http://hdl.handle.net/10500/11895.
Full textAbstract:
The democratic era in South Africa has led to the introduction of a wide-ranging series of teaching and learning policies aimed at school reform. The study aimed at establishing how these policies are implemented by educators in selected schools. Qualitative and quantitative methods were used to gather information from educators, members of the School Management Teams and learners through in-depth individual and focus group interviews as the main data collection methods. Critical discourse analysis was used to examine participants‟ spoken words and the content of relevant documents such as lesson plans in detail. Comparisons were drawn and similarities identified through the coding, categorisation and condensation of data. The researcher interpreted the displayed data. A discussion of the main themes was presented and supported by quotations by participants. Findings indicate that there have been only few changes in terms of how educators teach; some educators conceded that they had not changed the way they teach since the introduction of new curriculum and assessment policies. The role played by learning outcomes in teachers‟ lesson planning was uneven. Members of School Management Teams demonstrated diverse views on teaching and learning policies. Learners who are taught in their home language encounter few difficulties in learning; this is not the case with learners who are taught through medium of a second language and thus lack the necessary language proficiency necessary for academic achievement. A shift from teacher-centred to learner-centred approaches to teaching is still required: that is, a shift from teaching to learning to enhance thinking and reflection which accommodates and draws on learners‟ prior knowledge and experiences. Class sizes should be reduced to enable effective educator and learner interaction. Educators‟ interest, tolerance, innovativeness and competency in the subject matter will help sustain learners‟ interest in the learning activities. Policy makers should explore professional development from viewpoint of the participating educators in order to identify the most effective strategies to support and change educators‟ classroom practice where necessary.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)