M.Ed. / Met die bekendstelling van die nuwe Ontwikkelingstakseringstelsel (OTS) het ‘n donker era (van inspeksie en ‘n soeke na foute) tot ‘n einde gekom. Die nuwe deursigtige proses se fokus is op ontwikkeling en die daarstel van ‘n persoonlike groeiplan vir alle opvoeders. ‘n Siening dat daar by elke onderwyser nog areas van ontwikkeling moontlik is lê moontlike tekortkominge bloot maar fokus hoofsaaklik op die positiewe. Verslae sal eerder erkenning gee as dit vermag is en so ‘n positiewe gesindheid help kweek. Met die ou sisteem wat bloot foute gesoek het , het die proses ‘n vrees laat ontstaan vir die proses van assessering. Die nuwe sisteem sal kredietwaardigheid moet toon voordat die oorgrote meerderheid dit sal vertrou. Die ontwikkelaars van die stelsel glo dat as personeel die proses deurgegaan het, hulle meer vertroue daarin sal ontwikkel. ‘n Gestruktureerde vraelys is uitgestuur na openbare skole met die fokus op “Leerlinge met spesiale onderwysbehoeftes”(LSOB). Hierdie navorsingsinstrument fokus op aspekte wat bydrae tot die suksesvolle implementering van die Ontwikkelingstakseringstelsel (OTS). Opvoeders se gesindheid word dan heens die OTS geanaliseer. Hierdie ontleding word dan deur ‘n verskeidenheid van toetse bestudeer en beskryf. Die vraelyste wat aan “LSOB” skole gestuur is, is gebruik om afleidings te maak hoe opvoeders oor die implementering van die nuwe sisteem voel. ‘n Verskeidenheid van bevindinge en aanbevelings word uit die literatuur en empiriese studie gemaak. Onderwerpe vir moontlike verdere studie en navorsing sluit die studie af.

This study was to discuss the issue of junior high school evaluation in Kaohsiung City. The evaluators¡¦ viewpoints on school evaluation purposes, processes, staffs, methods and schedules were explored and their suggestions on junior high school evaluation were provided. A questionnaire survey was conducted in this study. There were 285 participants, including junior high school principals, teachers, and staff who were evaluated in academic years 94, 95 and 96 in Kaohsiung City. Percentage, t-test and one-way ANOVA were employed to analyze the collected data. The main findings were listed below. 1.Respondents showed positive attitudes towards junior high school evaluation in Kaohsiung City. Some items remained under improvement. 2.Due to different background variables, respondents held different opinions to issues in school evaluation. 3.The purpose of school evaluation to encourage morale of teaching staff needed improving. 4.The contents of school evaluation were complete, reflecting school affairs. 5.The processes, contents, and schedule of junior high school evaluation in Kaohsiung City were highly acknowledged. 6.Respondents highly agreed the results of school evaluation in Kaohsiung City. 7.Junior high school evaluation in Kaohsiung City increased the burden of administrative staff and teaching staff. 8.The circle of school evaluation should be four years. Based on the above findings, there were seven recommendations on junior high school evaluation. 1.It was recommended that the authority concerned could make good use of the evaluation results and to offer some subsidy to schools. 2.Indexes of school evaluation should be simplified to lessen the burden of teaching staff. 3.Evaluators in the school evaluation can observe the school earlier than the evaluation schedule to understand the processing of administrative work in school. 4.Excellent principals in other cities can be invited as evaluators in the school evaluation. 5.Students¡¦ parents, teachers and students can be interviewed at random in school evaluation. 6.Differences in schools should be concerned in the reports of school evaluation. 7.Teaching staff should make it a habit to organize and file the administrative and teaching materials.

Standardized global evaluation template used in undergraduate medical education across the four-year curriculum. / This is a universal evaluation tool that is used in UGME for students to evaluate different aspects of the curriculum. It is meant to standardize evaluation practices as well as limit survey fatigue for students.

With the advent of democracy in 1994 and the repeated calls by the South African public for the renewal and reconstruction of the education system there has been a radical shift on school supervision from inspection to whole school evaluation. The new system of school supervision is carried out under the auspices and in terms of the National Policy on Whole School Evaluation. The application of the said policy however has not been without its own problems. Teacher unions have in some circles resisted its application in their schools. Trained departmental officials had to be chased away from some of the schools that were targeted for evaluation and this incident generated heated national debates in the public domain and within educational forum (Natal Mercury 28 May 2002). This study takes a cue from these widespread debates about the implementation of the Whole School Evaluation Policy within the school context. It explores in details the implementation strategies of the WSE policy, how the policy is conceived and perceived by those to whom it is applied. The study looks at the reception of this policy and the experiences gained by those educators who were evaluated with a view to suggest areas for development and reinforcement of good educational practices. These experiences were captured through the use of interviews, policy analysis and questionnaires. Responses were then analysed and interpreted with a view to make recommendations on how best the policy could be applied at school level. The study found that Deputy Principals are neglected in terms of training. This affects policy implementation at school level where their involvement in school management is substantial. The study also found that there is a serious lack of a shared basis of cooperation between schools and their district offices in respect of implementing WSE. The study further indicated a serious lack of co-ordinated effort on all levels of the system in the application of the WSE policy. The application of WSE has no visible support from major role players especially at district level. The absence of key structures and personnel such as district support teams and WSE coordinators as suggested by policy, impacts negatively on the implementation of the policy at the school level. Having considered all available options and the contextual factors within which the policy is applied in our schools this study advances a variety of recommendations that could be applied to improve implementation of the WSE Policy in schools in KwaZulu-Natal. / Thesis (M.Ed.)-University of Durban-Westville, 2004.

Published Article / Studies show that although evaluation policies regarding educator development and whole-school improvement have been put in place and even though schools express willingness to participate in such evaluation actions, they remain deeply suspicious of, and even subvert the original goals of these policies. This study explores the involvement of educators in School Self Evaluation, an internal evaluation which is a pre-requisite in the process of Whole School Evaluation (WSE) and their views on School Self-Evaluation (SSE) in relation to their professional development. WSE is the official evaluation system in South Africa. Schools undergo both external and internal evaluation. Results thereof are used by schools together with the District Support System to draw up School Improvement Plans (SIP's). In this study, a mixed mode approach was used. Both quantitative and qualitative approaches were used. Data were gathered from 125 educators in sixteen randomly sampled evaluated schools. The research findings suggest that educators are neither sufficiently trained nor are they aware of the significance of their role in the process, as well as the impact of school self-evaluation on their professional learning. Educator's learning appears to be influenced by the learning environment nurtured by the school and the way the school implements SSE. The study also provides an insight to how stakeholders involved in the implementation of School Self-evaluation would foster the educator's professional development as well. Supportive school administration, adequate school leadership and collaborative educator culture would contribute a lot to constructive learning environment.

M.Ed. / Die literatuurondersoek het aangedui dat daar ‘n groot dispariteit is in die toewysing van befondsingshulpbronne en steun wat aan skole toegeken word wat daartoe gelei het dat daar verskillende tipes en kwaliteit van onderwys aan leerders in Suid-Afrika aangebied is. Die evalueringsprosesse van die verlede, nie slegs in Suid-Afrika nie maar ook in Australië, die Verenigde Koninkryk en die Verenigde State van Amerika het hiërargiese verhoudings beklemtoon en die evaluering van opvoeders was na bewering ‘n werktuig van hiërargiese en sosiale beheer. Die meerderheid van opvoeders in Suid-Afrika was agterdogtig oor die inspeksiestelsel van die verlede en hulle het weerstand gebied deur die mobilisering van vakunie-ondersteuning, met die resultaat dat hulle die inspekteurs en die lede van die skoolbestuur verbied het om hulle klaskamers te betree. Die verwerping van die apartheidsonderwysstelsel het daartoe gelei dat swart skole aan die stryd vir demokrasie meegedoen het. Die klimaks was die 1976 Soweto-onluste, wat uiteindelik daartoe gelei het dat die onderrig- en leerkultuur in baie van die swart skole ‘n mislukking was (Smith & Ngoma-Maema, 2001:10). Met die geboorte van demokrasie in Suid-Afrika, het die land radikale veranderinge in alle aspekte, insluitend die onderwys ondergaan. Dit het dus noodsaaklik geword dat die demokratiese regering en die departement van onderwys die kwaliteit van die onderwys moes verbeter, veral na die swak matrikulasieresultate van 1995 tot 2000. ‘n Veldtog is geloods om skole aan te moedig om ‘n onderrig- en leerkultuur (OLK) te skep. Dit is in hierdie konteks dat Geheelskool Evaluering (GSE) tot stand gekom het om die nege voorafgedefinieerde areas van die skool te evalueer. Hierdie navorsing handel oor een van die areas van Geheelskool Evaluering, en spesifiek ‘kwaliteit onderwys’. Die Geheelskool Evalueringsbeleid skryf die opvoederbevoegdhede vir kwaliteit onderwys voor. ‘n Vraelys is opgestel om vas te stel wat die persepsies van opvoeders is in verband met die belangrikheid van die vaardighede vir kwaliteit onderwys. Die vraelys het bestaan uit 75 items in verband met essensiële opvoedervaardighede. ‘n Gestratifiseerde gerieflikheidsteekproef wat uit 600 deelnemers bestaan het is in hierdie studie gebruik. Die vraelyste is na opvoeders in Mpumalanga en KwaZulu-Natal versprei. Die voltooide vraelyste is versamel en na die Statistiese Konsultasiediens van die Randse Afrikaanse Universiteit gestuur sodat statistiese toetse gedoen kon word. Die statistiese toetse het een (1) tweede orde-faktor aangedui, naamlik ‘die belangrikheid van opvoedervaardigheid vir kwaliteit onderwys', met ‘n Alpha Cronbach betroubaarheidskoëffisiënt van 0,982 wat as baie betroubaar beskou word aangesien dit groter is as 0,7. Twee of meer onafhanklike groepe is vergelyk en dit is bevind dat al die onafhanklike groepe van mening was dat opvoedervaardigheid tot ‘n wisselende graad belangrik vir kwaliteit onderwys is. Die bevindinge dui aan dat die volgende onafhanklike groepe sterker as ander van mening was dat opvoedervaardigheid uiters belangrik vir kwaliteit onderwys is, naamlik: die Christene as Godsdiensgroep, die Afrikaanse moedertaalgroep, die uitstekende leerder-bywoningsgroep, die uitstekende opvoeder-bywoningsgroep en die uitstekende skoolbeeldgroep. Dit blyk dat uitstekende bywoning deur leerders en opvoeders en die positiewe beeld van die skool verband hou met ‘n gesonde skoolklimaat waar daar goeie dissipline is. Die bevindinge dui ook aan dat daar meriete is in die assessering van essensiële opvoedervaardighede en dit regverdig die titel Die volgende gevolgtrekkings is na aanleiding van hierdie navorsing gemaak: • Geheelskool Evaluering (GSE) is ‘n sistematiese benadering tot totale skoolverbetering wat elke aspek van ‘n skool inkorporeer om die kwaliteit van opvoeding te verbeter. Daar is bevind dat die nege (9) areas • wat deur die GSE bepaal is inderdaad relevant is vir die evaluering van skole in Suid-Afrika; • die beste manier om opvoedervaardigheid te konseptualiseer is deur ‘n integrasie van die kenmerke van individue (kennis, vaardighede, neigings en waardes) met die eise van die take en aktiwiteite (Gonczi, 2002:4); • die beste manier om opvoedervaardigheid te assesseer is deur die holistiese geïntegreerde metode te gebruik waardeur vaardigheid van die opvoeder se prestasie afgelei kan word. Hierdie metode bestaan uit die kombinering van kennis, begrip, vaardighede, houdings/waardes, etiek en probleemoplossing; en • opvoeders wat aan hierdie navorsing deelgeneem het was van mening dat die vaardighede wat deur die GSE geïdentifiseer is, inderdaad belangrik is vir kwaliteit onderwys. Die algemene en spesifieke doelwitte van hierdie navorsingsprojek is bereik en onderwerpe vir verdere navorsing is voorgestel.

No description available.

This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-02-23T12:33:02Z No. of bitstreams: 1 NARA RÚBIA MAIA FRANÇA.pdf: 1165754 bytes, checksum: a2ecdd49fce556b8c3319cb7e589221c (MD5) / Made available in DSpace on 2017-02-23T12:33:02Z (GMT). No. of bitstreams: 1 NARA RÚBIA MAIA FRANÇA.pdf: 1165754 bytes, checksum: a2ecdd49fce556b8c3319cb7e589221c (MD5) Previous issue date: 2016-11-18 / This research is a result of the study doctoral thesis Lydia Godoy Milano, under the educational policies, evaluation and performance: Municipal Web Goiânia Education. This thesis was presented in 2012, the Graduate Program in Education at the Catholic University of Goiás - PUC-GO. In this sense, the objective of our work was to return to schools surveyed by that thesis to understand why one of the schools, ―White Municipal School‖, had reached one of the worst grades in Brazil IDEB test, despite having both physical structures as pedagogical considered appropriate for a good education; at the same time, however, to understand the reason (s) of another school, ―Yellow Municipal School‖, having obtained one of the best ratings in the same evaluation process, though having physical characteristics and poor teaching. So we try to verify the reasons for this paradox, between physical and educational structures and verify that the last evaluation both have achieved or not the targets set by the assessments of IDEB. Our study concluded that social relations that occur in any environment, either within the classroom or other indoor environment of schools are built and rebuilt on a daily basis. On the face of it, these social interactions enable, in socio-historical perspective, think of a human being in constant construction and transformation, as well as understand that these relationships can influence the academic performance of their students. This is what was observed in this research, including from a significant change in IDEB of both schools. / Este trabalho de pesquisa é um estudo decorrente da tese de doutoramento de Lydia Godoy Milano, sob o título Políticas educacionais, avaliação e desempenho: a Rede Municipal de Educação de Goiânia. Essa tese foi defendida no ano de 2012, no Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Goiás – PUC-GO. Nesse sentido, o objetivo do nosso trabalho foi a de retornar às escolas pesquisadas pela referida tese para entender por que uma das escolas, a Escola Municipal Branca, havia alcançado uma das piores notas na prova Brasil do IDEB, apesar de possuir estruturas tanto físicas quanto pedagógicas consideradas apropriadas para uma boa educação; ao mesmo tempo, entretanto, compreender o(s) motivo(s) de a outra escola, a Escola Municipal Amarela, ter obtido uma das melhores classificações no mesmo processo avaliativo, embora apresentasse características físicas e pedagógicas precárias. Assim, buscamos verificar as razões desse paradoxo, entre estruturas físicas e pedagógicas, bem como verificar se na última avaliação ambas conseguiram atingir ou não as metas estipuladas pelas avaliações do IDEB. Nosso trabalho concluiu que as relações sociais que ocorrem em qualquer ambiente, seja no interior da sala de aula ou em outro ambiente do interior das escolas, são construídas e reconstruídas no dia a dia. Em face disso, essas interações sociais permitem, na perspectiva sócio-histórica, pensar um ser humano em constante construção e transformação, bem como compreender que tais relações podem influenciar no desempenho escolar de seus alunos. Foi o que se observou nesta pesquisa, inclusive a partir de uma alteração significativa no IDEB de ambas as escolas.

Esta pesquisa buscou investigar as implicações da progressão continuada e do Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP) na avaliação escolar. Procurou-se identificar e analisar eventuais alterações ocorridas na avaliação, induzidas pela implantação dessas medidas. Para tanto, realizou-se investigação de natureza qualitativa, procedendo ao levantamento e análise de pesquisas acadêmicas acerca de ambos os temas, aplicação de questionários e realização de entrevistas com professores coordenadores de escolas de uma Diretoria Regional de Ensino da rede estadual paulista. Concluiu-se que tanto a progressão continuada como o SARESP estão refletindo na avaliação escolar. Identificou-se que a progressão continuada tende a influenciar mais o discurso do que as práticas avaliativas e enfrenta maior resistência do professorado. O SARESP tem assumido, gradualmente, o papel de orientador de práticas escolares, sendo utilizado no planejamento e replanejamento das escolas. Tem repercutido nas práticas avaliativas, induzindo ao fortalecimento de uma concepção de verificação escolar, em detrimento da avaliação formativa, potencializada pela progressão continuada. O dilema causado pela convivência dessas medidas evidencia um confronto entre a lógica da avaliação formativa com práticas tradicionalmente desenvolvidas nas escolas, que tendem a restringir a avaliação à medida de resultados, com fim classificatório. O SARESP, ao servir como referência para organização das práticas escolares e avaliativas, potencializa a tensão entre a avaliação tradicional e a avaliação formativa. Devido à importância que tem adquirido na política educacional, evidenciou-se a tendência em tornar-se, gradativamente, indutor do trabalho escolar. / This research has served the purpose to investigate the implications of continuous progress and Student Performance Appraisal System in the State of São Paulo (SARESP) on school evaluation. We have identified and analyzed alterations on the evaluations which were induced by the implementation of these procedures. Therefore, we proceeded to investigate the qualitative nature of these implications by analyzing data from academic research around both topics; we also applied some questionnaires and interviews with coordinators from schools of a Regional Directory in the local public school system. We have come to the conclusion that both the continuous progress and SARESP affect school evaluation. The continuous progress has a tendency to affect rather the discourses than the evaluative practices and teachers are much more resistant to it. SARESP has gradually taken up the role of a practice guide and it is used for school planning. We can see its effect on evaluative practices invigorating some conception of school assessment to the loss of formative evaluation which has been maximized by continuous progress. The dilemma that has arisen from these two procedures sheds some light on the confrontation between the logic of formative evaluation and traditionally-developed practices at schools which tend to narrow evaluations to mere results in order to achieve classification. SARESP, when it serves as a guide to the organization of school and evaluative practices, maximize the tension between traditional and formative evaluations. Due to its relevance in the educational politics, it is evident that it will gradually become an organizer for school practices.