nÃo hà / O presente trabalho à estimulado pela reflexÃo sobre como as IES cearenses passaram a desenvolver o processo de autoavaliaÃÃo no Ãmbito institucional. Esta inquietaÃÃo nos leva ao estudo que tem como objetivo diagnosticar o grau de conhecimento e aceitaÃÃo das instituiÃÃes de ensino superior (IES) cearenses acerca da concepÃÃo de autoavaliaÃÃo vigente, como etapa inicial e essencial, conforme instituiÃÃo pela Lei n 10.861 (SINAES). Atualmente, o tema avaliaÃÃo institucional à amplamente debatido no interior das instituiÃÃes de educaÃÃo superior, em razÃo da busca pela eficiÃncia institucional e pela melhoria da qualidade da educaÃÃo. Com a institucionalizaÃÃo da Lei n 10.861, de 14 de abril de 2004 (SINAES), a avaliaÃÃo institucional passou a ser norteada por princÃpios fundamentais, em que podemos destacar o da globalidade, do reconhecimento da diversidade do sistema e o da continuidade do processo avaliativo no Ãmbito institucional com a participaÃÃo de todos os segmentos da comunidade acadÃmica. Nesse contexto, a questÃo da avaliaÃÃo da educaÃÃo superior à realmente nova. Para estabelecermos as principais diferenÃas entre os procedimentos atuais e os anteriores ao SINAES, percorremos o caminho metodolÃgico numa pesquisa descritiva ex-post-facto, utilizando abordagens qualitativa e quantitativa. No estudo bibliogrÃfico e documental, descobrimos que o atual SINAES à resultado de uma longa trajetÃria dos programas de avaliaÃÃo institucional, desenvolvidos para a educaÃÃo superior brasileira no perÃodo compreendido entre 1980 e 2004. No atual sistema de avaliaÃÃo da educaÃÃo superior, o diferencial à a autoavaliaÃÃo institucional, conduzida pela ComissÃo PrÃpria de AvaliaÃÃo (CPA), constituÃda pelo dirigente mÃximo da IES. A pesquisa investigativa, atravÃs de questionÃrios, teve como cenÃrio as IES cearenses, nas quais verificamos o nÃvel de conhecimento dos partÃcipes acerca das etapas da autoavaliaÃÃo; o comprometimento e a aceitabilidade dos envolvidos no processo avaliativo e a descriÃÃo das dificuldades e das facilidades detectadas pelos coordenadores das CPAs na implementaÃÃo da autoavaliaÃÃo no Ãmbito das IES. Com os resultados obtidos nesta pesquisa, verificamos que os programas de AI desenvolvidos no Brasil para a educaÃÃo superior tinham fins regulatÃrios e funÃÃes somativas. Com a institucionalizaÃÃo do SINAES, ocorreram avanÃos significativos em relaÃÃo à funÃÃo da avaliaÃÃo que passou a ser formativa, emancipatÃria e regulatÃria numa visÃo global. Constatamos que a AI passou a ter carÃter transformador, construindo a integraÃÃo da avaliaÃÃo interna (autoavaliaÃÃo) e externa. Diante do diagnÃstico, averiguamos que as IES cearenses cumprem o que estabelece a legislaÃÃo, isto Ã, no aspecto burocrÃtico. Portanto, hà um longo caminho a ser percorrido pelas IES para assimilaÃÃo da nova cultura de avaliaÃÃo instituÃda pelo sistema de avaliaÃÃo SINAES. Considerando essas conclusÃes, o trabalho apresenta algumas recomendaÃÃes numa alternativa de materializar a proposta de autoavaliaÃÃo instituÃda pelo SINAES no interior das IES cearenses. / This work is stimulated by reflection on with IES of Cearà began to develop the process of self-assessment within the institutional framework. This concern leads us to study that aims to diagnose the state of knowledge and acceptance of higher education institutions (IESs) Cearà about building self-assessment in force, as initial and essential step, as established by Law No. 10.861 (SINAES). Currently the theme institutional assessment is widely discussed within the institutions of higher education, because the search for institutional efficiency and improving the quality of education. With the institutionalization of Law No. 10.861 of 14 April 2004 (SINAES), the institutional assessment is now guided by fundamental principles, we can highlight the whole, recognizing the diversity of the system and the continuing evaluation process in institutional framework with the participation of all segments of the academic community. In this context, the question of evaluation of higher education is really new. To establish the main differences between current procedures and prior to SINAES walked the path a methodological descriptive ex post facto, using qualitative and quantitative approaches. In the bibliographic and documentary found that the current SINAES is the result of a long history of institutional assessment programs developed for the Brazilian higher education in the period 1980 to 2004. In the current evaluation system of higher education, the difference is the institutional self-assessment, conducted by the Commission for assessment (CPA), consisting of the leader of the IES. The investigative research, through questionnaires, had the background of the IES CearÃ, we check the level of knowledge of participants about the stages of self-assessment, commitment and acceptance of those involved in the evaluation process and the description of the difficulties and facilities identified by the coordinators of CPAs in the implementation of self-assessment within the IES.Com the results obtained in this study, we found that AI programs developed in Brazil for higher education had regulatory purposes and summative functions. With the institutionalization of SINAES significant advances have occurred in relation to the role of evaluation that has to be formative, emancipator and a regulatory overview. We found that the AI has to have a transforming character, building the integration of internal evaluation (self assessment) and external. Before the diagnosis, we found that higher education institutions comply with the cearenses the common law, that is, the bureaucratic aspect. Therefore, there is a long way to go by the institution for assimilation of the new culture of evaluation established by the evaluation system SINAES. Considering these findings, the paper presents some recommendations on an alternative proposal to reflect the self assessment introduced by SINAES within the IES CearÃ.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-02T15:19:47Z No. of bitstreams: 1 vanessaribeiroferraz.pdf: 912041 bytes, checksum: b35c2d01f73c000a431b165eeac9809b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-02T13:13:26Z (GMT) No. of bitstreams: 1 vanessaribeiroferraz.pdf: 912041 bytes, checksum: b35c2d01f73c000a431b165eeac9809b (MD5) / Made available in DSpace on 2016-07-02T13:13:26Z (GMT). No. of bitstreams: 1 vanessaribeiroferraz.pdf: 912041 bytes, checksum: b35c2d01f73c000a431b165eeac9809b (MD5) Previous issue date: 2012-10-05 / Esta pesquisa avalia a eficácia do PROGESTÃO que é um Programa de Capacitação a Distância para Gestores Escolares na gestão de quatro escolas do município de Governador Valadares, com o objetivo de aferir a contribuição ou não do programa para a gestão escolar. Foram utilizadas como metodologia entrevistas semiestruturadas a partir de um roteiro básico, porém flexível, que pôde ser adaptado de acordo com as necessidades que surgiram no decorrer da pesquisa. A estratégia metodológica utilizada foi os indicadores do Prêmio de Gestão Escolar (CONSED) nos parâmetros da gestão pedagógica e gestão de Recursos e Serviços. Além disso, realizou-se análise documental dos Projetos Político-Pedagógicos, Planos de Desenvolvimento Escolares e projetos desenvolvidos pelas escolas objeto de estudo. Após pesquisas realizadas, tornou-se possível concluir a eficácia do PROGESTÃO enquanto instrumento de embasamento teórico para os gestores, principalmente para aqueles que estão iniciando sua trajetória na função. Para finalizar, foi proposto um plano de reestruturação do PROGESTÃO composto por três passos: 1) autoavaliação da gestão escolar; 2) tutores especialistas para trabalharem com as etapas oferecidas pelo programa; 3) alteração no tempo de capacitação. / This research evaluates the effectiveness of a program called PROGESTÃO (Distance Training for School Principals) employed for managing four schools in the town of Governador Valadares, in order to ascertain whether this program contributed or not for these schools management. The methodology used were semi-structured interviews from a basic but flexible script, that could be adapted according to the needs arising during the research. The strategy was to use the indicators for the ―Prize School Management‖ (CONSED in Portughese) for parameters of educational administration and management of resources and services. The data analyzed were of pedagogical political projects, school development plans and other projects developed by those schools under study. After surveys it was possible to asses the effectiveness of PROGESTÃO as a theoretical basis for managers, especially those who are starting their careers in the function. Finally, we proposed a three-step plan for restructuring PROGESTÃO 1) self-assesment of school management, 2) experient tutors to work with the phases offered by the program, and 3) alteration (increase) in training time.

The Swedish National Agency for Education recently begun explicitly promoting teaching through self-regulation strategies in national steering documents intended for teachers, following a number of other countries world wide (Skolverket, 2012; LGY 11; Dalland & Klette, 2016). The goal of self-regulation strategies is for the students to take control of their own learning process, and though there is research on the benefits of self-regulation strategies and motivation, these ideas are based on abstract concepts and biological processes in the brain, that are very difficult to measure (Zimmerman, 1990; Hattie, 2012; Simpson & Balsam, 2016; Schumann, 2004). As such, more research on these strategies is warranted, and little has been done to evaluate their effects on Swedish upper secondary school students. Consequently, the purpose of this study was to attempt to operationalize the theoretical concepts of self-regulation strategies in order to calculate the correlation between students perceived usage of self-regulation strategies, and English performance, with a special focus on motivation. This was done by operationalizing motivation and self-regulation strategies into six variables based on previous research, and then surveying 40 English 05 (year one) students at Enskilda Gymnasiet upper secondary school in Stockholm, and then running correlation tests with their grades from a grammar test the week after the survey, as well as with their overall grade from the previous year. The results showed almost no statistically significant correlations between the students´ grades, and the students self-reported usage of self-regulation strategies. The exception was a statistically significant positive correlation between high levels of intrinsic motivation and good grades. The causes of these results are not specified within the parameters of this research project, however, it could be that there simply were no correlations between the perceived usage of self-regulation strategies and performance due to the strategies not having an effect on performance, or because the strategies were not being used properly. However, it could also be that the operationalizing of the variables in the questionnaire did not generate accurate levels of usage of these strategies. Either way, the results of this essay stress the need for further research that evaluates the effect of self-regulation strategies and motivation on learning English.

Resilience engineering has been used in safety research and development within the aviation and nuclear domain for several years but within crisis management for municipal governments in Sweden it is not commonly applied. Therefore there is little to no knowledge about and competency in resilience engineering within the municipal governments in Sweden. The crisis management system in Sweden put almost all responsibility in an event of crisis on the municipal government in which municipal the crisis occurs. This puts a lot of pressure on relatively small and limited organizations and in an effort to relieve some pressure from these organizations resilience engineering can be used as a method to evaluate and further develop safer and more robust organizations which in turn creates a safer crisis management system in Sweden. To quickly spread the use of resilience engineering among municipal governments, or even a limited amount of it, in an easy way this study attempted to create a self-assessment tool for the municipal governments. The self-assessment tool was developed with the RAG in mind and also drawing inspiration from the NASA TLX. The self-assessment tool was created as a survey and went through a two-stage pilot test before being used. In an attempt to validate the self-assessment survey a traditional RAG was conducted in the form of an interview study. The study used an in between group design, were one group were given the self-assessment survey and another group was interviewed in a semi-structured manner. The data collected were evaluated and compared. The results of this study indicated that with further development the self-assessment survey could be used for practical purposes and the greatest contribution of this study is a new method for measuring resilience using self-assessment.

The diploma thesis has got a theoretical and research character. The theoretical part deals with the school assessment and evaluation methods. Considerable attention is paid to formative assessment, portfolio and work with the assessment. The results of the research are presented in the research section, the research was focused on work with a portfolio in the concept of two different teachers. Part of the research is devoted to presentations of the final portfolio, which will be held at the end of the 5th class. Furthermore, there are interviews with pupils about portfolicontain. KEYWORDS School evaluation Formative assessment Verbal evaluation Self-assessment Portfolio

Bien que traditionnellement fondé sur une approche transmissive des connaissances et sur leur évaluation le plus souvent sommative, le contexte éducatif japonais n'est pas hermétique aux approches didactiques non-conventionnelles(Freinet, Montessori, Dewey) qui ont pris pour objectif l’autonomisation des apprenants, ni aux principes du CECR, plus contemporains, qui prônent une approche actionnelle de l’enseignement favorable à l’autonomisation des apprenants, à leur auto-évaluation et à l’évaluation de leurs compétences plus que de leurs connaissances. Ce constat met en relation les processus d’enseignement/apprentissage transmissifs et/ou autonomisants avec l’activité évaluative et la cultured’enseignement/apprentissage. La recherche ici présentée a voulu décrire et faire comprendre le processus fondateur de cette relation. Pour cela, l’hypothèse d’un Mécanisme Autopoïétique des Relations de Co-construction entre l’Autonomisation et l’(Auto-)évaluation (MARCAA) a été mise à l’épreuve de l’observation (dans 21 classes de 12 établissements ) et confrontée aux représentations sur l’autonomie et l’évaluation de 21 enseignants. Il en ressort que l’autonomisation et l’évaluation ont une relation de co-construction par les possibilités de choix et de décisions qui sontdonnées à l’apprenant durant son apprentissage. / Traditionally based on an transmissible approach to knowledge and on their assumptive evaluation, the Japanese educational context is not, nevertheless hermetic in the non-conventional didactic approaches (Freinet, Montessori, Dewey)whose objective was the empowerment of the learners, or in the principles of the CECR. A more contemporary style, that advocates an actionoriented approach to the education favorable to the empowerment of the learners, to their elfassessment and to the evaluation of their skills more than their knowledge. This work is put in relation the processes of transmissible or education/learning and\or emporwerment, the evaluation and the culture of education/learning kept in mind. In this research I would like to highlight and help to understand the fundamental process of this relation. For that purpose, the hypothesis for a Autopoietic Mechanism of Coconstruction between the Empowerment and the (Self-)assessment (MARCAA, in french) was put to the test through observations (in 21 classes of 12 establishments) and representations on the autonomy and the evaluation of 21 teachers. As a result, the empowerment and the evaluation have a relation of coconstruction by the possibilities of choice and decisions which are given to the learner during their study.

WHO:s klassifikation av funktionstillstånd, funktionshinder och hälsa antogs 2001. ICF är framtaget för att skapa ett gemensamt språk genom olika ICF koder som anses vara användbara både kliniskt och inom forskningen. Genom att länka mätinstrument som redan används, exempelvis självskattningsskalor, till ICF underlättas kommunikation och jämförelser av olika resultat internationellt. Syftet med denna uppsats var att undersöka vilken ämnesspecifik självskattningsskala inom hörselområdet som använts mest inom forskningen mellan åren 2000-2009 och länka den till ICF. Vi använde oss av en systematisk litteratur-studie i form av en totalundersökning för att hitta den mest använda självskattningsskalan inom forskningen. Vid länkningen av den mest använda självskattningsskalan till ICF utförde vi en kvalitativ latent innehållsanalys och länkade självskattningsskalans påståenden systematiskt med hjälp av ICF linking rules. Abbreviated Profile of Hearing Aid Benefit (APHAB) var den mest använda självskattningsskalan inom forskningen mellan år 2000-2009. Länkningsresultatet visade att APHAB utifrån ett ICF perspektiv mäter komponenterna aktivitet och delaktighet, kroppsfunktion och omgivningsfaktorer. Det fortsatta arbetet med utveckling av ett Core Sets for Hearing Loss kommer underlätta användningen både kliniskt och inom forskningen. Ett relevant urval för användning inom hörselområdet gör ICF mer hanterbart, och underlättar därmed användningen av ICF både inom Sverige och internationellt.

Automated short-answer marking cannot 'guarantee' 100% agreement between the marks generated by a software system and the marks produced separately by a human. This problem has prevented automated marking systems from being used in high-stake short-answer marking. Given this limitation, can an automated short-answer marking system have any practical application? This thesis describes how an automated short-answer marking system, called IndusMarker, can be effectively used to improve learning and teaching.The design and evaluation of IndusMarker are also presented in the thesis. IndusMarker is designed for factual answers where there is a clear criterion for answers being right or wrong. The system is based on structure matching, i.e. matching a pre-specified structure, developed via a purpose-built structure editor, with the content of the student's answer text. An examiner specifies the required structure of an answer in a simple purpose-designed language called Question Answer Markup Language (QAML). The structure editor ensures that users construct correct required structures (with respect to QAML's syntax and informal semantics) in a form that is suitable for accurate automated marking.

The objective of this study was to examine the accuracy of Swedish primary school students’ EFL self-assessments. Self-assessment is an important component of formative assessment, which is the main tool used by Swedish primary school teachers when evaluating EFL proficiency. In the study, a survey and a vocabulary picture test were conducted. The survey consisted of Likert-scale statements and was used for students’ EFL self-assessments. It was followed by an English vocabulary picture test to evaluate students’ English vocabulary. To investigate whether there was a correlation between the results of students’ self-assessments and their results on the vocabulary picture tests, a Spearman’s rank correlation coefficient was produced. Furthermore, results were also analysed by individual, item, and gender. In conclusion, EFL self-assessments made by the students were found to have a weak correlation of 0.22 to their results on the English vocabulary picture test. Thus, the findings of this study indicate that young Primary School students’ EFL self-assessments should not be used as the sole evaluation of English proficiency.

No description available.