Pradinių klasių mokinių pasiekimams vertinti naudojamas formuojamasis, idiografinis, apibendrinamasis, diagnostinis vertinimas. Kadangi nėra išskirta vertinimo tinkamumo kriterijų, vertinimas ne visuomet yra taikomas tinkama forma. Darbe išskirta 10 vertinimo kriterijų, pagal kuriuos nustatyta Kėdainių pradinių klasių mokytojų taikomo vertinimo atitiktis jiems. Atliktas vertinamasis kiekybinis tyrimas, kuriame dalyvavo 40 Kėdainių pradinių klasių mokytojų ir 196 pradinukų tėvai. / In order to assess the achievements of primary pupils formative, idiografic, summative, diagnostic assessments are used. As there are no proper assessment criteria distinguished, the assessment is seldom used in inappropriate form.10 assessment criteria were distinguished and the correspondence of the assessment used by Kedainiai primary techers to these criteria was determined. Assessive quantitative research was performed. 40 primary schools teachers and 196 pupils' parents participated in it.

This thesis addresses the argument that TAFE as an organisation has not significantly changed its concept of its purpose and place in Australian society over the last hundred years. It concludes that Industry Award Restructuring may possibly achieve what two world wars, two depressions, one economic boom, international civil rights movements and technological change could not: TAFE may change substantially over the next decade and move from its self-concept as an education institution into an overt training role. Due to award restructuring in industry, new demands will be made on TAFE which cannot be resisted if TAFE is to maintain its position as the primary provider of vocational education/training. In the course of the research it was found that it is possible to carry out direct observation of an organisation or industry without significantly affecting the processes of the organisation. This may be achieved by finding a role which complements, supports or supplements the organisation's objectives, but in which there are no line responsibilities and thus little or no interference. Such a role appears to be that of writer of documents, which gives unlimited access to all parties and sources without influencing either policy or practice. The outputs from the writing tasks are of value to the target organisation, so that the researcher gives as well as takes, and could be described as being in a symbiotic relationship with the organisation. The skill standards and assessment criteria developed during the study are presented as outcomes of a symbiotic case study, and the success of the method is evaluated by comparing the outcomes with those of other Streams of the same industry, which have been working on similar document development tasks over the same time period using traditional methods.

The present paper is an attempt to study different aspects of academic writing and develop the profile of assessment criteria in academic writing. Since scholarly discourse is not uniform and monolithic, in Part One academic writing is discussed in terms of its three-fold purposes (viz. teaching, learning and assessing), its key distinctive features (complexity, formality, objectivity, explicitness, hedging, and responsibility), and the relationship between academic writing and other kinds of writing. University studies-related and most common genres, learner study skills and strategies (among which summarising, analysing and synthesising are emphasised) as well as different ways of acquiring adequate skills in academic writing are also discussed thoroughly. Part Two of the present paper focuses on establishing criteria for assessing certain pieces of students’ academic writing, viz. summaries and analyses. While pursuing this objective, manifold aims and principles in assessing academic writing skills, analytic and holistic scoring methods are given consideration, and a step-by-step procedure for developing analytic rating scales is constructed. The analytic rating scales (for assessing student written summaries and analyses) developed in the course of writing the present paper can provide students with useful feedback on the language gain and progress made. In Part Three of the paper, the devised scales are used to assess and discuss VPU second year student written... [to full text]

This study aimed at finding out ENG 101 instructors&rsquo / perceptions of the common ENG 101 writing exam grading criteria used in the Faculty of Academic English at Bilkent University. The main purpose of the study was to see what the instructors perceive as the positive and negative attributes of the criteria. Fifty five instructors were involved in the study. The data were collected through quantitative and qualitative data collection instruments. In order to collect data, the instructors were asked to fill in a questionnaire which consisted of both closed-ended response items using a likert-type scale and open-ended response items. Close-response items provided quantitative data and the qualitative data were derived from open-response items and the second instrument was interviews held with six volunteered instructors. The results showed that the instructors were mostly satisfied with the criteria in terms of its overall effectiveness, bands, and match between the course writing objectives and the criteria. However, the main problem found was about the equal weighting of the categories and the participants&rsquo / lack of belief that the criteria were applied in a standard way across the Faculty of Academic English program. Based on the findings, suggestions were made taking into consideration the instructors&rsquo / comments and evaluations.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-01-09T17:37:44Z No. of bitstreams: 1 simoneborrelliachtschin.pdf: 3253783 bytes, checksum: 1a98485204e9a2cfd5a9968e87d71d54 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-22T18:15:14Z (GMT) No. of bitstreams: 1 simoneborrelliachtschin.pdf: 3253783 bytes, checksum: 1a98485204e9a2cfd5a9968e87d71d54 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-22T18:15:38Z (GMT) No. of bitstreams: 1 simoneborrelliachtschin.pdf: 3253783 bytes, checksum: 1a98485204e9a2cfd5a9968e87d71d54 (MD5) / Made available in DSpace on 2018-01-22T18:15:38Z (GMT). No. of bitstreams: 1 simoneborrelliachtschin.pdf: 3253783 bytes, checksum: 1a98485204e9a2cfd5a9968e87d71d54 (MD5) Previous issue date: 2010-07-05 / O Sistema Municipal de Ensino de Juiz de Fora/MG regulamenta que as escolas, de sua rede, utilizem os conceitos Satisfatório (S) e Não Satisfatório (NS) como forma de registro de avaliação em turmas de alfabetização. Pautada na dificuldade de aplicação destes conceitos, investiguei, por meio da prática relatada, os critérios que cinco professoras alfabetizadoras adotam para caracterizar seus alunos como satisfatoriamente alfabetizados. Foi, também, objeto de investigação o modo como avaliam e as dificuldades que encontram na aplicabilidade desses conceitos. Com base na abordagem qualitativa de pesquisa, os dados foram gerados por meio de dois instrumentos: (i) entrevistas semiestruturadas e (ii) reprodução de documentos. A partir da análise dos dados, foi possível constatar que as professoras adotam tanto critérios específicos da alfabetização e do letramento, quanto não específicos. Avaliam os alunos de modo formal e informal e, por não terem parâmetros para compreender o que seja satisfatoriamente alfabetizado, encontram dificuldades para aplicarem os conceitos S e NS. / The Municipal System of Education to Juiz de Fora / MG regulates schools in their network, using the concepts Satisfactory (S) and Not Satisfactory (NS) as a way to record assessment in literacy classes. Guided by the difficulty of applying these concepts, investigated, reported through practice, the criteria that five teachers literacy teachers adopt to describe their students as well literate. It was also the subject of investigation and assess how the difficulties encountered in the applicability of research approach, data werw gerated through two instruments: (i) semi structured interviews and (ii) reproduction of documents.From the data analysis, it was established that both the teachers adopt specific standards of literacy and literacy, as nonspecific. Assess students formally and informally, and for failing to understand the parameters that is sufficiently literate, have difficulty applying the concepts S an NS.

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Auction systems have been around for a long time now, and they are proving to be a good support instrument to promote renewable energy technologies in most parts of the world. The key feature of an auction is its design flexibility, real price discovery through competition, transparency and greater certainty for investors and policymakers to achieve high-level targets.  This thesis uses specific design elements and assessment criteria for auction systems, set out in the literature, to perform a comparative analysis of the design elements of offshore wind auctions in the UK and the Netherlands to identify best practices in auctions that promote the development of offshore wind and provide recommendations to policymakers based on previous experiences in both countries.  The analyses show that strict selection criteria and penalties help improve effectiveness and static efficiency. Seal-bid auctions with multiple rounds and fixed schedules help to reduce uncertainty for investors. Financial prequalification in the form of seabed leases ensures that developers are serious about the project and improves realization rates. Physical prequalification should be set focusing on improving the supply chain in the region, socio-political feasibility, actor diversity, etc. However, it is advisable to exclude the EIA and grid connection from the scope of the developer as it helps reduce planning risks. It is important to have ceiling prices in offshore wind auctions, but a detailed study of the technological development and market condition needs to be assessed to set the right value and have it undisclosed for better competition. Separate budgets can be set for offshore wind auctions rather than have it based on capacity or electricity generation. This helps with better planning for the auctions. Support mechanisms should be designed to ensure that generators and consumers are benefited from them. Finally, a realization period should be set for projects to ensure they are aligned with national policy targets.

Mergers and acquisitions are staples of the business landscape. On a global basis, companies engage in tens of thousands of deals each year, collectively valued in the trillions of dollars. At the same time, decades of research, predominantly grounded in the finance literature, predicts most deals will fail. These competing ideas of high transaction volume and high failure rate lead researchers to wonder why managers would continue to engage in these deals knowing most are predicted to fail. While some might argue agency theory issues are the answer, the problem is the commonly used assessment measures (e.g., CAR and ROA) are unreliable when trying to determine the success or failure of individual transactions. M&A are complex transactions that may take years to develop value and require a multi-faceted approach for assessment. Using an inductive, theory-building, case study methodology the overarching focus of this study asks, “How does the use of multiple acquisition success measures help to identify M&A success.” This research develops a random sampling of 50 completed Cisco Systems acquisitions and determines and then compares the CAR, ROA, and managers’ subjective assessment outcomes for each transaction. Primary and secondary objectives and insights concerning cultural fit and talent retention are also found. An additional sample of 600 acquisitions from twelve highly acquisitive firms is developed and CAR results for each transaction, each firm, and the whole sample are determined. I organize this research effort into two studies. The first considers limitations of the commonly used academic measures of acquisition assessment and the second considers how a strategy-focused, multi-faceted or holistic approach to acquisition performance assessment might produce a more reliable measure of acquisition success. During the second study I obtain due diligence checklists and primary data through practitioner interviews. The research produces several important findings. The CAR results are not statistically significant and cannot be used to provide an assessment of the sample acquisitions. CAR, which is often used to predict the effect or influence of a piece of information on stock price, is not an effective measure of the success or failure of an individual acquisition transaction and the oft-cited statistics are not an accurate representation of M&A success rates. ROA has limitations in highly acquisitive firms, especially when the acquiring company is larger than the target firm. These findings support the argument by other researchers that suggest the need for another measure and that overreliance on a single success measure produces unreliable results. Additionally, this research offers new insights regarding practitioner assessment criteria, when assessment criteria are developed, and how practitioners assess these deals. More specifically, practitioners determine acquisition assessment criteria during corporate strategy discussions or when developing the business case for a deal. These new insights reinforce the need for a holistic, ex-post assessment to effectively determine M&A success or failure. / Business Administration/Strategic Management

L'objectif général de cette thèse est d'étudier l'évaluation de la créativité dans le domaine du design. Plus précisément, ce travail se centre sur l'évaluation de productions créatives en design graphique et il repose sur des méthodes complémentaires d'analyse des critères utilisés par des juges. L'approche adoptée vise à explorer les variations de jugements, dans différents contextes d'évaluation, afin d'identifier les facteurs influant sur les critères (ou les « référents évaluatifs ») qui sont pris en considération par les juges. Deux facteurs ont plus particulièrement été pris en compte : les points de vue adoptés par les juges en fonction de leur parcours professionnel (designers, directeurs artistiques, enseignants en design et public visé) et le niveau d'expertise en design (experts affirmés, experts intermédiaires et non-experts).Cette recherche a été réalisée dans différents contextes d'évaluation et elle tente d'identifier les éléments caractéristiques des jugements, selon le profil des juges émettant ces jugements. La première étude vise à comprendre les représentations mentales des juges, en explorant les critères qu'ils déclarent importants pour la créativité. La seconde étude analyse les corrélations entre les scores attribués aux productions en design sur un ensemble des critères, ainsi que les niveaux d'accords inter-juges pour chacun de ces critères. La troisième étude permet une analyse qualitative des verbalisations spontanées exprimées par des juges durant leurs évaluations de productions en design. / The present thesis aims to study creativity assessments in design. More precisely, this research focuses on the evaluation of creative productions in graphic design area and it is based on complementary methods of analysis of used criteria and "evaluative referents". It aims to identify, in various assessment contexts, factors that exert an influence on the judgments of creative productions. It develops a multiple feedback approach by exploring assessments made by judges with different professional backgrounds (designers, art directors, design teachers and targeted audience) and levels of experience in design (asserted experts, intermediary experts and laypeople).The research frame includes different contexts of assessment situations and tries to capture the characteristics of judges' approaches to creativity in design, on the basis of three complementary studies. The first study focusses on judges' mental representations by exploring criteria they declare important to creativity in design. The second study allows an analysis of correlations between scores attributed to design productions with regard to different criteria as well as an analysis of inter-judge agreement on them. The third study aims to perform qualitative analyses of spontaneous verbalizations expressed by judges during their analyses of design outcomes.

No description available.