This conceptual paper outlines the descriptive theoretical foundations or kernel theories for designing an information and communication technology (ICT) tool to assess professional competences in the Austrian trade and craft sector. Upon completion, the ICT-tool serves as a boundary object in which applicants and assessors can interact. While this paper consists of a literature review and conceptual discussion, the overall project is methodologically placed within a multidisciplinary design-science paradigm. Design science scaffolds and structures the development of a theoretical model, the generation of assessment-items and the ICT-tool itself. This paper discusses the necessary descriptive knowledge or kernel theories on which the design of the ICT-tool rests. First, we describe the validation of prior learning - a process advocated by the European Union to make professional competences visible. Second, we describe the process how professional competences come about: through formal, non-formal and informal learning. Subsequently, we outline a knowledge-driven discourse on professional competences and discuss how different definitions of professional competence afford different approaches for its assessment. By presenting a use-case, we outline how the ICT-tool may guide applicants and assessors through this process.

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 208-212).

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 115-130).

Currently, Information and Communication Technology (ICT) is available to almosteveryone. In the last few decades its impact has widely expanded in all fieldsincluding the educational one. There are important attitudinal factors affecting theusage of learning technology successfully. Information system researchers haveidentified the importance of personal factors, such as attitudes, beliefs, culture andbehaviours in technology acceptance (Davis, Bagozzi, & Warshaw, 1992). Previousresearch has analysed these factors in the acceptance of educational technology inhigher education (Liu, Liao, & Pratt, 2009), (Teo, 2009), (Terzis & Economides, 2011),(Cheung & Vogel, 2013). However, the factors playing a role in a mathematicalcontext have not been fully analysed. This research explores the role of several attitudinal factors in the acceptance ofeducational technology for the assessment process in mathematics in a highereducation setting. We examine the effects of formative on-line feedback on theadoption of educational technology by analysing both teachers' and students'opinions regarding enriched formative on-line assessment for mathematics. Ourresults suggest that UK students find on-line feedback is more enjoyable and usefulthan traditional feedback. Attitude and enjoyment are two important factorsinfluencing usage intentions. Results also show that two influential factors to facilitateusing the on-line testing environment are that feeling confident about computers andthe availability of information technology services. In Mexico, findings reveal thatstudents' attitude has the strongest influence on usage intentions which means thattheir feelings and opinions are important. They also think that on-line feedback ismore enjoyable than face-to-face feedback. Students who are proficient in on-linetesting are more likely to find it easy to use. Students also agree that when an on-lineenvironment is easy to use, it is also more likely that they consider it as useful andenjoyable. Taking into account these results can be the best way to design amathematics e-assessment activity for UK and Mexican students. UK instructors agreethat on-line assessments are useful tools to enrich instructional strategies. Teachersin Mexico have a similar opinion. Both results show that they really value providingon-line feedback.

Background: The Routes for Learning (RfL) assessment is intended to enable accurate assessment of the cognitive and communication skills of pupils with profound and multiple learning difficulties (PMLD). A literature search revealed that there is little published research regarding the implementation or effectiveness of RfL. This study aimed to begin to address this lack of research by investigating some of the ways in which the RfL materials are used in practice, why they have been used in these ways and how this relates to the RfL guidance. Participants: Two special school settings were identified while working for an Educational Psychology Service. For each setting a practitioner using RfL and a staff member with leadership responsibility for assessment/RfL was identified. Methods: A multiple embedded case study was conducted in two special school settings in a North West local authority. A running record was kept of observations made of school staff using RfL in practice. Semi-structured interviews were conducted with practitioners using RfL and staff members with leadership responsibility for RfL. All interviewees also completed a background questionnaire to provide context for the research and to support data from interviews. Interviews were recorded and transcribed. An examination of the RfL materials and resources was undertaken. Analysis/Findings: All interview data were analysed using thematic analysis and the findings presented as thematic maps. Conclusion/Implications: This study found that RfL is being used in different ways in special schools and identified a number of issues which relate to its use and implementation.

The normal distribution is a commonly seen distribution in nature, education, and business. Data that are mounded or bell shaped are easily found across various fields of study. Although there is high utility with the normal distribution; often the full range can not be observed. The truncated normal distribution accounts for the inability to observe the full range and allows for inferring back to the original population. Depending on the amount of truncation, the truncated normal has several distinct shapes. A simulation study evaluating the performance of the maximum likelihood estimators and method of moment estimators is conducted and a comparison of performance is made. The α Likelihood Ratio Test (LRT) is derived for testing the null hypothesis of equal population means for truncated normal data. A simulation study evaluating the power of the LRT to detect absolute standardized differences between the two population means with small sample size was conducted and the power curves were approximated. Another simulation study evaluating the power of the LRT to detect absolute differences for testing the hypothesis with large unequal sample sizes was conducted. The α LRT was extended to a k population hypothesis test for equal population means. A simulation study examining the power of the k population LRT for detecting absolute standardized differences when one of the population means is different than the others was conducted and the power curve approximated. Stat~221 is the largest introductory statistics course at BYU serving about 4,500 students a year. Every section of Stat 221 shares common homework assignments and tests. This controls for confounding when making comparisons between sections. Historically grades have been thought to be bell shaped, but with grade inflation and other factors, the upper tail is lost because of the truncation at 100. It is reasonable to assume that grades follow a truncated normal distribution. Inference using the final grades should be done recognizing the truncation. Performance of the different Stat 221 sections was evaluated using the LRTs derived.

nÃo hà / O trabalho de tese teve por objetivo avaliar a concepÃÃo de ensino, aprendizagem e prÃtica avaliativa, de professores de MatemÃtica, do Ensino MÃdio, de escolas da cidade de Fortaleza. No intuito de atingir o objetivo, partiu-se da perspectiva metodolÃgica de MORIN, pela qual o mÃtodo à um caminho a ser traÃado, à medida que a pesquisa se desenvolve. Utilizou-se a tÃcnica de amostragem e determinou-se a quantidade de 15 escolas, da rede pÃblica, e 10 escolas privada, que seriam pesquisadas, de um universo de 282 escolas. No entanto, o trabalho de pesquisa foi feito em 13 escolas particulares e 17 pÃblicas, sendo entrevistados, ao final, 57 professores de MatemÃtica, em efetivo exercÃcio profissional. Para a coleta de dados foi elaborado um roteiro de entrevista contendo 14 assertivas e 1 questÃo aberta. Para cada assertiva o entrevistado respondeu, inicialmente, à escala (concordo, concordo em parte, discordo) e, a seguir, justificou sua escolha externando sua opiniÃo de forma mais detalhada. Para o registro desse procedimento, usou-se um gravador de fita cassete. Cada entrevista foi gravada, em sua Ãntegra, e depois transcrita usando-se o editor de texto Word for Windows. A anÃlise dos dados foi feita em duas etapas: uma descriÃÃo das respostas por meio da EstatÃstica Descritiva, utilizando-se o programa Statistical Parckage of Social Sciences (SPSS) e uma elaboraÃÃo de categorias por meio do mÃtodo de reduÃÃo fenomenolÃgica de HUSSERL. As categorias finais â prÃtica tradicional de ensino, visÃo renovada de ensino, ensino deficitÃrio, aprendizagem deficiente, Ãnfase no trabalho do professor â direcionaram a anÃlise feita para caracterizar a concepÃÃo dos professores de MatemÃtica, do Ensino MÃdio, sobre ensino, aprendizagem e prÃtica avaliativa. Partindo-se da anÃlise, apontou-se que o professorado possui idÃias consolidadas advindas de suas vivÃncias e prÃticas profissionais, que, estando internalizadas, precisam ser operacionalizadas na prÃtica. Boa parte das idÃias, do professorado, converge para as determinaÃÃes legais expressas nos ParÃmetros Curriculares Nacional para o Ensino MÃdio. / This study has as its objective the evaluation the teaching, learning and assessment practices of mathematic teachers at Intermediate Level Schools in the city of Fortaleza. To attain this object the methodological perspective of MORIN was used. Morin insists that method is a route to be followed as the research develops. The sample was technically arrives at and it determined that 15 public schools and 10 private ones be used in the research from a universe of 282 schools. However, the study in fact covered 13 private schools and 17 public schools. Fifty seven mathematics teachers, currently teaching, were interviewed. The data was collected through interviews containing 14 closed questions and one open one. In each closed question the person being interviewed initially answered as follows on the scale: I agree, I agree in part, I disagree. This was followed by justifying his choice or opinion in more precise detail. All interviews were fully recorded on a tape recorder. Afterwards these recordings were transcribed and edited by the text editor Word for Windows. An analysis of the data was carried out in two stages: a description of the answers by means of Descriptive Statistics, using the program Statistical Package of Social Science (SPSS) and the elaboration into categories using the phenomenological method of reduction of Husserl. The final categories â traditional practice of teaching, renewed vision of teaching, deficient teaching, emphasis in the work of the teacher, - directed the analysis being carried out to characterize the conception of mathematic teachers at Intermediate Level regarding teaching, learning and academic assessment. The results showed that the teachers have consolidated ideas concerning their professional practice that when internalized need to be put into operation in practice. A considerable part of the teachers ideas are in accordance wit the legal determinations expresses in National Curriculum Parameters for Intermediate Teaching.

Thesis (Ed. D.)--Washington State University, December 2007. / Includes bibliographical references (p. 125-134).

This work is inserted into the research Field of Special Education in the Pos-Graduation Program at Federal University of Santa Maria. The central issue was the assessment of the learning of students with intellectual deficit in a school which advocate the inclusion of students with special education needs in the scholar process. When evaluating the problem, the focus was the identification of how it is processed the learning evaluation of students with intellectual deficit included in classes of final years of Fundamental and Medium School in a public School at Santa Maria/RS by professors at different areas and also, the focus was to know the results of evaluation of students in the investigated context. The study is characterized by a descriptive and exploratory approach by using the principles and procedures prescribed at Case Study, as research methodology. Data were collected from interviews, scholar documents and records of pedagogic practices, converging in the analysis of the assessment of the learning practice in the inclusion context. Countersigned the study, the inherent aspects to the assessment of the learning and the process of organization of Special Education, regarded in the scholar documents. The evaluation practices unchained by professors constituted units of analysis, at classes where there was students with intellectual deficit, one of them at Fundamental School and the other one at Medium School. The Good Practices in Special Education conducted the study, making a criteria for analysis and data interpretation, which result in the verifications that: the assessment of the learning for students with intellectual deficit is realized through differentiated strategies of evaluation level, of objectives and of the teaching; the student with intellectual deficit needs the teacher's mediation to accomplish the activities that demand the abstraction competence; the collaboration among the teachers of class and of the Special Education is facilitative of the learning and is fundamental in the articulation of the Inclusive Education. / Esta dissertação insere-se na Linha de Pesquisa de Educação Especial do Programa de Pós-Graduação da Universidade Federal de Santa Maria. A temática central foi a avaliação da aprendizagem de alunos com déficit intelectual em escola que preconiza a inclusão de alunos com necessidades educacionais especiais no processo de escolarização. Ao problematizar a avaliação de alunos com déficit intelectual incluídos em turmas de anos finais do Ensino Fundamental e do Ensino Médio numa escola pública estadual do município de Santa Maria/RS, objetivou-se identificar como se processa a avaliação da aprendizagem desses alunos, realizada por professores de diferentes áreas nas turmas referidas e conhecer os resultados das avaliações dos alunos no contexto investigado. O estudo caracteriza-se pela abordagem descritiva e explanatória, utilizando-se dos princípios e procedimentos prescritos no Estudo de Caso, como metodologia de pesquisa. Os dados foram coletados a partir de entrevistas, documentos escolares e registros da prática pedagógica, convergindo na análise da prática da avaliação de aprendizagem, no contexto da inclusão. Referendaram o estudo os aspectos inerentes à avaliação da aprendizagem e o processo de organização da Educação Especial, contemplados nos documentos escolares. Constituíram unidades de análise as práticas avaliativas desencadeadas por professores, nas turmas onde havia alunos com déficit intelectual, sendo uma no Ensino Fundamental e outra no Ensino Médio. A referência das Boas Práticas em Educação Especial conduziu o estudo, consistindo critério para análise e interpretação dos dados, que resultam nas constatações de que: a avaliação da aprendizagem de alunos com déficit intelectual se efetiva através de estratégias diferenciadas ao nível da avaliação, dos objetivos e do ensino; o aluno com déficit intelectual necessita da mediação do professor para realizar as atividades que exijam a competência de abstração; a colaboração entre os professores de sala de aula e da Educação Especial é facilitadora da aprendizagem e fundamental na articulação da Educação Inclusiva.

La valutazione dei docenti occupa un ruolo centrale nelle agende politiche dei governi; l’Italia ha avviato una riflessione in questa direzione ma ad oggi gli insegnanti non sono valutati. La ricerca analizza la relazione tra l’introduzione di un sistema di valutazione degli insegnanti e la promozione di comunità professionali nelle scuole; la valutazione dei docenti è considerata strumento utile allo sviluppo di una scuola come comunità professionale. Lo studio dei sistemi di valutazione degli insegnanti, pur non prescindendo da un’analisi economica, deve essere accompagnato da una visione pedagogica sulla scuola e sulla funzione docente, intendendosi sugli elementi che le fondano; la prospettiva di lavoro reputa la professionalità un prisma complesso costituito da dimensioni personali, organizzative e comunitarie. È stata indagata una realtà statunitense innovativa e sistematica per il modello impiegato per valutare gli insegnanti: Denver Professional Compensation System for Teachers, così da offrire spunti di riflessione anche per l’Italia. Dall’analisi sono emersi gli snodi e le opportunità della valutazione della professionalità docente: i vantaggi di una valutazione a servizio della pratica professionale, che prevede interventi alla carriera, alle retribuzioni, che integra forme e modalità differenti di valutare la professionalità e che è collegata al decision making. / The assessment of teachers plays a central role in the political agendas of governments; in Italy there is a discussion on this direction but at the moment teachers are not evaluated. The research examines the relationship between the introduction of a teachers’ evaluation system and the promotion of professional communities in schools; teachers’ evaluation is considered useful for the development of a school as a professional community. The study of teachers’ evaluation systems, while not disregarding economic analysis, must be associated by a pedagogical vision on the school and the teaching function, considering their founding elements; the prospect of the work accounts teaching professionalism as a complex prism of personal, organizational and community dimensions. It is investigated an innovative and systematic model used to evaluate teachers in the USA: Denver Professional Compensation System for Teachers, in order to offer food for thought even for Italy. The analysis highlighted the opportunities of the teachers’ evaluation system: the benefits of an evaluation in the service of professional practice, which provides assistance to career and to salary, which integrates different ways to assess the professionalism, and which is connected to decision making.