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Although the Rorschach is one of the most widely used psychological assessment techniques, its empirical support has been equivocal. One possible explanation for this lack of empirical support is the tendency for researchers to study only the assessment tool with little regard for the clinician using it. The current study examined one clinician variable (empathy) and its relationship to accuracy of interpretation of the Rorschach. The literature regarding Rorschach theory and research and empathy theory and research was reviewed in an attempt to clarify the similarities between empathy as an important factor in psychotherapy and its importance in the assessment process. The present study measured empathy by using the Davis Empathy Questionnaire and a Taped Excerpt Response Measure.

The purpose of this study was to investigate the views of elementary school teachers about their implementation of assessment techniques recommended in the new mathematics curriculum. The study was conducted with 306 elementary school teachers from 29 public schools in Kirikkale, Malatya and Ankara in the 2006-2007 academic year. &lsquo / Opinions about Assessment Questionnaire&rsquo / was used as the instrument for assessing the opinions of the teachers about assessment techniques offered in new mathematics curriculum. The results showed that, teachers did not have negative views towards the implementation of the new assessment techniques in mathematics lessons. However, they needed support from curriculum experts about more suitable implementation of the assessment process. To assess the effects of teaching experience, class size and grade level they teach on the views of the teachers about their implementation of assessment techniques recommended in new mathematics curriculum, the Univariate Analysis of Variance was used. The results revealed that the opinions of the teachers about their implementation of assessment techniques offered in new mathematics curriculum did not show any significant difference according to the experience of the teachers, class size and grade level teachers teach.

Although the Rorschach is one of the most widely used psychological assessment techniques, its empirical support has been equivocal. One possible explanation for this lack of empirical support is the tendency for researchers to study only the assessment tool with little regard for the clinician using it. In order to examine the relationship between accurate Rorschach interpretation and attributes of the clinicians employing the technique, 46 psychology graduate students were tested in terms of cognitive flexibility. Torrance's Thinking Creatively with Pictures and Cattell's 16-Personality Factor Questionnaire were used to derive various measures of cognitive flexibility. A two-stage multiple linear regression analysis was done. The most statistically reliable result was that flexibility of thought was found to be the single best mediator of accuracy of Rorschach interpretation. Other individual findings were noted and interpreted.

Abstract: The purpose of this study was to investigate the attitudes of six elementary school teachers towards formative assessment strategies and how they employ them. The study employed a qualitative approach, utilizing semi-structured interviews to explore the teachers´understanding formative assessment, its application in their teaching practices, and the perceived advantages and disadvantages associated with its use. The interviewed teachers were from three different schools in Sweden, with varying levels of experience. The findings indicated that teachers generally hold positive views toward formative assessment and actively integrate it into their teaching as a method to support students´academic development. The results showed that the teachers use oral formative assessment in the classroom, and they usually employ formative assessment with speaking and writing. Moreover, the findings show that they use formative assessment strategies to help their students learn more and to foster greater study motivation. However, the teachers expressed a desire for more time dedicated to formative assessment, citing challenges such as large class sizes and additional administrative responsibilities. / Abstract: syftet med denna studie var att undersöka attityder av sex lärare som undervisar i ämnet engelska på högstadienivå gentemot formativa bedömningsstrategier och hur de tillämpar dem i undervisningen. Studien använde en kvalitativ metod genom att göra semistrukturerade intervjuer för att utforska lärarnas förståelse av formativ bedömning, dess tillämpning i undervisning samt upplevda fördelar och nackdelar med dess användning. De intervjuade lärare jobbar på tre olika skolor i Sverige och hade varierande erfarenhetsnivåer. Resultaten visade att lärarna hade positiva åsikter om formativ bedömning och aktivt integrerar det i sin undervisning som en metod för att stödja elevernas utveckling. Resultaten visade också att lärarna använder muntlig formativ bedömning mest i klassrummet och de tillämpar vanligtvis formativ bedömning med skriv- och talförmåga. Dessutom visar resultaten att de använder formativa bedömningsstrategier i undervisning för att hjälpa sina elever utvecklas samt för att öka studiemotivation. Dock uttryckte lärarna en önskan om mer tid avsatt för formativ bedömning och nämnde några utmaningar med användning av formativ bedömning som till exempel stora klassar och ytterligare administrativa arbete.

Forensiese assesseringstegnieke wat tydens ondersoeke na kinder seksuele misbruik benut word, het in n hoë mate mettertyd ontwikkel. Navorsing het n waardevolle bydrae gelewer tot effektiewe en geskikte assesseringstegnieke. Verdere navorsing is egter nodig om die bestaande tegnieke te ondersoek. Die persoon wat by forensiese assesserings betrokke is, kan baat vind by die leiding wat navorsing bied. Op grond hiervan het die navorser ondersoek ingestel na die forensiese assesseringstegnieke wat tans in die praktyk deur forensiese maatskaplike werkers benut word. Gedurende die ondersoek is verskeie tegnieke wat tydens forensiese assesseringsonderhoude benut word, geïdentifiseer en bespreek. Die sistematiese aanrakingseksplorasie is vir die doel van hierdie studie deur die navorser uitgesonder. Hierdie tegniek is aan die hand van n gevallestudie bestudeer en bespreek. Ondersoek is ook ingestel na die menings van maatskaplike werkers wat in die forensiese veld werksaam is, asook dié van justisie–amptenare, onder wie landdroste en staatsaanklaers, wat in die hof vir seksuele misdrywe werksaam is, ten opsigte van die benutting van die sistematiese aanrakingseksplorasie. Die justisie–amptenare was aanvanklik nie vertroud met die tegniek nie. Nadat literatuur vir bestudering aan hulle beskikbaar gestel is, is vasgestel dat hulle ontvanklik is vir en positief staan teenoor die benutting van die sistematiese aanrakingseksplorasie. Die ondersoek het ten doel gehad: * Om deur middel van n literatuurstudie die forensiese assesseringstegnieke wat tans in die praktyk benut word, te identifiseer en te bespreek; en * Om die sistematiese aanrakingseksplorasietegniek aan die hand van n literatuurstudie en empiriese navorsing te evalueer. Samevattend kan gestel word dat die tegnieke, soos in hierdie navorsing bespreek, deel behoort uit te maak van die protokol van die professionele persoon wat die seksueel misbruikte kind assesseer. Hierdie navorsing het bevind dat die sistematiese aanrakingseksplorasie n waardevolle forensiese assesseringstegniek is ten opsigte van die seksueel misbruikte kind. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

Forensiese assesseringstegnieke wat tydens ondersoeke na kinder seksuele misbruik benut word, het in n hoë mate mettertyd ontwikkel. Navorsing het n waardevolle bydrae gelewer tot effektiewe en geskikte assesseringstegnieke. Verdere navorsing is egter nodig om die bestaande tegnieke te ondersoek. Die persoon wat by forensiese assesserings betrokke is, kan baat vind by die leiding wat navorsing bied. Op grond hiervan het die navorser ondersoek ingestel na die forensiese assesseringstegnieke wat tans in die praktyk deur forensiese maatskaplike werkers benut word. Gedurende die ondersoek is verskeie tegnieke wat tydens forensiese assesseringsonderhoude benut word, geïdentifiseer en bespreek. Die sistematiese aanrakingseksplorasie is vir die doel van hierdie studie deur die navorser uitgesonder. Hierdie tegniek is aan die hand van n gevallestudie bestudeer en bespreek. Ondersoek is ook ingestel na die menings van maatskaplike werkers wat in die forensiese veld werksaam is, asook dié van justisie–amptenare, onder wie landdroste en staatsaanklaers, wat in die hof vir seksuele misdrywe werksaam is, ten opsigte van die benutting van die sistematiese aanrakingseksplorasie. Die justisie–amptenare was aanvanklik nie vertroud met die tegniek nie. Nadat literatuur vir bestudering aan hulle beskikbaar gestel is, is vasgestel dat hulle ontvanklik is vir en positief staan teenoor die benutting van die sistematiese aanrakingseksplorasie. Die ondersoek het ten doel gehad: * Om deur middel van n literatuurstudie die forensiese assesseringstegnieke wat tans in die praktyk benut word, te identifiseer en te bespreek; en * Om die sistematiese aanrakingseksplorasietegniek aan die hand van n literatuurstudie en empiriese navorsing te evalueer. Samevattend kan gestel word dat die tegnieke, soos in hierdie navorsing bespreek, deel behoort uit te maak van die protokol van die professionele persoon wat die seksueel misbruikte kind assesseer. Hierdie navorsing het bevind dat die sistematiese aanrakingseksplorasie n waardevolle forensiese assesseringstegniek is ten opsigte van die seksueel misbruikte kind. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

My diploma thesis focuses on formative assessment of natural sciences, such as Biology and Chemistry on the ISCED 2 and 3 level. The aim of the work is to introduce formative assessment as such and to present designs of materials and activities for formative evaluation development in natural sciences. The theoretical part examines the school assessment matter. It describes a formative assessment in detail including assessing methods and techniques. The aim of the empirical part was to map materials for formative assessment development in the school subjects of Biology and Chemistry. Moreover, all the materials were tested in practice. Another goal was to identify what was the effect of using the new methods of formative assessment in the school. It also explores the possibility of students attitude change in learning and whether it successfully affected their performance in the subjects. The research method used in the work was action research which was conducted in the author's teaching. Interviews in focus groups in third year of four-year academy and fifth year of eighth-year academy at a private grammar school were used for the collection of data. The research findings show that using methods such as feedback, peer evaluation and evaluation according to defined criteria in Biology and Chemistry...

There seems to be a lack of synchronisation between the acquisition of skills, knowledge, values, teaching techniques, and so forth from professional learning interventions and the application thereof in practice by teachers in general and language teachers in particular. Those charged with ensuring that teachers‟ development needs, in terms of Collective Agreement 8 of 2003 (DoE, 2003), receive attention, seem to be complying with that prerequisite without establishing whether such interventions really do address the need for development. This study focuses on the quality assurance of workshops meant to address the professional development needs of language teachers. This was explored in terms of learning theories informing methods used when facilitating professional development workshops for teachers and the assessment of teachers during the workshops, including evaluation of the workshops themselves and the quality assurance of those workshops. The study has found, among others, that the methods used during facilitation are not sourced from a variety of professional learning theories, including different learning styles that accommodate teachers who learn differently from others; a variety of assessment methods is not used to assess language teachers during the workshop sessions and quality assurance of the workshops internally and externally scarcely takes place. / Dissertation (MEd)--University of Pretoria, 2013. / gm2013 / Science, Mathematics and Technology Education / unrestricted

The purpose of this study was to investigate the challenges affecting teachers’ classroom assessment practices and to explore how these challenges influence effective teaching and learning. The study was qualitative in nature and employed an instrumental case study approach. Semi-structured interviews, observations, and document analyses were used in the investigation. The study utilized the conceptual framework based on the model suggested by Hargreaves, Earl and Schmidt (2002). The model comprised four perspectives – technological, cultural, political and postmodern, with the intention of accounting for teachers’ assessment practices. Teachers from four different schools in North West Province were interviewed and observed. The data collected through the observations and interviews allowed me to map out the different challenges encountered by teachers in their classroom assessment practices. I also analysed documents that teachers used in conducting assessment. Document analysis was used to triangulate the information collected through observations and interviews. Textual data was analysed using content analysis. The teachers’ narratives varied according to their teaching experience and background within the diverse contexts of their particular school environments. Major challenges that emanated from this study were policy interpretation, overcrowding, support, parental involvement, moderation mechanisms (internal and external), assessment planning, implementation and communication as well as lack of resources. In order to address these challenges, teachers relied on cluster meetings, their colleagues and mostly their personal experiences. The study also revealed that teachers’ understanding and practices of classroom assessment are influenced by their social and educational context. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)