In this thesis I intend to write about how five primary school teachers reflect on formative assessment and how the formative assessment of students can take place practically according to teachers. My questions are: How do the five teachers perceive on formative assessment as a pedagogical approach? How do the teachers do to assess students’ knowledge? In what way do the teachers give feedback to students?The work is based on qualitative interview method where five elementary school teachers were able to reflect on their classroom practice with a focus on formative assessment. The theoryI have chosen to work from is the so-called five key strategies of formative assessment.These strategies are about; clarifying, communicating and creating understanding of the learning objectives and criteria for progress, to achieve effective classroom discussions, activities and learning data to show that learning has taken place, to provide feedback for learning forward, toenable students to become learning resources for one another, and to enable students to own their own learning. The results of the interviews showed that a formative approach lasted in a more implicit than an explicit meaning in classrooms. The formative approach was fairly a new phenomenon and had not begun in the larger extent of the interviewed teachers’ schools yet. Assessment materials were used to clarify the learning outcomes for students. Methods andactivities in the classrooms took place on a smaller scale in the form of discussions between students. Self-assessment was considered by most teachers as something they could not imagine or was considered to be too difficult for the students because of the children's young age. The results also showed that there is a great need to make time for evaluation and to gain knowledge of articulate, reflective subject issues to provide students with

This is an enterpretivist cultural study on how the lively idea of assessment is enacted by the art teachers, students and administrators in Denton school art education, North Texas, the United States. This ethnographic research aims to extend understanding on assessment as vivid cultural and social dynamics that both reflects and enlivens varied and interconnected values promoted and shared among the people involved. Through a perspective of the culture of assessment, this study is expected to facilitate insights on art education as lived, purposeful experience bearing suggestions on a certain social environment and historical implications. Such insights as sought further illuminate specific understandings on art education in different cultural societies, such as China. From a Chinese native viewpoint, the researcher broadens her horizons on connection and independence important for informative performance of art education in the discourses of modern nation and schooling, as well as globalization. It is hoped that this study will interest other art educators, teachers, and researchers to make multiple and continuous efforts in further exploring the culture of assessment with cultural and historical consciousness and knowledge.

The current study was designed to evaluate the utility of progressing sequentially from multiple-respondent anecdotal assessments through test-control treatment analysis as an effective and efficient method of identifying the environmental determinants of problem behavior. the goal of the study was to evaluate overall agreement among multiple respondents on the primary function of aberrant behavior using the Motivation Assessment Scale (MAS) and Questions About Behavioral Function (QABF) and, if agreement was obtained, conduct a test-control evaluation to confirm anecdotal assessment findings while simultaneously evaluating the effects of function-based treatment. for 4 individuals, at least 4 of 5 respondents to the anecdotal assessments agreed (both within and across assessments) on the probable maintaining consequence for their problem behaviors. Test-control multielement evaluations were then conducted in which baseline sessions, corresponding to the suspected operant function of each individual’s problem behavior, were alternated with sessions in which the identified contingency was arranged for alternative behavior. Each evaluation showed substantial decreases in problem behavior and maintenance of alternative responses.

Assessment centre is very useful and popular method for selection of employees on various positions. It has been used for already several decades all over the world. There are many tasks and tests, which can be used, but selection of criteria and training of assessors are important too. When Assessment centre is over and candidates have gone, meeting of assessors begins. At the meeting the assessors identify, which candidate is acceptable for a given position and which is not. At this meeting outputs and feed backs are worked out and this outputs are passed along to contracting autority and to candidates. One example of real Assessment centre is mentioned in second part of this graduation theses. It also contains a research, which aims to figure out what the validity of this particular Assessment centre is.

Background: The use of the Dynamic Appraisal of Situational Aggression (DASA) in acute psychiatric settings to identify aggressive and/or violent patients upon admission. Objective: Determining nurses' perception of the usefulness of the Dynamic Assessment of Situational Aggression (DASA) in a psychiatric emergency room setting. Theoretical Background: Langley, Nolan, Nolan and Provost’s (2009) Model for Improvement, which incorporates Deming’s Plan-Do-Study-Act (PDSA) cycle, was utilized as the theoretical framework to guide this DNP project. Setting: An adult psychiatric emergency room in urban Phoenix, Arizona. Measurement: A six-item survey questionnaire measured on a five-point Likert scale ranging from "Strongly Disagree" (1) to "Strongly Agree" (5) describes and measures nurses' perception on the usefulness of the DASA. An additional question explored the influence of static nursing factors (gender, years of experience, level of education, years at the facility), on nurses' perception of the usefulness of the DASA. Results: Overall, nurses (90%) of the study participants perceived the DASA to be effective in identifying aggressive violent patients and 70% of the participants would like to continue to use the DASA. Static nursing factors showed no difference in nurses' perception of usefulness. Limitations: Further exploration in similar settings such as regular emergency departments and psychiatric emergency and crisis settings are recommended. In this study only nursing perception was explored. Analysis of the validity of the DASA tool in the psychiatric emergency room setting in addition to nursing perceptions would be more beneficial in determining the DASA’s true usefulness. Conclusion: The results of this DNP project demonstrate that nurses at the SAUPC perceive the DASA to be a useful addition to their admission assessment. Overall nursing response was positive and the SAUPC seclusion and restraint committee recommended incorporating the DASA into the triage nursing admission assessment.

A dissertation submitted to the Faculty of Science, University of the Witwatersrand in fulfilment of the requirements for the degree of Master of Science. Johannesburg 2015 / Exposure to inorganic and organic pollutants residues causes negative effects to human health. They can cause damage to the living organism as well as to the environment. Humans take up these pollutants through skin absorption, respiration and ingestion of contaminated food and also the drinking water as a potential contaminants exposure route for inorganic and organic pollutants to humans. Studies have shown that inorganic and organic pollutants can be retained in food crops at higher than the permissible levels, thus posing some health risks to consumers. This study sought to assess the potential risk posed by inorganic and organic pollutants to human health as a result of consuming raw food and processed food cooked in traditional utensils. The food samples and the traditional utensils were collected in Kinshasa and Johannesburg markets. In total ninety- two food samples were assessed. The food crops included: cabbage, cassava, beans, beef meat and fish (tilapia). Ten trace elements, namely: Al, As, Cd, Cr, Cu, Hg, Mn, Pb, Se and Zn were analysed in raw food samples using ICP-OES, ICP-MS and mercury analyser. These metals were also analysed in food cooked with the traditional utensils. The health risk indices calculated were: Daily Intake of Metal (DIM) and Hazard Index (HI). The results obtained reveal that the raw food collected in Johannesburg markets contained a significant (p ˂ 0.05) higher concentration in all elements than the food samples collected in Kinshasa markets. Hg was detected only in fish samples. It was observed that cooking utensils can leach some significant quantities of trace elements into food during processing, hence resulting increase the concentration of these metals in processed foods. The DIM exceeded the oral reference dose (Rfd) and the HI were ˃ 1 in all the food cooked. The results of metal found in this current investigation were above the standard permissible limit set by FAO/WHO. On the other hand, the levels of 17 organochlorine pesticides were assessed in uncooked and cooked beans, cabbage, cassava, fish and beef meat collected in Kinshasa and Johannesburg markets. It was noticed from the results recorder that the mean concentration of organochlorine pesticides in uncooked food collected in Johannesburg market were significantly high (p ˂ 0.05) than the uncooked food from Kinshasa markets. DDE recorded its highest mean level (253.58±4.78 μg kg-1) in beef meat samples collected in Johannesburg markets. The results from the current study revealed that after cooking the amounts of organochlorines were significantly reduce than the uncooked food. Residue amounts of organochlorine pesticides found in this study are considerably lower than the recommended amount of organochlorines set by WHO/FAO (300 μg kg-1). / MT2016

This study is an action research project where I study my own practice in giving feedback in investigative tasks. The aim is to find ways of improving my feedback by engaging learners in conversation and eliciting misconceptions. The study is framed by a sociocultural view of learning and teaching. The study was conducted in a high school with a class of Grade 10 learners who worked on an investigative task and six lessons were video recorded. Analysis was based on the investigative task, feedback given to learners, misconceptions that arose and conversations that took place during the lessons. The findings are that when developing an investigative task, the teacher should look for mathematical processes that can be developed as learners work on it. I found that I both took up and missed opportunities to work with learners’ misconceptions and that four components of mathematical conversations: questioning, explaining mathematical ideas, sources of mathematical ideas and responsibility were present at different levels in my classroom. On the basis of my findings I make a number of recommendations for my own further practice and for other teachers.

A dissertation submitted to the Faculty of Arts University of the Witwatersrand, Johannesburg for the Degree of Master of Arts Johannesburg, 1993 / The realization has recently been reached that personality psychology is in a state of crisis, this being even more true of the cross-cultural assessment of personality. In this dissertation traditional methods of assessing personality are critically examined 871d the appropriateness of the use of various assessment methods in South Africa is considered. Interactionism is put forward as' an alternative approach and its usefulness in assessment is evaluated. One method of operationalizing interacticnism is Kiesler's Interpersonal Circle. In the light of the limitations of existing assessment methods, it is :1ut forward that a contextual-behavioural representation of Kiesler's theory would solve many problems. An instrument was developed to allow the feasibility of this approach to be tested. In this instrument the testee interacts with a number of fictitious people with different characteristics. A study was conducted in which the 680 items were rated by 24 experts to establish if it is possible to obtain an acceptable level of agreement on the quadrant of the circle represented by the items. Overall, 16,7% of the items had to be revised. In the second study all items met the criteria set. The conclusion reached is that a contextual.. behavioural representation of Kiesler's theory is feasible. The implications for assessment are considered. / MT2017

Mudanças aceleradas tanto na sociedade quanto na esfera contábil compelem uma necessidade de novas abordagens para a educação dos futuros profissionais da contabilidade. Desse modo, órgãos como o International Accounting Standards Board com o objetivo de promover maior qualidade à educação dos futuros profissionais desenvolveu padrões estabelecendo melhores práticas para a educação na área. Estudos apontam deficiências em relação às competências apresentadas pelos profissionais graduados por meio do ensino tradicional e as metodologias ativas de ensino se enquadram adequadamente como uma estratégia para auxiliar na solução do problema. Para isso, o trabalho buscou analisar a aplicação de metodologias ativas de ensino que trabalhassem o desenvolvimento de competências no curso de Ciências Contábeis. Por meio de uma amostra de 30 estudantes em um curso de graduação de uma universidade pública brasileira foram utilizadas a avaliação por pares e a autoavaliação em um ambiente virtual onde foram aplicados três ciclos de atividades. Ao final dos ciclos os estudantes participaram de um grupo focal com o propósito de fornecer evidências sobre as competências trabalhadas. Os resultados apontaram certa melhora no desempenho dos estudantes ao longo dos ciclos, assim como uma maior correlação entre as notas no terceiro ciclo. A percepção dos estudantes foi que tais métodos promovem o comportamento colaborativo principalmente por meio dos feedbacks, no entanto mostraram-se apreensivos quanto ao comportamento ético de seus colegas ao realizar as avaliações. Esses fatores indicam a utilidade dos métodos ao promover o desenvolvimento de competências exigidas do profissional do futuro / Accelerated changes in both, society and the accounting sphere, compel a need for new approaches to the education of future accounting professionals. In this way entities such as International Accounting Standards Board, with the objective of promoting higher quality education, have developed standards establishing best pratices for education in accounting. Studies indicate that the competences promoted by traditional learning methods do not supply market needs and active learning fit adequately as a possible solution to the problem. Therefore this paper analyzed the application of a strategy to develop competences in accountancy graduation course. The active learning methods used were peer and self assessment, for data analysis three cycles activities were applied enabling up to 90 observations. At the end of the cycles the students participated in a focus group with the purpose of providing evidence on the competences worked with the methods. The results showed an improvement in students\' performance along the activities, as well as a higher correlation between the grades in the third activity. The students\' perception was that such methods promote collaborative behavior mainly through feedback, but they were apprehensive about the ethical behavior of their colleagues when performing the evaluations. These factors indicate the usefulness of the methods in promoting the work of new competences and show the necessity of their application with greater continuity

Health organizations and governments are investing considerable resources into Internet-based health promotion. There is a large and growing body of research on health “etools” but to date most has been conducted using experimental paradigms; much less is known about those that are freely-available. Analysis was conducted of the data base generated through the operation of the freely-available health risk assessment (HRA) of the Heart and Stroke Foundation of Ontario. During the study period of February 1 to December 20, 2011, 147,274 HRAs were completed, of which 120,510 (79.8%) included consent for the use of information for research and were completed by adults aged 18 to 90 years. Comparison of Canadian users to national statistics confirmed that the HRA sample is not representative of the general population. The HRA sample is significantly and systematically biased by gender, education, employment, heath behaviours, and the prevalence of specific chronic diseases. Etool users may be a large but select segment of the population, those previously described as “Internet health information seekers.” Are all Internet health information seekers the same? To explore this issue, segmentation procedures available in common commercial packages (k-means clustering, two-step clustering, and latent class analysis) were conducted using five combinations of variables. Ten statistically significant solutions were created. The most robust solution divided the sample into four groups differentiated by age (two younger and two older groups) and healthiness, as reflected by disease and modifiable risk factor burden and readiness to make lifestyle changes. These groups suggest that while all users of online health etools may be health information seekers, they vary in the extent to which they are health oriented or health conscientious (i.e., engaging in preventive health behaviours or ready for behaviour change). It is hoped that this research will provide other organizations with similar data bases with a model for analyzing their client populations, therefore increasing our knowledge about health etool users.