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Traditional tests for large-scale assessment of mathematics learning have been criticized for several reasons, such as their mismatch between the vision of mathematical competence and the content covered by the test, and their failure to provide relevant information for guiding further learning and instruction. To achieve that large-scale assessments can function as tools for monitoring and improving learning and teaching, one has to move away from the rationale, the constraints, and the practices of traditional tests. As an illustration this paper presents an alternative approach to largescale assessment of elementary school mathematics developed in Flanders, Belgium Using models of item response theory, 14 measurement scales were constructed, each representing a cluster of curriculum standards and covering as a whole the mathematics curriculum relating to numbers, measurement and geometry. A representative sample of 5,763 sixth-graders (12-year-olds) belonging to 184 schools participated in the study. Based on expert judgments a cut-off score was set that determines the minimum level that students must achieve on each scale to master the standards. Overall, the more innovative curriculum standards were mastered less well than the more traditional ones. Few gender differences in performance were observed. The advantages of this approach and its further development are discussed.

For 25 years, I have worked in a high school education system, where for the final 2 years of schooling, teachers at each school write their own programs of work and write their own assessment items. They then mark and report on this assessment. There are no final public statewide exams, and as an outcome students right throughout the State are ranked for University entry. What follows is an exploration into the procedures that are put in place to ensure that each and every student is treated fairly and equitably. I will discuss the various levels of moderation that take place between schools, the processes that aid in keeping a level playing field for all concerned.

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Frankfurt (Main), Universiẗat, Diss., 2007.

The aims of this study to reveal (1) the description of characteristic vocational teacher, (2) the criterion competency, (3) the account of important competency, (4) the description of actual competency performance, (5)the identification of competency gaps, (6) the determination of training priority order, (7) the recommendations regarding with training methods and training organizerThis study employed a mixed method with exploratory sequential combination. The research subjects comprised the Vocational Technical Teachers with ICT expertise program especially for Network and Computer Engineering expertise competence. This study devised competency needs for training program incorporating Training Needs Analysis. The data were collected through FGD, questionnaires and an interview guide. The data were analysed using Fuzzy Delphi method to determine criterion competency by screening process. Analytic Hierarchy Process method was conducted for determining the important competency. 360-degree rater as evaluation teaching performance. Importance Performance Analysis diagram were used for describing the competency gaps. The determination of Training Priority Order based on quadrant in IPA diagram. The results of this study showed that: (1) Vocational teachers from multiple expertise program are still lack of ICT knowledge and practice mastery especially in network engineering field because they had no ICT educational background. They still look confused and nervous in teaching and practicing in front of the class. (2) criterion competency consists of pedagogy-andragogy aspect with 11 domain areas and 34 sub-domain, professional aspect with 3 domain areas and 7 sub-domain, vocational aspect with 3 domain areas and 8 sub-domain and technology aspect with 4 domains. (3) the order of importance in terms of competency aspect is pedagogy-andragogy with weight of 0.466, vocational around 0.300, professional with weight of 0.172, technology approximately 0.063. (4) the lowest performance in pedagogy-andragogy aspect is ability in guidance and supervision internship program with 3.19 total performance, Whereas in professional aspect is the competency in application of vocational content with 3.35 total performance, in vocational aspect is competency in networking and collaboration with 2.82 total performance and In technology aspect is ability using and utilizing ICT for self-development with 3.56 total performance. (5) the competency gaps fall into the vocational knowledge & skills, application of content, content knowledge, networking and collaboration, continuing professionalism development and entrepreneurship. (6) TPO based on competencies needs has described in IPA diagram most of training needs is located in vocational and professional aspect. (7) In House Training, specific training, and short courses training were recommended as effective training methods. The training organizers may come from P4TK BMTI, P4TK BOE, Private Institutions, Universities/LPTK, Industry.:CHAPTER I INTRODUCTION A. Research Background B. Problem Identification C. Research Focus D. Formulations of the Problem E. Research Objectives F. Significances of the Research CHAPTER II LITERATURE REVIEW A. Theoretical Review 1. The Concept of Vocational 2. Philosophy of Vocational Education 3. Theory and Assumption of Vocational Education 4. The Theory of Adult Learning 5. Adult Learning Frameworks in Vocational Education 6. Andragogy in Vocational Education 7. Employability Skills 8. Human Resource Management –Vocational Teacher 9. The Professional of Vocational Teacher 10. Needs Analysis 11. Competencies Needs Analysis 12. Training Needs Analysis 13. Fuzzy Delphi Technique 14. Analytic Hierarchy Process 15. Vocational Teacher Performance Evaluation 16. Importance Performance Analysis B. Conceptual Framework C. Relevance Research D. Research Question CHAPTER III RESEARCH METHOD A. Research Approach B. Qualitative Method 1. Research Location 2. Source of Data 3. Data Generating Technique 4. Analysis Data Technique 5. Data Credibility 6. Preliminary Findings Formulation C. Quantitative Method 1. Data Collecting Technique 2. Research Instruments 3. Analysis Data Technique D. Time and Place Research E. Data Analysis in Qualitative Quantitative Method CHAPTER IV FINDINGS AND DISCUSSION A. Findings 1. Vocational Teacher Conditions 2. Teachers Competency with Balinese Local Wisdom 3. The Criterion Competencies of Vocational Teacher 4. The Importance Competencies of Vocational Teacher 5. The Actual Competency of Vocational Teacher 6. Competency Gaps Analysis using IPA 7. Training Priority Order B. Discussion C. Limitation of Research CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations REFERENCES

During discussions in collocated work it is necessary to vote for results or to rate them to reach an agreement and continue working. To ensure impartiality and to avoid social embarrassment, the assessment should then be performed anonymously in so far as other groups members should not see directly how a person votes or rates. With a growing number of digital devices in collaboration, this requirement also concerns such kinds of equipment. Our approach of ensuring anonymity of individual votes and ratings submitted on personal mobile phones is to avoid shoulder surfing activities. For this purpose, we designed four device-based interactions that aim at being easy to use and eyes-free to perform to stay in touch with the environment and potential shoulder surfers. We conducted a user study to investigate these interaction techniques and observed seven groups with four participants each while testing the interactions. Participants evaluated usability and User Experience (UX) aspects as well as unobtrusiveness of the four device-based interactions. Furthermore, participants gave valuable user feedback and stated that our proposed interactions help to avoid shoulder surfing.

Service-orientation and the underlying concept of service-oriented architectures are a means to successfully address the need for flexibility and interoperability of software applications, which in turn leads to improved IT support of business processes. With a growing level of diffusion, sophistication and maturity, the number of services and interdependencies is gradually rising. This increasingly requires companies to implement a systematic management of services along their entire lifecycle. Service lifecycle management (SLM), i.e., the management of services from the initiating idea to their disposal, is becoming a crucial success factor. Not surprisingly, the academic and practice communities increasingly postulate comprehensive IT support for SLM to counteract the inherent complexity. The topic is still in its infancy, with no comprehensive models available that help evaluating and designing IT support in SLM. This thesis presents a reference architecture for SLM and applies it to the evaluation and designing of SLM IT support in companies. The artifact, which largely resulted from consortium research efforts, draws from an extensive analysis of existing SLM applications, case studies, focus group discussions, bilateral interviews and existing literature. Formal procedure models and a configuration terminology allow adapting and applying the reference architecture to a company’s individual setting. Corresponding usage examples prove its applicability and demonstrate the arising benefits within various SLM IT support design and evaluation tasks. A statistical analysis of the knowledge embodied within the reference data leads to novel, highly significant findings. For example, contemporary standard applications do not yet emphasize the lifecycle concept but rather tend to focus on small parts of the lifecycle, especially on service operation. This forces user companies either into a best-of-breed or a custom-development strategy if they are to implement integrated IT support for their SLM activities. SLM software vendors and internal software development units need to undergo a paradigm shift in order to better reflect the numerous interdependencies and increasing intertwining within services’ lifecycles. The SLM architecture is a first step towards achieving this goal.:Content Overview List of Figures....................................................................................... xi List of Tables ...................................................................................... xiv List of Abbreviations.......................................................................xviii 1 Introduction .................................................................................... 1 2 Foundations ................................................................................... 13 3 Architecture Structure and Strategy Layer .............................. 57 4 Process Layer ................................................................................ 75 5 Information Systems Layer ....................................................... 103 6 Architecture Application and Extension ................................. 137 7 Results, Evaluation and Outlook .............................................. 195 Appendix ..........................................................................................203 References .......................................................................................... 463 Curriculum Vitae.............................................................................. 498 Bibliographic Data............................................................................ 499

Die ZBW möchte mit der Implementierung eines automatischen Sacherschließungsverfahrens einerseits dem Umstand einer stetigen Zunahme an Onlinedokumenten Rechnung tragen und andererseits bei der Inhaltserschließung neue Wege beschreiten. Neben der Entlastung der intellektuellen Erschließung durch ein semi- oder vollautomatisches Verfahren soll es darüber hinaus möglich sein, ZBW-fremde digitale Informationsressourcen jeglicher Art mit maschineller Hilfe zu indexieren und in einem gemeinsamen Suchraum auffindbar zu machen. Im derzeitigen Projekt werden hierzu die in der ZBW zur Anwendung kommenden Vokabulare (verbale Sacherschließung mit Standard-Thesaurus Wirtschaft, bzw. klassifikatorische Erschließung mit der Standardklassifikation Wirtschaft) für das maschinelle Verfahren angepasst, trainiert und evaluiert. Die Erfahrungen der ZBW mit der organisatorischen Implementierung automatischer Sacherschließung sowie die Möglichkeiten der Auswertung dieser Verfahren stehen im Mittelpunkt des Vortrages.

Gegenstand dieser Arbeit ist die Bewertung und Durchführung der Fusion von zwei Datensätzen, die auf Basis der Statistik der Straßenverkehrsunfälle des statistischen Bundesamtes konstruiert werden. Für die Fusionierung wird die Methode der statistischen Datenfusion angewendet. Die zu fusionierenden Datensätze werden auf die Ausgangslage der Datenfusion und Unfalldatenbanken angepasst. Anhand der Zusammenhangsstärke und Verteilung werden die passenden Variablen, die für die Datenfusion verwendet werden können, identifiziert und ausgewählt. Für die Datenfusion werden verschiedene nichtparametrische Verfahren unter der bedingten Unabhängigkeitsannahme (Distanz-Hot-Deck, Random-Hot-Deck) und unter der Beibehaltung der Unsicherheit (Imprecise Imputation) durchgeführt. Zusätzlich werden Qualitätsstufen mit einbezogen, um die Auswirkung von veränderten Variablen auszuwerten. Dabei zeigt sich, dass die Datenfusion unter der bedingten Unabhängigkeit allgemein eine unsichere Methode ist, die jedoch unter Umständen für bivariate Analysen vielversprechende Ergebnisse erzielen kann.:1. Einleitung 2. Grundlagen 3. Aufbau der simulierten Datensätze 4. Datenfusion 5. Ergebnisse 6. Zusammenfassung und Ausblick