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1	Experiences on Continuous Evaluation in a Mathematics Course Intended for Humanities Students / Experimentando la evaluación continua en un curso de Matemática dirigido a estudiantes de las carreras de Humanidades Advíncula, Elizabeth Milagros 10 April 2018 (has links) The aim of this article is to introduce an experience in continuous evaluation applied to a course of Mathematics taken by students pursuing a career in the Humanities; in other words, students that won’t use Mathematics in their future professions. Even though the concept of continuous evaluation is not often heard in higher education, we decided to incorporate this evaluation system in our course as we think it may have a positive impact on the students’ learning process –specially of those pursuing a career in the Humanities. As this kind of evaluation is a continuous and interactive process, it stimulates the development of mathematical skills, and allows students to succeed when facing problems related to every-day life or to their employments. / En este artículo presentamos una experiencia de evaluación continua que se viene aplicando en el curso de Matemáticas dirigido a estudiantes de las carreras de Humanidades de la PUCP, quienes no harán un uso intensivo de las Matemáticas en sus futuras actividades profesionales. Si bien es cierto en la enseñanza universitaria no es común hablar de evaluación continua, decidimos incorporar este sistema de evaluación en nuestro curso pues consideramos que contribuye con la mejora del aprendizaje de los estudiantes, en particular con estudiantes de estas carreras, dado que es un proceso continuo e interactivo que promueve el desarrollo de habilidades matemáticas y permite que los estudiantes enfrenten con éxito la resolución de problemas relacionados con la vida cotidiana o el mundo laboral. Education Continuous Evaluation Mathematics Humanities Students Evaluación Continua Matemática Estudiantes De Humanidades
2	Implementation and Evaluation of P.880 Methodology Imam, Hasani Syed Hassan January 2009 (has links) Continuous Evaluation of Time Varying Speech Quality (CETVSQ) is a method of subjective assessment of transmitted speech quality for long speech sequences containing quality fluctuations in time. This method is modeled for continuous evaluation of long speech sequences based on two subjective tasks. First task is to assess the speech quality during the listening and second task is to assess the overall speech quality after listening to the speech sequences. The development of continuous evaluation of time varying speech quality was motivated by fact that speech quality degradations are often not constant and varies in time. In modern IP telephony and wireless networks, speech quality varies due to specific impairments such as packet loss, echo, handover in networks etc. Many other standard methods already exist, which are being used for subjective assessment of short speech sequences. These methods such as ITU-T Rec. P.800 are well suited for only time constant speech quality. In this thesis work, it was required to implement CETVSQ methodology, so that it could be possible to assess long speech sequences. An analog hardware slider is used for the continuous assessment of speech qualities, as well as for overall quality judgments. Instantaneous and overall quality judgments are being saved into Excel file. The results stored in the Excel file are analyzed by applying different statistical measures. In evaluation part of the thesis work, subjects’ scores are analyzed by applying statistical methods to identify several factors that have originated in the CETVSQ methodology. A subjective test had already been conducted according to P.800 ACR method. The long speech sequences were divided into 8 seconds short sequences and then assessed using P.800 ACR method. In this study, the long speech sequences are assessed using CETVSQ methodology and comparison is conducted between P.800 ACR and CETVSQ results. It has been revealed that if long speech sequences are divided into short segments and evaluated using P.800 ACR, then P.800 ACR results will be different from the results obtained from CETVSQ methodology. The necessity of CETVSQ methodology is proved by this study. ITU-T Rec. P.880 methodology speech quality assessment subjective speech quality assessment
3	Formy závěrečného hodnocení ve vzdělávacím programu Začít spolu / Forms of final evalution in the educational program Step by Step Šimáčková, Lenka January 2012 (has links) This Diploma Thesis covers the final evaluation topic in the educational program Step by step. In particular, it deals with the verbal description as a specific form of evaluation. In the theoretical part, the Thesis describes the Step by step program in general and within the contexts of its implementation into the Czech local educational system. The Thesis outlines the scope of the program and the applicable ways of evaluation. The second chapter deals with evaluation in general. Various kind and purpose of evaluation have been described in detail. Particular attention has been paid to the verbal evaluation as such. The research section of the Thesis studies and describes the various ways of wording and formulation in the verbal evaluation specifically. It covers both content and form of the final verbal evaluation. Key Words Program Step by step Evaluation Continuous evaluation Final evaluation Verbal evaluation Expected outcomes
4	Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig Heckroodt, Annétia Sophia 06 1900 (has links) Summaries in Afrikaans and English / Text in Afrikaans / With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated. / Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. / Psychology og Education / M. Ed. (Psychology of Education) Skoolgereedheidsevaluering Skoolbeginners Dinamiese evaluering Deurlopende evaluering Diagnostiese Toetsbattery Voortoets Natoets Aanvangsonderwys Brugperiodemodel Onderrigintervensie in toetssituasie Bemiddelde leer Sone van Naaste Ontwikkeling (SNO) Emosies en leer Ontwikkelingsfases Homogene bevoegdheidsgroepe School readiness evaluation School beginners Dynamic evaluation Continuous evaluation Battery of Diagnostic Tests Pre-Screening Test Post-Screening Test Initial teaching Bridging period model Teaching intervention in test situation Evaluation Mediated learning ZND (Zone of Next Development) Emotion and learning Developmental phases Homogeneous ability grouping 372.1264 Teachers -- Training of -- South Africa
5	Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig Heckroodt, Annétia Sophia 06 1900 (has links) Summaries in Afrikaans and English / Text in Afrikaans / With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated. / Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. / Psychology og Education / M. Ed. (Psychology of Education) Skoolgereedheidsevaluering Skoolbeginners Dinamiese evaluering Deurlopende evaluering Diagnostiese Toetsbattery Voortoets Natoets Aanvangsonderwys Brugperiodemodel Onderrigintervensie in toetssituasie Bemiddelde leer Sone van Naaste Ontwikkeling (SNO) Emosies en leer Ontwikkelingsfases Homogene bevoegdheidsgroepe School readiness evaluation School beginners Dynamic evaluation Continuous evaluation Battery of Diagnostic Tests Pre-Screening Test Post-Screening Test Initial teaching Bridging period model Teaching intervention in test situation Evaluation Mediated learning ZND (Zone of Next Development) Emotion and learning Developmental phases Homogeneous ability grouping 372.1264 Teachers -- Training of -- South Africa

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