This study aimed to explore university undergraduates’ experiences of student involvement in assessment (SIA). Based on Biggs’ 3P model of student learning, this study focused on students’ experiences prior to SIA, during SIA and after SIA in three Business and Management modules. Applying this framework, different practices of involving students in assessment (peer assessment, self assessment or self designed assessment) were studied from the perspectives of the students concerned. Unlike other studies that normally test to what extent the designed outcomes of SIA have been met, the goal of this research was to reveal the inside picture of how students were coping with those SIA tasks and their learning. This picture was outlined from students’ perceptions of SIA, the main factors that might influence students’ engagement with SIA, and students’ reflections on SIA practice in the particular module. This study adopted mixed research methods with sequential explorative design. It employed the ETLA (Environment of Teaching, Learning and Assessment) questionnaire and follow up semi-structured interviews. There were in total 251 valid questionnaire responses from students and 18 valid student interviews. The data were collected from three undergraduate Business and Management degree modules in which different strategies were used to involve students in assessment. The three innovative modules were all from Scottish universities in which assessment practices were being re-engineered by involving students in assessment. Two of the modules had participated in the REAP (Re-engineering Assessment Practice) project. However, they were different from each other in terms of the way in which they involved students in assessment and the level or extent of student involvement in assessment that was entailed. The report and analysis of the findings has taken three main forms. First, the module context including the teaching, learning and assessment environment and student learning approaches and satisfactions in the particular module were compared and analysed using the questionnaire data. The results showed a strong association between the elements in the teaching and learning environment and student learning approaches. They also indicated that the quality of teaching, feedback and learning support played significant roles in the quality of student learning. Secondly, an analysis of the interview data was undertaken to examine why and how students would learn differently in different module contexts with different SIA practices, and how students were coping with their learning in the SIA tasks concerned. In addressing these questions, students’ previous experiences in SIA, and knowledge about SIA, peers’ influence, teachers’ support and training for SIA, interaction between and among students and teachers, the clarity of the module objectives and requirements and learning resources were found to be the major factors that might influence students’ engagement in the SIA. Additionally, the salient learning benefits and challenges of SIA as perceived by students were explored. Thirdly, based on the preceding findings, the analysis of each module aimed to further consider in what way the three modules differed from each other with respect to SIA practices, and how students responded in the three different module contexts in terms of their engagement with SIA. These three forms of analysis made it possible to gain a rich understanding of students’ experiences of SIA that could also feed into a consideration of what kind of support the students might need in order to better engage them into the SIA and better prepare them for life-long learning.

Pradinių klasių mokinių pasiekimams vertinti naudojamas formuojamasis, idiografinis, apibendrinamasis, diagnostinis vertinimas. Kadangi nėra išskirta vertinimo tinkamumo kriterijų, vertinimas ne visuomet yra taikomas tinkama forma. Darbe išskirta 10 vertinimo kriterijų, pagal kuriuos nustatyta Kėdainių pradinių klasių mokytojų taikomo vertinimo atitiktis jiems. Atliktas vertinamasis kiekybinis tyrimas, kuriame dalyvavo 40 Kėdainių pradinių klasių mokytojų ir 196 pradinukų tėvai. / In order to assess the achievements of primary pupils formative, idiografic, summative, diagnostic assessments are used. As there are no proper assessment criteria distinguished, the assessment is seldom used in inappropriate form.10 assessment criteria were distinguished and the correspondence of the assessment used by Kedainiai primary techers to these criteria was determined. Assessive quantitative research was performed. 40 primary schools teachers and 196 pupils' parents participated in it.

This thesis describes a functional framework for developing strategic assessment at the Combatant Command level, specifically European Command. The framework establishes a functional architecture based on derived requirements and objectives according to the systems engineering process described by Dennis Buede. This thesis describes the current methodology for developing theater plans based on the national strategies established by the President, Secretary of Defense and Chairman of the Joint Chiefs of Staff. In addition, it provides an analysis of the system stakeholders in order to define the purpose and utility of a strategic assessment from various perspectives. Based on this analysis, the requirements and functions of the system are decomposed and arranged according to a hierarchy via Vitechs CORE 8 University Edition. Finally, the developed model is tested against a notional scenario that assesses a fictional exercise according to the derived functional model, in order to demonstrate the methodology used to relate activities to strategic goals. This thesis defines the framework for conducting strategic assessments and leveraging them to maximize the impact of U.S. activities. / Lieutenant, United States Navy

Thesis advisor: Michael Russell / Large-scale assessments are often used for statewide accountability and for instructional and institutional planning. It is essential that the instruments used are valid and reliable for all test takers included in the testing population. However, these tests have often fallen short in the area of accessibility, which can impact validity for students with special needs. This dissertation examines two strategies to addressing accessibility: the use of technology to implement principles of universal design to assessment and the provision of accommodations. This study analyzed test data for students attending high schools in New Hampshire, Vermont and Rhode Island who participated in the 2009 11th grade New England Common Assessment Program (NECAP) science assessment. Three test conditions were of interest: (1) no accommodations with a paper-based form (2) accommodated test administration with a paper-based form and (3) accommodated test administration using a universally designed computer-based test delivery system with embedded accommodations and accessibility features. Results from two analyses are presented: differential item functioning (DIF) and confirmatory factor analysis (CFA). DIF was used to explore item functioning, comparing item difficulty and discrimination under accommodated and non-accommodated conditions. Similarly, CFA was used to examine the consistency of underlying factor structure as evidence that constructs measured were stable across test conditions. Results from this study offered evidence that overall item functioning and underlying factor structure was consistent across accommodated and unaccommodated conditions, regardless of whether accommodations were provided with a paper form or a universally designed computer-based test delivery system. These results support the viability of using technology-based assessments as a valid means of assessing students and offering embedded, standardized supports to address access needs.

The diploma thesis is focused on the legal nature assessments of medical assessment service. The medical assesment service has seen many changes over the course of history, and its competence is constantly changing and evolving. Unfortunately, the nature of the assesment service is sometimes ambiguous for the non-professional public and is thus viewed very skeptically. Nowadays, only a few experts are dedicated to this topic, so I decided to unify the information and summarize the main objectives of the medical assessment service. In order to better understand and illustrate the rights and duties of this service, I also looked into history. Given the nature of the work, I decided to work on theoretical work, which points out not only the historical development in the Czech Republic, but also in Slovak Republic, further it focuses on the current state and definition of terms necessary for understanding the work of the medical assessment service. The objective of the work is to map the system of medical assessment service and work is thus a summary of information not only for the non-professional public, but also for study purposes and awareness of social workers who meet daily with many questions on this topic. The medical assessment service affects many human life stages, so it is not only about assessing health status for pension insurance, but also for health insurance or ensure the social services. Since many authors are not concerned with the topic, it is sometimes quite difficult to find a clear definition of the legal nature of individual assessments. However, the legal nature of the assessments is enshrined in the law, and also affects other life stages of the person that being assessed and claims not only for financial but also for social security, and it is therefore important to deal with this topic and its changes and submit new and comprehensive information.

Thesis (M. Ed. (Language Education)) --University of Limpopo, 2018 / Assessment is a crucial component in the learning and teaching environment. Many educators often go about assessment design by emulating their own teachers or predecessors. Gronlund (1993:1) argues that “despite the widespread use of achievement testing and the important role it plays in instructional programmes, many teachers receive little or no instruction on how to construct good achievement test.” Gronlund (1993) posits that the result is that there is no innovation towards good tests construction because many educators do not study the principles that guide effective test construction. Carey (1994:1) says that “effective teachers must also be proficient in testing, and proficiency in testing requires the synthesis of many different skills.” In Limpopo Province, especially in the under-resourced regions, the actual on-site practices by educators suggest that there are problems with the implementation of school based assessment tasks as prescribed by the National Curriculum Statement (NCS) through the Curriculum and Assessment Policy Statement (CAPS). This problem is further echoed in the sentiments of some academics that are skeptical about the authenticity of marks generated by educators and schools. This loss of confidence in the assessment practices impacts negatively on the worth of the education of the learners and their readiness to take their place in the academic and vocational spheres. The purpose of this study is to find the degree of success and failure in the implementation and management of school based assessment (SBA) in English Additional First Language in Grade 10 classes. Grade 10 is a crucial level of entry into the Further Education and Training (FET) Phase in schools because it lays the foundation for focused, rigorous and careeroriented high school learning in South Africa.

<p>Sammanfattning</p><p>Detta arbete handlar om lärares bedömningsarbete i grundskolans år 1 t.o.m. 3 och går även igenom betydelsen av begreppet kunskap. Frågan om vad som är kunskap är svår att besvara, mycket på grund utav att svaret ständigt har förändrats genom historien. Vad kunskap innebär skiftar beroende på omständigheterna och med kunskapsbegreppets innebörd som grund för bedömningen av kunskap så innebär detta att det har kommit att utvecklas ett flertal metoder och teorier för hur denna bedömning ska göras och vad som ska ingå. Förutom att lärarna ska veta vad kunskap är och vilken kunskap som ska bedömas hos eleverna ska de dessutom ha kunskap om hur denna kunskap bildas för att kunna planera sin undervisning utefter bedömningarna.</p><p>Syftet med studien är att belysa yrkesverksamma lärares förståelse för kunskapsbegreppet samt hur de gör i sin bedömning av elevers kunskaper. Studien undersöker vidare vilka verktyg för bedömning som är i användning och lärarnas inställning till och tankar om betyg, samt hur lärare kan gå till väga med förmedlingen av sin bedömning till såväl elever som föräldrar.</p><p>Vid studiens genomförande har en kvalitativ ansats använts i form av semistrukturerade intervjuer med sammanlagt sex yrkesverksamma lärare. Samtliga lärare i intervjustudien arbetar inom grundskolans år 1-3 och deras tid inom läraryrket sträcker sig från 6-33 år med en varierande utbildningsbakgrund. Vid studiens genomförande var lärarna i åldrarna mellan 30 och drygt 50 år.</p><p>Studiens resultat visar på ett varierande kunskapsbegrepp även om alla intervjudeltagarna såg på praktisk kunskap som mer äkta än teoretisk. Kunskapsutvecklingen ses till största delen som individuell för varje elev, där fortgången är beroende av mognad mer än något annat. Fem av sex lärare svarade att de lade in bedömningsarbetet som en del av undervisningen och att elevens delaktighet i bedömningen var viktig för att skapa en uppfattning hos eleven om dess egen kunskapsutveckling. Två av lärarna sade sig delge eleven sin bedömning kontinuerligt varje dag i form av samtal omkring skolarbetet. Ett annat resultat av studien visar på att även om lärarna till en början grundar sin bedömning på målen i kursplanen eller olika verktyg som utarbetats därefter, så menar de att bedömning av kunskap görs mycket utifrån erfarenhet som de fått genom yrket. Fyra av dem talar om en vetskap om vad eleverna kan som ”sitter i ryggen” eller ”bakhuvudet”, men som de menar inte finns hos lärare med mindre erfarenhet. Lärarna i intervjustudien visar vidare en utbredd negativ uppfattning om användandet av betyg i de tidigare åren.</p><p>En sammanfattad slutsats som kan dras utifrån studien är att i sin bedömning av kunskap utgår lärare till en början från kursplanerna eller verktyg baserade på dessa, men utvecklar med erfarenhet i yrket efter en tid ett kunnande om hur kunskap visar sig, ett kunnande som de sedan allt mer utgår från i sin kunskapsbedömning. Vidare ser lärare i de tidigare åren olika på kunskapsbegreppets innebörd men är eniga om att den mest sanna formen av kunskap är praktisk och de är för det mesta negativt inställda till betygsättning i de tidigare åren.</p>

Sammanfattning Detta arbete handlar om lärares bedömningsarbete i grundskolans år 1 t.o.m. 3 och går även igenom betydelsen av begreppet kunskap. Frågan om vad som är kunskap är svår att besvara, mycket på grund utav att svaret ständigt har förändrats genom historien. Vad kunskap innebär skiftar beroende på omständigheterna och med kunskapsbegreppets innebörd som grund för bedömningen av kunskap så innebär detta att det har kommit att utvecklas ett flertal metoder och teorier för hur denna bedömning ska göras och vad som ska ingå. Förutom att lärarna ska veta vad kunskap är och vilken kunskap som ska bedömas hos eleverna ska de dessutom ha kunskap om hur denna kunskap bildas för att kunna planera sin undervisning utefter bedömningarna. Syftet med studien är att belysa yrkesverksamma lärares förståelse för kunskapsbegreppet samt hur de gör i sin bedömning av elevers kunskaper. Studien undersöker vidare vilka verktyg för bedömning som är i användning och lärarnas inställning till och tankar om betyg, samt hur lärare kan gå till väga med förmedlingen av sin bedömning till såväl elever som föräldrar. Vid studiens genomförande har en kvalitativ ansats använts i form av semistrukturerade intervjuer med sammanlagt sex yrkesverksamma lärare. Samtliga lärare i intervjustudien arbetar inom grundskolans år 1-3 och deras tid inom läraryrket sträcker sig från 6-33 år med en varierande utbildningsbakgrund. Vid studiens genomförande var lärarna i åldrarna mellan 30 och drygt 50 år. Studiens resultat visar på ett varierande kunskapsbegrepp även om alla intervjudeltagarna såg på praktisk kunskap som mer äkta än teoretisk. Kunskapsutvecklingen ses till största delen som individuell för varje elev, där fortgången är beroende av mognad mer än något annat. Fem av sex lärare svarade att de lade in bedömningsarbetet som en del av undervisningen och att elevens delaktighet i bedömningen var viktig för att skapa en uppfattning hos eleven om dess egen kunskapsutveckling. Två av lärarna sade sig delge eleven sin bedömning kontinuerligt varje dag i form av samtal omkring skolarbetet. Ett annat resultat av studien visar på att även om lärarna till en början grundar sin bedömning på målen i kursplanen eller olika verktyg som utarbetats därefter, så menar de att bedömning av kunskap görs mycket utifrån erfarenhet som de fått genom yrket. Fyra av dem talar om en vetskap om vad eleverna kan som ”sitter i ryggen” eller ”bakhuvudet”, men som de menar inte finns hos lärare med mindre erfarenhet. Lärarna i intervjustudien visar vidare en utbredd negativ uppfattning om användandet av betyg i de tidigare åren. En sammanfattad slutsats som kan dras utifrån studien är att i sin bedömning av kunskap utgår lärare till en början från kursplanerna eller verktyg baserade på dessa, men utvecklar med erfarenhet i yrket efter en tid ett kunnande om hur kunskap visar sig, ett kunnande som de sedan allt mer utgår från i sin kunskapsbedömning. Vidare ser lärare i de tidigare åren olika på kunskapsbegreppets innebörd men är eniga om att den mest sanna formen av kunskap är praktisk och de är för det mesta negativt inställda till betygsättning i de tidigare åren.

The accumulating impacts from human development are threatening water quality and availability in the watersheds of Western Canada. While environmental impact assessment (EIA) is tasked with identifying such cumulative impacts, the practice is limited to individual projects, is not widely applied, overlooks activities occurring on the landscape, and fails to capture the effects of multiple projects over time. Limitations of the project-by-project approach are spurring the emergence of a regional framework for assessing aquatic cumulative effects within watershed boundaries. Watershed-based cumulative effects assessment (WCEA) will need a standard set of ecosystem components and indicators for assessment across the watershed, but it is not clear how such valued ecosystem components (VECs) and related measurable parameters should be identified. This study examined how aquatic VECs and indicators were used within project-based EIA in the South Saskatchewan River watershed and considered whether they could be scaled up for use in WCEA. A semi-quantitative analysis compared a hierarchy of assessment components and measurable parameters identified in the environmental impact statements of 28 federal screening, 5 federal comprehensive and 2 provincial environmental assessments from the South Saskatchewan River watershed, and examined factors affecting aquatic VEC selection. While provincial assessments were available online or at a central archive, federal assessments were difficult to access. Results showed that regulatory compliance was the dominant factor influencing VEC selection, followed by the preferences of government agencies with different mandates, and that provincial licensing arrangements interfered with VEC selection. The frequency of VECs and indicators used for aquatic assessment within EIA does not reflect the aquatic cumulative effect assessment (CEA) priorities for the watershed. The effective selection of VECs and indicators for aquatic cumulative effects assessment in practice requires both the implementation of WCEA and updating of guidelines for project-based EIA.

Measurement of visual quality is crucial for various image and video processing applications. It is widely applied in image acquisition, media transmission, video compression, image/video restoration, etc. The goal of image quality assessment (QA) is to develop a computable quality metric which is able to properly evaluate image quality. The primary criterion is better QA consistency with human judgment. Computational complexity and resource limitations are also concerns in a successful QA design. Many methods have been proposed up to now. At the beginning, quality measurements were directly taken from simple distance measurements, which refer to mathematically signal fidelity, such as mean squared error or Minkowsky distance. Lately, QA was extended to color space and the Fourier domain in which images are better represented. Some existing methods also consider the adaptive ability of human vision. Unfortunately, the Video Quality Experts Group indicated that none of the more sophisticated metrics showed any great advantage over other existing metrics. This thesis proposes a general approach to the QA problem by evaluating image information entropy. An information theoretic model for the human visual system is proposed and an information theoretic solution is presented to derive the proper settings. The quality metric is validated by five subjective databases from different research labs. The key points for a successful quality metric are investigated. During the testing, our quality metric exhibits excellent consistency with the human judgments and compatibility with different databases. Other than full reference quality assessment metric, blind quality assessment metrics are also proposed. In order to predict quality without a reference image, two concepts are introduced which quantitatively describe the inter-scale dependency under a multi-resolution framework. Based on the success of the full reference quality metric, several blind quality metrics are proposed for five different types of distortions in the subjective databases. Our blind metrics outperform all existing blind metrics and also are able to deal with some distortions which have not been investigated.