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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-12T09:26:17Z No. of bitstreams: 1 Edna Ribeiro dos Santos.pdf: 1627869 bytes, checksum: 480e6e38dcbb171aaaa481dc227d51b8 (MD5) / Made available in DSpace on 2018-12-12T09:26:17Z (GMT). No. of bitstreams: 1 Edna Ribeiro dos Santos.pdf: 1627869 bytes, checksum: 480e6e38dcbb171aaaa481dc227d51b8 (MD5) Previous issue date: 2018-11-05 / This research investigates the assessment practices developed by teachers of an Elementary School of the Education Municipal Network of São Paulo, specially, the tools used for learning evaluation. The study had as general aim to investigate the evaluation tools used by the teachers; and as specific aims: to identify which evaluation tools are more often registered by the teachers in the Pedagogical Management System (PMS); to obtain information which may be applied in formations about the types of tools and its uses; to propose changes in the way of registering the assessment activities in the PMS. The references supporting this study were: Depresbiteris (1991), Depresbiteris and Tavares (2009), Gatti (2003), Haydt (2002), Santos Guerra (2007), Sousa (1991) and Vianna (2014). The research, with a qualitative approach, had as data collection procedures the semistructurated interview and the document analysis; and as subjects 11 professors which taught in this school in the year of 2017. The results highlight teachers’ declaration of several evaluation kinds, however, in the seeking of the more used tools, it was possible to imply that the exam shows up more often. It was also observed that in the way the evaluation activities suggestions are presented by the Pedagogical Management System – online registration device, it does not contribute for the knowledge and differentiation between these suggestions. Regarding the evaluation registers made by the teachers, it is possible to verify that the difference between the elements and fields presented is not clear, and these registers reveal this confusion, exposing in the same field the evaluation tools as well as the contents evaluated. Thus, the demands to be included in the formations include the knowledge about the assessment tools, its types and the criteria used, and the PMS itself / Esta pesquisa investiga as práticas avaliativas desenvolvidas por professores de uma Escola de Ensino Fundamental da Rede Municipal de Ensino de São Paulo, em especial, os instrumentos utilizados para avaliação da aprendizagem. O estudo teve como objetivo geral investigar os instrumentos de avaliação utilizados pelos professores; e como objetivos específicos: identificar quais são os instrumentos de avaliação registrados com maior frequência pelos professores no Sistema de Gestão Pedagógica (SGP); levantar subsídios para formações sobre os tipos de instrumentos e seus usos; propor mudanças na forma de registro das atividades avaliativas no SGP. As referências que apoiaram esse estudo foram: Depresbiteris (1991), Depresbiteris e Tavares (2009), Gatti (2003), Haydt (2002), Santos Guerra (2007), Sousa (1991) e Vianna (2014). A pesquisa, de abordagem qualitativa, teve como procedimento de coleta de dados a entrevista semiestruturada e a análise documental; e como sujeitos 11 professores que lecionavam nesta escola no ano de 2017. Os resultados evidenciam que os docentes declararam formas variadas de avaliar, no entanto, ao buscar os instrumentos mais utilizados, foi possível inferir que a prova aparece com maior frequência. Em relação ao Sistema de Gestão Pedagógica – dispositivo de registro on-line, na forma como apresenta as sugestões de atividades avaliativas não contribui com o conhecimento e a distinção entre elas. Quanto aos registros das avaliações realizadas pelos professores é possível verificar que não está evidente a diferença entre os elementos ou campos apresentados, e esses registros acabam por revelar essa confusão, expondo no mesmo campo, ora os instrumentos de avaliação utilizados, ora os conteúdos avaliados. Diante disso, o conhecimento sobre os instrumentos de avaliação, seus tipos e os critérios utilizados, e o próprio SGP, são vistos como demanda para formação

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-14T11:45:18Z No. of bitstreams: 1 Júlio César Ruiz de Sousa.pdf: 1084181 bytes, checksum: 6d9c541e539ff97c35caae48beb35568 (MD5) / Made available in DSpace on 2018-12-14T11:45:18Z (GMT). No. of bitstreams: 1 Júlio César Ruiz de Sousa.pdf: 1084181 bytes, checksum: 6d9c541e539ff97c35caae48beb35568 (MD5) Previous issue date: 2018-10-31 / This work had as aim to analyse the evaluation practices declared by the teachers from the authorship cycle of a school from the Education Municipal Network of São Paulo, with the goal to present indications and propositions for future formative actions related to the learning evaluation. In order to develop the research, five teachers were interviewed and their speeches were organized in these categories: evaluation tools and strategies; types of evaluation – uses of the results; and the evaluation links with what is proposed by the São Paulo More Education Program. The analysis of the evaluation types and the results’ uses were made through the use of theoretical backgrounds from Depresbiteris and Tavares (2009), Hadji (2001), Haydt (2000), Luckesi (2009; 2011), Medeiros (1986) and Raphael (1994); in addition to the official documents of the São Paulo More Education Program (SÃO PAULO, 2014; 2015). The results shown that the teachers recognize the evaluation importance for the teaching process, however, they presented different conceptions and interpretations about the evaluation types. The use given to the results highlighted advances about their use reflecting and reorganizing the pedagogical practices. About the link with the Program, it was noticed difficulties in reaching some points. The teachers revealed that a new evaluation culture already exists in the school, but it still needs adjustments, what reinforce the need of continuing education in the school regarding the analysis of the practices developed by the teachers in order to promote reflection and improvement of them / Este trabalho teve como objetivo analisar as práticas avaliativas declaradas pelos professores do ciclo autoral de uma escola da Rede Municipal de Ensino de São Paulo, com o intuito de apresentar indicações e proposições para futuras ações formativas relacionadas à avaliação da aprendizagem. Para o desenvolvimento da pesquisa foram entrevistados cinco professores e suas falas foram organizadas a partir das categorias: instrumentos e estratégias de avaliação; tipos de avaliação - usos dos resultados; e articulação das avaliações com o proposto pelo Programa Mais Educação São Paulo. As análises dos tipos de avaliação e os usos dos seus resultados foram feitos utilizando-se dos aportes teóricos de Depresbiteris e Tavares (2009), Hadji (2001), Haydt (2000), Luckesi (2009; 2011), Medeiros (1986) e Raphael (1994); além dos documentos oficiais do Programa Mais Educação São Paulo (SÃO PAULO, 2014; 2015). Os resultados apontaram que os professores reconhecem a importância da avaliação para o processo de ensino, entretanto, apresentam concepções e interpretações distintas quanto aos tipos de avaliação. O uso dado aos resultados ressaltou avanços no sentido de utilizá-los para refletir e reorganizar as práticas pedagógicas. Sobre a articulação com o Programa, percebeu-se que há dificuldades em atender alguns pontos. Os professores revelaram que já existe uma nova cultura de avaliação na escola, mas que ainda necessita de adequações, o que reforça a necessidade de proporcionar momentos de formação continuada na escola voltados à análise das práticas desenvolvidas pelos professores no sentido de promover a reflexão e o aprimoramento destas

Environmental issues have gained importance due to global environmental threat, such as depletion of energy resources and the impacts of climate change. The building sector is responsible for almost half of the impacts on the environment. Hence, this study focuses on the importance of environmental impacts of building materials. In this regard, firstly, sustainability indicators for building materials were determined and the environmental impacts of selected building materials were studied. Then, the evaluation system BREEAM and the evaluation software BEES were selected and used to evaluate one block of bachelor flats and one of housing units in ODTUKENT, which is located in the Middle East Technical University campus in Ankara, Turkey. Building materials used for the construction of walls, floors and roofs were evaluated according to the indicators accepted by BREEAM and BEES. The results for both units were compared and it was seen that the block of bachelor flats takes lower ratings than the triplex unit for BREEAM and also lower values for BEES. Therefore, the block of bachelor flats has less environmental impact than the triplex unit. While evaluating the materials an exact match for all the materials used in the case buildings could not be found in these tools. Hence, it was not possible to exact results for these materials. In this regard, countries should determine their own evaluation indicators and develop their evaluation systems.

Although, the literature reveals that coach interior designs have been emphasized as an important factor determining their competitiveness in the market and the quality of an interior design can be effectively improved by using information about passenger expectations, few practical studies exist to assess the urban railway transport interiors from the passengers&rsquo / perspective. Consequently, designers lack reliable criteria to guide their decisions which would satisfy users. In this study, it is intended to develop a procedure to create interior design alternatives of urban railway transportation vehicles with regard to subjective needs and preferences of users. In order to acquire design criteria and recommendations for such interiors, the design alternatives are then evaluated quantitatively through the medium of semantic assessment tools. The thesis is supported with the arguments collected from literature and with the data from three empirical studies.

Evaluation is an integral part of instructional design. Formative evaluation, specifically, is a phase identified in many instructional design models and is recognized as an important step for program improvement and acceptance. Although evaluation has many models and approaches, very few deal specifically with formative evaluation. Further, no one set of guidelines has been found that provides a comprehensive set of procedures for planning and implementing a formative evaluation. Encapsulating such guidelines into a “tool” that automates the process was the author’s initial idea. The author’s intent in Chapter 2 was to find a model or checklist as a stepping off point for future formative evaluation tool development. In lieu of finding such a model, one was created (Chapter 3), pulling from several formative evaluation models and the author’s own experience. Chapter 3 also discusses the purpose behind developing a formative evaluation tool - to create an accessible, efficient, intuitive, and expedient way for instructional designers and developers to formatively evaluate their instruction or instructional materials. Chapter 4 focuses on the methodology selected to evaluate the tool, presented in prototype. Chapter 5 presents the results of the evaluation; comments received from the expert reviewers are presented and ideas for tool improvement are generated. Finally, the Appendices include the formative evaluation tool prototype as well as the documentation that accompanied the tool during its evaluation. The initial idea behind this developmental dissertation was the creation of a formative evaluation tool. The focus of the dissertation itself, however, was on the justification for such a tool, and the literature behind the making of the model and consequently the tool. The result of this developmental dissertation was the prototype of an evaluation tool that with improvements and modifications is deemed promising by the experts who reviewed it. Although designed with formative evaluation in mind, it was generally agreed that this tool could be utilized for both formative and summative evaluation. The expert review was successful not because the tool was without fault, but because the review truly achieved its purpose – to identify areas of strength, weakness, and to suggest improvements. / Ph. D.

This is a thesis that deals with the norms and rules of players playing online games together. It is also a thesis about believability, the current capabilities of non-player characters (NPCs) and the attitudes amongst game developers towards dynamic and systemic games AI. The primary theme of this thesis considers which means of communication and coordination in terms of norms and rules are present in groups of players and particularly in guilds and clans playing Massively Multi Online Games (MMOGs) and First Person Shooters (FPSs) respectively. The presence of norms in these types of groups has been overlooked in previous research even though guilds have been addressed to some extent. When rules have been discussed in games research, the actual use, meaning and interpretation behind these rules from a player perspective has been omitted. In this thesis rules and norms are interpreted from a guild and clan perspective as important means for coordination, used in order to keep the group together. The implicit rules are further seen as implicit rules made explicit through guild and clan forums where these groups of players express how to preserve the shared game experience. The absence of rituals, norms and rules has also been studied in temporary groups of one MMOG, with the explanation that existing relations with other players are maintained in these game sessions, but new relations are usually seen as too costly to invest in. The second theme is directed at believability and the state of current NPCs, how immersion is influenced by NPCs that do not act in believable ways. The second theme is also influenced by the first theme, whereby rules and norms are seen as valuable tools for creating believability in NPCs, directly targeting the social layer, a slightly overlooked area of research. The last section is directed at applying the results from the first section, how players play by the rules and norms of the group, and how this could foster believability in NPCs. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 5: In press. Paper 6: In press.</p>

Web developers are confronted with evaluating the usability of Web interfaces. Automatic Web usability evaluation tools are available, but they are limited in the types of problems they can handle. Tool support for manual usability evaluation is needed. Accordingly, this research focuses on developing a tool for supporting manual processes in Heuristic Evaluation inspection. The research was conveyed in three phases. First, an observational study was conducted in order to characterize the inspection process in Heuristic Evaluation. The videos of evaluators applying a Heuristic Evaluation on a non-interactive, paper-based Web interface were analyzed to dissect the inspection process. Second, based on the study, a tool for annotating Web interfaces when applying Heuristic Evaluations was developed. Finally, a survey is conducted to evaluate the tool and learn the role of annotations in inspection. Recommendations for improving the use of annotations in problem reporting are outlined. Overall, users were satisfied with the tool. The goal of this research, designing and developing an inspection tool, is achieved.

Thesis (MScEng)--Stellenbosch University 2012 / ENGLISH ABSTRACT: Reverse engineering (RE) has emerged as an important tool in the design stages of a product. The demand for better performance of hardware and software has spawned many different technologies that fall under RE. The diversity of technologies is linked to the different application areas of industry. It is critical to understand what the exact capability of each individual technology is, in order to choose the appropriate RE system. The objective of this study is to develop capability profiles of different RE technologies available, such as: Coordinate Measuring Machine, Articulated Arm (Cimcore), Non-contact scanner (GOM), and contact scanner (Renishaw). To achieve the objective, the different characteristics of each technology are measured and quantified. A capability profile can be regarded as defined criteria that represent the performance of a RE technology and in this study, is defined by quantifying the following characteristics:  Accuracy  Repeatability  Speed of Measurement  Work Envelope  User-friendliness. The significance of developing these capability profiles is so that they may be compared to one another. This is important, especially for the accuracy criterion, as each technology is manufactured by a different company, making an acceptable accuracy comparison amongst the different technologies impossible. The study also suggests an evaluation tool which will help a decision maker choose the appropriate technology for a specified objective. Guidelines are also given to potential end users of RE technologies on how they should go about acquiring the right system. On a more general level, the study contributes to research in recent trends, in the RE industry in terms of application, hardware, software and the selection of RE systems. By developing these capability profiles, the study aims to contribute to its value in academia, as well as for industry partners and potential RE end-users. / AFRIKAANSE OPSOMMING: RE het ontwikkel as n belangrike hulpmiddel in die ontwerp fase van ‘n produk. Die aanvraag na beter prestasie van hardeware en sagteware het gelei tot die ontwikkeling van baie verskillende tegnologie. Die diversiteit van die tegnologie gaan hand aan hand met die verskillende toepassings areas in die industrie. Dit is belangrik om die spesifieke eienskappe van elke individuele tegnologie te verstaan om die regte RE sisteem te kies. The doel van hierdie studie is om die vermoë profiele van die verskillende beskikbare RE tegnologie te ontwerp: Coordinate Measuring Machine, Articulated Arm (Cimcore), nie-kontak skandeerder (GOM) en kontak skandeerder (Renishaw). Die verskillende eienskappe van elke tegnologie word gemeet en gekwantifiseer. ‘n Vermoë profiel kan gesien word as ‘n vaste kriteria wat die prestasie van die RE tegnologie verteenwoordig en in hierdie studie word dit gedefinieer deur die volgende eienskappe:  Akkuraatheid  Herhaalbaarheid  Spoed van meeting  Meet volume  Gebruikers-vriendelikheid Die relevansie van die ontwikkeling van hierdie vermoë profiele is dat dit wedersyds vergelyk kan word. Dit is belangrik, spesifiek vir die akkuraatheids kriteria, omdat elke tegnologie by ‘n verskillende maatskappy vervaardig word. ‘n Aanvaarbare akkuraatsheid vergelyking onder die verskillende tegnologie is dus onmoontlik. Die studie stel ook ‘n evaluasie hulpmiddel voor wat die besluitnemer sal lei om die mees toepaslike tegnologie te kies vir die spesiefieke doeleindes. Verder word riglyne aan die potensiele gebruikers van RE tegnologie gegee oor hoe om te werk te gaan om die regte sisteem te kies indien die tegnologie nie in besit is nie. Op ‘n meer algemene vlak dra die studie tot navorsing by deur die nuutste tendense in toepassing, hardeware, sagteware en die keuse van RE sisteme in die RE industrie te beskryf. Deur hierdie vermoë profile te ontwikkel beoog die studie om waarde toe te voeg aan die akademie, vennote in die industrie en potensiele RE gebruikers.

xiii, 189 p. A print copy of this title is available through the UO Libraries under the call numbers: KNIGHT LB1573 .G238 2007 / This study uses cost-effectiveness tools to support school site decision-makers. It looks at four reading protocols for first and second graders using common outcomes of early reading proficiency. Similar outcome measures are a requirement of cost-effectiveness analysis but are a common shortcoming of program evaluations as presented in the literature. The comparison of Success For All, a Reading First protocol, and two locally designed instructional protocols gives the reader an opportunity to review the reading alternatives. The review is undertaken to highlight program costs ranging from difficult to discern indirect costs to readily accessible budget expenditures. The qualities of good reading programs are characterized and the essential elements of cost-effectiveness tools delineated before applying their theoretical principles to four schools in a large Northwest city. / Adviser: Gerald Tindal