Variation in dative resumption among and within Alemannic varieties of German strongly favors an Evaluator component that makes use of optimality-theoretic evaluation rather than filters as in the Minimalist Program (MP). At the same time, the variation is restricted to realizational requirements. This supports a model of syntax like the Derivations and Evaluations framework (Broekhuis 2008) that combines a restrictive MP-style Generator with an Evaluator that includes ranked violable (interface) constraints.

Most science centres in Canada employ science-educated floor staff to motivate visitorsto have fun while enhancing the educational reach of the exhibits. Although bright andsensitive to visitors’ needs, floor staff are rarely consulted in the planning,implementation, and modification phases of an exhibit. Instead, many developmentteams rely on costly third-party evaluations or skip the front-end and formativeevaluations all together, leading to costly errors that could have been avoided. This studywill seek to reveal a correlation between floor staff’s perception of visitors’ interactionswith an exhibit and visitors’ actual experiences. If a correlation exists, a recommendationcould be made to encourage planning teams to include floor staff in the formative andsummative evaluations of an exhibit. This is especially relevant to science centres withlimited budgets and for whom a divide exists between floor staff and management.In this study, a formative evaluation of one exhibit was conducted, measuring both floorstaff’s perceptions of the visitor experience and visitors’ own perceptions of the exhibit.Floor staff were then trained on visitor evaluation methods. A week later, floor staff andvisitors were surveyed a second time on a different exhibit to determine whether anincrease in accuracy existed.The training session increased the specificity of the motivation and comprehensionresponses and the enthusiasm of the staff, but not their ability to predict observedbehaviours with respect to ergonomics, learning indicators, holding power, and successrates. The results revealed that although floor staff underestimated visitors’ success ratesat the exhibits, staff accurately predicted visitors’ behaviours with respect to holdingpower, ergonomics, learning indicators, motivation and comprehension, both before andafter the staff training.

SILVA, Esequias Rodrigues da. Professor-avaliador: identidade deontológica e formação no contexto do sistema escolar - o caso do programa aprender pra valer. 2014. 224f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-22T15:33:55Z No. of bitstreams: 1 2014_dis_ersilva.pdf: 19641342 bytes, checksum: 9de657afc898ceaf23eb06475f15570a (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-23T12:53:29Z (GMT) No. of bitstreams: 1 2014_dis_ersilva.pdf: 19641342 bytes, checksum: 9de657afc898ceaf23eb06475f15570a (MD5) / Made available in DSpace on 2015-06-23T12:53:29Z (GMT). No. of bitstreams: 1 2014_dis_ersilva.pdf: 19641342 bytes, checksum: 9de657afc898ceaf23eb06475f15570a (MD5) Previous issue date: 2014 / Various initiatives to external large-scale evaluation arise in Brazil during the 1990s, especially: National System of Basic Assessment (SAEB) and National Secondary Education Examination (ENEM). After more than twenty years since the birth of those initiatives, discussions about the schools own internal assessment by teachers have been intensified. Bringing near the outer large-scale evaluation to the school’s internal evaluation arises as a problem today in the Brazilian educational scenario. In this context, we have delimited the object of this research: the evaluator-teacher. We have defined as general objective of this research the discussion on the ethical identity of evaluator-teacher. The specific objectives that guided this study were planned as follows: (1) to discuss the ethical identity of evaluator-teacher in the context of the paradigm docimológico school evaluation, (2) to discuss the ethical identity of evaluator-teacher in the context of the pedagogical paradigm of school evaluation, (3) to identify the reference of powers attributed to the evaluator-teacher on Aprender pra valer (Learning for sure) program, by SEDUC-CE. This research falls under the qualitative approach by stating – among other features – the descriptive and interpretative matter, the interest on the use of the results, use various data sources. The methodological procedures substantiated in documentary analysis and literature review. The data were interpreted by content analysis. For purposes on this study we defined as theoretical references Bloom, Hastings and Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994.2001), Tyler (1949), Bonniol and Vial (2001). The survey results indicated that external evaluation on a large scale will influence on ethical identity of evaluator-teacher by proposing a framework for the construction of assessment instruments: the Reference Matrix. The Learning For Sure Program (Aprender Pra Valer) indicates the external evaluation on a large scale as the main agent of the management system, school management and the management of the classroom. However, this program does not have a specific project for the evaluator-teacher’s education evaluator and to confirm the importance of internal school evaluation. The docimologic paradigm allows us to identify the duties of the evaluator-teacher from the perspective of evaluation instruments. While the formation of the evaluator-teacher, based on educational paradigm, lies in their education in a complex frame of the systemic approach initially announced by Tyler (1977) and confirmed by Bloom, Hastings and Madaus (1983), Perrenoud (1999, 2000, 2002) and Hadji (1994,2001). / Diversas iniciativas de avaliação externa em larga escala surgiram no Brasil durante a década de 1990, a destacar: Sistema Nacional da Avaliação Básica (SAEB) e Exame Nacional do Ensino Médio (ENEM). Passados mais de vinte anos, desde o nascimento dessas iniciativas, intensificaram-se as discussões em torno da própria avaliação escolar interna realizada pelos professores. Aproximar a avaliação externa em larga escala da avaliação interna escolar coloca-se como um problema da atualidade no cenário educacional brasileiro. Nesse contexto, delimitamos o objeto desta pesquisa: o professor-avaliador. Definimos como objetivo geral deste trabalho discutir a identidade deontológica do professor-avaliador. Os objetivos específicos que orientaram este trabalho foram assim planificados: (1) discutir a identidade deontológica do professor-avaliador no contexto do paradigma docimológico da avaliação escolar, (2) discutir a identidade deontológica do professor-avaliador no contexto do paradigma pedagógico da avaliação escolar, (3) identificar o referencial de competências imputado ao professor-avaliador do programa Aprender pra Valer SEDUC-CE. Esta pesquisa se inscreve na abordagem qualitativa por manifestar, entre outras características, o caráter descritivo e interpretativo, o interesse pela utilização dos resultados, a busca por diversas fontes de dados. Os procedimentos metodológicos consubstanciaram-se em análise documental e pesquisa bibliográfica. Os dados foram interpretados pela análise de conteúdo. Para efeito deste estudo, como referenciais teóricos, demarcamos Bloom, Hastings e Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994, 2001), Tyler (1949), Bonniol e Vial (2001). Os resultados da pesquisa indicaram que a avaliação externa em larga escala exerce influência sobre identidade deontológica do professor-avaliador ao propor um referencial para a construção de instrumentos de avaliação: a Matriz de Referência. O Programa Aprender Pra Valer indica a avaliação externa em larga escala como principal agente da gestão do sistema, da gestão da escola e da gestão da sala de aula. No entanto, esse programa não apresenta um projeto específico para a formação do professor-avaliador nem confirma a importância da avaliação escolar interna. O paradigma docimológico nos permite identificar os deveres do professor-avaliador na perspectiva dos instrumentos de avaliação, enquanto a formação do professor-avaliador, baseada no paradigma pedagógico, situa a formação dele em um quadro complexo da abordagem sistêmica anunciada inicialmente por Tyler (1977) e confirmada por Bloom, Hastings e Madaus (1983), Perrenoud (1999, 2000, 2002) e Hadji (1994, 2001).

This doctoral thesis titled "Evaluation Policies in Brazilian Postgraduate Education: A Hermeneutics of Teaching Work" was developed in the Program of Postgraduate Education (PPGE) of the Federal University of Santa Maria (UFSM), in the research line; Training, Knowledge and Professional Development. This work has as main objective an analysis of possible changes provided by evaluative construction of Brazilian graduate education in teacher training and production of knowledge, through a hermeneutic look. Relations and directions of the formative process of research by academic research were analyzed, as well as scientific production and productivity as a regulatory feature of the Evaluator State. To this end, we seek an empirical basis, the contextualization of these indexes evaluation and trends. Therefore, documents and spreadsheets were analyzed issued by the Education area in the last two periods of CAPES evaluation (2007-2009; 2010-2012) as also the National Postgraduate Plan (2010-2020). From this evaluation context the text proposes the following question: To what extent the instrumental policy evaluation results of the Brazilian Postgraduate CAPES has influence in teacher formation and productivity of academic research in the Brazilian Education? So the topic discussed in this paper's main theoretical has references the theories of Jürgen Habermas, from his books, Truth and Justification, Science and Technology as Ideology and your article University Idea: learning processes. The reification of the subject, the exposure of Axel Honneth is crafted mainly from his book Reificación: one studio en la theory of reconocimiento and the article complementary to this study entitled Observations on the reification. The production of knowledge in the academy is articulated by the State, as a powerful tool for economic development. We observe this phenomenon when the formation of teachers in the research (the subject) manifests instrumentally as an entrepreneur agent (object), giving up of their social essence and self-awareness. The positioning and argumentation of researchers in education, regardless of its strong foundation, not raises awareness and effectively penetrates the political tissue with sufficient strength and as a determining factor to change this state of affairs, through effective action emancipatory education. Criticism of the system of evaluation performed by this work suggests a paradigm shift in the pursuit of equity between science and the humanities and the readjustment of the look evaluative in relation to production rates. This concept is presented from a collaborative vision of formation, construction and evaluation of academic knowledge and your producers. / A presente tese de doutorado com o título Políticas Avaliativas da Pós-Graduação em Educação Brasileira: Uma Hermenêutica do Trabalho Docente foi desenvolvida no Programa de Pós-graduação em Educação (PPGE) da Universidade Federal de Santa Maria (UFSM), na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional. O trabalho tem como objetivo principal uma análise das possíveis transformações proporcionadas pela construção avaliativa da pós-graduação brasileira em educação na formação docente e produção do conhecimento, através de um olhar hermenêutico. As relações e rumos do processo formativo do pesquisador através da pesquisa acadêmica foram analisados, assim como a produção científica e produtividade como uma característica regulatória do Estado-avaliador. Para tanto, busca-se como base empírica, a contextualização desses índices de avaliação e suas tendências. Portanto, foram analisados os documentos e planilhas emitidos pela área de Educação nos últimos dois triênios de avaliação CAPES (2007-2009; 2010-2012) bem como o Plano Nacional de Pós Graduação (2010-2020). A partir deste contexto avaliativo o texto propõe o seguinte questionamento: Em que medida a política instrumental de avaliação de resultados da pós-graduação brasileira pela CAPES interfere na formação docente e na produtividade da pesquisa acadêmica no Brasil em Educação? Por isso o tema discutido neste trabalho tem como referências teóricas principais as teorias de Jürgen Habermas, a partir de seus livros Verdade e Justificação, Ciência e Técnica como Ideologia e o artigo A Ideia de Universidade: processos de aprendizagem. No tema da reificação, a exposição de Axel Honneth é trabalhada principalmente a partir seu livro Reificación: um estudio en la teoría de reconocimiento e o artigo complementar a este estudo intitulado Observações sobre a reificação. A produção do conhecimento na academia é articulada pelo Estado, como uma poderosa ferramenta para o desenvolvimento econômico do país. Observa-se esse fenômeno quando a formação do docente na pesquisa (sujeito) se manifesta instrumentalmente como um agente empreendedor (objeto), abrindo mão de sua essência social e sua autoconsciência. O posicionamento e a argumentação dos pesquisadores em educação, independentemente de seu forte embasamento, não sensibiliza e penetra efetivamente o tecido político com força suficiente e como fator determinante para modificar esse estado de coisas, através de uma ação efetiva de formação emancipatória. A crítica ao sistema de avaliação realizada por este trabalho sugere uma mudança de paradigma na busca da equidade entre ciência e humanidades e a readequação do olhar avaliativo em relação aos índices de produção. Esta concepção é apresentada a partir de uma visão colaborativa de formação, construção e avaliação do conhecimento acadêmico e seus produtores.

Heuristic Evaluation (HE) is a popular method of usability inspection. However, its outcomes are dependent on the expertise of evaluators. This study explored and described the difference in quality of outcomes (reports) of a collaborative HE conducted by evaluator groups of distinct composition, regarding different numbers of expert evaluators in each group. Twenty-seven (27) evaluators voluntarily contributed with this study, nine (9) expert and 18 novice evaluators. Thus, I organized seven (7) HE groups according to four (4) different levels of the factor presence of an expert, which ranged from no expert up to three (3) experts in the same group. Each group agreed to provide their reports for this study. Thereafter, I conducted a comparative analysis on the reports based on standard methods of the field and on a cluster analysis of similarities. I described the F-measure for each group report according to a relaxed and a strict criteria. Also, I described the dendrograms formed from the cluster analysis and the respective similarities indicated by each cluster. The results showed that the quality of reports from collaborative HE conducted by experts and novices together can be more similar to the quality of reports from a traditional HE with multiple expert inspectors (Benchmark Group) then to the quality of reports from a collaborative HE conducted by a group composed only by novice evaluators (Baseline Group). Finally, I discuss additional findings and implications for future studies in the field. / A Avaliação Heurística (AH) é um método popular de inspeção de usabilidade. Entretanto, seus resultados são dependentes da experiência dos avaliadores. Este estudo explorou e descreveu a diferença na qualidade de resultados (relatórios) de AH colaborativa conduzida por grupos de avaliadores de composição distinta, considerando diferentes quantidades de avaliadores experientes em cada grupo. Vinte e sete (27) avaliadores contribuíram voluntariamente com este estudo, nove (9) experientes e 18 novatos. Assim, foram organizados sete (7) grupos de AH, de acordo com quatro (4) níveis diferentes do fator presença de avaliador experiente, variando de nenhum experiente até três (3) avaliadores experientes no mesmo grupo. Cada grupo de avaliadores concordou em entregar seus relatórios de AH para este estudo. A partir de tais relatórios, foi conduzida uma análise comparativa baseada em métodos específicos da área, e também baseado em uma análise de agrupamento com base em medidas de similaridade. Como resultado, descreveu-se as medidas F (F-measure) referentes ao relatório de cada grupo respeitando critérios estritos e relaxados de comparação. Além disto, foram descritos os dendrogramas resultados das análises de agrupamento. Os resultados mostraram que a qualidade de relatórios de AH colaborativas conduzidas por avaliadores experientes e novatos juntos pode ser mais similar à qualidade de relatórios de AH tradicional conduzida por múltiplos avaliadores experientes (Grupo Benchmark) do que à qualidade de relatórios de AH colaborativa conduzida por grupos formados apenas por avaliadores novatos (Grupo Baseline). Finalmente, discutiu-se resultados adicionais e implicações para pesquisas futuras na área.

nÃo hà / iversas iniciativas de avaliaÃÃo externa em larga escala surgiram no Brasil durante a dÃcada de 1990, a destacar: Sistema Nacional da AvaliaÃÃo BÃsica (SAEB) e Exame Nacional do Ensino MÃdio (ENEM). Passados mais de vinte anos, desde o nascimento dessas iniciativas, intensificaram-se as discussÃes em torno da prÃpria avaliaÃÃo escolar interna realizada pelos professores. Aproximar a avaliaÃÃo externa em larga escala da avaliaÃÃo interna escolar coloca-se como um problema da atualidade no cenÃrio educacional brasileiro. Nesse contexto, delimitamos o objeto desta pesquisa: o professor-avaliador. Definimos como objetivo geral deste trabalho discutir a identidade deontolÃgica do professor-avaliador. Os objetivos especÃficos que orientaram este trabalho foram assim planificados: (1) discutir a identidade deontolÃgica do professor-avaliador no contexto do paradigma docimolÃgico da avaliaÃÃo escolar, (2) discutir a identidade deontolÃgica do professor-avaliador no contexto do paradigma pedagÃgico da avaliaÃÃo escolar, (3) identificar o referencial de competÃncias imputado ao professor-avaliador do programa Aprender pra Valer SEDUC-CE. Esta pesquisa se inscreve na abordagem qualitativa por manifestar, entre outras caracterÃsticas, o carÃter descritivo e interpretativo, o interesse pela utilizaÃÃo dos resultados, a busca por diversas fontes de dados. Os procedimentos metodolÃgicos consubstanciaram-se em anÃlise documental e pesquisa bibliogrÃfica. Os dados foram interpretados pela anÃlise de conteÃdo. Para efeito deste estudo, como referenciais teÃricos, demarcamos Bloom, Hastings e Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994, 2001), Tyler (1949), Bonniol e Vial (2001). Os resultados da pesquisa indicaram que a avaliaÃÃo externa em larga escala exerce influÃncia sobre identidade deontolÃgica do professor-avaliador ao propor um referencial para a construÃÃo de instrumentos de avaliaÃÃo: a Matriz de ReferÃncia. O Programa Aprender Pra Valer indica a avaliaÃÃo externa em larga escala como principal agente da gestÃo do sistema, da gestÃo da escola e da gestÃo da sala de aula. No entanto, esse programa nÃo apresenta um projeto especÃfico para a formaÃÃo do professor-avaliador nem confirma a importÃncia da avaliaÃÃo escolar interna. O paradigma docimolÃgico nos permite identificar os deveres do professor-avaliador na perspectiva dos instrumentos de avaliaÃÃo, enquanto a formaÃÃo do professor-avaliador, baseada no paradigma pedagÃgico, situa a formaÃÃo dele em um quadro complexo da abordagem sistÃmica anunciada inicialmente por Tyler (1977) e confirmada por Bloom, Hastings e Madaus (1983), Perrenoud (1999, 2000, 2002) e Hadji (1994, 2001). / Various initiatives to external large-scale evaluation arise in Brazil during the 1990s, especially: National System of Basic Assessment (SAEB) and National Secondary Education Examination (ENEM). After more than twenty years since the birth of those initiatives, discussions about the schools own internal assessment by teachers have been intensified. Bringing near the outer large-scale evaluation to the schoolâs internal evaluation arises as a problem today in the Brazilian educational scenario. In this context, we have delimited the object of this research: the evaluator-teacher. We have defined as general objective of this research the discussion on the ethical identity of evaluator-teacher. The specific objectives that guided this study were planned as follows: (1) to discuss the ethical identity of evaluator-teacher in the context of the paradigm docimolÃgico school evaluation, (2) to discuss the ethical identity of evaluator-teacher in the context of the pedagogical paradigm of school evaluation, (3) to identify the reference of powers attributed to the evaluator-teacher on Aprender pra Valer (Learning for Sure) program, by SEDUC-CE. This research falls under the qualitative approach by stating â among other features â the descriptive and interpretative matter, the interest on the use of the results, use various data sources. The methodological procedures substantiated in documentary analysis and literature review. The data were interpreted by content analysis. For purposes on this study we defined as theoretical references Bloom, Hastings and Madaus (1983), Perrenoud (1999), Afonso (2000), Hadji (1994.2001), Tyler (1949), Bonniol and Vial (2001). The survey results indicated that external evaluation on a large scale will influence on ethical identity of evaluator-teacher by proposing a framework for the construction of assessment instruments: the Reference Matrix. The Learning For Sure Program (Aprender Pra Valer) indicates the external evaluation on a large scale as the main agent of the management system, school management and the management of the classroom. However, this program does not have a specific project for the evaluator-teacherâs education evaluator and to confirm the importance of internal school evaluation. The docimologic paradigm allows us to identify the duties of the evaluator-teacher from the perspective of evaluation instruments. While the formation of the evaluator-teacher, based on educational paradigm, lies in their education in a complex frame of the systemic approach initially announced by Tyler (1977) and confirmed by Bloom, Hastings and Madaus (1983), Perrenoud (1999, 2000, 2002) and Hadji (1994.2001).

Orientador: Viviane Cristina de Castro Marino / Resumo: Introdução: A fala é um importante parâmetro indicativo do sucesso ou insucesso do tratamento cirúrgico da fissura labiopalatina, sendo a hipernasalidade o principal sintoma da disfunção velofaríngea. Sua identificação é feita pela avaliação perceptivo-auditiva, considerada padrão-ouro. Porém, esta avaliação é subjetiva e pode ser influenciada por fatores internos e/ou externos do avaliador. Estratégias como treinamento e/ou uso de amostras de referência são recomendadas, mas ainda não é claro sua influência na classificação da hipernasalidade por fonoaudiólogos sem experiência nesta classificação. Objetivo: Investigar a classificação da hipernasalidade de fala antes e depois de treinamento de profissionais sem experiência na avaliação da hipernasalidade de indivíduos com fissura labiopalatina. Método: Três fonoaudiólogas sem experiência analisaram inicialmente 24 amostras de fala de indivíduos com fissura labiopalatina (baseado em seus próprios critérios), usando escala de quatro pontos (1=ausência de hipernasalidade; 2=hipernasalidade leve; 3-hipernasalidade moderada; 4=hipernasalidade grave). Após uma semana, receberam treinamento perceptivo-auditivo e, na semana seguinte, retreinamento. As 24 amostras de classificação foram reapresentadas uma semana após retreinamento, seguindo os mesmos procedimentos realizados previamente (antes do treinamento perceptivo-auditivo). A análise descritiva dos dados foi feita pela porcentagem de acertos e os testes estatísticos de Wilcoxon,... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Introduction: Speech is an important parameter indicating success or failure of surgical treatment of cleft lip and palate, being hypernasality the main symptom of velopharyngeal dysfunction. Its identification is performed by the auditory-perceptual evaluation, considered gold standard. However, this evaluation is subjective and can be influenced by internal and/or external factors of the evaluator. Strategies as training and/or use of reference samples are recommended, but their influence on the classification of hypernasality by speech therapists without experience in this classification is not clear yet. Objective: To investigate the classification of speech hypernasality pre and post-training of professionals without experience in the hypernasality evaluation of individuals with cleft lip and palate. Method: Three speech therapists without experience initially analyzed 24 speech samples from individuals with cleft lip and palate (based on their own criteria), using a four-point scale (1=absent hypernasality; 2=mild hypernasality; 3=moderate hypernasality; 4=severe hypernasality). After one week, they received auditory-perceptual training and, next week, retraining. The 24 classification samples were presented again one week after retraining, following the same procedures performed previously (pre auditory-perceptual training). Data were analyzed descriptively (percentage of correct responses) and Wilcoxon, Kolmogorov-Smirnov, Chi-square, V of Cramer and Kappa statistical... (Complete abstract click electronic access below) / Mestre

No description available.

ABSTRACT In this study the question of how to address corruption in Tanzanian society is considered from the view point of learning positive values to contribute to reducing corruption now and in the future. It is argued that by strengthening the teaching of positive values to provide a foundation in values as alternatives for students to consider, may impact their decisions while still at school and later in life as adults and leaders for them to resist corruption when encountered. The study arises from Transparency International surveys consistently ranking Tanzania early in the new millennium amongst the 10 most corrupt countries internationally. Given the failure of national commissions in Tanzania, legal institutions such as the Prevention of Corruption Bureau, initiatives emanating from the office of the Presidency, amongst others, to stem corruption, here it is argued for the use of education as state institution to strengthen values teaching in 3 programmes in the state curriculum through evaluation to address the problem. Adopting an approach to evaluation which draws teachers into the process for them to drive it in part, developed by Fetterman and Wandersman, capacity can be built within schools to do so, an approach which is somewhat different to the norm where this capacity more frequently may be driven from outside, coercive, and be disempowering of agents of change within schools. Using the stepped procedure as well as the ‘facets’ of this participatory approach to evaluating the 3 positive values curricula, and with coaching by the evaluator, a measure of self-determination seemed experienced by teachers to teach values like honesty and self-respect, self-reliance and personal integrity, amongst others, to assist students resist corrupt practices when encountered. Multiple self-administered instruments developed with teachers helped gauge teachers progress towards goals they set themselves to achieve in one academic year and assisted to build confidence in addressing this issues through schooling, the sample of schools in the study being purposefully selected as they educate between them more than half the professional and political leaders in the nation. The study aimed to find what positive values are taught in 3 curricula [Civics, Islamic Knowledge, Bible Knowledge], and how these are taught, as well as to find out if this teaching was strengthened through using the tools of empowerment evaluation. The data indicates firstly, shared values across these curricula and values specific to each are taught, to provide alternatives for learners to consider prior to action. This foundational guide for students seemed strengthened if secular values are allied to religious values to provide value-informed choices for students, and that this foundation may be further strengthened with self-directed changes to the curriculum being made by teachers. Secondly, traditional pedagogical methods seem to be less effective where values teaching is not linked to exemplarily teacher behaviour, parables and storytelling, and moral actions of role models emulating how to act morally. Thirdly, teaching positive values was found to be strengthened through self-evaluation, as teachers seemed to experience a measure of empowerment or self-determination in the evaluation, and to aim at self-improving effective teaching of values. Finally, data indicates that where teachers are drawn into the evaluation process, trained in these techniques facilitated by an evaluator, that refinements to values teaching may be sustained in the short to medium term, following the withdrawal of the evaluator from the field. Findings were corroborated in part through triangulating the data, here with data from naturalistic observations and questionnaires particularly. Amongst recommendations made in the light of the study, one is the importance of the state employing religious teachers, as opposed to these being functionaries of the mosque and church as at present, a second being that positive values be made part of the compulsory core curriculum in all schools in the system.

Heuristic Evaluation (HE) is a popular usability inspection method. Yet little is known about the effect the evaluators have on the outcome of HE. One potentially important feature of evaluators is their end-user status, that is, whether or not they are end-users for whom the interface is designed. I completed a detailed review of the HE literature, combined sources, developed an explicit method for conducting an HE and trained HE novices from different work domains using it. Using these methods I conducted a preliminary randomized crossover study (n=6) of the effect of end-user status during the inspection and merging stages of HE. I estimate a larger study of approximately 148 end-users would be needed to test hypotheses regarding end-user status. I demonstrated a novel measure of the effect of end-user status for the merging stage of HE, which I called the measure of matching similarity (MMS).