La présente recherche questionne l’évaluation de la compréhension de textes et s’intéresse aux indicateurs linguistiques observables dans des réponses à des questions de compréhension de textes posées après la lecture silencieuse de textes narratifs courts à des élèves du cycle 3 (8-11 ans). Elle s’inscrit dans un contexte de vives préoccupations à l’égard des difficultés de compréhension des élèves entrant au collège et de l’intégration des nouvelles technologies dans les pratiques scolaires. Cette recherche propose de s’appuyer sur une approche linguistique de l’acquisition du langage écrit appliquée à l’acte d’évaluation de la compréhension de textes. Pour cela, elle propose un dispositif d’évaluation sur support papier et ordinateur contenant deux textes narratifs courts et des questions de compréhension de ces textes. Les textes ont été analysés pour dégager des indicateurs de complexité qui ont ensuite permis d’effectuer des analyses linguistiques des données écrites recueillies auprès de trois classes d’élèves du cycle 3. De manière générale, les résultats ont permis d’identifier des indicateurs linguistiques de compréhension ainsi que des procédés d’élaboration des réponses formulées par les élèves pour montrer ce qu’ils ont compris et comment ils se servent des textes pour répondre aux questions. Une étude longitudinale plus détaillée des réponses de trois élèves permet de proposer une méthodologie d’évaluation linguistique de la compréhension de textes. Ce travail offre des pistes de réflexion sur l’apport d’une conception linguistique de l’évaluation de la lecture et offre un modeste éclairage sur l’apport des TIC pour une évaluation formative. / The present research deals with the assessment of the comprehension of short narrative written texts by 8 to 11 year old pupils and endeavours to analyse linguistic indicators which can be identified in their written answers to questions after silent reading of those texts. The context is one of anxiety over reading comprehension difficulties of pupils entering 6th grade and also of the integration of new information technologies in school practices. This research argues for a linguistic approach of written language acquisition applied to the assessment of reading comprehension. In this context an assessment device is proposed both on paper and on computer, including two short narrative texts as well as comprehension questions about those texts. The texts were analysed to identify linguistic complexity indicators which helped analysing the written data collected from three classes. Overall, the results enabled us to identify linguistic comprehension indicators as well as ways of formulating answers by which the pupils showed what they understood and the ways they used the texts to answer the questions. A close longitudinal study of three pupils’ answers enable us to propose a linguistic method for assessing text comprehension. This work invites reflection on a linguistic conception of comprehension assessment and offers a modest contribution to understanding the role Computer resources may play in formative evaluation. Key-words : reading comprehension, formative evaluation, linguistic comprehension indicators, software, teaching and learning of reading, 8 to 11 year old pupils.

The diploma thesis focuses on the issue of evaluating the learning processes of preschool children. The aim of the diploma thesis is to examine the possibilities of implementing the Learning Stories method in Czech preschool education. The method serves as a tool for documentation, evaluation and support of children's learning in kindergarten and is one of the methods of formative evaluation that are used in preschool education abroad. The work is divided into two parts. The theoretical part characterizes preschool age and its specifics, analyzes the patterns of learning of the child and current approaches to pedagogical diagnostics, its types, methods, means and anchoring in the Framework Educational Program for Preschool Education. Provides key information about the Learning Stories method. The empirical part sets the goals of the research and its methodology. The implemented action research consisted of comprehensive work with the Learning Stories method, which is based on observing the child, documenting, evaluating his learning and creating a story (so-called Learning Story) about his learning processes. The survey finds out how the Learning Stories method has a benefit for the child and how the Learning Stories method can be implemented in a kindergarten environment. Formulates methodological...

This study explored the views and experiences of School Management Teams (SMTs) when implementing Integrated Quality Management System (IQMS) in three primary schools in the Nkangala Region of the Mpumalanga Province, South Africa. A qualitative research approach was adopted and the data were collected by means of semi-structured interviews and document retrieval in schools. The data were then analysed by the constant comparative method. All the participants in this study expressed the view that IQMS is a teacher appraisal system with a potential to develop educators in schools provided both evaluators and evaluatees are honest with the evaluation process and are able to identify their areas of development. However the experience of the principals and deputy principals with the implementation of IQMS in schools reveals that educators inflate their scores and do not identify areas where they need development. The Development Support Groups (DSGs) do not conduct authentic evaluation since they serve the purpose of helping educators to qualify for salary progression. Participants recommended external evaluation as a solution to subjective ratings since external evaluators have a potential to provide objective and credible evaluation because they are unfamiliar with educators and do not experience the pressure to maintain collegiality in schools. A key recommendation is that the Department of Education should conduct effective training for the stakeholders involved with the implementation of IQMS in schools. / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

In der Pflegeausbildung in Deutschland steht die Lehr- und Lernforschung zum Blended Learning noch am Anfang. Unter der Prämisse, Entwicklung und Forschung miteinander zu verbinden, hatte die Forschungsarbeit das Ziel, eine mediengestützte, problemorientierte Lernumgebung zu entwickeln und deren Implementierung aus Sicht der Lernenden zu evaluieren. Die mediengestützten, problemorientierten Lerneinheiten wurden im Herbst 2005 und Frühjahr 2006 durchgeführt und durch zwei Erhebungen begleitet. 49 Lernende der Gesundheits- und Krankenpflege nahmen an zwei Schulstandorten daran teil. Die Datenerhebungen erfolgten über zwei Fragebögen, welche sowohl die Lernvoraussetzung als auch die Akzeptanz und die Selbsteinschätzung des Lernprozesses erfassten. Zur Erfassung der erworbenen Fachkompetenz wurden fallbasierte, schriftliche Lernerfolgskontrollen mit jeweils 19 Fragen eingesetzt und Gruppenpräsentationen bewertet. Die statistische Auswertung der Daten erfolgte mittels deskriptiver und analytischer Verfahren. Die Ergebnisse der Untersuchung 1 verwiesen auf eine gute Balance zwischen Selbststeuerung und Fremdunterstützung, was sich sowohl in der Akzeptanz als auch in der hohen Zufriedenheit bei der Arbeit in den POL-Tutorien und während der Selbstlernphasen widerspiegelte. Die Methodentrainings im Vorfeld hatten einen positiven Einfluss auf die Akzeptanz der neuen Lernumgebung. Außerdem erwies sich die Internetzugänglichkeit von zu Hause als akzeptanzfördernd. Besonders die praxisrelevanten Lernfälle und der Wechsel zwischen den Sozialformen (Gruppenarbeit und individuelles, medienunterstütztes Lernen) weckte Interesse und motivierte zum Weiterlernen. Trotz der Integration selbstgesteuerter Lernphasen blieb der Lernerfolg nicht aus. Die Reduzierung der webbasierten Lernmaterialien führte in Untersuchung 2 zu schlechteren Befragungs- und Testergebnissen als in Untersuchung 1.

Orientador: Hélia Sonia Raphael / Banca: Iraíde Marques de Freitas Barreiro / Banca: Luciana Maria giovanni / Banca: Mara Regina Lemes de Sordi / Banca: Nadia Aparecida de Souza / Resumo: Esta pesquisa investiga o cotidiano escolar de um grupo de dezenove professores, em uma escola do Ensino Fundamental II, da rede particular de ensino, no período de 2004 a 2006. Ao tomar como referência construtos teóricos na área da avaliação e da formação pedagógica, propostos a partir de 1980, o recorte investigado prioriza o agir avaliativo em sala de aula, no que se refere à formação teórica dos componentes do grupo e às práticas da Avaliação Formativa. Metodologicamente, caracteriza-se como investigação qualitativa, na modalidade da pesquisa-ação, razão pela qual acolhe o relato de interferências compartilhadas pela pesquisadora e pelo grupo, na busca de soluções para a melhoria do processo avaliativo no segmento de ensino estudado. A investigação é um desdobramento da pesquisa de mestrado, na qual, os dados, obtidos através de entrevistas, ao serem analisados, apontaram controvérsias e convergências entre o discurso e as práticas dos professores, fato que indicou a pertinência de se realizar uma intervenção. Como decorrência dos dados obtidos na pesquisa precedente acresceram-se outros, obtidos na fase de realização da presente pesquisa e provenientes da observação em sala de aula e da análise de documentos, dos quais foram retirados, para estudo, extratos relevantes, concebidos como totalidades parciais da teoria e da prática. Submetidos à análise, esse conjunto de dados evidenciou representações heterogêneas da realidade, que se constituem em uma rede de significados, na qual se destacam as resistências, as incongruências entre o discurso e a prática, e as representações de situações, marcadas ora pela reprodução ora pela construção de novos caminhos. / Abstract: This research focus on a school day-by-day life of a group formed by nineteen teachers, in a private elementary school level II, from 2004 to 2006. The observed clipping searches for the classroom evaluation act, which refers to the theoretical formation of the group members and their practices related to Formative Evaluation, taken as reference from theoretical constructs in evaluation and pedagogical formation that were proposed since 1980. Methodologically, the study is inserted in the field of qualitative research, action research model, reason why it accepts reports of interferences shared between the researcher and the group members, aiming to reach improvement of the evaluation process in the focused learning segment. This investigation is the development of master degree research, were the data gathered through interviews, when analyzed, have pointed to controversies and congruencies inside the teachers discourse and practices. This fact justified the relevance of having an intervention. To the previous data gathered in the former research fresh ones were added. They were obtained during the current research and also from classroom observation and document analysis. From them relevant extracts were taken to a deeper study, because they were conceived as theory partial totality and practice. Submitted to analysis, this set of data showed the heterogeneity of reality representation, which builds a meaning network, where resistances pop up, incongruence between discourse and practice and the representation of situations which are sometimes characterized by reproduction and sometimes by new ways. / Doutor

No description available.

The objective of the experience that we are presenting is to point out some valuable accomplishments of students’ learning from the Geometric Design 1 and 2, DG courses in the Pontificia Universidad Católica del Perú, PUCP’s, Art Faculty, which are built when learning evaluations take place, as well as how the approach of the formative evaluation supports the construction of an art student who is independent and self-directed, able to be conscious of his own progress, able to be self-critical of his/her artistic production, basing their self-evaluation on objective criteria that they themselves will discover and create. In addition, the formative approach of the evaluation promotes the formation of a strong character for critical evaluation, understood here as a specific evaluation strategy of art and design.Also we will reflect on the application of evaluation strategies aimed towards being collaborative; to give meaning to the method and to the intended contents of the learning while the student is acquiring procedure tools for the development of drawing techniques and for their own self-expression.This important learning is aimed at the autonomy of the student, because simultaneously to the conceptual area, diverse methodologies will be put in practice and students will experience strategies of collaborative learning andindividual aimed to «learning to learn» and «learning to be». / Los objetivos de la experiencia que presentamos son: a) identificar los logros del aprendizaje de los alumnos del curso de Dibujo Geométrico (DG) 1 y 2 de la Facultad de Arte de la Pontificia Universidad Católica del Perú (PUCP) construidos durante la evaluación del aprendizaje. Asimismo, b) demostrar cómo el enfoque de la evaluación formativa apoya la construcción de autonomía y autorregulación del estudiante de arte, capaz de ser consciente de su propio desarrollo y de hacer una autocrítica de su producción artística, basada en criterios objetivos que él mismo va a descubrir y conceptualizar, mientras va adquiriendo herramientas procedimentales y conceptuales para el desarrollo de técnicas de dibujo y de su propia expresión. De esta manera impulsa la formación de un carácter fuerte para la evaluación crítica, entendida aquí como una estrategia específica de evaluacióndel arte y el diseño.También reflexionaremos sobre la implementación de estrategias de evaluación orientadas hacia lo colaborativo, para darle significancia a la forma y a los contenidos destinados al aprendizaje, mientras el alumno adquiere herramientas para el desarrollo de técnicas de dibujo y de su propia expresión. Las estrategias de evaluación están orientadas a la autorregulación del alumno ya que simultáneamente al área conceptual, pondrán en práctica metodologías diversas y experimentarán estrategias de aprendizaje colaborativo e individual orientados alaprender a aprender y al aprender a ser. / O objetivo da experiência que apresentamos é a de assinalar alguns lucros valiososda aprendizagem dos alunos do curso de Geometric Design 1 and 2, DG da faculdade de Arte da Pontificia Universidad Católica du Perú, PUCPque se constroem durante a avaliação da aprendizagem, assim como o enfoque da avaliação formativa apoia a construção de um estudante de arte autónoma e autónomo e autorregulado, capaz de ser consciente de seu próprio desenvolvimento, capaz de fazer uma autocrítica de sua produção artística, baseando-se em critérios objetivos que o mesmo vai descobrir e conceituar. Ademais o enfoque formativo da avaliação impulsiona à formação de um carácter forte para a avaliação crítica, aqui entendida como uma estratégia de avaliação específica da arte e design.Também reflexionaremos sobre a implementação de estratégias de avaliação orientadas para o colaborativo, para lhe dar significância à forma e aos conteúdos destinados à aprendizagem, enquanto o aluno vai adquirindo ferramentas processual para o desenvolvimento de técnicas de desenho e de sua própria expressão. Esta aprendizagem significativa está orientada à auto-regulação do aluno, pois simultaneamente à área conceptual, porão em prática metodologias diversas e experimentassem estratégias de aprendizagem colaborativo e individualorientados ao aprender a aprender e ao aprender a ser.

The purpose of this research is to conduct an evaluation of the return on investment value of Employee Assistance Programmes within the South African context. Assistance to employees originated from the 19th century. The term Employee Assistance Programmes was however formulated in the 1970’s in the United States. The Employee Assistance field has since seen a paradigm shift in its focus, significant growth in its market value (amount of corporate clients internationally investing in EAPs for their employees), the establishment of a regulatory and ethical body through EAPA and its formalization as an academic discipline. This study takes the concept of return on investment value of EAPs further than the ratio of benefit-to-cost. The utilization of different data sources, inclusive of quantitative and qualitative instruments creates an opportunity to explore areas of value perception of different role players in the field. It furthermore maps the subjective and objective experience of behaviour change resulting from personal problems and the journey of change as a result of focused interventions. The consistency of views across different datasources as well as between different industries strengthens the value add claims of EAPs as contributing to the financial bottom line of companies. This study advocates for the importance of programme evaluation as a central part of EAP contracting. It furthermore also highlights the importance of documentation of employee performance for evaluation purposes. It illustrates a journey that can be complicated by the failure to agree to evaluative terms at program inception as well as unstructured data-capturing within companies. Employee behaviour consists of both computable and incomputable elements. Generally the focus of a return on investment study would be the computable components of human behaviour. This investigation however highlights significant elements of risk relating to employee performance challenges that is not easy to include in a ROI but holds significant financial and reputational risks for corporate clients. The influence of individual performance challenges on teams and the challenges it holds for line managers is also highlighted through the qualitative journey of this study. Employee behaviour seems vulnerable to internal and external forces and as a result companies’ productivity can be affected by how individual employees respond to these forces. It could be accepted that interventions that is aimed at stabilising and improving employee behaviour, will inevitably impact work performance and as a result the financial bottom-line of the company. Employee Assistance Programmes often operates in an arena where other programmes aimed at impacting employee behaviour are also present. It is thus difficult to isolate it’s intervention as being one of the main behaviour changing facilitators of the company. This study acknowledges this challenge and changes focus to different data-sources reporting on employee behaviour before and after EAP intervention. The consistency of data across these different data-sources becomes one of the main reporting areas for this study. Eventually the challenges encountered in this study guides the advocacy in the recommendations for a thorough agreement of programme evaluation at inception, the areas that will be included in such evaluations, the availability of Human Resource data to ensure effective evaluation inclusive of ROI assessments, targeted assessments at service provider level with effective software support. / Thesis (DPhil)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

Purpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their counterparts who were able to travel. This formative evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research (Reeves, 2006). Methodology/Design: Two guiding questions drove the focus of this formative evaluation: Did the program accomplish what was intended and was it implemented effectively? These generated a set of evaluation questions using the Online Learning Consortium (OLC) Quality Framework, which were used to evaluate the quality of a joint study abroad program in Brazil with students and instructors from the University of Central Florida and the University of Scranton. While studying global health management in Brazil, the group in the field broadcasted their site visits live to online participants back in the United States. Web conferencing tools allowed the online attendees to see and hear the group in Brazil and interact in real time through the audio or text chat. Evaluation data was compiled from multiple sources including an anonymous student survey, instructor interviews, session recordings, financial budgets, and online facilitator observations in order to triangulate and evaluate the effectiveness of this Web-based intervention. Findings: Web conferencing technology appears to be a viable alternative that is not necessarily as immersive as traveling abroad, but it does provide its own set of benefits to higher education students. This formative evaluation revealed clear areas for improvement, including technical and procedural elements, but instructors and online participants did find value in the experience. Was it perfect? No. Was it successful? Yes. Was it encouraging? Definitely. Exploration of the evaluation questions under each of the five pillars of the OLC Quality Framework revealed both success factors and areas for improvement in each of the following categories: learning effectiveness, scale (commitment & cost), access, faculty satisfaction, and student satisfaction. Implications: Overall, this was a successful proof of concept that justifies future improvements and subsequent further evaluation in an iterative design-based research program. In addition to repeating this study with the joint global health management course in Brazil, this intervention could also be implemented and evaluated in other contexts, disciplines, and countries around the world. This formative evaluation produced a set of recommendations for the next study based on the success factors as well as the areas for improvement identified in this initial implementation in addition to a list of suggestions for future research.

The South African education system is in crisis; with low matric pass rates, high dropout rates, teacher strikes, rising pregnancy rates among teenaged learners, and assaults by learners on educators and other learners. The system is unable to cope with the multiple demands placed on it and a number of NGOs are stepping in to aid the system. This study is an evaluation of an NGO aimed at developing learners through the application of the Appreciative Inquiry approach. The Appreciative Inquiry approach is a method for generating change within an organisation by looking at what works in the organisation and facilitating active participation. The main findings from this study were that the programme seems to have positively affected learners‟ performance both academically and behaviourally; the programme was perceived to have raised the general standard of academic performance at the school. / Psychology / M.A. (Psychology)