Made available in DSpace on 2018-06-27T19:13:26Z (GMT). No. of bitstreams: 3 Paulo Renato Simon.pdf: 1863417 bytes, checksum: bed605e7d076d7a615149b3a286f5546 (MD5) Paulo Renato Simon.pdf.txt: 167176 bytes, checksum: 0a526446858b1b6fcf27b1bacfd67fa6 (MD5) Paulo Renato Simon.pdf.jpg: 3655 bytes, checksum: c347b59c38473c5a84c67e07851f709f (MD5) Previous issue date: 2014-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present paper shows the results of a survey with 32 students from High School a Night class that is concomitant with the Vocational Education at Colégio Evangélico Panambi, from Panambi - RS. For this research that is qualitative were used as data collection the following instruments: questionnaires with the students, with the intention of doing a survey about their previous background related to the concept of function, a diagnosis test consisting of four activities relating to functions, a daily classroom and participant observation in which was reported all class events, as well as documents produced by students in resolutions of problems. This study intended to analyze the contribution of the Methodology of Teaching and Learning Evaluation through the Resolution of Problems for the construction of the concept of afim function by the High School students, for the application and development of the activities were followed the steps suggested by Onuchic and Allevato regarding the methodology of Problem Solving. Thus it is considered relevant to analyze the experiences of teaching specifically in this study, the Methodology of Teaching and Learning Math Evaluation, through the Resolution of Problems, particularly the concept of afim function. After the implementation of the activities and the results analyzed, it was noticed that the students had mainly difficulties regarding the interpretation of the statements of the problems proposed. However the collective work had a definitive role for carrying out the proposed activities and showed an extreme importance, without that, the results would not be the same. Also it was possible to verify during the development of the activities that the students have some difficulty in making written records of activities as well as the procedures used in the resolution of problems proposed. / Tem-se nesta dissertação o resultado de uma pesquisa realizada com 32 alunos de uma turma de 1º ano do Ensino Médio noturno que é concomitante com o ensino profissionalizante no Colégio Evangélico Panambi, de Panambi RS. Para a realização desta pesquisa de caráter qualitativo foram utilizados na coleta de dados os seguintes instrumentos: questionários com os alunos, com o intuito de fazer um levantamento acerca dos conhecimentos prévios relacionados ao conceito de função, um teste diagnóstico composto de quatro atividades referentes a funções, observação participante e diário de aula no qual foram relatados todos os acontecimentos ocorridos em classe, bem como documentos produzidos pelos alunos nas resoluções dos problemas. Nesta pesquisa pretendeu-se analisar a contribuição da Metodologia de Ensino-Aprendizagem-Avaliação através da Resolução de Problemas para a construção do conceito de função afim pelos alunos do ensino médio; para a aplicação e desenvolvimento das atividades foram seguidos os passos sugeridos por Onuchic e Allevato a respeito da metodologia de Resolução de Problemas. Assim considera-se relevante analisar de modo mais fundamentado as experiências de ensino e, nesta pesquisa, específicamente a Metodologia de Ensino-Aprendizagem-Avaliação de Matemática através da Resolução de Problemas, particularmente o conceito de função afim. Após a aplicação das atividades, e os resultados analisados, constatou-se que os alunos tinham dificuldades principalmente quanto à interpretação dos enunciados dos problemas propostos. Porém o trabalho coletivo teve um papel definitivo para a realização das atividades propostas e, demonstrou-se de extrema importância, sem o qual os resultados não seriam os mesmos. Também foi possível verificar durante o desenvolvimento das atividades que os alunos apresentam certa dificuldade em fazer registros escritos das atividades desenvolvidas bem como dos procedimentos utilizados na resolução dos problemas propostos. Com base nos resultados alcançados e nos depoimento dos alunos quanto às atividades, conclui-se que essa metodologia aproxima a matemática ao cotidiano do aluno, o que desperta maior interesse na realização das tarefas e consequentemente mais êxito na resolução das atividades.

Theoretical-empirical work is focused on innovation education with using cooperative learning. The theme of labour is evaluation in cooperative learning and his specifics. The theoretical part is devoted to the description of cooperative learning, school rating and especially the evaluation of cooperative activities. The empirical part is a report from the action research of own lessons at the second level of elementary school, describes the transformation of teaching by introducing work in cooperative groups and monitors pupils' involvement in teaching in relation to the evaluation criteria. Part of the research is an analysis of pupils' self-image and a reflection of cooperative activities.

Musical timbre transfer is the task of re-rendering the musical content of a given source using the rendering style of a target sound. The source keeps its musical content, e.g., pitch, microtiming, orchestration, and syncopation. I specifically focus on the task of transferring the style of percussive patterns extracted from polyphonic audio using a MelGAN-VC model [57] by training acoustic properties for each genre. Evaluating audio style transfer is challenging and typically requires user studies. An analytical methodology based on supervised and unsupervised learning including visualization for evaluating musical timbre transfer is proposed. The proposed methodology is used to evaluate the MelGAN-VC model for musical timbre transfer of drum tracks. The method uses audio features to analyze results of the timbre transfer based on classification probability from Random Forest classifier. And K-means algorithm can classify unlabeled instances using audio features and style-transformed results are visualized by t-SNE dimensionality reduction technique, which is helpful for interpreting relations between musical genres and comparing results from the Random Forest classifier. / Graduate

In 2016 employers hiring four-year college graduates indicate that 27.8% have deficiencies in written communication. Postsecondary learning objectives should focus on improving specific writing skills like grammar, sentence structure, and vocabulary usage for individual students and monitoring text readability as an overall score to measure learning outcomes. Web-based applications and the tools integrated into them have the potential to serve as a diagnostic solution for analyzing the text readability and writing skills of students. Organization and structuring of Canvas data was required before adding text readability and other writing skills analytics as part of the process to develop diagnostic learning analytics that interprets student writing skills in the learning management system. Decision modeling was used to capture and describe the specifics of literacy improvement decisions for instructors and administrators in a graphical notation and structured format.

This paper deals with a measure theoretical model for evaluation of e-learning programs. Based on methods of general measure theory an evaluation model is developed which can be used for assessment of complex target structures in context of e-learning programs. With the presented rating function target structures can be evaluated by a scoring value which indicates how the targets in sense of a given logical target structure has been reached. A procedure is developed for the estimation of scoring values for target structures based on adapted assessment checklists.

Volume 14 of publication series EINGEBETTETE, SELBSTORGANISIERENDE SYSTEME is devoted to the structure oriented evaluation of e-learning. For future knowledge society, beside creation of intelligent technologies, adapted methods of knowledge transfer are required. In this context e-learning becomes a key technology for development of any education system. E-learning is a complex process into which many different groups with specific tasks and roles are included. The dynamics of an e-learning process requires adjusted quality management. For that corresponding evaluation methods are needed. In the present work, Dr.Tudevdagva develops a new evaluation approach for e-learning. The advantage of her method is that in contrast to linear evaluation methods no weight factors are needed and the logical goal structure of an elearning process can be involved into evaluation. Based on general measure theory structure oriented score calculation rules are derived. The so obtained score function satisfies the same calculation rules as they are known from normalised measures. In statistical generalisation, these rules allow the structure oriented calculation of empirical evaluation scores based on checklist data. By these scores the quality can be described by which an e-learning has reached its total goal. Moreover, a consistent evaluation of embedded partial processes of an e-learning becomes possibly. The presented score calculation rules are part of a eight step evaluation model which is illustrated by pilot samples. U. Tudevdagva’s structure oriented evaluation model (SURE model) is by its embedding into the general measure theory quite universal applicable. In similar manner, an evaluation of efficiency of administration or organisation processes becomes possible.

In this study, senior certificate (standard 10) pupils' attainment of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum was investigated. With regard to the attainment of the cognitive objectives and aims, senior certificate pupils' performance in their mathematics examination, in terms of three broad categories of cognitive abilities (lower level, middle level and higher level mathematical abilities) was analysed and examined. As no norms (criteria) for mathematical attainment in respect of these three categories of cognitive abilities could be identified, these norms had to be firstly developed by the researcher. However, suitable standardised scales were identified and administered to determine senior certificate pupils' attainment of the affective aims and objectives (attitude towards and interest in mathematics). Besides the quantitative analysis, qualitative assessments of senior certificate pupils' attainment of the cognitive and affective aims and objectives were also made using information obtained, by way of a questionnaire, from teachers of senior certificate mathematics classes. The main findings that emerged from this investigation were: * The senior certificate pupils are attaining the desired proficiency levels in the cognitive objectives and aims of the senior certificate mathematics curriculum. However, these pupils are not adequately attaining the affective aims and objectives of the mathematics curriculum. * Qualitative information elicited from senior certificate teachers of mathematics tends to support the above findings which were obtained from the quantitative analysis. * There is a need for curriculum development in certain areas of the senior certificate mathematics curriculum, particularly in Euclidean geometry, for standard grade pupils. In terms of the general findings, certain recommendations were also formulated. In several ways, the present research is a pioneering effort in evaluating the efficacy of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum. It is hoped that this study will serve as a catalyst for future research. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Made available in DSpace on 2016-04-04T18:32:39Z (GMT). No. of bitstreams: 1 ANTONIO CARLOS SILVA MOURA.pdf: 541052 bytes, checksum: d1f869d689bf0cbb5911b727574b03a2 (MD5) Previous issue date: 2007-06-20 / This piece of work aims to show the results of a research on learning evaluation in graduation courses. It was carried out at the State University of Londrina, July 2006 through May 2007, and is chiefly linked up to a research type named as Studies on Education. Firstly, one presents both a historical approach on the city and on the State University of Londrina. Secondly, one salvages not only some important features about the history of learning evaluation, learning-based theories, background-related evaluation into university teaching, but also an analysis regarding Political/Pedagogical Projects and courses selected. Thirdly, one shows the results of questionnaires which were applied to the graduation-spanning faculty of the university and based upon the National Center for Researches. Through the institution s documents and the professors? research replies scrutinized, one could dwell upon hurdles over the research referred to as how close the university s and the faculty s points of view may be. One also aims to verify any possible changes between graduation background and professors? evaluation practice and what theories are the basis for such a practice. Thus, this research ends up being important due to its bethink-causing elements on learning evaluation into university teaching, ways to enrich the subject analyzed as well as other views that may arise in order to develop new researches on learning evaluation. / Este trabalho apresenta resultados de pesquisa sobre a avalia??o da aprendizagem em cursos de gradua??o, desenvolvida na Universidade Estadual de Londrina, entre julho de 2006 a maio de 2007 e inserida na linha de pesquisa denominada Estudos em Avalia??o. Apresentam-se, primeiramente, um hist?rico da cidade e da Universidade Estadual de Londrina. Em seguida, resgatam-se alguns aspectos relevantes da hist?ria da avalia??o da aprendizagem, seguido de um resgate de teorias relacionadas com a aprendizagem e com a avalia??o formativa no ensino superior, juntamente com an?lise dos Projetos Pol?tico-Pedag?gicos Institucional e dos cursos investigados. Apresentam-se, em seguida, o resultado da an?lise de question?rios aplicados aos docentes de cursos de gradua??o da universidade, abrangendo as diferentes ?reas, segundo a classifica??o do Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq). Os problemas de pesquisa referem-se ao grau de proximidade entre os discursos da Institui??o e os dos docentes, revelados, respectivamente, nos documentos investigados e nas respostas obtidas dos sujeitos de pesquisa. Procura-se verificar se houve ou n?o mudan?as entre a forma??o acad?mica dos sujeitos e suas pr?ticas avaliativas enquanto docentes na educa??o superior e que teorias pedag?gicas e epistemol?gicas embasam essas pr?ticas. A contribui??o desta pesquisa torna-se relevante por fornecer elementos para a reflex?o sobre a avalia??o da aprendizagem na educa??o superior, apontando caminhos para o crescimento dentro da tem?tica pesquisada e suscitar outras quest?es que possibilitem o desenvolvimento de novas pesquisas e novos avan?os nas discuss?es sobre a avalia??o da aprendizagem.

In this study, senior certificate (standard 10) pupils' attainment of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum was investigated. With regard to the attainment of the cognitive objectives and aims, senior certificate pupils' performance in their mathematics examination, in terms of three broad categories of cognitive abilities (lower level, middle level and higher level mathematical abilities) was analysed and examined. As no norms (criteria) for mathematical attainment in respect of these three categories of cognitive abilities could be identified, these norms had to be firstly developed by the researcher. However, suitable standardised scales were identified and administered to determine senior certificate pupils' attainment of the affective aims and objectives (attitude towards and interest in mathematics). Besides the quantitative analysis, qualitative assessments of senior certificate pupils' attainment of the cognitive and affective aims and objectives were also made using information obtained, by way of a questionnaire, from teachers of senior certificate mathematics classes. The main findings that emerged from this investigation were: * The senior certificate pupils are attaining the desired proficiency levels in the cognitive objectives and aims of the senior certificate mathematics curriculum. However, these pupils are not adequately attaining the affective aims and objectives of the mathematics curriculum. * Qualitative information elicited from senior certificate teachers of mathematics tends to support the above findings which were obtained from the quantitative analysis. * There is a need for curriculum development in certain areas of the senior certificate mathematics curriculum, particularly in Euclidean geometry, for standard grade pupils. In terms of the general findings, certain recommendations were also formulated. In several ways, the present research is a pioneering effort in evaluating the efficacy of the cognitive and affective aims and objectives of the senior certificate mathematics curriculum. It is hoped that this study will serve as a catalyst for future research. / Curriculum and Instructional Studies / D. Ed. (Didactics)