The magistrat project represents a teaching manual of speaking competence development for Chinese students in Russian speaking surrounding. The manual contains 3 topics - food, clothes, cosmetics - and includes numerous pictures, exercises in corresponding communicative situations. The manual is intended for students as well as for businessmen working in these areas. / Магистерский проект представляет собой Учебно-методическое пособие по развитию речи для китайцев в русской языковой среде. Пособие содержит три темы: еда, одежда, косметика, - и включает множество иллюстраций и заданий в соответствующих коммуникативных ситуациях. Адресовано как учащимся, так и бизнесменам, работающим в этих сферах.

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The purpose of this qualitative explorative study is to explain individualized lived experiences of registered nurses working and participating in clinical supervision for nursing students within the clinical environment at selected hospitals. The study explores the challenges faced by registered nurses on a daily basis on how to structure clinical activities for the nursing students and provide high quality care to patients.

The purpose of this qualitative explorative study is to explain individualized lived experiences of registered nurses working and participating in clinical supervision for nursing students within the clinical environment at selected hospitals. The study explores the challenges faced by registered nurses on a daily basis on how to structure clinical activities for the nursing students and provide high quality care to patients.

Nowadays, the extensive transformation of the whole school system is taking place in our society. School curriculum is introduced into all primary schools since September 2007. This diploma thesis is focused on accumulated experience of primary schools with the creation of school curriculum and the first practical experience with its implementation The first part of this thesis is devoted to the history of Czech education reforms, defines the basic terminology, discusses the different parts of general educational program and describes the creation of school curriculum. Another part is devoted to the research where we compare the experience of some primary schools with the creation and the implementation of school curriculum. In this case, it is used the method of questionnares and observation. The research is mainly focused on the problems of its own making and implementation.

Empirical research evidences have confirmed the pedagogical power of formative assessment to improve students‟ learning, particularly in science education. Thus, this study investigated science teachers‟ practice of assessment for learning in second cycle secondary schools at East Gojjam Zone, Amhara Regional State. To meet this objective mixed method research design, particularly concurrent mixed method was used. The subjects of the study were all of science teachers in the randomly selected schools. Questionnaire, semi-structured interview, and observation were used to collect the data. From 186 science teachers, 153 teachers properly filled and returned the questionnaire. Moreover, 8 purposively selected teachers were included in the interview and observation sessions. To analyze the quantitative data, frequency, percentage, mean, standard deviation, one-sample t-test, multiple regression, MANOVA, and ANOVA were used. For the qualitative data content analysis was used. The results of the quantitative and qualitative data showed that the practice of assessment for learning in the selected schools was very low. Most science teachers administered tests, home works, assignments, and class works at the end of the lesson to consolidate what they taught and to collect marks, but they did not integrate different assessment for learning methods throughout their instruction for the sake of learning. Teachers mentioned lack of science resources, large class size, shortage of instructional time, inadequate school support, lack of appropriate professional development activities, lack of instructional materials, students‟ and teachers‟ negative perception on formative assessment, teachers‟ lack of knowledge and skill about formative assessment, and large content of courses as major factors for not implementing assessment for learning. Besides, this study revealed a significant relationship between teachers‟ perception and school supports with teachers‟ overall practice of assessment for learning. Teaching experience has also significant effect on the combined practice of assessment for learning, particularly teaching experience significantly affects the collection of learning evidences than other factors. However, class size, subject taught, and teaching load per week have no significant effect on the combined practice of assessment for learning. Moreover, the pre-service and in-service assessment trainings have no significant contributions to the practice of assessment for learning. Therefore, comprehensive and relevant assessment trainings should be given for science teachers on a regular basis to integrate assessment with daily instruction to improve learning. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The master thesis follows up on the topic of an increasingly used method called formative assessment. The goal is to analyze formative assessment as a complex method. It includes its development, psychological context of assessment, essential methods and techniques of this kind of assessment and a part about competences mainly of a teacher beginner to be a professional evaluator, whose methods reflect his personality and individual principles based on the best intentions. The first chapter of the practical part introduces qualitative research which took a place in Czech Republic and foreign countries. Results from Czech Republic refer to the fact, that Czech teachers use techniques of formative assessment, but not yet as a complex system. The results from foreign countries connect teachers' working conditions for using formative assessment based on the adjustment of schooling curriculums in the countries they teach in. The second chapter of the practical part is a methodological collection of formative assessment techniques. KEYWORDS Assessment, personal approach to a pupil, classroom climate, evaluation norms, self- assessment, peer-assessment, criteria, learning objectives, motivation, core competencies.

Der Bologna-Prozess hat umfangreiche Reformbewegungen mit dem Ziel einer Harmonisierung des Europäischen Hochschulraums initiiert. Des Weiteren hat die universitäre Lehre in Europa und international fächerübergreifend vielschichtige Veränderungen erfahren und wird zunehmend studierendenzentriert und kompetenzorientiert ausgerichtet. Um mit diesen Entwicklungen Schritt zu halten, war das Ziel dieser Arbeit, ein flexibles und innovatives Lehrkonzept für Fach Kieferorthopädie an der Universität Leipzig zu erarbeiten. Grundlage dafür war die Erstellung eines Lernzielkatalogs, der sowohl allgemeine als auch spezifisch auf die lokalen Gegebenheiten zugeschnittene Anforderungen definiert. Anhand dieses Katalogs wurden vier Module erstellt. Sie halten sich in ihrem strukturellen und inhaltlichen Aufbau sowohl an die Vorgaben der Approbationsordnung als auch an die europäischen und nationalen Empfehlungen. Durch die Einbeziehung traditioneller und moderner Lehr-, Lern- und Prüfungsformen wurde die Lehre studierendenzentriert und kompetenzorientiert gestaltet. Diese Arbeit kann als Muster für die Implementierung eines modernen Lehrkonzepts in der Kieferorthopädie dienen. Eine Verknüpfung mit anderen Fachrichtungen im Sinne einer interdisziplinären Studentenausbildung ist durch die transparente Gestaltung des Lernzielkatalogs und der Module ebenso möglich wie eine Anpassung an zukünftige geänderte Rahmenbedingungen.:1. Einleitung 2. Literaturübersicht 2.1. Entwicklungen bei der Lehrplangestaltung 2.2. Der Bologna-Prozess 2.2.1. Hintergründe 2.2.2. Erläuterungen zu spezifischen Zielen des Bologna-Prozesses 2.2.2.1. Diploma Supplement 2.2.2.2. Einheitliche Studienstrukturen 2.2.2.3. European Credit Transfer and Accumulation System (ECTS) 2.2.2.4. Mobilität 2.2.2.5. Qualitätssicherung 2.2.3. Stand der Umsetzung in Deutschland 2.2.3.1. Diploma Supplement 2.2.3.2. Einheitliche Studienstrukturen 2.2.3.3. European Credit Transfer and Accumulation System 2.2.3.4. Mobilität 2.2.3.5. Qualitätssicherung 2.2.4. Das Staatsexamen als deutsche Besonderheit in der Hochschullandschaft 2.2.5. Kritische Wertung und Ausblick 2.3. Rahmenbedingungen 2.3.1. Der Nationale Qualifikationsrahmen 2.3.2. Die zahnmedizinische Ausbildung in Deutschland 2.3.3. Die zahnmedizinische Ausbildung in Leipzig 2.4. Lernziele und Kompetenzen des Zahnarztes: Richtlinien und Kataloge 2.4.1. Empfehlungen des Wissenschaftsrats 2.4.2. Globalisierung und medizinische/zahnmedizinische Ausbildung 2.4.3. Profil und Kompetenzen des europäischen Zahnarztes 2.4.4. Lernzielkatalog Kanada 2.4.5. Lernzielkatalog Schweiz 2.4.6. Nationaler Kompetenzbasierter Lernzielkatalog Zahnmedizin (NKLZ) 2.5. Akademische Lehrformen 2.5.1. Vorlesungen 2.5.2. Praktika/Hospitation 2.5.3. Kurse 2.5.4. Seminare 2.5.5. Problemorientiertes Lernen 2.5.6. Weitere Lehrmethoden 2.6. Leistungsnachweise 2.6.1. Schriftliche Prüfungen 2.6.2. Mündliche Prüfungen 2.6.3. Schriftliche Arbeiten/Erfahrungsberichte 2.6.4. Referate/mündliche Präsentationen 2.6.5. Weitere mündliche Prüfungsformen 2.6.6. Posterpräsentationen 2.6.7. Portfolio 2.6.8. Self and Peer Assessment 3. Material und Methode 3.1. Problemidentifikation und allgemeine Bedarfsanalyse 3.2. Gezielte Bedarfsanalyse 3.3. Verfassen von Lernzielen 3.4. Lehrstrategien 3.5. Modulentwicklung 3.5.1. Modulplanung 3.5.2. Lernzielerstellung 3.5.3. ECTS-Punkte-Vergabe 3.5.4. Leistungsnachweise 3.5.5. Studienführer/Modulbeschreibung 4. Ergebnisse 4.1. Problemidentifikation und Bedarfsanalyse 4.2. Gezielte Bedarfsanalyse 4.2.1. Auswertung der Evaluationsergebnisse 4.2.1.1. Auswertung „Vorlesung Kieferorthopädie“, 7. Semester 4.2.1.2. Auswertung „Kurs kieferorthopädische Technik“, 7. Semester 4.2.1.3. Auswertung „Kurs Kieferorthopädie I“, 8. Semester 4.3. Verfassen von Lernzielen – Lernzielkatalog für das Fach Kieferorthopädie 4.3.1. Zahnarztbild, Leitbild der sächsischen Zahnärzte 4.3.2. Rollen des Zahnarztes 4.3.2.1. Medizinischer Experte 4.3.2.2. Kommunikator 4.3.2.3. Interprofessioneller Partner 4.3.2.4. Verantwortungsträger und Manager 4.3.2.5. Professionelles Vorbild 4.3.2.6. Gesundheitsberater und Fürsprecher 4.3.2.7. Wissenschaftler und Lehrer 4.3.3. Fachspezifische Kompetenzen 4.3.4. Fachspezifische Lernziele 4.4. Lehrstrategien 4.4.1. Modul I: „Normale und gestörte Schädel- und Gebissentwicklung und kieferorthopädische Technik“ 4.4.2. Modul II: „Kieferorthopädische Diagnostik“ 4.4.3. Modul III: „ Kieferorthopädische Therapie“ 4.4.4. Modul IV: „POL-Kurs Kieferorthopädie und praktische Übungen“ 4.5. Leistungsnachweise 4.5.1. Modul I: „Normale und gestörte Schädel- und Gebissentwicklung und kieferorthopädische Technik“ 4.5.2. Modul II: „Kieferorthopädische Diagnostik“ 4.5.3. Modul III: „Kieferorthopädische Therapie“ 4.5.4. Modul IV: „POL-Kurs Kieferorthopädie und praktische Übungen“ 4.5.5. Modulübergreifender Leistungsnachweis (Portfolio) 4.6. ECTS-Credit-Vergabe 4.7. Modulplanung 4.7.1. Modul I: „Normale und gestörte Schädel- und Gebissentwicklung und kieferorthopädische Technik“ 4.7.2. Modul II: „Kieferorthopädische Diagnostik“ 4.7.3. Modul III: „Kieferorthopädische Therapie“ 4.7.4. Modul IV: „POL-Kurs Kieferorthopädie und praktische Übungen“ 5. Diskussion 5.1. Ressourcen identifizieren 5.2. Unterstützung einholen 5.3. Verwaltungsstrukturen schaffen 5.4. Hürden erkennen und abbauen 5.5. Evaluation und Feedback 5.6. Weiterentwicklung des Curriculums 5.7. Erfahrungsberichte anderer Fakultäten 5.8. Schlussfolgerungen 6. Zusammenfassung 7. Literaturverzeichnis 8. Anlagen

<p>Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): <b>RQ1</b>) How can ALOs be rigorously identified for the BASIL CURE; <b>RQ2</b>) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; <b>RQ3</b>) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; <b>RQ4</b>) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.</p>