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The purpose of this study was to determine the effects of rating purpose and anonymity on the psychometric characteristics of self-ratings. Employees of the United States Marshals Service rated their proficiency on 66 job-related knowledges and skills, and on overall performance. Instructions stated. that the purpose of the ratings was either administration, research, i.e. training needs assessment. In addition, subjects were either required to sign their names or to remain anonymous. Each employee's immediate supervisor also provided ratings for each subject. Self-rating leniency did not vary as a function of anonymity. Self-ratings made for training purposes were less lenient than ratings made for administration or research. Self-ratings demonstrated less halo than supervisor ratings. In addition, self-ratings exhibited less variance and more leniency than supervisor-ratings. It is suggested that self-ratings may be a useful method of identifying training needs when used in conjunction with supervisory evaluations. / M.S.

by Wong Ho Yan Fanny. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 47-57). / Abstracts in English and Chinese. / TITLE PAGE --- p.i / ACKNOWLEDGEMENT --- p.ii / TABLE OF CONENTS --- p.iii / LIST OF TABLE AND FIGURES --- p.iv / ABSTRACT --- p.v / 論文摘要 --- p.vi / Chapter CHAPTER 1 - --- Introduction --- p.1 / Chapter CHAPTER 2 - --- Method --- p.25 / Chapter CHAPTER 3 - --- Results --- p.29 / Chapter CHAPTER 4 - --- Discussion --- p.37 / RERERENCES --- p.46

The diploma thesis deals with the obstacles to self-evaluation of primary and secondary school teachers. The aim of the diploma thesis was to find out whether there are any subjectively perceived obstacles that could prevent primary and secondary school teachers in the process of self-evaluation of their working performance. Next aim was to describe such obstacles, find out where they come from and propose measures in order to remove them. The theoretical part is based on the study of professional literature and other available sources. It introduces the basic concepts of the issue, describes the profession of a teacher and shows how self-evaluation is anchored in our legislation. From the point of view of the need for a detailed insight into the issue, qualitatively oriented research and the focus group method have been chosen. The analysis of the obtained data is inspired by the method of grounded theory. The obtained data were first coded and then isolated into categories. Each of the categories has been divided into subcategories for the sake of greater clarity. Through the analysis the four categories were created: the context of the profession, barriers on the teacher's side, lack of support and specific barriers. The category context of the profession includes subcategories such as lack of...

Kam, Chun Seng. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 27-33). / Abstracts in English and Chinese. / Acknowledgements --- p.2 / Abstract --- p.3 / 摘要 --- p.4 / Table of Contents --- p.5 / List of Tables --- p.6 / List of Figures --- p.7 / Chapter Chapter One: --- Introduction --- p.8 / Brief introduction to Past Literature on Asian Self-Enhancement --- p.8 / Two Conflicting Views on Asian Self-Enhancement --- p.9 / Self-Enhancement with Temporal Appraisal --- p.11 / Aims and Overview of the Studies --- p.12 / Chapter Chapter Two: --- An Empirical Study --- p.14 / Method --- p.14 / Results --- p.15 / Chapter Chapter Three: --- General Discussion --- p.22 / Summary and Importance of the Current Findings --- p.22 / Why Didn't Participants Self-Enhance for their Close Others? --- p.23 / Do Different Operationalizations of Self-Enhancment Yield Different Findings? --- p.23 / Future Directions and Conclusion --- p.25 / Footnotes --- p.26 / References --- p.27

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process.

The purpose of this action research is to discover how self-evaluation training affects students’ knowledge and understanding about their writing and needs for improvement. In this study of 46 fifth and sixth graders, students underwent a four-stage self-evaluation training process. This involved students in defining criteria for their stories, teaching them how to apply the criteria using a variety of samples, giving students feedback about their self-evaluations, and developing action plans The study showed that after the self-evaluation process was set into place, students had an increased awareness of what made a good fictional writing piece. The self-evaluation process helped students become more aware of writing practices and of themselves as a writer. The study also found that the self-evaluation process set clear guidelines for students, focused student attention on important writing criteria, and opened up the conversation between students and teachers about evaluation, goal setting and the writing process.

(in English): The topic of my dissertation was to create and verify the self-evaluation tool according to the real request of the concrete elementary school. The tool had to assess the satisfaction of the parents of the pupils, which attend the first school. The analysis showed that the existing self-evaluation tools are very complicated, time-consuming and use inadequate software solutions. Moreover they do not reflect the recent change of the criteria that are now used for school evaluation by the Czech School Inspectorate (the Quality School Model). As a result I tried to create the new self-evaluation tool that would fulfil the above mentioned requirements. First of all I designed the online questionnaire with the questions linked to the criteria of the Czech School Inspectorate. The close attention was paid on the data processing to validate whether the questionnaire serves as an self-evaluation tool. In addition the possibilities for improvement of questionnaire design were searched during the data processing. Furthermore I proposed the framework measures for each criterion of Quality School Model and developed simple method of using them for school improvements. Finally I presented the tool to the school management which considered it suitable and useful. In my opinion the results of...