Technologijų pamokose didelė pamokos laiko dalis yra skiriama praktinių užduočių atlikimams. Dėl skirtingo mokinių praktinių gebėjimų lygio atliekamų užduočių mokytojams tampa sunku apibrėžti konkrečius vertinimo kriterijus, skirtus kūrybinių užduočių atlikimo sėkmei ir mokinių pasiekimams pamatuoti. Todėl konstruojant užduočių vertinimo kriterijus, kurie remiasi tarpusavio mokytojo ir mokinio lygiateisiais santykiais, išvengiama neaiškaus vertinimo kriterijų formulavimo. Esant lygiateisiams santykiams mokymas tampa lankstesnis, atsiranda galimybė mokiniams rinktis, daugiau atsakomybės perleidžiama mokiniui, mokymasis tampa sąmoningas, kyla vidinė motyvacija, mokiniai įtraukiami į vertinimą. Užduočių vertinimo kriterijų konstravimo įgyvendinimo galimybės turi būti sudarytos, remiantis vadybine vertinimo komponentų struktūra. Tyrimo problema: užduočių vertinimo kriterijų konstravimas vadybos požiūriu. Darbo tikslas: įvertinti mokytojo ir mokinių užduočių vertinimo kriterijų konstravimą, remiantis vadybine vertinimo komponentų struktūra, technologijų pamokose. Siekiant įgyvendinti darbe iškeltą tikslą ir uždavinius buvo taikomi šie tyrimo metodai: 1. Teoriniai: kontentanalizė – mokslinės, metodologinės literatūros, švietimo dokumentų nagrinėjamos problemos aspektu analizė. 2. Kiekybiniai (T tipo duomenų rinkimo): žvalgomasis tyrimas (klausimynų tikslinimui), anketinė apklausa. 3. Kokybiniai (L tipo duomenų rinkimo): technologijų mokytojų interviu ir atviro tipo klausimai... [toliau žr. visą tekstą] / The practical assignments are given more time at technology classes. Since the level of practical capabilities of students is different, it is difficult for teachers to define criteria to assess assignments designed to measure success and progress of students when they implement creative assignments. Therefore in order to design the assignment assessment criteria based on mutual equal relationship between teacher and student, it is required to avoid formulating criteria the assessment under which is not definite. In case of equal relationships the learning becomes more flexible, Students enable to choose, more responsibility is transferred to student, their learning becomes more sensible, internal motivation gets improved and students are involved into assessment. The capabilities and conditions required to put into practice the assignment assessment criteria shall be defined based on the managing structure for assessing management components. Investigation issue: designing the assignment assessment criteria from the point of management. Work purpose: assessing the designing of the assignment assessment criteria for teacher and students at technology classes to be based on the management structure for assessing the management components. The following investigation methods have been applied to meet the purpose and to implement the tasks defined: 1.Theoretical: content–analysis is to analyze scientific, methodological papers, education documents with reference to the issue... [to full text]

In this study, I investigate how successful provided response questions, such as multiple choice questions, are as an assessment format compared to the conventional constructed response questions. Based on the literature on mathematics assessment, I firstly identify an assessment taxonomy, consisting of seven mathematics assessment components, ordered by cognitive levels of difficulty and cognitive skills. I then develop a theoretical framework, for determining the quality of a question, with respect to three measuring criteria: discrimination index, confidence index and expert opinion. The theoretical framework forms the foundation against which I construct the Quality Index (QI) model for measuring how good a mathematics question is. The QI model gives a quantitative value to the quality of a question. I also give a visual representation of the quality of a question in terms of a radar plot. I illustrate the use of the QI model for quantifying the quality of mathematics questions in a particular undergraduate mathematics course, in both of the two assessment formats – provided response questions (PRQs) and constructed response questions (CRQs). I then determine which of the seven assessment components can best be assessed in the PRQ format and which can best be assessed in the CRQ format. In addition I also investigate student preferences between the two assessment formats. / Thesis (PhD)--University of Pretoria, 2009. / Mathematics and Applied Mathematics / unrestricted