The purpose of this study is to determine the relation between the teachers’ and the students’ understanding of music rubrics. The study will present the use of music rubrics in three different schools. In these schools, observations were performed as well as interviews with the teachers and their students. A study of the rubrics on each school was also executed to construct appropriate questions and an observation schedule. To analyse our material a phenomenographical method was used. The result shows that the teachers and students have similar understandings and interpretations of the content as well as the purpose of the music rubric.

The aim of thesis is to evaluate the current practice of assessing the credibility of testimony in criminal proceedings and reflect on its current issues. In particular, it is necessary to resolve the question of the extent to the competence of an expert-psychologist in assessing process and the establishment of basic criteria according to which the experts proceed. I have chosen this topic because it's connecting criminal law and psychology which is important for society and a highly discussed in this time. Assessing the credibility is one of usual requests for expert psychologists from investigative, prosecuting and adjudicating bodies and it is also the most common, but often the most difficult part of psychological expertise. The thesis is composed of four chapters. The first chapter deals with the history of assessing the credibility. The second chapter describes the psychological expertise in criminal proceedings in our country and consists of four parts dealing with experts, expertise and evidence and evaluation of evidence in criminal procedure. The third chapter looks at assessing the credibility as a problem of professionals and it contains four parts. The first part defines the basis for assessing the credibility, the second part defines fundamental terms. The third part describes verbal and...

While there is a consensus among researchers that assessment should and can serve learning, there is less understanding of how it supports learning at a fine-grained level. This thesis uses design-based research to investigate the role of comment-only, holistic peer assessment in writing development. The theory of action synthesises Sadler's accounts of learning through assessment (1989, 2010) with Winne and Hadwin's (1998, 2008) model of self-regulated learning. It is theorised that participating in peer assessment helps students to develop evaluative expertise, which in turn enriches task perceptions, metacognitive standards and ultimately large-scale adaptation: the changes students employ in subsequent essays. Drawing on the theory of action, I designed a series of workshops for first-year English Literature students learning to write examination essays. The thesis reports on the first of two iterations. 21 participants assessed and discussed example essays; criteria were not pre-determined but emerged from discussion of four examples. Students then wrote a timed essay, assessed three peer pieces and received three reviews. A range of data was generated during the workshops, including written comments, reflections and questionnaires. Ten case study writers also took part in pre- and post-workshops writing tasks, think-aloud protocols and interviews. To trace the development of students' evaluative expertise, I coded inductively students' talk and comment about writing. Visualising the connections between emergent codes reveals writing quality as a complex web of criteria, with the essay question at the centre. There was a strong overlap between the official Faculty assessment criteria and the codes emerging from student data. However, students also frequently commented on procedural aspects of writing such as introductions and conclusions, which are left tacit or latent in Faculty criteria. Post-workshops, students' own metacognitive standards became increasingly reader-oriented and question-focussed, and these procedural aspects of writing drove the adaptations they made to their approach. I use rich, in-depth case study data to trace how, why, and when students made such adaptations. I also examine the role of peer feedback, which rather than offering new information, often verified or complemented the judgements students formed of their own writing during the workshops. The thesis thus illuminates processes involved in learning through assessment. It also shows that peer assessment is a practicable way of developing within the discipline both evaluative expertise and writing, which are key to lifelong learning.

According to the Water Framework Directive of the European Union, macrophytes should be used as indicators in the ecological and environmental monitoring of lakes. In the member state Sweden the Environmental Protection Agency has elaborated assessment criteria for determining lake status based on macrophytes. The main focus of this thesis is to evaluate the efficiency of the assessment criteria for macrophytes. In addition the concordance between the ecological status classes of the four quality factors included was analysed. The assessment criteria for macrophytes are based on the total phosphorus preference of the respective species. The focus is thus mainly on the nutrient level of the investigated lakes and the environmental problem monitored is eutrophication. Macrophytes are one of the five biological quality factors used for lakes. The others are phytoplankton, diatoms, benthic fauna and fish. The two latter were included in this thesis. In addition to the biological factors the chemical factor, nutrients in lakes, i.e. the total phosphorus, was included. The macrophyte composition was investigated in two eutrophic Uppland lakes: Lake Trehörningen and Lake Edasjön. Since the assessment criteria were launched in 2007 there have been problems reported regarding the outcome of the methods. The results are sometimes inconclusive for eutrophicated lakes and especially for lakes with naturally high levels of nutrients. In this study the macrophyte species composition was compared with the nutrient level of different lakes. Some species were found in equal shares in oligotrophic lakes as in eutrophic, e.g. Nymphaea candida and Nuphar lutea. Hence they were considered less suitable as elements in the method evaluated. A couple of species were present in predominantly oligotrophic (e.g. Lobelia dortmanna) or eutrophic (e.g. Hydrocharis morsus-ranae) lakes, respectively. They were regarded as better indicators since they ”preferred” lakes either poor or rich in nutrients. It is important to point out that all the other biological quality factors used, except for macrophytes, are multimetric. I conclude that more parameters are needed for evaluation of macrophytes in lakes. Tentatively, the degree of coverage of the plants and algae, the presence and degree of coverage of invasive nonnative species, lake lowerings and the consequent composition and abundance change, all should be tested as additional parameters.  A high level of concordance was verified for the status classifications of the four quality factors in lakes of oligotrophy as well as in lakes of eutrophy, i.e. no particular  pattern based on trophy level was found. The macrophyte inventories of the two Uppland lakes both resulted in a moderate ecological status for macrophytes.

Deep slurry injection is a process of solid waste disposal that involves grinding the solid waste to a relatively fine-grained consistency, mixing the ground waste with water and/or other liquids to form slurry, and disposing of the slurry by pumping it down a well at a high enough pressure that fractures are created within the target formation. This thesis describes the site assessment criteria involved in selecting a suitable target reservoir for deep slurry injection. The main goals of this study are the follows: <ul> <li>Identify the geological parameters important for a prospective injection site</li> <li>Recognize the role of each parameter</li> <li>Determine the relationships among different parameters</li> <li>Design and develop a model which can assemble all the parameters into a semi-quantitative evaluation process that could allow site ranking and elimination of sites that are not suitable</li> <li>Evaluate the model against several real slurry injection cases and several prospective cases where slurry injection may take place in future</li> </ul> The quantitative and qualitative parameters that are recognized as important for making a decision regarding a target reservoir for deep slurry injection operations are permeability, porosity, depth, areal extent, thickness, mechanical strength, and compressibility of a reservoir; thickness and flow properties of the cap rock; geographical distance between an injection well and a waste source or collection centre; and, regional and detailed structural and tectonic setup of an area. Additional factors affecting the security level of a site include the details of the lithostratigraphic column overlying the target reservoir and the presence of overlying fracture blunting horizons. Each parameter is discussed in detail to determine its role in site assessment and also its relationship with other parameters. A geological assessment model is developed and is divided into two components; a decision tree and a numerical calculation system. The decision tree deals with the most critical parameters, those that render a site unsuitable or suitable, but of unspecified quality. The numerical calculation gives a score to a prospective injection site based on the rank numbers and weighting factors for the various parameters. The score for a particular site shows its favourability for the injection operation, and allows a direct comparison with other available sites. Three categories have been defined for this purpose, i. e. average, below average, and above average. A score range of 85 to 99 of 125 places a site in the ?average? category; a site will be unsuitable for injection if it belongs to the ?below average? category, i. e. if the total score is less than 85, and the best sites will generally have scores that are in the ?above average? category, with a score of 100 or higher. One may assume that for sites that fall in the ?average? category there will have to be more detailed tests and assessments. The geological assessment model is evaluated using original geological data from North America and Indonesia for sites that already have undergone deep slurry injection operations and also for some possible prospective sites. The results obtained from the model are satisfactory as they are in agreement with the empirical observations. Areas for future work consist of the writing of a computer program for the geological model, and further evaluation of the model using original data from more areas representing more diverse geology from around the world.

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]

The Dissertation deals with educational materials for patients with celiac disease. It describes general requirements for teaching materials and the didactical principles suitable for educational materials for patients with celiac disease. It presents a draft criteria for assessment of web sites intended for people suffering of celiac disease. Five Czech, as well as foreign Internet-based resources, have been selected and assessed for compliance with the criteria given by technical properties, contents, page structures, criteria evaluating credibility of the sites and educational criteria. All the sites assessed can be used for education of patients with celiac disease, but they are rather information sites with a low content of educational characteristics.

Starting point to this Paper is the idea and wish to adapt the society and its different activities to a recycle society. A building area in Göteborg is planned and investigated for such adaptation. In the district named Skogaberg, about 130 households totally are planned from what 20 are blocks of flats. The idea with this project is to constitute an alternative sewage system, a Blackwater system, were the fractions of most nutrients and least pollution are separated, taken care of and utilised. The aim is to get a market and use the nutrients of the organic waste from the household in agriculture use. The Swedish Environmental Protection Agency (EPA) pays attention to water- and sewage systems from a recycle perspective and the aim of a long-termed sustainable development. The agriculture sector has also an intention to protect the environment and the means for sustainability. The object of this study is to map and analyse a planned alternative sewage system in Skogaberg from recommended criteria for water and sewage systems. The alternative solution in Skogaberg will be analysed compared to a conventional solution. A specific aim is to estimate the possibilities and limitations of the alternative system when it comes to recycle of nutrients. Phosphorus and cadmium are chosen to describe and indicate the resource utilisation and environmental impact of different nutrient sources. Sanitation and risks with diseases, environmental&amp;resource saving criteria together with technical&amp;socio-economic criteria are intended to constitute a general background for the analysis. Criteria recommended, to concern environmental adapted water and sewage system by the Swedish EPA, is used in order to make an assessment of the planned system and a more viewed assessment and analyse is done from experiences and observations that I have got from literature sources and place studies. The results show good theoretical possibilities to get and recycle nutrients from the system with an alternative solution. With an alternative sewage system in Skogaberg opportunities that the users reflect and care are created. This project may provide us with innovations and ground for further research and development in future project. But it is also important to consider that these projects are established in the system of the society and that these recycle systems are not directly comparable with ecological recycling system in nature.

Since 1997, curriculum implementation was introduced in South African schools. A timetable was given to all schools to implement C2005 in each grade for each year. The study had attempted to identify major factors that hindered or promoted the implementation of C2005 in two schools in Mpumalanga. A case study was conducted where one learning area, namely, natural science was investigated. Each school was visited for an entire week by the researcher. During the visit, the researcher conducted individual interviews with principal, two science teachers and two focus group interviews composed of five learners. Observations of natural science lesson were made of which two of them were recorded on video camera for further analysis. Practices, which were captured in classes, were compared to Rogan and Grayson (2001) model of curriculum implementation. In the final analysis, the study compiled a profile for each school. Both schools rated poorly (level one) in the implementation of C2005. The capacity to support innovation was poor in one school. The study also found that teachers in their attempt to implement C2005 were actually moving from 'frying pan into fire'. Lack of resources and intensive training was creating stress and making most of teachers want to leave the profession. Recommendations were also provided by the study for short and long-term considerations. / Dissertation (MA (Research Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

The purpose of this study is to examine the validity and reliability of summative assessment of EFL student writing in a Swedish context. Three teachers have assessed the same four student essays from the English 6 course in Swedish upper secondary school. In addition to grading each essay, the teachers have indicated the extent of conformity to the grading criteria in terms of flow, structure, cohesion, adaptation to purpose, clarity, and variation. The analyzed data show a variation in assessment criteria interpretation, affecting assessment validity and reliability, and questioning the assessment equivalence of the Swedish criterion-referenced gradingsystem. / Syftet med denna studie är att undersöka validiteten och reliabiliteten hos summativa bedömningar av studentuppsatser ur ett svenskt perspektiv. Tre lärare har bedömt samma fyra studentuppsatser från engelska 6. Förutom att betygsätta varje uppsats har lärarna angett graden av överensstämmelse med betygskriterierna: flöde, struktur, sammanhållning, anpassning till syfte, tydlighet och variation. De analyserade data visar en variation i tolkning av betygskriterier, vilket påverka rbedömningens validitet och reliabilitet och ifrågasätter bedömningslikvärdigheten i det svenska mål-relaterade betygssystemet.