ASHA endorsed the WHO ICF framework in the Scope of Practice in SLP in describing the breadth of the SLP role in the management of communication disorders. Survey results of SLPs will be presented with regard to the inclusion of the ICF framework in working with children with SSD.

No description available.

Este trabalho relata uma investigação relacionada com o elo existente entre o processo de avaliação no ensino de Química e a aprendizagem de conceitos químicos por parte dos estudantes de Ensino Médio, tendo como metas principais: a análise de exercícios propostos em sala de aula ou em uma prova; o estudo de como tais exercícios são resolvidos pelos alunos; e a reconstrução da prática avaliativa segundo os momentos pedagógicos de Delizoicov (1991). Além disso, foram propostos exercícios operatórios (RONCA E TERZI, 1995), em que o aluno se colocava como um agente resolvedor desses problemas. Tais exercícios operatórios foram aplicados com o intuito de averiguar se ocorreu uma aprendizagem significativa por parte dos alunos. Pela análise dos dados obtidos, verificou-se que a estratégia utilizada apresentou resultados satisfatórios e os objetivos planejados foram atingidos. / This research reports an investigation related to the existing bond between the assessment process in the Chemistry teaching and the learning of chemical concepts of high school students, having as main objectives: the analysis of proposed exercises in classroom or as a test; the study of how such exercises are solved by the students; and the reconstruction of assessment practice according to the pedagogic moments of Delizoicov (1991). Also, operative exercises were proposed (RONCA and TERZI, 1995), where the student positioned himself as an solver agent of these problems. These operative exercises were applied with the objective of checking if a significant learning has or hasn\'t occurred from the students. Through the analysis of obtained data, it was found that the strategy used showed satisfactory results and the planned objectives were reached.

Este trabalho relata uma investigação relacionada com o elo existente entre o processo de avaliação no ensino de Química e a aprendizagem de conceitos químicos por parte dos estudantes de Ensino Médio, tendo como metas principais: a análise de exercícios propostos em sala de aula ou em uma prova; o estudo de como tais exercícios são resolvidos pelos alunos; e a reconstrução da prática avaliativa segundo os momentos pedagógicos de Delizoicov (1991). Além disso, foram propostos exercícios operatórios (RONCA E TERZI, 1995), em que o aluno se colocava como um agente resolvedor desses problemas. Tais exercícios operatórios foram aplicados com o intuito de averiguar se ocorreu uma aprendizagem significativa por parte dos alunos. Pela análise dos dados obtidos, verificou-se que a estratégia utilizada apresentou resultados satisfatórios e os objetivos planejados foram atingidos. / This research reports an investigation related to the existing bond between the assessment process in the Chemistry teaching and the learning of chemical concepts of high school students, having as main objectives: the analysis of proposed exercises in classroom or as a test; the study of how such exercises are solved by the students; and the reconstruction of assessment practice according to the pedagogic moments of Delizoicov (1991). Also, operative exercises were proposed (RONCA and TERZI, 1995), where the student positioned himself as an solver agent of these problems. These operative exercises were applied with the objective of checking if a significant learning has or hasn\'t occurred from the students. Through the analysis of obtained data, it was found that the strategy used showed satisfactory results and the planned objectives were reached.

Denna vetenskapliga essä undersöker hur bedömning av barn i förskolan påverkar barnens lärande och utveckling. Essän tar avstamp från fyra fall då barn bedöms i förskolan. I gestaltningarna framkommer tvivel huruvida bedömning av barn är något som ingår i förskolläraruppdraget. Samtidigt synliggör några gestaltningar att bedömningarna kan skapa vidgade förutsättningar för barns lärande och utveckling. Vid upprättandet av denna essä startades en debatt om bedömning av barn i förskolan på magasinet ”Förskolan” vilket talar för att det är ett omtvistat ämne (se Ruin 2023, Linder 2023, Ehrström 2023, Lindström 2023). Undersökningen visar att det finns en historisk bedömningstradition i förskolan som blivit förkastad i och med att syn på barn och kunskap förändrats. Samtidigt sker bedömningar av barn i det dolda vilka inte alltid premierar barnens lärande och utveckling. Den fråga som essän ämnar undersöka är om bedömning av barn behövs för att kunna utvärdera förskolans utbildning och huruvida det kan göras på ett etiskt sätt. Genom deltagande observationer som följdes av samtal med förskolläraren som var ansvarig för undervisningen har jag i den här essän försökt synliggöra den praktiska kunskap som avgör vilken effekt bedömningen har på barns lärande. Samtliga praktiska exempel har bearbetats genom det vetenskapliga essäskrivandet som en metod för reflektion. I reflektionerna har det hermeneutiska perspektivet bidragit med nya sätt att tolka och förstå begreppet bedömning i en förskolekontext. Vidare har tidigare litteratur om bedömning i förskolan och filosofiska tankar om kunskap bidragit med nya perspektiv om hur bedömning kan förstås i en förskolekontext.  Vad som framkommer i essän är att det finns risker likväl som det finns möjligheter med bedömning av barn i förskolan vilket leder till frågeställningar om hur bedömningen kan göras med etiska aspekter i beaktning. Nyckeln till att erövra konsten att bedöma tycks ligga i förskollärarens förmåga att även rikta blicken mot sig själv. / This scientific essay examines how assessments of preschool children affects their learning and development. The essay leads with four practical cases of assessment of preschool children. In the narrative, doubts arise as to whether the assessment of children is something that is part of the preschool teacher assignment. At the same time, some of the cases highlight that assessments can create better conditions for children's learning and development.  As this essay is being written, there is an ongoing debate about the assessment of children in preschool in the magazine “Förskolan”, which suggests that it is a contentious topic (Ruin 2023, Linder 2023, Ehrström 2023, Lindström 2023). The inquiry shows that there is a historical tradition of assessment in preschool that has been rejected as views of children and knowledge change. However, studies show that assessments of children do in fact occur, albeit in disguise, which does not always benefit the children's learning and development. Through participatory observations that were followed by conversations with the preschool teacher responsible for teaching, I have in this essay aimed to highlight the practical knowledge that affects the assessments outcome on the children's development and learning. All practical examples have been processed through the scientific essay writing as a method for reflection. In the reflections, the hermeneutic perspective has contributed with new interpretations and understandings of the concept of assessment in a preschool context. Furthermore, previous literature on assessment in preschool and philosophical thoughts on knowledge have contributed with new perspectives on how assessment can be understood in a preschool context. What emerges from the essay is that there are risks as well as opportunities with assessments of preschool children, which leads to questions about how assessments can be practiced with ethical aspects in mind. The key to conquering the art of assessment seems to lie in the preschool teacher’s ability to also review oneself.

No description available.

The aim of this study is, firstly, to determine if there is a difference in the perceptions of academic staff members and students concerning the purpose of their actual assessment practices. Secondly, the aim of the study is to identify what the challenges are that may influence the implementation of effective assessment practices. A case study design, involving the academic staff and students within the Baccalaureus Educationis (BEd) Early Childhood Development, Foundation Phase Programme in the Faculty of Education, University of Pretoria, was used. The sample consisted of 30 academic staff members and 114 third-year students who each completed a standardised questionnaire (quantitative data), to get a broader idea of their perceptions and understanding of the purpose of assessment practices. The questionnaire was followed up by face to face interviews (qualitative data) with three staff members and three students in order to validate and supplement the quantitative data. The method employed to analyse the collected data was a concurrent nested, mixed method design. The quantitative data analyses were done using SPSS computer software to determine the frequencies for both staff and students’ perceptions. Statistical data analyses were also performed using a non-parametric chi-square technique. The collected qualitative data was first analysed using manifest and content data analysis. Codes had been developed after which the data was further analysed using SPSS computer software to determine the frequencies for both staff and students’ perceptions. The standards model which represents assessment reform (enquiry or outcomes-based assessment) and the measurement model (traditional assessment) were used as framework to interpret the collected data. The results of my study showed that both academic staff and students perceived the main purpose of assessment as developmental or formative. However, the stated importance of the formative purpose of assessment was not evident in the practice of academic staff. For example, academic staff reported that within their assessment practices, assessment either took place at the beginning of the module, sometimes during the module, but mostly at the end of the module. Furthermore, staff reported that within their assessment practices, self- and peer-assessment and feedback were infrequent occurrences and that feedback to students was almost never followed up with actions. Academic staff perceived the biggest challenge for effective assessment practice to be large class sizes, while students perceived the biggest challenge to be the reliability of assessment, including marking reliability and assessor reliability. I concluded that the standards model of assessment is the desirable model in formal education and especially Higher Education, because it attempts to reflect what has been learned in criterion referenced terms. However, in this study, as well as in the Maclellan study (2001) and LOAP study (Fun, 2005), academic staff declared a commitment to formative purposes of assessment, but students perceived that staff engages in practices that were not in line with the standards model of assessment. / Dissertation (MEd)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

In developing countries like Ethiopia, education is considered to be a means of development and a stepping stone toward the eradication of poverty. Effective education requires effective teaching, learning and assessment strategies, which, in turn, necessitate the use of effective pedagogical and psychological approaches to meet the demands of a new generation of learners. Effective education becomes possible when learners are properly assessed and empowered via various appropriate assessment techniques. Therefore, the main aim of this study was to investigate how instructors’ assessment practices at a university in Ethiopia influence/enhance student empowerment. In order to achieve this aim, I used a convergent parallel/triangulation mixed-method research design, which allowed me to collect both quantitative and qualitative data simultaneously. Instructors and students from the six colleges of Debre Markos University were the participants of the study. I employed questionnaires and interviews as a data-collection instrument. From a total of 5944 students and 450 instructors, 600 students and 210 instructors were selected, via probability sampling techniques, to complete questionnaires. Six department heads and six instructors were chosen, via non-probability sampling techniques, for the interviews. Before collecting the main data, a pilot study was conducted. The quantitative data were analysed using descriptive and inferential statistics. Moreover, the qualitative data were analysed according to themes and word descriptions. The results of the study indicate significant variations between the perceptions of students and those of instructors, across different colleges, with regard to the practice of assessment. In addition, instructors’ teaching experience, training backgrounds, and levels of education were found to influence their assessment practice to some extent. The qualitative data indicate that students face various problems in the assessment process. Most instructors are very much dependent upon written assessment methods. Moreover, instructors face challenges (such as large class sizes, time shortages, high workloads, poor student-achievement levels, insufficient resources, lack of awareness of different assessment methods, lack of commitment, and negative belief) in the attempts to employ different assessment methods. Finally, the study revealed that empowering students in their study areas is simply untenable if instructors continue to utilise their current assessment practices. Therefore, this study contributes to a large body of literature that acknowledges the contribution of effective assessment in empowerment of students in a more effective and educationally responsive manner. At the end, the study presents important information to decision makers who create policies related to assessment in higher learning institutions. / Curriculum and Instructional Studies / D. Ed. (Didactics and Curriculum Studies)

In developing countries like Ethiopia, education is considered to be a means of development and a stepping stone toward the eradication of poverty. Effective education requires effective teaching, learning and assessment strategies, which, in turn, necessitate the use of effective pedagogical and psychological approaches to meet the demands of a new generation of learners. Effective education becomes possible when learners are properly assessed and empowered via various appropriate assessment techniques. Therefore, the main aim of this study was to investigate how instructors’ assessment practices at a university in Ethiopia influence/enhance student empowerment. In order to achieve this aim, I used a convergent parallel/triangulation mixed-method research design, which allowed me to collect both quantitative and qualitative data simultaneously. Instructors and students from the six colleges of Debre Markos University were the participants of the study. I employed questionnaires and interviews as a data-collection instrument. From a total of 5944 students and 450 instructors, 600 students and 210 instructors were selected, via probability sampling techniques, to complete questionnaires. Six department heads and six instructors were chosen, via non-probability sampling techniques, for the interviews. Before collecting the main data, a pilot study was conducted. The quantitative data were analysed using descriptive and inferential statistics. Moreover, the qualitative data were analysed according to themes and word descriptions. The results of the study indicate significant variations between the perceptions of students and those of instructors, across different colleges, with regard to the practice of assessment. In addition, instructors’ teaching experience, training backgrounds, and levels of education were found to influence their assessment practice to some extent. The qualitative data indicate that students face various problems in the assessment process. Most instructors are very much dependent upon written assessment methods. Moreover, instructors face challenges (such as large class sizes, time shortages, high workloads, poor student-achievement levels, insufficient resources, lack of awareness of different assessment methods, lack of commitment, and negative belief) in the attempts to employ different assessment methods. Finally, the study revealed that empowering students in their study areas is simply untenable if instructors continue to utilise their current assessment practices. Therefore, this study contributes to a large body of literature that acknowledges the contribution of effective assessment in empowerment of students in a more effective and educationally responsive manner. At the end, the study presents important information to decision makers who create policies related to assessment in higher learning institutions. / Curriculum and Instructional Studies / D. Ed. (Didactics and Curriculum Studies)

L’évaluation des apprentissages occupe une place importante dans les dispositifs de formation. Les décisions évaluatives peuvent avoir un impact majeur sur l’avenir professionnel de l’apprenant. Les enjeux peuvent être également élevés pour toute la société. Par ailleurs, bien que l’enseignant soit le premier responsable de l’évaluation, d’autres acteurs internes et externes y participent : les évalués, les acteurs institutionnels, les décideurs du ministère, les organismes accréditeurs, etc. L’évaluation semble bien plus complexe qu’elle n’y paraît. Dans le contexte de l’enseignement supérieur tunisien, il y a un manque de recherche dans le champ de l’éducation et plus particulièrement en lien avec la question de l’évaluation des apprentissages. C’est pourquoi cette étude se propose de tenter de dissiper le flou qui entoure les pratiques évaluatives, qui, à notre connaissance, n’ont pas été traitées comme objet de recherche dans le contexte de l’université tunisienne. Dans la présente étude, le concept de « culture d’évaluation » est central. L’analyse culturelle réalisée s’appuie sur la forte ressemblance entre les concepts de culture et celui de pratique. Cela nous a conduit à adopter un cadre d’analyse inspiré de la théorie des architectures de la pratique (Kemmis, 2009; Kemmis et al., 2014b). Les objectifs spécifiques consistent d’abord à décrire en détail les pratiques d’évaluation des apprentissages des enseignants ciblés et, ensuite, à identifier les patrons culturels associés à ces pratiques. L’ethnographie est la méthodologie retenue pour cette recherche. Elle implique de mener une étude de terrain auprès d’un groupe social de « natifs ». Il s’agit d’un groupe d’enseignants appartenant aux disciplines de l’ingénierie œuvrant à l’université de Gafsa. Les données ont été recueillies à l’aide des méthodes de l’entrevue individuelle semi-dirigée, de l’observation participante et de l’étude de documents. L’analyse des pratiques évaluatives dans le cadre de cette étude a permis de dégager quelques constats généraux. D’abord, l’évaluation est avant tout un dispositif technique. Il s’agit en outre d’une activité plurielle où des pratiques singulières se développent. Néanmoins, les enseignants tendent à suivre un processus officiel générique. Un autre constat concerne le caractère solitaire de l’activité d’évaluation qui se manifeste dans le manque de collaboration et l’existence de pratiques de « bricolage ». Il apparaît aussi que les enseignants sont insatisfaits des pratiques évaluatives existantes et tentent par de multiples moyens de les améliorer, mais sans impact réel. Le système évaluatif officiel est trop rigide pour permettre de vrais changements dans les pratiques. Cela contribue à renforcer la logique du devoir qui consiste à répondre aux exigences administratives en matière d’évaluation. Paradoxalement, les prescriptions officielles ne sont pas toujours respectées. Les résultats montrent également l’existence de conflits dans les activités d’évaluation collaboratives. Tous ces éléments conduisent à un manque de transparence dans l’évaluation. Finalement, les résultats suggèrent une certaine prévalence de la tolérance dans la culture d’évaluation. À travers cette étude, nous présentons une ethnographie assez détaillée en tant que contribution importante pour la recherche en évaluation. Les acteurs du terrain pourraient s’y référer pour développer des dispositifs de formation plus efficaces en ingénierie. / Assessment of learning occupies a central position in training structures. Assessment decisions can have a major impact on the learner professional future. The stakes can be high for all the society as well. In addition, although the teacher has the lead responsibility for assessment, other internal and external actors are involved: the students, the institutional actors, the decision-makers at ministry level, accreditation bodies, etc. Assessment seems much more complex than it looks. In the context of Tunisian higher education, there is a lack of research in the field of education, especially regarding the issue of assessment of learning. Consequently, this study proposes to dispel the lack of clarity that surrounds assessment practices, which, to our knowledge, have not been considered as a research topic in the context of the Tunisian university. In this study, the concept of "culture of assessment" is central. The cultural analysis undertaken is based on the strong similarity between the concepts of culture and that of practice. This led us to adopt an analytical framework inspired by the theory of architectures of practice (Kemmis, 2009; Kemmis et al., 2014b). This research had two specific research objectives: first, to provide a detailed description of the targeted teachers assessment practices and, secondly, to identify the cultural patterns related to these practices. We have chosen ethnography as a research methodology in this study. It involves conducting field research with a social group of "natives". It’s a group of engineering teachers working at the University of Gafsa. Data were collected using the following methods: semi-structured individual interview, participant observation and documents. In this study, the analysis of assessment practices allowed us to form few overall observations. First of all, assessment is primarily a technical process. It is also a plural activity where unique practices develop. However, teachers tend to follow a generic formal process. Another conclusion concerns the solitary nature of the assessment activity which manifests itself in the lack of collaboration and the existence of improvisation practices. In addition, it appears that teachers express dissatisfaction with existing assessment practices and try in many ways to improve them but with no real impact. The official assessment system is too rigid to allow real changes in practices. This contributes in reinforcing the logic of duty which consists in trying to meet the administrative requirements for assessment. Paradoxically, official requirements are not always respected. The results also show the existence of conflicts in collaborative assessment activities. We also concluded that assessment lacks transparency. Finally, the results suggest a certain prevalence of tolerance in the assessment culture. In this study, we present a quite detailed ethnography as an important contribution to research on assessment. Actors in the field could use it as a reference in order to develop more effective training systems in the field of engineering.