In the context of sustainable development, evaluations have particularly high relevance as complex issues have to be dealt with generally over an extended period of time. Furthermore, there is a growing demand to evaluate against the concept of sustainable development. Especially evaluations with sustainable development are a rather new type of evaluation, as the source of its evaluation questions and the criteria applied are rooted in the concept of sustainable development. Sustainability of a specific project or process is often highly case specific as sustainable development is determined by many often unique issues. However, evaluations would be highly inefficient, if they would have to be newly designed in every case. Thus it is necessary to determine and utilize the major issues for evaluations with sustainable development. This paper is part of a series of three papers - which can be used independently - that present the major common issues for evaluations with sustainable development in a Tool Box. The results presented here are based on outcomes of a research project funded by the "Austrian Science Fund". This paper includes the evaluation planning and commissioning procedure. It describes the steps from the idea to implementation of an evaluation with sustainable development. In the context of general requirements of evaluation planning and commissioning, the special features of evaluations with sustainable development are highlighted. (author's abstract) / Series: Research Paper Series of the Research Focus Managing Sustainability

Thesis (Ph. D.)--Göteborgs universitet, 1995. / Added t.p. with thesis statement inserted. Includes bibliographical references (p. 197-217).

Evaluations have gained popularity for improving public policy measures, programmes and institutions in the field of science, technology and innovation (RTI). Though the frequency and quality of evaluations have increased, in terms of impact indicators and methodological diversification, concerns have been raised about their effectiveness to fuel change in policy making. This raises the issue of the low absorption level of evaluation findings by policy making in general and in Austria in particular. Recent research emphasises the need for a holistic perspective on the benefits and usefulness of evaluations in order to allow a more thorough consideration of complex interdependencies and effects that can occur at different levels and in different forms. While previous research has put much emphasis on the conduct of evaluations and their implementation, there are less empirical studies that address institutional or contextual explanations when it comes to the effects of evaluations. This study aims to contribute to the narrowing of this gap in the literature by investigating how individual and composite actors (such as organisations), as well as, the policy itself are affected by policy evaluations, drawing attention to the factors and mechanisms that shape evaluation effects. Making use of the concepts of "policy learning", actor-centred institutionalism and recent research in the field of evaluation utilisation for the analysis, this study developed a conceptual framework that proposes three groups of conditioning factors and mechanisms: Actors and their interactions, the institutional context, and the evaluation itself. A multiple case study approach, using evaluated programmes in the Austrian research, technology and innovation (RTI) policy scene, was employed to examine the effects of evaluations at various levels, the conditioning factors and mechanisms, as well as, the ensuing pathways of effects. Results indicate that evaluations generate a wide range of diverse effects, beyond individual learning, and clearly and visibly impact programme development. Several contextual aspects shape evaluation effects. The current structures and practices endorse evaluations as routine, which may reduce chances of broader learning, and distance the evaluation and the possibility to learn from it from an interested audience. The thesis concludes with implications for theory and practice, and suggestions for paths of future research.

This master thesis is focused on employees evaluation system / performance management in adidas ČR s.r.o. The important part of the thesis is the description of the system's design and analysis of its current functioning. Apart from the method of description also the personal interviews (with company`s managers) and the on-line questionaire (for the employees) were used to identify the biggest areas for improvement and to propose steps leading towards it. Results of this thesis represent the guidelines and ways to make the evaluation system in adidas ČR s.r.o. better functioning and more efficient.

Title: Comparison of physical fitness tests in swimming. Objective: The aim of this thesis is to evaluate specific tests, used while testing selected physical abilities in swimming. By specific tests we mean tests realized in the water. Selected tests are intended for swim coaches, who train junior to senior age groups. Methods: The chosen method was a comparison of studies, that pursue selected specific tests. We created partial conclusions for every test by summing up the results of different studies. Results: Based on the comparison of the tests we concluded, that the Cooper swimming test is not relevant for the evaluation of aerobic fitness of swimmers. The swim coach should be able to set the value of anaerobic threshold using the following tests: T- 3000, T-1000, Critical Swim Speed, Step test 7 x 200. However the results of each test vary. The anaerobic Critical Swim Speed can be used for the prediction of the performance in sprint events. The Repeated Sprint Swimming test study covered only the distances of 100 m and 2000 m. In our opinion the test would corelate more likely with the results of the shortest swimming event. The MAD systém test cannot be reproduced without installing a special construction in the swimming pool. The results are highly influenced by the experience with this...

In the context of sustainable development, evaluations have particularly high relevance as complex issues have to be dealt with generally over an extended period of time. Furthermore, there is a growing demand to evaluate against the concept of sustainable development. Especially evaluations with sustainable development are a rather new type of evaluation, as the source of its evaluation questions and the criteria applied are rooted in the concept of sustainable development. Sustainability of a specific project or process is often highly case specific as sustainable development is determined by many often unique issues. However, evaluations would be highly inefficient, if they would have to be newly designed in every case. Thus it is necessary to determine and utilize the major issues for evaluations with sustainable development. This paper is part of a series of three papers - which can be used independently - that present the major common issues for evaluations with sustainable development in a Tool Box. The results presented here are based on outcomes of a research project funded by the "Austrian Science Fund". This paper presents practical problems related to the issue of complexity in evaluations with sustainable development. Notwithstanding the multiple challenges, the strategic options available are presented in terms of strategies. Especially commissioning agents, but also other evaluation stakeholders will find an overview and an assessment of the strategies regarding resources required, state of practical experience as well as their compatibility with the concept of sustainable development. (author's abstract) / Series: Research Paper Series of the Research Focus Managing Sustainability

The aim of this paper is to determine the objectified value of the company Tescan, a.s. based on publicly available information as of January 1, 2012. The methodology section describes the basic process of valuation, methods and procedures. Theoretical knowledge from this section is applied in the practival section. This includes strategic analysis, financial analysis, financial plan, setting the DCF valuation method in the variant FCFF and its use. The conclusion contains a statement of the value of the company.

Der vorliegende Usability-Bericht entstand im Rahmen eines Multimedia-Tutoriums, das dazu vorgesehen ist, praktisch umzusetzen, was in anderen Seminaren über Multimediapsychologie, Diagnostik der Mensch-Maschine-Interaktion, Softwaregestaltung und –evaluation sowie Screendesign theoretisch vermittelt wurde. Der Wettbewerb zur Evaluation der Webseite des Fachbereichs Mensch-Computer-Interaktion (FB MCI) der Gesellschaft für Informatik e.V. (GI) bot uns durch die Aufgabenstellung eine geeignete Möglichkeit, übergreifendes theoretisches und psychologisch fundiertes Wissen an einem realen Beispiel anzuwenden und somit in die Praxis umzusetzen. Unser Team, bestehend aus sieben angehenden Usability-Experten, hat die Webseite des MCI ausführlich inspiziert und mit ausgewählten Methoden systematisch evaluiert. Dazu wurden in einem Auswahlprozess zwei geeignete Methoden gewählt. Unser Vorgehen ist in einem Projektplan festgehalten. Die Ergebnisse der Evaluation, deren Erhebung und die verwendeten Methoden sind in diesem Bericht ausführlich protokolliert.:1. Einleitung 2. Erläuterung angewendeter Methoden 2.1. Heuristische Evaluation 2.2. Card Sorting 3. Projektplan 4. Wichtigste Erkenntnisse und Empfehlungen – Zusammenfassung 5. Heuristische Evaluation 5.1. Auswahl und Spezifikation der Heuristiken 5.2. Darstellung des Vorgehens 5.3. Erläuterung zu den Tabellen 5.4. Erläuterung zu Schweregrad und Behebbarkeit 5.5. Ergebnisse heuristische Betrachtung: Übersicht 5.5.1. Heuristische Betrachtung: Gesamte Homepage 5.5.2. Heuristische Betrachtung: Startseite 5.5.3. Heuristische Betrachtung: Hauptnavigation 5.5.4. Heuristische Betrachtung: Fachgruppen 5.5.5. Heuristische Betrachtung: Arbeitskreise 5.6. Visualisierung ausgewählter Verbesserungsvorschläge 6. Card Sorting 6.1. Psychologische Fundierung 6.2. Darstellung des Vorgehens 6.3. Auswertung 6.3.1. Ergebnisse Hauptmenü (Gruppe A) 6.3.2. Ergebnisse Fachgruppen und Arbeitskreise (Gruppe B) 7. Design-Vorschläge 8. Evaluation der Barrierefreiheit nach BITV 9. Schlusswort 10. Literaturverzeichnis Anhang A) Heuristiken B) Auswertung Card Sorting Gruppe A C) Auswertung Card Sorting Aufgabe A D) Auswertung Fachgruppen und Arbeitskreise (Gruppe B)

Title: Evaluation and classification in academic physical education Goals: The main goal of this work is to analyze the opinion of the current teachers of physical education on the methods of evaluation and classification in academic physical education within elementary and high schools. How is the relation of the tutors towards classification and verbal evaluation of the students within physical education and what are their main criteria for evaluation. Further, evaluate students questionnaires related to their opinion on given classification. Methodology: The methodology used in this work was a research questionnaire within 20 schools in Prague (10 elementary and 10 high). The first questionnaire, which was created for teachers, had 40 questions where the first 36 had a closed form and the remaining 4 questions had an open form, where respondents answered with their own opinion. The second questionnaire was created for students and had 39 questions. Only one answer was possible for each question. Only the last question had an open form. The questionnaire was focused on the ways of the evaluation of students within physical education, criteria for classification within physical education, scarcities and priorities of these ways of evaluation. Results: It was proven from the analysis of the results...

Made available in DSpace on 2017-07-21T20:31:25Z (GMT). No. of bitstreams: 1 Michelle Barreto Justus.pdf: 2328687 bytes, checksum: 6222b8f4f001c08f1efad8e44c24d884 (MD5) Previous issue date: 2015-12-21 / This paper presents an analysis of the continuing education program of the State of Paraná teachers, in the modality of Pedagogical Weeks 2007-2014, based on the evaluation of pedagogues. The research goal was to analyze the teacher training program in the modality of Pedagogical Weeks developed in public schools of Ponta Grossa in the period, with the guiding question: what is the assessment of public schools' pedagogues on the continuing education program of teachers, proposed by the SEED-PR, in the modality of Pedagogical weeks, from 2007 to 2014? The research field were state schools of a Paraná county, and the subjects participants were pedagogues teachers who work in the state system for at least 7 years, which were selected by sampling proportional to the size of the schools. The specific objectives were: a) to characterize the continuing education program for teachers proposed by SEED / PR for the public schools of Paraná; b) to investigate the meanings of the assessment of the continuing education program for teachers assigned by the pedagogues of public schools of Ponta Grossa; c) to discuss the potentialities and weaknesses of Pedagogical Weeks of continuing education program of evidenced teachers on the results of the evaluation process carried out with the schools pedagogues and d) to point out the contributions, perspectives and challenges for the development of a continuing education program for teachers aiming the improvement of continuous training and education of the state's public schools. The research was conducted in a qualitative approach, a case study evaluation was lead, and the procedures used were documental analysis and questionnaire consisting of open and closed questions. The questions were tabulated, categorized and analyzed, considering the dimensions: relevance of the themes, adequacy of available materials, SEED's methodological guidelines to carry out the activities, the development of the proposed activities within the school and the contributions of the studies for the teaching and pedagogical work. The theoretical framework was built in dialogue with leading authors about the epistemological assumptions of educational assessment and evaluation of policies and programs, such as Afonso (2009; 2010; 2011), Guba and Lincoln (2011), Draibe (2001), Belloni (2001 ), Ferreira and Tenório (2010) and Fernandes (2011); and Nóvoa authors (2002), Tardif (2002) and Araujo;Araújo and Silva (2015) about the fundamentals of the continuing education of teachers, among others. The research results indicate that there were different conceptions of continuing education in both evaluated periods, in other words, in the development of pedagogical weeks in the governments of Roberto Requião (2007-2010) and Beto Richa (2011-2014), which expresses the assumptions on which the policies for education setled in Paraná in the period they ruled. Pedagogical weeks in the period 2007-2010 were best evaluated by pedagogues than in 2011-2014. The weaknesses observed in this study indicate the need to achieve more significant levels of efficiency, efficacy and institutional and social effectiveness, which suggests some adjustments to the development of this modality of continuing education for teachers in public schools of Paraná. / Este trabalho apresenta uma análise do programa de formação continuada de professores do Estado do Paraná, na modalidade de Semanas Pedagógicas 2007-2014, a partir da avaliação dos pedagogos. O objetivo da pesquisa foi analisar o programa de formação de professores na modalidade de Semanas Pedagógicas desenvolvida em escolas públicas de Ponta Grossa no referido período, tendo como questão norteadora: qual é a avaliação dos pedagogos das escolas públicas estaduais sobre o programa de formação continuada de professores, proposto pela SEEDPR, na modalidade de Semanas Pedagógicas, no período de 2007 a 2014? O campo de pesquisa foram escolas estaduais de Ponta Grossa, e os sujeitos participantes foram professores pedagogos que atuam na rede estadual há pelo menos 07 anos, os quais foram selecionados por meio de amostragem proporcional ao porte das escolas. Os objetivos específicos foram: a) caracterizar o programa de formação continuada de professores proposto pela SEED/PR para as escolas públicas estaduais paranaenses; b) investigar os significados da avaliação do programa de formação continuada de professores atribuídos pelos pedagogos das escolas públicas estaduais do município de Ponta Grossa; c) discutir as potencialidades e fragilidades das Semanas Pedagógicas do programa de formação continuada de professores evidenciados nos resultados do processo avaliativo realizado com os pedagogos das escolas e d) apontar as contribuições, perspectivas e desafios para o desenvolvimento de um programa de formação continuada de professores voltados à melhoria da formação continuada e do ensino das escolas públicas paranaenses. A pesquisa foi realizada numa abordagem qualitativa, do tipo estudo de caso avaliativo, e os procedimentos escolhidos foram análise documental e questionário, composto por questões abertas e fechadas. As questões foram tabuladas, categorizadas e analisadas, considerando as dimensões: relevância dos temas propostos, adequação dos materiais disponibilizados, as orientações metodológicas da SEED para a realização das atividades, o desenvolvimento das atividades propostas no interior da escola e as contribuições dos estudos para o trabalho docente e para o trabalho pedagógico. O referencial teórico foi construído em diálogo com autores de referência quanto aos pressupostos epistemológicos de avaliação educacional e avaliação de políticas e programas, como Afonso (2009; 2010; 2011), Guba e Lincoln (2011), Draibe (2001), Belloni (2001), Ferreira e Tenório (2010) e Fernandes (2011); e os autores Nóvoa (2002), Tardif (2002), e Araújo; Araújo e Silva (2015) quanto aos fundamentos sobre a formação continuada de professores, entre outros. Os resultados da pesquisa apontam que houve diferentes concepções de formação continuada nos dois períodos avaliados, ou seja, no desenvolvimento das semanas pedagógicas nos governos de Roberto Requião (2007-2010) e Beto Richa (2011-2014), o que expressa os pressupostos nos quais se assentaram as políticas para educação no Paraná no período em que governaram. As semanas pedagógicas realizadas no período 2007-2010 foram melhor avaliadas pelos pedagogos do que no período 2011-2014. As fragilidades observadas neste estudo indicam a necessidade de se alcançar patamares mais significativos de eficiência, eficácia e efetividade institucional e social, o que sugere algumas reformulações para o desenvolvimento dessa modalidade de formação continuada de professores nas escolas públicas estaduais paranaenses.