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This study investigated the examinees&rsquo / perceptions about an online assessment tool and an online assessment center. In this study, a computer literacy exam (Bilisim Seviye Tespit Sinavi, BSTS) was delivered in purposively designed environment, an online assessment center, at CEC, METU (Continuing Education Center, Middle East Technical University). The data were collected from 117 participants through the &ldquo / User evaluation questionnaire&rdquo / , in depth interviews with 43 examinees and 7 experts. 7 participants and the experts were interviewed individually while the rest 36 participants were interviewed in 6 focus groups (composed of 6 examinees). Descriptive statistics, frequency distributions and comments of participants and experts were used to express the results of the study. The results showed that the examinees perceived the online assessment tool and the online assessment center suitable for delivering online assessments. However, both participants and experts reported that a few changes could be done to the interface of online assessment tool. They also suggested that the computer literacy assessments be more authentic.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-02T19:38:36Z No. of bitstreams: 1 gracieleaparecidanunesesales.pdf: 1153662 bytes, checksum: f824984d093a887d36d23e902aba1e33 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-03T15:36:59Z (GMT) No. of bitstreams: 1 gracieleaparecidanunesesales.pdf: 1153662 bytes, checksum: f824984d093a887d36d23e902aba1e33 (MD5) / Made available in DSpace on 2016-06-03T15:36:59Z (GMT). No. of bitstreams: 1 gracieleaparecidanunesesales.pdf: 1153662 bytes, checksum: f824984d093a887d36d23e902aba1e33 (MD5) Previous issue date: 2015-01-30 / O presente estudo tem por objetivo analisar efeitos decorrentes da implantação do Programa de Intervenção Pedagógica, em três escolas estaduais, atendidas pela Superintendência Regional de Ensino de Patrocínio, no sentido de evidenciar os principais obstáculos pelos quais passaram essas instituições durante o processo de implementação do programa, adotando como recorte cronológico o período de 2007 a 2012. O propósito da SEE/MG com a implantação do PIP nas instituições de ensino mantidas pelo governo estadual, é que ele seja compreendido por todos os envolvidos no processo educativo, como uma ferramenta direcionadora do processo de ensino-aprendizagem, com foco para a alfabetização dos alunos nos anos iniciais. Os recursos metodológicos utilizados para o levantamento dos dados referentes ao caso, fundamentaram-se em análise relevantes a implementação do PIP nas escolas, nas publicações da SEE/MG referentes aos resultados do PROALFA e entrevistas com gestores, especialistas e professores alfabetizadores. Para que o desenvolvimento dessa pesquisa se efetive, os dados coletados foram analisados e discutidos à luz de autores como Lück (2009), Alarcão (2001), Burgos (2012), que entre outros autores, se constituem referenciais teóricos nessa dissertação. Como proposição final a este estudo, propõe-se a elaboração de um Plano de Intervenção Educacional, como sugestão às escolas para o monitoramento e consolidação da proposta do Programa de Intervenção Pedagógica. / The present study aims to analyze the possible effects following the PIP - Pedagogical Intervention Program implementation that happened in a three public schools, were attended by Superintendência Regional de Ensino de Patrocínio, the purpose is to show the obstacles that institutions had spent during the process of the program implementation in the period of 2007 to 2012.The purpose of the SEE/ MG with the PIP implementation at the education institutions maintained by state government, that it is being appreciated for all become involved in the educational process, as a teaching ad that aimed into learning process, focused on elementary literacy. The resource strategies used for survey data referring on case study research, during the research were analyzed the relevant factors to PIP implementation at schools, in SEE/MG publications related to PROALFA results and interview with principal, “supervisor”, and literacy teachers. To the research development, survey data were analyzed and discussed according to the author, such as Lück (2009), Alarcão (2001), Burgos (2012), among others authors, based on theoretical references in this dissertation. The final result about this study, proposes a way to elaborate an Education Intervention Plan as suggestions to schools to the monitoring and consolidation concerning the Pedagogical Intervention Program purpose.

This qualitative multi-method study investigates potential construct-related outcomes of using a high-stakes standardized literacy test that is based on a limited construct. This study presents comprehensive construct and outcomes analyses of the Ontario Secondary School Literacy Test (OSSLT), as one example of a high-stakes literacy testing program, focusing on critical literacies in particular. Critical literacies are shown to be underrepresented in the test’s construct sample despite being valued in the relevant educational domain being measured. The two central research questions shaping this study are as follows: (1) What are students learning about critical literacies in an educational context that includes the OSSLT?; (2) How do students perceive the OSSLT to be contributing to, and/or hindering, their development of critical literacy skills? This study is structured as an arts-informed multiple case study. Participants included ten Grade 11 and 12 students who contributed to the study through multiple research activities, including interviews and group conversations, questionnaires, activity handouts, as well as journaling, photography, and graffiti walls activities. The findings of the outcomes analysis (1) identify limitations with regards to students’ understandings of literacy, including being unfamiliar with a concept of critical literacies; (2) demonstrate that students align their understandings of literacies with the reading and writing skills that are valued on the high-stakes literacy test while also wondering what else might count as literacy; and (3) suggest that the OSSLT is perceived by students to be influencing their literate identities, their relationships with literacies, and their learning trajectories. As an original contribution to knowledge, this study demonstrates how an in-depth analysis of a test’s literacy construct can be performed, and this study presents a qualitative multi-method methodology for conducting research into the outcomes of literacy education in an educational context that includes a high-stakes literacy test.

No description available.

Magister Bibliothecologiae - MBibl / This study investigates the effectiveness of the information literacy education that Master of Business Administration (MBA) students receive at the University of Stellenbosch Business School (USB). The literature reveals that there is a growing trend worldwide to extend information literacy education to include graduate students. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for Higher Education Competencies as the theoretical framework together with Kuhlthau’s Information Search Process. Both process and formative evaluation was used in the study. A mixed method approach was applied to gather data for the study using a pre- and post-information literacy questionnaire, interviews with the information literacy facilitator and the research methodology lecturer and a rubric assessment of students’ group assignment. The information literacy intervention focuses mainly on ACRL Standard 1, with more emphasis on ACRL Standard 2. ACRL Standards 3, 4 and 5 were briefly mentioned as it was difficult to cover all the ACRL Standards adequately within a once-off information literacy session.The results of the study show that the information literacy intervention was successful in introducing students to some of the electronic resources which is one of the major objectives of the intervention. Students’ scores in the pre- and post-information literacy questionnaire and the group assignment were high. This could be an indication that the information literacy intervention was a success. The interviews with the information literacy facilitator and the research methodology lecturer reveal that little collaboration between the library and business academics is taking place. This lack of collaboration affects the quality of the information literacy education in terms of business academics input in the information literacy intervention and in terms of reinforcing information literacy outcomes in students’ assignments. One of the recommendations is that collaborative relationships should be developed between the library and business academics in order to develop an information literacy plan that will fully integrate information literacy within Masters’ courses.

Submitted by Valdinei Souza (neisouza@hotmail.com) on 2016-12-19T20:57:32Z No. of bitstreams: 1 Luís Carlos Batista de Jesus - Dissertacao.pdf: 2237868 bytes, checksum: 00edeb4dc126e523ad1c204b0cbaaf68 (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2017-01-13T20:51:36Z (GMT) No. of bitstreams: 1 Luís Carlos Batista de Jesus - Dissertacao.pdf: 2237868 bytes, checksum: 00edeb4dc126e523ad1c204b0cbaaf68 (MD5) / Made available in DSpace on 2017-01-13T20:51:37Z (GMT). No. of bitstreams: 1 Luís Carlos Batista de Jesus - Dissertacao.pdf: 2237868 bytes, checksum: 00edeb4dc126e523ad1c204b0cbaaf68 (MD5) / No contexto da sociedade da informação, onde a criação e a disseminação da informação estão em sua essência, somadas à mudança global na educação superior para formar cidadãos para o século XXI, percebe-se a exigência de novas competências, que incluem múltiplas alfabetizações, a exemplo da competência Info-midiática e as Infocomunicacionais, que são expansões da Competência em Informação. Esse contexto levou à reflexão sobre verificação da atualização e aplicação dos padrões de competência para atender de maneira satisfatória à realidade brasileira. Trata-se de uma pesquisa aplicada com abordagem de caráter qualitativo, que teve como objetivo principal analisar os indicadores propostos pelos padrões de Competências em Informação derivados da ACRL/ALA (2000) e verificar se estes permitem mensurar as “novas” competências (Infocomunicacional e Infomidiática) demandadas no cenário Brasileiro. Dividiu-se em duas etapas: a primeira tratou do levantamento e análise do material bibliográfico que fundamentou as bases teóricas acerca do tema e a segunda de caráter documental, busca, seleção e análise documental e de conteúdo dos padrões de Competências em Informação selecionados. A revisão destes padrões permitiu identificar não só as diferenças e semelhanças, mas também apontar a necessidade de aprimoramento de seus indicadores, para contemplar aspectos que não foram pensados ou levados em consideração na realidade em que se deu sua elaboração. / ABSTRACT In the context of the information society, where the creation and dissemination of information are in their essence, added to global change in higher education to form citizens for the twenty-first century, the need for new skills is perceived, which includes multiple literacies, for example, Infomedia and infocommunication literacy, which are expansions of Information literacy. This context led to reflection about the verification of the upgrade and application of the competency standards to attend satisfactorily to the Brazilian reality. This is an applied research with a qualitative approach, which had as the main goal to analyze the proposed indicators by evaluation standards of Information Literacy studied and present an analytical model that allows identifying if the studied standards allow measuring the "new" skills (infocommunication literacy and Info-Media Literacy) demanded in the Brazilian scenario. It was divided into two stages: the first treated the survey and analysis of bibliographic material that justified the theoretical basis of the topic and the second of the documentary character, search, selection and document and content analysis of the standards competence analyzed. A review of these standards identified not only the differences and similarities, but also point out the need to improve its indicators to contemplate aspects that were not thought of or considered in the reality of their preparation.

Magister Bibliothecologiae - MBibl / This study investigates the effectiveness of the information literacy education that Master of Business Administration (MBA) students receive at the University of Stellenbosch Business School (USB). The literature reveals that there is a growing trend worldwide to extend information literacy education to include graduate students. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for Higher Education Competencies as the theoretical framework together with Kuhlthau’s Information Search Process. Both process and formative evaluation was used in the study. A mixed method approach was applied to gather data for the study using a pre- and post-information literacy questionnaire, interviews with the information literacy facilitator and the research methodology lecturer and a rubric assessment of students’ group assignment. The information literacy intervention focuses mainly on ACRL Standard 1, with more emphasis on ACRL Standard 2. ACRL Standards 3, 4 and 5 were briefly mentioned as it was difficult to cover all the ACRL Standards adequately within a once-off information literacy session. The results of the study show that the information literacy intervention was successful in introducing students to some of the electronic resources which is one of the major objectives of the intervention. Students’ scores in the pre- and post-information literacy questionnaire and the group assignment were high. This could be an indication that the information literacy intervention was a success. The interviews with the information literacy facilitator and the research methodology lecturer reveal that little collaboration between the library and business academics is taking place. This lack of collaboration affects the quality of the information literacy education in terms of business academics input in the information literacy intervention and in terms of reinforcing information literacy outcomes in students’ assignments. One of the recommendations is that collaborative relationships should be developed between the library and business academics in order to develop an information literacy plan that will fully integrate information literacy within Masters’ courses.