The dissertation refers to the issue of school evaluation. It focuses on the competence of a primary school teacher to develop self-assessment of pupils. The theoretical part is devoted to the personality of the teacher, his profession including the qualities of the teacher and the professional standard. Furthermore, the teacher's professional competences, the concept of teaching and the ability of reflection and self-reflection in the teacher's profession. Then, in this part, autor is dedicated to the personality of the pupil in the learning process, the climate in the classroom and the interaction between the pupil and the teacher. In conclusion, the author focuses on the evaluation in the learning process, the objectives of the evaluation and its types. Particular attention is paid to formative assessment, especially self-evaluation of pupils, methods and methods of implementation. The research part presents the results of the research, for which the qualitative design of the case study was used. The subject of the survey was the evaluation competence of the teacher and activities aimed at self-assessment of pupils. The main objective of the research was to find out how primary school teachers develop the self-assessment of pupils in the learning process. In addition, the author has set several...

Der anwendungsorientierte Masterstudiengang Konferenzdolmetschen hat die wesentliche Zielsetzung, Studierende auf eine professionelle Dolmetschtätigkeit vorzubereiten. Daher besteht ein überwiegender Anteil der Lehrveranstaltungen und des Selbststudiums darin, die Fähigkeiten zu trainieren, die für die Berufsausübung nötig sind. Um das Lernen zu lenken und den Lernfortschritt zu überwachen, erhalten die Studierenden wiederholt von verschiedenen Seiten Rückmeldungen zu ihrer erbrachten Leistung. Durch diese Bewertungen sollen Stärken und Schwächen aufgezeigt werden, um eine gezielte Weiterentwicklung der Dolmetschkompetenz zu unterstützen. Die zentrale Fragestellung der vorliegenden Arbeit besteht darin, wie diese Bewertungshandlungen in der Praxis ausgestaltet sein sollten, damit sie eine tatsächliche Unterstützung für den Lernprozess darstellen. Eine besondere Relevanz hat diese Fragestellung angesichts der Tatsache, dass nicht nur Dozierende sondern auch Studierende in großem Umfang Dolmetschleistungen bewerten müssen – im Präsenzstudium sowie im Selbststudium. Dabei sollen auch diejenigen studentischen Bewertungsvorgänge, die in Abwesenheit von Dozierenden erfolgen, dazu geeignet sein, die Weitergestaltung des Lernprozesses zielgerichtet zu unterstützen. Das Ziel der Arbeit liegt somit darin, für die Ausbildungspraxis konkrete Hinweise zusammenzutragen, wie Bewertungen von studentischen Dolmetschleistungen gestaltet werden können, um der Forderung nach einer Unterstützung des Lernprozesses gerecht zu werden. Der Fokus liegt dabei auf den verwendeten Bewertungskriterien, den möglichen Bewertungsperspektiven und dem Aspekt der Vermittlung der Bewertung. Bei der Präsentation der Ergebnisse werden bereits vorliegende schematische Darstellungen, die die Bewertungsvorgänge in der Praxis unterstützen können, durch weitere eigene Zusammenstellungen ergänzt.:Abbildungsverzeichnis 1 Einleitung 2 Lerntheorie und Didaktik 2.1 Der Begriff „Lernen“ 2.2 Förderung des Lernerfolgs 2.3 Selbstgesteuertes Lernen 2.4 Bewertung und Lernen 2.4.1 Definition von Feedback und Bewertung 2.4.2 Assessment for learning 2.4.3 Lernende als Feedback-Quelle: Peer assessment und Self-assessment 2.4.4 Eigenschaften unterstützender Bewertung 3 Dolmetschqualität und Dolmetschkompetenz 3.1 Dolmetschqualität – die Güte von Dolmetschprozess und -produkt 3.1.1 Begriffseingrenzung 3.1.2 Bewertende Personengruppen 3.1.3 Qualitätsparameter 3.2 Dolmetschkompetenz – Fähigkeiten von Dolmetschern 4 Didaktik des Konferenzdolmetschens 4.1 Grundlagen der Dolmetschdidaktik 4.2 Zielsetzung der Dolmetschausbildung 4.2.1 Anforderungen des Arbeitsmarkts 4.2.2 Zielsetzungen an Dolmetschausbildungsinstituten 4.2.3 Zielsetzungen in den Abteilungen am IALT 4.3 Lern- und Anforderungsprogression 4.4 Selbstgesteuertes Lernen im Master Konferenzdolmetschen 5 Formative Bewertungshandlungen im Dolmetschstudium 5.1 Aufbau und Ausgestaltung der Bewertung 5.1.1 Bestandteile des Bewertungsprozesses 5.1.2 Produkt- vs. prozessorientierte Bewertung 5.1.3 Weitere Aspekte der Bewertungsgestaltung 5.2 Möglichkeiten der Gewinnung von Bewertungskriterien für Dolmetschleistungen im Studium 5.2.1 Übernahme bestehender Bewertungskriterien 5.2.2 Zusammenstellung von Bewertungskriterien durch Studierende 5.3 Bewertung aus verschiedenen Perspektiven 5.3.1 Perspektive der bewertenden Person 5.3.2 Zeitliche Perspektive 5.4 Leitfaden zur Bewertungsgestaltung 6 Fazit Literaturverzeichnis Anhang: Gesprächsleitfaden zur Befragung von Dozierenden des IALT

Tidigare forskning har visat att unga i jämförelse med äldre förare, har en mer positiv inställning till att ta risker och håller en generellt högre hastighet i trafiken (Hatfield & Fernandes, 2009). Forskning har också visat att unga förare, framför allt män har en tendens att överskatta sin körförmåga (De Craen et al., 2011). Självskattning kan mätas medolika metoder, något som bland annat Sundström (2008) menar kan påverka resultatet. Flera studier har visat att unga förare kan göra en mer exakt bedömning av sin körprestation när de bedömer en specifik körförmåga snarare än när de jämför deras allmänna körprestation med den genomsnittliga förarens (Mynttinen et al., 2009a; Mynttinen et al., 2009b). Syftet med den aktuella studien var att undersöka om självskattad körprestation påverkas av körerfarenhet samt om det fanns något samband mellan körprestation och självskattad körprestation eller riskbedömning. Studien ämnade att göra detta genom att besvara följande frågeställningar 1. Finns det ett samband mellan ålder och självskattad körförmåga? 2. Finns det ett samband mellan körprestation och självskattad körprestation? 3. Finns det ett samband mellan körprestation och riskbedömning? Totalt deltog 48 förare i studien, där hälften var i åldrarna 18–25 och resterande i åldrarna 45–60. Experimentet genomfördes hos Statens väg- och transportforskningsinstitut (VTI) där deltagarna fick köra ett 20 minuter långt scenario i en stationär körsimulator. Innan, under och efter körningen ombads deltagarna att skatta sin körprestation och upplevda risk. Efter körningen hölls en kompletterande intervju. Resultaten visade att det inte fanns något signifikant samband mellan ålder och självskattad körförmåga, något som tyder på att körerfarenhet inte hade någon inverkan på självskattning. Det fanns en antydan till samband mellan körprestation och både självskattning och riskbedömning. För riskbedömning generellt fanns en potentiell effekt för både ålder och kön, något som inte fanns hos självskattad körprestation. Studien ger en indikation på samband för både körprestation och självskattad körprestation samt körprestation och riskbedömning som behöver studeras vidare med ett större underlag. / Previous research has shown that young in comparison with older drivers, have a more positive attitude towards taking risks and maintain a generally higher speed in traffic (Hatfield & Fernandes, 2009). Research has also shown that young drivers, especially men, tend tooverestimate their ability to drive (De Craen et al., 2011). Self-assessment can be measured using different methods, something that Sundström (2008), with others,believes can affect the result.Several studies have shown that young drivers can make a more accurate assessment of their driving performance when assessing a specific driving ability rather than when they are assessingtheir general driving performance against the average driver (Mynttinen et al., 2009a; Mynttinen et al., 2009b). The purpose of the current study was to investigate whether self-rated driving performance was affected by driving experience and whether there was any correlation between driving performance and self-rated driving performance or risk assessment. The study intended to do this by answering the following questions 1. Is there a correlation between age and self-rated driving ability? 2. Is there a correlation between driving performance and self-rated driving performance? 3. Is there a correlation between driving performance and risk assessment? A total of 48 drivers participated in the study, half of them were in the age group 18–25 and the rest were in the age group 45–60. The experiment was carried out at the Swedish National Road and Transport Research Institute (VTI) where the participants completed a 20-minute long driving scenario in a stationary simulator. Before, during and after the drive, participants were asked to estimate their driving performance and perceived risk. After that, a supplementary interview was held. The results showed that there was no significant relationship between age and self-rated driving ability, which indicates that driving experience had no effect on self-assessment. There was a hint of correlation between driving performance and both self-assessment and risk assessment. For risk assessment in general, there was an effect for both age and gender, something that did not exist in self-rated driving performance. The study provides an indication of a relationship between both driving performance and self-rated driving performance, as well as driving performance and risk assessment that need to be studied further with a larger sample.

The focus of this dissertation is the pupil's portfolio, primarily in electronic portfolio form, and its use in education. The research study considers that the e-portfolio as a means of support for evaluation has considerable didactic potential and its implementation into learning and teaching could improve the effects of evaluation, as well as fostering pupil's self-assessment and self-reflection. The study deals with the definition of the pupil's portfolio as a didactic means of support for evaluation; the structure and functional specifications are identified, and there is verification of ways of using an electronic portfolio as a tool for pupil's self-assessment and self-reflection. Both practical and theoretical methods were used in this study in order to verify if and under what conditions an electronic portfolio can be used to enhance the quality of evaluation in schools and to support the processes and outcomes of pupil's evaluation, self-assessment and self-reflection within the school environment. By developing further the concept of a pupil's portfolio this thesis seeks to contribute to the development of pedagogy, specifically in the area of didactics and in evaluation in schools.

Counseling can promote positive outcomes for grieving clients by addressing personal loss and helping the client process their grief. However, a lack of understanding on the part of counselors of how people grieve may result in negative client outcomes such as psychological stress, poor health, or an increased risk of depression. Education and training in grief counseling can improve counselors' problem recognition and skills in treatment planning. The purpose of this study was to examine whether Council for Accreditation of Counseling and Related Educational Programs (CACREP) master's degree counseling students view themselves as having been adequately trained in grief theories and skills. The theoretical foundation used was modern grief theory based on John Bowlby's work on Attachment Theory. The overall research question was how competent do master's-level counselors view themselves regarding the education or training they received in grief theories or counseling skills in their CACREP-accredited studies. I used a non-experimental, one shot survey comparative quantitative research design. Cicchetti's Grief Counseling Competency Scale (GCCS) was administered to CACREP master's-level counseling students enrolled in their practicum or internship experience, which resulted in 153 participants. Using a MANCOVA, there was significance found for relationships between coursework taken and (a) perceived assessment skills (p = .029), (b) perceived treatment skills (p = .025), and (c) perceived conceptual skills and knowledge (p = .003). Results of this study provided insight for CACREP master's-level counseling programs to explore and discuss curriculum coursework inclusion of education and training in grief theories and skills.

The pollution of the aviation industry is often identified as a main contributor toward climate change, justified by the immense amounts of greenhouse gasses emitted during a flight. Therefore, it is inevitable that the aviation industry acts toward decreasing emissions of flights for mitigation of the climate crisis. Altering the maneuvers by pilots can have an instant effect on emissions by optimizing fuel efficiency. This paper investigates the pilots’ perspectives on what opportunities and barriers there are to implement a self-assessment system for fuel efficiency in aviation. Furthermore, potential challenges that exist from an organizational point of view were studied. To answer the research questions, a case study approach was taken at a Scandinavian airline where thirteen pilots and other relevant stakeholders were interviewed, and literature review was established. The result was later analyzed using the Unified Technology Acceptance and Use model (UTAUT) and Diffusion of Innovation theory (DOI). The results show that pilots' generally have a positive attitude toward self-assessing fuel efficiency and find it interesting to see that their comprehension of what they do to be more fuel efficient concur with reality. Furthermore, they are positive toward any initiative that can increase their performance in safety or fuel use, since it was consistently stated that pilots are proud of their profession and want to improve if facts are presented. However, they want the interface to be concise with brief information with the possibility to go more in-depth if they feel the need to. As it is being launched, they want clear information regarding the software, it’s use and sufficient training in order to efficiently use it. The pilot barriers are that many senior pilots have been subjected to earlier implementations that have been bad in communication with insufficient information. In the discussion we propose that communication is key for a successful implementation along with a training session with the purpose of explaining the application and communicating possible benefits of using it. / Föroreningen från flygindustrin identifieras ofta som en stor bidragande effekt till klimatförändringar, motiverad av de stora mängder växthusgaser som släpps ut per person under en flygning. Det är därför oundvikligt att flygindustrin agerar för att minska utsläppen från flygoch ha en mindre påverkan på klimatförändringarna. Genom piloters manövrar kan man omedelbart påverka utsläppen genom att optimera bränsleeffektiviteten. Denna rapport undersöker piloternas perspektiv på vilka drivkrafter och motsättningar som finns för att införa ett själv-bedömande system för bränsleeffektivitet inom flygindustrin. Dessutom studerades potentiella utmaningar ur ett organisationsperspektiv. För att besvara forskningsfrågorna användes en fallstudie vid ett skandinaviskt flygbolag där tretton piloter och andra relevanta intressenter intervjuades och en litteraturstudie genomfördes. Resultatet analyserades senare med hjälp av Unified Technology Acceptance and Use Model (UTAUT) och Diffusion of Innovation Theory (DOI). Resultaten visar att piloter generellt har en positiv inställning till att själv utvärdera bränsleeffektiviteten och finner det intressant att se att deras uppfattning om hur de kan vara mer bränsleeffektiva överensstämmer med verkligheten. Dessutom är de positiva till alla initiativ som kan öka deras prestationer vad gäller säkerhet eller bränsleanvändning, eftersom det konsekvent framhölls att piloter är stolta över sitt yrke och vill förbättra sig om fakta presenteras. Dock vill de att gränssnittet ska vara koncist med kortfattad information och möjlighet att gå ner i djupet om de känner behov av det. Vid lansering önskar de tydlig information om programvaran, dess användning och tillräcklig utbildning för att kunna använda den effektivt. Piloternas hinder är att många äldre piloter har utsatts för tidigare implementationer som har brustit i kommunikationen med otillräcklig information. I diskussionen föreslår vi att kommunikation är nyckeln till en framgångsrik implementering, tillsammans med en utbildningssession med syfte att förklara applikationen och kommunicera fördelar med att använda den samt för att reda ut eventuella missuppfattningar.

A robot is proficient if its performance for its task(s) satisfies a specific standard. While the design of autonomous robots often emphasizes such proficiency, another important attribute of autonomous robot systems is their ability to evaluate their own proficiency. A robot should be able to conduct proficiency self-assessment (PSA), i.e. assess how well it can perform a task before, during, and after it has attempted the task. We propose the assumption-alignment tracking (AAT) method, which provides time-indexed assessments of the veracity of robot generators' assumptions, for designing autonomous robots that can effectively evaluate their own performance. AAT can be considered as a general framework for using robot sensory data to extract useful features, which are then used to build data-driven PSA models. We develop various AAT-based data-driven approaches to PSA from different perspectives. First, we use AAT for estimating robot performance. AAT features encode how the robot's current running condition varies from the normal condition, which correlates with the deviation level between the robot's current performance and normal performance. We use the k-nearest neighbor algorithm to model that correlation. Second, AAT features are used for anomaly detection. We treat anomaly detection as a one-class classification problem where only data from the robot operating in normal conditions are used in training, decreasing the burden on acquiring data in various abnormal conditions. The cluster boundary of data points from normal conditions, which serves as the decision boundary between normal and abnormal conditions, can be identified by mainstream one-class classification algorithms. Third, we improve PSA models that predict robot success/failure by introducing meta-PSA models that assess the correctness of PSA models. The probability that a PSA model's prediction is correct is conditioned on four features: 1) the mean distance from a test sample to its nearest neighbors in the training set; 2) the predicted probability of success made by the PSA model; 3) the ratio between the robot's current performance and its performance standard; and 4) the percentage of the task the robot has already completed. Meta-PSA models trained on the four features using a Random Forest algorithm improve PSA models with respect to both discriminability and calibration. Finally, we explore how AAT can be used to generate a new type of explanation of robot behavior/policy from the perspective of a robot's proficiency. AAT provides three pieces of information for explanation generation: (1) veracity assessment of the assumptions on which the robot's generators rely; (2) proficiency assessment measured by the probability that the robot will successfully accomplish its task; and (3) counterfactual proficiency assessment computed with the veracity of some assumptions varied hypothetically. The information provided by AAT fits the situation awareness-based framework for explainable artificial intelligence. The efficacy of AAT is comprehensively evaluated using robot systems with a variety of robot types, generators, hardware, and tasks, including a simulated robot navigating in a maze-based (discrete time) Markov chain environment, a simulated robot navigating in a continuous environment, and both a simulated and a real-world robot arranging blocks of different shapes and colors in a specific order on a table.

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Graduation date: 2006 / Curricular models and teaching techniques that support college students as the primary authors of their writing-across-the-curriculum experiences remain largely unexplored. This thesis addresses that research gap by investigating the use of a start-of-term writing self-assessment and goal-setting questionnaire (STQ) for upper-division undergraduates taking writing-intensive (WI) college courses in their majors. The tool was piloted in 23 WI sections at Oregon State University during winter term 2004. Feedback obtained through an end-of-term writing self-evaluation showed that students who completed the start-of-term questionnaire tended to take the effort seriously, fill out the questionnaire completely, and use the tool for its intended purposes of reflective self-assessment and goal-setting. Students saw the tool as something that could help them with their writing, and study results suggest that its benefits may have been reinforced by students’ end-of-course review of their STQ responses. Feedback from participating instructors indicated that the tool helped with their teaching as well as their students’ learning, and most instructors planned to continue using the STQ beyond the pilot study. Study results also suggest that the questionnaire can serve as a program-level research and assessment tool, providing WI program administrators and policy-makers with new insights on students’ writing needs and goals. Campus-wide use of the STQ may lead to WI program enhancements, generate new ideas for WI instructor training, and support department, college, and institutional writing-curriculum development efforts.

Allt fler människor deltar i lopp som sträcker sig över långa distanser. Denna studies syftevar att undersöka om dessa människors personligheter skiljer sig åt beroende på vilkengren de deltar i, och i så fall på vilket sätt. Med utgångspunkt i femfaktorteorin (Big Five)och med hjälp av ett självskattningsformulär, Revised NEO Personality Inventory, undersöktesoch jämfördes 214 löpare i Ultravasan 2015 och 145 cyklister i Cykelvasan 2015.Frågeställningen som föranledde arbetet var ifall löparnas personlighet skiljer sig från cyklisternas.Resultaten visade att löpare har en högre grad öppenhet i jämförelse med cyklisterna.Löparna hade även en lägre grad av extraversion i förhållande till cyklisterna,en skillnad som var statistiskt signifikant. Generellt sett visade resultaten små skillnadermellan löpare och cyklister. / More people than ever participate in long distance races and the purpose of this study wasto investigate the personality of these individuals. We had 214 Ultravasan runners and145 Cykelvasan cyclists complete the Revised NEO Personality Inventory test, to assesstheir personality based on the Big Five. The main question was whether the personality ofthe runners would differ from the cyclists’.Results showed that runners scored higher on openness compared to the cyclists.Furthermore, runners were significantly less extrovert than the cyclists. Generally however,the results showed minor differences in personality between the two groups.