This study built upon the theoretical feedback process of Ilgen, Fisher and Taylor (1979), as refined by Kinicki, Prussia, Wu, & Mckee-Ryan (2004), to contribute to a more comprehensive understanding of the mechanism underlying an individual's response to performance feedback. The feedback model implicates source credibility and the feedback-rich environment as critical elements in the process explaining recipient accuracy perceptions and responses. Thus the sign and perceived accuracy of performance feedback were investigated in a 3 x 3 (plus control) experimental design. One hundred fifty-six undergraduate students were randomly assigned to feedback conditions, in which they performed on a three-trial Lego model reproduction task. After trial one, participants received false feedback from a confederate supervisor. The feedback was based on fictional norm tables, which framed the participant's performance as falling into the 70th percentile (positive), 50th percenti le (average), or 30th percentile (negative) according to condition. The supervisor then supplemented the norm tables with conclusive comments designed to be perceived as positive distortion of the norm table feedback, reinforcement of norm tables (accurate feedback), or negative distortion of the norm tables. Performance time, errors, task-specific self-efficacy, self-assessment of performance, and self-report effort-expended data were collected on trials one through three. The results indicated a significant interaction between feedback sign and perceived feedback accuracy on participant performance (F(4,132) = 3.72, p < 0.01), whereby the performance in the positively distorted-positive sign feedback condition was significantly higher than performance in the positively distorted-negative sign feedback condition. When the feedback was perceived to be accurate, negative sign feedback resulted in significantly better performance compared to the positive feedback condition (contrar y to previous research). Task-specific self-efficacy was not found to mediate the relationship between type of feedback and performance, and no significant effect of feedback sign or perceived feedback accuracy on task-specific self-efficacy was found. These findings provide possible explanation as to why supervisors tend to positively distort both sign and accuracy in performance appraisals (e.g., Benedict & Levine, 1988). Implications for theoretical expansion of the feedback process model, and application to workplace performance management are discussed.

In this paper was reached to examine the higher forms pupils‘ study motivation, self-assessment and study success; to set down pupils‘ study and march motivation, self-assessment and progress interconnections in this work. It was set down that the connection between motivation and study progress is statistically important. It means, that pupils who have higher study motivation get better assessment of their study results. Study progress correlate with study motivation statistically importantly and positively. It is why, when it is strong study motivation, there are high marks of the study progress. It was also set down the older students are in the higher forms, the better academic results they reach. Researching the connection of cognitive self-assessment with emotionalself-assessment it was noticed the statistically important and positive correlation. Consequently, if one assesses himself logically, rationally well, his positive, warm, kindly emotional assessment is getting higher.

The assessment system in Lithuanian schools is too much orientated in a final knowledge of a student and grading that knowledge with actual marks. This does not go along with the goals of education, expected results, and nowadays’ methods. The very new definition, as a helping process of learning, of the assessment is based on the documents that are regulating school’s education content in the country. Assessment is a constant process of storing information about student’s progress in learning, achievements, interpretations, and generalizations. Self-assessment is when a student makes decisions about his or her progress and achievements based on self-analysis and comparison of present and previous achievements. Also, foreseeing the next learning goals and the strategies to reach them. When the general programs and development standards were renewed the dance and theater subjects were added among the other subjects of art. There is no unified program of evaluating the theater subject, however the aims, principles, and the criteria of assessment are clearly stated in General programs. Students are used to being evaluated and getting remarks on their work. On the other hand, the most important aim of assessment is to help the student to get to know him/herself, to understand his/her strong and weak sides, evaluate the level of his/her achievements. The adoption of self-assessment in the process of education fits best for the students of the 5th grade during the transition... [to full text]

This analyses the assessment of competence for the primarys schools teachers. It is very important to overlook the requirements of society and the teacher‘s self assessment. There are lots of reasons why task for schools becomes more and more challenging. And a person, who realizes all these tasks, is a teacher. He needs to make a group, where he can collaborate with principle, other teachers, micro and macro environment. So teacher becomes a person, who stands between the society and a child. Although teacher is trying to do his work as well as he can, but as society requires more from teacher, it makes more challenging work in competences area for the teacher. So it is important to see how teacher is able to look at the problem and if he is able to solve it.

Žadinant mokinių interesą meno, kūrinių studijoms ypač svarbus asmeninis vertinimas, skatinantis visavertišką asmens kultūros raidą. Tačiau pedagoginė praktika rodo, kad paties meniškumo išmatavimas ir jo įvertinimas yra labai problematiškas dalykas, juo labiau šiandienos kultūrinėje terpėje, kada tos meniškumą apibrėžiančios normos patiria netikėčiausius pasikeitimus, kuriuos pripažįsta ir naujoji meno teorija, ir meno istorija, teigiančios, kad nūdienos dailėje niveliuojasi meno ribos, blanksta demarkacinės žanrų linijos, kinta pati grožio sąvoka, o meno funkcijos klausimas taip pat tampa svarstytinas. Todėl šiame darbe siekiama išsiaiškinti, kaip profesionalaus istoriškai reikšmingo kūrinio vertinimas veikia paties mokinio meninę raišką, taikant tuos kriterijus ir normas, kuriais pats mokinys vertina profesionalų kūrinį. Tai apsprendžia darbo naujumą. Tyrimo tikslas – ištirti vizualinės raiškos pokyčius taikant įsivertinimo metodą. Tyrimo objektas – 9 klasės mokinių vizualinės raiškos rezultatų įsivertinimas. Tyrimo hipotezė – taikant savivertės metodą, gerėja paauglių vizualinė raiška. Tyrimo uždaviniai: aptarti mokinių mokymosi pažangos ir pasiekimų vertinimo kaitą ugdymo procese, atskleisti savivertės esmę ir paskirtį; atskleisti dailės kūrinių vertinimo reikšmę paauglių kūrybiniai veiklai; išnagrinėti kaip kinta vizualinė raiška, taikant savivertės metodą. Tyrimo metodika: įvairios literatūros analizė; apklausos metodas... [toliau žr. visą tekstą] / To interest students in art studies personal assessment is very important because it encourages students‘ cultural development. However,teaching practice shows that measuring art skills and its evaluation is a complicated issue, especially in today‘s cultural surroundings when art describing requirements experience unexpected changes which are acknowledged by a new art theory and art history. They claim that differences among art forms are disappearing, the notion of beauty is changing and the function of art is also in question.That is why this research tends to clarify how a historically important professional piece of art affects students‘ artistic expression, applying those criteria requirements which a student himself chooses to assess.It brings in a new look on a piece of art. The aim of the research is to analyse the changes of visual expression applying a self-assessment method. The object of the research: the assessment of the results of visual expression of the 9th formers. The hypothesis of the research: when applying self assessment method the students‘ visual expression improves. The goals of the research: to analyse the students‘ change in academic achievements and assessment in the process of teaching; to disclose the essence and the purpose of self-assessment; to show the importance of works of art to... [to full text]

Technologijų edukologijos magistro baigiamojo darbo tema aktuali, nes būtina toliau tęsti ir įgyvendinti mokinių vertinimo / įsivertinimo reformą. Tinkamai organizuotas vertinimas / įsivertinimas gali tapti puikia mokymosi motyvacijos skatinimo priemone. Svarbu siekti, kad ji būtų kuo palankesnė ir įvairesnė ir svarbiausia skatintų mokinių norą mokytis. Įsivertinimo metodų pagalba mokiniai gali patys atsakyti už savo ugdymosi procesą ir jo rezultatą. Tokiu būdu jie geriau suvokia savo padarytą pažangą. / This thesis focuses on students’ assessment and self-assessment. Assessment and self-assessment may motivate students and encourage them to live up to their true potential. Moreover, using different methods of assessment, students may control their learning process and results. Assessment has to be used to promote learning – not just measure it.

Many workers are daily exposed to chemical risks in their work place that has to be assessed and controlled. Due to exposure variability, repeated and random measurements should be conducted for valid estimates of the average exposure. Traditionally, experts such as safety engineers, work environment inspectors, and occupational hygienists, have performed the measurements. In self assessment of exposure (SAE), the workers perform unsupervised exposure measurements of chemical agents. This thesis studies a prerequisite for SAE, i.e. the workers’ mental models of chemical exposure. Further, the workers’ mental models are contrasted with experts’ reasons and decision criteria for measurement. Both qualitative and quantitative data generated from three studies (Paper I, II, and III) were used to describe the workers’ mental model of chemical exposure. SAE was introduced to workers in three different industries; transports (benzene), sawmill industry (monoterpenes), and reinforced plastic industry (styrene). By interviews, qualitative data were collected on the workers’ interpretation of measurement results and preventive actions. To evaluate the validity of worker measurement, the measurements were compared with expert measurements. The association between each worker’s number of performed measurement and mean level and variability in exposure concentrations was calculated. Mean absolute percent/forecast error (MAPE) was used to assess whether the workers’ decision models were in accordance with a coherence or correspondence model. In Paper IV, experts (safety engineers, work environment inspectors, and occupational hygienists) were interviewed to elucidate their mental models about the triggers and decision criteria for exposure measurements. The results indicate that the workers’ measurement results were in agreement with experts’. However, the measurement results were not a strong enough signal to induce workers to take preventive actions and sustained exposure measurements even if the measurement result were close to the occupational exposure limit. The fit was best for the median model, indicating that the workers’ mental models for interpretation of measurement data can best be described by the coherence theory rather than by the correspondence theory. The workers seemed to mentally reduce the variation in the exposure to a measure of central tendency (the median), and underestimated the average exposure level. The experts were found to directly take preventive actions instead of performing exposure measurements. When they performed exposure measurements, a worst case sampling strategy was most common. An important trigger for measurement for the experts was “request from the employer” (safety engineers), “legal demands” (work environment inspectors), and “symptoms among workers” (occupational hygienists). When there was a trigger, all experts mentioned expectations of high exposure level as a decision criterion for measurements. In conclusion, the studies suggest that workers’ mental interpretation model is best described in terms of a coherence model rather than a model of correspondence. The workers reduced the variation mentally in favor of an estimate of average exposure (median), which may imply that they underestimate short-term, high exposure health risks. A consequence is that interpretation of measurements such as SAE cannot be given to the individual worker without some support, e.g. from an expert. However, experts often chose to directly take preventive actions, without measuring the exposure. The results indicate that also the experts need support e.g. from the legal system if exposure measurements are to be done.

Thesis (M. Phil.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (M.S.)--University of Michigan, 1989.

Thesis (M.S.)--University of Michigan, 1989.