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Wyświetlanie 1-15 z 3020
Tytuł:
Przeoczony dyskurs, czyli rzecz o konstruktywizmie i (z)marnowanych szansach oceniania wczesnoszkolnego
Overlooked discourse, that is a piece on constructivism and the chances of early school assessment (being) wasted
Autorzy:
Szyling, Grażyna
Powiązania:
https://bibliotekanauki.pl/articles/1387037.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
constructivism
early education assessment
functions of assessment
descriptive assessment
ongoing assessment
formative assessment
Opis:
The aim of the paper is to reconstruct the (un)used chances which are generated for early education assessment by the constructive paradigm. In my reflections I take into account two complex and interpermeating perspectives: the premises of educational theory and educational practice. I order the area of reflection thus created by means of the assessment categories present in the language of practicalised didactics and colloquial assessment discourses. The analysis of declared assumptions, tacitly adopted or overlooked in various concepts and solutions, leads to the conclusion that in early education assessment constructivism is not so much an overlooked discourse, but distorted by normative convictions and educational practices.
Źródło:
Problemy Wczesnej Edukacji; 2020, 51, 4; 138-152
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Thinking more broadly about assessment (and diagnosticians)
Autorzy:
Karwowski, Maciej
Szen-Ziemiańska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/2127340.pdf
Data publikacji:
2019-04-05
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
psychological assessment
educational assessment
Opis:
Commenting on the paper by Filipiak et al., we especially suggest a wider definition of the category of diagnosticians than the authors have proposed. We do not fully contest the correct proposal of continuing education in the field of assessment, but we wonder how to organize such education so that it caters not just for psychology graduates but also for other specialists who deal with assessment on an everyday professional basis – such as educators, sociologists, psychiatrists, and therapists.
Źródło:
Roczniki Psychologiczne; 2015, 18, 2; 199-203
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Framework of machine criticality assessment with criteria interactions
Autorzy:
Jasiulewicz–Kaczmarek, Małgorzata
Antosz, Katarzyna
Żywica, Patryk
Mazurkiewicz, Dariusz
Sun, Bo
Ren, Yi
Powiązania:
https://bibliotekanauki.pl/articles/1841665.pdf
Data publikacji:
2021
Wydawca:
Polska Akademia Nauk. Polskie Naukowo-Techniczne Towarzystwo Eksploatacyjne PAN
Tematy:
machine criticality assessment
assessment criteria
assessment methods
interactions
Opis:
Criticality is considered as a fundamental category of production planning, maintenance process planning and management. The criticality assessment of machines and devices can be a structured set of activities allowing to identify failures which have the greatest potential impact on the company’s business goals. It can be also used to define maintenance strategies, investment strategies and development plans, assisting the company in prioritizing their allocations of financial resources to those machines and devices that are critical in accordance with the predefined business criteria. In a criticality assessment process many different and interacting criteria have to be taken into consideration, despite the fact that there is a high level of uncertainty related to various parameters. In addition, not all assessment criteria are equally important. Therefore, it is necessary to determine the weight of each criterion taking into account different requirements of machine criticality process stakeholders. That is why a novel model of a machine criticality assessment is proposed in this paper. The model extends the existing methods of assessing machines criticality, taking into account not only the importance of machine criticality assessment criteria, but also possible interactions between them.
Źródło:
Eksploatacja i Niezawodność; 2021, 23, 2; 207-220
1507-2711
Pojawia się w:
Eksploatacja i Niezawodność
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
On the system of continuing education in psychological assessment in Poland
Autorzy:
Filipiak, Maja
Tarnowska, Monika
Zalewski, Bartosz
Paluchowski, Władysław Jacek
Powiązania:
https://bibliotekanauki.pl/articles/2127345.pdf
Data publikacji:
2019-04-05
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
psychological assessment
clinical assessment
assessment competencies
continuing education
Opis:
The article is an invitation to a discussion on creating a continuing education system in the field of psychological assessment in Poland. This kind of learning is recommended in numerous documents relating to assessment practice, including the rules of obtaining EuroPsy – the European Certificate in Psychology. There is no coherent and commonly accessible system of learning and verifying assessment competencies in Poland. A degree in psychology alone is enough to be allowed to use all the assessment tools available. Research on the education of psychologists suggests that continuing education combined with clinical practice is the best way of developing assessment competencies. In this context, the article addresses a number of problems – and questions derived from them – that focus on the task of organizing such a system in Poland.
Źródło:
Roczniki Psychologiczne; 2015, 18, 2; 171-183
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students attitudes
Autorzy:
Abolfazli Khonbi, Zainab
Sadeghi, Karim
Powiązania:
https://bibliotekanauki.pl/articles/781013.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
course achievement, peer-assessment
self-assessment
teacher-assessment
student attitudes
Opis:
Student-directed teaching and assessment techniques are gradually dominating educational systems almost all over the world. This study investigated a cohort of male and female Iranian EFL students’ attitudes toward self-, peer-, and teacher-assessment experiences. Sixty three students at Urmia University and Tabriz Islamic Azad University, in the form of three intact classes, experienced self-, peer-, and teacher assessment activities for one academic semester (having taken a knowledge pretest, four assessment series, and a course achievement posttest). Of all the participants, 38 completed a 5-point Likert-scale attitude questionnaire. The application of ANOVA, across and within group dependent samples t tests, as well as some qualitative analyses, indicated that the three experimental groups had positive attitudes toward their assessment experiences. While the peer-assessment group was the most positive in this regard, slight differences were found in the groups’ attitudes and beliefs. Further findings and implications are discussed in the paper.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 87-107
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Searching for Agreement. On the Difficulty in Assessing Artworks – Own Research Report
Autorzy:
Tomas, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/1967796.pdf
Data publikacji:
2019-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
artwork assessment
visual research
assessment subjectivity
Opis:
The main objectives of the long-term research, the partial results of which are presented in this paper, were related, among other things, to identification of the influence of experimental artwork classes on children’s artistic skills. The adopted research method based on analysis and interpretation of artworks regarding their compositional modality turned out to be the factor unmasking the difficulty in assessing children’s artworks. Therefore, the paper presents fragmentary results of complex research and demonstrates the divergence of marks given by a group of competent judges who used a structured tool.
Źródło:
The New Educational Review; 2019, 55; 121-131
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving teachers classroom assessment practices: perceptions of teachers in the Ellembelle District of Ghana
Autorzy:
Gyamfi, Abraham
Loganathan, Saranraj
Acquaye, Rosemary
Powiązania:
https://bibliotekanauki.pl/articles/25806551.pdf
Data publikacji:
2023
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
teachers’ challenges
students’ performance self-assessment
peer assessment
performance assessment
rubrics
Opis:
This study looks at how teachers can improve their in-class assessment practice in the Ellembelle District in Ghana, and aims to identify the challenges confronted by teachers in classroom assessments, as well as ways to improve the classroom assessments themselves. A quantitative research method was adopted using a simple random sampling technique. The study was conducted among 207 professional teachers using a mailed questionnaire (primary data), which was analyses using statistical tools. The study found that teachers face many challenges in their classroom assessments, and thus proposed performance-based assessments, rubrics, peer assessment, portfolio assessment and self-assessment as strategies for improving classroom assessments. It is recommended that the Ghana Education Service ensure a decrease in strength in classrooms in the district, incorporate peer assessment, and conduct in-service training, self-assessment, and performance evaluation to improve effective classroom assessments.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2023, 101, 4; 56-62
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analysis of qualitative and quantitative assessment methods for shoreline extraction
Autorzy:
Łącka, Magorzata
Łubczonek, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/24202500.pdf
Data publikacji:
2022
Wydawca:
Akademia Morska w Szczecinie. Wydawnictwo AMSz
Tematy:
shoreline
coastline
remote sensing data
quality assessment
quantity assessment
accuracy assessment
Opis:
The shoreline is an important geographical zone, and knowledge of its accurate location can be crucial for coastal management and mapping. The ever-increasing number of aerial and satellite sensors is leading to research related to the development of new methods for the automatic extraction of the shoreline. Currently, there is a lot of research in this area with different research methodologies. In this paper, an analysis of shoreline extraction methods was carried out. Based on the analysis undertaken, current research processes in this field can be verified. This enabled the further evaluation of the research methodologies studied, including the identification of basic assessment elements for shoreline extraction accuracy. Practical aspects of this work include the ability to establish the correct methods to assess the accuracy of extracted shorelines for both research and production processes related to data extracted from remotely sensed images.
Źródło:
Zeszyty Naukowe Akademii Morskiej w Szczecinie; 2022, 69 (141); 9--19
1733-8670
2392-0378
Pojawia się w:
Zeszyty Naukowe Akademii Morskiej w Szczecinie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pupil self-assessment and assessment of the teacher – two closely related processes
Samoocena ucznia i ocena nauczyciela – dwa ściśle powiązane procesy
Autorzy:
Kratochvílová, Jana
Powiązania:
https://bibliotekanauki.pl/articles/544614.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:
teacher
pupil
assessment
self-assessment
comprehensive developing assessment model
self-efficacy
Opis:
In the current national curriculum (the Framework Educational Programme for Basic Education – FEP) the concept of child /pupil/student has become the basis for conceptual thinking about the whole educational process. If we want to respect the pupil´s personality, then it is necessary realize in practice the relevant didactic concept. It includes an approach to student assessment, too. Such assessment fully engages pupils in targeted judging process. In this contribution we describe a model of a comprehensive and developing assessment and conditions for its implementation. In the proposed model student self-assessment is fully connected to the systematic assessment of the teacher and gains a significant importance for self-directed learning. Both assessing processes (teacher assessment and pupil self-assessment) support the student´s motivation and efforts to achieve the set goals and encourage teachers to select appropriate strategies developing the personality of the pupil.
Źródło:
Przegląd Pedagogiczny; 2015, 1; 19-29
1897-6557
Pojawia się w:
Przegląd Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analysis Of Machine Production Processes By Risk Assessment Approach
Autorzy:
Machmood, K.
Shevtshenko, E.
Powiązania:
https://bibliotekanauki.pl/articles/99820.pdf
Data publikacji:
2015
Wydawca:
Wrocławska Rada Federacji Stowarzyszeń Naukowo-Technicznych
Tematy:
production
process risk
criticality assessment
risk assessment
Opis:
Risk assessment is one of the important ways to analyze and protecting production processes. It facilitates to focus on the risks that really matter to execute a fail-safe manufacturing process or task. Risk management is considered to be a proactive and planned approach in order to encounter problems and reacting to them if they arise. On the other hand it provides assistance to continuous monitoring and evaluating of potential failure that might occurs during a process, moreover, it also explores the ways to avoid probable cost, time delays and quality of a product or service. The output of assessment process such as list of potential failures, their consequences and likelihood, and response system is circulated within the enterprise, so that personnel involved of risks and the criticality of a machine itself that performs the specific production process.
Źródło:
Journal of Machine Engineering; 2015, 15, 1; 112-124
1895-7595
2391-8071
Pojawia się w:
Journal of Machine Engineering
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
HOW DOES AN ASSESSMENT CENTER WORK? THE PUZZLE OF ASSESSMENT CENTER ACCURACY
Jak działa Assessment Center? Zagadka trafności ośrodków oceny
Autorzy:
Bujacz, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/598190.pdf
Data publikacji:
2009-06-15
Wydawca:
Instytut Pracy i Spraw Socjalnych
Tematy:
ASSESSMENT CENTER
Opis:
This paper looks at the puzzle of the accuracy of the assessment center in connection with the low theoretical accuracy of this method coupled with its high potential for prediction. The presented research results confirm the claim that the assessment center tends to evaluate the level of task performance by the candidate rather than his or her competencies, understood as relatively stable qualities, as well as their implication in the practice of selection.
Źródło:
Zarządzanie Zasobami Ludzkimi; 2009, 3-4(68-69); 105-114
1641-0874
Pojawia się w:
Zarządzanie Zasobami Ludzkimi
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TO IMPROVE THE EMPLOYEE ASSESSMENT PROCEDURES – DEVELOPMENT OF RATIO WITH THE USE OF IRT MODELS
Autorzy:
Zięba, Anna
Powiązania:
https://bibliotekanauki.pl/articles/452762.pdf
Data publikacji:
2017
Wydawca:
Szkoła Główna Gospodarstwa Wiejskiego w Warszawie. Katedra Ekonometrii i Statystyki
Tematy:
GRM
IRT models
ratio
employee assessment
periodic assessment
Opis:
Taking into account the trends in selecting and evaluating employees connected with the use of more and more objective tools, as well as more and more crucial human resources issues in an enterprise, it seems necessary to develop more and more innovative methods and tools. The objective of this paper is to develop a ratio to assess the employee on the basis of several traits at the same time as well as the achievement of specific targets in the company growth. Such ratios are rarely discussed in the literature, however, the analysis can provide a lot of useful information about a specific issue.
Źródło:
Metody Ilościowe w Badaniach Ekonomicznych; 2017, 18, 1; 157-166
2082-792X
Pojawia się w:
Metody Ilościowe w Badaniach Ekonomicznych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The faces of professional experience in clinical assessment. A Comment on Trzebińska and Filipiak (2015)
Autorzy:
Cierpiałkowska, Lidia
Soroko, Emilia
Powiązania:
https://bibliotekanauki.pl/articles/2127880.pdf
Data publikacji:
2019-04-05
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
clinical assessment
assessment procedure
professional experience
clinical supervision
Opis:
The comment addresses issues concerning the importance of professional experience for various kinds of assessment carried out in the field of clinical psychology. The influence of clinical experience is understood broadly and considered in connection with assessment procedure leading to differential and structural-functional diagnosis, with special attention to the context of the diagnostocianʼs personality. The limitations that stem from monitoring focused exclusively on cognitive processes are also discussed.
Źródło:
Roczniki Psychologiczne; 2015, 18, 1; 103-108
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ONLINE PEER ASSESSMENT OF SPEAKING WITH THE EPSS (ELECTRONIC PERFORMANCE SUPPORT SYSTEM)
WZAJEMNE GRUPOWE OCENIANIE JĘZYKA MÓWIONEGO W SIECI ZA POMOCĄ ELEKTRONICZNYCH SYSTEMÓW WSPIERANIA PODEJMOWANIA DECYZJI
Autorzy:
Krakowian, Przemysław
Powiązania:
https://bibliotekanauki.pl/articles/1834305.pdf
Data publikacji:
2016-08-11
Wydawca:
Mazowiecka Uczelnia Publiczna w Płocku
Tematy:
Assessment of Speaking
Assessment
Online Assessment
Computer Assisted
Testing
Electronic Performance Support Systems
Knowledge Banks
Opis:
While developing and emphasizing oral skills in foreign language learning in line with the Common European Framework of Reference for Language (CEF) seems to be the general trend in the whole of Europe, the place and attention given to oral skills in the majority of schools across Europe is less than it deserves. This is so owing to a number of factors, one being that oral skills are slow to develop, require time and investment in terms of attention and resources and yet leave largely insubstantial evidence of effort, and finally teaching materials oftentimes focus on more manageable language elements and skills. The Web application described in the subsequent pages is a reasonable solution to this problem as it allows teaching staff to jointly evaluate the oral skills and proficiency of their pupils through a web-based environment. The main objectives of the rationale behind the web app are in bringing teaching staff in various institutions by providing them with a community where their assessments can be validated by their colleagues and to provide them and their pupils with tools to distribute and share annotated video and audio materials on the internet. This article outlines the workings of the web app, its major components, the logic behind it and the logistics in creating online assessments of oral proficiency in a collaborative assessment environment with a Community of Practice as a safeguard for the continual and sustained operation of the web-based evaluation environment for assessing oral skills
Chociaż nacisk na rozwijanie umiejętności mówienia w języku obcym według EuropejskiegoSystemu Opisu Kształcenia Językowego (ESOKJ) wydaje się być powszechnymtrendem w całej Europie, miejsce i uwaga jaką poświęca się umiejętnościom mówieniaw znakomitej większości szkół europejskich jest mniejsza niż na to zasługują. Składasię na to szereg rozmaitych czynników, z których jeden dotyczy faktu, że umiejętnościjęzykowe nabywane są powoli, wymagają czasu i wysiłku, a jednocześnie brak wyraźnychefektów wydatkowanych nakładów pracy, oraz wreszcie nie sprzyja temu taka konstrukcjamateriałów do nauczania, gdzie zwraca się uwagę na takie składniki i komponentynauczania, które są bardziej namacalne. Aplikacja internetowa przedstawiona poniżej stanowiciekawy sposób na uporanie się z tym problemem, pozwalając nauczycielom nawspólne, grupowe i wzajemne dokonywanie ocen umiejętności mówienia w środowiskuinternetowym. Głównym założeniem tej aplikacji jest networking między nauczycielamiz rozmaitych instytucji edukacyjnych w celu stworzenia wspólnoty eksperckiej, którapozwoli na walidację ocen języka mówionego i stanowić będzie dla nich narzędzie zapomocą, którego będą dzielić się materiałami audio i wideo zawierającymi wyczerpująceoceny wypowiedzi ustnych w języku obcym. Ten artykuł ma na celu zaprezentowanie tejaplikacji, jej wewnętrznej logiki oraz podstaw procedury tworzenia adnotowanych próbekjęzyka mówionego w środowisku internetowym przy udziale społeczności eksperckiej,której wysiłki stanowić mają gwarancję trwałości funkcjonowania takiego systemu ocenianiajęzyka mówionego.Słowa kluczowe: ocenianie mówienia, ocenianie przez sieć, testowanie wspomaganekomputerowo, elektroniczne systemy wspierania podejmowania decyzji, banki wiedzy
Źródło:
Społeczeństwo. Edukacja. Język; 2016, 3; 127-137
2353-1266
2449-7983
Pojawia się w:
Społeczeństwo. Edukacja. Język
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PLANNING FUTURE INSTRUCTIONAL PROGRAMS THROUGH COMPUTERIZED L2 DYNAMIC ASSESSMENT
Autorzy:
Ebadi, Saman
Saeedian, Abdulbaset
Powiązania:
https://bibliotekanauki.pl/articles/955420.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
instructional program
dynamic assessment
computerized dynamic assessment
interventionist DA
Opis:
Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky’s theoretical framework in congruence with the concept of DA can lead to designing a syllabus which results in the participants’ reading comprehension development. In the present study, a total of 32 Iranian EFL undergraduates from a university in Iran were selected on the availability basis. The study made use of the interventionist approach (the same mediation for all individual learners) to DA due to a two-fold aim: being more economically-supported and owing to its feasibility in focusing on larger cohorts of individuals. Investigating the learners’ generated scoring profiles through CDA revealed that not only did the learners have varying problem areas but also they needed different amount of mediation for identical test items. These profiles reiterated the fact that learners with different zones of proximal development (ZPDs) require customized instructional programs to reflect their individualized needs.
Źródło:
Teaching English with Technology; 2016, 16, 4; 12-32
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 3020

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