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1
Svenato, Giancarlo. « "How formative of you,teacher!"-Implementing formative assessment at Klara Södra Gymnasium ». Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28450.
Texte intégral
2
Hoti, Fjorda, et Knutsson Rose-Anna Johnson. « Formative bedömning - att äga sitt lärande / Formative assessment - to own your learning ». Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27583.
Texte intégralRésumé :
Syftet med vårt examensarbete är att undersöka hur formativ bedömning används för att stötta elevers lärande i ämnet svenska.Våra frågeställningar är:• Hur kan lärare använda formativ bedömning?• Vilka uttryck har den formativa bedömningen?Vi har gjort en kvalitativ mindre strukturerad intervju med läraren Eva och hennes två elever Gabby och Fredrik samt läraren Bo och hans två elever Oskar och Cecilia. Dessutom har vi gjort en ostrukturerad observation på en av deras lektioner (Alvehus, 2013).Vår litteraturgenomgång visar att grunden för formativ bedömning vilar på de fem nyckelstrategierna. Det finns olika tekniker och feedbacksnivåer som bör anpassas efter elevernas förutsättningar och behov.Resultatet visar att lärare kan använda formativ bedömning på olika sätt och olika nivåer för att stötta elevens lärande. Eva använder sig av alla fem nyckelstrategier i enlighethet med Wiliam (i Önnerfält 2013) och Bo använder de tre första nyckelstrategierna.Resultatet visar vidare att den formativa bedömningen kan se ut på olika sätt. Eva bedömer på ett enkelt och frekvent sätt elevernas förmåga. Utifrån det styr hon undervisningen efter elevernas olika behov. Bo gör en bedömningen av var eleverna ligger och hur han sedan ska ta dem vidare till nästa steg för att nå målen. Bo ser formativ bedömning som något ständigt pågående. Han vill gärna ha elevernas åsikter om undervisningen och styr utifrån det.Vår huvudslutsats är att formativ bedömning nödvändigtvis inte behöver vara för tidskrävande. Både Eva och Bo poängterar att teknikerna bör vara effektiva för att underlätta arbetet. Vidare håller vi inte med Jönsson (2013) som påpekar att skriftlig feedback förmodligen är mer effektiv. Vårt resultat visar att elever behöver variation. Därför anser vi att man själv måste känna efter vad som fungerar för varje elev.
3
Rubio, Paula. « Pequeño formato ». Tesis, Universidad de Chile, 1990. http://www.repositorio.uchile.cl/handle/2250/101568.
Texte intégralRésumé :
Escultura armable, de aluminio, de 12cm x 11 cm x 16 cm, que guarda en su interior versos y reflexiones personales de la autora, distribuidos en 7 piezas de aluminio de 7,5 x 9,5 cm., las cuales se guardan atornilladas dentro de la escultura.Prefabricated sculpture, of aluminum, 12cm x 11 cm x 16 cm, that keeps in their interior verses and personal reflections of the author, distributed in 7 aluminum pieces of 7.5 xs 9.5 cm., which keep screwed within the sculpture.
4
Stevens, Lisa Russell. « Culturally responsive formative assessment ». Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/stevens/StevensL0812.pdf.
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The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in a kindergarten through fifth grade school with a 100% population of Native American students. A group of five teachers accepted the invitation to explore culturally responsive formative instruction in math and science. Survey information, teacher observations, interviews, and a checklist of formative assessment methods used by teachers, were used to gather baseline data. The data was than used to determine levels of implementation of CRFA by teachers.
5
Oxenford-O'Brian, Julie. « Formative assessment in context ». Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605480.
Texte intégralRésumé :
This dissertation responds to critical gaps in current research on formative assessment practice which could limit successful implementation of this practice within the K-12 classroom context. The study applies a socio cultural perspective of learning to interpret a cross-case analysis of formative assessment practice occurring during one mathematics instructional unit in a 5th and one in a 6th grade classroom. It illustrates how a fully defined theoretical foundation deepens understanding of the roles of formative assessment in learning, posits a working definition by which the describe what formative assessment practice looks like and sounds like as it is occurring in actual classrooms, and explains how the classroom social context influences formative assessment practice. The study has implications for future researchers investigating formative assessment practice; practitioners interested in implementing formative assessment practice; and policy makers evaluating the effectiveness of teachers' instructional practice.
6
Wallace, William. « Formative Assessment : Benefit For All ». Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5884.
Texte intégralRésumé :
This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections. Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone.M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Mathematics and Science Education
7
Kirk, William S., Shawn Kirkpatrick et Evan Mussemann. « EIGHT CHANNEL PCM DATA FORMATTER ». International Foundation for Telemetering, 1997. http://hdl.handle.net/10150/607602.
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International Telemetering Conference Proceedings / October 27-30, 1997 / Riviera Hotel and Convention Center, Las Vegas, NevadaAdvancing technology continually generates larger quantities of data at increasingly high transfer rates which fuels the need for instrumentation to take up the challenge of efficiently managing the collection of data. This defines the driving force behind the desire for increased channel capacity of PCM data formatters. By incorporating state-of-the-art Digital Signal Processing (DSP) technology coupled with high-performance Field Programmable Gate Arrays (FPGA), Inter-Coastal Electronics has designed the IF-810, a PCM data formatter. The IF-810 allows eight channels of PCM data, one voice channel and an InterRange Instrumentation Group (IRIG)-B channel to be combined and formatted for recording onto the TEAC RX-800 series recorders using a Hi8 8mm video cassette as the recording media. During playback, the IF-810 clocks the PCM data out using a reconstructed version of the input clock. With this unique design, the PCM data and clock outputs are input directly to a decommutator which eliminates the need for costly bit-synchronizers. This paper discusses the integration of the DSP, FPGA and buffering techniques into a low-cost and efficient multi-channel PCM data formatter that accommodates high data rate inputs, all without the need of a bit-synchronizer for decommutation.
8
Franked, Lennart. « Generating Exams and Formative Feedback ». Thesis, Mittuniversitetet, Avdelningen för informationssystem och -teknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-35561.
Texte intégralRésumé :
Creating an exam that ensures an even coverage over all the Intended Learning Outcomes and at the same time ensures that to pass, the student should have passed all the Intended Learning Outcomes can be a difficult task. After an exam have been graded, formative feedback should be given to the students, especially in those cases where they did not pass the exam. This can be a time consuming process, and because of this, it is not always possible to give as good feedback as one would otherwise like. In this project an exam tool was created, for assisting in creating exams and give individual formative feedback to the students after an exam. By storing all the questions in a database, where each question is connected to an Intended Learning Outcome, along with writing the questions in a standardised format, with regards to point representations, grading rubrics and references it becomes possible to automatically generate exams. Generated individual feedback is created by combining the information in the question together with the students result. The feedback provides motivation of given grade, which topics a student should read up on, along with recommended reading instructions. In those cases a student got a full mark, it is also possible to provide further study instructions, this can be anything from recommended articles and book chapter, to courses. Differential privacy have been used to anonymize the grade distribution to make it possible to show the students how the exam went, without risk exposing what grade a certain student got. The exam tool created achieves all of these goals, however there are still much room for improvement. The anonymisation function needs further development, since differential privacy is not suitable for small datasets. The usability of the interface and feedback reports needs more work. However in its current state it is fully functional and have been used in numerous courses.
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Blecher, Hannah, et Martin Hörlin. « Formative assessment in elementary school ». Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40027.
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This study's purpose is to investigate formative assessment/feedback in elementary school. According to the Curriculum (2018), it is essential to use formative feedback in the classroom because it helps students progress in their learning. The aim is to see how formative assessment is conducted in English as a second language/English as a foreign language classroom. The research questions that we used were to what extent is formative feedback used in the elementary classroom? Furthermore, are there different ways of giving formative assessment in an English classroom? The primary method used has been electronic searches in two databases, such as Education research complete and ERIC. The study results will show that the teachers know that formative assessment is beneficial for the students' learning process. However, they do not use it due to the lack of experience, time and knowledge. We investigated the teachers' role in formative assessment and discussed how essential time and prioritizing are.
10
Naumann, Christfried. « Vergleich demonstrativer Formative ausgewählter Berbersprachen ». Universität Leipzig, 2001. https://ul.qucosa.de/id/qucosa%3A33600.
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In der vorliegenden Arbeit werden demonstrative Formative aus vier Sprachen (Figuig, Kabyle, Tachelhit und Ghadamsi) anhand von Grammatiken und Textkorpora analysiert und die gewonnenen Erkenntnisse in Bezug zu Theorien aus der universal ausgerichteten Sprachwissenschaft einerseits sowie zum Vergleich von Berbersprachen andererseits erörtert.
11
Ogle, Gwendolyn J. « Towards A Formative Evaluation Tool ». Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27309.
Texte intégralRésumé :
Evaluation is an integral part of instructional design. Formative evaluation, specifically, is a phase identified in many instructional design models and is recognized as an important step for program improvement and acceptance. Although evaluation has many models and approaches, very few deal specifically with formative evaluation. Further, no one set of guidelines has been found that provides a comprehensive set of procedures for planning and implementing a formative evaluation. Encapsulating such guidelines into a “tool” that automates the process was the author’s initial idea. The author’s intent in Chapter 2 was to find a model or checklist as a stepping off point for future formative evaluation tool development. In lieu of finding such a model, one was created (Chapter 3), pulling from several formative evaluation models and the author’s own experience. Chapter 3 also discusses the purpose behind developing a formative evaluation tool - to create an accessible, efficient, intuitive, and expedient way for instructional designers and developers to formatively evaluate their instruction or instructional materials. Chapter 4 focuses on the methodology selected to evaluate the tool, presented in prototype. Chapter 5 presents the results of the evaluation; comments received from the expert reviewers are presented and ideas for tool improvement are generated. Finally, the Appendices include the formative evaluation tool prototype as well as the documentation that accompanied the tool during its evaluation.
The initial idea behind this developmental dissertation was the creation of a formative evaluation tool. The focus of the dissertation itself, however, was on the justification for such a tool, and the literature behind the making of the model and consequently the tool. The result of this developmental dissertation was the prototype of an evaluation tool that with improvements and modifications is deemed promising by the experts who reviewed it. Although designed with formative evaluation in mind, it was generally agreed that this tool could be utilized for both formative and summative evaluation. The expert review was successful not because the tool was without fault, but because the review truly achieved its purpose – to identify areas of strength, weakness, and to suggest improvements.Ph. D.
12
Vallet, Patricia. « Désir d'emprise et relation formative ». Montpellier 3, 2001. http://www.theses.fr/2001MON30026.
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UFV, Arquivo Central e. Histórico da. « Inventário da Subsérie "Álbuns Formatura" ». Arquivo Central e Histórico da UFV, 2018. http://www.locus.ufv.br/handle/123456789/18711.
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Submitted by Eduardo Luiz dos Santos (eduardo.santos@ufv.br) on 2018-04-12T20:21:47Z
No. of bitstreams: 1
Álbuns e quadros de formatura.pdf: 932428 bytes, checksum: 274b0f54794f4b55de8367288ac772bf (MD5)Approved for entry into archive by Eduardo Luiz dos Santos (eduardo.santos@ufv.br) on 2018-04-12T20:22:04Z (GMT) No. of bitstreams: 1 Álbuns e quadros de formatura.pdf: 932428 bytes, checksum: 274b0f54794f4b55de8367288ac772bf (MD5)
Made available in DSpace on 2018-04-12T20:22:04Z (GMT). No. of bitstreams: 1 Álbuns e quadros de formatura.pdf: 932428 bytes, checksum: 274b0f54794f4b55de8367288ac772bf (MD5) Previous issue date: 2018-04-12
Trata-se dos álbuns das turmas do ensino técnico e superior revestidos por capa de couro ou madeira com ilustrações ou símbolos que remetem à ESAV. Comporta também fotos que foram transferidas pela restauradora da UFV, Helena Fontes, retiradas dos antigos quadros de formandos, tais imagens foram tratadas e agrupadas formato de álbum.
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Weber, Carolina Teixeira. « Formatos hipermidiáticos e redes sociais ». Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/94735.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em JornalismoMade available in DSpace on 2012-10-25T15:17:33Z (GMT). No. of bitstreams: 1 299780.pdf: 1457269 bytes, checksum: 03f2161f7a9ea3c423423742ecd1ce60 (MD5)
Este trabalho tem como objetivo investigar como o webjornalismo de referência está se apropriando das redes sociais da internet (RSIs) no processo de produção da notícia. A partir do reconhecimento de que a produção jornalística contemporânea tem caráter hipertextual, multimídia e interativo, lançamos foco nos estudos acerca de dois aspectos exclusivos do ambiente web - o desenvolvimento de formatos noticiosos com uso da hipermídia e o uso das RSIs pelo jornalismo. Para tal, elegemos três casos pontuais: (1) o especial multimídia Ruta 66, produzido pelo Clarín.com, que apresenta o blog incorporado a sua estrutura, (2) a reportagem multimídia Mumbai: living the dream, produzida pelo FinancialTimes.com com auxílio do Facebook e (3) a infografia interativa The election will be tweeted (and retweeted) produzida pelo NYTimes.com com dados do Twitter. A partir desses casos, foi possível apontar três apropriações diferentes. Nesta investigação, uma pesquisa exploratória com método descritivoanalítico, a convergência, em suas múltiplas faces, é tomada como pano de fundo para os processos aqui analisados
This study aims to investigate how the reference web journalism is appropriating the social networking (RSIs) in the process of news production. Focusing on studies released about two unique aspects of the web environment - developing news formats with the use of hypermedia and the use of RSIs for journalism. We chose three specific cases: (1) the multimedia special Route 66, produced by Clarín.com, which has the corporate blog of its structure, (2) the multimedia feature Mumbai: Living the Dream, produced by FinancialTimes.com with help of Facebook and (3) the interactive graphics The election will be tweeted (and retweeted) produced by NYTimes.com with data from Twitter. We assume that the different appropriations of social networks can contribute positively to the information reporting. From these cases it was possible to identify three different appropriations.In this research, an exploratory descriptive and analytical method with convergence, in all its facets, is taken as a background for the processes analyzed here
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Belvis, Pons Esther. « Trans-formative Theatre : Living Further Realities ». Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/96526.
Texte intégralRésumé :
Esta tesis estudia la relación entre los cuerpos humanos y el evento teatral a través de tres producciones Europeas―Pura Coincidencia de Roger Bernat, Tunning Out with Radio Z de Stan’s Café y Outdoors de Rimini Protokoll― que exponen la emergencia de lo trans-formador. Lo trans-formador opera entre y a través de lo teatral en propuestas experimentales que enfatizan su naturaleza estructural, relacional y sistémica mediante distintas formas de participación. En este sentido, esta investigación explora la naturaleza participativa de estas propuestas artísticas y sus atributos, respondiendo a las siguientes cuestiones: ¿cómo el evento teatral interactúa con lo cotidiano y su teatralidad generando experiencias que se ubican principalmente en el cuerpo? ¿Cuáles son los atributos e implicaciones de las interacciones que emergen en el presentarse, en el estar presente, en el presenciar?¿Cuáles son los compromisos que nacen y se establecen entre los cuerpos al compartir la experiencia teatral? La investigación cuestiona los parámetros relacionales del evento teatral a fin de exponer los afectos y efectos en los cuerpos de los participantes, sean estos artistas profesionales, hábiles amateurs, investigadores en artes escénicas, o bien accidentales o intencionales espectadores.
Esta tesis desafía las (im)posibilidades del conocimiento a través de un método basado en la práctica como investigación, lo que en el ámbito anglófono se conoce como practice-as-research. La tesis se compone de dos partes diferenciadas. La primera parte consiste en un capítulo introductorio titulado Arquitecturas Invisibles que pretende facilitar la comprensión de las condiciones operativas que desembocan en la construcción de reflexiones a partir de la experiencia práctica de la propia investigadora. Las condiciones denominadas nomadismo, net-gaming y transducción, derivan respectivamente de las teorías y métodos de Gilles Deleuze y Félix Guattari, Bruno Latour y John McKenzie. Al desplegar estas tres condiciones operativas aparecen ciertas cuestiones relevantes relativas a lo ecológico, lo social, lo político, lo geográfico, que son identificadas simultáneamente como aspectos clave para vislumbrar en qué modo la tesis narra ciertos aspectos de las prácticas teatrales analizadas.
La segunda parte titulada Esferas de Inmersión examina las prácticas artísticas. Cada capítulo explora diferentes aspectos teatrales― expectativas, tiempo, atmosfera, trabajo y transformación― a través de una escritura que resulta metafórica, analítica y performativa. Las metáforas evocan lo común, dando lugar a una esfera compartida entre los distintos espectáculos y la investigadora, sumergiendo al lector en los distintos eventos teatrales.This thesis studies the relationship between human bodies and theatrical events through selected European examples of the emergence of transformative ‘in-between’ experimental performance in the early 20th century. It aims to explore the nature of participatory practices and their attributes. How the theatrical event does interact with the everyday and its theatricality creating ‘embodied’ experiences? What are the attributes and the implications of the relationships that emerge through this bodily engagement? The study questions emergent relational parameters of the theatrical experience in order to explicate its affects and effects in the bodies of participants, whether professional artists, skilled amateur practitioners, theatre/performance researchers, and accidental or intentional audiences and spectators. Its investigation challenges the (im)possibilities of performance knowledge through an experimental method based in a practice-as-research approach. The introductory chapter aims to facilitate understandings of the operational conditions through which the ‘embodied’ is materialized in theatrical performance. The conditions, are named as ‘nomadism’, ‘net-gaming’ and ‘transductions’, and respectively are drawn from the theories and method of Gilles Deleuze and Félix Guattari, Bruno Latour and John McKenzie. In unfolding these operational conditions significant ‘ecological’, social, political, geographical concerns are identified as critical to how the thesis accounts for key elements of current experimental theatrical performance. The rest of its chapters examine three productions of the international touring companies Roger Bernat (Barcelona), Stan’s Cafe (Birmingham) and Rimini Protokoll (Berlin). Each chapter examines different specific yet comparable aspects of their participatory theatre/performance methods – namely: expectations, time, atmosphere, labour, and transformation – a through writing that is metaphorical, analytical and performative. Metaphors evoke the ‘common’, they interlace bodily expectations and they trigger the sense of the fleeting experience establishing a shared sphere between the shows, the audiences and the researcher, immersing the reader in the theatrical events. Thus the thesis aims to present the significance of the ungraspable in participatory experimental performance, paradoxically because only in its evanescent in-betweeness might the ‘embodied’ be envisioned.
16
Esau, Robert Jonathan. « Helmore and Cotterill : the formative years ». Thesis, University of Canterbury. Art History, 1988. http://hdl.handle.net/10092/6477.
Texte intégralRésumé :
The aim of this thesis is to examine the works of the important Christchurch architectural partnership of Heathcote George Helmore (1894-1965) and Henry Guy Cotterill (1897-1981). The study begins in 1894, the year of Helmore's birth, and finishes in 1940. This period is of great significance as it provides many answers about Helmore and Cotterill's training, the nature of their partnership, their activity abroad, and their attitudes towards architectural styles. The period is also notable for the quality of work produced. Some of Helmore and Cotterill's most famous buildings were executed in the 1920s and 30s. Although they are primarily remembered as designers of stately homes who worked for a small but wealthy group of clients, they had a very liberal attitude towards questions of style. In addition to such traditional approaches as English Neo-Georgian, American Colonial Revival, and French Colonial, the two architects also incorporated Spanish Mission and the Modern Movement into their repertoire. The partners were often in the forefront of New Zealand architecture when it came to introducing new methods of building design.
The thesis is divided into three chapters. The first concentrates on the architects' upbringing and discusses the close parallels in their education. A great deal of attention is devoted to their stay in England during the early 1920s as it forms an important phase of their development. Helmore's correspondence with his family in New Zealand sheds new light on his association with the famous English architect, Sir Edwin Lutyens. The second chapter centres on Helmore and Cotterill's return to New Zealand and the establishment of their practice in Christchurch during the 1920s. A prominent feature of this period is their use of American Colonial motifs. They were the first New Zealand architects to promote a form of timber building which drew heavily on eighteenth-century American domestic designs. The final chapter emphasizes the versatility of Helmore and Cotterill's approach and their ability to overcome the uncertainties of the economic depression. The architects and their buildings are placed within the broad context of New Zealand architecture. Comparisons are made between them and their contemporaries, both in New Zealand, Europe, and the United States. Helmore and Cotterill emerge as an architectural firm whose work rank among the best produced during this period in New Zealand and their approach to design is one that is characteristic of this transitional phase of twentieth-century architecture.
17
Pinnington, Ashly Hervey. « The formative evaluation of interactive video ». Thesis, Henley Business School, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292386.
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Ходцева, Алла Олександрівна, Алла Александровна Ходцева et Alla Oleksandrivna Khodtseva. « Insights into Formative Assessment in ELT ». Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67243.
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Overall, the study reveals that, based on the students’ and the faculty
members’ responses, the impact of assessment depends whether the
assessment assesses (measures) what it intends to assess. Forms,
environment, and the intended objectives of classroom assessment are the
three main indicators of good assessment. The impact of assessment is
significantly observable on students’ performance. The way students
approach learning determines the way they think about classroom
assignments and tests. Recent studies advocate for including students in
the process of developing assessment tools because, as Falchikov [4, 43]
states, student involvement in peer assessment adds more value to the
learning process.
19
Rutherford, Judith Anne. « A Formative Evaluation of Franklin School ». Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/39327.
Texte intégralRésumé :
This formative evaluation of Franklin School was shaped around the implicit and explicit goals of the school and those school practices that are recognized as being effective in schools for students at-risk of dropping out of school. The study served four purposes: (1) to determine how the teachers, parents, and students viewed the school and their experiences with it, (2) to determine what program improvements were needed, (3) to provide a baseline for future evaluations, and (4) to activate the collection of data needed for future evaluations.
The participants in the study included the six teachers, 52 students, and the parents or guardians of the students who attended Franklin School during the 1996-97 school year, the year which was the focus of the study. I collected data from the participants through surveys, interviews with teachers and a carefully drawn sample of students and parents, and meetings with teachers and students. Additionally, I analyzed student records pertaining to referrals, attendance, academic achievement, disciplinary infractions, and dropouts.
Data from the study indicated that some school goals were being met adequately, and some were not. Teachers, students, and parents agreed that goals related to self-esteem efforts, sense of community, and safe environment were being met. However, the findings from the study indicated that improvement was needed in the areas of career education, counseling, discipline, staff development, parent involvement, and use of instructional technology.
Also, the study yielded three important findings in addition to findings related to school goals that need to be addressed. First, there is a leadership problem at Franklin School that needs to be resolved. Second, limited data available on attendance and academic achievement suggested that over time student performance declines at the school.
Finally, the data on the referrals to Franklin School revealed an exceedingly high rejection rate with no written notices of admission decisions and no follow-up of students rejected.
The findings from the study strongly suggest the need for continued evaluation of the school and for putting mechanisms in place to collect the data needed for such evaluations.Ph. D.
20
Dahlgren, Ida, et Sarah Ahlberg. « Formative Feedback in Sweden and Vietnam ». Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35600.
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The aim of this study is to investigate how teachers in Sweden and Vietnam provides formative feedback to their pupils. It is our ambition to find out what differences and similarities there are in how and why teachers work with formative feedback, in both countries. Moreover, the last aim is to look at how Swedish teachers and Vietnamese teachers can learn from each other. We will interview two teachers from Sweden and two from Vietnam to see how they work with formative feedback. All interviewees are English teachers and work in primary school. We found that formative feedback is something all four teachers work with, more or less. However, they all express that oral formative feedback occur more often than written. Of course there are a lot of differences of the implementation of feedback but we can find multiple similarities as well. Furthermore, differences are many in the two countries, for example, the amount of pupils in classes. Another example is that the teachers in Vietnam had no knowledge about formative feedback before our interviews. Still, they manage to implement formative feedback in different ways, without the proper terms.
21
Antwi, Samuel. « Formative Research on Component Display Theory ». Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510679208927503.
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Bibeau, Michael. « A formative evaluation of CU-SeeMe ». Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-08222009-040534/.
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Treiblmaier, Horst, Peter M. Bentler et Patrick Mair. « Formative Constructs Implemented via Common Factors ». Taylor & ; Francis, 2011. http://dx.doi.org/10.1080/10705511.2011.532693.
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Recently there has been a renewed interest in formative measurement and its role in properly specified models. Formative measurement models are difficult to identify, and hence to estimate and test. Existing solutions to the identification problem are shown to not adequately represent the formative constructs of interest. We propose a new two-step approach to operationalize a formatively measured construct that allows a closely matched common factor equivalent to be included in any structural equation model. We provide an artificial example and an original empirical study of privacy to illustrate our approach. Detailed proofs are given in an appendix.
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Conocimiento, Dirección de Gestión del. « Formato de licenciamiento B2 ». Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/654517.
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McKenna, Emily Sue. « Student use of formative assessments and progress charts of formative assessments in the 7th grade science class ». Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/mckenna/McKennaE0811.pdf.
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In this investigation formative assessments and a progress chart of formative assessments were implemented with the purpose of improving student engagement and learning. Formative assessments were taken the day after material was presented. Student progress was self-monitored by using the progress charts. Student scores on summative assessments improved by 3% and students were overwhelmingly positive about using the formative assessments and the progress charts to monitor their learning.
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Moraes, Ricardo Sgarbi de. « Investigação da eletrocatálise de interconversão do par dióxido de carbono/íons formato para aplicação em ciclos de estocagem de hidrogênio ». Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/75/75134/tde-19042016-150431/.
Texte intégralRésumé :
A crescente emissão do CO2 para a atmosfera, causada pela matriz energética dependente dos combustíveis fósseis tem gerado a necessidade de sistemas que o utilizem como matéria-prima para a produção ou armazenamento de energia. Em vista disso, este trabalho teve como objetivo o estudo do ciclo de estocagem de hidrogênio baseado em etapas eletrocatalíticas da eletro-redução e eletro-oxidação do par CO2/HCOO-. Para o processo de eletro-redução, foram utilizados eletrocatalisadores suportados em pó de carbono formados à base de estanho (Sn/C) e de estanho modificado com cobalto (Co-Sn/C), cobre (Cu-Sn/C) e paládio (Sn-Pd/C). Os materiais foram sintetizados pelo método de impregnação seguido por tratamento térmico e caracterizados fisicamente por Difratometria de Raios X (DRX) e Espectroscopia por energia Dispersiva de Raios X (EDX). Os testes eletroquímicos foram realizados via cronoamperometria (eletrólise) e a quantificação dos íons formato por Cromatografia Líquida de Alta Eficiência (CLAE) e voltametria cíclica (VC). Os resultados obtidos mostraram que os materiais nanoestruturados sintetizados apresentaram estruturas cristalinas, sendo que o estanho apresentou-se na forma de SnO2, mas sofrendo eletro-redução em condições in situ para SnO ou SnOH. Os resultados eletroquímicos mostraram que o Sn/C eletrocatalisa a redução do CO2 para HCOO-, sendo que a quantificação por VC utilizando eletrodos de paládio e platina indicaram correntes de pico crescentes até o potencial de eletrólise de -1,6 V vs. Ag/AgCl/Cl-. Ademais, experimentos de eletrólise evidenciaram o aumento linear da concentração de HCOO- após 6 horas de polarização, indicando alta estabilidade do eletrocatalisador de Sn/C. A atividade eletrocatalítica dos eletrocatalisadores à base de estanho frente a redução de CO2 para HCOO- foi atribuída a dois aspectos: (i) o estanho favorece a adsorção ou interação do CO2 através dos átomos de oxigênio, possibilitando a transferência de prótons e elétrons sem a quebra da ligação C-O e/ou; (ii) a presença de espécies SnOH na superfície, mesmo em baixos potenciais, permite a interação com o CO2 e leva à formação de intermediários adsorvidos reativos, que sofrem a adição de prótons e elétrons para a formação de HCOO-. A eficiência máxima de corrente faradaica para a formação de HCOO- foi de aproximadamente 7 % tendo a reação de desprendimento de hidrogênio (HER) como rota paralela. A investigação da influência da natureza do eletrocatalisador mostrou inatividade do material de Co-Sn/C, mas com aumento da atividade de Cu-Sn/C para a eletro-redução de CO2, quando comparado com Sn/C puro.With the increase CO2 emissions into atmosphere caused mainly by the energy dependence on fossil fuels, systems for generation or storage of clean energy has been studied to couple CO2 as feedstock. This work proposed a hydrogen storage cycle based on electrocatalytic steps of pair CO2/HCOO-, such electroreduction and electrooxidation. For electroreduction process were used carbon-supported tin-based electrocatalysts (Sn/C) and tin modified with cobalt (Co-Sn/C), copper (Cu-Sn/C) and palladium (Sn-Pd/C). The materials were synthesized by impregnation method followed of thermal treatment, and X Ray Diffraction (XRD) and Energy Dispersive X-ray Spectroscopy (EDS) techniques were used for physical characterization. Electrochemical tests were performed via chronoamperometry (electrolysis) and the quantification of formate ions by High Performance Liquid Chromatography (HPLC) and cyclic voltammetry (CV). Results of synthesized nanostructured materials showed crystalline structures with tin as SnO2 species, but tin oxide suffering electroreduction to SnO or SnOH in situ conditions. Electrochemical results presented that the Sn/C catalyzes the CO2 reduction to HCOO-, with an increase peak current until electrolysis potential of -1.6 V vs. Ag/AgCl/Cl- quantified by CV on palladium and platinum electrodes. Moreover, electrolysis measurements demonstrated the linear increase of HCOO- concentration after polarization for 6 hours, which indicates the high stability of Sn/C electrocatalyst. The electrocatalytic activity of tin-based electrocatalysts for CO2 reduction into HCOO- was attributed to two aspects: (i) tin favors the adsorption or interaction of CO2 through oxygen atoms, which enables the proton and electron transfer without breaking C-O bond and/or; (ii) the presence on surface of SnOH species allows the interaction with CO2 even at low potential, and leads to the formation of reactive intermediates adsorbed that undergo addition of protons and electrons to form HCOO-. Maximum Faradaic efficiency for HCOO- formation was near 7% with Hydrogen Evolution Reaction (HER) as parallel route. Investigation of the influence of the electrocatalyst nature showed inactivity of CO-Sn/C material, but the activity of CO2 electroreduction increased on Cu-Sn/C material as compared to Sn/C pure.
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Sánchez, Rodríguez Elisabet. « La evaluación de la intensidad del dolor infantil : del formato tradicional al formato electrónico ». Doctoral thesis, Universitat Rovira i Virgili, 2015. http://hdl.handle.net/10803/400874.
Texte intégralRésumé :
El dolor crònic és un problema que interfereix en la vida d'un important nombre de nens i adolescents; els estudis epidemiològics informen d’una taxa de prevalença d'entre el 11 i el 38% dels participants. El maneig adequat del dolor és considerat com un dret humà. Una adequada avaluació del problema és el primer pas per afrontar convenientment aquest repte.
Els objectius d'aquest treball eren a) avaluar les propietats psicomètriques de quatre de les escales d'intensitat del dolor més utilitzades en població pediàtrica: l'escala numèrica (NRS-11), l'escala de cares revisada (FPS-R), l'escala visual analògica (VAS) i l'escala de color analògica (CAS), sobretot quan s'administren en format electrònic i b) analitzar la concordança entre les puntuacions de les diferents escales i entre les puntuacions de les diferents versions de les mateixes.
Els resultats obtinguts evidencien que:
- Les quatre escales d'intensitat del dolor administrades en format electrònic proporcionen dades vàlides quan s'administren en nens i adolescents.
- Les puntuacions obtingudes amb les versions electròniques de les quatre escales d'intensitat del dolor proporcionen dades equivalents a les obtingudes amb les versions tradicionals de les mateixes escales.
- Les puntuacions obtingudes amb les versions tradicionals de les diferents escales no poden considerar-se equivalents, amb l'excepció de les puntuacions obtingudes mitjançant la VAS i la CAS.
- Les puntuacions obtingudes amb les versions electròniques de la NRS-11, la VAS i la CAS poden considerar-se equivalents entre si. Per contra, les puntuacions obtingudes amb la versió electrònica de la FPS-R no podrien considerar-se equivalents amb les puntuacions de la resta d'escales en format electrònic.El dolor crónico es un problema que interfiere en la vida de un gran número de niños y adolescentes; estudios epidemiológicos informan de una tasa de prevalencia de entre el 11 y el 38% de los participantes. El manejo adecuado del dolor es considerado como un derecho humano. Atender adecuadamente a este derecho requiere, en primer lugar, una adecuada evaluación del problema. Los objetivos de este trabajo eran a) evaluar las propiedades psicométricas de cuatro de las escalas de intensidad del dolor más utilizadas en población pediátrica: la escala numérica (NRS-11), la escala de caras revisada (FPS-R), la escala visual analógica (VAS) y la escala de color analógica (CAS), sobre todo cuando se administran en formato electrónico y b) analizar la concordancia entre las puntuaciones de las distintas escalas y entre las puntuaciones de las distintas versiones de las mismas. Los resultados obtenidos evidencian que: - Las cuatro escalas de intensidad del dolor administradas en formato electrónico proporcionan datos válidos cuando se administran en niños y adolescentes. - Las puntuaciones obtenidas con las versiones electrónicas de las cuatro escalas de intensidad del dolor proporcionan datos equivalentes a los obtenidos con las versiones tradicionales de las mismas escalas. - Las puntuaciones obtenidas con las versiones tradicionales de las distintas escalas no pueden considerarse equivalentes, con la excepción de las puntuaciones obtenidas mediante la VAS y la CAS. - Las puntuaciones obtenidas con las versiones electrónicas de la NRS-11, la VAS y la CAS pueden considerarse equivalentes entre sí. Por el contrario, las puntuaciones obtenidas con la versión electrónica de la FPS-R no podrían considerarse equivalentes con las puntuaciones del resto de escalas en formato electrónico.
Chronic pain greatly interferes in the life of a significant number of children and adolescents; epidemiological studies report a prevalence rate between 11 and 38% of participants. Proper pain management is considered to be a human right. A first step towards satisfying this requirement is to conduct an accurate assessment of the problem. The aims of this study were a) to evaluate the psychometric properties of four of the most commonly used pain intensity scales in pediatric population: the Numerical Rating Scale (NRS-11), the Faces Pain Scale-Revised (FPS-R), the Visual Analogue Scale (VAS) and the Color Analogue Scale (CAS), with an special emphasis when administered in their electronic form and b) to analyze the concordance between the scores of the different scales and among the scores of the different versions of the same scale. The results showed that: - The four pain intensity scales provide valid data when administered electronically in children and adolescents. - The scores obtained with the electronic versions of the four pain intensity scales provide equivalent data to those obtained with the traditional form of the same scale. - The scores obtained with the traditional versions of the different scales cannot be considered concordant, with the exception of the scores obtained with the VAS and the CAS. - The scores obtained with the electronic versions of the NRS-11, the VAS and the CAS can be considered equivalent. Conversely, the scores obtained with the electronic version of the FPS-R could not be considered equivalent to the scores of the other electronic versions of the scales.
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Peng, YI. « Pyruvate formate lyase and pyruvate formate lyase activating enzyme spectroscopic characteristics, interaction and mechanism / ». Diss., Connect to online resource - MSU authorized users, 2008.
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Gartmann, Sigurd. « Dokumentklasser i formater for moderne tekstbehandlere ». Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-10204.
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Høstprosjektet jeg skreiv før jul konkluderte med at det var viktig å se på hva som kunne gjøres videre med dokumentformater som åpne standarder. Oppgaven viste også at lukkede formater gjorde konvertering og dermed dokumentutveksling vanskelig. Ett åpent format som kunne brukes av alle tekstbehandlerne hadde vært det beste. OASIS sin spesifikasjon er den eneste åpne dokumentformatstandarden, og denne vil bli utforsket for å se på nye måter å bruke den på. Bruken av tekstbehandlere blir også godt beskrevet, med tanke på de underliggende formatene. Oppgaven ser på hva bruk av dokumentklasser kan tilføre dokumentformatene, og hvordan modularisering av dokumentformatene kan gjøres ved hjelp av prinsippet om dokumentklasser.
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Vanoirbeek, Christine. « Une modélisation de documents pour le formatage / ». [S.l.] : [s.n.], 1988. http://library.epfl.ch/theses/?nr=729.
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Diamantopoulos, Adamantios. « Formative indicators : theoretical issues and measurement applications ». Thesis, Loughborough University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510302.
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Reid, Lesley. « Embedding formative assessment in the writing curriculum ». Thesis, University of Strathclyde, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428165.
Texte intégralRésumé :
This study investigates teachers' experience of using formative assessment to enhance pupil learning in writing. Teachers were presented with a cognitive resource comprising formative assessment principles, strategies and techniques. They were asked to integrate this with existing practice in teaching and assessing writing and to reflect on the process. A mentored action research approach was adopted in a project which involved ten class teachers and five promoted staff, working in upper primary classes in three Scottish schools. Teachers maintained reflective lesson logs and gathered examples of pupil texts over the course of one academic year. These were used to focus discussion in 45 semistructured interviews with the teachers. Pupil comments collected during lesson plenary sessions and interviews with promoted staff provided data triangulation. Qualitative data in the form of transcribed interviews and documents were managed and organised using NVivo software and subjected to interpretive, interactional analysis. The findings of the study indicated that the primary teachers were able to integrate a variety of formative assessment techniques and strategies with existing practice and thereby enhance pupil learning. This involved the teachers in calling upon their prior knowledge of individual pupils and experience of teaching and assessing writing. Pupil learning gains were evidenced by improved skills in text production, the development of writer's `voice', increased feelings of pupil self efficacy and enhanced metacognitive development. A model is proposed for sharing with pupils a hierarchy of learning goals in writing through `crafting', `coaching' and `open' writing contexts. Teacher salience skills were shown to be important for the realisation of pupil learning gains. The project findings also indicated that, as formative assessment principles became embedded into practice, a more permeable relationship developed between teachers' formative and summative assessment understandings and practices
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Beckwith, Laurie Anne. « Late formative period ceramics from southwestern Ecuador ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq20725.pdf.
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Yang, Chao-Yang Yang. « Formative evaluation method for website interface development ». Thesis, Coventry University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436297.
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The overall aim of the research was to develop a low cost, tailorable, formative evaluation method for web designers. The last fifteen years has witnessed the rapid development of the World Wide' Web, an information resource that users surf and mine for work, leisure, entertainment and transaction purposes. Its evaluation as a computer based product has led to the assumption by some researchers, that web site and HCI usability are the same (Nielsen, 2000; Brinck, Gergle and Wood, 2002). This is reflected in many web site evaluation guidelines and instruments that characterise usability in terms of learnability, efficiency, memorability, errors and satisfaction (Rubin, 1994). However, the web is used differently from other software e.g. surfing the web is not necessarily task directed and users may access the Internet purely to obtain intellectual and emotional gratification (Spool et ai, 1999). Therefore, it is quite possible that what determines user satisfaction is very different in each context. Additionally, commerce plays a fundamental part in a lot of websites so that their goals may be different from conventional computer system design e.g. to increase the user base or encourage repeat visits. Further, with limited budgets, website designers are unlikely to involve their users during the design process and not all owebsite designers have access to an evaluator, appropriate testing facilities or evaluation knowledge to support their design. Given these arguments, this research developed and validated a low-cost evaluation 'ethod for web designers to use for formative evaluation, prior to site launch. The method addressed both HCI and commercial website goals such as the encouragement of repeat visits. To achieve this, a series of studies were conducted. Firstly, contemporary evaluation methods were evaluated to explore their possible limitations with respect to website design. T.hen the users' and designers' needs from websites and website evaluation methods were identified. This led to the development of a tai/orable method that could be applied to a wide range of small commercial websites, that took into account the issues users of websites were concerned about, and also designers' requirements of an evaluation method. The method was formalized as a set of guidelines, verified in the evaluation of a website. The potential usefulness of the method was then verified by demonstrations to selected website designers who confirmed it was useful, practical, and needed. In summary, this research contributes to knowledge firstly by identifying the need for 'designer friendly' evaluation methods in this context; secondly be showing the mismatch between current methods (based on Hel) and the requirements of website design and thirdly by producing a method to meet the need.
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Cooker, Lucy. « Formative (self-)assessment as autonomous language learning ». Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13665/.
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While learner autonomy is often lauded as an important goal in language education, applied linguists have debated if it is a construct that has been given proper attention in terms of definition and assessment. In order to address this debate the researcher implemented a two-phase study within the context of higher education. Theories of learner autonomy, sustainable assessment and transformative learning guided the study design. In the research design, the nexus between language learner autonomy and assessment as learning was first explored in phase one of the study. Here survey methodology was used on a global scale: Findings from 45 respondents in 13 countries indicate that indeed language learner autonomy is being widely assessed, and, further that a variety of tools, evidence and people are implemented in this task. In phase two of the study, the most important stakeholders of learner autonomy - language learners - participated in Q-methodological study of their perceptions of the non-linguistic outcomes of learning in an autonomous environment: A total of 30 participants from Hong Kong, Japan and the UK completed a Q sort and interview. The findings of the Q study showed that there were six different ways of being autonomous, and these were interpreted as 'modes of autonomy'. These modes of autonomy were lastly used to devise a tool for the formative self-assessment of learner autonomy.
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Crossouard, Barbara M. « Becoming researchers : formative assessment in doctoral contexts ». Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430952.
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Burger, Paul Henry. « A formative ceramic sequence of coastal socunusco ». Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1605183.
Texte intégralRésumé :
Excavations in Coastal Soconusco, as part of Proyecto Arqueologico Costa del Soconusco (PACS) from 2011 through 2013 have produced tens of thousands of ceramic sherds. Analysis of these ceramics by way of comparative typology, and carbon 14 dating has produced five distinct complexes spanning nearly 2,000 years. The earliest occupation is from about 1600 BC. In about AD 200, Formative Period activity in the area ceases. This finding is in agreement with the other investigations of other nearby archaeological sites, and the population decline in Izapa, a major formative period population center about 35 kilometers from the PACS study area.
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Alaudan, Rasha. « Saudi student teachers' perceptions of formative assessment ». Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7648/.
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This study explores Saudi student teachers’ perceptions of formative assessment (FA). Recently, there has been a shift in Saudi Arabia towards a constructivist approach within education, which emphasises problem solving, analysis and research rather than memorisation and repetition. Despite these changes, FA, which is best utilised in a constructivist environment, has been overlooked. There are few studies on FA in the Arabian region, and there are no studies about student teachers’ perceptions of FA. Because FA is a new approach in Saudi Arabia, the researcher drew upon traditions of action research, in that FA was introduced by the researcher and discussed with the participants throughout the study. A purposive sample of eleven Saudi student teachers and their tutors participated in this study. Data was collected using a variety of instruments over a period of time. The process of data collection was in three stages: before, during and after school placement. Initial one-to-one semi-structured interviews were conducted with the student teachers before school placement. Thirty-three observations took place during school placement. After school placement, questionnaires and one-to-one semi-structured interviews were conducted with the student teachers, and interviews were also conducted with their tutors. Although the Saudi student teachers had been influenced by summative assessment, the main findings showed that they were enthusiastic about the idea of FA and they recommended implementing it in Saudi schools. The findings also indicated that the student teachers could learn about FA, and the researcher’s approach of connecting theory to practice through reflection seemed to be helpful in developing their knowledge about FA. The student teachers perceived that mixed abilities classrooms and time limitations — both time within lessons and the period of school placements — affected their practice of FA. The findings also suggested that in order to avoid what they seemed to identify as problematic FA techniques, the student teachers tended to focus on certain FA strategies.
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Hutchins, Marilyn K. « Formative development of a parent tutor program ». Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54200.
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The procedural problem of this action research study was to develop a parent tutor program to teach parents how to work more effectively with the homework process. The review of literature examined (a) parent involvement, (b) parent education, (c) homework, and (d) curriculum development. A formative evaluation methodology involved four phases: (a) development, (b) implementation, (c) assessment, and (d) revision. The researcher used two curriculum software packages, Peaks CourseBuilding Software and PEAKSolutions LessonBuilding Software™. developed by PEAKSolutions and Vogler in 1989, to prepare a curriculum resource guide containing leader (counselor) guidelines, syllabus, and nine lesson plans. A foundation was provided by a selfhelp book on minimizing the homework hassle entitled Parents as Tutors, written by Vogler and Hutchins in 1988. Six elementary counselors formed an advisory panel to provide formative evaluation/validation of the program during the development and revision phases.
The subjects were groups of parents who volunteered to participate in parent tutor groups at three elementary schools in southwest Virginia. Four instruments were designed and used in the formative evaluation process. One was a questionnaire completed by the advisory panel. The others were completed by the participants at the beginning, during, and at the end of the parent education groups.
All parents who completed the parent tutor program indicated they experienced positive involvement in the homework process for themselves as well as benefits for their children. Conclusions related to parent participant goals for and problems with the homework process, reasons for parent group attrition, leader role and parent group strategies, and the importance of evaluative data. Recommendations were provided for parent tutor groups and future research. A counselor oriented parent tutor curriculum resource guide including a syllabus and nine comprehensive lesson plans with fieldtested revisions are included in the dissertation.Ed. D.
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Bak, Joannes Theodorus Jozef. « Malcolm Cowley : the formative years : 1898-1930 / ». Nijmegen : Netherlands : l'auteur, 1988. http://catalogue.bnf.fr/ark:/12148/cb34959546c.
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Dargusch, Joanne Mary. « Formative Assessment as Contextualised Practice : Insider Accounts ». Thesis, Griffith University, 2012. http://hdl.handle.net/10072/366739.
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This thesis draws on a socio-cultural framework to investigate the nature and function of the formative assessment practices of Queensland teachers of Year 12 English. The thesis presents case reports that examine two teachers’ accounts of the practices they rely on in their Year 12 English classrooms to use assessment for learning. The final chapter of the thesis presents a reflection on the cases, examined against a critical review of literature and an examination of Queensland assessment policy relating to formative assessment. It provides key insights into the teachers’ formative assessment practices in a distinctive assessment setting.
Year 12 is the final year of secondary school in Queensland and is therefore a high-stakes environment. In Year 12 assessment information is gathered for certification purposes, that is, for reporting student achievement at exit from a two-year course of study and from school itself. The Queensland system is described in terms of three main characteristics: school-based, externally-moderated and standards-referenced. In Year 12, all classroom assessment is designed, carried out and reported by teachers. The reference point for student achievement is defined standards, identified in subject-specific syllabus documents. External moderation by District Panels and State Review Panels made up of experienced teachers is used as part of a system of quality assurance to ensure high comparability between judgements made by schools about their students.
While a focus in Year 12 English is on reporting student achievement on course completion, and for certification purposes, there is also an expectation that Queensland Senior School teachers will be engaged in assessment for formative assessment purposes. This expectation is made explicit in the English Senior Syllabus (QBSSSS, 2002b).Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Yuan, Yong J., University of Western Sydney et School of Civic Engineering and Environment. « Novel polypyrrole-based formate biosensor ». THESIS_XXXX_CEE_Yuan_Y.xml, 1998. http://handle.uws.edu.au:8081/1959.7/283.
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The concepts of electroneutrality coupling and electron-hopping, which are useful for the incorporation of functional components and transportation of electrons, were applied in this project. Discrete layered structures were fabricated by sequential electropolymerization to modulate the performances of formate biosensors. Different types of layers, with or without enzyme, were successfully grown on the electrode surface. The presence of the enzyme (formate dehydrogenase), co-factor (B-nicotinamide adenine dinucleotide) and an electron mediator in the polypyrrole film was verified by scanning electron microscopy, chronopotentiometry, cyclic voltammetry and amperometric measurements. Monolayer, bilayer and trilayer formate biosensors were successfully fabricated for different analytical purposes. The utilisation of the biosensing membrane for the reliable batch and FIA determination of formate based on a amperometric mode of detection are explored. Electron mediators such as ferrocyanide, Prussian Blue, ferrocene and ferrocene carboxylic acid were incorporated into the polypyrrole film to lower the required applied potential for amperometric sensing and to maintain the conductivity and stability of the polypyrrole backbone. The application of artificial neural networks (ANN) to overcome the problem of reusability and reproducibilty in a nonlinear and complicated dynamic system is also considered. The resulting system was trained with a new neural network based software package, Turbo Neuron, for prediction of the concentration of formate, based on the entire collected data, which contain the history of the detection experiments. The proposed integrated ANN conducting polymer biosensor enables the determination of formate concentration, both online and in real timeDoctor of Philosophy (PhD)
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Krause, Rainer. « Forma, formato y espacio sonoro ». Tesis, Universidad de Chile, 2008. http://repositorio.uchile.cl/handle/2250/101179.
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El presente texto parte de la propia producción de obra, en la cual utilizo el sonido como
elemento constituyente. En su conjunto problematiza el sonido como material, lenguaje y
concepto estético, y su manifestación en un área intermedia entre los géneros tradicionales,
cuestionando la habitual categorización de las propuestas artísticas.
La primera parte está dedicada a dos trabajos radiofónicos con su característica de ausencia de
imagen. Se los relaciona con hitos históricos de la teoría radiofónica europea y el desarrollo
tecnológico radial. Además se pregunta por la eficacia comunicacional de estas obras en la
contemporaneidad y en el ámbito local, y las consecuencias formales, estructurales y temáticas.
Para estos fines se releen por un lado algunos conceptos retóricos musicales y visuales,
relacionándolos con el lenguaje radiofónico, y por otro lado la teoría de medios de Vilém
Flusser.
En la segunda parte se describen dos obras instalativas y el rol del sonido en ellas. Aquí se
trabaja las diferencias y similitudes entre instalación y ambiente, y entre obra sonora y obra
musical. Con incursiones históricas desde los artes plásticas y desde la música se describe
conceptos fundamentales de la instalación sonora. Además se pregunta por la relación entre
imagen, sonido, espacio instalativo y rol del público
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DE, SOTGIU ANDREA. « Musica Immersiva in Formato Binaurale ». Doctoral thesis, Università degli studi di Genova, 2022. http://hdl.handle.net/11567/1090954.
Texte intégralRésumé :
La tesi si propone di studiare la percezione del senso di immersività nella musica in formato binaurale, con l’obiettivo di migliorare l’esperienza d’ascolto e metterla a confronto con la musica ascoltata in formato stereofonico.
Attraverso un’analisi delle basi della fisica del suono e della psicoacustica, il saggio vuole illustrare quali sono le tecnologie che permettono alla musica immersiva di essere prodotta. A tal proposito verranno presi in esame sia la storia delle tecniche di riproduzione sonora, che gli strumenti attualmente disponibili, per permettere alla comunità scientifica di avere un quadro completo sulle risorse odierne.
Il binomio tra musica e spatial audio è in continua crescita con il passare del tempo, per questo il testo si propone anche di evidenziare quali sono i principali problemi di ricerca e gli standard necessari sui quali concentrare eventuali prossimi lavori.
Il saggio si conclude con un esperimento che mette a confronto due differenti tipologie di mix di una canzone: una versione stereofonica e una versione in formato binaurale, processata tramite la Digital Audio Workstation Logic Pro X e la Dolby Atmos Production Suite.
I risultati porteranno delle evidenze interessanti a favore della versione in formato binaurale e diverse suggestioni sugli sviluppi futuri.The thesis aims to study the perception of the sense of immersion in music in binaural format, with the target of improving the listening experience and comparing it with the music listened to in stereophonic format. Through an analysis of the basics of the physics of sound and psychoacoustics, the essay wants to illustrate which technologies allow immersive music to be produced. In this regard, both the history of sound reproduction techniques and the tools currently available will be examined to allow the scientific community to have a complete picture of today's resources. The combination of music and spatial audio is constantly growing with the passage of the years, which is why the text also aims to highlight the main research problems and the necessary standards on which to focus any future works. The essay ends with an experiment that compares two different types of song mixes: a stereo version and a binaural format version, processed through the Digital Audio Workstation Logic Pro X and the Dolby Atmos Production Suite. The results will bring interesting evidence in favor of the binaural format version and various suggestions on future developments.
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Taylor, Marie-Anne. « Formative for whom ? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden ». Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518.
Texte intégralRésumé :
This study looks deeper into the concept of formative assessment. Formative assessment is described by Black and Wiliam (Developing the Theory of Formative Assessment, 2009) as being a process using tools. The mindset of formative assessment can be difficult to grasp. Therefore, this study takes up the question if and how an understanding of the formative assessment mindset is reflected in the teaching practice of teachers in the English Language Acquisition classroom. Five lectures were observed of different teachers and groups of students, in an upper secondary school in Sweden. An additional questionnaire gave insight into the mindset of the participating teachers concerning the meaning of the term formative assessment as well as their teaching practice. The definitions the teachers gave varied in complexity and this was also reflected in their teaching. Only one teacher embedded the process of formative assessment with all the 5 key strategies of formative assessment in her lecture. By comparing classroom practice and the understanding of the teachers of what formative assessment entails, I found that the more inclusive of the 5 key strategies the understanding of the teachers was, the more their teaching practice was formed by it. Furthermore, to be able to use the 5 key strategies of formative assessment needs skill and practice, and therefore training of teachers is necessary.
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Yaranga, Mayra. « Los formatos televisivos y la identidad cultural ». La Mirada de Telemo, 2013. http://repositorio.pucp.edu.pe/index//handle/123456789/20410.
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En los últimos años, la televisión mundial ha experimentado un fenómeno sin precedentes: la aparición y apogeo de la programación de tipo formato La popularidad de los formatos ha generado opiniones diversas; por un lado, se elogia la idea de que la producción televisiva de los formatos realza los beneficios de la globalización al darle a cada país la oportunidad de utilizar localmente recetas exitosas internacionalmente; por otro, existen opiniones menos optimistas que advierten sobre el riesgo que corre la identidad cultural de las naciones a raíz de la utilización de “esqueletos” sin mayor rasgo cultural específico en la televisión El presente artículo, en un inicio, proporciona información estadística sobre los formatos para luego analizar su popularidad Posteriormente considerará los efectos de la popularidad de dichos programas tomando en cuenta las posiciones arriba mencionadas, para finalmente tomar el caso de los formatos en el Perú
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Smith, Samantha Lynn. « Academic target setting : Formative use of achievement data ». Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/5863.
Texte intégralRésumé :
Improving student achievement is an ongoing challenge for schools with a great deal of data collected to ascertain improvement trends. In this thesis, possibilities for using this achievement data to improve outcomes for students, through establishing academic achievement targets was explored. Longitudinal achievement data were collected about students, over time and analysed for patterns and trends. This information was then used to formulate individual academic achievement targets for students in Year 9 and Year 11. All the academic targets for the students incorporated an element of challenge and were intended to lift individual student performance but were not designed to be predictive. The targets (specifying standards, credits and levels of achievement) were then shared with students as part of an academic counselling programme. The study also explored classroom teachers’ experiences of the target setting process in the subject areas of English and mathematics. The results indicated statistically significant higher achievement outcomes for students with academic targets compared to those without such targets. The students involved in the intervention were 1.9 times more likely to gain the Level 1 National Certificate of Educational Achievement, than those students not in the intervention, when controlling for prior achievement, ethnicity and gender variables. In addition, being part of the intervention allowed those students who entered the school with a significantly lower intake score (as measured by the Middle Years Information System (MidYIS)) to be more successful in gaining the Level 1 Certificate, than students in previous years. The quality of achievement in Year 11 was also improved as measured by a grade point score in the subjects of English and mathematics. The study demonstrated the benefits of the systematic use of longitudinal achievement data as a basis for establishing achievement targets for students. The teachers reported that discussing the targets with students helped improve relationships between themselves and the students. However, the provision of targets did not change teaching practices and in some cases created an element of tension when teachers’ expectations of students conflicted with the targets established through the models explained in the early parts of the study.Whole document restricted until August 2011, but available by request, use the feedback form to request access.
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Hood, Linda Christine. « The formative evaluation of a retirement simulation game ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ47755.pdf.
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Roos, Bertil. « ICT and formative assessment in the learning society ». Doctoral thesis, Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-477.
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Lok, Shien-wai. « A galley and page formatter based on relations / ». Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63352.
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