Literatura científica selecionada sobre o tema "Learners' evaluation"
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Artigos de revistas sobre o assunto "Learners' evaluation"
Venugopal, Dr Daruri. "Learner’s Evaluation in Teaching Learning Process". International Journal for Modern Trends in Science and Technology 6, n.º 7 (31 de julho de 2020): 175–80. http://dx.doi.org/10.46501/ijmtst060729.
Texto completo da fonteKaiss, Wijdane, Khalifa Mansouri e Franck Poirier. "Pre-Evaluation with a Personalized Feedback Conversational Agent Integrated in Moodle". International Journal of Emerging Technologies in Learning (iJET) 18, n.º 06 (21 de março de 2023): 177–89. http://dx.doi.org/10.3991/ijet.v18i06.36783.
Texto completo da fonteAkyel, Ayse. "Evaluation of an ESP Program". ITL - International Journal of Applied Linguistics 93-94 (1 de janeiro de 1991): 1–23. http://dx.doi.org/10.1075/itl.93-94.01aky.
Texto completo da fonteHota, C. P. Pavan Kumar, e V. Leela Prasad. "A Study of Learners in Information Retrieval System in Relation to Learning Parameters". International Journal of Emerging Research in Management and Technology 6, n.º 6 (29 de junho de 2018): 246. http://dx.doi.org/10.23956/ijermt.v6i6.277.
Texto completo da fonteHull, Louise, Stephanie Russ, Maria Ahmed, Nick Sevdalis e David J. Birnbach. "Quality of interdisciplinary postsimulation debriefing: 360° evaluation". BMJ Simulation and Technology Enhanced Learning 3, n.º 1 (30 de novembro de 2016): 9–16. http://dx.doi.org/10.1136/bmjstel-2016-000125.
Texto completo da fonteSingh, Ninni, Vinit Kumar Gunjan, Ramana Kadiyala, Qin Xin e Thippa Reddy Gadekallu. "Performance Evaluation of SeisTutor Using Cognitive Intelligence‐Based “Kirkpatrick Model”". Computational Intelligence and Neuroscience 2022 (16 de abril de 2022): 1–14. http://dx.doi.org/10.1155/2022/5092962.
Texto completo da fonteAnohina, Alla, Marks Vilkelis e Romans Lukasenko. "Incremental Improvement of the Evaluation Algorithm in the Concept Map Based Knowledge Assessment System". International Journal of Computers Communications & Control 4, n.º 1 (1 de março de 2009): 6. http://dx.doi.org/10.15837/ijccc.2009.1.2409.
Texto completo da fonteCotos, Elena, e Sarah Huffman. "Learner Fit in Scaling Up Automated Writing Evaluation". International Journal of Computer-Assisted Language Learning and Teaching 3, n.º 3 (julho de 2013): 77–98. http://dx.doi.org/10.4018/ijcallt.2013070105.
Texto completo da fonteSingh, Ninni, Vinit Kumar Gunjan, Amit Kumar Mishra, Ram Krishn Mishra e Nishad Nawaz. "SeisTutor: A Custom-Tailored Intelligent Tutoring System and Sustainable Education". Sustainability 14, n.º 7 (31 de março de 2022): 4167. http://dx.doi.org/10.3390/su14074167.
Texto completo da fonteAmira, Teimzit, Mahnane Lamia e Mohamed Hafidi. "Implementation and Evaluation of Flipped Algorithmic Class". International Journal of Information and Communication Technology Education 15, n.º 1 (janeiro de 2019): 1–12. http://dx.doi.org/10.4018/ijicte.2019010101.
Texto completo da fonteTeses / dissertações sobre o assunto "Learners' evaluation"
Bagley, Sylvia Stralberg. "Alternative assessment and students' identities as learners". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459904851&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texto completo da fonteMorgan, Rachel C. "Inclusive Education for Preschool Learners with Autism| A Program Evaluation". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746766.
Texto completo da fonteThis is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done with regards to this age group, nor to pinpoint the perceptions and perspectives on the outcomes and process of teaching learners with autism in inclusive settings.
The main research question was, How, if at all, can andragogy learning theory be applied to inclusive education for preschool learners with autism? To answer this question, the researcher set up a standalone intervention experience for the study participants, utilizing two self-assessments and discussion group, with time for self-reflection. The stakeholders of the project included leaders, those that are in positions of authority in providing supports to preschool learners within the early childhood center; and practitioners, who are responsible to implement the supports for preschool learners in the early childhood center. A qualitative program evaluation was the research design utilized to measure both the program outcomes and processes.
The leaders and practitioners took the two self-assessments and from the second self-assessment tool, MIPI-PLA, individuals volunteered to participate in a focus group discussion. Eight themes emerged from the research analysis as barriers for inclusive education: support and preparedness, team collaboration, defined roles and responsibilities, learner engagement, communication differences, valuing learners with autism point of view, belief in learners with autism, and transformative learning/change.
The program evaluation found that andragogy learning theory provides support towards transformative change in beliefs, attitudes, and values with regards to preschool learners with autism engaged in inclusive opportunities. Ultimately, the experience of critical self-reflection through self-assessment provided the leaders and practitioners a different perspective regarding their assumptions of the preschool learner with autism and their capabilities in participating in an inclusive education experience.
Carter, Joshua James. "Technology Integration and English Language Learners". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748305.
Texto completo da fonteThe purpose of this study was to examine teachers’ levels of mobile device implementation and any measured differences in English Language Learners’ (ELLs’) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers’ reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students’ overall performance.
Stratton, Kristin L. "English Language Learners and Balanced Literacy Approach| Exploring the Efficacy of Read 180 with 11th and 12th Grade English Language Learners". Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13423779.
Texto completo da fonteThis study investigated the efficacy of the Read 180 program and its impact on upper secondary ELL students participating in the Read 180 program. The targeted population consisted of four 11th and 12 th grade ELL READ 180 students attending a rural school with a school population of 884 students. To assess the effects of the Read 180 program, data was collected in regards to student reading, writing, speaking, and listening abilities from the beginning and the end of the 2017–2018 academic school year. Although this study was limited in duration and scope, it clearly shows that the Read 180 program had limited success in regards to student achievement in the areas of reading and writing. In addition, the data shows little to no progress for the target students in regards to listening and speaking. In addition, the study revealed that the students’ lack of a positive attitude in regards to the Read 180 program may have hindered student progress. Based on these findings, some pedagogical and teacher training recommendations are discussed, and a suggestion is included for future research.
Israeloff, Alanna. "Comparison of feedback generated by experts and learners during formative evaluation". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61293.
Texto completo da fonteEngleking, Charlene. "Exploring an Accelerated College Program for Adult Learners| A Program Evaluation". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027093.
Texto completo da fonteMany colleges and universities have expanded their mission to include adult learners. Programs range from scheduling traditional courses in the evening to designing new programs tailored to meet the needs of working adults. Program designers have relied on theorists such, as Mezirow (1991), Houle (1996), and Knowles, Holton, and Swanson (1998), to develop programs that apply adult learning theory. Lindenwood College, now Lindenwood University, established The Lindenwood College for Individualized Education (LCIE) in 1975 to serve adult students in the St. Louis metropolitan area. The program has evolved over the course of 40 years, and this program evaluation evaluated the program effectiveness in its current delivery format.
This program evaluation employed a mixed-method design to answer one main research question and two sub-questions. The main research question asked, How does LCIE, in its current incarnation, address the ideals of adult learning theory, the needs of busy contemporary adult students, and the requirements of the accrediting agency? Sub-question #1 asked, How have LCIE learning processes evolved since 1975? Sub-question #2 asked, Is there congruency between LCIE mission and practice?
The outcome measurement data was gathered through a comparison of pre-test and post-test data collected by the university to assess critical thinking skills of entering and graduating students. The university employed the ETS Proficiency Profile, and a sample of 30 students was extracted from that data set for comparison for this study. The findings showed that the differences between pre-test and post-test scores were not significant.
The process measurement data was gathered through interviews with volunteer faculty (3) and students (9) from the program. A series of interview questions was posed, and the responses coded to identify three emerging themes. The three themes were general satisfaction, the importance of job preparation and career mobility, and program rigor.
The program evaluation found that LCIE is currently applying adult learning theory and there is congruency between the program mission statement and the program practice. The answer to sub-question 1 concerning the changes in the program was inconclusive as the students had not experienced the changes and therefore felt unqualified to comment.
Benkenstein, Alex. "An evaluation of an after-school programme for high school learners in Cape Town, South Africa". Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25209.
Texto completo da fonteJones, Carrie Sloss Traci Wallace Janet. "Research-Based Best Practices for Closing the Achievement Gap between English Language Learners and Non-English Language Learners in Southeastern School District". Thesis, Lipscomb University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666879.
Texto completo da fonteThe English Language Learners (ELL) student population continues to increase in American schools. Schools have the obligation and privilege to serve this population, but challenges exist to help ELLs become proficient in all subjects. The need for educators to use research-based best practices is critical to help best serve ELLs and to increase academic achievement. The researchers conducted a mixed-methods study in order to identify the research-based practices proven to increase the academic achievement of ELLs. The researchers found that Sheltered Instruction Observation Protocol (SIOP) was a research-based framework proven to help ELLs academically. ELL Directors of middle Tennessee districts having statistically significant gains with ELLs believed that the top best practices to use with ELLs were activating prior knowledge and building background, comprehensible input, academic vocabulary, explicit instruction and differentiated instruction. Teachers within Southeastern School District (SSD) believed the top five practices to use with ELLs were activating prior knowledge and building background, differentiated instruction, scaffolding instruction, teaching academic vocabulary, and continual review of vocabulary and content. The study also found the instructional models that work best with the varying levels of ELLs. The instructional model best used with newcomers was pullout, and for active ELLs, either pullout or push-in. Push-in or Structured English Immersion was most effective with Transitional 1 and Structured English Immersion for Transitional 2 ELL students. Educational stakeholders can use the findings of this study in order to promote the academic achievement of ELLs.
Williams, Veronika A. "An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612136.
Texto completo da fonteDhungana, Hari P. "Satisfaction of Technology, Online Learning, and Intent to Persist in Older Adult Learners". Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706773.
Texto completo da fonteThe purpose of this quantitative correlational study was to examine the relationship between six factors of student satisfaction and intent to continue with online education in a sample of older adult learners. Participants were chosen using a stratified random sampling of students enrolled at Mercer University and South University online programs to ensure a proportional mix of qualifying learners. The randomly selected qualifying online students received an email inviting them to participate in the study. An online survey adapted from the technology acceptance model (TAM), the Student e-learning Satisfaction Instrument (SESI), along with demographic questions were used to gather the data. The data were analyzed using logistic regression. This study involved the investigation of the relationships between the perceived satisfaction of older adults with online technologies in an educational setting, as measured by the SESI instrument with the criterion variable of intent to continue online learning. Overall, mean scores for the six predictor variables were somewhat stable across the variables, ranging from the lowest for Personalization (M=3.65, SD=0.61) to the highest for Learner Interface (M=3.81, SD=0.77). Results of binomial logistic regression analysis indicated that the variable of e-learning satisfaction is a statistically significant predictor of the odds that older adult learners intend to continue online learning (β=1.205, p=0.006). None of the perceived satisfaction scores averaged below 3, indicating that a majority of the participants affirmed that they were satisfied with technology. The practical recommendations suggest that to ensure the success of older adult learners in the online environment, learners must be able to adopt new techniques for effective teaching and learning in an online environment. The online teaching instructor should also design the programs based on the needs of the leaners. Future research recommendations include a qualitative analysis of the research problem could produce results that substantiate the findings of the current study.
Livros sobre o assunto "Learners' evaluation"
When learners evaluate. Portsmouth, NH: Heinemann, 1998.
Encontre o texto completo da fonteRita-Marie, Conrad, e Ely Donald P, eds. Assessing learners online. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2008.
Encontre o texto completo da fonteERIC Clearinghouse on Languages and Linguistics., ed. Assessment portfolios: Including English language learners in large-scale assessments. [Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 2000.
Encontre o texto completo da fonteWeddel, Kathleen Santopietro. Needs assessment for adult ESL learners. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, National Clearinghouse for ESL Literacy Education, 1997.
Encontre o texto completo da fonte1952-, Murphy Patricia, e Open University, eds. Learners, learning and assessment. London: P. Chapman Pub. in association with the Open University, 1999.
Encontre o texto completo da fonteAssessing English language learners. Washington, D.C: National Education Association, 2003.
Encontre o texto completo da fonteEducational Resources Information Center (U.S.), ed. The voices of learners at work: Final evaluation report. Gorham, ME: Casco Bay Partnership for Workplace Education, University of Southern Maine, 1997.
Encontre o texto completo da fonteDavid, Moseley, e Learning and Skills Research Centre., eds. Thinking skill frameworks for post-16 learners: An evaluation. London: Learning and Skills Research Centre, 2004.
Encontre o texto completo da fonteWood, Meena. APL and bilingual learners. London: Routledge, 1995.
Encontre o texto completo da fonteBordeaux, Roger. Assessment for American Indian and Alaska native learners. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1995.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Learners' evaluation"
McGaghie, William C. "Evaluation of Learners". In Handbook for the Academic Physician, 125–46. New York, NY: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-6328-6_8.
Texto completo da fonteFarah, Yara N., e Lindsay M. Nixon. "Understanding Evaluation Systems". In Assessment of Gifted and High-Ability Learners, 15–23. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233114-4.
Texto completo da fonteMian, Tariq Saeed. "Learners’ Performance Evaluation Using Genetic Algorithms". In Advances on Intelligent Computing and Data Science, 88–99. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36258-3_8.
Texto completo da fonteAdams, Cheryll M., e Melanie Caughey. "Evaluation Tools to Assess Gifted Programs". In Handbook on Assessments for Gifted Learners, 271–94. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003285991-23.
Texto completo da fonteLee, Ju Seong. "Evaluation of Instruments for Researching Learners' LBC". In The Routledge Handbook of Language Learning and Teaching Beyond the Classroom, 312–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003048169-26.
Texto completo da fonteOlaniyi, Nkaepe, e Jessie Chuang. "Intelligence Augmentation for Educators, Training Professionals, and Learners". In Adaptive Instructional Systems. Design and Evaluation, 224–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_15.
Texto completo da fonteVanTassel-Baska, Joyce. "Conclusion to Part III on Evaluation of Programs". In Handbook on Assessments for Gifted Learners, 312–17. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003285991-25.
Texto completo da fonteVanTassel-Baska, Joyce. "Introduction to Part III on Evaluation of Programs". In Handbook on Assessments for Gifted Learners, 265–70. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003285991-22.
Texto completo da fonteHuver, Emmanuelle. "Evaluation and plurilingual competence". In Assessment of Plurilingual Competence and Plurilingual Learners in Educational Settings, 230–44. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003177197-18.
Texto completo da fonteYahaya, M. F. "U-learning: Rethinking assessment for 21st-century learners". In Improving Assessment and Evaluation Strategies on Online Learning, 29–36. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003261346-5.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Learners' evaluation"
Heck, Tanja, e Detmar Meurers. "Exercise parameters influencing exercise difficulty". In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16921.
Texto completo da fonteVančová, Hana. "PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.
Texto completo da fonteBouarab-Dahmani, Farida, Malik Si-Mohammed, Catherine Comparot e Pierre-Jean Charrel. "Learners automated evaluation with the ODALA approach". In the 2009 ACM symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1529282.1529303.
Texto completo da fonteOkewole, Dorcas Modupe, Ayobami Fadilat Gboyega, Kayode Samuel Adekeye e Olusanya Elisa Olubusoye. "A Topic-Specific Evaluation of Students’ Attitudes Towards Statistics". In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t3f2.
Texto completo da fonteSalem, Yaman, Mohammed Moreb e Khalid S. Rabayah. "Evaluation of Information Security Awareness among Palestinian Learners". In 2021 International Conference on Information Technology (ICIT). IEEE, 2021. http://dx.doi.org/10.1109/icit52682.2021.9491639.
Texto completo da fonteOliver, M., G. Conole e B. Kewell. "An overview of an evaluation toolkit for learning technology use". In IEE Colloquium on Exploiting Learning Technology: Issues for Learners and Educators. IEE, 1998. http://dx.doi.org/10.1049/ic:19980738.
Texto completo da fonteLavesson, Niklas, e Paul Davidsson. "APPrOVE: Application-oriented validation and evaluation of supervised learners". In 2010 5th IEEE International Conference Intelligent Systems (IS). IEEE, 2010. http://dx.doi.org/10.1109/is.2010.5548402.
Texto completo da fonteJun, Woochun. "Development of Evaluation Standards of Learners for Physical Computing". In 2018 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2018. http://dx.doi.org/10.1109/ictc.2018.8539466.
Texto completo da fonteAlbayrak, A., M. Ozgur Cingiz e M. Fatih Amasyali. "Evaluation of robustness of ensemble learners to noisy data". In 2013 21st Signal Processing and Communications Applications Conference (SIU). IEEE, 2013. http://dx.doi.org/10.1109/siu.2013.6531479.
Texto completo da fonteKachroo, Smita, William W. Melek e C. J. Kurian. "Evaluation of predictive learners for cancer incidence and mortality". In 2013 E-Health and Bioengineering Conference (EHB). IEEE, 2013. http://dx.doi.org/10.1109/ehb.2013.6707388.
Texto completo da fonteRelatórios de organizações sobre o assunto "Learners' evaluation"
Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska e Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], julho de 2020. http://dx.doi.org/10.31812/123456789/3890.
Texto completo da fonteArmas, Elvira, Gisela O'Brien, Magaly Lavadenz e Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
Texto completo da fonteLavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez e Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
Texto completo da fonteOlsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.
Texto completo da fonteLavadenz, Magaly, Elvira Armas e Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.
Texto completo da fonteKucirkova, Natalia Ingebretsen, e Anna Lindroos Cermakova. Consolidated Benchmark for Efficacy and Effectiveness Frameworks in EdTech. University of Stavanger, janeiro de 2024. http://dx.doi.org/10.31265/usps.270.
Texto completo da fonteArmas, Elvira, e Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.
Texto completo da fonteDell'Olio, Franca, e Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.
Texto completo da fonteMatera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
Texto completo da fonteWoods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.
Texto completo da fonte