assessment

  • Critical Thinking in Initial Teacher Education: Secondary Data Analysis from Ahelo GS Feasibility Study in Slovakia

    Author: Denisa Šukolová
    Author: Magdaléna Nedelová
    Year of publication: 2017
    Source: Show
    Pages: 19-29
    DOI Address: https://doi.org/10.15804/tner.2017.49.3.01
    PDF: tner/201703/tner20170301.pdf

    The study presents a secondary analysis of the “Assessment of Higher Education Learning Outcomes, Generic Skills Strand”, the international study of critical thinking skills (OECD, 2012). National secondary analyses include a comparison of student teachers (n = 110) and students of other study programmes (n = 413) in critical thinking and investigates a potential relation of contextual characteristics with their critical thinking performance. Performance Task and Multiple Choice Questions were used to measure critical thinking skills and a Contextual Questionnaire was used to collect socio-demographic data, and subjectively evaluated characteristics related to test-taking motivation and coursework. The main results showed that student teachers scored lower in critical thinking performance than students of other study programmes.

  • Foreign Language Teachers’ Feedback Practices: a Comparative Study

    Author: Mihaela Brumen
    Institution: University of Maribor
    Author: Isabel Alonso-Belmonte
    Institution: Universidad Autónoma de Madrid
    Author: María Fernández Agüero
    Institution: Universidad Autónoma de Madrid
    Author: Tomaž Zupančič
    Institution: University of Maribor
    Year of publication: 2018
    Source: Show
    Pages: 216-226
    DOI Address: https://doi.org/10.15804/tner.2018.53.3.18
    PDF: tner/201803/tner5318.pdf

    The purpose of this study is to describe the current foreign language (FL) assessment and feedback practices as reported by 213 experienced primary teachers in Slovenia and Spain. An ad hoc questionnaire was designed, validated and administered to 113 Slovenian and 100 Spanish teachers. The data were collected and analysed with the use of descriptive and inferential statistics. Among the most relevant findings, it is noteworthy that Spanish teachers focus on providing feedback on receptive skills while their Slovenian colleagues pay more attention to productive skills. Also, results from both groups reveal a lack of FL pronunciation feedback and scarce attention to interactive aspects of communication.

  • Activities of Civil Servants: Features of Evaluation in Ukraine

    Author: Valeria Fostikova
    Institution: Taras Shevchenko National University of Kyiv
    ORCID: https://orcid.org/0000-0002-9542-8768
    Year of publication: 2020
    Source: Show
    Pages: 50-59
    DOI Address: https://doi.org/10.15804/ksm20200304
    PDF: ksm/27/ksm2704.pdf

    The article is devoted to the study of the regulatory framework for evaluating the activities of civil servants in Ukraine. In particular, the Law of Ukraine «On Civil Service» is analyzed, as well as the «Procedure for evaluation of civil servants performance results». The purpose of the article is to systematize the principles, procedures and features of evaluating the activities of civil servants, which should help increase the effectiveness of their professional competencies, as well as the functioning of personnel management services in public institutions. The research methodology is based on systemic and structuralfunctional approaches. One of the tasks of the study is to identify the negative aspects of current legislation. It is proved that the procedure of appealing the negative conclusion of the evaluation of the performance of a civil servant needs to be clarified, as well as the algorithm of his/her dismissal in case of receiving a negative evaluation. The peculiarities of evaluating the performance of civil servants who hold public office positions of category «A», «B» and «С» are analyzed.

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