Yellow Perch Population Assessment in Southwestern Lake Michigan, Including Evaluation of Sampling Techniques and the Identification Factors that Determine Yellow Perch Year-Class Strength April 1, 1996 - March 31, 1997

F-123-R; issued June 1, 1997; two different reports were issued from the Center for Aquatic Ecology with report number 1997 (9)

Yellow Perch population assessment in Southwestern Lake Michigan, including evaluation of sampling techniques and identification of the factors that determine Yellow Perch year-class strength April 1, 2004 - March 31, 2005

ID: 8528; Annual Report to Division of Fisheries, Illinois Department of Natural Resources; F-123-R-11

Yellow Perch Population Assessment in Southwestern Lake Michigan, Including Evaluation of Sampling Techniques and Identification of factors that Determine Yellow Perch Year-Class Strength April 1, 2005 - March 31, 2006

Annual Report, Federal Aid Project F-123-R-12, April 1, 2005 - March 31, 2006

Yellow Perch Population Assessment in Southwestern Lake Michigan, Including Evaluation of Sampling Techniques and the Identification Factors that Determine Yellow Perch Year-Class Strength April 1,1997 - March 31, 1998

ID: 8827; issued June 1, 1998

Yellow Perch Population Assessment in Southwestern Lake Michigan, Including Evaluation of Sampling Techniques April 1, 1995 - March 31, 1996

issued June 1996

Yellow Perch Population Assessment in Southwestern Lake Michigan, Including Evaluation of Sampling Techniques and the identification Factors that Determine Yellow Perch Year-Class Strength April 1, 1998 - March 31, 1999

ID: 8863; issued June 1, 1999

Yellow Perch Population Assessment in Southwestern Lake Michigan, Including Evaluation of Sampling Techniques April 1, 1994 - March 31, 1995

issued June 1995

Reliability assessment of a peer evaluation instrument in a team-based learning course

Objective: To evaluate the reliability of a peer evaluation instrument in a longitudinal team-based learning setting. Methods: Student pharmacists were instructed to evaluate the contributions of their peers. Evaluations were analyzed for the variance of the scores by identifying low, medium, and high scores. Agreement between performance ratings within each group of students was assessed via intra-class correlation coefficient (ICC). Results: We found little variation in the standard deviation (SD) based on the score means among the high, medium, and low scores within each group. The lack of variation in SD of results between groups suggests that the peer evaluation instrument produces precise results. The ICC showed strong concordance among raters. Conclusions: Findings suggest that our student peer evaluation instrument provides a reliable method for peer assessment in team-based learning settings.

Yellow Perch Population Assessment in Southwestern Lake Michigan, Including Evaluation of Sampling Techniques and Identification of the Factors that Determine Yellow Perch Year-Class Strength April 1, 2007 – March 31, 2008

Division of Fisheries, Illinois Department of Natural Resources Grant/Contract No: F-123 R-14

Yellow perch population assessment in southwestern Lake Michigan, including evaluation of sampling techniques and identification of the factors that determine yellow perch year-class strength April 1, 2006 – March 31, 2007

Division of Fisheries, Illinois Department of Natural Resources Grant/Contract No: F-123 R-13

Yellow Perch Population Assessment in Southwestern Lake Michigan, Including Evaluation of Sampling Techniques and Identification of the Factors that Determine Yellow Perch Year-Class Strength April 1, 2008 – June 30, 2009

Division of Fisheries, Illinois Department of Natural Resources Grant/Contract No: Federal Aid Project F-123 R-15

PART STUDY OF PERCEPTION OF EDUCATIONAL PROGRAMS IN THE LIBRARY COMMUNITY: OPINION (AS) EMPLOYERS (AS) AND GRADUATES (AS) SCHOOL LIBRARY, DOCUMENTATION AND INFORMATION FOR THE NATIONAL UNIVERSITY

This article provides a brief description of some general aspects of self-evaluation process conducted in the School of Library, Documentation and Information from the National University of Costa Rica, to obtain accreditation from the career of Library and Documentation in 2005 and to achieve re-accreditation in 2009.The objective consists in a comparison between the two evaluation processes from the point of view of two specific sectors, employers and graduates, and presents the views provided by each of them as a partial analysis of the social impact assessment of educational programs in the community librarianship as a first input to raise awareness of the importance of these studies in the institutional and national level.

External school evaluation : teachers’ perspectives : two case studies from Northern Portugal

The external evaluation of non-higher education schools in Portugal has been developed by the General Inspectorate of Education since 2006. A first cycle of evaluation was completed, covering all educational units in continental Portugal up to 2011. The model of evaluation has since been subject to alterations, and a second cycle of evaluation is now coming to an end. The current model of evaluation is based on documental analysis, analysis of students’ results, and panel interviews with a variety of representatives of the school community, and addresses three domains: results, provision of educational service and management. This paper is part of an ongoing research project, developed by 6 universities and supported by the Portuguese Foundation for Science and Technology (PTDC/CPE-CED/116674/2010) which intends to analyse the impacts and effects this process of external evaluation has had on Portuguese schools. This project includes a variety of perspectives and methodologies. In particular, we will focus on two case studies undertaken in two schools from the northern region of Portugal, and more specifically on the perspectives expressed by the teachers of those schools. These particular schools were chosen because they have been evaluated twice and represent different educational levels (basic and secondary), contexts and results. These case studies included the analysis of documental data, interviews to key informants and a questionnaire directed to teachers (n = 141) – the latter will be the main focus of this paper. Teachers are essential elements of the school community when considering the impacts of external evaluation, as any changes directed at teaching practices, student evaluation, among others are only possible through their direct action and implication. Therefore, their perceptions on the process and its impacts are crucial to the understanding of what does and does not change in schools as a consequence of external evaluation. Although teachers’ opinions are not homogenous and each school reveals a number of differences when it comes to teachers’ perceptions of School Evaluation, it was possible to stress some areas as the most and as the least consensual. Teachers in both schools agree External School Evaluation (ESE) is useful for the identification of the schools’ strengths and weaknesses, values students’ external evaluation results, imposes a model for schools internal evaluation (and in fact contributes to the very existence of internal evaluation practices), and contributes to schools improvement. However teachers in both schools do not believe ESE contributes to teachers’ autonomy produces changes in how curriculum is managed, or leads to innovative teaching practices. These results point to a greater emphasis on change at the levels of school management, self-evaluation and particularly internal evaluation, but little impact on the teaching practices. We believe the classroom is at the core of school practices and teaching processes are essential to any measure of school quality and to their impacts on student learning.

Does gender make a difference? Gender-related fairness of high-stakes testing in A-level examinations in English as foreign language in the German state of North Rhine-Westphalia in the context of Educational Governance

The shift from decentralized to centralized A-level examinations (Abitur) was implemented in the German school system as a measure of Educational Governance in the last decade. This reform was mainly introduced with the intention of providing higher comparability of school examinations and student achievement as well as increasing fairness in school examinations. It is not known yet if these ambitious aims and functions of the new centralized examination format have been achieved and if fairer assessment can be guaranteed in terms of providing all students with the same opportunities to pass the examinations by allocating fair tests to different student subpopulations e.g., students of different background or gender. The research presented in this article deals with these questions and focuses on gender differences. It investigates gender-specific fairness of the test items in centralized Abitur examinations as high school exit examinations in Germany. The data are drawn from Abitur examinations in English (as a foreign language). Differential item functioning (DIF) analysis reveals that at least some parts of the examinations indicate gender inequality. (DIPF/Orig.)

Effektivität der Qualifizierung von Teach First Fellows. Abschlussbericht zur summativen Evaluation der Sommerakademie von Teach First Deutschland

Teach First Fellows nehmen wie Lehrkräfte eine hohe Verantwortung für die weitere Entwicklung von Kindern und Jugendlichen wahr. Anders als Lehrkräfte verfügen sie jedoch nicht über eine grundständige Ausbildung für ihre spezifische Tätigkeit. Deshalb stellt sich die Frage, inwiefern es gelingen kann, durch eine sorgfältige Auswahl der Fellows, sowie durch eine intensive Kurzqualifizierung gute Voraussetzungen für den Erfolg ihrer Tätigkeit zu schaffen. Die vorliegende Studie evaluiert die Ergebnisse des Qualifizierungsprogramms, das Teach First Deutschland für seine Fellows entwickelt und implementiert hat. Dabei interessiert insbesondere, welches Wissen zur Unterstützung von Lernprozessen, welche Fähigkeiten zur Gestaltung von Unterricht und welche Erwartung von pädagogischer Wirksamkeit innerhalb eines halben Jahres bei den Fellows aufgebaut werden können. Um ein tieferes Verständnis der Wirkweise des Qualifizierungsprogramms zu ermöglichen, wurden neben den Ergebnissen auch dessen Prozesskomponenten einer Bewertung unterzogen. (DIPF/Orig.)