<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">David Moises Barreto dos Santos</style></author><author><style face="normal" font="default" size="100%">Carlos Alberto dos Santos da Silva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF STUDENTS’ GENERAL PERCEPTIONS OF PROBLEM-BASED LEARNING IN A COMPUTER ENGINEERING PROGRAM IN BRAZIL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer engineering</style></keyword><keyword><style  face="normal" font="default" size="100%">evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">Problem-Based Learning</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ perception</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1191869</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">68</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aimed to evaluate students’ overall perceptions of Problem-based Learning use in a Computer Engineering program in Brazil. PBL is applied to nine interdisciplinary core courses of its curriculum. A 32-item questionnaire was administered to 115 students, with an average age of 20.9 (SD 2.7) between late 2014 and the beginning of 2015. It includes items on PBL general aspects, improved skills, PBL room and overall satisfaction. The results show that students’ degree of agreement with several items ranged from 4.1 to 5.9, in a seven-point scale. Some of these items revealed that 68.7% of the students got familiarized with PBL along the first year and there is a growing tendency among students to improve this familiarity with PBL over time. Moreover, the two items with lowest degree of disagreement were tutors’ feedback at the end of each tutorial session (35.7%) and the deadline to elaborate these solutions of problems (29.6%). Almost all students also agree with that PBL helps them to improve several skills, mainly problem-solving, self-directed learning and critical thinking. Repeating students in PBL courses scored higher than the non-repeating students. Many of them were statistically significant differences, inclusive for items on familiarization process. This can mean that their failures are not related to the familiarity with the method likely. Finally, most of the students are satisfied with PBL and like it, what indicates a successful use of it in the mentioned program. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">74–83</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EVALUATION STRATEGIES OF INTEGRATED SCIENCE TEACHING AND LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">models of evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406539867.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">31</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In educational literature we can find different definitions on evaluation. Evaluation is the pay-off of description – it is the synthesis of descriptive information and criterial information according to very strict and difficult rules (Scriven, 1975). Evaluation can be characterised as the process by which people make judgements about value and worth; evaluation is the process by which people make value judgements about things (Oliver, 2000).
 It is obvious that evaluation is a delicate and sensitive task. On the other hand, it is not a simple and obvious process. Usually evaluation has its formal and informal sides. 
 The main questions are:
• what is to be evaluated?
• when and why evaluate?
• how to evaluate?
• whether the process of evaluation is fair and objective?
 For an evaluation of process of science teaching and learning there are different strategy and ways. The main questions are: what is to be evaluated? when and why evaluate? how to evaluate? It is clear that for science teaching success one of the most important resources is feedback from students (Lamanauskas, Vilkonienė, 2008). Teachers can evaluate a whole science course, analyse students’ learning needs, and investigate students’ experiences of teaching. Evaluation should be correlated both with the purposes and to specific educational situations. Also it is very important to strengthen teachers` and students` motivation when evaluating. There are multiple methods for collecting data on science teaching effectiveness. Also it is clear that a key to effective teaching evaluation is to collect data from multiple sources (triangulation).</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alicja Keplinger</style></author><author><style face="normal" font="default" size="100%">Iwona Koczanowicz-Dehnel</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION IN EUROPEAN ACADEMIC EDUCATIONAL SYSTEMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">analyze questionnaires</style></keyword><keyword><style  face="normal" font="default" size="100%">evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">specificity and identity of the evaluating criteria</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392233651.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years the teaching evaluation process has become one of the pillars of academic education. It is a form of students participation that creates better teaching quality. The students’ active participation in affecting the quality of teaching is a basis for forming the academic educational identity. This article is an attempt to bring closer and compare the scheme of teaching evaluation in three academic systems. We are going to analyze questionnaires from University of Wroclaw, “La Sapienza” University of Rome and The University of Wales, Aberystwyth. We are interested in specificity and identity of the evaluating criteria and function it performs in educational system. Through this analysis we are also trying to define the concept of evaluation as an essential criteria of: collecting data, description, estimating or valuing.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">113-123</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kinga Bárdos</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERSONAL ENCOURAGEMENT IN THE DIGITALISED WORLD</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital vision of the future</style></keyword><keyword><style  face="normal" font="default" size="100%">evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">ways of rewarding</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392223432.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Evaluation is not only a method which aim is to measure the students' knowledge, but also a personal feedback. As in the business area, the schools try to reach the most objective way of evaluation, although the materia is the human being. In this article I want to show the satisfaction of students’ about the evaluation techniques which are used. I also made a research for the needs of the students; it showed a paradox between the needs and the used evaluation devices. In this research 70 grammar school students took part, and they were asked about how they saw the evaluation techniques now and what they thought about the digitalised evaluations. I wanted to know their opinion about the evaluation accessibility of the oral presentation and written marks, and made a comparison between them and the digitalised personal encouragement. 
The results showed less efficiency than expected.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">18-23</style></section></record></records></xml>