Sirvi Märksõna "evaluation" järgi

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Educational Research in Estonia 2007-2011
(Eesti Teadusagentuur, 2013) James, David; De Corte, Erik; Harford, Judith; Zgaga, Pavel
The Estonian Ministry of Education and Research commissioned in 2012 an international evaluation of educational research in Estonia. The evaluation was carried out in cooperation with the Estonian Research Council, Estonian Academy of Sciences, Estonian Higher Education Quality Agency, PRAXIS Center for Policy Studies and Estonian Union of Parents. The goal set for the international evaluation by the Steering Committee was to assess the research quality, the significance of Educational research to Estonian society and training of young researchers. The institutional assessments involved four public universities: Estonian Academy of Music and Theatre, Tallinn University, Tallinn University of Technology and University of Tartu.
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Formation and Assessment of Landscape Recreational Values
(2015-05-15) Reimann, Mart
Väärtushinnangud on tänapäeva ühiskonnas kõneaineks järjest sagedamini. Otsustusprotsessid takerduvad tihti väärtuste konfliktidesse. Sellest tulenevalt on oluline väärtusi võrrelda ning seada prioriteedid otsustusprotsesside tõhustamiseks. Maastike väärtusi on uurinud ja võrrelnud nii sotsiaalteadlased, maastikuteadlased kui majandusteadlased, kasutades erinevaid meetodeid ja lähenemisviise. Arutelud erinevate meetodite eelistest ja puudustest on sageli jäänud valdkonnakeskseteks ning autori andmetel ulatuslikumad interdistsiplinaarsed võrdlused puuduvad. Lähtudes eelnevast on doktoritöö eesmärgid järgmised: - võrrelda erinevaid meetodeid maastike rekreatiivsete väärtuste hindamiseks; - hinnata erinevate hindamismeetodite sobivust planeerimis- ja otsustusprotsessideks; - analüüsida monetaarse ekvivalendi leidmise otstarbekust maastike rekreatiivsete väärtuste hindamisel. Töö põhitulemused on esitatud lisas olevas seitsmes publikatsioonis. Tulemusena võib öelda, et kõigil doktoritöös olevatel meetoditel on omad eelised ja puudused ning universaalset meetodit ei ole, kuid antud uurimustöö võimaldas analüüsida erinevate meetodite sobivust erinevates kontekstides ning on heaks lähtekohaks järgnevatele uuringutele.
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Interim Evaluation of the European Lifelong Learning Programme 2007-2009: The National Report of Estonia
(Haridus- ja Teadusministeerium, 2010) Kirss, Laura; PRAXIS
This report summarizes the results of the interim evaluation of the European Lifelong Learning programme 2007-2009 in Estonia. The main objectives of the interim evaluation were: a) to analyse results of the LLP achieved hitherto and to identify lessons learned and good practices; b) to give recommendations for improving the execution of the current programme in the remaining stage of its implementation and; c) to give input for the preparation of the future programme in the field of lifelong learning. The analysis concentrated on the aspects of relevance, effectiveness and efficiency.
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OECD Skills Outlook 2013 First Results from the Survey of Adult Skills
(OECD, 2013) OECD
A decade after the publication of results from the first round of the Programme for International Student Assessment (PISA), its seminal assessment of the knowledge and skills of 15-year-olds, the OECD has conducted its first Survey of Adult Skills, which extends the assessment of skills to the entire adult population. The survey, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), focuses on skills – literacy, numeracy and problem solving – similar to those assessed in PISA; but the two studies use different assessment tasks, reflecting the different contexts in which 15-year-old students and older adults live. The surveys have complementary goals: PISA seeks to identify ways in which students can learn better, teachers can teach better, and schools can operate more effectively; the Survey of Adult Skills focuses on how adults develop their skills, how they use those skills, and what benefits they gain from using them. To this end, the Survey of Adult Skills collects information on how skills are used at home, in the workplace and in the community; how these skills are developed, maintained and lost over a lifetime; and how these skills are related to labour market participation, income, health, and social and political engagement.
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Õpetajad ja koolijuhid elukestvate õppijatena
(OECD, 2019) Taimalu, Merle; Uibu, Krista; Luik, Piret; Leijen, Äli
TALIS (The Teaching and Learning International Survey) on OECD poolt läbiviidav rahvusvaheline õpetamise ja õppimise uuring, millega kogutakse andmeid õppekeskkonna ja õpetajate töötingimuste kohta. TALISe eesmärk on hankida võtmetähtsusega andmeid õpetajate, õpetamise ja õpetajate rolli kohta õppeprotsessis nii riiklikul kui rahvusvahelisel tasandil. Andmete analüüs võimaldab võrrelda sarnaste väljakutsetega riike, et õppida erinevatest lähenemisviisidest ja nende mõjust õpikeskkonnale koolides ning arendada välja tipptasemel õpetaja elukutse. Uuring on ühtlasi heaks võimaluseks õpetajatele ja koolijuhtidele avaldada oma arvamust ning anda sellega panus hariduspoliitika kujundamisse. Eesti on osalenud kõigis TALIS uuringutes. Esimene TALIS uuring viidi läbi 2008. aastal ning selles osales 24 riiki. 2013. aastaks kasvas osalejate arv juba 34 riigini. Hetkel toimuvad ettevalmistused TALIS 2018 läbiviimiseks. Uuringus osalemiseks on oma soovi avaldanud ca 48 riiki (mõned riigid ei osale tervikuna, vaid esindatud on teatud piirkonnad). Testuuring viidi Eesti koolides läbi 1.-28.02.2017 ning põhiuuring toimus 2018. aasta märtsist maini. Põhiuuringusse valiti juhuvalimi teel igast riigist 200 kooli ning neist 20 õpetajat, kes õpetavad 7.-9. klassides ja koolijuht. Võrreldavuse huvides on 2018 teemadering kavandatud suhteliselt sarnane 2013. aastale. Uuriti: õpetajate õpetamispraktikate kvaliteeti ja õpetamisega seotud uskumusi; õpikeskkonda (koole ja õpetajaid puudutavaid üldisi tegureid); koolijuhtimise olulisust; õpetajate professionaalseid praktikaid ja klassikeskkonda; õpetajate esma- ja täiendusõppe asjakohasust; õpetamise parendamist läbi õpetajate professionaalse arendamise, hindamise ja tagasisidestamise; kooli kliimat, õpikeskkondi ja suhteid erinevate sidusrühmadega; õpetajate eneseefektiivsust ja tööga rahulolu; õpetajate avatust innovatsioonile; võrdsuse ja mitmekesisusega seotud teemasid.
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PISA 2012 Results: Creative Problem Solving
(2014) Anonymous
PISA is an ongoing programme that offers insights for education policy and practice, and that helps monitor trends in students’ acquisition of knowledge and skills across countries and economies and in different demographic subgroups within each country. PISA results reveal what is possible in education by showing what students in the highest-performing and most rapidly improving school systems can do. The findings allow policy makers around the world to gauge the knowledge and skills of students in their own countries in comparison with those in other countries, set policy targets against measurable goals achieved by other school systems, and learn from policies and practices applied elsewhere. While PISA cannot identify cause-and-effect relationships between policies/practices and student outcomes, it can show educators, policy makers and the interested public how education systems are similar and different – and what that means for students.
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Plant and Soil Science Research in Estonia 2006-2010
(Eesti Teadusagentuur, 2012) von Bothmer, Roland; Rasmussen;, Jesper; Struik, Paul; Fäckers, Felix; Holden, Nicholas M
The Estonian Ministry of Education and Research commissioned in 2010 an international evaluation of agricultural research in Estonia. In the context of the evaluation, agricultural research was defined as plant and soil sciences. The evaluation was carried out in cooperation with the Estonian Ministry of Agriculture, Estonian Research Council, Estonian Academy of Sciences and Estonian Chamber of Agriculture and Commerce. The goal set for the international evaluation by the Steering Committee was to assess the research quality, the significance of agricultural research to Estonian society and training of young researchers. The evaluation was expected to provide assessments as well as recommendations for the future both at the institutional level and with regards of the research system of the Estonian plant and soil sciences.
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Programmeerimise kursuse tagasiside analüüs
(Tartu Ülikool, 2020) Tölp, Raul; Palm, Reimo, juhendaja; Tartu Ülikool. Loodus- ja täppisteaduste valdkond; Tartu Ülikool. Arvutiteaduse instituut
The feedback given by the students in Moodle to the course LTAT.03.001 Computer programming of the University of Tartu is very extensive. The collected data include start quiz, weekly quizzes, tests and final exam surveys. The answers are received in several different formats: single- or multiple-choice answers, a rating scale and free-form text. To analyze the feedbacks of years 2018 and 2019 a dedicated analysis environment was created. The analysis environment takes the survey data from several years as it input and creates a comprehensive summary of the answers to each survey question using various filters and calculation methods. The main part of the results is provided in the form of tables and figures. Free-form responses are processed using word clouds, where main problems and suggestions have been identified. As an end result the analysis environment creates a hundred different tables, figures and word pictures, which give a very good overview of the feedback of the whole course.
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Sixth International Joint Conference on Electronic Voting E-Vote-ID 2021. 5-8 October 2021
(University of Tartu Press, 2021) Krimmer, Robert; Volkamer, Melanie; Duenas-Cid, David; Germann, Micha; Glondu, Stéphane; Hofer, Thomas; Krivonosova, Iuliia; Kulyk, Oksana; Martin-Rozumilowicz, Beata; Rønne, Peter; Solvak, Mihkel; Zollinger, Marie-Laure
This volume contains papers presented at E-Vote-ID 2021, the Sixth International Joint Conference on Electronic Voting, held during October 5-8, 2021. Due to the extraordinary situation provoked by Covid-19 Pandemic, the conference is held online for second consecutive edition, instead of in the traditional venue in Bregenz, Austria. E-Vote-ID Conference resulted from the merging of EVOTE and Vote-ID and counting up to 17 years since the _rst E-Vote conference in Austria. Since that conference in 2004, over 1000 experts have attended the venue, including scholars, practitioners, authorities, electoral managers, vendors, and PhD Students. The conference collected the most relevant debates on the development of Electronic Voting, from aspects relating to security and usability through to practical experiences and applications of voting systems, also including legal, social or political aspects, amongst others; turning out to be an important global referent in relation to this issue. Also, this year, the conference consisted of: · Security, Usability and Technical Issues Track · Administrative, Legal, Political and Social Issues Track · Election and Practical Experiences Track · PhD Colloquium, Poster and Demo Session on the day before the conference E-VOTE-ID 2021 received 49 submissions, being, each of them, reviewed by 3 to 5 program committee members, using a double blind review process. As a result, 27 papers were accepted for its presentation in the conference. The selected papers cover a wide range of topics connected with electronic voting, including experiences and revisions of the real uses of E-voting systems and corresponding processes in elections. We would also like to thank the German Informatics Society (Gesellschaft für Informatik) with its ECOM working group and KASTEL for their partnership over many years. Further we would like to thank the Swiss Federal Chancellery and the Regional Government of Vorarlberg for their kind support. EVote-ID 2021 conference is kindly supported through European Union's Horizon 2020 projects ECEPS (grant agreement 857622) and mGov4EU (grant agreement 959072). Special thanks go to the members of the international program committee for their hard work in reviewing, discussing, and shepherding papers. They ensured the high quality of these proceedings with their knowledge and experience.
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Small-scale cars for autonomous driving research
(Tartu Ülikool, 2024) Petrović, Uroš; Muhammad, Naveed; Tartu Ülikool. Loodus- ja täppisteaduste valdkond; Tartu Ülikool. Tehnoloogiainstituut
Self-driving cars (autonomous cars, robo cars) are vehicles that can drive without human input. In the recent decades, this field of science has received a lot of attention. There is a growing need to improve the safety and effectiveness of traffic. Self-driving cars have the promise of being safe. The main reasoning is that by removing human error, and utilising algorithms, the number of mistakes and accidents that would arise in most situations could be drastically reduced. Autonomous driving is a heavily investigated area currently, but significant challenges remain open, thus requiring significant research during the decades to come. As the cost of life-size test platforms for autonomous-driving research is very high, the need to use smaller-scale vehicles to be employed as test platforms arises. This thesis investigates the viability of such a method, by evaluating the performance and suitability of a small-scale self-driving car platform, the Donkey Car, for different aspects of autonomous driving research. Perception, localization and mapping, planning and end-to-end capabilities of the platform were investigated and compared with publicly available real-life self-driving car experiments. The results achieved showed that small-scale cars are capable of performing autonomous driving research at an acceptable level in comparison with real-life cars.
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Social impact evaluation in social enterprises in Estonia: need, readiness and practices
(2011-08-26) Pärenson, Tuuli
Käesoleva töö eesmärgiks oli kaardistada arvestatava sotsiaalse mõju hindamise (SMH) kriteeriumid ja teha ettepanekuid SMH tööriistade parandamiseks sotsiaalsetes ettevõttetes (SE). SE on organisatsioon, mille peamiseks eesmärgiks on sotsiaalse lisandväärtuse loomine oma erinevatele sihtrühmadele, kes on kaasatud organisatsiooni tegevuste kujundamisse, ning mis on (vähemalt osaliselt) rahastatud läbi äritegevuse. Sotsiaalne mõju on tuvastatav erinevus inimeste käitumises, mis ilmneb organisatsiooni ja selle erinevate sihtrühmade vastastiktoimes. SMH kriteeriumideks on: • SMH peab olema seotud pikaajalise strateegiaga ja olema paindlik, et muutuda koos strateegiaga; • SMH tööriist tuleb luua erinevate huvigruppide koostöös; • SMH ja jätkusuutlikkuse teemasid tuleb analüüsida eraldi, kuid unustamata nende vastastikuseid seoseid; • SMH peab keskenduma indiviididele avaldatava mõju hindamisele, sisaldama nii positiivsete kui negatiivsete mõjude hindamist, analüüsima sihtrühma valikut, võimaldama võrdlust teiste organisatsioonidega ja samas arvestama SE eripäraga; • (võrdlus)andmed peavad olema kättesaadavad mõistlike kuludega, hindamine peab sisaldama nii kvalitatiivseid kui kvantitatiiveid andmeid ning samad andmed peaksid olema kasutatavad nii aruandluseks kui planeerimiseks. Käesolevas töös tehti kolm soovitust SMH tööriistade täiustamiseks: 1) SMH ja peamine sihtrühm tuleb paigutada konteksti, lähtuvalt SE eesmärgist ja probleemist, mida SE püüab leevendada; 2) sotsiaalset mõju tuleb hinnata kolmedimensiooniliselt, arvesse tuleb võtta nii rakenduspunkti, kvantiteeti kui suunda. 3) SMH peab arvesse võtma kriitilist hulka mõju, mis on vajalik (jätkusuutlikku) sotsiaalse muutuse läbi viimiseks ning hinnata tuleb dünaamilisi muutusi taustsüsteemi raamistikus.
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TARGETED EVALUATION OF PROFESSORSHIPS OF NATIONAL SIGNIFICANCE AT THE UNIVERSITY OF TARTU
(Estonian Research Council, 2025) Baddeley, Oriana; Tamm, Anne; Röger, Maren; Paolucci, Claudio; Korhonen, Kuisma J.; Johansson, Emerita Ella; Kiho, Toomas; Palm, Kristi
This report presents the results of the targeted evaluation of the Professorships of National Significance at the University of Tartu. The evaluation was commissioned by the Ministry of Education and Research and conducted by the Estonian Research Council (ETAG) in accordance with Ministerial Decree No. 1.1-2/24/72 of March 2024, which confirmed the subject, participants, responsible institution, and organisational framework of the evaluation.