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The 21st century has ushered in a profound transformation in the realm of education, fueled by the widespread integration of e-learning, fueled by technological advancements and the pursuit of adaptable and accessible learning modalities. As the e-learning landscape continues to evolve, a pertinent question emerges: Do conventional assessment methods align effectively with the exigencies of the digital era and the competencies imperative for thriving in the knowledge economy? This systematic literature review undertakes a comprehensive exploration of this significant question. Through a meticulous synthesis and analysis of a diverse body of existing research, this review effectively brings to light compelling evidence that underscores the pressing need for the redesign of assessment practices within the context of e-learning. In probing this multifaceted subject, the review critically examines how traditional assessment approaches may fall short in capturing the intricacies of modern-day skillsets, critical thinking proficiencies, and adaptability demanded by the swiftly evolving digital landscape. In its conclusion, this study serves as a pivotal catalyst for change, illuminating the urgency and potential benefits of reimagining assessment practices for the dynamic realm of 21st-century e-learning. Based on the findings, it provides stakeholders with prudent and actionable recommendations, empowering them to embark on a purposeful journey of redesigning assessment strategies. By proactively embracing these recommendations, educators, policymakers, and institutions can engender a learner-centric ecosystem that optimally nurtures and empowers learners for a future defined by innovation and adaptability. [ABSTRACT FROM AUTHOR]

Pedagogical Digital Competences (PDC) or also known as ICT competences of teachers are a significant subject matter as they are a prerequisite for efficient digital technology applications in the teaching and the learning process. In many countries of the world, the PDC are integrated into the educational framework of the educator. There are also a number of specific frames for PDC (eg. UNESCO, ISTE, DigCompTeach, DigCompEdu, ECDL). The theoretical base of assessment of PDC is represented by evaluating of teacher competences as a whole. Measures are important because they: can raise teacher's awareness of the need to develop her or his competences; can support a transformation in teaching culture and practice; permit the recognition of the (new) competences acquired or developed; play a part in the quality assurance and control of training and development, thereby leading to its improvement and helping to achieve excellence; can help to develop trust in the teaching workforce; and can facilitate timely intervention to improve teaching. This output also defines the three basic functions of this rating that can serve for supporting teachers' development (formative assesment), monitoring their progress (summative assessment) or for establishing their competence level, for decisions on salaries. For purpose of the formative assessment these tools are: regular meetings with principal or other staff - reviews of competences, self-assessment, critical friends groups, peer review, individual development plans, classroom observations by peers, video analysis, written reflections/narratives, reports, portfolio (inputs/outputs), action research, student/parent feedback. Summative assessment tools include: examinations, classroom observations, micro teaching, video, essays, testing. Evaluating of PDC prefer methods of solving authentic tasks (didactic or performance test, scring rubrics) and combine internal and external evaluations. This would give a more objective picture of the level of teachers PDC than just using a questionnaire with items subjectively evaluated by the teacher himself. The article may be interesting for educator lecturers in the area of PDC and for the educators themselves. It analyzes the available resources and offers conceptual starting points for creating tools for PDC deepening. [ABSTRACT FROM AUTHOR]

The article focuses on the relationship between information and communication technology (ICT) and foreign language skills' training. Integrating information and communication technologies in teaching, learning and assessment has therefore become a necessity nowadays. Recent years have brought a conceptual revolution in education, information and communication technologies becoming a medium for learning in general, for all subjects in the school curriculum. Adapting to the needs of knowledge society calls for teachers to rethink educational way of young people, allowing them to explore the new, to solve problems through their research activity, to connect with others in different cultural and social backgrounds, to express opinions. When properly oriented, technology contributes to an active learning student-centered, to develop creativity and critical thinking. Technology is part of everyday life of the citizen, and information and communication technologies can be found in the socialization process. Taken together, these activities will provide new opportunities for students to personalize access to digital learning resources in school and beyond, becoming more important the need to bring side by side these learning experiences. The introduction of ICT in school, in classroom, in the educational process as a whole, contributes, to a great extent, to improve student results. Firstly, this is because ICT adapts the learning needs of students and teaching needs of teachers. Secondly, the use of ICT in schools creates a new, innovative approach of teaching, learning and assessment activities. Learning can be custom tailored to the needs of all students, and teaching would no longer be limited to fifty minutes in the classroom, but can be practiced anytime and anywhere outside the school. [ABSTRACT FROM AUTHOR]

Assessment not only measures progress but also help e-instructors to identify effective assessment strategies. Online courses make possible new forms of working and learning together that would be difficult to use in the classroom-based course. Also, high quality formative assessment has a positive effect on student learning. The present study aims to investigate differences between online evaluation of learning and traditional evaluation. We also investigated the association between the various forms of evaluation, test anxiety and self-efficacy. The participants were undergraduate students at the Faculty of Psychology and Education Sciences, enrolled in online Moodle courses and non-enrolled students. For an entire semester, the students enrolled in online Moodle courses and completed in the Moodle format quizzes, as an instrument of formative assessment. For the non-enrolled sample, the evaluation was administered in a paper-pencil format, the traditional version. We used three scales; two of them were adapted from MSLQ (The Motivated Strategies for Learning Scale): The Test Anxiety Scale (adapted from MSLQ), The Academic Self Efficacy scale (adapted from MSLQ), Attitudes towards online assessment scale. The first two scales were administered before a formative assessment test for the subject matter Essential of psychological testing. The test was a 35 items quiz. The quiz was administered online using Moodle format for one group of students, and paper pencil for the second group. The content of the quiz was the same for both groups. The online students received after the test a third questionnaire regarding their satisfaction with the online assessment format. The results showed that there are no differences regarding the academic performances (the grades at the test) between the two groups of students, but the test anxiety and the self-efficacy were different, online students reporting higher levels of anxiety before taking the test and lower levels of self-efficacy. Although at the end of the test, online students reported a high satisfaction for the online assessment. The results can be used in the implementation of future assessment methods, in order to reduce the test anxiety and to increase academic self-efficacy. [ABSTRACT FROM AUTHOR]

The strategic planning belongs to key activities at the top management level. The right strategy decision asks for realization of many strategic analyses that are usually completed by the SWOT analysis. Many cases of the standing practice of the SWOT realization consist in simple listing of individual factor items. This paper concentrates on assessing the SWOT analysis by means of weighing that regards both the theory and practice of the SWOT analysis conducting. The paper has focused on assessing the SWOT analysis of the major mining company in the Czech Republic, namely the OKD, a.s., which assessment was conducted by weighing the influence of the analysis individual factors. [ABSTRACT FROM AUTHOR]

Corporate governance systems in Eastern Europe are constantly developing to match Western standards. Various researches have taken different approaches to assess those developmental changes. They use wide range of qualitative and quantitative factors and indicators. The paper focuses on various methods that are being used for assessment and comparison of corporate governance practices and systems. Methods and measures that have been applied to assess countries' corporate governance systems are investigated and sorted. The paper is concerned with summarization of methods of comparison and assessment and also with factors, indicators and measures that were utilized by specific assessment and comparison methods. The aim of the paper is to summarize those approaches and suggest an own design of corporate governance system assessment that can be applied on the comparative study of chosen Central and Eastern European countries (including Russia). In the first part of the paper authors deal with the corporate governance definition with regard to its assessment. Then the authors summarize approaches to corporate governance assessment such as comparative studies, assessment surveys and ratings focused on the national, international and firm level. It follows with summarization of methods, factors and indicators that were frequently used and their significance is evaluated for the purpose of own study. Based on findings an own framework for corporate governance comparative study and assessment is discussed. The framework is critically assessed and its conditions and limitations are determined. The following part includes proposal of an assessment method framework for a survey of the Czech Republic, Poland, Slovakia, Hungary, Slovenia, Lithuania, Latvia and Estonia. Finally suggestions for further development and research are made. Authors are taking a part in a student research project that is focused on comparison of Corporate Governance systems of Central and Eastern European countries. [ABSTRACT FROM AUTHOR]

A waste management system is a complex, dynamic system, characterized by large number of stakeholders, variety of types of waste generated. Waste management contribution to the sustainable development is proven and agreed by the scientists, but assessment of waste management system still generates a lot of discussions. The paper presents results of research about models and methods that are used in total or partial assessment and evaluation of waste management system. The paper describes methods for economic, environmental, social and technological analysis. In context of sustainable development, the results show there is a lack of systematic approach, there is no practice that would perform complex assessment and evaluation of waste management system considering sustainability, and finally it is still not clear what sustainable waste management system has to be. [ABSTRACT FROM AUTHOR]

The need for software is increasingly growing in the automotive industry. Software development projects are, however, often troubled by time and budget overruns, resulting in systems that do not fulfill customer requirements. Both research and industry lack strategies to combine reducing the long software development lifecycles (as required by time-to-market demands) with increasing the quality of the software developed. Software process improvement (SPI) provides the first step in the move towards software quality, and assessments are a vital part of this process. Unfortunately, software process assessments are often expensive and time consuming. Additionally, they often provide companies with a long list of issues without providing realistic suggestions. The goal of this paper is to describe a new low-overhead assessment method that has been designed specifically for small-to-medium-sized (SMEs) organisations wishing to be automotive software suppliers. This assessment method integrates the structured-ness of the plan-driven SPI models of Capability Maturity Model Integration (CMMI) and Automotive SPICE with the flexibleness of agile practices. [ABSTRACT FROM AUTHOR]

The need for software is increasingly growing in the automotive industry. Software development projects are, however, often troubled by time and budget overruns, resulting in systems that do not fulfill customer requirements. Both research and industry lack strategies to combine reducing the long software development lifecycles (as required by time-to-market demands) with increasing the quality of the software developed. Software process improvement (SPI) provides the first step in the move towards software quality, and assessments are a vital part of this process. Unfortunately, software process assessments are often expensive and time consuming. Additionally, they often provide companies with a long list of issues without providing realistic suggestions. The goal of this paper is to describe a new low-overhead assessment method that has been designed specifically for small-to-medium-sized (SMEs) organisations wishing to be automotive software suppliers. This assessment method integrates the structured-ness of the plan-driven SPI models of Capability Maturity Model Integration (CMMI) and Automotive SPICE™ with the flexibleness of agile practices. [ABSTRACT FROM AUTHOR]

In science education, many methods can be used for evaluating student performance. In this survey study, we aimed to investigate which assessment methods are mostly used in science classes of middle schools in Turkey. We Hypothesized that not all of them are used effectively. Outcomes of the study verified our hypothesis. © 2007 American Institute of Physics [ABSTRACT FROM AUTHOR]