Temat: tasks diversity - Prolib Integro

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Tytuł:: Systematyka wymiarów różnorodności zespołów ludzkich
Systematics of human team diversity dimensions
Autorzy:: Tworek, K.
Martan, J.
Tematy:: zespoły ludzkie
różnorodność zespołów
różnorodność zadań
human teams
teams diversity
tasks diversity; Pokaż więcej
Wydawca:: Politechnika Śląska. Wydawnictwo Politechniki Śląskiej
Powiązania:: https://bibliotekanauki.pl/articles/325294.pdf Link otwiera się w nowym oknie
Opis:: W artykule opisano zagadnienie różnorodności zespołów ludzkich. Wskazano, że jest to istotny element badań związanych z funkcjonowaniem oraz efektywnością zespołów ludzkich. Zdefiniowano pojęcie różnorodności zespołów ludzkich i wskazano na występujące różnice w wynikach badań z nim związanych. Analiza występujących różnic w wynikach badań pozwoliła dojść do wniosku, że warunkiem uzyskania jednoznacznych i wiarygodnych rezultatów jest konieczność zastosowania odpowiedniej systematyki wymiarów opisujących różnorodność zespołów ludzkich. Opisano próby ich grupowania. Na podstawie wspomnianej analizy zaproponowano własną systematykę wymiarów. Zidentyfikowano dwie grupy wymiarów: związane z różnorodnością członków zespołu oraz związane z różnorodnością zadań zespołu, a następnie przyporządkowano wykorzystywane w literaturze wymiary do poszczególnych grup.
The article describes the problem of the diversity of human teams. In the first part it indicates that this is an important element of research, related to the functioning and effectiveness of human teams. The concept of human teams diversity is defined and it is indicated that there are differences in the results of research on this phenomenon. On this basis, it was concluded that adequate scheme of dimensions that describes the diversity of human teams is needed for the proper analysis. In the second part of the article, the dimensions from existing literature are analyzed. On this basis, the scheme allowing their arrangement is proposed. Two groups of dimensions are identified: those associated with a diversity of team members and team tasks. Moreover, dimensions used in the literature were assigned to individual groups.
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Difficult Learning Tasks in Biology Curriculum
Autorzy:: Vránová, Olga
Tematy:: learning task
types of tasks
task diversity
difficult tasks; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/45873417.pdf Link otwiera się w nowym oknie
Opis:: This article contains knowledge obtained on the basis of task evaluation in current biology textbooks. Twenty seven textbooks were analysed of the Fortuna, Fraus, Jinan, Nová škola, Prodos, Scientia and SPN publishing companies. Analysis was concentrated on the diversity of difficult tasks. Attention was paid also to the number and position of tasks in texts. The difficulty of tasks was classificated according to Tollingerová. The highest diversity of difficult tasks was found in the textbooks of the Fraus and SPN publishing companies.
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Geografia na maturze – zróżnicowanie merytoryczne i ocena zadań… z arkuszy egzaminacyjnych w latach 2005–2011
Geography on the high school final examinations – the substantive diversity and the assessment of the tasks from examination sheets in the years 2005–2011
Autorzy:: Wójcik, Jan
Tematy:: matura z geografii
ocena zadań maturalnych
wiedza
umiejętności
zróżnicowanie treści zadań maturalnych
Final exam secondary school of the geography
evaluation tasks of the final exam secondary school
knowledge
skills
diversity of the content of tasks final exam secondary school; Pokaż więcej
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/471748.pdf Link otwiera się w nowym oknie
Opis:: The paper presents a substantive and methodological assessment of the tasks and the trends in changes in the scope of knowledge and skills tested during the final examinations (matura) at Polish high schools in the years 2005–2011. The examination sheets contained a various number of tasks (27–38). They included open-ended and closed-ended tasks. With a total of 14 sheets, closed-ended tasks predominated in 9 sheets, open-ended tasks prevailed in 4 sheets, while the number of open-ended and closed-ended tasks was equal in one sheet (Table 1). Typically, more tasks were prepared to verify knowledge than to check skills (Table 2). The number of closed-ended tasks and the tasks verifying knowledge increased, while the number of open-ended tasks and the tasks checking skills decreased. These unfavourable trends were observed at the high school final examinations in the years 2005–2011. Out of the 14 sheets, tasks related to geography of the world predominated in 9 sheets, while tasks related to geography of Poland prevailed in 5 sheets (Table 2). At the high school final examination at the basic level, a greater emphasis was put on the knowledge of geography of Poland, while at the extended level – on the geography of the world. At high school final examinations prevailed tasks related to socio-economic geography (42%). 33% of the tasks concerned physical geography, 15% – regional geography, and 10% – cartography and world time calculation. In individual sheets at the basic level, the tasks related to socio-economic geography accounted for 29–44% of all tasks, while at the extended level – 32–56%. In the extended version of high school final examinations, a considerable number of tasks (25–45%) was associated also with physical geography. Typically, significantly fewer tasks of this type were prepared for the basic level (9–32%). However 18–30% of the tasks put there were related to regional geography – considerably more than in the sheets at the extended level (10–21%). The smallest number of tasks at high school final examinations concerned cartography and world time calculation (basic level: 10–19%, extended level: 3–17%). The number of points for the tasks in the aforementioned groups was not always proportional to the number of tasks. The highest number of tasks and related points at the basic and extended examinations was associated with the knowledge of facts and the ability to draw conclusions from the texts, illustrations, maps, and models attached to the tasks (36% of the tasks and points). The second most numerous group included tasks related to the knowledge of events concerning the contemporary political, social and economic situation in Poland, and in the world (basic level: 22% of tasks and 23% of points, extended level: 26% of tasks and points). In the extended-level sheets, there were more tasks concerning explanation of the processes and phenomena occurring in the geographical environment than in the sheets at the basic level; also more points were awarded for them (17% and 18%; 15% and 14%). In the basic version of the high school final examination, twice as many tasks relating to the work with maps were included than in the extended version (16% and 8%) and twice as many points (16% and 6%) could be obtained. Tasks related to the astronomical bases of geography and related points at both levels of requirements constituted 3%/6% and 3%/7% respectively, of the total number of tasks. The number of tasks verifying the knowledge of concepts and definitions, as well as the number of points were similar in the sheets at both levels (8%/9% and 7%/7% respectively) (Table 4). Some errors and inaccuracies were unfortunately not avoided at the high school final examinations (Table 16). The highest number of mistakes was observed in the basic level sheet of the high school final examination of 2005 (in 29% of the tasks). At subsequent examinations, errors occurred in a few tasks. The model of the sheet developed for the first high school final examination has not changed significantly for 7 years.
Dostawca treści:: Biblioteka Nauki

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