Journal on Efficiency and Responsibility in Education and Science

1-15

Authors: KLIMEŠOVÁ, Dana, Brožová Helena

Knowledge is an important resource for successful decision-making process in the whole society today. The special procedures of control and management of knowledge therefore have to be used. In the area of knowledge management and knowledge engineering basic terms of these disciplines are data, information, knowledge and knowledge transformation. The knowledge can be defined as a dynamic human process of justifying personal beliefs. Knowledge is a product of successful decision-making process. Knowledge transformation is a spiralling process of interactions between explicit and tacit knowledge that leads to the new knowledge. Nonaka and all show, that the combination of these two categories makes possible to conceptualise four conversion steps: Socialisation, Externalisation, Combination and Internalisation (SECI model). Another model of knowledge creation is the Knowledge Transformation Continuum (BCI Knowledge Group) that begins with the articulation of a specific instruction representing the best way that a specific task, or series of tasks, should be performed. Knowledge modelling and knowledge representation is an important field of research also in Computer Science and Artificial Intelligence. The definition of knowledge in Artificial Intelligence is a noticeable different, because Artificial Intelligence is typically dealing with formalized knowledge (e.g. ontology). The development of knowledge-based systems was seen as a process of transferring human knowledge to an implemented knowledge base. Decision Support Systems (DSS), Geographical Information Systems (GIS) and Operations Research/Management Science (OR/MS) modelling process support decision-making process, therefore they also produce a new knowledge. A Decision Support Systems are an interactive computer-based systems helping decision makers complete decision process. Geographic Information Systems provide essential marketing and customer intelligence solutions that lead to better business decisions. Operational Research and Management Science (OR/MS) is methodology based on system theory and theory of modelling. The OR/MS models serve for better quantification and precision of decision-making process. In this contribution the role of DSS, GIS and OR/MS models in the process of knowledge creation will be explained. The tacit or explicit character of this knowledge and the process of its creation will be explained and discussed.

28-40

Authors: FOLTYNEK, Tomas

This paper deals with the problem set of an achievement test item scoring. The scoring process is generalized with the help of correctness coefficient – the new concept set up by the author. The paper describes complexly formalization of the scoring process, contextualizes the contemporary used methods to the general context and brings new methods as well. The scoring methods of sorting items and guessing penalty are described in detail. Observations described in this paper can help examiners with more accurate assessment of achievement test results. In the first part, the theoretical basics of the test item scoring are given. We are going to find out that whole scoring process depends on the teaching objectives, test item types, curriculum taxonomy and achievement test objectives. Then the theory of the test item types is described. After this theoretical introduction the concepts of the total achievement test score and correctness coefficient are set up. Let’s emphasize that using of the correctness coefficient is the new contribution of the author. Than the correctness coefficient is used to express the measure of examinee’s answer accuracy within the different test item types. Using the correctness coefficient for evaluation of closed multiple-choice items, injective and general relational items, narrow open items, joining items and sorting items are deeply examined and described. Various scoring method for these item types are discussed, especially for the sorting and joining items. Afterwards the theory of penalty guessing is expressed with the help of the correctness co efficient, which strengthens the ability and universality of theory being described. The main goal of this research paper is to provide the complex theoretical overview of the test item scoring problems, which can be useful for pedagogues, examiners and testing application (or e-learning system) developers to provide more accurate and clear evaluation process of the achievement test.

51-58

Authors: KOLAROV, Ivan

The effective traffic safety training is a long process; it starts from very young age and continues throughout life. This is not only a process of acquiring knowledge and skills, but also a matter of social importance. Pedagogical forms of education depend on the position of a man in society, respectively, on abilities to percept the environment. The recent investigations of traffic accidents show, that the young drivers generally have poorer than average self-reflection skills. It is therefore important to foster self-reflection skills and attitudes from an early age, especially in matters that relate to road and driving safety. All of staff that have career in traffic safety training (mainly instructors for driving and traffic safety teachers) in Europe have their responsibility for decreasing the traffic accidents and incidents by polishing their skills. They work under variety conditions, specific National Lows and Regulations, but the features of their target groups are one and the same. In order to meet the new challenges put by EU Commission they need to have common vision about traffic safety training in Europe, to know what traffic safety means for different age groups, to know what is the best practice of their colleagues, including curricula, methods, training materials, and to be aware their work is very important for traffic safety. Aim of this paper is to present an approach for non-formal instructors for driving and traffic safety teachers training for modernizing their professional capabilities with students form 0 to 30 years old. The investigations and main results are based on the theoretical investigation for hierarchical level of behavior, made by Hatakka for instructors for driving training. The students are divided in four age groups: pre-school children (0-6 years), schoolchildren (7-12 years), teenagers (13-17 years) and young adults (18-30 years). For each age group a curriculum is developed according to common EU rules and the Hattakas’ investigations. An example for curricula on teenagers’ traffic safety training is presented the paper.