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2013/1, стр. 81 - 90

METHODS FOR SETTING CUT SCORES IN CRITERION – REFERENCED ACHIEVEMENT TESTS

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ÎÖÅÍßÂÀÍÅÒÎTESTSованиеEducational AssessmentОценяваневучилищнотообразMETHODS FOR SETTING CUTSCORESIN CRITERION – REFERENCEDACHIEVEMENTCOMPARATIVEANALYSIS OFTHE SEPARATE METHODSTHE QUALITYOF

Felly Stojanova Methods

Goal, main purposes, object, subject and hypotheses of the current research

One of the most significant conclusions from the many years of research into the methodology of setting cut scores is that the different methods lead to different cut scores (Jaeger, 1989; Mehrens, 1994; Bontempo et al, 1998 and others). This was confirmed while comparing the six methods in Chapter Two where even for the very same judges the cut scores were different for the different methods. For some of the methods the cut scores diverged to a large extent.

These differences are easy to explain. They emerge from the fact that the procedures in the different methods are also different and take into account different kinds of information. In the absence of a true cut score, it is difficult to make a decision regarding which of the different cut scores is the most adequate and well-supported. Existing empirical data and theoretical evidence and reasoning are indispensable for supporting the validity of a given method and its advantages compared to the other methods.

ÎÖÅÍßÂÀÍÅÒÎof the six methods developed by the author for setting cut scordetermined criteria and a comparative analysis using these criteria to determinethe most effective among the methods.in Chapter T

Accordingly, the main goal of this empirical study is to investigate the validity
es and based on pre

The subject of the present research is the methods for setting cut scores, described wo, namely:

– The Basket procedure;

– The Compound Cumulative method;

– The Cumulative Cluster method;

– The ROC-curve method;

– The Item Mastery method;

– The Level Characteristic Curve method.

The object of the present study is the psychometric characteristics of the aforementioned methods, in terms of their validity (internal and external).

As already mentioned in setting the research question, in the process of development of the aforementioned methods, several hypotheses were outlined, namely:

I The method with the smallest standard error of the cut score is the Compound Cumulative method.

II The cut scores obtained by the Basket procedure will differ substantially from the ones obtained using the other five methods, and the direction of these differences will depend on the position of the respective cut score on the scale used for measuring the test results.

III The Compound Cumulative and Cumulative Cluster methods will produce cut scores closer to each other than the other methods.

The main purposes of the study are as follows:

A Development of a study design;

B Application of the six methods for setting cut scores for each particular component of the study design;

C Analysis of the internal validity of the obtained cut scores and testing hypothesis I;

D Comparative analysis of the cut scores, determining the degree of proximity between the separate methods and testing hypotheses II and III;

E Development of a set of criteria to determine the quality of the methods for setting cut scores which conform to the characteristics of the study design and the prevailing criteria for quality;

F Comparative analysis of the methods for setting cut scores in the light of the system of criteria and determining the most effective among them. The successful realization of the aims described in A to F will be directly related to attaining the main goal of the study and to testing the hypotheses described above.

ÎÖÅÍßÂÀÍÅÒÎThe study has been designed to control the factors that might affect the cutscores but which at the same time are not directly connected to the subject of the, which in general is crucial, itis desirable to set the cut scores on the basis of the same judgments. In this case it iscs of the methods used in the study make it possible toconduct secondary analyses of data from projects in which only one of the describedStudy designanalysis. To avoid the influence of the “judge” factorMoreover, the specifipossible because the six methods are based on the same type of judgment.

methods is used. This can be achieved by simply using the available empirical data and judgments to set the cut scores with each one of the other methods.

This, however, requires a decision to be made as to which of the available data to use in the secondary analysis, as over the last ten years a signifi cant amount of empirical data has been obtained by the author: over 30 tests for assessing the level of language competence in 7 languages (English, German, French, Spanish, Swedish, Finnish and Russian), four reproductive language skills (reading comprehension, listening comprehension, grammar and vocabulary), and the overall number of judgments that have been taken into account is over 400.

In the end, the choice concerning the particular empirical data to be included in this study was made on the basis of several criteria:

- High reliability of the test and good psychometric characteristics of the items that it contains.

This requirement comes from the fact that the validity of the cut scores is highly dependent on the validity of the test itself. If the test is of doubtful quality, it cannot be expected that the cut scores will be adequate and valid. Moreover, the classifi cation accuracy in dividing the test score into several groups is directly related to the reliability of the test.

– Tests which have a good fit between the empirical data and the chosen IRT model.

Since two of the methods are IRT-based, the empirical data has to be such that it allows the application of some of the IRT models. In turn, a high degree of consistency between the model and the data is necessary because any violation of the conditions for using a given model casts into doubt all the subsequent conclusions and interpretations, including those concerning the cut scores obtained by using the model.

– A maximum variety of language abilities being measured.

It is well-known from practice that the quality of achievement tests is predetermined to a large extent by the complexity of the construct being measured (cognitive ability or competence). For instance, in foreign language testing it is relatively easier to develop a good test for measuring vocabulary or grammar knowledge than a test for measuring reading or listening comprehension. It is also logical to suppose that the judges, most of whom are also test item writers, will show a different degree of consistency with the empirical data depending on what

ÎÖÅÍßÂÀÍÅÒÎexactly is the language ability that is measured. That is whyexplore the effectiveness of the methods, regardless of the ability measured by thetest, it is desirable to apply the methods to tests measuring different abilities.judgments of all judges, is one of the main criteria for the quality of a given methodand the cut scores obtained by it. One of the main factors on which the standarderror depends is the number of participating judges. That is why it is desirable, if the purpose is toVariation in the number of the judges participating in the judgment task.–The accuracy of the judgment, in the sense of a minimal error of the mean of the

that the empirical data is selected in a way that ensures variation in the number of judges that took part in setting cut scores. – Variation in the quality of the judgments The cut scores, regardless of the method applied, depend to a large extent on the quality of the judgments - whether and to what extent there is agreement between the different judges on the one hand and the judgments and the empirical data on the other. In order to explore the influence of the quality of the judgments on the cut scores derived by different methods, judgments of varying quality are required. It is obvious that it is necessary to include more than one test in the present study in order to ensure the desired variety concerning the measured skills and the number of judges that took part. Taking into account these main considerations, the final design for the present research includes three tests and the related judgments. Their description is presented in the next two sections.

Instruments

In analyzing the results of the three tests the same probability model - the one-parameter logistic model - OPLM - was used (Verhelst et al, 1995). This model unites the attractive characteristics of the Rasch model with the higher flexibility and applicability of the two-parameter logistic model. The main difference between the two models is that the one-parameter logistic model does not require the test items to have the same discrimination power, as is the case in the Rasch model, which is hard to achieve in reality. One of the consequences of this difference is that, in the case of the one-parameter model, the total test score is based on test items with different weights which are proportional to their discrimination index. In other words, the raw test score and the Z-scale - used for expressing the results when using OPLM for a mutual correspondence that allows comparability - have to be treated as different measurement scales. The first test (Tl) is a test for listening comprehension in Finnish and is part of the international European project for Internetbased foreign language testing – DIALANG. The pilot study, with the judgment data and a preliminary analysis of the data, was conducted in the period 1998–1999.

The fi nal version of the test consists of 50 test items, 36 multiple-choice items and 14 constructed response items.

The initial test characteristics were determined using a sample of 429 examinees and an incomplete linked test design of four blocks. In developing the adaptive sub-tests and the analysis of the cut scores a simulation model with 900 examinees was used.

ÎÖÅÍßÂÀÍÅÒÎ

The psychometric characteristics of the test are presented in Table 1 (column „Test 1“). As the table shows, the test demonstrates very high reliability (0.96), regardless of the fact that it contains items with a quite low discrimination index (+0.11). The fact that such items remained in the fi nal version of the test has its explanation: the test is intended to measure the language competence in the entire interval from level Al to C2 using adaptive subtests. That is why it contains items with a high variability in their difficulty. For instance, the item with a discrimination index of+0.11 is one of the easiest items and was answered correctly by 98% of the examinees. However, it has a positive discrimination index, a monotonously increasing Level Characteristic Curve and shows good fit to the theoretical model that was used.

The second test (T2) is one of the pilot tests for grade 11 used in the Norwegian project for external assessment of language competence (reading comprehension) in English in secondary school (BITE-IT: Bergen Interactive Testing of English).

It contains 52 items and is completely computerized (including the item scoring). The item format is compatible with IT capacities and is close to the formats used in the items in the illustrative example (section 2.2.1). The empirical data for this test were also obtained using an incomplete linked test design containing 10 blocks and a total sample of 2622 examinees. Each test item was answered by at least 513 examinees. The initial test characteristics were determined using the whole sample, but the analysis of the cut scores was based only on a sub-sample of 277 examinees who answered all the 52 items in the test.

The psychometric characteristics of the test are presented in Table 1 (column „Test 2“) and it shows that the test has a high reliability (0.93) and good fit (p = 0.146) with the theoretical model used (OPLM).

ÎÖÅÍßÂÀÍÅÒÎmar structures) in Swedish that was used for the matriculation examination (of Finn-ish-speaking students) in Finland in 2004. The sub-test contains 39 multiple-choiceitems in total. The psychometric characteristics of this instrument were determinedusing the total population of students that took the examination (n = 15 370).model and the data (Trandom sub-sample of 500 examinees. The reason for this sub-sampling is that allThe third test (T3) is a sub-test for the assessment of language competence (gram-Due to the size of the sample, however, the results forable 1, the last two sections of column T3) are based on thefit between the theoretical

the tests of statistical significance are highly dependent on the sample size and with n > 1000 even minimal differences are statistically signifi cant. It should be noted that for this test, because of security concerns, namely the need to ensure that item content was not leaked prior to the administration of this examination, the test items were not pre-tested. Despite this fact, however, the test shows a high quality (a = 0.90) keeping in mind its relatively short length (39 items). Moreover, even the minimum discrimination index (+0.24) of all items is acceptable as it is for one of the most difficult items that was answered correctly by only 31% of the examinees.

Judgments

The judgments for setting cut scores for the three tests included in the study were obtained using the same formulation of the judgment task, namely:

Which is the minimum level of competence at which a given examinee has to be in order to answer this test item correctly?

Each one of the judges gave his or her judgment for each one of the test items and was free to use the entire scale of the language competence levels (Al, A2, Bl, B2, CI and C2) as defined by the CEFR. Depending on the measured language ability, different sub-scales were used. Due to the lack of a specifi c scale for the assessment of grammatical knowledge in the CEFR, the corresponding scale developed in Finland was used in the third test. This scale is linked to the CEFR.

All of the judges that participated in the judgment process were experts in the respective foreign language with over two years of experience both in teaching and in test item construction and analysis.

The preliminary instruction of the judges in all three cases was conducted in half a working day and included introduction to the CEFR and the corresponding assessment scale as well as judgment of sample test items in order to increase consistency with the empirical data among the judges.

The number of judges that took part in setting the cut scores for the fi rst test was seven. This number, although exceeding the absolute minimum of fi ve judges (Livingston & Zieky, 1982, p. 16) and acceptable in forensic practice in the United States (Biddle, 1993), is relatively low. The reason for this low number is that

ÎÖÅÍßÂÀÍÅÒÎthe test is in Finnish and the number of experts with a minimum two years ofIn the judgment for the second test, 10 judges took part which is in accordancewith the recommendation given in the pilot version of the Manual for RelatingThe largest number of judges (13) participated in setting the cut scores forthe third test and it would be expected that the standard error of the mean for theprofessional experience in instruction in Finnish and testing is relatively low.Language Examinations to the CEFR (Council of Europe, 2003, p. 94).The standard error of the mean of the judgments, however, depends not only onjudgments for this test would be lower than in the other two tests.the number of judges, but also on their mutual internal consistency as well as ontheir consistency with the empirical data.

Table 2 presents the values for three of the most frequently used indicators of internal consistency – Cronbach’s alpha (a), the intraclass correlation (ICC) and Kendal’s coeffi cient of concordance (Kendall’s W). In contrast to the other two indicators, Cronbach’s u depends to a large extent on the number of the judges and as such it would be expected to be highest for the third test. However, the results in Table 2 do not meet this expectation.

For all three indicators, the highest values are for the judgments made with the lowest number of judges (test 1) and the lowest for the third test, which has the most judges. Based on these results, it can be concluded that the judgments for the fi rst and the second tests are of acceptable quality regarding their internal consistency.

Concerning the judgments for the third test, the discrepancies between the judges are so large that we should talk about internal inconsistency rather than consistency. There are many possible reasons for such inconsistency which would be of interest to investigate, but in this case we are more concerned with investigating what

ÎÖÅÍßÂÀÍÅÒÎhappens when we apply the different standard-setting methods in this study to datashowing such a low degree of internal consistencymuch - so much that in Twith the item difnot statistically signijudge whose judgment is in almost absolute consistency (96%) with the empiricalitem difThe degree of consistency with empirical difficulty (Z-scale) also varies too.est 3 there is one judge whose judgment is inconsistentficulty in the majority of cases, which leads to a negative (althoughficant) correlation.At the same time, in Test 2, there is one

fi culty.

The degree of consistency of the judgments with the empirical item diffi cultyacross all three measures of consistency - is lowest (although acceptable) for the judgments for the third test.

The calculation of the different indices of consistency with the empirical data allows an analysis of the relationships between the different coeffi cients. The extremely high correlation (> 0.98) between the three indices confirms that they measure the same characteristic. In this, as could be expected, the relationship between the misplacement index (MPI) and Kendal’s coeffi cient is relatively stronger than between the MPI and Spearman’s coeffi cient.

Although, for some of the tests in the preliminary analysis, more than two cut scores were set (for Test 1 and Test 3), for the needs of this study only two cut scores per test will be set. The corresponding levels of language competence are presented in Table 12, and the two cut scores will be designated by X (the fi rst) and Y (the second).

Resampling

Since in setting the cut scores, relatively small samples of judges (n < 20) are used, one of the main problems is to find whether in any replication of the procedure with another sample of judges the results will be the same or at least close.

The comparative analysis of the results from the application of different methods is also limited by the relatively small number of observations and the large number of factors on which they are highly dependent.

For instance, the total number of cut scores that are set for each test using the six methods is 20. This is so because two cut scores were set (X and Y) with each method, and the fi rst four methods were applied both to the raw test score and the Z-scale, and the last two methods were used for setting the cut scores using only the Z-scale. This means that, with three tests, the number of the different cut scores that will be subject to a comparative analysis is 60, which is too small a sample size, especially as these 60 cut scores will be affected by several factors such as the test, the method, the sequential number of the cut scores and the type of scale.

To overcome these two problems, modern statistical methods offer several possible approaches that are known under the common term resampling. Resampling is viewed as a new and promising alternative to the statistical tests of signifi cance

REFERENCES

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Gillaspy, J. (1996). Evaluating Result Replicability: Better Alternatives to Signifi cance Tests. Paper presented at the Annual Meeting of the Southwest Educational Research Association, New Orleans.

Jaeger, R. (1989). Certification of student competence (pp. 485–511). Educational Measurement. Ed. by R. Linn. Washington, DC: American Council on Education.

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Livingston, S. & Zieky, M. (1982). Passing Scores: A Manual for Setting Standards of Performance on Educational and Occupational Tests. Princeton, NJ: ETS.

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Dr. Petya Stefanova, Assist. Prof., Dr. Assist. Elitsa Ibryamova, Assist. Prof., Prof. Angel Smrikarov, Dr. Galina Ivanova, Assoc. Prof.

АНАЛИЗ НА ПРОГРАМНИТЕ МОДЕЛИ ЗА АВТОМАТИЗИРАНЕ НА КОГНИТИВНИ ПРОЦЕСИ

Доц. д-р Валентин Атанасов Доц. д-р Анелия Иванова

Книжка 5
MANAGING A POSITIVE AND LIFE-SKILLS DEVELOPMENT IN THE SCHOOL-BASED CURRICULA: A LITERATURE REVIEW ON THE SUSTAINABLE EDUCATION

Dr. Lindita Durmishi, Assoc. Prof., Dr. Ardian Durmishi Prof. Milena Filipova Dr. Silva Ibrahimi

APPLICATION OF THE COMPETENCY MODEL IN BUSINESS ADMINISTARATION HIGHER EDUCATION IN HORIZON 2030

Prof. Nadya Mironova, Dr. Tatyana Kicheva, Assoc. Prof., Dr. Miglena Angelova, Assoc. Prof.

Книжка 4s
THE EDUCATION AND RESEARCH IN THE QUADRUPLE HELIX AND THE REGIONAL INNOVATION PROSPECTS

Prof. Dr. Milen Baltov Dr. Stela Baltova, Assoc. Prof. Dr. Vilyana Ruseva, Assoc. Prof.

Книжка 4
ATTITUDES OF STUDENTS – FUTURE TEACHERS, FOR THE APPLICATION OF GENERATIVE ARTIFICIAL INTELLIGENCE

Assoc. Prof. Nikolay Tsankov, DSc. Dr. Ivo Damyanov, Assist. Prof.

EDUCATIONAL NEEDS OF THE JUDICIAL ADMINISTRATION IN THE CONTEXT OF DIGITALIZATION

Dr. Diana Dimitrova, Dr. Darina Dimitrova, Assoc. Prof., Dr. Velina Koleva

MANAGERIAL ASPECTS OF COOPERATION AMONG HIGHER EDUCATION INSTITUTIONS AND THEIR STAKEHOLDERS

Prof. Olha Prokopenko, DSc. Dr. Svitlana Perova, Assoc. Prof. Prof. Tokhir Rakhimov, DSc.

APPLICATION OF EDUCATIONAL STRATEGIES IN STUDYING THE DYNAMICS OF STATE POWER STRUCTURES: IMPLEMENTATION OF FORMAL AND INFORMAL MECHANISMS OF INFLUENCE

Prof. Stoyan Denchev, DSc. Dr. Miriyana Pavlova, Assist. Prof. Dr. Steliana Yordanova, Assist. Prof.

ДИАГНОСТИКА НА ФОРМИРАНАТА ПРОФЕСИОНАЛНА КОМПЕТЕНТНОСТ НА БЪДЕЩИ ИНЖЕНЕРИ ПО ЕНЕРГЕТИКА

Гл. ас. д-р Надя Илиева Доц. д-р Елена Бояджиева Ивалина Маринова

Книжка 3s
A MODEL FOR CALCULATING THE INDIRECT ADDED VALUE OF AI FOR BUSINESS

Dr. Petya Biolcheva, Assoc. Prof., Prof. Nikolay Sterev, DSc.

AI EFFECTIVENESS AND RISK ASSESSMENT OF INVESTMENTS IN HIGH-RISK START-UPS

Sotir Ivanov, PhD Student, Dr. Petya Biolcheva, Assoc. Prof.

COMPETITIVENESS OF TEXTILE PRODUCERS IN DIGITAL BUSINESS ERA

Prof. Nikolay Sterev, DSc., Dr. Vyara Milusheva, Assoc. Prof.

CHALLANGES OF USING ARTIFICIAL INTELLIGENCE IN MANAGEMENT DECISION MAKING

Dr. Bozhana Stoycheva, Assist. Prof. Dr. Pavel Vitliemov, Assoc. Prof.

THE SIGNIFICANCE OF ERASMUS+ MOBILITY IN BUSINESS EDUCATION: AN EXAMINATION OF A SUCCESSFUL BULGARIAN-MEXICAN COLLABORATION

Dr. Lyudmila Mihaylova, Assoc. Prof. Dr. Emil Papazov, Assoc. Prof. Dr. Diana E. Woolfolk Ruiz

Книжка 3
ИГРОВИ ПОДХОДИ В ОБУЧЕНИЕТО: УНИВЕРСИТЕТСКИ КОНТЕКСТ

Проф. д.н. Цветан Давидков Силвия Тонева, докторант

Книжка 2
FORMATION OF PROFESSIONAL SKILLS OF AGRICULTURAL ENGINEERS DURING LABORATORY PRACTICE WHEN STUDYING FUNDAMENTAL SCIENCE

Dr. Ivan Beloev, Assoc. Prof. Dr. Oksana Bulgakova, Assoc. Prof., Dr. Oksana Zakhutska, Assoc. Prof., Dr. Maria Bondar, Assoc. Prof. Dr. Lesia Zbaravska, Assoc. Prof.

ИМИДЖ НА УНИВЕРСИТЕТА

Проф. д.п.н. Галя Христозова

Книжка 1s
COMPETITIVENESS AS A RESULT OF CREATIVITY AND INNOVATION

Dr. Nikolay Krushkov, Assoc. Prof. Dr. Ralitza Zayakova-Krushkova

INNOVATION, TECHNICAL PROGRESS AND ECONOMIC DEVELOPMENT

Dr. Aleksandar Aleksandrov, Assist. Prof.

ENHANCING ECONOMIC SECURITY THROUGH INTELLECTUAL PROPERTY

Dr. Dimiter Gantchev, Assist. Prof.

INTELLECTUAL PROPERTY AND SECURITY IN THE INTEGRATED CIRCUITS INDUSTRY

Dr. Ivan Nachev, Dr. Yuliana Tomova, Iskren Konstantinov, PhD student, Marina Spasova, student

GREEN TRADEMARKS AND SUSTAINABILITY

Dr. Silviya Todorova, Assist. Prof.

ARTIFICIAL INTELLIGENCE AND ITS PROTECTION AS AN INVENTION

Dr. Vladislava Pаcheva, Assist. Prof.

Книжка 1
PROBLEMS AND PERSPECTIVES FOR SOCIAL ENTREPRENEURSHIP IN HIGHER EDUCATION

Prof. Dr. Milena Filipova Prof. Dr. Olha Prokopenko Prof. Dr. Igor Matyushenko, Dr. Olena Khanova, Assoc. Prof. Dr. Olga Shirobokova, Assoc. Prof. Dr. Ardian Durmishi

RESEARCH OF USING THE SYSTEM APPROACH TO INCREASE PROFESSIONAL COMPETENCE OF STUDENTS IN THE PROCESS OF STUDYING NATURAL SCIENCES

Dr. Ivan Beloev, Assoc. Prof. Dr. Іnna Savytska, Assoc. Prof., Dr. Oksana Bulgakova, Assoc. Prof. Prof. Iryna Yasinetska, Dr. Lesia Zbaravska, Assoc. Prof.

2023 година
Книжка 6s
TRANSFORMING MARITIME EDUCATION FOR A DIGITAL INDUSTRY

Dr. Christiana Atanasova, Assist. Prof.

DEVELOPMENT OF A COMMON INFORMATION SYSTEM TO CREATE A DIGITAL CAREER CENTER TOGETHER WITH PARTNER HIGHER SCHOOLS

Prof. Dr. Yordanka Angelova, Dr. Rossen Radonov, Assoc. Prof. Vasil Kuzmov, Assist. Prof. Stela Zhorzh Derelieva-Konstantinova

DRAFTING A DIGITAL TRANSFORMATION STRATEGY FOR PROJECT MANAGEMENT SECTOR – EMPIRICAL STUDY ON UAE

Mounir el Khatib, Shikha al Ali, Ibrahim Alharam, Ali Alhajeri Dr. Gabriela Peneva, Assist. Prof., Prof. Jordanka Angelova, Mahmoud Shanaa

VOYAGE OF LEARNING: CRUISE SHIPS WEATHER ROUTING AND MARITIME EDUCATION

Prof. Svetlana Dimitrakieva, Dr. Dobrin Milev, Assist. Prof., Dr. Christiana Atanasova, Assist. Prof.

RESEARCH ON THE SUSTAINABLE DEVELOPMENT COMPETENCES OF THE LANDSCAPE ARCHITECT IN PRACTICE

Land. arch. Elena Dragozova, Assoc. Prof., Dr. Stanislava Kovacheva, Assoc. Prof.

STUDY OF THE KEY FACTORS INFLUENCING THE EFFECTIVE PLANNING AND UTILIZATION OF PRODUCTION FACILITIES IN THE INDUSTRIAL ENTERPRISE

Dr. Tanya Panayotova, Assoc. Prof., Dr. Krasimira Dimitrova, Assoc. Prof., Neli Veleva, PhD student

SIMULATOR TRAINING – UNIQUE POWERFUL INSTRUMENT FOR EDUCATING, SKILLS CREATING, MITIGATING SKILLS AND RESILIENCE CREATING

Prof. Dimitar Dimitrakiev, Vencislav Stankov, Assist. Prof., Dr. Christiana Atanasova, Assist. Prof.

СТРУКТУРНИ ПРОМЕНИ В ОБУЧЕНИЕТО НА МЕНИДЖЪРИ ЗА ИНДУСТРИЯ 5.0

Доц. д-р Недко Минчев, доц. д-р Венета Христова, гл. ас. д-р Иван Стоянов

RESEARCH OF THE INNOVATION CAPACITY OF AGRICULTURAL PRODUCERS

Dr. Siya Veleva, Assoc. Prof.; Prof. Dr. Eng. Margarita Mondeshka Dr. Anka Tsvetanova, Assoc. Prof.,

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ПРЕСЕЧНАТА ТОЧКА НА СПОРТА, СИГУРНОСТТА И КРИПТО ФЕН ТОКЕНИТЕ

Полк. доц. Георги Маринов Доц. Милена Кулева

ВИДОВЕ ТРАВМИ В ПАРАШУТИЗМА И ПРЕВЕНЦИЯТА ИМ

Капитан III ранг Георги Калинов

ОБУЧЕНИЕ В ХОДЕНЕ С ПОМОЩНИ СРЕДСТВА – РИСКОВЕ И СИГУРНОСТ ЗА ПАЦИЕНТА

Атанас Друмев Доц. д-р Данелина Вачева, доц. д-р Искра Петкова

Книжка 5
ПОДХОДИ ЗА ПСИХОСОЦИАЛНА ПОДКРЕПА НА УНИВЕРСИТЕТСКИ ПРЕПОДАВАТЕЛИ В УСЛОВИЯ НА КРИЗА

Доц. д.н. Цветелина Търпоманова, доц. д.н. Веселина Славова

Книжка 4s
DETERMINING THE DEGREE OF DIGITALIZATION OF A HIGHER EDUCATION INSTITUTION

Acad. DSc. Hristo Beloev, Prof. Dr. Angel Smrikarov, Assoc. Prof. DSc. Valentina Voinohovska, Assoc. Prof. Dr. Galina Ivanova

A STUDY ON THE POSSIBILITIES TO INTEGRATE THE MODERN 3D TECHNOLOGIES IN THE SCIENTIFIC ACTIVITIES OF THE HIGHER EDUCATION INSTITUTIONS

Prof. Dr. Georgi Hristov, Assoc. Prof. Dr. Ivan Beloev, Assoc. Prof. Dr. Plamen Zahariev, Assist. Prof. Dr. Diyana Kinaneva, Assist. Prof. Georgi Georgiev

THE ROLE OF THE UNIVERSITIES AS ACCELERATORS FOR THE INTEGRATION OF THE STEM LEARNING METHODS IN THE PRIMARY AND SECONDARY SCHOOLS

Prof. Dr. Georgi Hristov, Assoc. Prof. Dr. Ivan Beloev, Assoc. Prof. Dr. Plamen Zahariev, Assist. Prof. Georgi Georgiev

ОТ STEM КЪМ BEST: ДВА СТАНДАРТА, ЕДНА ЦЕЛ

Проф. д-р Андрей Захариев, проф. д-р Стефан Симеонов, гл. ас. д-р Таня Тодорова

ВЪЗМОЖНОСТИ ЗА ПРИЛОЖЕНИЕ НА БЛОКЧЕЙН ТЕХНОЛОГИЯТА В ОБРАЗОВАНИЕТО

Докторант Андриан Минчев, доц. д-р Ваня Стойкова

ПРЕДИЗВИКАТЕЛСТВА НА ДИГИТАЛНАТА ТРАНСФОРМАЦИЯ В ОБРАЗОВАНИЕТО – СРАВНИТЕЛЕН АНАЛИЗ НА СТУДЕНТСКОТО МНЕНИЕ

Гл. ас. д-р Мирослава Бонева, доц. д-р Антон Недялков, проф. д.н. Милена Кирова

CHALLENGES, REQUIREMENTS, OPPORTUNITIES AND SOLUTIONS FOR THE DIGITAL TRANSFORMATION OF THE TRANSPORT EDUCATION

Prof. Dr. Georgi Hristov, Assoc. Prof. Dr. Ivan Beloev, Assoc. Prof. Dr. Plamen Zahariev

Книжка 4
EFFECT OF RESILIENCE ON BURNOUT IN ONLINE LEARNING ENVIRONMENT

Dr. Radina Stoyanova, Prof. Sonya Karabeliova, Petya Pandurova, Dr. Nadezhda Zheckova Dr. Kaloyan Mitev

STATE AND PROSPECTS OF DEVELOPMENT OF ACADEMIC MOBILITY IN THE SYSTEM OF TRAINING A SPECIAL EDUCATION SPECIALIST

Dr. Tetiana Dokuchyna, Assoc. Prof., Prof. Dr. Svitlana Myronova, Dr. Tetiana Franchuk, Assoc. Prof.

Книжка 3s
STRATEGIES AND POLICIES TO SUPPORT THE DEVELOPMENT OF AI TECHNOLOGIES IN EUROPE

Assoc. Prof. Miglena Molhova, Assoc. Prof. Petya Biolcheva

BULGARIA'S TECHNOLOGICAL DEVELOPMENT THROUGH THE PRISM OF HIGHER EDUCATION POLICIES

Assoc. Prof. Ivaylo B. Ivanov, Assoc. Prof. Miglena Molhova

INTELLIGENT ANIMAL HUSBANDRY: FARMER ATTITUDES AND A ROADMAP FOR IMPLEMENTATION

Prof. Dr. Dimitrios Petropoulos, Koutroubis Fotios Assoc. Prof. Petya Biolcheva Evgeni Valchev

EFFECTIVE MANAGEMENT OF HUMAN RESOURCES IN TOURISM THROUGH MOTIVATION

Assoc. Prof. Fahri Idriz Assoc. Prof. Marin Geshkov

Книжка 3
САМООЦЕНКА НА ОБЩООБРАЗОВАТЕЛНИТЕ И РЕСУРСНИТЕ УЧИТЕЛИ ЗА РАБОТА В ПАРАДИГМАТА НА ПРИОБЩАВАЩОТО ОБРАЗОВАНИЕ

Проф. д.н. Милен Замфиров, проф. Емилия Евгениева, проф. Маргарита Бакрачева

STUDY OF THE DEVELOPMENT OF THE USE OF COMMUNICATIVE TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF ENGINEERS TRAINING

Assoc. Prof. Ivan Beloev, Assoc. Prof. Valentina Vasileva Assoc. Prof. Sergii Bilan, Assoc. Prof. Maria Bondar, Assoc. Prof. Oksana Bulgakova, Assoc. Prof. Lyubov Shymko

SAFETY THROUGH ARTIFICIAL INTELLIGENCE IN THE MARITIME INDUSTRY

Assoc. Prof. Petya Biolcheva Evgeni Valchev, PhD student

Книжка 2
РАЗПОЛОЖЕНИЕ НА ВИСШИТЕ УЧИЛИЩА В БЪЛГАРИЯ В КОНТЕКСТА НА ФОРМИРАНЕ НА ПАЗАРА НА ТРУДА

Гл. ас. д-р Цветелина Берберова-Вълчева, доц. д-р Камен Петров, доц. д-р Николай Цонков

CHARACTERISTICS AND COMPONENTS OF THE CYBER HYGIENE AS A SUBCLASS OF CYBER SECURITY IN MILITARY ENVIRONMENT AND EDUCATIONAL ISSUES

Prof. Boyan Mednikarov, DSc. Prof. Yuliyan Tsonev Dr. Borislav Nikolov, Prof. Andon Lazarov, DSc.

Книжка 1
MODERNIZATION OF THE CONTENT OF THE LECTURE COURSE IN PHYSICS FOR TRAINING FUTURE AGRICULTURAL ENGINEERS

Dr. Ivan Beloev, Assoc. Prof., Dr. Valentina Vasileva, Assoc. Prof. Prof. Vasyl Shynkaruk, DSc., Assoc. Prof. Oksana Bulgakova, Assoc. Prof. Maria Bondar Assoc. Prof. Lesia Zbaravska, Assoc. Prof. Sergii Slobodian

THE NEW PANDEMIC NORMAL THROUGH THE EYES OF BULGARIAN STUDENTS

Prof. Vyara Stoilova, Assoc. Prof. Todorka Kineva

2022 година
Книжка 6
ORGANIZATION OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT FOR THE STUDENTS WITH SPECIAL NEEDS

Prof. Halyna Bilavych Prof. Nataliia Bakhmat Prof. Tetyana Pantiuk, Prof. Mykola Pantiuk Prof. Borys Savchuk

ДИГИТАЛИЗАЦИЯ НА ОБРАЗОВАНИЕТО В БЪЛГАРИЯ: СЪСТОЯНИЕ И ОБЩИ ТЕНДЕНЦИИ

Д-р Теодора Върбанова, проф. д-р Албена Вуцова, доц. д-р Николай Нетов

СКРИНИНГ НА ЗРЕНИЕТО – ПРОФИЛАКТИКА И ЕЛЕМЕНТ ОТ ПРАКТИКАТА НА СТУДЕНТИ И ОБУЧЕНИЕТО НА УЧЕНИЦИ

Руска Драганова-Христова, д-р Славена Стойкова, доц. д-р Снежана Йорданова

Книжка 5
ПРАВОТО НА ИЗБОР В ЖИВОТА НА ДЕЦАТА В РЕПУБЛИКА БЪЛГАРИЯ

Проф. д.п.н. Сийка Чавдарова-Костова, гл. ас. д-р Даниела Рачева, ас. Екатерина Томова, доц. д-р Росица Симеонова

SUSTAINABLE PROFESSIONAL DEVELOPMENT THROUGH COACHING: BENEFITS FOR TEACHERS AND LEARNERS

Assoc. Prof. Irina Ivanova, Assoc. Prof. Penka Kozhuharova, Prof. Rumyana Todorova

SELF-ASSESSMENT – A COMPONENT OF THE COMPETENCE-BASED TRAINING IN THE PROFESSION “APPLIED PROGRAMMER”

Assoc. Prof. Ivaylo Staribratov, Muharem Mollov, Rosen Valchev Petar Petrov

Книжка 4
BENCHMARKING FOR DEVELOPMENT OF SPEED AND POWER CHARACTERISTICS

Assist. Prof. Dr. Darinka Ignatova Assoc. Prof. Dr. Alexander Iliev

DIAGNOSIS AS A TOOL FOR MONITORING THE EFFECTIVENESS OF ADDICTION PREVENTION IN ADOLESCENTS

Prof. O.A. Selivanova Assoc. Prof. N.V. Bystrova, Assoc. Prof. I.I. Derecha, Assoc. Prof. T.S. Mamontova, Assoc. Prof. O.V. Panfilova

Книжка 3
ПУБЛИЧНОТО РАЗБИРАНЕ НА НАУКАТА В МРЕЖОВИЯ СВЯТ

Д-р Светломир Здравков, д-р Мартин Й. Иванов, д-р Петя Климентова

ОБРАЗОВАНИЕ ЗА УСТОЙЧИВО РАЗВИТИЕ – ПРАКТИКО-ПРИЛОЖНИ АСПЕКТИ

Гл. ас. д-р Златка Ваклева Проф. д-р Тоня Георгиева

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PREPARATION OF PRIMARY SCHOOL TEACHERS FOR COMMUNICATIVE AND RHETORICAL ACTIVITY IN SCHOOL IN THE CONTEXT OF THEIR PRACTICAL TRAINING

Prof. Halyna Bilavych Prof. Nataliia Bakhmat Prof. Tetyana Pantyuk, Prof. Mykola Pantyuk Prof. Borys Savchuk

ПРОЛЕТНА КОНФЕРЕНЦИЯ НА СЪЮЗА НА МАТЕМАТИЦИТЕ В БЪЛГАРИЯ

(Трявна, 5 – 9 април 2022) Гл. ас. д-р Албена Симова

Книжка 1
ДИГИТАЛНАТА ИНТЕРАКЦИЯ ПРЕПОДАВАТЕЛ – СТУДЕНТ В ОНЛАЙН ОБУЧЕНИЕТО В МЕДИЦИНСКИТЕ УНИВЕРСИТЕТИ

Д-р Миглена Търновска, д-р Румяна Стоянова Доц. Боряна Парашкевова, проф. Юлияна Маринова

2021 година
Книжка 6
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ЕДНА РЕКАПИТУЛАЦИЯ НА ИЗСЛЕДВАНИЯ ВЪРХУ ИНТЕРКУЛТУРНИТЕ ОТНОШЕНИЯ. КАКВО СЛЕДВА ОТ ТОВА ЗА ОБРАЗОВАНИЕТО?

Давидков, Ц., 2019. Изследвания върху културите. Културни ориентири на управлението. София: СУ „Св. Климент Охридски“, ISBN 978-954-9399-52-3 Проф. Пламен Макариев

Книжка 4s
RECOGNITION OF FAKE NEWS IN SPORTS

Colonel Assoc. Prof. Petko Dimov

SIGNAL FOR HELP

Ina Vladova, Milena Kuleva

Книжка 4
PREMISES FOR A MULTICULTURAL APPROACH TO EDUCATION

Dr. Anzhelina Koriakina, Assoc. Prof., Prof. Lyudmila Amanbaeva, DSc.

ПОЗИТИВНА ПСИХОЛОГИЯ: ПРОБЛЕМНИ ОБЛАСТИ И ФОРМИРАНЕ НА ЛИЧНОСТТА

Доц. д-р Стоил Мавродиев, Любомира Димитрова

КНИГА ЗА ИСТОРИЯТА НА БЪЛГАРСКОТО ВИСШЕ ИНЖЕНЕРНО ОБРАЗОВАНИЕ

Сгурев, В., Гергов, С., Иванов, Г., 2019. Положителните науки с приложение към индустрията. История на висшето техническо образование в България. София: Изд. на БАН „Проф. Марин Дринов“, Изд. „Захарий Стоянов“. ISBN 978-619-245-004-5, ISBN 978-954-09-1387-2.

Книжка 3
ENTREPRENEURSHIP AND INTERDISCIPLINARY EDUCATION – SEMIOTIC ASPECTS

Prof. Dr. Christo Kaftandjiev Dr. Diana Kotova

THE PRACTICAL IMPORTANCE OF ACCOUNTING EDUCATION FOR FUTURE MANAGERS

Nataliia Radionova, DSc. Dr. Radostina Stoyanova, Assist. Prof.

ЗА ОБРАЗОВАТЕЛНАТА ИНТЕГРАЦИЯ И ЗАЛОЗИТЕ НА НАСТОЯЩЕТО

Нунев, Й., 2020. Мониторинг на процесите на приобщаване и образователна интеграция и модели за десегрегация на ромското образование. Пловдив: Астарта, ISBN 978-954-350-283-7

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METHODOLOGY OF SAFETY AND QUALITY OF LIFE ON THE BASIS OF NOOSPHERIC EDUCATION SYSTEM FORMATION

Nataliia Bakhmat Nataliia Ridei, Nataliia Tytova, Vladyslava Liubarets, Oksana Katsero

ОБРАЗОВАНИЕ В УСТОЙЧИВО РАЗВИТИЕ И ВЗАИМОДЕЙСТВИЕ „ДЕТЕ – СРЕДА“

Стоянова, М. (2020). Образование в устойчиво развитие и взаимодействие „дете – среда“ София: Авангард принт. ISBN 978-954-337-408-3

2020 година
Книжка 6
HIGHER EDUCATION AS A PUBLIC GOOD

Yulia Nedelcheva, Miroslav Nedelchev

Книжка 5
НАСЪРЧАВАНЕ НА СЪТРУДНИЧЕСТВОТО МЕЖДУ ВИСШИТЕ УЧИЛИЩА И БИЗНЕСА

Добринка Стоянова, Блага Маджурова, Гергана Димитрова, Стефан Райчев

Книжка 4
THE STRATEGY OF HUMAN RIGHTS STUDY IN EDUCATION

Anush Balian Nataliya Seysebayeva Natalia Efremova Liliia Danylchenko

Книжка 3
ПОМОЩНИ СРЕДСТВА И ТЕХНОЛОГИИ В ПРИОБЩАВАЩОТО ОБРАЗОВАНИЕ

Янкова, Ж. (2020). Помощни средства и технологии за деца и ученици със специални образователни потребности в приобщаващото образование.

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МИГРАЦИЯ И МИГРАЦИОННИ ПРОЦЕСИ

Веселина Р. Иванова

SOCIAL STATUS OF DISABLED PEOPLE IN RUSSIA

Elena G. Pankova, Tatiana V. Soloveva, Dinara A. Bistyaykina, Olga M. Lizina

Книжка 1
ETHNIC UPBRINGING AS A PART OF THE ETHNIC CULTURE

Sholpankulova Gulnar Kenesbekovna

ЗА СВЕТЛИНАТА, КОЯТО ИЗЛЪЧВА… В ПАМЕТ НА ПРОФ. Д.П.Н. АСЕМГУЛ МАЛДАЖАНОВА

Нашата редколегия загуби един все- отдаен и неповторим колега и приятел – проф. д.п.н. Асемгул Малдажанова. Пе- дагог по призвание и филолог по мисия! Отиде си от нас нашият приятел, коле- га и член на редколегията на списанието – професор д.п.н. Асемгул Малдажанова – първи заместник-ректор на Евразийския

2019 година
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EMOTIONAL COMPETENCE OF THE SOCIAL TEACHER

Kadisha K. Shalgynbayeva Ulbosin Zh.Tuyakova

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„ОБРАЗОВАТЕЛНИ КИНОХОРИЗОНТИ“ В ПОЛЕТО НА МЕДИА ОБРАЗОВАНИЕТО

(2018). Образователни кинохоризонти. Международен сборник с научни публи- кации по проект „Естетически и образователни проекции на кинодидактиката“. Бургас: Проф. д-р Асен Златаров. Съставител: Маргарита Терзиева. ISBN 978-954-471-496-3

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ВИСШЕТО МОРСКО ОБРАЗОВАНИЕ В КОНКУРЕНТНА СРЕДА

Бакалов, Я. (2019). Висше морско образование. Лидиране в конкурентна среда. Варна: Стено. ISBN 978-619-241-029-2

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УЧИЛИЩЕТО НА БЪДЕЩЕТО

Наталия Витанова

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КНИГА ЗА УСПЕШНИТЕ НАУЧНИ ПУБЛИКАЦИИ

Кожухаров, А. (2018). Успешните научни публикации. Варна: Тера Балканика. ISBN 978-619-90844-1-0

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POST-GRADUATE QUALIFICATION OF TEACHERS IN INTERCULTURAL EDUCATIONAL ENVIRONMENT

Irina Koleva, Veselin Tepavicharov, Violeta Kotseva, Kremena Yordanova

ДЕЦАТА В КОНСТИТУЦИОННИТЕ НОРМИ НА БЪЛГАРИЯ

Румен Василев, Весела Марева

СЪСТОЯНИЕ НА БЪЛГАРСКОТО ОБРАЗОВАНИЕ

Анелия Любенова Любомир Любенов

ИНТЕРКУЛТУРНИЯТ ТРЕНИНГ КАТО ЧАСТ ОТ СТРАТЕГИЯТА ЗА ГЛОБАЛИЗАЦИОННА ИНТЕГРАЦИЯ

Хубенова, М. (2018). Значение на междукултурната комуникация за направления: политически науки, право, икономика и бизнес. София: Издателски комплекс УНСС. ISBN 978-619-232-072-0

ЕДИН НОВ УЧЕБНИК

Дончева, Ю. (2018). Теоретични и методически основи на запознаване с околния свят в детската градина. Русе: Лени Ан

2018 година
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СТРАТЕГИИ НА ОБРАЗОВАТЕЛНАТА И НАУЧНАТА ПОЛИТИКА НАУЧНО СПИСАНИЕ STRATEGIES FOR POLICY IN SCIENCE AND EDUCATION EDUCATIONAL JOURNAL ГОДИНА XXVI / VOLUME 26, 2018 ANNUAL CONTENTS / ГОДИШНО СЪДЪРЖАНИЕ СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 120 КНИЖКА 2 / NUMBER 2: 121 – 224 КНИЖКА 3 / NUMBER 3: 225 – 336 КНИЖКА 4 / NUMBER 4: 337 – 448 КНИЖКА 5 / NUMBER 5: 449 – 560 КНИЖКА 6 / NUMBER 6: 561 – 664

ДИСКУСИОННО / DISCUSSION 211 – 216: Процедурата за назначаване на ръководител на катедра като причина за вло- шаващото се качество на обучението и микроклимата във висшите учи лища у нас [The Procedure for Appointing a Head of Department as a Reason for the Deteriorating Quality of Education and the Microclimate in the Higher School] / Александър Димит- ров / Alexander Dimitrov

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A NEW AWARD FOR PROFESSOR MAIRA KABAKOVA

The staff of the Editorial board of the journal “Strategies for Policy in Science and Education” warmly and sincerely congratulates their Kazakhstan colleague -

ПРОДЪЛЖАВАЩАТА КВАЛИФИКАЦИЯ НА УЧИТЕЛИТЕ – НОРМАТИВЕН И ИЗСЛЕДОВАТЕЛСКИ ОБЗОР

(научно-теоретично обобщение върху проведени обучения на учители)

ЕТНОЦЕНТРИЗМЪТ И ИНЕРЦИИТЕ ОТ МИНАЛОТО – СЕРИОЗНИ ПРОБЛЕМИ В БЪЛГАРСКАТА ОБРАЗОВАТЕЛНА СИСТЕМА

(Eтнопедагогически аспекти на основното и средното образование) Веселин Тепавичаров

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ХРИСТО БОТЕВ И ПОЗНАВАТЕЛНИЯТ КРЪГОЗОР НА СЪВРЕМЕННИТЕ СТУДЕНТИ ЗА ЕВРОПА

Изследователски разказ за един познавателен подвиг и за една познавателна недостатъчност

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BLENDED EDUCATION IN HIGHER SCHOOLS: NEW NETWORKS AND MEDIATORS

Nikolay Tsankov Veska Gyuviyska Milena Levunlieva

ВЗАИМОВРЪЗКАТА МЕЖДУ СПОРТА И ПРАВОТО

Ивайло Прокопов, Елица Стоянова

НАДНАЦИОНАЛНИ И МЕЖДУПРАВИТЕЛСТВЕНИ МЕТОДИ НА ИНТЕГРАЦИЯ В ОБЛАСТТА НА ПРАВОСЪДИЕТО И СИГУРНОСТТА

(Формиране на обща миграционна политика: парадигми и образователни аспекти) Лора Махлелиева-Кларксън

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ВЪЗПРИЯТИЯ И НАГЛАСИ НА УЧЕНИЦИТЕ ПО ВАЖНИ ОБЩЕСТВЕНИ ВЪПРОСИ

(Данни от Международното изследване на гражданското образование – ICCS 2016)

2017 година
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ЗНАЧИМОСТТА НА УЧЕНЕТО: АНАЛИЗ НА ВРЪЗКИТЕ МЕЖДУ ГЛЕДНИТЕ ТОЧКИ НА УЧЕНИЦИ, РОДИТЕЛИ И УЧИТЕЛИ

Илиана Мирчева, Елена Джамбазова, Снежана Радева, Деян Велковски

ВЪЗПРИЯТИЯ И НАГЛАСИ НА УЧЕНИЦИТЕ ПО ВАЖНИ ОБЩЕСТВЕНИ ВЪПРОСИ

(Данни от Международното изследване на гражданското образование – ICCS 2016)

СТРАТЕГИИ НА ОБРАЗОВАТЕЛНАТА И НАУЧНАТА ПОЛИТИКА НАУЧНО СПИСАНИЕ STRATEGIES FOR POLICY IN SCIENCE AND EDUCATION EDUCATIONAL JOURNAL ГОДИНА XXV / VOLUME 25, 2017 ANNUAL CONTENTS / ГОДИШНО СЪДЪРЖАНИЕ

СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 112 КНИЖКА 2 / NUMBER 2: 113 – 224 КНИЖКА 3 / NUMBER 3: 225 – 336 КНИЖКА 4 / NUMBER 4: 337 – 448 КНИЖКА 5 / NUMBER 5: 449 – 552 КНИЖКА 6 / NUMBER 6: 553 – 672

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ОРГАНИЗАЦИОННА КУЛТУРА В УЧИЛИЩЕ

Ивайло Старибратов, Лилия Бабакова

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КОУЧИНГ. ОБРАЗОВАТЕЛЕН КОУЧИНГ

Наталия Витанова, Нели Митева

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ТЕХНОХУМАНИЗМЪТ И ДЕЙТЪИЗМЪТ – НОВИТЕ РЕЛИГИИ НА БЪДЕЩЕТО

Harari, Y. N. (2016). Homo Deus. A Brief History of Tomorrow. Harvill Secker. ISBN-10: 1910701874

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РЕФОРМИТЕ В ОБРАЗОВАНИЕТО – ПЕРСПЕКТИВИ И ПРЕДИЗВИКАТЕЛСТВА

Интервю с Габриела Миткова, началник на Регионалното управление на образованието – Силистра

ЕМПАТИЯ И РЕФЛЕКСИЯ

Нели Кънева, Кристиана Булдеева

2016 година
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СТРАТЕГИИ НА ОБРАЗОВАТЕЛНАТА И НАУЧНАТА ПОЛИТИКА НАУЧНО СПИСАНИЕ STRATEGIES FOR POLICY IN SCIENCE AND EDUCATION EDUCATIONAL JOURNAL ГОДИНА XXIV / VOLUME 24, 2016 ANNUAL CONTENT / ГОДИШНО СЪДЪРЖАНИЕ

СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 120 КНИЖКА 2 / NUMBER 2: 121 – 232 КНИЖКА 3 / NUMBER 3: 233 – 344 КНИЖКА 4 / NUMBER 4: 345 – 456 КНИЖКА 5 / NUMBER 5: 457 – 568 КНИЖКА 6 / NUMBER 6: 569 – 672

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2014 година
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КОХЕРЕНТНОСТ НА ПОЛИТИКИ

Албена Вуцова, Лиляна Павлова

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ОБРАЗОВАНИЕТО ПО ПРАВАТА НА ЧОВЕКА ПРЕЗ ПОГЛЕДА НА ДОЦ. ЦЕЦКА КОЛАРОВА

Цецка Коларова. (2013). Образование по правата на човека. София: Авангард Прима. ISBN 978-619-160-234-6

USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan Vincent Greaney T. Scott Murray Chapter 4 Translating Assessment Findings Into Policy And Action Although the primary purpose of a system of national assessment is to describe students’ learning, its role is not limited to description. To justify the effort and expenditure involved, the information that an assessment provides about the achievements of students, their strengths and weaknesses, and how they are distributed in the population (for example, by gender or location

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PROFESSIONAL DEVELOPMENT OF UNIVERSITY FACULTY: А SOCIOLOGICAL ANALYSIS

Gulnar Toltaevna Balakayeva Alken Shugaybekovich Tokmagambetov Sapar Imangalievich Ospanov

ЗА ПО-ХУМАНИСТИЧНА ТРАДИЦИОННО- ИНОВАЦИОННА ОБРАЗОВАТЕЛНО-ВЪЗПИТАТЕЛНА СТРАТЕГИЯ У НАС

(КОНЦЕПТУАЛНА РАЗРАБОТКА В ПОМОЩ НА ПОДГОТОВКАТА НА НОВ ЗАКОН ЗА ОБРАЗОВАНИЕТО)

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РЕФЛЕКСИЯТА В ИНТЕГРАТИВНОТО ПОЛЕ НА МЕТОДИКАТА НА ОБУЧЕНИЕТО ПО БИОЛОГИЯ

Иса Хаджиали, Наташа Цанова, Надежда Райчева, Снежана Томова

USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan Vincent Greaney T. Scott Murray Chapter 1 Factors affecting the use and nonuse of national assessment fi ndings The main objectives of a national assessment, as set out in volume 1 of this series, Assessing National Achievement Levels in Education, are to determine (a) how well students are learning in the education system (with reference to general expectations, aims of the curriculum, and preparation for further learning and for life); (b) whether there is evidence of par

2013 година
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QUESTIONNAIRE DEVELOPMENT

ÎÖÅÍßÂÀÍÅÒÎ

РОССИЙСКАЯ СИСТЕМА ОЦЕНКИ КАЧЕСТВА ОБРАЗОВАНИЯ: ГЛАВНЫЕ УРОКИ

В. Болотов / И. Вальдман / Г. Ковалёва / М. Пинская

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MASS MEDIA CULTURE IN KAZAKHSTAN

Aktolkyn Kulsariyeva Yerkin Massanov Indira Alibayeva

РОССИЙСКАЯ СИСТЕМА ОЦЕНКИ КАЧЕСТВА ОБРАЗОВАНИЯ: ГЛАВНЫЕ УРОКИ

В. Болотов / И. Вальдман / Г. Ковалёва / М. Пинская

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ОЦЕНЯВАНЕ НА ГРАЖДАНСКИТЕ КОМПЕТЕНТНОСТИ НА УЧЕНИЦИТЕ: ПРЕДИЗВИКАТЕЛСТВА И ВЪЗМОЖНОСТИ

Светла Петрова Център за контрол и оценка на качеството на училищното образование

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Уважаеми читатели,

вет, както и от международния борд за предоставените статии и студии, за да могат да бъдат идентифицирани в полето на образованието пред широката аудитория от педа- гогически специалисти във всички степени на образователната ни система. Благодаря за техния всеотдаен и безвъзмезден труд да създават и популяризират мрежа от научни съобщества по профила на списанието и да насърчават научните изследвания. Благодаря на рецензентите от национално представените висши училища, на- учни институции и

METHODS FOR SETTING CUT SCORES IN CRITERION – REFERENCED ACHIEVEMENT TESTS

ÎÖÅÍßÂÀÍÅÒÎ COMPARATIVE ANALYSIS OF THE QUALITY OF THE SEPARATE METHODS

ПУБЛИКАЦИИ ПРЕЗ 2012 Г.

СПИСАНИЕ „БЪЛГАРСКИ ЕЗИК И ЛИТЕРАТУРА“

2012 година
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DEVELOPMENT OF SCIENCE IN KAZAKHSTAN IN THE PERIOD OF INDEPENDENCE

Aigerim Mynbayeva Maira Kabakova Aliya Massalimova

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СИСТЕМАТА ЗА РАЗВИТИЕ НА АКАДЕМИЧНИЯ СЪСТАВ НА РУСЕНСКИЯ УНИВЕРСИТЕТ „АНГЕЛ КЪНЧЕВ“

Христо Белоев, Ангел Смрикаров, Орлин Петров, Анелия Иванова, Галина Иванова

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ПРОУЧВАНЕ НА РОДИТЕЛСКОТО УЧАСТИЕ В УЧИЛИЩНИЯ ЖИВОТ В БЪЛГАРИЯ

* Този материал е изготвен въз основа на резултатите от изследването „Parental Involvement in Life of School Matters“, проведено в България в рамките на проек- та „Advancing Educational Inclusion and Quality in South East Europe“, изпълняван

ВТОРИ ФОРУМ ЗА СТРАТЕГИИ В НАУКАТА

Тошка Борисова В края на 2011 г. в София се проведе второто издание на Форум за страте- гии в науката. Основната тема бе повишаване на международната видимост и разпознаваемост на българската наука. Форумът се организира от „Elsevier“ – водеща компания за разработване и предоставяне на научни, технически и медицински информационни продукти и услуги , с подкрепата на Министер- ството на образованието, младежта и науката. След успеха на първото издание на Форума за стратегии в науката през

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РЕЙТИНГИ, ИНДЕКСИ, ПАРИ

Боян Захариев

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