<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alicja Keplinger</style></author><author><style face="normal" font="default" size="100%">Iwona Koczanowicz-Dehnel</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION IN EUROPEAN ACADEMIC EDUCATIONAL SYSTEMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">analyze questionnaires</style></keyword><keyword><style  face="normal" font="default" size="100%">evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">specificity and identity of the evaluating criteria</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392233651.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years the teaching evaluation process has become one of the pillars of academic education. It is a form of students participation that creates better teaching quality. The students’ active participation in affecting the quality of teaching is a basis for forming the academic educational identity. This article is an attempt to bring closer and compare the scheme of teaching evaluation in three academic systems. We are going to analyze questionnaires from University of Wroclaw, “La Sapienza” University of Rome and The University of Wales, Aberystwyth. We are interested in specificity and identity of the evaluating criteria and function it performs in educational system. Through this analysis we are also trying to define the concept of evaluation as an essential criteria of: collecting data, description, estimating or valuing.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">113-123</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alicja Keplinger</style></author><author><style face="normal" font="default" size="100%">Anna Cieślik</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PASSIVENESS AS AN IMPORTANT PROBLEM OF EDUCATION WAYS OF DEALING WITH IT ON THE BASIS OF WANT2LEARN PROJECT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">competence development</style></keyword><keyword><style  face="normal" font="default" size="100%">human motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">passivness vs activness</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392235035.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the light of empirical research and analysis there is a question about effective ways problems of passiveness in education can be dealt with. It is assumed that supporting and stimulating people by widening self-consciousness of their own resources and developing needed competences have the highest priority. Monitoring educational projects being realized can make the quality of educational offer and effective stimulation of individual potential much better. The aim of the article is: (1) to present psychologists’ opinions and views on the phenomenon of passiveness, (2) to formulate conclusions on effective ways passiveness and stimulating people by support and competence development can be dealt with, (3) to present how the so-called key competence in WANT2LEARN Project were formed and to describe problems connected with maintaining and stimulating a beneficiary in educational project. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">58-70</style></section></record></records></xml>