Research planning Plan

particularly focused on speaking skills and oral-communication assessment. 
Classroom observation became very important tool in evaluating 
teaching performance. It`s designed not to evaluate the teacher but to 
improve teaching performance. When it comes to classroom observation 
there are different feelings and interpretations among teachers. Some 
professors/teachers are negatively inclined toward classroom observation. 
Why? Because they consider it as something bad; somebody is coming there 
to evaluate my performance. And as we know students don`t like to be 
evaluated so professors don`t like it, too. Classroom observations are not 
designed for evaluation, the purpose of classroom observation is to improve 
teaching performance; it`s designed for the purpose of professional 
development.

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In the last few years, classroom observations became very popular. The 
teachers are realizing their real purpose, the benefits of classroom observation 
and how important they are for their professional development.
1 Interviews and surveys 
This involves the collection of primary data directly from individuals. 
Techniques include: 
Personal interviews - These are face-to-face meetings with an 
interviewer and respondent. It can be used to obtain information about the 
type of people, how they behave (purchase behavior), likes, and dislikes, 
attitudes and opinions about the subject matter. 
Group interviews and focus groups - These are used to produce 
qualitative data that provide useful insights into underlying attitudes and 
behavior. Usually involve six to eight people representative of the target 
group. Useful where budgets are limited or is the research topic is not yet 
fully understood. 
Telephone interviews/research - They are primarily used in industrial 
markets as a means of reaching a large number of respondents relatively 
quickly and directly. Telephone interviews are useful for usage and purchase 
surveys where market size, trends, competitive share, assessing advertising 
and promotional impact and customer satisfaction. 
Postal or self-completion - This is a popular form of research. It 
involves sending a questionnaire through the post to the respondent for self-
completion and either return by post of leave at an indicated place. The 
advantages are: wide coverage, useful where target respondents can be easily 
identified from contacts or mailing lists, less expensive than telephone and 
face-to-face interviewing, it can achieve a higher response by sending a user-
friendly covering letter and questionnaire and by offering a special incentive. 
2. Desk Research 

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This consists of data and information that already exists that can be 
accessed. The most commonly used sources are: government published data, 
trade published data, Chambers of commerce, directories and publications 
such as 'Yellow pages, 'Kompass', market research agencies and press 
published data. 
3. Test Trial 
You can test your product before any major investment is made. Any 
refinements required can be made during this phase. 
4. Search Engines 
Search engines such as www.altavista.co.uk, www.lycos.co.uk are 
useful tools to finding information. By typing in the keyword or phrase, a 
search can be made on the Web. 
If carried out correctly, market research will enable you to eliminate the 
guesswork, myth and intuition about your market, thereby taking some of the 
risk out of start-up. 
Vocabulary 
collection - накопление, сбор, собирание 
essential - существенный; внутренне присущий, неотъемлемый; 
затрагивающий существо дела 
interpretation 
- 
интерпретация, истолкование, объяснение, 
толкование, трактовка 
opinion - взгляд, мнение, убеждение 
belief - вера; доверие; мнение, убеждение 
attitude - позиция; отношение 
field research исследования на местах 
desk research разработка статистической документации 
split - прокладывать борозду, бороздить; выявлять, обнаруживать, 
выяснять 

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insight - проницательность; способность проникновения в суть; 
интуиция; понимание 
underlying - основной; лежащий в основе 
assess - оценивать, определять величину чего бы то ни было 
impact - сильное воздействие; влияние 
completion - завершение, окончание; заключение, конец, финал 
coverage - сфера действия; рамки, границы, масштаб 
directory - руководство, инструкция, справочник, указатель 
refinement - обработка, отделка; повышение качества; улучшение, 
усовершенствование 
engine - орудие, инструмент, средство; устройство 
eliminate - устранять, исключать 
guess-work - догадки; предположения 
myth - миф; вымысел 
thereby - таким образом; в связи с этим; около, неподалеку; 
приблизительно 
start-up - новая фирма, новое предприятие, предприятие (фирма) в 
начальной стадии развития 
Action Research Plan Essay, Research Paper Do Rubrics Enhance and 
Improve Students? Writing Products? Research: H. Andrade. (2000). Using 
Rubrics to promote thinking and learning. Educational Leadership. ASCD. 
Volume 57 NO. 5. February. Instructional rubrics help teachers teach and 
evaluate student work, and creating rubrics with the students help can be very 
instructive. Andrade?s article defines what a rubric is and supports why they 
are a good assessment tool. The article asserts why instructional rubrics 
support learning, how they provide students with necessary feedback, and 
how they help students develop their understanding. The article also provides 
support about how rubrics provide clear expectations for students, and 

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support good thinking. The article also includes 
data that suggests that self-assessment using a rubric has a positive 
effect on most students? writing. The article also introduces and supports the 
concept of blending instruction and assessment for more effective teaching. 
Moskal, Barbara M. (2000). Scoring Rubrics: What, When and How? 
Practical Assessment, Research & Evaluation, 7(3). Available online: 
http://ericae.net/pare/getvn.asp The article support that scoring rubrics 
provide at least two benefits in the evaluation process. First, they support the 
examination of the extent to which the specified criteria has been reached, 
and second, they provide feedback to students concerning how to improve 
their performances. The article also supports that if these benefits are 
consistent with the purpose of the assessment, that 
a scoring rubric is likely to be an appropriate evaluation technique. 
Using generalizability theory to estimate the reliability of writing scores 
derived from holistic and analytical scoring methods Educational and 
Psychological Measurement; Durham; Jun 1999; Carl W Schwartz; Stephen 
R Hooper; James W Montgomery; Melissa B Wakely; et al; This research 
examined whether or not the rubrics used to assess writing for the NAEP test 
are reliable. Two separate studies were listed for this source. The results from 
both studies suggested that individual differences among students contributed 
most of the variance to writing scores. Well-trained raters did not contribute 
significant amounts of variance to writing scores, but there was sizable 
variance in the scores attributable to the 
interaction of students and raters. The reliability coefficients tended to 
increase as the number of raters increased. However, the specific use of these 
writing scores was an important consideration in the reliability of the scores. 
Writing by the Rules No Easy Task; ‘Rubrics’ Can Help Students Focus on 
Basics, but Some Teachers and Parents Say They Squelch Creativity The 

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Washington Post; Washington, D.C.; Oct 24, 2000; Jay Mathews; This article 
presents research that some teachers find that rubrics stifle student creativity. 
It also emphasizes that teachers hold many different views about the value of 
rubrics. Some teachers will not assign writing tasks without a rubric because 
they feel the rubrics set important guidelines. The article presents support for 
both sides of 
the argument. This article reports research that states that writing is too 
personal and varied an enterprise to be amenable to scoring by rubric. It also 
suggests that standardized scores with a writing rubric also present a validity 
problem. Rubrics incorrectly imply that good writing is the sum of the 
criteria on the rubric, and that the criteria on the rubric are sufficient for good 
writing. The author asserts that writing that does not conform to the criteria 
on the rubric is not good. Introduction to Scoring Rubrics.

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Literature 
1. 
http://www.businessvision.co.uk/sales_marketing_02.html 
2. 
http://www.forrester.com/my/1,,1-0,FF.html 
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