Usted buscó: criticism (Persa - Inglés)

criticism.
with bibliography, criticism.

chapter 17: "translation criticism".
chapter 17: "translation criticism".

f. rhodes as "translation criticism: the potentials and limitations.
f. rhodes as "translation criticism: the potentials and limitations.

translated into english by françoise massardier-kenney as "toward a translation criticism: john donne".
translated into english by françoise massardier-kenney as "toward a translation criticism: john donne".

پایه و اساس گسترده ارزیابی با هر دو آزمون هدفمند و موضوعی: استخدام کنندگان و مدیران استخدام می توانند مجموعه بزرگی از آزمونهای با کیفیت را تهیه کنند که بصورت آنلاین برای تست مهارتهای داوطلب انجام می شود. آزمون هدف دانش گسترده ای را ارائه می دهد که داوطلب با مهارت های مطلوب آشنا است. گذشته از این ، سیستم عامل هایی وجود دارد که شبیه سازهای آزمون ذهنی را ارائه می دهد که می تواند به کارفرمایان کمک کند تا دانش عمیق از نامزد را ارزیابی کنند.as discussed earlier, questions have been raised in regard to the reliability, validity, and norms of computerized tests. we recommend that test service providers be aware of whether there exists appropriate information concerning the development of test norms for computer-administered tests (cf. american psychological association [apa], 1977, 1981; apa et al., 1985; apa, division 14, 1980), in regard to confidentiality, the problems arc important and present, independently of whether computer procedures are used (space, 1981). it has been argued, however, that threats to the confidentiality of testing are magnified when testing is conducted via the computer. one answer to this criticism is that strong ethical controls must be in place when the individual is providing information and when this person or others need access to the test results. it is our opinion that confidentiality of test results has less of a chance of being compromised when stored in a secured computer file than when stored in a locked file cabinet. also, ford (1976) discussed methods of limiting access to confidential information. another serious problem is inadequate feedback to clients, especially with respect to clinical and personality tests. only providing a narrative report for a clinically based test without the option of having a professional assist in interpreting the test results is under no circumstances sufficient and proper feedback. ironically, such a practice is clearly tolerated under the auspices of the apa at its convention booth
as discussed earlier, questions have been raised in regard to the reliability, validity, and norms of computerized tests. we recommend that test service providers be aware of whether there exists appropriate information concerning the development of test norms for computer-administered tests (cf. american psychological association [apa], 1977, 1981; apa et al., 1985; apa, division 14, 1980), in regard to confidentiality, the problems arc important and present, independently of whether computer procedures are used (space, 1981). it has been argued, however, that threats to the confidentiality of testing are magnified when testing is conducted via the computer. one answer to this criticism is that strong ethical controls must be in place when the individual is providing information and when this person or others need access to the test results. it is our opinion that confidentiality of test results has less of a chance of being compromised when stored in a secured computer file than when stored in a locked file cabinet. also, ford (1976) discussed methods of limiting access to confidential information. another serious problem is inadequate feedback to clients, especially with respect to clinical and personality tests. only providing a narrative report for a clinically based test without the option of having a professional assist in interpreting the test results is under no circumstances sufficient and proper feedback. ironically, such a practice is clearly tolerated under the auspices of the apa at its convention booths.